Management stratégique de l’enseignement secondaire en république démocratique du Congo et efficacité interne du système éducatif au Sud-Kivu : analyse des performances à l’examen d’état de 2017 à 2022

Abstract

The educational system of the Democratic Republic of Congo (DRC) undergoes political, social and environmental constrains. Looking at the prolonged conflicts that plague the country, the strategic management of education must play the role of attenuating the negative influence of factors that perturb the educational system, in order to guarantee a stable acceptable internal efficiency of the system. Thus, the present research springs from the observation that for close to six years, the internal efficiency and secondary education in DRC in general and in the South-Kivu province in particular has been low, as could be judged from the low success rates and malfunctioning of the training system. The main question that arouses from this observation states thus: what influence does the strategic management of education in DRC exert on the internal efficiency of the secondary educational system in the South-Kivu province? To answer this question, we opted for a mixed research scheme. The quantitative aspect built on an analysis of results obtained during the 2017 to 2022 sessions of the “Examen d‟État”, while the qualitative aspect lay on interviews with 14 provincial inspectors and secondary school administrators. By calculating and confronting the figures related to the exam, we discovered that the success rates and functioning of secondary schools were poor, indicating a poor level of internal efficiency of the secondary education system. The contribution of the strategic management of education to this poor level of efficiency was shown through the interviews. They revealed that the poor efficiency was tributary of errors in the infrastructural, financial and human resource management policies led by the strategic management of education. Following these findings, the study suggested the application of a bottom-up management model, with a relative autonomy for secondary schools, economic viability of these schools, financial audit of their accounts, technical follow-up of school projects and implementation of distant learning within the provinces that experience crises of different sorts.