This study investigated the influence of the social environment on the questions asked by 3-6 year olds in the city of Lodja. To do this, we asked ourselves why children aged 3 to 6 ask a lot of questions and how the immediate environment (parents, teachers, brothers and sisters) reacts to the questions asked by the children. To answer these questions, we asked 50 parents whose children were aged 3 to 6. At the end of the analyses, we found that it is curiosity (90%) and the desire to know the realities of the world or the environment around them, so that they can grow up (40%), that pushes children to ask their parents a lot of questions; more often than not, parents do not have the time to answer the questions asked by their children. Only 30% are used to answering them; the refusal to answer the child’s questions can generate the following consequences: deprivation of the information he needs, sadness, trauma, shyness, frustration, revolt against the environment and loss of confidence in the parents.

This study compared effective non-conventional and accredited private secondary schools in the city of Kisangani from 2012 to 2017, with the objective is identifying the characteristics of effective secondary schools and their determinants. To achieve this, we composed a survey questionnaire that was submitted to the head teachers of non-conventional and accredited public schools. The data collected from the latter were analysed and processed using a statistical software package (S.P.S.S). The overall results of the processing showed that the majority of teachers are hired either by test (most often in private schools) or by assignment (often in non-agreement schools); all the teachers working in these schools are qualified, as all of them are either graduates or licensees; while the head teachers of public schools believe that their teachers are satisfied with their salary, this is not the case for those of non-agreement schools who believe the opposite; All schools held pedagogical meetings with their teachers, but also with the parents’ committee; in most cases, the graduating students of the surveyed schools come from the same school, in the lower grades, are regular and disciplined; some schools operate in a conducive environment, while others operate in a non-conducive environment and within almost every school, there are pedagogical units, and the head teachers consider the efficiency of their schools to be satisfactory.