towards common future: higher education in the sadc · 2007; unaids, 2008; undp, 2008; unesco...

Prepared to accompany report entitled ‘Towards a Common Future’ Higher Education and SADC Regional Development

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Towards a Common Future: Higher Education in the SADC Region

Regional Country Profiles

The country study presented here was prepared as a part of the study “A Profile of Higher Education in the Region” published in “Towards a Common Future: Higher Education in the SADC Region” (SARUA, 2009). It is published here as an appendix to that report. The methodology used to obtain the data presented here is described in full in “Towards a Common Future” (see page 63 – 68). This methodology relied on surveys sent both to the relevant Ministry of Education, and to individual institutions in the region. Where data from the two sources did not match, a follow‐up process of data confirmation was undertaken, until agreement was reached. Although the data obtained via this method does not necessarily match data obtained using different methodologies (some differences are evident between the data presented here and that presented in other SARUA studies), in order to retain integrity of the data gathering process, no attempt has been made to manipulate the data artificially to reflect similar findings. Rather, the data must be read as having arisen from, and being true to, the particular methodology used in this study. The problems of obtaining accurate data from the region are well documented (mentioned in all SARUA studies, see particularly p. 65 of this report), and speaks to the urgent need for a process for regular maintenance of such data. We publish these country studies as supplemental information to that presented in the report itself, and hope that they will be of value to other researchers in the region.


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Democratic Republic of Congo (DRC): Review of Public Higher Education

Key Country Context Statistics

Population: 61.532 million (2006 est.) GDP: US$300 (2007 est.) Human Development Index (HDI): 0.411 Unemployment levels: NA Key economic sectors: Agriculture and Forestry, Services, Mining, Manufacturing Principal Exports: Diamonds, Crude Oil, Cobalt, Copper. HIV and Aids prevalence: 4.2% (2003 ext.) Gross Primary Enrolment Ratio: 61 (2002) Gross Secondary Enrolment Ratio: 22 (2002) Gross Tertiary Enrolment Ratio: 1 (1999)

Source: Country context data was obtained from a variety of sources: (CIA, 2008; SADC, 2007; UNAIDS, 2008; UNDP, 2008; UNESCO Institute for Statistics, 2006).

1. NATIONAL LEVEL OVERVIEW

Schooling in the DRC runs over twelve years. Primary education is compulsory and lasts for six years (learners aged 6‐12), leading to the Certificat d’Etudes primaires (CEP). This allows access to secondary education (International Association of Universities (IAU) World Higher Education Database, 2005; World Bank Ed Stats, 2007). Secondary education (in either general or technical education) lasts for five to six years (depending on the cycle). The long cycle (general and technical education) lasts for six years from the age of twelve and only students who have passed the end of primary education may enrol. Those who complete the long cycle in a technical field and pass the Diplôme d’Etat are eligible for admission to higher education. The short cycle (technical/vocational training) lasts for up to five years in areas such as trade and crafts at the end of which a ‘Brevet’ is awarded (International Association of Universities (IAU) World Higher Education Database, 2005; World Bank Ed Stats, 2007). Higher technical and vocational education is mainly provided in teacher‐training and technological institutes. Studies generally last for three years and lead to the qualification of Gradué (International Association of Universities (IAU) World Higher Education Database, 2005). Higher education in the DRC expanded during the 1990s, with the creation of new public and private establishments. Higher education is mainly provided by universities, teacher training institutes and higher technological institutes (International Association of Universities (IAU) World Higher Education Database, 2005).


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• The first stage of higher education (Premier Cycle) lasts for three years and leads to the title of Gradué.

• The second cycle (Deuxième Cycle) lasts for two years and grants the Licence, except in Medicine and Veterinary Medicine, which lasts for three years and leads to the title of Docteur en Médecine and Docteur en Médecine Vétérinaire.

• The third cycle (Troisième Cycle) mainly consists of a programme of higher studies leading to the Diplôme d’Etudes supérieures (DES). This lasts for two years and includes a certain number of courses and seminars, as well as the presentation of a dissertation. After obtaining the DES, the candidate can register in a doctoral programme and prepare their thesis.

• The next stage leads to the Doctorate, which is conferred after a further four to seven years study. In medicine faculties, doctors spend three or four years specializing in one of the medical fields, after which they obtain a Diplôme de Spécialiste. Most Spécialistes become practitioners. Those who prefer to teach prepare an Agrégation. Requirements are the possession of the Diplôme de Spécialiste with “distinction” plus three to five years’ preparation. The degree is that of Agrégé de l’Enseignement supérieur en Médecine (International Association of Universities (IAU) World Higher Education Database, 2005).

In higher education, there are five ranks of teachers: assistant, project head, associate professor, professor and full professor. An assistant holds a Licence or its equivalent and is nominated for a two‐year period, twice renewable. A project head requires four years as an assistant and two publications in a scientific journal. An associate professor must hold a first‐level Doctorate. Promotion requires four years from the previous level, together with several publications. There is a Service de Pédagogie universitaire which organizes training sessions for higher education teachers (International Association of Universities (IAU) World Higher Education Database, 2005). In 2008, the following breakdown of different higher educational institutions was reported. Table 1 Overview of HE Sector 2008

Type of Higher Education Institution Number of institutions

Estimated % of HE students enrolled in this type of institution

Publicly funded universities 34 50% Publicly funded polytechnics or specialized colleges

147 30%

Privately funded, accredited universities or colleges

227 15%

Other Institutions 2 5% TOTAL 418 100% Source: DRC MoHE questionnaire response Other than the Ministry of Higher Education no statutory bodies were identified as being significant in determining the shape of Higher education in the DRC. The following


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organisations, however, have been identified as influential in shaping policy: UNESCO, African Development Bank and the Cooperation Technique Belge1. The following goals and objectives have been identified by the Ministry of Higher Education as being significant in planning the way forward. These goals and objectives are drawn from State Decree No 09/CC/81 of 08/06/1981 implementing University and Higher Education and the Order no 025/81 on the general organisation of Higher and University Education. Table 2 Goals and Objectives aligned to National Priorities. 2008

Goals / Objectives Description of how goal/objectives aligns with national

development priorities

Training of managers in different fields at different national levels in order for them to be used for economic and social development

Implementation of a capacity building programme for design managers and a programme of human and material resources.

Organize applied scientific research Improve human resources productivity

Training of specialized executives in sciences and technologies as well as those trained in the field of industrial art and design

Learning and apply continuous education to enhance human performance.

Training of high level teachers to respond to the needs of the country

Source: DRC MoHE questionnaire response The ministry reports that they have set specific targets to be achieved by institutions and have in place a monitoring system. The monitoring process includes a body of inspectors overseeing Higher and University education, an analysis of student results in examinations and control over infrastructure and equipment renovations and new installations. To date DRC HE institutions have been successful in achieving these targets. However, a number of key challenges have been identified by the ministry that will impact on the sector’s ability to continue to grow. Table 3 Main challenges facing HE in DRC

Main challenges Ministry initiatives/interventions undertaken to

address the challenges 1. An aging academic staff 2. Lack of staff training Human capacity building programme 3. Infrastructure degradation and decay

4. Low salaries and high operating costs By 2015, five university campuses (Kindu, Mbuji‐Mayi, Goma, Kabinda, Mbandaka) will be erected and existing facilities will be renovated

5. Overcrowding of facilities Progressive budget increase for Higher and University Education

Source: DRC MoHE questionnaire response

1 Ministry of Higher Education questionnaire response.


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As alluded to in the above table skills shortages are perceived as being a serious problem facing the sector. The following specific areas were identified as being particularly significant. Table 4 Summary of key skills shortages or capacity constraints in HE sector

Skills Shortages/Capacity Constraints Brief description

1. Leading edge technologies Lack of qualified trainers to satisfy demand

2. Teaching Skills There is a general lack of interest amongst younger generations to enter the profession partly due to low remuneration.

3. Technical Infrastructure Lack of adequate facilities and laboratories to perform experiments.

Source: DRC MoHE questionnaire response It is significant that Science and Technology have been identified as priority areas and subsequently a number of technical institutions have been established to increase the number of graduates in these fields. There are a number of initiatives underway to try to address the skills shortages. They include... Table 5 Summary of mechanisms to support human capacity building in HE sector

Skills Shortages/Capacity Constraints Brief description

1. Training at doctorial level Local and foreign based training

2. Incentives for young researchers Grant for specialized studies or research in better universities with better equipped laboratories

3. Incentives through better salaries than those allocated in other sectors

Progressive salaries increases

Source: DRC MoHE questionnaire response Currently there are no statistics that show the employment rate of recent higher education graduates.

1.1 POLICY CONTEXT

The education system in the DRC is governed by the law 25/95 of 17 November 1995 amending the School Act No. 008/90 of September 6, 1990 and on the reorganization of the education system. This law stipulates the right to education ensuring equal access to education and vocational training. Public education is free. Basic education is compulsory. The right to establish private schools are subject to the approval of the State (Ministere de l’enseignement Primaire et Secondaire Charge de l’Alphabetisation, 2002). The objectives of the National Plan of Action of Education for All are to: • Reduce the rate of illiteracy among youth and adults; • Increase the quality and relevance of literacy by improving the functionality of programs,

production of suitable teaching materials, and the training of educators; • Strengthen partnerships, institutional capacity and coordination mechanisms (Ministere

de l’enseignement Primaire et Secondaire Charge de l’Alphabetisation, 2002).


