Authors : Pierre Olela Ngongo; Jean Marie Kapenga Kazadi Ntundula; Maxime Mambongo Zunguzungu

Volume/Issue : Volume 11 - 2026, Issue 2 - February

Google Scholar : https://tinyurl.com/59ts8st8

Scribd : https://tinyurl.com/4mrpbfye

DOI : https://doi.org/10.38124/ijisrt/26feb262

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Abstract : This study was conducted to analyze the political and institutional dynamics that structure the governance of the basic education program in the Democratic Republic of Congo between 2014 and 2024, with a particular focus on the city of Kinshasa. It begins with the observation that, despite the existence of an ambitious legal and strategic framework, the effective implementation of educational reforms remains uneven and marked by numerous dysfunctions. The study aims to examine the role of the Ministry of National Education in the coordination, management, and implementation of the basic education program, analyzing the influence of institutional, political, and partnership factors on the coherence, continuity, and effectiveness of educational policies. To this end, a qualitative methodological approach was favored, based on document analysis and surveys of educational stakeholders involved in the implementation of the reforms. The results reveal an educational governance characterized by persistent centralization, low participation of local stakeholders, recurring administrative instability, and significant dependence on technical and financial partners. The study also highlights the limited impact of feedback from the field on strategic decisions. From a scientific perspective, this research makes an original contribution by offering a politico-institutional analysis of educational governance in the DRC, emphasizing that the performance of the basic education program depends primarily on the quality of public governance.

Keywords : Educational Governance, Basic Education DRC, Ministry of National Education (MEN), Educational Policy, Framework Law 14/004.

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