Authors:
Baendaenda Shindani Depse
, Bafende Bolila Augustine
, Ndeke Lipombo Leon
, Koyolongo Nimi Kaolo,
Geleme Abisa and Yumulani Ibu Kemayo Jimmy |
Abstract:
The quantitative performance assessment revealed that significant educational losses and disparities exist
within either school category considered in this study.
These results speak for themselves of the gap that still exists, at least in the city of Kisangani at the secondary
level, between the option raised by the Education Support Project (PASE) and the Congolese Education
Sector Recovery Support Project (PARSEC). Indeed, these two plans aim to reduce the repetition rate from
20% to 16% in 2008 and 16% to 10% in 2015 (Ministry of Planning, 2006, p.81).
Poverty is therefore a fundamental handicap, not only in the ability of families to help their daughters to
continue their education in the long term, but especially in the choices of schools and streams. In a context of
poverty, i.e. when families have limited means to cope with school fees, priority is given to boys' schooling.
The barriers to free access to school are formidable in societies in which the intrinsic nature of women is by
definition considered inferior to that of men, and in which family and traditional occupations, and the
obligation to give birth and raise children, are imposed from an early age. |