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Six priority areas have been identified: 1. Improve equity and access to various forms of basic education and the acquisition of real

learning; 2. Improve the quality and efficiency of education at all levels; 3. Improve the relevance of the content and constantly adapt to the socio‐cultural needs; 4. Strengthening the system of collecting statistical data and knowledge of the real needs

of the education system; 5. Developing and strengthening management capacity, resource mobilization and

partnerships; and 6. Ensuring the gradual decentralization of the management of the education system.

(Ministere de l’enseignement Primaire et Secondaire Charge de l’Alphabetisation, 2002). Pacte de Modernisation de l’Enseignement Supérieur et Universitaire (PADEM) is the Ministry of Higher Education and Universities’ reform agenda that started in 2003 and demonstrates a clear resolution and approach to reform. The objectives of PADEM are to: 1. reform and modernize the system of higher education and University; 2. upgrade professional and teaching careers; and 3. make the university a true center of excellence (Table Ronde de l’Education en

République Démocratique du Congo, 2004) The plan of action for PADEM involves developing human capacity, curriculum reform, institutional support (funding, infrastructure rehabilitiation), adapting higher education and university structures, capacity building in management and governance, improvement of living conditions of students (student life), constructing new campuses and providing equipment in order to cope with the growing student demographics and mobility of teachers and researchers (Mpala‐Lutebele, no date). In 1990, a law was passed to allow the private sector to provide tertiary education for the first time (Bloom, D. Canning, & K. Chan, 2006). The Poverty Reduction Strategy Paper (PRSP) attempts to integrate strategic thinking in sector reform proposals with work on sector financing strategy. The PRSP technical teams are in the process of developing an initial Medium Term Expenditure Framework (MTEF). To guide and secure efforts through policy commitment, a high level inter‐ministerial group is drafting a Letter of Education Sector Policy. This is expected to be endorsed by the three ministries involved in education, the Ministry of Budget, and the Ministry of Finance. The authorities are also aware that a comprehensive reform of public administration in education is required, and a new statute on teachers will need to be formulated. In 2003, the government drafted a framework for civil service reform with technical support from a multi‐donor program. This aims to define the key missions of priority ministries and public service agencies at central and provincial levels, and upgrade the skill levels and productivity of their staff. The first set of actions (2004‐2006) included: • an audit of service delivery mechanisms, especially at the local level, covering health,

education and justice; • an operational audit of ministries to prepare their reorganization; and


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• an obligatory retirement program for staff who have passed the legal retirement age by end 2004 (World Bank, 2007).

For education, the PRSP paper makes provision to: • restore infrastructure and equipment in schools, centres of higher education and

universities, • establish vocational training, and promote technical, vocational and scientific skills to

ensure adequacy of education with employment and deployment, and • strengthen teacher training (Bloom, David Canning, & Kevin Chan, 2006). The Minimum Partnership Program for Transition and Recovery (PMPTR) deals with the rehabilitation of minimum infrastructure needed to re‐establish the DRC, and contribute to the return of sustainable economic development while making progress toward the MDGs. The consequence for education is that this directs attention mainly to supply‐side capital investments such as rehabilitation and textbook provision (World Bank, 2007).

1.2 GOVERNANCE AND MANAGEMENT

Higher education falls under the authority of the Ministry of Higher Education. Each institution has a University or Institute Council, an Administrative Committee, faculties (or sections) and departments. The University or Institute Council is the highest authority and comprises the Administration Committee, deans, a faculty representative, a student representative, a representative of the administrative personnel and the head librarian. This body coordinates the academic and scientific policy of the institution. The Section or Faculty Council is exclusively concerned with the academic and scientific problems of that faculty or institute. It comprises full professors and department heads. The Department Council comprises full professors who elect the department head (International Association of Universities (IAU) World Higher Education Database, 2005). At the national level, the ministry of finance deals with budget allocation and loan provision; the ministry of civil service has control over personnel; and the ministry of planning is charged with issues pertaining to the planning of human resources. Senior officials at institutions, such as senior academic staff and managers of administrative and technical staff, are appointed by the president or by one of the ministers in charge of higher education. The president of the DRC appoints the chancellor following nomination by the minister. With regard to the nomination of assistants, the administrative officers choose positions that require particular skills. University senior officers are usually chosen by the academic community but not necessarily from within the institution (Lelo, 2003). The ministry monitors the governance and management of higher education institutions and sets targets. These are set by the Commission Permanente des Etudes (CPE) (Permanent Studies Committee). The following challenges have been identified confronting governance and management.


