Relevant bibliographies by topics / Education Congo (Democratic Republic) Congo (Democratic Republic)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education Congo (Democratic Republic) Congo (Democratic Republic)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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Luabeya, M. K., J. C. Mwanza, K. M. Mukendi, and D. Tshala-Katumbay. "APRONES: Neurology research and education in the Democratic Republic of the Congo." Neurology 80, no. 19 (May 6, 2013): 1806–7. http://dx.doi.org/10.1212/wnl.0b013e3182918c5e.

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Yungu Loleka, Bernard. "Descriptive Modelling of Intergenerational Persistence in Education and the Influence of Family Lineage Descent Systems in The Democratic Republic of Congo." Asian Journal of University Education 17, no. 1 (March 8, 2021): 74. http://dx.doi.org/10.24191/ajue.v17i1.12614.

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This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country. Keywords: Cohort analysis, Family lineage descent groups, Intergeneration transmission of education, Inter-generational persistence (IGP) methods, The Democratic Republic of Congo (DRC), Transition matrix.
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Eyssette, Jérémie. "The Democratic Republic of the Congo’s Linguistic Temptation: A Comparative Analysis with Rwanda’s Switch-to-English." Journal of Asian and African Studies 55, no. 4 (November 8, 2019): 522–35. http://dx.doi.org/10.1177/0021909619885974.

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The aim of this article is to assess whether the Democratic Republic of the Congo (DR Congo) is likely to upgrade the status of English by constitutional or educational means. Indeed, neighboring countries such as Rwanda and Burundi adopted English as their official language in 1996 and 2014, but less writing in English is devoted to a potential linguistic transition in DR Congo, the most populous French-speaking country. This article will gauge DR Congo and Rwanda against the four criteria that arguably triggered Rwanda’s switch-to-English: historical factors in current linguistic trends; the role of charismatic leaders in sudden language policy changes; language-in-education policies; and economic incentives. The results of this interdisciplinary investigation into the language dynamics of the Great Lakes region indicate that, reflecting the vehicles of DR Congo’s domestic and regional evolutions, its leaders might be tempted to enhance the status of English as an official language in a way that, contrary to Rwanda’s radical switch-to-English, is more compatible with other languages.
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Luhahi, Jacqueline Nembe Songu. "Leadership of University Women for Development in the Democratic Republic of Congo." African and Asian Studies 14, no. 3 (August 5, 2015): 189–209. http://dx.doi.org/10.1163/15692108-12341340.

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As perceived protectors of the Congolese cultures figuratively and realistically and agents of positive economic and social changes, the role and the place of the Congolese women in general in the development schemes cannot be denied. However, intellectual debates about what the Congolese society at large expects the Congolese university women to contribute to the discourses about development and its various models have not been systematically studied. While, for instance, the discourse about the parity between women and men in the workplace is being promoted by the government, the studies on gender in higher education is still in its infancy. This study investigates women’s role within the context of the evolution of educational systems and their values since the Belgian administration. It examines educational policies in relationship to the models of development that both colonial and post-colonial administrations formulated and implemented. Although the study is essentially a reflection, putting an emphasis on conceptualization and theories, it is also supported by historical and cultural arguments and propositions. It is argued that the Congolese university women have ‘citizenry responsibility’ and ‘university education and engagement’ to propose new leadership role in development. Using historical-structuralist perspectives as developed in social sciences at large, I analyze further the issue of the nature of the relationship between the place and the role of university and that of leadership and development. I raise the issue of whether or not the Congolese university women’s leadership matters in the search for developmental models in the Congo.
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De Herdt, Tom, and Kristof Titeca. "Governance with Empty Pockets: The Education Sector in the Democratic Republic of Congo." Development and Change 47, no. 3 (April 14, 2016): 472–94. http://dx.doi.org/10.1111/dech.12235.

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Emina, Jacques B. O., Henry V. Doctor, and Yazoumé Yé. "Profiling malaria infection among under-five children in the Democratic Republic of Congo." PLOS ONE 16, no. 5 (May 6, 2021): e0250550. http://dx.doi.org/10.1371/journal.pone.0250550.

