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Le système éducatif congolais

Diagnostic pour une revitalisation dans un

contexte macroéconomique plus favorable

BANQUE MONDIALE

Le système éducatif congolais

Le système éducatif congolaisfait partie de la série de " docu- ments de travail » de la Banque mondiale. Ces documents sont publiés pour communiquer les résultats de la recherche en cours de la Banque Mondiale et pour stimuler le débat public. Cette analyse sectorielle est le produit de la collaboration entre une équipe nationale interministérielle (ministères en charge de l"éducation et ministères partenaires) et une équipe d"appui de la Banque mondiale et du Pôle de Dakar en analyse sectorielle (UNESCO-BREDA). Le rapport présente les princi- pales caractéristiques du système éducatif congolais et vise à évaluer les progrès réalisés dans la période récente, à identifi- er les contraintes qui pèsent sur son développement ainsi que les marges de manœuvres qui pourraient aider le pays à durablement améliorer son système éducatif. Ce rapport offre donc aux décideurs nationaux et à leurs partenaires au développement une base analytique solide pour instruire le dialogue politique et le processus de prise de décision. Le Gouvernement Congolais s"est appuyés sur les résultats de ce rapport pour la préparation d"un plan sectoriel d"éducation visant à être endossé par les partenaires techniques et donc à recevoir l"appui financier des partenaires de l"IMOA-EPT. Les documents de travail de la Banque Mondiale sont disponibles individuellement ou sur commande. Ils sont égale- ment disponibles en ligne sur l"e-bibliothèque de la Banque

Mondiale (www.worldbank.org/newelibrary).

NO. 183

Banque Mondiale

DOCUMENT DE TRAVAIL DE LA BANQUE MONDIALE NO. 183

SÉRIE: LE DÉVELOPPEMENT HUMAIN EN AFRIQUE

BANQUE MONDIALE

1818 H Street, NW

Washington, DC 20433 États-Unis d"Amérique

Teléphone: 202 473-1000

Site web: www.worldbank.org

E-mail: feedback@worldbank.org

ISBN 978-0-8213-8319-3

SKU 18319Public Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure AuthorizedPublic Disclosure Authorized

DOCUMENT DE TRAVAIL DE LA BANQUE MONDIALE NO. 183

Lesystèmeéducatifcongolais

Diagnosticpourunerevitalisationdansun

contextemacroéconomiqueplusfavorable delaRégionAfrique

BANQUE MONDIALE

Copyright©2010

1818HStreet,N.W.

Tousdroitsréservés

Premiertirage:avril2010

Fabriquédepapierrecyclé

123413121110

Les documents de travail de la Banque mondiale sont publiés pour faire connaître les meilleurs délais possibles. Ce document na donc pas été imprimé selon les méthodes auxpaysquilsreprésentent. Le contenu de cette publication fait lobjet dun copyright. La copie et/ou la noncommerciales,àtitregratuit. Lautorisation de copier des passages à des fins denseignement doit être obtenue auprès de: Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923 :9787504470,www.copyright.com. Washington, DC 20433 (ÉtatsUnis dAmérique). Fax: 2025222422, courriel: pubrights@worldbank.org.

ISBN:97808213

83193
eISBN:9780821383209

ISSN:17265878 DOI:10.1596/9780821383193

iii

Tabledesmatières

iv Table des matières

Tableaux

année2003/04ouproche a/

Table des matières v

vi Table des matières

Table des matières vii

1 er 2

ème

TableauVII.2:Degrédaléa(1R

2 )danslallocationdesenseignantsdu

Graphiques

viii Table des matières

Encadré

ix

Foreword

anationalteamwithmembersfromthe ministries;andstafffromtheWorldBankanddevelopmentpartners,particularly the current

