1 This draft was produced by the Peer Review national and international team members, with a support from the ADEA Working Group on Non-Formal Education (WGNFE). The comments, interpretations and opinions therein expressed are those of the authors and do not necessarily reflect the views of ADEA, its members, its Steering Committee or any person acting on behalf of ADEA. ADEA's Working Group on Non-Formal Education (WGNFE) BP 692, Ouagadougou CMS11, Burkina Faso Tel: +226 25 36 58 45 [email protected]; www.gtenf.org 2 TABLE OF CONTENTS CONTENT PAGE I.FOREWORD 04 II.ACKNOWLEDGMENTS 05 III.ACRONYMS AND ABBREVIATIONS 07 IV.SYNOPSIS 09 I. PART ONE: SELF ASSESSMENT REPORT BY NATIONAL PEERS 13 II. PART TWO: REPORT BY INTERNATIONAL PEERS 57 III.MAJOR RECOMMENDATIONS BY PEER REVIEWERS 97 IV.APPENDIX 102 3 Foreword Education and training play an important role in our developing societies with regards to qualitative transformation of human resources, essential to the growth of our countries. It is in this light that there was a peer review in Congo resulting from an agreement reached on 7 August 2013 between the Ministry of Primary, Secondary Education and Literacy (MEPSA) and the Association for the Development of Education in Africa (ADEA). The objective of this review is to help the Republic of Congo improve its policies and practices for the development of Quality Education and Quality Training For All. The review targeted programs initiated within the framework of Education for All (EFA) and the Mellinium Devlopment Goals (MDGs) as well as those concerned with the training of teachers, inspectors and literacy tutors to provide qualified human resources for these programs. The present review document is a follow-up to the self-assessment report approved by the MEPSA executives on 25 July 2014. The Peer Review exercise aimed at building the capacities of education system managers. It is an important tool for good governance in Education. Therefore, I would like to thank and congratulate all those who contributed to the success of this great and inspiring undertaking. I wish that Congo will make the most of it. Hellot Matson MAMPOUYA Ministry of Primary,Secondary Education and Literacy 4 Acknowledgements Peer review in Congo was conducted within the framework of an agreement between the Congo's Ministry of Primary, Secondary Education and Literacy (MEPSA) and the Association for the Development of Education in Africa (ADEA). On behalf of this Association and of its Working Group, WGNFE, I would like to express my warm gratitude to the Congolese Ministers, their Senior Staff and the different stakeholders met in the field as they have been an invaluable source of information, support and inspiration to this exercise. Their information has been an invaluable contribution to the success of this peer review. It is also an opportunity to reiterate our thanks to the ADEA Bureau of African Ministers for its enlightened support and guidance. ADEA's gratitude also goes to UNDP and to South Korea, through "Education Without Borders", for their technical and financial support. Thanks to them, it was possible to implement a tangible, genuine, and useful South-South Cooperation. This review intended to examine Congo's achievements as part of its efforts to improve the quality of Basic Education, in accordance with the "Nouvelle Esperance1" and "Les chemins d’Avenir2” visions delineated by the country’s leadership. Particular attention was paid to the country's efforts to achieve EFA Goals, the MDGs and the training of teachers and supervisors. The self-assessment was carried out by knowledgeable and dedicated national peers among which were Prof. Samuel MAWETE and Prof. Fidèle MIALOUNDAMA, as well as the Cabinet Director who dedicated much of his time to this undertaking despite his heavy schedule. A team of international experts from Burkina Faso, South Korea, Guinea, Mali and Senegal, under the technical supervision of Minister Mamadou NDOYE, joined a team of national experts to implement the review. The two initiated a rich, professional and collegial dialogue. They explored the Congolese Education system achievements and, together, they suggested realistic and feasible recommendations. We are indebted to them for their commitment and effectiveness. 