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Introduction In 2018, Malaria accounted for 38% of the overall morbidity and 36% of the overall mortality in the Democratic Republic of Congo (DRC). This study aimed to identify malaria socioeconomic predictors among children aged 6–59 months in DRC and to describe a socioeconomic profile of the most-at-risk children aged 6–59 months for malaria infection. Materials and methods This study used data from the 2013 DRC Demographic and Health Survey. The sample included 8,547 children aged 6–59 months who were tested for malaria by microscopy. Malaria infection status, the dependent variable, is a dummy variable characterized as a positive or negative test. The independent variables were child’s sex, age, and living arrangement; mother’s education; household’s socioeconomic variables; province of residence; and type of place of residence. Statistical analyses used the chi-square automatic interaction detector (CHAID) model and logistic regression. Results Of the 8,547 children included in the sample, 25% had malaria infection. Four variables—child’s age, mother’s education, province, and wealth index—were statistically associated with the prevalence of malaria infection in bivariate analysis and multivariate analysis (CHAID and logistic regression). The prevalence of malaria infection increases with child’s age and decreases significantly with mother’s education and the household wealth index. These findings suggest that the prevalence of malaria infection is driven by interactions among environmental factors, socioeconomic characteristics, and probably differences in the implementation of malaria programs across the country. The effect of mother’s education on malaria infection was only significant among under-five children living in Ituri, Kasaï-Central, Haut-Uele, Lomami, Nord-Ubangi, and Maniema provinces, and the effect of wealth index was significant in Mai-Ndombe, Tshopo, and Haut-Katanga provinces. Conclusion Findings from this study could be used for targeting malaria interventions in DRC. Although malaria infection is common across the country, the prevalence of children at high risk for malaria infection varies by province and other background characteristics, including age, mother’s education, wealth index, and place of residence. In light of these findings, designing provincial and multisectoral interventions could be an effective strategy to achieve zero malaria infection in DRC.
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Doocy, Shannon, Jillian Emerson, Elizabeth Colantouni, Johnathan Strong, Kimberly Amundson-Mansen, and Joseph Menakuntuala. "Evaluating interventions to improve child nutrition in Eastern Democratic Republic of Congo." Public Health Nutrition 22, no. 1 (December 6, 2018): 3–14. http://dx.doi.org/10.1017/s1368980018002859.

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AbstractObjectiveThe prevention of malnutrition in children under two approach (PM2A), women’s empowerment and agricultural interventions have not been widely evaluated in relation to child diet and nutrition outcomes. The present study evaluated the effectiveness of PM2A, women’s empowerment groups (WEG), farmer field schools (FFS) and farmer-to-farmer training (F2F).DesignCommunity-matched quasi-experimental design; outcome measures included children’s dietary diversity, stunting and underweight.SettingCommunities in South Kivu, Democratic Republic of the Congo.ParticipantsA total of 1312 children from 1113 households.ResultsAchievement of minimum dietary diversity ranged from 22·9 to 39·7 % and was significantly greater in the PM2A and FFS groups (P<0·05 for both comparisons). Fewer than 7·6 and 5·8 % of children in any group met minimum meal frequency and acceptable diet targets; only the PM2A group differed significantly from controls (P<0·05 for both comparisons). The endline stunting prevalence ranged from 54·7 % (PM2A) to 69·1 % (F2F) and underweight prevalence from 22·3 % (FFS) to 34·4 % (F2F). No significant differences were found between intervention groups and controls for nutrition measures; however, lower prevalences of stunting (PM2A, −4 %) and underweight (PM2A and FFS, −7 %) suggest potential impact on nutrition outcomes.ConclusionsChildren in the PM2A and FFS groups had better child diet measures and nutrition outcomes with the best results among PM2A beneficiaries. Interventions that address multiple aspects nutrition education, health, ration provision and income generation may be more effective in improving child diet and nutrition in resource-poor settings than stand-alone approaches.
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Mitima, Kashosi T., Steve Ntamako, Achippe M. Birindwa, Ntakwinja Mukanire, John M. Kivukuto, Kibendelwa Tsongo, and Kanigula Mubagwa. "Prevalence of colonization by Streptococcus agalactiae among pregnant women in Bukavu, Democratic Republic of the Congo." Journal of Infection in Developing Countries 8, no. 09 (September 12, 2014): 1195–200. http://dx.doi.org/10.3855/jidc.5030.

