Following a week of intensive training that brought together more than 140 teachers, school inspectors, and school principals from across the region, the city of Tshikapa has just taken a historic step forward in the process of reforming secondary education in the Democratic Republic of the Congo. On Thursday, September 17, the Renewed Pedagogical Humanities (HPR) program was officially launched at the Tshikunga Institute by His Excellency the Provincial Vice-Governor, in the presence of educational and political authorities and technical partners, notably UNESCO.
This ceremony marks the transition from the preparatory phase to the pilot phase of the reform in four pilot schools in Tshikapa. On this occasion, the first teaching kits for the HPR program were handed out to teachers and school administrators, providing them with the necessary tools to implement the reform on the ground.
Students at the Heart of Change
Tshikapa, now designated a pilot city, thus becomes the living stage for an ambitious national reform designed to profoundly transform Congolese education as well. Several students from the first years of the HPR program also took part in this ceremony, highlighting the direct involvement of the reform’s beneficiaries. This launch aims to translate the HPR reform into concrete actions in the classroom: updated curricula, innovative teaching approaches, the integration of digital technology, the enhancement of the teaching profession, and a particular focus on issues of gender, the environment, and inclusion.
A locally driven reform
By launching this pilot phase in Tshikapa, the Ministry of National Education and New Citizenship, with the support of UNESCO, is reinforcing its commitment to building a Congolese school system that is more equitable, more connected to local realities, and better equipped to address the challenges of today’s society. This official launch is much more than a ceremonial event. It symbolizes a paradigm shift, in which the teacher becomes an active facilitator and the student an active participant in their own learning.
A lasting commitment
The ceremony is also intended as a call for ownership by all: teachers, parents, authorities, and communities. For the success of the HPRs depends on collective involvement and rigorous monitoring of their implementation.
Julien Mpia Kengo
