Mbanza-Ngungu: Launch of the workshop on the development of modular content integrating cross-cutting themes for HPR and EPA.

From December 14 to 23, 2025, the city of Mbanza-Ngungu, in Kongo-Central Province, will host a workshop focused on the design and development of modular content incorporating cross-cutting themes for the Renewed Pedagogical Humanities (HPR) and the Pedagogical Application Schools (EPA). This activity is part of the reform of initial teacher training undertaken by the Government of the Democratic Republic of the Congo (DRC), through the Ministry of National Education and New Citizenship (EDU-NC), with the support of UNESCO and the International Bureau of Education (IBE). The workshop aims to equip teacher training programs with updated content tailored to the realities of the Congolese education system and the demands of contemporary education. It brings together national and international experts tasked with designing educational modules that incorporate cross-cutting themes deemed priorities for improving the quality of teaching and learning. In his opening remarks, Olivier Kashombwe, representative of the UNESCO Office in the DRC, emphasized that teaching staff remain at the heart of initiatives in the education sector. He noted that initial teacher training must enable future teachers to acquire not only professional skills but also the attitudes and values essential for managing diverse classrooms and supporting learners in their overall development. Speaking next, Omar Thiam, a program specialist at UNESCO’s International Bureau of Education (IBE), commended the mobilization of a multidisciplinary team of experts tasked with developing the modular content. According to him, this technical expertise aims to strengthen the relevance of curricula and sustainably improve the quality of learning. He also reaffirmed UNESCO’s commitment to supporting the Ministry of National Education and New Citizenship in the effective implementation of the outcomes of this workshop. For his part, Timothée Kazadi, Acting Director of DIFORE BG, noted that the work is fully aligned with the reform efforts of the national education system. He specified that the modules currently being developed will focus in particular on inclusive education, with special attention to learners with disabilities, the integration of artificial intelligence and information and communication technologies into education, as well as environmental protection as a component of teaching practices. Scheduled to last ten days, this workshop aligns with several guiding principles of the Ministry of Education’s five-year plan. This document aims to establish a more inclusive, modern, and effective education system by emphasizing, in particular, the quality of teaching and adaptation to technological advancements. Upon completion of this workshop, the expected outcomes should help strengthen the coherence of training programs, improve teaching practices, and bolster the resilience of the national education system. Willy Kambulu