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Introduction: Maternal vaginal colonization by Streptococcus agalactiae (GBS) has an important impact on neonatal health but has not been studied in the Democratic Republic of Congo. The aim of this study was to determine its frequency and influencing factors. Methodology: Vaginal samples (n = 509) for bacteriological analysis were collected from women in Bukavu, eastern DR Congo, during their third trimester of pregnancy, along with information about age, education and socio-economic status, and medical and obstetric-gynecological history. Results: The overall GBS colonization rate was 20%. Colonization was significantly associated with low education, history of urinary infection during the pregnancy, history of premature childbirth or abortion, and HIV-positive serology, but was not significantly associated with socio-economic level or parity. Conclusions: The GBS colonization rate is similar to that found elsewhere on the continent. Further studies, with follow-up of neonates of infected mothers and evaluation of prevention/treatment strategies, are needed.
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Carsi Kuhangana, Trésor, Taty Muta Musambo, Joseph Pyana Kitenge, Tony Kayembe-Kitenge, Arlène Kazadi Ngoy, Paul Musa Obadia, Célestin Banza Lubaba Nkulu, et al. "Energy Drink Consumption among Adolescents Attending Schools in Lubumbashi, Democratic Republic of Congo." International Journal of Environmental Research and Public Health 18, no. 14 (July 17, 2021): 7617. http://dx.doi.org/10.3390/ijerph18147617.

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Background: The consumption of energy drinks (EDs) is increasing in the general population, but little is known about the consumption of EDs among pupils in Africa. This study was designed to assess the consumption of EDs among pupils between 10 and 17 years of age and to assess average caffeine concentrations contained in EDs sold in Lubumbashi. Methods: We conducted a cross-sectional survey in five schools using a standardised questionnaire taken face-to-face. Samples of locally purchased EDs were analysed by High Performance Liquid Chromatography with Ultra-Violet spectrometry (HPLC-UV). Results: Of 338 pupils (54% girls), 63% reported having consumed at least one ED in the last week and 34% drank at least one ED a day. The cheapest ED was the most widely consumed. Among pupils having consumed at least one ED in the last week, 79% reported consuming it for refreshment and 15% to get energy. For those who reported not consuming EDs, 40% reported that their parents or teachers forbade them to drink EDs. Some (14%) teenagers, mainly boys, mixed ED with alcohol. The concentrations of caffeine measured in twelve brands of EDs ranged from 7.6 to 29.4 mg/100 mL (median 23.3), giving caffeine contents of 37.5 to 160 mg (median 90 mg) per can or bottle. The estimated daily intake of caffeine through EDs was between 51.3 mg and 441.3 mg among those consuming EDs regularly. Conclusion: Our study convincingly demonstrates that caffeine-containing EDs are not only consumed by youngsters living in affluent societies. We documented widespread regular consumption of EDs among (pre-)adolescent schoolchildren living in Lubumbashi, a large city of the Democratic Republic of Congo (DRC). In view of the global market expansion of caffeinated EDs, it is reasonable to suspect that similar surveys in other urban areas of sub-Saharan Africa would yield similar findings. Pricing and advertising regulations and education on EDs are necessary to limit the regular consumption of EDs among adolescents.
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Bird, Lyndsay. "Learning about War and Peace in the Great Lakes Region of Africa." Research in Comparative and International Education 2, no. 3 (September 2007): 176–90. http://dx.doi.org/10.2304/rcie.2007.2.3.176.

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Two-thirds of the world's conflicts are in Africa. In particular, the Great Lakes region (Rwanda, Burundi, Democratic Republic of Congo, Uganda and Tanzania) continues to see conflicts that are complex, extreme and seemingly intractable. By exploring the narrative experiences of those most affected by the conflicts in the region – specifically refugees from Burundi, the Democratic Republic of Congo and Rwanda living in camps in north-western Tanzania – this article examines to what extent educative processes (holistic formal and informal learning processes) affect people's experience and engagement in violent conflict. The article draws on the author's research that identified different information circuits by which people learned about conflict. In opposition to the common perception that formal schooling effects change, the findings indicated that the primary mechanisms were oral/aural, such as gossip, traditional storytelling and radio. Individual and collective identities were constructed through this process and the research identified how identities could be shifted through different formal and informal educative processes – often through indoctrination or coercion. This article concludes with an indication of alternative strategies for conflict prevention and peacebuilding (particularly within a refugee or similar context). Efforts at peacebuilding continue to falter in the region and this illustrates the need to construct a more inclusive peacemaking process, taking into account the insights and values of those most affected.
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Dissertations / Theses on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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Lubadi, Kyungu Lubaba. "Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18321.