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Table 6 Main challenges facing Governance & Management 2008

Governance/Management challenges Interventions to address challenges 1. Low salaries Progressive salary increase2. Equipments & Technology Search for foreign partners to equip the facilities3. Mobility of Chancellors (heads of higher institutions)

Envisaged policy to maintain Chancellors/heads of institution stability

4. Facilities’ decay Facilities progressive renovations

5. Under qualified staff Staff training and upgrading, performed locally and/or overseas

Source: DRC MoHE questionnaire response It was reported also that while students and teachers were consulted in the governance and management of HE institutions graduates, employers and community members currently were not included in the process.

1.3 FUNDING

The severe economic crisis the country has endured has resulted in the disengagement of the state from higher education. Education funding has decreased from 24.2% in 1980 (7.4% for higher education) to 7.9% in 1988 (1.5% for higher education) (Bloom et al., 2006). Two modes of financing, state subsidies and institutional revenues exist. State subsidies represent 90% of education funding and cover salaries, operational expenses, and grants. Institutional revenue, accounting for no more than 10% of any institution’s budget, is composed essentially of admission fees and income from services. Institutions do not have much power with regard to allocation of available resources or the possibility of disposing of their budget to take advantage of available opportunities (Lelo, 2003). The following challenges facing HE funding were identified by the ministry. Table 7 Main challenges facing Funding in HE 2008

Funding challenges Interventions to address challenges

1. State’s Insufficient budget for HE Permanent negotiation with the Budget and Finance Department in order to increase the budget

2. Lack of auto financing means Search for finances to boost production tools

3. Irregular allocation of operating costs Permanent contacts with the Budget and Finance Department to solve the problem

4. Students fees not fully paid/recovered Those not paying do not write examinations or do not have access to their results/testimonials

Source: DRC MoHE questionnaire response It was reported that there were currently there was no strategy to include business/industry in funding strategies nor was there any intention to do so at this point.


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1.4 QUALITY ASSURANCE

Since 1981 there has been a national quality assurance framework that is structured around inspector visits. Individual institutions, both national and private, are governed by the same set of standards. The Ministry does provide support to higher education institutions in the development of institutional quality assurances policies and procedures.

1.5 REGIONAL COLLABORATION

From a national perspective, importance is placed on regional collaboration. Collaboration is considered significant especially in regard to the exchange between teachers to broaden their experiences. Universities are also encouraged to attend regional forums and conferences for experience exchange. Benefits are perceived in terms of financing, procuring equipment, performance training and students exchanges. It is also reported that regional priorities have impacted on aspects of national policy on Higher education. Examples provided include the setting up and participation in regional education authorities as well as a desire to modernise and improve the local HE sector to align itself with regional trends. It is also reported that the Millennium Development Goals (MDG), too, have impacted on the shape of national policy and shaped projects in this sector. Table 8 MDG and policy influence in the HE sector 2008

MDG how the MDG influenced HE planning Eradicate extreme poverty and hunger Adaptation of education needs to the social demands

while taking into account the socio‐economic realities of the country

Achieve universal primary education By 2015, improve by 30% the access of girls from rural areas to higher and university education ; by 2015, build/erect five university campuses (Kindu, Mbuji‐Mayi, Goma, Kabinda and Mbandaka) and renovate existing higher education and university institutions;

Promote gender equality & empower women Award selective grants to allow children from poor backgrounds, specially the girls to have access to higher education

Ensure environmental sustainability Increase the number of qualified teachers in conformity with a continuing and doctoral education plan;

Improve working conditions for academic and research staff;

Implement a credible control system in order to assess the quality of the teaching.

Source: DRC MoHE questionnaire response The ministry reports, however, that the SADC Protocol on Education and Training has not had the same impact as the MDG on policy decisions for the Higher education sector.


