Africa
With the intent of reforming the school system, the DRC opted for a novel, transitional approach, rather than initiating in-depth curricular reform, which would have required a complete restructuring of school curricula and pedagogical structures. The MEPS-INC undertook a transitional approach to reform in 2011, beginning with an update of the Primary Teaching Programme (Programme de l’Enseignement Primaire). The new version of the curriculum, like the original one from 2000, proposed objectives to reach instead of competencies to develop.
Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.
It also investigates accountability in education, analyzing how all relevant stakeholders can provide education more effectively, efficiently and equitably. The report examines different accountability mechanisms that are used to hold governments, schools, teachers, parents, the international community, and the private sector accountable for inclusive, equitable and quality education.
The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind.
The aims of the research were as follows: