« Non-economists » strongly criticize the concept of GDP because it gives too much space to the market, to finance and less to the non-market, social, or environmental costs of production, human rights or freedoms. Considering all the proposed elements already make the calculation of a country’s GDP more complex, what about the GDP of separate entities within a country? States such as Canada, the United Kingdom, France, the United States (US), and recently Tunisia have made the regional GDP an important instrument of their economic and social policies. As structured economies, largely monetized and equipped with statistical tools, they have developed and applied efficient calculation methods. This article is intended to be forward-looking/exploratory for the calculation of the regional GDP in DR Congo, a country characterized, in particular, by a significant weight of the informal sector; a high rate of economic and financial crime (money laundering, embezzlement, large-scale corruption of policymakers, government leaders, financial authorities, public, mixed or private companies, etc.), and a high contribution of its diaspora established throughout the world (in the household management expenditure in DR Congo).

In a growing number of countries, there are complaints about the level (mastery of knowledge) of the pupils, particularly primary or secondary education. This situation is further exacerbated in DR Congo. This article is intended to be a barometer, based on a strict statistical procedure, the so-called “disaster of DR Congo’s education system.” The results of the statistical test must be a concern to every DR Congolese patriot on the future of his country, which has entered its final throes. Experts in science education must address a series of questions: the aims of education, the education curriculum, the language of instruction, the evaluation system, etc. We have to wonder whether the education in DR Congo is not sabotaged on purpose, to stupefy then to crush the people of Congo!