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2. PUBLIC UNIVERSITIES

2.1 UNIVERSITÉ DE GOMA2

Université de Goma is a public university located in the city of Goma near Lake Kivu. The university was founded in 1993 (Wikipedia, 2007a). The University’s main focus is teaching and learning, and also research and community service activities as is shown in the table below: Table 9 Université de Goma: Institutional Focus

HE Function Approximate Percentage Of Institutional Focus

Teaching and Learning 50%Research 30%Community Service Activities 20%Source: Université de Goma questionnaire response

2.1.1 Student Data

The Université de Goma is a contact institution. In 2007, the University had 4,522 contact students enrolled, of whom 20 were students from other international, non‐SADC countries Table 10 Université de Goma: Summary of Enrolment Numbers (Actual data, 2007)

Major Field Of Study

Total Number Of Students

(Headcount)

Number female students

Number male

students

Number of students enrolled per level of study

Under‐ graduate degree/ diploma

Post‐graduate degree/ diploma

Masters Degree

Doctoral Degree

Other qualifications

(short courses,

certificates etc)

Science, Engineering & Technology

186 16 170 186 0 0 0 0

Business, Management & Law

1,073 200 873 1,065 0 8 0 0

Humanities and Social Sciences

2,178 326 1,852 2,170 0 8 0 0

Health Sciences

1,085 203 882 1,069 0 16 0 0

TOTALS 4,522 745 3,777 4,490 0 32 0 0Source: Université de Goma questionnaire response

2 A questionnaire response was submitted by the Universite de Goma, and this section is based on the university response.


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The majority of students at Université de Goma are enrolled in undergraduate degrees/diploma programmes, with the largest enrolments reported for Humanities and Social Science. The enrolment figures show a clear gender disparity, with 84% of students being male. Table 11 Université de Goma: Summary of Qualifications Awarded (Requested latest

available data, Year not provided)

Major Field Of Study/Faculty

Number of Qualifications awarded at this level

Total Qualifications Awarded

Under‐graduate degree/ diploma


Masters Degree

Doctoral Degree

Other qualifications (short courses, certificates etc)


20 20 0 0 0 0


218 171 0 47 0 0


249 170 0 79 0 0

Health Sciences 160 75 0 85 0 0TOTALS 647 436 0 211 0 0Source: Université de Goma questionnaire response. The majority of qualifications awarded are at undergraduate level within the Business, Management, and Law and Humanities and Social Science fields of study. The Université de Goma reports providing the following services to support students in their studies. Table 12 Université de Goma: Student Services

Type Of Student Service Service Provided (Yes/No)

Academic orientation services NoAcademic support services (e.g. writing centres, study skills etc) NoAccommodation facilities NoCareer guidance services NoPsychological counselling services NoSports facilities YesInformation on study opportunities in other institutions NoLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Université de Goma questionnaire response

2.1.2 Staff Data

In 2007, the Université de Goma reported having 189 academic and research staff. Of these, three staff members were from other non‐SADC countries. It was also reported that the university had 49 management and administration staff, all of whom were DRC nationals.


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Table 13 Université de Goma: Academic and Research Staff (Actual data, 2007)

Major Field Of Study Total Number (headcount) Number of females Number of malesScience, Engineering & Technology 24 1 23Business, Management & Law 37 1 36Humanities and Social Sciences 78 4 74Health Sciences 50 2 48TOTALS 189 8 181Source: Université de Goma questionnaire response. There is a wide gender disparity in staff members, with only 4% of academic and research staff members and 24% of management and administrative staff being female. This gender imbalance is noted across all fields of studies. Table 14 Université de Goma: Academic and Research Highest Level of Qualification (Actual

data, 2007)

Major Field Of Study Number of Academic and Research Staff with as this as their HIGHEST qualification

Undergraduate degree/diploma

Postgraduate degree/diploma

Masters Degree Doctoral Degree


10 0 2 0


25 0 2 0


27 0 15 0

Health Sciences 22 0 15 0TOTALS 84 0 34 0Source: Université de Goma questionnaire response. Over 70% of academic and research staff at Université de Goma have an undergraduate degree or diploma as their highest qualification. Table 15 Université de Goma: Research Output(Estimated Data, 2007)


Number OfPublications in

internationally accredited journals

Publications in locally accredited journals

Books Published

Other research activities


0 4 0 2


0 4 0 0


0 6 1 0

Health Sciences 0 12 0 0TOTALS 0 26 1 2Source: Université de Goma questionnaire response. The Université de Goma publishes three journals. Most publications were produced in local accredited journals, and there were no publications in internationally accredited journals. The University reported that it does not have a clearly defined research policy or strategy.


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The Université de Goma reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; • Humanities and Social Sciences; and • Health Sciences. It was reported that there was no shortage of Institutional Management (i.e. staff not affiliated to faculties, such as Vice‐Chancellors, Deputy Vice‐Chancellors, and other institutional level management staff).

2.1.3 Governance and Management

The governance structure of the Université de Goma consists of the Board of Vice‐Chancellors of the DRC. University management includes the university council, management committee, and Faculties. The University’s governing body includes the following representation. Table 16 Université de Goma: Governing Body Representation

Governing Body Representation Number Of Members Representing This Group

Number of students representatives 1Number of staff representatives 3Other (Management Committee, Deans, Librarian, Directors of Research Centres) 15TOTAL 19Source: Université de Goma questionnaire response.

