La formation du personnel enseignant de la ville de Goma au Nord-Kivu, en République démocratique du Congo (RDC), a évolué négativement depuis la période coloniale. D’une formation initiale essentiellement religieuse, elle a été orientée vers des contenus universitaires, puis transformée en une formation continue sous forme de journées pédagogiques. Cette visée de formation n’a malheureusement pas été maintenue en raison du désengagement du gouvernement, des guerres et des conditions de vie. Conséquemment, l’un des problèmes majeurs qui caractérisent actuellement le système scolaire de Goma est l’absence de formation continue des enseignants. Afin d’aider ces enseignants à s’autoformer professionnellement pendant leur carrière, l’identification préalable de leurs besoins en formation continue et socioprofessionnels s’est avérée pertinente. Le but de cette étude est d’identifier et d’analyser ces besoins. Pour ce faire, un questionnaire de 91 énoncées a d’abord été rempli par 151 enseignants du secondaire à Goma, chef-lieu de la Province du Nord-Kivu (RDC). Par la suite, des entrevues ont été réalisées auprès de 20 d’entre eux. Les énoncés du questionnaire et ceux du canevas d’entretien ont été regroupés selon trois thèmes : les besoins en compétences professionnelles, les besoins socioprofessionnels et les renseignements généraux. La détermination des besoins en formation continue et leur classement selon l'ordre de priorité ont été réalisés au moyen des approches analytiques et graphiques de l’analyse de besoin. Les résultats de cette étude révèlent que des 73 besoins concernent la formation continue, cinq sont jugés extrêmement prioritaires. Ces besoins extrêmement prioritaires sont : la formation pédagogique; des ateliers de formation; des séminaires; l’emploi correct des TIC dans les buts de se constituer des réseaux d’échange et de formation continue dans son domaine d’enseignement et dans sa pratique pédagogique ; la connaissance et l’utilisation des TIC en enseignement et apprentissage. Pour ce qui est des besoins socioprofessionnels, les résultats indiquent qu’ils sont au nombre de 30. Parmi ceux-ci, la rémunération salariale, la sécurité sociale, le transport et le logement sont les plus cités par les participants. / The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education and socio-professional is very important. The main of this study is to identify and analyze these needs. The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education et socio-professional is very important. The main of this study is to identify and analyze these needs. This study aims to identify then categorize by order of priority the needs of continuing education for secondary school teachers in the city of Goma, North Kivu, Democratic Republic of Congo (DRC).A 91 questionnaire was administered to 151 secondary school teachers, and 20 of them were interviewed in Goma, the capital of North Kivu Province (DRC). These statements were grouped according to three themes: the need for professional skills, the socio-professional needs of teachers and general information. The determination of the various needs and their classification according to the order of preference were accomplished by means of graphic approaches and by statistical counting such as the indication of the preferences of need (IPB), the counting of average and absolute deviation. The calculations of the average with percentages were used to identify the views of all the teachers in terms of their professional needs and general information. The results of this study indicate that in terms of continuing education needs we have 73 needs among which six are extremely of high priority: Pedagogical practice; Teacher training, seminar workshop; Internet search; Proper use of TIC in order to establish networks of exchange and continuous training in its field of teaching and in its pedagogical practice; Knowledge and use of ICT in teaching and learning». Concerning the socio-professional needs, we may name: salary, social security, transport and accommodation. Finally, with regard to general information, men outnumber women, and most of them are academics.

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)

Thesis ( Ph.D.)--University of the Witwatersrand, Faculty of Science, 2001.

Cette étude analyse l’impact du processus libéral de paix en République Démocratique du Congo sur la poursuite des violences dans les provinces du Nord et du Sud Kivu. Elle soutient que les dynamiques conflictuelles dans ces deux régions sont entretenues par l’établissement d’un programme de partage de pouvoir (power sharing), inclusif, jumelé à l’application des réformes économiques libérales. En se concentrant sur la réforme du secteur de sécurité et l’harmonisation de la politique nationale (en vue des élections post-conflictuelles de 2006), le processus de paix néglige les enjeux politiques et socio-économiques locaux. Le désengagement de l’État et la libéralisation du secteur minier accentuent le taux de corruption du gouvernement de transition et renforcent l’exploitation illégale des ressources par les groupes armés. Cette recherche soutient que l’implantation massive d’entreprises minières multinationales dans les provinces du Nord et du Sud Kivu aggrave la déformation des tissus socio-économiques locaux, accentue la dépendance des populations aux réseaux de gouvernance informelle et renforce les divers groupes armés présents sur le terrain. Par conséquent, les réformes structurelles menées dans le cadre du processus libéral de paix font perdurer les violences et occasionnent de nouvelles dynamiques conflictuelles localisées autour du contrôle des ressources locales, qu’elles soient d’ordre économique ou politique. / This study analyzes the impact of the liberal peace process on the continuation of violence in the provinces of North and South Kivu in the Democratic Republic of Congo. The study finds that conflict dynamics in the two regions are maintained by the establishment of an inclusive power sharing program that is paired with the application of liberal economic reforms. By focusing on reforms in the security sector and on the harmonization of national politics (with the post-conflict elections of 2006 in view), the peace process neglects local political and socio-economic issues. The disengagement of the state and the liberalization of the mining sector increase the corruption levels of the transition government and reinforce the illegal exploitation of resources by armed groups. This research supports that the massive establishment of multinational mining companies in the provinces of North and South Kivu contributes to the deformation of the local socio-economic fabric, increasing the dependence of local populations to informal governance networks and strengthening the diverse armed groups present in the region. Thus, the structural reforms carried within the framework of the liberal peace process perpetuate violence and cause new conflict dynamics centered around the control of local resources, whether economic or political.