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Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the Democratic Republic of Congo where son preference is still rife. This study sought to explore how girls in rural Lubaland in DRC experience their schooling in relation to the traditional gendered practices. A qualitative approach to research was employed within an interpretive paradigm. Young school going girls were purposively selected from two rural schools in Malemba and Mwanza. A total of 18 girls became participants to the study. Data were generated through the use of drawings and focus group discussions to explore how the girls saw themselves as girls and students at home, on the way to school and at school. This was done in order to understand how they experience their schooling lives. The findings revealed several gendered challenges that the rural girls experience daily in terms of gaining access to and succeeding in schools. The challenge of son preference and gender role stereotyping created challenges for girls at home, while lack of facilities for girls’ sexual health and long distances to school created challenges for girls on the way to school. At school the girls experienced challenge of being unable to afford school fees and corporal punishment. If these challenges are to be eradicated, there is need for all stakeholders in education, including traditional leaders and communities to deconstruct the gendered dynamics that position women and girls as subordinate and not deserving of an education. This study has implications for educational planning in the Democratic Republic of Congo for girl children to get better access and success in their education. The findings also highlight the need for more concerted efforts to understand the experiences of schooling girls across DRC in order to influence teacher training and educational provisioning that is girl friendly.
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Jinor, Janny. "Secondary Trauma of Psychosocial Aides in Eastern Democratic Republic of Congo." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4925.

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There are negative personal, psychological, and professional implications of working with individuals who have suffered from trauma, to include secondary trauma. A significant research gap exists in regard to how secondary trauma bears on psychosocial assistants (PAs). Bukavu, in the Democratic Republic of Congo (DRC), has a shortage of trained and licensed mental health providers, and as a result, mental health services have been shifted to PAs. Using Bandura's social cognitive theory and Orem's theory of self-care, this qualitative phenomenological study explored the lived experiences of secondary trauma, through face to face interviews with 13 PAs in Bukavu. The collected data was analyzed using Bryman's four stages of coding. This study found that PAs experienced symptoms of secondary trauma. In talking about their experiences, the themes that emerged included personal changes, perseverance, fear and insecurity, suffering, "thinking too much," nervousness, feeling lost, conflict of compassion, hopelessness, helplessness, religion, faith, the role of God and conflict. PAs had limited knowledge of secondary trauma, its effects and how to manage it. Loneliness, strength, faith, time, money and self-protection, were prominent themes around PAs' discussion of their training and experiences with coping. The findings of this research add to the understanding of secondary trauma of these PAs and may influence the personal and professional wellbeing of PAs through gaining knowledge about their experiences. Understanding secondary trauma in PAs may impact social change in the DRC through influencing the structuring of policies and delivery of mental health services to protect workers and beneficiaries.
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Malekat, Joconde Marjorie. "The impact of armed conflict on child education in the Democratic Republic of Congo." University of the Western Cape, 2020. http://hdl.handle.net/11394/7650.

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Magister Legum - LLM
This study investigates the the impact of armed conflict on child education in the Democratic Republic of Congo. Naturally, armed conflict affects negatively on people‟s life. In particular, armed conflict affects the education of children as military groups attack schools, schools children and teachers. Ultimately, armed conflicts also affect the quality of education children receive during hostilities. In light of this, the study assesses how the Congolese government, in line with international and regional human rights obligations, responds to the educational needs of children affected by armed conflict.
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Mupier, Robert M. Ramsey David D. "Economic education in the secondary schools of Zaire a problem-driven approach /." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510427.

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Thesis (D.A.)--Illinois State University, 1994.
Title from title page screen, viewed March 28, 2006. Dissertation Committee: David D. Ramsey, Michael A. Nelson (co-chairs), Ram D. Singh. Includes bibliographical references (leaves 293-301) and abstract. Also available in print.
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Tukanda, Manya Daniel. "Evaluation de l'efficacité des établissements d'enseignement secondaire: analyse des indicateurs favorisant la plus-value pédagogique des établissements :étude réalisée en République Démocratique du Congo." Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210135.

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La présente étude examine la problématique de la variation des perfor-mances scolaires des élèves dans les établissements secondaires. Son but est de rechercher les caractéristiques des écoles « efficaces » et « équitables ».