2.1.4 Funding

The majority of funding for the University appears to come from student fees. Table 17 Université de Goma: Funding Sources (Actual data, 2007)

Sources of Funding Percentage of total funding/incomeStudent fees 85%Government subsidy/grants 12%Donations – International funders/donors 3%Total 100%Source: Université de Goma questionnaire response The University reported that funding is insufficient for it to operate effectively. It was reported that income for the Institution has changed significantly over the last ten years, and this is dependent on the number of students enrolled. Funding for research is primarily through international funders/donors (approximately 75%), and the University provides funding for about 25% of research.


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The Institution does not calculate the average annual cost of student per faculty. Students do not receive any additional financial support. One of the challenges faced by the institution regarding financial sustainability is that student fees are fixed by the government. The Institution reported that it has not undertaken any initiatives to address this, and it does not have a strategic plan to develop additional income sources.

2.1.5 Quality Assurance

The Université de Goma has internal quality assurance processes in place, but there is no specific budget allocated to cover the costs of carrying out these processes. The quality assurance framework covers teaching activities, research activities, community service activities, student performance, administrative processes, external relations, meetings of university bodies, and the academic calendar. The University reported that the national quality assurance framework prescribes the quality assurance procedures that individual institutions must follow, and the University is required to report on quality assurance issues to authorities at the national level. The Université de Goma reports that it does not participate in peer review quality assessments (external quality assessments). Internal evaluations of academic programmes are done regularly, and the University has mechanisms in place to provide ongoing staff development. Half the staff development is done internally (i.e. by the institution) and the other half is done externally by external service providers. There are no processes in place for evaluating the performance of individual teaching staff, and the University reports that it has some processes in place for evaluating student learning services and the performance of research teams. External/independent moderators are involved in setting and marking student examinations. The University does not actively seek feedback from students. The following challenges were highlighted in relation to quality assurance. Table 18 Université de Goma: Challenges and Interventions in the area of Quality Assurance

Main Challenges Initiatives/interventions undertaken to address challenges 1. Quality of professors. Visiting professors.2. Academic Calendar. Professors are encouraged to respect the calendar.3. Laboratories. Private and public contracts.4. New technologies. Attempts to purchase new technologies are made.Source: Université de Goma questionnaire response

2.1.6 Regional Collaboration

It was reported that collaboration with other higher education institutions in the SADC Region was not accorded high priority by the Institution, and enrolment of students from the SADC Region was not specifically valued. In the last five years, there has not been a significant change in the number of students from foreign countries, and the university does not provide any language and/or cultural support to incoming international students.


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The Université de Goma has reported one collaborative academic/research programme that it has with another higher education institution. This is in family medicine at the postgraduate level, with the partner institution being Ghent University in Belgium. The University also has one collaborative community/development project in the field of production and nutrition – a project of the Faculty of Agriculture and Economy. The partner institution is the International Institute of Tropical Agriculture, and the relevant countries involved are Tanzania and Nigeria. Even though there have been few collaborative activities, the University believes that it can derive some tangible benefits from Regional collaboration. These are: • Exchange of professors; and • Education of students at a higher level. The main challenges to Regional collaboration reported were: • Language; • Troubles within the country; and • Confidence with the country’s neighbours These challenges have not been explained in detail, and no initiatives/interventions were noted to deal with these challenges. The University reported that it has the necessary ICT infrastructure and technical support that is needed to collaborate effectively with other Regional institutions. A specific step that it believes that the government can take to facilitate the Regional collaboration of higher education institutions is to create ‘understanding with neighbouring countries’ (Université de Goma questionnaire response).

2.2 UNIVERSITÉ DE KINSHASA 3

The Université de Kinshasa (UNIKIN), located in the capital, is the largest university in the DRC. It was first established by the Catholic University of Leuven in 1951 under the name Lovanium University. The university took the name Université de Kinshasa after having broken with the Catholic Church to become a public university created by the Ordonnance‐ Act No. 81‐142 of October 3, 1981. The university is divided into ten faculties, which have various degrees of independence: Law, Letters and Social Sciences, Economics and Management, Social Science, Political and Administrative Sciences, Pharmacy, Medicine, Psychology and Education Sciences, Agronomy and Polytechnique. The university also includes six decentralized entities that are dependant on UNIKIN: Clinics university, the Center Neuro‐psycho‐pathologique, the Hospital of Mont‐Amba, the group's school Mont‐Amba, Medical Technical Institute, the Régie construction and the School regional postgraduate management and integrated management of forests and tropical territories (Wikipedia, 2007c)

3 A questionnaire was completed by the Université de Kinshasa. This section is based on data provided in the questionnaire response, as well as supplementary data sourced from the Université de Kinshasa website: http://www.unikin.dc and also from an interview with the Rector on 26th August 2008.


