Democratic Republic of Congo

Democratic Republic of Congo


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Education in the Democratic Republic of Congo

The Democratic Republic of Congo has made significant progress in the education sector. For instance, the completion rate at primary level has substantially increased from 29% in 2002 to 70% in 2014. Yet, it is still one of the countries with the largest number of out-of-school children.

It is estimated that 3.5 million or 26.7% of primary age children are out-of-school, of which 2.75 million live in rural areas. Furthermore, the sector is facing a wide range of challenges with regard to quality, governance and disparities.

In order to tackle these challenges, the Democratic Republic of Congo has developed its Education Sector Plan for 2016 – 2025 with a focus on expanding access and equity, improving learning quality, and improving governance and management in the sector.

Three strategic objectives are stated in the sector plan including:

  1. Promote an equitable education system for growth and employment by:
    • Providing all children with free primary education, combined with specific measures for disadvantaged populations and children with special needs
    • Preparing the gradual extension of basic education to 8 years,
    • Adapting learning to promote social integration of young people.
  2. Create an environment that boosts quality education systems by developing monitoring and quality assurance mechanisms,
  3. Developing an education environment conducive to quality learning which is enabled by the provision of learning materials and equipment for students and trainings for teachers Improve transparency and efficiency of governance and management of the sector by:
    • Establishing standards and transparent mechanisms for the management of resources,
    • Enhancing efficient and equitable management at all levels through improved organization of partnerships, decentralization and deconcentration, and community and civil society involvement in the sector.

Public financing of education has increased substantially, from 9% of public expenditures in 2010 to 18% in 2014. During the process of endorsing the new sector plan, the government committed to bringing the share of its budget allocated to education to 20% by 2018 and to maintain it at that level until 2025.

In the DRC, the coordinating agency is UNICEF. The local education group is chaired by the Ministry of Education and made up of development partners (Belgium Technical Co-operation, AFD, DFID, UNICEF, USAID, World Bank, and UNESCO) and civil society.


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2016-2021 100,000,000 8,500,000 IBRD
2013-2017 100,000,000 99,938,746 IBRD
Sector plan development 2015 237,875 87,102 IBRD
Program development 2015 321,750 249,808 IBRD
  TOTAL 200,559,625 118,775,656  


Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.


Primary Gross Enrollment Rate (%)

Primary Completion Rate (%)

Lower Secondary Completion Rate (%)

Out-of-school Children Rate (%)

Domestic Financing

Public Expenditure on Education as Share of GDP (%)

Public Expenditure on Education as a Share of Public Expenditure (%)

Public Expenditure on Primary as a Share of Total Education Expenditure (%)


Student/Trained teacher ratio

Teachers Trained (%)

GPE in the Democratic Republic of Congo

A student in lower secondary school open to blind students in the Democratic Republic of Congo. Credit: GPE/Guy Nzazi

A grant of US$100 million has been approved for the period of 2017-2021 with the following objectives:

  • Improve the quality of learning in primary education by developing a conducive education environment which is enabled by:
    • Strengthening the early childhood education system for quality service provision, including quality assurance standards and mechanisms,
    • Reinforcing teacher effectiveness through teacher training, teacher support and teacher management,
    • Supporting the supply chain of learning and teaching materials to improve literacy and numeracy during the early grades of primary education, and strengthening the sustainability of the textbook supply chain.
  • Strengthen sector management by improving knowledge of sector performance and building systems of accountability by:
    • Institutionalizing standardized student learning assessment,
    • Institutionalizing accountability in the administrative and pedagogical support chain through the performance-based financing (PBF) approach,
    • Providing support to girls’ education.
  • Strengthen sector management and promote greater accountability by introducing new management practices at the local levels.

Source: World Bank Project Appraisal Document – March 2016


Thanks to the work of the government (national and local) and development partners, the following results have been achieved with the first GPE grant of US$100 million:

  • The primary net first-year intake rate was 85% in Equateur and 80% in Kasai-West at project closing,
  • The gender parity index is at 0.87 in Equateur and 0.93 in Kasai-West at project closing,
  • 858 additional primary classrooms were built or rehabilitated, 81 new latrine blocks built and 27 new water points installed
  • 858 additional primary classrooms were built or rehabilitated, 141 new latrine blocks built and 101 new water points installed,
  • 141 schools have received school furniture including 20,966 pupil desks, 858 teachers’ desks, 1,353 teachers’ chairs, 333 cabinets, 278 head of school desks, and 268 head of school chairs,
  • 32,975 additional qualified primary teachers resulted from in-service teacher trainings,
  • 83% of school clusters in Kasai Province and 74% in Equateur Province have organized 3 inter-school pedagogical meetings per year,
  • 22,424,791 textbooks (French, maths, science, civic education) and teacher guides have been distributed around the country,
  • In Equateur, the percentage of functioning “bureaux gestionnaires de proximité” according to regulatory norms has increased from 65% in 2013 to 81% in 2017; In Kasai-West, this has increased from 65% in 2013 to 82% in 2017,
  • 82% of schools had school management committees which met every quarter in Equateur and Kasai-West,
  • 33,380 inspectors, school heads and teachers received face-to-face trainings and were expected to replicate the training in their respective schools using the 248,000 training modules.

Source: World Bank Implementation Completion and Results Report. August 2017

Last updated December 30, 2017