Continuing professional development for teachers in the DRC

For several years now, schools in the Democratic Republic of the Congo-particularly those in Kinshasa-have been expressing a growing need for continuing professional development for teaching staff. Many teachers face challenges in performing their duties, particularly in classroom management, lesson preparation, maintaining educational records, and assessing student learning. Despite their requests, access to continuing professional development remains limited.It is widely acknowledged that initial teacher training is insufficient to meet the demands of the teaching profession. Given the evolving nature of knowledge, teaching methods, and the expectations of the education system, regularly updating professional skills has become essential. Continuing professional development is thus a key driver of teachers' professional growth and helps them adapt to changes in society and education. In this context, it is of particular importance for public and private schools in the DRC.

For several years now, schools in the Democratic Republic of the Congo-particularly those in Kinshasa-have been expressing a growing need for continuing professional development for teaching staff. Many teachers face challenges in performing their duties, particularly in classroom management, lesson preparation, maintaining educational records, and assessing student learning. Despite their requests, access to continuing professional development remains limited.It is widely acknowledged that initial teacher training is insufficient to meet the demands of the teaching profession. Given the evolving nature of knowledge, teaching methods, and the expectations of the education system, regularly updating professional skills has become essential. Continuing professional development is thus a key driver of teachers' professional growth and helps them adapt to changes in society and education. In this context, it is of particular importance for public and private schools in the DRC.