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The University has broken down its primary institutional focus as follows: Table 19 Université de Kinshasa: Institutional Focus

HE Function Approximate percentage of institutional focus

Teaching and Learning 60% Research 30% Community Service Activities 10% Source: Université de Kinshasa questionnaire response

2.2.1 Student Data

The Université de Kinshasa is a contact education institution. In 2006‐7, it had 26,186 students. Most of the students (26,121) are DRC citizens with 65 students being from international, non‐SADC countries. Table 20 Université de Kinshasa: Summary of Enrolment Numbers (Actual data, 2006/7)

Major Field Of Study Total Number Of Students (Headcount)

Number of students enrolled per level of

study


Post‐graduate degree


3,025 2,501 524


11,028 8,171 2,857


7,280 5,595 1,685

Health Sciences 3,994 3,892 102

Other 859 595 264

TOTALS 26,186 20,754 5,432

Source: Université de Kinshasa questionnaire response The majority of students are enrolled in undergraduate programmes, with the highest enrolment being reported for Business, Management and Law.


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Table 21 Université de Kinshasa: Summary of Qualifications Awarded (2006/7, Actual data)

Major field of study/faculty

Number of qualifications awarded at this level

Total qualifications awarded


Post‐graduate degree


3,025 2,501 524


11,028 8,171 2,585


7,280 5,595 1,685

Health Sciences 3,994 3,892 102 Other 859 595 264

Source: Université de Kinshasa questionnaire response. As for enrolment data, the majority of qualifications awarded are undergraduate degrees, most of them in the area of Business, Management and Law. The following student services are offered at the university. Table 22 Université de Kinshasa: Student Services

Type of student service Service provided (yes/no) Academic orientation services Yes Academic support services (e.g. writing centres, study skills,etc)

Yes

Accommodation facilities Yes Career guidance services No Psychological counselling services No Sports facilities Yes Information on study opportunities in other institutions No Language training No Social and cultural activities (bars, clubs, theatre, music etc) Yes Source: Université de Kinshasa questionnaire response

2.2.2 Staff Data

In 2006/7, it was estimated that there were 1,530 academic and research staff members at the Université de Kinshasa. The majority of staff were in the Humanities and Social Science departments. Male staff easily outnumbers female staff who are a small component of the teaching compliment. There were, however, no statistics to show the breakdown of academic and research staff according to their highest qualifications. There were, however, 211 doctoral degrees amongst the staff qualifications. The departments of Humanities and Social Science had the most doctors, 80, Science, Engineering and Technology, 41, Business, Management and Law had 45 while health sciences had 30 doctorates.


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Table 23 Université de Kinshasa: Academic and Research staff (Actual data, 2006/7)

Major Field Of Study Total Number (headcount)

Female Male


245 7 238


292 12 280


425 21 404

Health Sciences 285 21 264 Other 53 6 48 Other: Research institutions and others attached temporally to other institutions

230 32 198

TOTALS 1,530 98 1,432 Source: Université de Kinshasa questionnaire response The following breakdown was provided for management or administrative staff by major field of study. Table 24 Université de Kinshasa: Management and Administrative Staff (Actual data,

2006/7)

Major Field Of Study Total Number (headcount)

Female Male


89 15 74


88 25 63


44 15 29

Health Sciences 88 23 65 Other 31 5 26 Other 806 128 678 TOTALS 1,146 211 935 Source: Université de Kinshasa questionnaire response

It should be noted that these figures do not include cleaning and maintenance staff and that during 2008 a significant number of appointments were made that will impact on the numbers reported. The University reported critical staff shortages in the areas of Science, Engineering and Technology and also Health Sciences but not in the Humanities nor in Business, Management and Law. They did, however, also report critical shortages of leadership skills in terms of institutional management.


The Université de Kinshasa has a governance structure as shown below: 1. Chancellor 2. Academic Registrar


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3. General Administrative Secretary 4. Budget Administrator

The university also has a management structure that incorporates the following bodies:

1. Board of the University 2. University Management Committee (4 members) 3. Office of the Chancellor 4. Faculty Council 5. Department Council

The university has 5 different management bodies of which the Chancellor is the central member

The Board of the University is a 28 member body that represents members of the education community, local community, business, government and students. The University’ governing council is represented as follows: Table 25 Université de Kinshasa: Governing Body Representation

Governing body representation Number of members representing this

group Number of members who come from or represent the business/industry sector 0Number of members who come from or represent the community sector 0Number of members who come from or represent the public (i.e. government) sector 0Number of students representatives 1Number of staff representatives 5Other 22TOTAL 28Source: Université de Kinshasa questionnaire response.

