Achievement & Equality Team

Information on The Democratic Republic of Congo

Countrymen, sing the sacred hymn of your solidarity

Proudly salute the golden emblem of your sovereignty, Congo

National Anthem of Congo

(DR) CONGO AT A GLANCE

Location – South Central Africa

Neighbours – Congo-Brazzaville, Central African Republic, Sudan, Uganda, Rwanda, Burundi, Tanzania, Zambia, Angola

Size – 905,365 square miles

Population–64,704,000 (18th)

Life Expectancy –(m/f) 45/48

Capital city – Kinshasa (population 7,843,000)

Potted History

Bantu groups settled in this vast territory, where slave trading later became rife. It was formally demarcated and claimed by King Leopold II of Belgium in 1885. It became independent in 1960 and from 1965 was ruled for 32 years by Mobutu Sese Seko, who changed its name to Zaire. In 1997, a Rwandan invasion saw Laurent Kabila installed as president and the country renamed as the Democratic Republic of the Congo.

Political pressure points

Kabila’s son, Joseph, was elected president in 2006, giving his five-year-old government a legitimacy it lacked, but it continues to be undermined by corruption. Conflict continues in the east, the legacy of Rwanda’s genocide and its invasions.

Population mix

More than 200 African ethnic groups; the four largest tribes – Mongo, Luba, Kongo (all Bantu), and the Mangbtu-Azande (Hamitic) account for 45% of the population.

Religious makeup

Catholic 55%, Protestant 30%, Kimbanguism 5%, Muslim 5%, indigenous religions 5%.

Main languages

French, Kiswahili, Kiluba, Kikongo, Lingala

Living national icons

Papa Wemba (musician), Chéri Samba (artist), The Makoma band (gospel band), Tresor Mputu (footballer), Peggy Lokando (footballer), Franka Magali (athletics), DJ Mbenga (NBA basketball).

Website

presidentrdc.cd

The Nottinghamshire Context

Due to the corruption and unrest in the country, families may arrive in Nottinghamshire to flee persecution. The majority of these families claim asylum and face uncertain times while they are here. There will be a number of agencies involved with these families and schools are encouraged to attend the multi-agency meetings.

There are a small but significant number of young people who come to the UK without their parents. This again can impact on their lives due to a limited level of English language, separation from family members and friends and the traumatic experiences they may have witnessed.

Education in (DR) Congo

Only about half to three-quarters of children attend school in the Congo. Education is often disrupted due to the violence and unrest in certain areas of the country and therefore children may not always attend school consistently. Fees are also needed, which many parents may not be able to afford. It is thought that only 67.2% of the adult population are literate.

Primary Level

Primary level in the Republic of the Congo takes six years. The average age at which children arrive at school is 5½ years. Primary school consists of six grades; two preparatory, two elementary, and two medium classes. At the end of the second medium class, the young learner is required to do the Secondary School Entry Test, on which his entry to secondary level is hinged.

Secondary School

Secondary school takes seven years. It consists of two parts, the first one being “college”, and the second “lycée”.

In the republic of the Congo, a French-speaking Country, the term “college” refers to the first four grades of the Secondary School, including Grades 7, 8, 9 and 10. The term “lycée” (or lycee) on the other hand refers to the three and last grades of Secondary Level, including Grades 11, 12 and 13. There are three kinds of lycées in the country: Agricultural, Technical and General Lycées. The Agricultural lycée welcomes students interested in agriculture. At technical lycée, students are provided with skills on technological field, including mechanics, engineering and architecture, amongst others. All other students go to the General Lycée.

Both Agricultural and Technical lycées admit students through a special test, whereas the general lycée is open to all who succeed at the GCSE examination, which occurs at the end of Grade 10.

The General Lycée

At Grade 13, every student is required to do the Senior School Higher Certificate Examination, no matter which lycée they are studying in.

Language in (DR) Congo

French is the administrative language of the Congo, although it is thought that about only 30% of the population speak French and it will often be their second language. There are around 60 other languages spoken across the Congo, the main ones being;Kiswahili, Kiluba, Kikongo and Lingala.

It should be noted that there are some differences between African-French compared to European French in terms of vocabulary, meaning and pronunciation.