Univ., Diss.--Louvain-la-Neuve, 2006.

Cette étude analyse l’impact du processus libéral de paix en République Démocratique du Congo sur la poursuite des violences dans les provinces du Nord et du Sud Kivu. Elle soutient que les dynamiques conflictuelles dans ces deux régions sont entretenues par l’établissement d’un programme de partage de pouvoir (power sharing), inclusif, jumelé à l’application des réformes économiques libérales. En se concentrant sur la réforme du secteur de sécurité et l’harmonisation de la politique nationale (en vue des élections post-conflictuelles de 2006), le processus de paix néglige les enjeux politiques et socio-économiques locaux. Le désengagement de l’État et la libéralisation du secteur minier accentuent le taux de corruption du gouvernement de transition et renforcent l’exploitation illégale des ressources par les groupes armés. Cette recherche soutient que l’implantation massive d’entreprises minières multinationales dans les provinces du Nord et du Sud Kivu aggrave la déformation des tissus socio-économiques locaux, accentue la dépendance des populations aux réseaux de gouvernance informelle et renforce les divers groupes armés présents sur le terrain. Par conséquent, les réformes structurelles menées dans le cadre du processus libéral de paix font perdurer les violences et occasionnent de nouvelles dynamiques conflictuelles localisées autour du contrôle des ressources locales, qu’elles soient d’ordre économique ou politique. / This study analyzes the impact of the liberal peace process on the continuation of violence in the provinces of North and South Kivu in the Democratic Republic of Congo. The study finds that conflict dynamics in the two regions are maintained by the establishment of an inclusive power sharing program that is paired with the application of liberal economic reforms. By focusing on reforms in the security sector and on the harmonization of national politics (with the post-conflict elections of 2006 in view), the peace process neglects local political and socio-economic issues. The disengagement of the state and the liberalization of the mining sector increase the corruption levels of the transition government and reinforce the illegal exploitation of resources by armed groups. This research supports that the massive establishment of multinational mining companies in the provinces of North and South Kivu contributes to the deformation of the local socio-economic fabric, increasing the dependence of local populations to informal governance networks and strengthening the diverse armed groups present in the region. Thus, the structural reforms carried within the framework of the liberal peace process perpetuate violence and cause new conflict dynamics centered around the control of local resources, whether economic or political.

Thèse (M. Sc. Géogr.) -- Université Laval, 2007. / Bibliogr.: f. 262-270. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Th. Ph. D.--University of Wisconsin, 1979. / Bibliogr. p. 351-366. Index.

This thesis examines the role of local civil society organisations (CSOs) in representing and addressing local needs in hybridized peacebuilding processes in South Kivu, the Democratic Republic of the Congo (DRC). To do so it examines how local CSOs contribute to peacebuilding efforts, as well as who and what influence those contributions. Further, it considers the potential reach of such interventions at the community, provincial and national levels. The research for this thesis examines three locally founded and operated civil society organisations in Bukavu, South Kivu, whose efforts directly respond to known local causes of conflict in the region. Its findings demonstrate how they translate the needs and knowledge of community-level actors to external and international partners, from whom they receive funding and knowledge that support their ability to deliver peacebuilding projects that respond to those community-level needs. While their external international partners were found to maintain material power in relation to these peacebuilding interventions, the local CSOs were shown to hold significant discursive power in this role of translators and intermediaries in these processes. These findings challenge homogenous constructions of the local presented by post-liberal peacebuilding literature. They recognize the diversity of the local including individuals or groups who have been directly impacted by an ongoing violent conflict in a fixed geographical location whose experiences of war are shaped by their identities, and who share long-term interests in potential peace. Understanding the local in this way acknowledges a spectrum of actors contributing to peacebuilding in South Kivu and invites a reconsideration of binary constructions of hybridity. Acknowledging the important role that civil society and other intermediaries play in peacebuilding offers a foundation of understanding hybridity as a process of translation rather than shock.

Magister Legum - LLM (Public Law and Jurisprudence) / With approximately 450 tribes and 250 ethnic groups in a territory of 2 345 095 km2,1the Democratic Republic of Congo (DRC) is one of the world's largest, populous, and multiethnolinguistic countries. Since the departure of the Belgian coloniser in 1960, this Member State of the Southern Africa Development Community (SADC) is facing a myriad of institutional crises, bloody conflicts and wars, mainly caused by the design of political institutions and the side-lining of some ethnic groups from political institutions. For many decades, Congolese provinces have seen numerous violent ethnic-driven conflicts, which led to institutional instability, political crisis, secessions, massacres and wars. The bloodiest of them all were the first and second Congolese wars. From 1996 to 2002, these so-called "African first world war" cost the DRC the lives of millions of people, divided it into many small "republics" and destroyed the few political and economic infrastructures that survived four decades of institutional instability and dictatorship.