PAQUE: A Project to Improve the Quality of Learning and Teaching Conditions at Primary Level in the DRC

Since August 9, 2017, the government of the DRC has committed to implementing the Education Quality Improvement Project (PAQUE). Among other objectives, this project aims to support improvements in the quality and conditions of learning at the primary level and to strengthen sectoral management, in line with the reforms outlined in the Sectoral Strategy for Education and Training (SSEF-2016-2025).

As the project runs through December 2022, we will, in this series of articles, take a closer look at its various achievements. It should be noted that this project is funded by the Global Partnership for Education (GPE) to the tune of 100 million U.S. dollars, of which the fixed portion was 70 million and the variable portion 30 million U.S. dollars.

In this first part, we will discuss “improving the quality and conditions of teaching at the primary level.”

Indeed, several achievements have been recorded in this regard, notably in strengthening the Early Childhood Education (ECE) development system; enhancing teacher effectiveness; and supporting the provision and management of educational materials.

STRENGTHENED EARLY CHILDHOOD EDUCATION

Regarding the strengthening of the Early Childhood Education (ECE) development system, PAQUE, together with the National Training Service (SERNAFOR/Preschool), conducted a study on the standardization and modeling of ECE institutions.

A compendium of Preschool Education Standards and another of the National Preschool Education Program have been developed. Two training modules—one for teachers in pre-reading, pre-writing, and pre-arithmetic, and the other on parenting for integrated early childhood development—have also been established. Teaching materials have been produced for use in preschool.

TEACHER EFFECTIVENESS ENHANCED

Regarding the sub-component “enhancing teacher effectiveness,” PAQUE conducted a study to strengthen the Directorate of Teacher Training and Administrative Offices (DIFORE-BG).

Following this study, the project supported DIFORE-BG in developing the professional competency framework for teachers in the first six years of basic education, including the implementation of a transitional training program for the initial training of teachers in these grades.  In this regard, a context-specific roadmap based on the study on the rationalization of teacher training programs was developed to facilitate a potential transition of these programs to the Institutes for Teacher Training (IFME). According to project staff, this support will ensure the continued professional development of teachers.

The audit conducted at SERNAFOR Primary enabled PAQUE to strengthen the capacities of the provincial clusters in Tanganyika and Lomami through six training modules, and those of the principals in the same provinces through two additional training modules, plus a module on educational leadership. 1,096 primary school principals were trained in educational leadership. PAQUE’s support to SERNAFOR Primary also contributed to the establishment of a National Plan for Continuing Education 2020–2022. Tools were developed for observing reading and writing lessons, monitoring and evaluating the impact of training on provincial supervisors, and assessing the training session by the beneficiaries.

OVER 10 MILLION BOOKS IN NATIONAL LANGUAGES DISTRIBUTED

Regarding the sub-component “Support for the Provision and Management of Educational Materials,” PAQUE, together with the Directorate of School Programs and Educational Materials (DIPROMAD) of the Ministry of Basic and Secondary Education (EPST), conducted a national awareness campaign on the use of national languages. With this in mind, 10,000,000 reading and writing textbooks in national languages were purchased and distributed.   5,545,000 mathematics textbooks and guides, 3,715,000 science textbooks and guides, 2,205,000 French textbooks and guides for first, second, and third-grade primary classes, as well as 60,000 science charts and oral French vocabulary cards were also distributed. A teacher training module and the national strategy for textbook distribution were developed.

It should also be noted for this sub-component that approximately 80,441 principals and teachers of first and ^second grades were trained in reading and writing pedagogy throughout the country.

Bruno NSAKA