Governmentsare

international development community has pledged to complement their efforts by countries have received grants totaling $1,172 million as of December 2008 to features,two deepenunderstandingofthesectorandthe challengesitfacesandtocreatecommon ground for joint action. In this sense,the report is a tangible arrangement for analysiswithinthe indicatorsofenrollment thattypifymonitoringeducationsystems. ʓ Overthepasteightyears,grossenrollmentrateshaveincreasedrapidlyin to 65 percent in lower secondary, and from 13 to 34 percent in upper secondaryeducation; ʓ Governmenthasincreasedpublicspendingoneducationcomparedwiththe levelofpublicspendingin2001;and ʓ Primaryschoolfeeshavebeenabolishedmakingschoolingmoreaffordable forpoorfamilies. The CSR alsopoints to the key challenges in the coming years for educational T x Foreword ʓ Despiterecentgrowth,publicrecurrentspendingoneducationwasequivalent ʓ Primaryeducationreceivedjust26percentoftotalpublicrecurrentspending oneducation; ʓ Preschooleducationisunderdevelopedandconcentratedinurbanareas; ʓ High levels of repetition and relatively low levels of retention affect both primary and secondary education; more than 20 percent of students who ʓ Privateschoolshaveincreasedtheirenrollmentfrom11to29percentoftotal areinadequate; ʓ AlthoughhalfofthestaffemployedbytheMinistryofBasicEducationdonot tocovertheirstaffingneeds; ʓ Spending on pedagogical materials is comparatively low at all levels of education; ʓ RecentgraduatesfromTVETandhighereducationhavedifficultiesfinding suitablework;and ʓ TheprevalenceofHIV/Aidsisexpectedtodoublebetween2005and2015;the numberororphansintheRepublicofCongo. strategynotewhichincludes thelongterm systemwiththeskillsand

YawAnsu

Director

HumanDevelopmentDepartment

AfricaRegion

TheWorldBank

xi

Avantpropos

développement, en particulier le Pôle de Dakar en analyse sectorielle (UNESCO BREDA). Le rapport est destiné à établir une photographie de létat actuel de leurs partenaires au développement une base analytique solide pour instruire le tellesortequeles Gouvernements sefforcent de réduire la pauvreté et datteindre les objectifs de développement du Millénaire et la communauté internationale sest engagé à en œuvre de plans sectoriels crédibles de développement du système éducatif. Le

20pays

partenairesdelinitiativeIMOAEPT. mentionnéesici.Tout pour bâtir une action conjointe sur la base dun diagnostic commun. Le rapport renforcement des compétences en analyse sectorielle des Ministères en charge de Un second point saillant concerne la méthodologie et les sources de données utilisées, qui vont audelà de ce qui est fait habituellement. Léquipe conjointe a C xii Avant-propos ʓ Ceshuitdernièresannées,lestauxdescolarisationontaugmentérapidement:

Lycée.

ʓ Comparéà2001,lesdépensespubliquesdéducationsontenaugmentation;et ʓ Lesfraisscolairesontétésupprimésrendantainsiléducationplusaccessible auxfamillespauvres. congolaisdanslesannéesquiviennent: ʓ Malgré une croissance récente, les dépenses courantes déducation ne représentent que 2% du PIB en 2005, un niveau relativement bas pour la publiquestotales); ʓ Lecycleprimairenareçuque26%desdépensescourantespubliquestotales déducation; ʓ Le préscolaire ou cycle maternel est sousdéveloppé et concentré dans les zonesurbaines; ʓ Destauxélevésderedoublementetdesniveauxrelativementbasderétention cycle; ʓ Lenseignementprivéaaugmentéleurseffectifsscolairesde11%à29%de déducation; ʓ La moitié du personnel recruté par le ministère de léducation primaire nenseigne pas, la relation élèveenseignantreste élevée et les écoles ont ʓ Les dépenses sur le matériel scolaire sont relativement faibles à tous les niveauxdeléducation; ʓ LesdiplômésrécentsdeTVETetdelenseignementsupérieuréprouventdes ʓ La prépondérance des HIV/Aids prévoit de doubler entre 2005 et 2015; La pandémie aura surement des conséquences sur le nombre denseignants duCongo. note sur la stratégie nationale qui présente des projections deffectif, de ressources

qui sintéresse à léducation en République du Congo. Ce nest, cependant, quune

Avant-propos xiii

au fur et à mesure que le pays mettra en œuvre son plan de développement du version de ce diagnostic dans les années à venir, sous la direction dune équipe adéjàfait ses preuves dans dautres pays, en particulier pour améliorer lappropriation du rapport. qualitémaisaussientermesdenombresde compétences nécessaires pour appuyer le développement social, économique et démocratiqueduRepubliqueduCongo.

