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South African Journal of Higher Education (2017)

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South African Journal of Higher Education (2017)

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Schooling in the DRC is modelled predominantly on the French educational system.
Compulsory from age 6-16 with six years in Primary and seven years in Secondary. A test is taken before moving up to secondary school.
Although this is regarded as compulsory it is not always the case especially in rural areas. Also as education is seen as ‘free’ the cost of books and pencils proves to be a financial pressure many cannot afford.

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Charlotte Finland PINK

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Teacher education Finland (Zujian and Vogrinc, 2011)

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Teacher education Finland (Zujian and Vogrinc, 2011)

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Teacher education for teachers in comprehensive schools and upper secondary schools, as well as for those teachers who teach general subjects in adult education and vocational education, is provided at eight Finnish comprehensive universities around the country.  p. 33
Universities have a high degree of autonomy in designing their curricula. Therefore, no detailed “curriculum of teacher education” covering all universities in Finland can be presented. However, there are some principles and general outlines followed by all institutions of teacher education. p.33

All universities responsible for teacher education established a national network for Educational Sciences and Teacher Education. Its main task was to coordinate the implementation of the two-tier degree programmes and to activate interaction and knowledge sharing between teacher education units. It organized seminars and sub-networks where representatives of the universities had opportunities to discuss, argue and reach a consensus concerning the common national components and structures of teacher education. p.44
It created a joint forum to analyse and develop the teacher education curriculum taking new challenges in the Finnish society and global world into account. The teacher education network had also active contacts with the Mathematics and Science groups as well as with the humanities group. As a consequence of the cooperation, all universities will share a common structure of teacher education. A rather good consensus has also been reached concerning the core contents of the curriculum, although each university will have the autonomy to develop its own curriculum based on its current research profile. p.34

all teachers had to attain Master’s degree for a teacher qualification. p.34
As part of the Bologna process, teacher education in Finland moved to a two-tier degree system on 1 August 2005. The combination of a three-year Bachelor’s degree and a two-year Master’s degree in appropriate subjects qualifies teachers to teach subjects in primary and secondary schools or general subjects in vocational institutions. Since moving to the Bologna process, the kindergarten teacher’s degree has to be a Bachelor in Education (180 ECTS); all other teachers must attain a Master’s degree (BA 180 + MA 120 = 300 ECTS; 1 ECTS is about 27 hours work). p.34
Teachers for vocational schools study their vocational subjects in higher education institutions (e.g. technological universities) which are specialized in vocational content areas. All other teachers are educated in comprehensive universities.   p.34
The main elements of all teacher education curricula consist of studies in:  − Academic disciplines. These can be whatever disciplines are taught in schools or educational institutions or in the science of education. Academic studies can be a major or minor, depending on the qualification being sought. Class teachers have a major in educational sciences and minors in other disciplines.  − Research studies consist of methodological studies, a BA thesis, and a MA thesis.  − Pedagogical studies (min. 60 ECTS) are obligatory for all teachers. They also include teaching practice. − Communication, language and ICT studies are obligatory.  − The preparation of a personal study plan is a new element in university studies in Finland since 2005. Its main function is to guide students to develop their own effective programmes and career plans, and to tutor them in achieving their goals.  − Optional studies may cover a variety of different courses through which students seek to profile their studies and qualifications p.35

The goal of pedagogical studies is to create opportunities to learn pedagogical interaction, to learn how to develop one’s own teaching skills, and to learn how to plan, teach and evaluate teaching in terms of the curriculum, the school community and the age and learning capacity of the pupils. Students should also learn how to cooperate with other teachers, parents and other stakeholders and representatives of the welfare society.  p.36
For decades, the Finnish orientation toward teacher education has committed itself to the development of a research-based professional culture. p.39
Teacher education, especially class teacher education, is one of the most desired study programmes. Because of a big amount of applicants to class teacher education, only 10–15% can be accepted. Also secondary teacher education has become more and more popular in most subjects. In general, admission to the university is difficult for young people wishing to pursue a career as a subject teacher as only a small percentage of the applicants is granted admission to studies in the relevant faculties. This is true particularly for biological subjects, but there have recently been problems in recruiting talented students in Mathematics, Physics and Chemistry, and in some foreign languages. p.41
Each university has 1–2 teacher training schools which are specialized in supervision of student teachers. The funding of teacher training schools comes from the Ministry of Culture and Education. The training schools also have the task of developing good-quality teaching and curriculum planning. They provide innovative training periods for university students who study teacher education programmes.  Universities are autonomous in planning teacher education curricula and how they are implemented in teaching practice. National legislation only gives major guidelines for teacher education and does not regulate for how many hours student teachers engage in practice. In some universities, e.g. the University of Helsinki, all student teachers have the first periods of practice in university training schools and the last periods in schools of local municipalities. The universities make a contract with local schools and pay rewards to supervising teachers p. 43