Compte tenu des distorsions importantes dans les conclusions des recherches « processus-produits » qui décrivent les relations entre les facteurs investis(inputs) et le produit (output) dans le domaine de l’éducation et au regard de la littérature interna-tionale mettant en relief une multitude de variables(macro et micro-sociologiques) qui semblent influencer la réussite scolaire des élèves, nous avons tenu à mettre en évidence dans le contexte de l’enseignement en RDC certaines variables d’ordre scolaire pouvant amener les écoles à la réalisation de la plus-value pédagogique.

Ces dernières décennies, il y a certes une prolifération des établissements d’enseignement jamais existée dans le système éducatif congolais. Mais, ce qui est frappant et étonnant dans ce système éducatif aujourd’hui est le fait de la différence de niveau très remarquable entre élèves de même profil fréquentant les établissements scolaires différents. Leurs élèves soumis à des tests standards, on constate que certains d’entre ces établissements réalisent la plus-value pédagogique alors que d’autres réalisent la moins-value.

Quelles sont les variables d’ordre scolaire pouvant expliquer cette différence de rendement ?Telle est la question principale à laquelle cette étude tente d’apporter quelques éléments de réponse. Face à cette question, l’hypothèse générale que nous avons émise est qu’il existe un « effet-établissement » qui influence les acquisitions de tous les profils d’élèves en classe.

Ce travail s’articule sur deux parties principales emboîtées. La première partie explore quelques théories sur la réussite ou l’échec scolaire des élèves et examine les résultats de quelques études empiriques mettant en relief les effets relatifs de scolarisation. La deuxième partie est consacrée à la description de la démarche méthodologique de notre recherche et à l’analyse des résultats des élèves à nos tests de français et de mathématique. Elle est aussi consacrée à l’analyse des réactions des enseignants et du personnel de direction scolaire à notre questionnaire relatif aux facteurs prioritaires sur lesquels on peut à l’instant porter en tout premier lieu une attention particulière afin d’améliorer le rendement scolaire.

Par une analyse des résultats de 605 élèves de dix-huit établissements de l'enseignement secondaire ayant passé nos tests et aussi par une analyse des réponses à notre questionnaire auquel 122 enseignants et 49 personnel ( conseillers, proviseurs et chefs d’établissement ) de direction des établissements concernés par cette étude ont réagi, nous avons tenté de mettre en évidence certaines caractéristiques scolaires pouvant entraîner la réalisation de la plus et/ou moins-value pédagogique dans une école.

D’une manière générale, les résultats de cette étude montrent que la différence de performances des élèves apprenant dans les établissements différents semble être liée à certaines caractéristiques propres aux établissements scolaires et à des pratiques enseignantes. Vu les résultats présentés par les élèves des classes identifiées comme étant « efficaces » et « équitables », les caractéristiques (celles mises en évidence) des écoles organisant ces classes donnent à penser que celles-ci exercent un effet sur les acquisitions des élèves.


Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Mosengo, Blaise Mfruntshu. "A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

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Kisangani, Endanda-Siyisiwa. "Le discours scientifique sur l'éducation au Zaïre: essai d'analyse de sa genèse et de sa fonction." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213414.

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Tshibilondi, Ngoyi Albertine. "Genre, éducation et développement: enjeux de l'éducation de la femme en Afrique. Cas des femmes congolaises au Kasaï." Doctoral thesis, Universite Libre de Bruxelles, 2003. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211220.

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Hardee, Angelica. "Association of Malaria Control Methods and Healthcare Access among Pregnant Women in the Democratic Republic of the Congo." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1490350707310335.

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Gustin, Chiara. "Negotiated Statehood in the Educational Sector of the Democratic Republic of Congo : The Case of Bemba Gombo in Goma." Thesis, Högskolan Dalarna, Afrikanska studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34510.

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The thesis focuses on the historical-diachronic analysis of the development of the Democratic Republic of Congo’s educational sector, with particular reference to the context of Nord Kivu and its capital Goma. The thesis aim is to understand and investigate how the DRC's educational sector has managed to be resilient over time (especially with regard to its funding), taking into account the interaction of different actors involved. Through the application of Tobias Hagmann and Didier Péclard's negotiated statehood approach to the Congolese educational sector and to a specific school in Goma, Bemba Gombo / Saint Franҫois Xavier Insitute, it is possible to understand who are the principal actors in the educational field, and which actors are excluded from the negotiating tables of the Congolese educational sector.
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Books on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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L'e nseignement de l'histoire en Republique Democratique du Congo (ex-Zaire). Bern: Lang, 1999.