YawAnsu

Directeur

DépartementduDéveloppementHumain

RégionAfrique

Banquemondiale

xiv

Remerciements

delaBanqueMondiale. ʓ Léquipenationaleétaitcomposéedespersonnessuivantes € AutitreduMinistèredesEnseignementsPrimaireetSecondaireenChargede l"Alphabétisation: MM Joachim Mandavo, Assistant aux programme et projet; François Kerdoncuff, Assistant technique français mis à Conseiller à léducation de base; Nadège Nkounkou Directeur des Affaires Administratives et Financières; Moïse Balonga, Directeur des € Au titre du Ministère de l"Enseignement Technique et Professionnel: MM. € Au titre du Ministère de l"Enseignement supérieur: M. Joseph Nguembo,

Directeurdes

étudesetdelaplanification.

ʓ Léquipe du Pôle de Dakar était composée de MM. Kokou Amelewonou,

BorelFokoetNicolasReuge.

ʓ Léquipe de la Banque Mondiale était composée de MM. Ramahatra Rakotomalala, spécialiste en éducation de la région Afrique, Alain Mingat, Professeur des Universités, Consultant et Marcelo Becerra, spécialiste en Ont également participé de manière ponctuelle: Mlle Alison Laclau, stagiaire Brazzaville, ainsi que Francis Ndém, analyste des politiques éducatives au Pôle de

Dakar.

C xv

EducationPolicyOverview

omplementary perspectives of the financing, functioning, and results of the a crosscutting analysis of issues relating to the overall diagnosis of the system. However, this diagnosis will remain factual and will not directly address important issues that action must address to improve efficiency and equity in the futureina

1. Improving quantitative coverage despite insufficient public resources

In recent years, the education sector as a whole has undergone very significant

2005,thegross

to1,341. per 100,000 inhabitants. Compared with ten years ago, the current situation shows apositivepath toincreaseenrolmentinthemediumterm. These positive quantitative developments are all the more outstanding as they sector.Indeed,whereaspublicexpenditureoneducationstoodat between7and8 percentof percent of current government expenditure, respectively. The 2.1 percent and 11.5 everrecordedinbothCongo finances (until recently) is partly to be blamed, but the lower priority given to educationmustalsobeunderscored.

2. The system has adjusted, but neither in a desirable nor in a sustainable way

consequences: secondary education in 2005, compared with 15 percent five years ago, if only C xvi Education Policy Overview governmentpaid teachers are taken into account);and substantial use of teachers who are paid much less than traditional civil servants (teachers who are term paidbythe in2005,representingmorethanaquarter(27 percent)oftheamountfinancedbythe government. Existence of major social differences in the Congolese education system. Although gender differences are relatively moderate, differences according to school completion rate is 73 percent, but differences range from 35 percent in the inBrazaville). clear that universal completion of primary education will in particular involve the inclusion of children from poor backgrounds and the targeting of some regions in account for the existence of strong social disparities atthe secondary and higher education urbanpopulationsthan thanthepoor. both with respect to supervision of students (in primary education, the average below 1:50; in first cycle secondary education, the ratios stand at 1:73, without teachinginputsinadditiontostaff considerable quantitative progress in the education system; however, changes are education system relevant for mediumterm development. In this regard, other harmonious developmentofthesysteminthefuture.

Education Policy Overview xvii

3. Inappropriate distribution of public resources among education levels

allocated to primary education. This allocation is the lowest among all African particularly low estimates of public unit costs (5.1 percent of

GDP per capita, the

lowest value in all African countries), and with the need to allocate more public resources to this level of education. Preschool expenditures (2.8 percent of current well theregion(about31.3percent).With29.8percent ofthesectors currentresources, higher education has a much higher relative allocation than what is observed on increase of additional resources in favour of laggingŽ levels of education, especiallyprimaryeducation.