1 “Nouvelle Esperance” would stand for a “New Hope” in English 2 “Les Chemins d’Avenir” could be translated as “Path to the Future” in English 5 On behalf of the two peer teams I would like to give a special thank you to the ADEA Executive Secretariat and to the ADEA Working Group on Non Formal Education (WGNFE) for their substantive logistical and administrative support. A special recognition goes to successive executive secretaries that steered up the whole process. Thank you Dr. Richard SACK, Minister Mamadou N'DOYE, Mr. Jean Marie Ahlin BYLL-CATARIA and Ms. Oley DIBBA-WADDA. Ibrahima Bah-Lalya, PhD. Senior Education Specialist, Coordinator of the ADEA Peer review exercise 6 Acronyms and Abbreviations ADEA: Association for the Development of Education in Africa AFD: French Development Agency CBA: Competency-Based Approach AREPA: Basic Education and Literacy Development Support Project UPC : Universal Primary Completion BEPC : Brevet d’Etudes du Premier Cycle CEPE : Certificat d’Etudes primaires élémentaires CFEEN : Certificat de Fin d’Etudes Ecoles Normales COMEDAF: Conference of African Ministers of Education CPP : Main Pedagogic Advisors DDEPSA : Direction Départementale de l’Enseignement Primaire, Secondaire et de l’Alphabétisation DECTP : Direction des Examens et Concours de l’Enseignement Technique et Professionnel DFC : Direction de la Formation Continue DGEB : Direction Générale de l’Enseignement de Base. DSCERP: Growth, Employment and Poverty Reduction Strategy Paper PRSP: Poverty Reduction Strategy Paper ECOM: Congolese Household Surveys EDS : Enquête Démographique et de Santé NFE : Non Formal Education ENI : Ecole Normale d’Instituteurs ENS: Ecole Normale Supérieure ECCE: Early Childhood Care and Protection EFA: Education For All WGNFE: ADEA’s Working Group on Non Formal Education ICAP : Inspecteur Chargés des Activités Pédagogiques ICCS : Inspecteur Chef de Circonscriptions Scolaires IGEPSA : Inspection Générale de l’Enseignement Primaire, Secondaire et de l’Alphabétisation INRAP: National Institute for Pedagogic Research and Action 7 IPHD: International Partnership for Human Development GPI : Gender Parity Index ISEPS : Institut Supérieure d’Education Physique et Sportive UIS: UNESCO Institute of Statistics MEPSA: Ministry of Primary, Secondary Education and Literacy MDGs: Millennium Development Goals ORA (Schools): Observation – React –Act WFP : World Food Program. PASEC : Programme d’Analyse des Systèmes Educatifs de la CONFEMEN GDP : Gross Domestic Product NAP/EFA : National Action Plan on Education For All PND: Congolese National Development Program PPO: Teaching by Objectives. PRAEBASE: Basic Education Support Program PTF: Technical and Financial Partners RESEN: Status Report of the National Education System SIG : Système d’information et de gestion SNEPAC: National Strategy to Educate Indigenous Populations in Congo CR: Completion Rate PCR: Primary Completion Rate GER: Gross Enrollment Ratio ICT: Information and Communication Technologies TICE: Information and Communication Technologies Applied to Education TR: Retention Rate UNESCO: United Nations Educational, Scientific and Cultural Organization UNICEF: United Nations Children’s Fund 8 Synopsis A review of the Congo basic education was conducted by a national and an international team, with the support of ADEA. This was made possible thanks to major partners including South Korea and the UNDP. The reviewers were assigned to identify and analyze the achievements made by the country as part of the enhancement of the quality of its basic education, in accordance with the "Nouvelle vision" and the "Chemin d’Avenir". Particular attention had to be paid to the efforts made to attain EFA Goals and the MDGs. The training of primary school teachers and supervisors should also be a priority in this review. Documents used for such review included the Congo official documents, the self- assessment report compiled by the national team, and data collected during the international peers field visit. Thanks to this documentation and to the dedication of the reviewers it was possible to carry out a full assessment of the system performances and to develop useful recommendations to improve the current situation. Key findings The review noted that: (1) the return of peace, (2) a strong political will to support education, (3) a relatively sound financial situation, (4) the will to address learning needs of underprivileged groups, (5) a commitment to decentralize the education system and (6) an attempt to reform learning programs by introducing and reinforcing the use of ITC in school were the key factors that have contributed to the development of education in the country. However, significant and enduring challenges still impede the Congolese system efficiency and effectiveness. Owing to these factors, Congo may not be able to meet the 2015 deadlines3 . Actually: In kindergarten a real progress was achieved although the gross enrolment rate increased by only 14% in 2011-12. This is lower than the objectives of the country and the African average; 3 This report was first drafted before the February 2015 Kigali Conference where all African countries met to assess their progress toward the EFA goals. During this gathering Congo confirmed