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World Bank. Africa Regional Office. Human Development Dept. and Education For All Fast Track Initiative., eds. Changing the trajectory: Education and training for youth in Democratic Republic of Congo. Washington, D.C: World Bank, Africa Region Human Development Dept., 2009.

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Oleko, Tambashe, ed. Kinshasa in transition: Women's education, employment, and fertility. Chicago: University of Chicago Press, 2003.

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Tania, Woodruff, ed. Democratic Republic of the Congo. New York: Chelsea House, 2007.

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Democratic republic of the Congo. Milwaukee, Wis: Gareth Stevens Pub., 2001.

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Democratic Republic of the Congo. Philadelphia: Mason Crest Publishers, 2005.

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Democratic Republic of the Congo. Philadelphia: Mason Crest Publishers, 2011.

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Willis, Terri. Democratic Republic of the Congo. New York: Children's Press, 2003.

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Democratic Republic of the Congo. New York: Children's Press, 2004.

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Democratic Republic of the Congo. New York: M. Cavendish, 1999.

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Book chapters on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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Dikay, Josué Mikobi. "Education for Independence: UNESCO in the Post-colonial Democratic Republic of Congo." In A History of UNESCO, 168–80. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58120-4_9.

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Mokonzi, Gratien Bambanota, Jan Van Damme, Bieke De Fraine, Paul Masimango Vitamara, Gaston Mabela Kimbuani, Augustin Tshite Mukiekie, Stanislas Lukula Maroyi, Oscar Asobee Gboisso, and Jean Paul Legono Bela. "Educational Effectiveness Research in Africa: The Case of the Democratic Republic of the Congo (DRC)." In International Perspectives in Educational Effectiveness Research, 185–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44810-3_8.

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McNamara, Eva A., Melaine Kermarc, Joseph Zambo Mandea, and Glenn Bush. "Tertiary Education Knowledge and Standards in Sustainable Development: A Crisis for the Democratic Republic of the Congo." In Climate Change Management, 85–108. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70199-8_6.

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Kalala, Nkongolo, and Luyaku Loko Nsimpasi. "Congo, Democratic Republic." In Encyclopedia of Tourism, 180–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-01384-8_644.

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Turner, Barry. "Congo, Democratic Republic of the." In The Statesman’s Yearbook, 351–55. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1007/978-1-349-59051-3_196.

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Turner, Barry. "Congo, Democratic Republic of the." In The Statesman’s Yearbook, 348–52. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1007/978-1-349-58635-6_147.

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Turner, Barry. "Congo, Democratic Republic of the." In The Statesman’s Yearbook, 353–57. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-1-349-59541-9_198.

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Kalala, Nkongolo, and Luyaku Loko Nsimpasi. "Congo, Democratic Republic of, tourism." In Encyclopedia of Tourism, 1–2. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-01669-6_644-1.

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Turner, Barry. "Congo, Democratic Republic of The." In The Statesman’s Yearbook 2007, 348–52. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230271357_150.

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Turner, Barry. "Congo, Democratic Republic of the." In The Statesman’s Yearbook, 351–55. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1007/978-1-349-67278-3_202.

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Conference papers on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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Lebughe, P., K. de Vlam, R. Westhovens, J.-M. Mbuyi-Muamba, and J.-J. Malemba. "AB0732 Spondyloarthritis in the democratic republic of congo." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.4642.

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Banza, Elvire Nzeba. "Democratic Republic of Congo: Status of women in physics." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2015 (ICCMSE 2015). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4937659.

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Matiyabu, Imaja Itulelo, and Patrick Ndayizigamiye. "Enhancing Agricultural Practices Through Mobile Technology Interventions: A Case of the Democratic Republic of Congo." In 2019 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2019. http://dx.doi.org/10.1109/ghtc46095.2019.9033051.

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Kidiamboko, S., A. Mancini, S. Longhi, and L. Spalazzi. "A scalable telemedicine architecture for under developed countries. A case study: Democratic Republic of Congo." In Automation (MED 2008). IEEE, 2008. http://dx.doi.org/10.1109/med.2008.4602255.

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Turner, Elizabeth C., Quinn Dabros, and David W. Broughton. "ORE-HOSTING KAMOA-KAKULA DIAMICTITE MATRIX (DEMOCRATIC REPUBLIC OF CONGO) EXHIBITS TWO-STAGE CU MINERALISATION." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359100.