4. Need for a more rational use of human resources

weight in the budget, on the one hand, and the educative technology that is used essentially in the relations between teachers and the students under their care. Analyses underscore a number of inefficiencies in this regard. These inefficiencies concern It is important to first identify staff who actually work in the sector to ensure teach in MEPSA (25 percent of the wage bill in the 2005 budget"or about CFA 9 astheissuetranscendsnationaleducation. and300insecondaryschools, budget. xviii Education Policy Overview charge. The practical issue is then how to determine the most satisfactory balance

53.5percent

very high. This assessment is corroborated by international comparisons indicating theprimarylevel,and22to27 Congo seems to be totally atypical and calls for special analysis/reflection to (i) to remedy it and return to a situation where the teaching of students is given the conducivetolearning,ontheotherhand). Poor level of equity and of consistency in the distribution of teaching staff should have a greater number of teachers when it also has a greater number of comparablenumbersofteachers.

ThesituationinCongoisfarremovedfromsuch

global consistency indicator shows that only 3 out of the 25 SubSaharan African ofteachersislow. At the second cycle secondary level, the distribution of teachers is much more satisfactory. It is therefore at the primary and secondary levels that progress is allocation of teachers to schools: first, thedépartement dimension, and second,

ʓ *ɎInequalityɎofɎaccessɎtoɎhumanɎresourcesɎamongɎ"départements":alookat

the estimated average number of teachers in a school of 275 pupils (the school,

ʓ InequalityɎ ofɎ accessɎ toɎ humanɎ resourcesɎ withinɎ "départements": there are

huge differences in the distribution of teachers to schools within the same

Education Policy Overview xix

Pooldépartements. Brazaville holds the record in inconsistency: there, the assignment of teachers to schools follows other criteria than sound managementprinciples! On the whole, the progress necessary in the assignment of teachers to schools withinand havetobeformulated.

5. Systemic issues to revisit in order to increase the economic and social impact of

education investments social progress of the country. Of course, this is a reasonable expectation at the structure of the education system of pupils attending school and those who have modernbehaviourswithrespect and specific contributions of each level of education; ii) at the economic level, an essentialaspect different levels of education and the labour markets quantitative and qualitative theeducationsystemisessential. education on literacy, poverty, population variables, as well as mother and child percent is obtained at the end of first cycle secondary school. The impact drops highereducationlevel. noted that the economic performance of any education system depends on the be relevant to one economy and not to another. In the latter case, it is worth underscoring that the economy must recover to provide jobs for trained youths. xx Education Policy Overview capitalproductionbytheeducationsystem. sectorthatoffers workforce in absolute numbers and in sharp decline in proportion to the working population (a yearly drop of 0.8 point in the last fifteen years), and (iii) a non intermsof jobs since 1985. Today, 28 percent of individuals are jobless or seeking a first job, comparedwith11percentin1985. In this particular context, the link between training and employment seems

difficult.ŽTherisks

they educationgraduates The valorisation of onthejob training is also related to this general context. Primary education is essential to agricultural productivity, whereas secondary themodernsectorvaluestheskills of the system(primary and secondary)that should probably be geared toward universal coverage of quality education, and (ii)the higher level (high school, secondarytechnicalschool, secondary school will normally increase considerably thanks to the gradual

universalisationŽofsuchtraining.

6. Better manage the quality of education services on the basis of results

The preceding point stresses the need to manage the qualitative and quantitative development of students in the higher level of the system based on the effective

Education Policy Overview xxi

that this principle must equally be applied to the management of the quality of education services offered in the whole education system, and, in particular, in its percentof education inputs should be provided (reduce class sizes, improve the training of necessary for better learning. However, they further clearly show that such improvementsalonearenotsufficient.

Indeed,atthemoment,

them into education. Analyses show that this aspect is absent from current noexception), and it would be relevant to introduce it. This requires (i) that results (learning, person has the mandate and the competence to intervene in schools that fail toquotesdbs_dbs1.pdfusesText_1

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