Useful guidance is available from:

New Arrivals Excellence Programme Guidance

(2007) Ref 00650 – 2007BKT- EN

This resource is for primary and secondary schools and contains guidance on admission and developing classroom practice.

A language in common: assessing English as an additional language

QCA (2000) (QCA/00/584).

This document sets out steps used in assessment of EAL, linked to English National Curriculum levels. It provides guidance and exemplifications.

Aiming High: guidance on supporting the education of asylum seeking and refugee children (DfES 0287 – 2004)

This guidance helps explain the value of an inclusive ethos and curriculum to all pupils.

Aiming High: meeting the needs of newly arrived learners of EAL

(DfES 1381 -2005)

Information on working with newly arrived isolated EAL pupils in settings that have little or no access to EAL support.

Excellence and enjoyment: learning and teaching for bilingual children in the primary years (DfES 0013 – 2006PCK- EN)

Key Stage 3 National Strategy: Access and engagement in English:teaching pupils for whom English is an additional language (DfES 0609 – 2002)

Excellence and enjoyment: learning and teaching for Black children in the primary years. (DfES 00058 – 2009PCK- EN)

Materials for continuing professional development (CPD) are designed to support school leaders and their staff in narrowing gaps in attainment for Black African and Black Caribbean children.

Ensuring the attainment of Black pupils (DCSF 00750-2007FLR-EN)

The guidance materials consist of a Management guide booklet and six units. The units provide guidance for senior leaders, professional development modules and additional activities and resources.

Narrowing the Gaps: Resources to support the achievement of Black and minority ethnic, disadvantaged and gifted and talented pupils.

(2007) Ref 00650 – 2007BKT- EN

Materials to help narrow gaps. Many of the materials have been used as part of Ethnic Minority Achievement and Gifted & Talented programmes that have demonstrated a clear and powerful impact.

Bridging the World into the Classroom

DfCSF

Department for International Development

This document gives a quick overview of the benefits of incorporating a global dimension to the school curriculum. Some useful links to resources.

Aiming High: Raising the Achievement of African-Caribbean Pupils (DfES 0694 – 2003)

This guidance helps explain the value of an inclusive ethos and curriculum to all pupils.

Publications/Catalogues are available from:

MUNDI Tel: 0115 8546418

Mundi

Global Education Centre

Foxhall Lodge

Foxhall Road

Nottingham

NG7 6LH

(under construction/Aug 2010)

Mundi loan resources to schools in Nottinghamshire free for up to half a term e-mail:

GRANT AND CUTLERTel: 0207734 2012

55-57 Great Marlborough Street,
London'
England
W1F 7AY

Web:

A one-stop shop for foreign language resources including language-learning material, reference books, technical dictionaries, literature, history, politics etc.

MILET PUBLISHING Tel: 0207603 5477
6 North End Parade
London W14 0SJ
England

Web:

Milet publishers a wide range of bilingual picture dictionaries, including board books for use in early years settings.

TRENTHAM BOOKS LTD Tel: 01782 745567

Westview House,734 London Road,
Stoke on Trent,
UKST4 5NP Web:

Trentham publishes 'a wide range of titles plus seven professional journals, mainly in the field of education and social policy.

MANTRA LINGUA Tel: 0208 44 55 123

Global House

303 Ballards Lane

London
N12 8NP
UK

Web:

Mantra Lingua creative learning resources Audio CDs, Big Books, e-books, fun tales, folk tales, friezes, games, language learning, packs posters, story props, toys videos and so on.

Classroom Resources are available from:

Interactive video clips showing children teaching their home languages (not all languages are currently available but it is being constantly updated).

DLTK's Crafts for Kids features a variety images that can be used for creating pupils own subject-specific dictionaries.

Activities for ESL Students can be adapted for EAL pupils in primary and secondary schools. Has bilingual quizzes in large number of languages, available at

Omniglot writing system and languages of the world; available at,

EMA Online resource base for teachers has been developed by Birmingham, Leeds and Manchester LAs with funding from the DfES, available at;

Racist bullying. Advice designed for schools to dip in and out as appropriate for them and offers discussion topics and activities to stimulate debate and spark activity involving everyone in the school community, available at;

Teachernet states that a successful home–school relationship can be a key element in making a school stronger and more effective. In particular, it can make a real difference to groups of underachieving pupils and their families, available at;

Nottinghamshire Achievement & Equality Team