Democratic Republic of the Congo/U.S. Curriculum Translation

*Should have had consistent schooling with minimal gaps in education

** Assuming English is at a Novice Mid to Novice High Level

Democratic Republic of the Congo Education System

School Year: September to July | Compulsory Education: 1st-9th | Graduation: 1st – 12th

Democratic Republic of the Congo/U.S. Grading Scale

Democratic Republic of the Congo Transition Supports

Democratic Republic of Congo Education (DRC) Practice:
While the Democratic Republic of Congo’s constitution mandates free, universal, and compulsory primary education, years of civil war followed by ongoing political and ethnic strife have kept millions of children away from school. Literacy remains relatively low, and the Congolese government faces many challenges in improving citizens’ access to and quality of schooling (Marks 2020d).

U.S. Educator Implications:
Students from the DRC may have significant academic issues due to limited schooling. A holistic approach will be necessary to help student from the DRC. In order to support social and emotional needs of students, collaborate with schools counselors or social workers to provide community resources.

Strategies for Transition

• Get to know your students by building positive relationships.
• Provide multicultural education where texts, values, beliefs, and perspectives represent people from different cultural backgrounds.
• “As of 2003, the DRC had one of the world’s largest percentages of children out of school. Girls attend schools at lower rates in the DRC, so the majority of refugees with no primary or high school education and low literacy levels are female (Marks 2020d).” Female students may need additional academic, social, and emotional supports. Provide a positive environment for all students, and ensure female students feel valued by providing them with opportunities to lead in the classroom.
• “Some obstacles impeding access to education include insufficient funding, school fees, community violence, child soldier recruitment, and the destruction of school buildings during the recent conflict (Marks 2020d).” Students from DRC may need extensive social-emotional supports, so collaborate with other school officials to offer the best support.
• “Up to 59 percent of Congolese refugees have no oral English skills, and an even greater percentage has no ability to read (65 percent) or write (66 percent) in English (Marks 2020d).” Students will need extensive supports in language acquisition. Connect student to any available intensified interventions and partner students with a classroom/school peer.
• Nearly 40 percent of women in Eastern DRC have experienced sexual violence; therefore, it is imperative that educators understand the detrimental impact of the physical, social, and emotional trauma experienced by women of all ages (Marks 2020d). Report any concerning behaviors to the appropriate school personnel.
• Congolese often discipline their children physically, which presents a legal and cultural problem in the U.S. Consider providing newcomer transition classes so that families can better understand U.S. laws and implications (Marks 2020d).