Volume 31, Issue 2, July 2017, Pages 262–271
Emmanuel ZIULU1, Gratien MOKONZI BAMBANOTA2, and ZAMOY Benge3
1 Institut Supérieur Pédagogique de Bukavu, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
3 Institut Supérieur Pédagogique de Buta, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This study poses the diagnosis of the pygmies education in the South Kivu province in the Democratic Republic of the Congo during the period from 2005-2006 to 2010-2011. It focuses on the school statistics and the qualitative data collected from directors and teachers of primary and secondary schools, pygmies pupils parents, local and international Non Governmental Organizations representatives working in the four territories where 65 % of pygmy population concentrates. It comes out from the analysis made on these data that despite the fact that they are very weak, the sizes of pygmies pupils have increased each year four times more quickly than those of non pygmies pupils, that is to say 12% of the increasing rate versus 3%. This important expansion of pygmies children education goes unfortunately with an irregular school attendance, which emerges, in general, on an important school disconnection, representing, at least, 34% of enrolled sizes. If the school disconnection is fundamentally explained by poverty, the discrimination that pygmies undergo in their milieu, as well as their attachment on their culture are not withdrawal. In addition to these difficulties, the South Kivu pygmies ‘education also faces an imbalance between education demand and supply and mainly the type of school organized for these people.
Author Keywords: Right to education, education, school attendance, school withdrawal, Education for all.
Emmanuel ZIULU1, Gratien MOKONZI BAMBANOTA2, and ZAMOY Benge3
1 Institut Supérieur Pédagogique de Bukavu, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
3 Institut Supérieur Pédagogique de Buta, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
This study poses the diagnosis of the pygmies education in the South Kivu province in the Democratic Republic of the Congo during the period from 2005-2006 to 2010-2011. It focuses on the school statistics and the qualitative data collected from directors and teachers of primary and secondary schools, pygmies pupils parents, local and international Non Governmental Organizations representatives working in the four territories where 65 % of pygmy population concentrates. It comes out from the analysis made on these data that despite the fact that they are very weak, the sizes of pygmies pupils have increased each year four times more quickly than those of non pygmies pupils, that is to say 12% of the increasing rate versus 3%. This important expansion of pygmies children education goes unfortunately with an irregular school attendance, which emerges, in general, on an important school disconnection, representing, at least, 34% of enrolled sizes. If the school disconnection is fundamentally explained by poverty, the discrimination that pygmies undergo in their milieu, as well as their attachment on their culture are not withdrawal. In addition to these difficulties, the South Kivu pygmies ‘education also faces an imbalance between education demand and supply and mainly the type of school organized for these people.
Author Keywords: Right to education, education, school attendance, school withdrawal, Education for all.
Abstract: (french)
Cette étude pose le diagnostic de la scolarisation des pygmées dans la province du Sud-Kivu en République Démocratique du Congo au cours de la période de 2005-2006 à 2010-2011. Elle s’appuie sur les statistiques scolaires et les données qualitatives collectées auprès des directeurs et enseignants d’écoles primaires et secondaires, des parents d’élèves pygmées et des responsables des Organisations Non Gouvernementales locales et internationales œuvrant dans les quatre territoires où se concentrent 65% de la population pygmée de la province. Il ressort de l’analyse effectuée sur ces données que même s’ils sont très faibles, les effectifs des élèves pygmées ont évolué chaque année quatre fois plus rapidement que ceux des élèves non pygmées, soit un taux d’accroissement de 12% contre 3%. Cette importante expansion de la scolarisation des enfants pygmées s’accompagne malheureusement d’une fréquentation scolaire irrégulière, laquelle débouche, en général, sur un important décrochage scolaire, représentant, en moyenne, 34% des effectifs des inscrits. Si le décrochage scolaire s’explique fondamentalement par la pauvreté, la discrimination que les pygmées subissent dans leur milieu, ainsi que l’attachement qu’ils ont vis-à-vis de leur culture sont également parmi des causes principales des abandons scolaires enregistrés dans cette étude. Par-delà ces difficultés, la scolarisation des pygmées au Sud-Kivu fait également face au déséquilibre entre la demande et l’offre de l’éducation et surtout au type d’école organisé pour ce peuple.
Author Keywords: Droit à l’éducation, scolarisation, fréquentation scolaire, abandon scolaire, Éducation Pour Tous.
How to Cite this Article
Emmanuel ZIULU, Gratien MOKONZI BAMBANOTA, and ZAMOY Benge, “Diagnostic de la scolarisation des enfants pygmées dans la province du Sud-Kivu en République Démocratique du Congo,” International Journal of Innovation and Scientific Research, vol. 31, no. 2, pp. 262–271, July 2017.
