Title: The educational provinces of Kinshasa-Plateau and Kinshasa-Tshangu: a challenge for education in the DRC
Introduction :
The educational provinces of Kinshasa-Plateau and Kinshasa-Tshangu, located to the east of the Congolese capital, are today at the center of all attention. Indeed, according to the Minister of Primary, Secondary and Technical Education, Tony Muaba Kazadi, these provinces are considered as seats of anti-values. This declaration provoked a strong reaction and opened the debate on the challenges facing the education system in these regions. In this article, we will examine the specific problems encountered in these educational provinces and propose solutions to remedy this situation.
Predominant anti-values:
During his exchange with the Heads of establishments of Kinshasa-Mont/Amba, Minister Tony Muaba Kazadi denounced the persistent presence of anti-values in the provinces of Kinshasa-Plateau and Kinshasa-Tshangu. Among these anti-values, we can cite the non-compliance with official instructions, the invention of illicit fees, the increase in fees for certification tests, the consideration of students as customers, the misuse of operating costs, etc. These practices undermine the quality of education and equity within the education system.
Solutions for quality education:
Faced with this worrying situation, it is essential to take measures to remedy these anti-values and promote quality education. First, there is a need to strengthen control and supervision mechanisms within schools, emphasizing transparency and accountability. Principals must be trained and supported in their role as pedagogical leaders, making them aware of the importance of professional ethics and integrity.
Then, it is essential to involve the entire educational community, including parents, students and teachers, in the fight against anti-values. Awareness and training programs should be put in place to promote values such as honesty, respect and responsibility.
Furthermore, it is crucial to strengthen collaboration between different stakeholders in the education sector, including provincial authorities, school principals, teachers’ unions and civil society organizations. This collaboration will make it possible to share good practices, exchange ideas and find common solutions to improve the education system.
Conclusion :
The educational provinces of Kinshasa-Plateau and Kinshasa-Tshangu face many challenges in education, including the persistent presence of anti-values. However, these challenges can be addressed by strengthening control mechanisms, involving the entire education community and fostering collaboration among education sector actors. With joint efforts, it is possible to promote quality education and ensure a better future for students in these educational provinces