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Finland University (Zujian and Vogrinc, 2011)

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Finland University (Zujian and Vogrinc, 2011)

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In Finland, all universities have Numerus Clausus system. It means that the universities accept only a certain number of applicants and it is related to the amount of degrees negotiated with the Ministry of Education. The universities are accountable for their results and funded according to it. Usually, less than one forth of applicants can be accepted into universities. p.41

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https://pdfs.semanticscholar.org/2512/9374e1bc2c0f10495dd688bb9d57fb538d1a.pdf#page=33

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How did a country with an undistinguished education system in the 1980s surge to the head of the global class in just a couple of decades?  p.34
Until the 1960s, the level of educational attainment in Finland remained fairly low: only one in ten adult Finns had completed more than nine years of basic education, and achieving a university degree was uncommon.2 Back then, Finland’s education level was comparable to that of Malaysia or Peru, and lagged behind its Scandinavian neighbors of Denmark, Norway, and Sweden. Today, more than 98 percent of Finns attend preschool at the age of six, 99 percent complete compulsory basic education at the age of 16, and three out of five young Finns enroll in and 50 percent complete state-funded higher education after upper secondary school.3 p.34
Finland publicly recognizes the value of its teachers and trusts their professional judgment in schools. The Finnish education system does not employ external standardized student testingto drive the performance of schools. Neither does it employ a rigorous inspection system of schools and teachers. Instead of test-based accountability, the Finnish system relies on the expertise and professional accountability of teachers who are knowledgeable and committed to their students and communities. p.35

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Among young Finns, teaching is consistently the most admired profession in opinion polls of high school graduates.4 Becoming a primary school teacher in Finland is a very competitive process. only Finland’s best and brightest are able to fulfill those professional dreams. Every spring, thousands of high school graduates submit their applications to the departments of teacher education in Finnish universities. Usually it is not enough to have completed high school and passed a rigorous matriculation examination. Successful candidates must have not only good scores and excellent interpersonal skills, but also a deep personal commitment to teach and work in schools. Annually only about one in every ten applicants will be accepted to study to become a primary school teacher. Among all categories of teacher education (i.e., not just primary), about 5,000 prospective teachers are selected from about 20,000 applicants. p.35
Teacher education is based on a combination of research, practice, and reflection, meaning that it must be supported by scientific knowledge and focused on thinking processes and cognitive skills used in conducting research. p.35
Finnish schools is that all the teachers are equal p.37

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During the course of Finland’s education reforms, teachers have demanded more autonomy and responsibility for curriculum and student assessment.13 Gradual growth of teacher training and professionalism in Finnish schools since the 1980s has made this a legitimate appeal. Teachers’ engagement in these areas contributes to teacher status, satisfaction, and effectiveness.p.37

1. While the National Curriculum Framework for Basic Education and similar documents for upper secondary education provide guidance to teachers regarding the content that students must master in each grade or course, curriculum planning is the responsibility of schools and municipalities. Local education authorities and teachers approve the school-level curriculum, and school principals (who must be qualified, experienced teachers) play a key role in curriculum design. Teacher education ensures that all educators have well-developed curriculum knowledge and planning skills. Moreover, the importance of curriculum design in teacher practice is helping shift the focus of professional development from fragmented in-service training toward more systemic, theoretically grounded school-wide improvement efforts.  p.37

Along with curriculum design, teachers play a key role in assessing students. Finnish schools do not use standardized testing to determine student success.* There are three primary reasons for this. First, while assessment practice is well grounded in the national curriculum, education policy in Finland gives a high priority to personalized learning and creativity as an important part of how schools operate. Therefore, the progress of each student in school is judged more against his or her individual development and abilities rather than against statistical indicators. Second, education authorities insist that curriculum, teaching, and learning—rather than testing—should drive teachers’ practice in schools. Student assessment in Finnish schools is embedded in the teaching and learning process and is used to improve both teachers’ and students’ work throughout the academic year. Third, determining students’ academic performance and social development in Finland are seen as a responsibility of the school, not external assessors. Teachers are the best judges of how their own students are progressing in school p.37

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a typical middle school teacher in Finland teaches just under 600 hours annually. p.37
Because Finnish teachers take on significant responsibility for curriculum and assessment, as well as experimenting with and improving teaching methods, some of the most important aspects of their work are conducted outside of classrooms. p.37

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https://files.eric.ed.gov/fulltext/EJ931215.pdf

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https://in-finland.education/school-system-in-finland/

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The compulsory school age in Finland is from 6 to 17 years.
Lower secondary education or basic education is compulsory and is subdivided into two parts: junior general school (1-6 class) and elder general school (7-9 class).

