National education: A new tool for classroom practice

The National Training Service (SERNAFOR) and the Independent Unit for the Assessment of Academic Achievement (CIEAS) organized a workshop in Kinshasa from July 1 to 4 with the aim of adapting a key tool for observing classroom practices. This tool focuses on skills development. The Global Partnership for Education (GPE) funded this important activity through the Primary Education Quality Improvement Project (PEQIP). The workshop brought together inspectors from the Ministry of National Education and New Citizenship (EDU-NC) and experts from the CIEAS. Main objective: to adapt the assessment tool to better observe and analyze teachers’ pedagogical behaviors. Interactions with students during learning sequences were also a focus. This work aims to highlight the strengths and weaknesses observed. This should enable more effective pedagogical support. The tool, inspired by the international "Teach" framework, has been carefully contextualized. It now addresses the specific realities of the Congolese education system. It is divided into two main components: classroom practices and instructional materials. These elements are translated into directly observable behaviors. According to Chief Inspector Zéphirin Kalotoso, “the tool allows us to observe how teachers convey knowledge and build learners’ skills in classroom settings.” An essential tool for improved quality The workshop was highly productive, to the extent that participants presented the tool and defined the evaluation criteria. They shared observations from field trials. The identified teaching behaviors were analyzed in depth. A collective review took place prior to its final validation. This instrument is fundamental in that it aims to align the evaluation of teaching practices with international standards. At the same time, it remains highly relevant to the Congolese context. Ultimately, it will strengthen inspectors’ capacity to support and monitor teachers. Chief Inspector Zéphirin Kalotoso explained that the development of this new tool was inspired by a model long used by the inspectorate. It is used to evaluate teachers. This includes analyzing how they organize teaching activities. The way they carry out tasks in the classroom and interact with students is also observed. Finally, the conduct of lessons is evaluated.

“Tools have always existed, but in light of evolving international standards, it became necessary to adapt them,” emphasized Mr. Kalotoso.

A survey conducted by PASEC and CIEAS revealed a significant decline in standards. “Hence the urgency to review our methods, as improving the quality of education is a priority for the Head of State, supported by the government,” he added. Toward National Rollout and Necessary Advocacy Didier Nikinki, coordinator of the CIEAS, outlined the next steps. Here is how: after technical validation, the tool will be presented to the relevant authorities. This step will be followed by a pilot phase aimed at familiarizing inspectors with the new version. Subsequently, the tool will be rolled out nationwide.

“Advocacy efforts will be needed to mobilize the necessary resources,” emphasized Mr. Nikinki.

The adaptation of this tool represents a major reform. It is part of efforts to improve the quality of continuing education for teachers. The coordinator also expressed satisfaction with the work accomplished by the inspectors and ministry experts. He believes this new approach will enable remediation based on evidence drawn from realities observed in classrooms. Gaëlle BASUBI