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McKnight, Lee, Danielle Smith, Alvaro Salas-Castro, and Luca Belli. "Sustainable Development by Internet Backpack in the Democratic Republic of the Congo, Liberia and Costa Rica." In 2019 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2019. http://dx.doi.org/10.1109/ghtc46095.2019.9033122.

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Jackson, Margaret S., Meredith A. Kelly, James M. Russell, Alice M. Doughty, Jennifer A. Howley, Margaret B. Baber, and Susan H. Zimmerman. "LATE GLACIAL AND EARLY HOLOCENE GLACIER FLUCTUATIONS IN THE RWENZORI MOUNTAINS, UGANDA-DEMOCRATIC REPUBLIC OF CONGO." In 51st Annual Northeastern GSA Section Meeting. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016ne-271830.

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Mukala, Patrick. "IMPLEMENTATION OF SERVICE-ORIENTED ARCHITECTURE FOR eWALLET SYSTEM FOR CASHLESS TRANSACTIONS IN THE DEMOCRATIC REPUBLIC OF CONGO." In 3rd Annual International Software Engineering & Applications. Global Science Technology Forum, 2012. http://dx.doi.org/10.5176/2251-2217_sea12.39.

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MacIntyre, Timothy J., Lisa D. Lesar, Grainne Byrne, Murray W. Hitzman, and Cayce A. Gulbransen. "SALT DOME CAP ROCK IN THE CENTRAL AFRICAN COPPERBELT, ZAMBIA AND THE DEMOCRATIC REPUBLIC OF CONGO (DRC)." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-288041.

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Chai, Baohui, Peijun Li, and Karen C. Seto. "Characterizing Urban Expansion of Small Cities in Nigeria and Democratic Republic of The Congo Using Landsat Time Series." In IGARSS 2019 - 2019 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2019. http://dx.doi.org/10.1109/igarss.2019.8899314.

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Reports on the topic "Education Congo (Democratic Republic) Congo (Democratic Republic)"

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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Abstract:
A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Ragasa, Catherine, and John M. Ulimwengu. Democratic Republic of the Congo. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/9780896293755_08.

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Warren, Tracy A. Background Report on Eastern Democratic Republic of the Congo. Office of Scientific and Technical Information (OSTI), May 2011. http://dx.doi.org/10.2172/1034662.

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Kanani, John, and Louise Medland. Sanitation Marketing in a Fragile Context: Lessons from Gemena, Democratic Republic of Congo. Oxfam, November 2018. http://dx.doi.org/10.21201/2018.3613.

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L., Putzel, and Kabuyaya N. Chinese aid, trade and investment and the forests of the Democratic Republic of Congo. Center for International Forestry Research (CIFOR), 2011. http://dx.doi.org/10.17528/cifor/003723.

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Anguko, Andrew. Livelihoods in Democratic Republic of Congo: Impact evaluation of the Purchase for Progress (P4P) Project. Oxfam GB, February 2018. http://dx.doi.org/10.21201/2017.1763.

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Crane, William E. A System Dynamics Framework for Assessing Nation-Building in the Democratic Republic of the Congo. Fort Belvoir, VA: Defense Technical Information Center, March 2009. http://dx.doi.org/10.21236/ada510830.

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F., Kengoum, Kabamba F.M., and Mbelu A. REDD+ policies in the media: The case of the written press in Democratic Republic of Congo. Center for International Forestry Research (CIFOR), 2014. http://dx.doi.org/10.17528/cifor/005069.

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L., Putzel, Assembe Mvondo S., Ndong L.B.B., Banioguila R.P., Cerutti P.O., Tieguhong J.C., Djeukam R., Kabuyaya N., Lescuyer G., and Mala W.A. Chinese trade and investment and the forests of the Congo Basin: Synthesis of scoping studies in Cameroon, Democratic Republic of Congo and Gabon. Center for International Forestry Research (CIFOR), 2011. http://dx.doi.org/10.17528/cifor/003501.

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L., Putzel, Assembe Mvondo S., Ndong L.B.B., Banioguila R.P., Cerutti P.O., Tieguhong J.C., Djeukam R., Kabuyaya N., Lescuyer G., and Mala W.A. Chinese trade and investment and the forests of the Congo Basin: Synthesis of scoping studies in Cameroon, Democratic Republic of Congo and Gabon [Chinese]. Center for International Forestry Research (CIFOR), 2014. http://dx.doi.org/10.17528/cifor/004721.

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