During these 9 years, the education is free. Meals, books and stationery, tablet computers and museum visits are free as well. If a school is more than 2 kilometers away from the place a child lives – pupils are provided by school buses. The collection of money from parents is strictly prohibited. It is a rule.

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(the only exam they need to pass is the exam before university, taken at the age of 19).

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Almost all schools are state and all of them have equal financial support from the government. It means there are no privileged schools in Finland. Training differentiation, the allocation of some subjects and their profound studying to the detriment of others is not welcomed. All kids are considered as special, so classes are combined with different pupils with different levels of knowledge. In extremely rare situations, there are classes for the most talented students, children who are the best in this or that discipline.  There are also situations when a class is formed for those who have special needs because of some diseases. This system works with the help of an individual education plan, individually created for each student. So every child gets its own marks in accordance with his or her own tasks and missions. There is also an opportunity to attend supporting classes for those who are left behind. Also, there are correction classes for those who make a success of studying

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Journal for Congo

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South African Journal of Higher Education (2017)

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South African Journal of Higher Education (2017)

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In the DRC the university curricula has always been academic subject-orientated. The emphasis for educational training is based on theory, memorisation and training the mind/intellect.
This stems from when the colonisers denied nationals free expression and were taught not to question anything but to simply say ‘yes’ to anyone in authority at he time required.
Unfortunately, this standard of thinking has been passed over into the education system.
Learners are required to memorise and recite what he teacher tells them - leaving no room for critical thinking.
This was the norm for years. However universities began to realise change was needed and learners had to realign their thinking and transform.

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Education in East and Central Africa (2014)

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Education in East and Central Africa (2014)

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Historical Background
Before independence in 1960 the education was largely in the hands of the religious leaders/groups.
At independence the Primary school system was developed with 70% of primary age children enrolled. This enabled Belgium to become a leader in providing primary education for its subjects. However many never went further in their education and interestingly also it majority males receiving this education.
The Congolese were offered a very basic type of learning so as to give them basic skills to a point , yet unable to acquire the self-confidence to challenge the system.
Many years of conflict, wars and political instability have had a serious impact to the educating of the Congolese children .

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Teachers get together to meet the challenges of SDG 4

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One of the training colleges the Humana People to People organisation help to build.

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Providing the children in the Congo with an education poses a significant challenge. There is a shortage of qualified teachers and a lack of training institutions.

The DRC has the lowest percentage of female primary school teachers (25%). Females are not thought of as educators or even having a ‘voice’.

There is an amazing organisation called Humana People to People (HPP). In 2018 they were working in 45 countries implementing more than 1,000 projects to provide better quality of living to these countries , one of them being Education. The DRC is one of these countries to benefit from this project.
They have been assisted with the building of teacher training colleges in the country.

The DRC Ministry of Primary , Secondary and Vocational Education has entered into an agreement with HPP Congo to establish 54 new teacher training colleges through the country .
( photo at top )

All this info taken from :
www.teachertraining-dns.org/countries/dr-Congo

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www.teachertraining-dns.org/countries/dr-Congo (accessed: 28/03/20) .

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Wolhuter. C. (2014). Education in East and Central Africa . Bloomsbury: London

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The Education System in DRC is governed by three government ministries:
Ministry of Primary, Secondary and Professional Education (MEPSP)
Ministry of Higher and University Education ( MESU)
Ministry of Social Affairs and Non-formal Education  ( MAS)

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GENDER INEQUALITY AND SOCIAL INSTITUTIONS IN THE D.R.CONGO.
Annie Matundu Mbambi (WILPF DRC) and Marie-Claire Faray-Kele (UK WILPF), April-December 2010.

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Journal for Critical Challenges of The South African School System 

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Journal for Critical Challenges of The South African School System 

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This gives you a really good overview of South Africa Education System and how Apartheid affected it

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·       Frankema, E. (2016). Colonial Education and Post-Colonial Governance in the Congo and Indonesia. Available at: https://www.ewoutfrankema.com/wp-content/uploads/2016/05/Colonial-Exploitation-Ch7-Education.pdf(Accessed: 3rd April 2020).