RDC: Towards a gradual digitization of professional practices in the Commercial and Management section

For the second consecutive year, the Ministry of National Education and New Citizenship, through the General Inspectorate, has incorporated the Banana Accounting software into the practical exams for final-year students in the business and management streams in the Democratic Republic of the Congo. For the 2024–2025 school year, more than 6,206 schools enrolled students in this program, representing a total of nearly 80,975 students nationwide. These figures reflect young people’s growing interest in technical fields and the education system’s commitment to supporting this trend by modernizing teaching tools. The introduction of this digital application is part of the National Education Five-Year Plan, spearheaded by Minister Raïssa Malu, who has made the integration of information and communication technologies (ICT) a priority in DRC schools. To ensure the smooth conduct of the exams and verify that graduating students are proficient in the software, supervision missions were carried out across the country, both in Kinshasa and in the interior. In Kinshasa, several schools such as Toyokana High School, Saint Raphaël Middle School, the Monseigneur Moke School Complex, the Lestonac Mobokoli School Complex, and Saint Joseph de Cuneo were visited. Everywhere, students demonstrated their ability to combine theory and practice through the use of the Banana Accounting software. This momentum was also observed in several provinces, notably in Haut-Katanga. In Lubumbashi, schools such as Lycée Tuendeleye, Collège Ufundi, and Complexe scolaire Belle Vue, among others, distinguished themselves through their active participation. These schools reflect a growing commitment to integrating digital tools into the teaching of modern management methods. Much more than mere assessments, these practical exams aim to enhance the quality of technical and vocational training and effectively prepare students for their future entry into the workforce. However, challenges remain: a shortage of computer equipment, disparities in software proficiency, and a need for pedagogical support. Mr. Didier Kinano Madidi, Head of Business and Management Programs at the Directorate of School Curricula and Teaching Materials, welcomed this progress while calling on partners to support efforts to better equip Congolese schools with digital tools. The supervisory authority has committed to closely monitoring this ambitious reform, which firmly places digital technology at the heart of technical and vocational education in the DRC. The Editorial Team