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DR Congo - TVET Strategy
Stratégie Spécifique à l’Enseignement Technique et à la Formation Professionnelle en République Démocratique du Congo – Strategy for Technical Education and Professional Training in the DRC
2014 – 2015
€ 172,874
Belgium (BTC)
Technical and vocational education and training (TVET)

The DRC is faced with growing challenges of unemployment in general, and that of unskilled, unemployed youth in particular.  Quality technical and vocational education and training (TVET) offers an opportunity for a smooth school-to-work transition for both youth and adults.

But TVET in the DRC faces three main challenges. First, it does not respond to the needs of businesses and citizens, nor is it adapted to geographical and socioeconomic contexts. Second, pedagogical and structural reforms and innovations are ineffective when it comes to school-to-work transition. Third, TVET is organised by different ministries that work in isolation using their own curricula, assessment and certification methods. This situation has changed very little due to a lack of institutional and strategic regulation.

To make sure these challenges are addressed, an overarching strategy is needed that takes into account a harmonisation of educational policies and a judicial framework for TVET.


Supporting the government of the DRC in the development of an education strategy for the TVET subsector.

  • Ministry of Primary, Secondary and Professional Education (EPSP)
  • Inter-ministerial Commission of TVET

VVOB was commissioned by BTC to develop a TVET strategy for the DRC. 

This was done in three stages:

  • First, a diagnostic study of the TVET landscape in the country. This document included a mapping of the subsectors, an analysis of strengths and challenges of the ministries and training organisations in terms of TVET, and a complementary survey about training opportunities in informal settings in three communes in Kinshasa. 
  • Then, formulation of a strategic plan comprising the long-term objectives and strategies to achieve these objectives. This was done in dialogue with representatives from the ministries involved with TVET. Civil society had the opportunity to make amendments and validate this step.
  • Preparation of a budgeted action plan that sets medium-term goals for the implementation of the proposed TVET strategy. This was done with assistance from experts from the ministries involved.

The TVET strategy, which was developed in cooperation with BIEF (Bureau d’Ingénierie en Education et en Formation), has four pillars responding to the pressing challenges in the country. First, the strategy makes technical education and training accessible, equitable, and relevant for the labour market. Second, it strengthens entrepreneurship of young adults. Third, it creates a conducive environment for a robust education system with quality training opportunities. And fourth, it establishes a pilot framework for the harmonised implementation of the strategy. This strategy is not a finished product, but should be used by stakeholders to work towards a common objective.