2.2.4 Funding

Nearly all of the University’s funding is sourced from student fees with a minimal percentage coming from the government. It is calculated that students supply 44% of required funding while the government subsidies amount to no more than 0.03% of required needs. The University reports that the level of funding that it currently receives is not adequate for it to operate effectively. The Université de Kinshasa does not calculate the average tuition cost per faculty but has calculated that the annual cost in 2007 for a student at the institution is US$ 533.56. Table 26 Université de Kinshasa: Perceived Challenges to Financial Sustainability

Main Challenges to Financial Sustainability Institutional initiatives / interventions undertaken to address challenges

1. Hierarchy must be respected 2. Proliferation of authorization centers Integration of Committee revenue within

the official circuit


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Main Challenges to Financial Sustainability Institutional initiatives / interventions undertaken to address challenges

3. Management modernization Computerization4. Upgrading of financial officers Staff training 5. Human resources motivation Bonus payment to staff Source: Université de Kinshasa questionnaire response


The Université de Kinshasa does have internal quality assurance procedures in place currently, but there is no budget allocation to cover costs incurred in this area. The areas that are monitored for quality are: Teaching, research, community service activities as well as Student performance, administration processes and entrepreneurial activities. External Relations too is an area where quality is monitored. The University does, however, identify a number of challenges in terms of quality assurance. The main challenges and initiatives that are being undertaken to address the problems are:

Table 27 Université de Kinshasa: Challenges facing QA

Main Challenges Initiatives taken to address challenge 1. Students registration Entrance examination

2. Academic Schedule Introduction of modules

3. Curriculum adaptation Academic education professionalization

4. Education Globalization 5. Pedagogical Training Source: Université de Kinshasa questionnaire response The university reports that the national quality assurance framework does prescribe procedures that they and other institutions must follow but they are not required to report issues to authorities at national level. The university does encourage, however, voluntary participation in peer review quality assessments externally. It also, sometimes, conducts its own internal evaluations of its academic programmes and has mechanisms in place to provide ongoing staff development. These staff development sessions are organized internally by the institution and do not rely on any outside intervention. While the university is required by a Higher Education Regulation to formally evaluate the performance of individual teaching staff this is as yet not complied with. Currently there are no processes in place to evaluate student learning services, nor the performance of research teams. However, processes are under development, in partnership with K.U.L Belgium, to seek feedback from students on academic, governance and student activities.


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The University reports that collaboration with other HE institutions in the SADC Region is valued and given high priority by management and senior academic staff. Enrolment by other students in the SADC Region is valued and given high priority by management, but there has been no significant change in the number of students from both SADC and other foreign countries studying at the institution in the past five years. The university does offer language and cultural support to incoming international students. The University is engaged in the following collaborative academic or research programmes with HE institutions outside of the DRC: • A twining of Training Schools administered by the Department for Cooperation / GSMA

in partnership with institutions in Germany. • An Academic Relief programme administered the Department for Cooperation in

partnership with C.U.D. in Belgium. • The Faculty of Agronomy administers a Forestry programme in partnership with

institutions in Canada. • The Department of Cooperation administers a Lab Renovation programme in

partnership with institutions in India. • The Faculty of Agronomy administers an Experimental Farm programme in partnership

with institutions in China. The university is also involved with three collaborative community or development projects.

• The Kikalakasa Project is coordinated by the Faculty of Science and communities inside

the DRC. • A Fish Farming Project is coordinated by the Agronomy Faculty with communities inside

the DRC. • A Food Security project is coordinated by the Faculty of Agronomy also with

communities inside the DRC. There are also six collaborative projects that are supported by various businesses and industries. • The Relay Base Project is being undertaken with support from Standard Telecom, China; • The Brallima Kiosk Project is being implemented with support from Brallima; • The Amphitheatre Renovation project is being done with support from Vodacom, DRC; • The Promotion Hall renovation project is supported by Brallima; • The Student/Staff Transportation project is currently running with support from

Cooperation Technique Belge, Belgium; • There is also a set of 12 small cooperation projects being run with support from

Cooperation Universitaire Institutionnelle, Belgium. The institution reports that it believes the following tangible benefits can be derived from regional collaboration: • Improvement in academic skills from contact with external institutions; • Student exchanges;


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• Globalisation impacts; • Support for research activities by international organisations; • Sport and cultural activities and others. The University reports that it has a number of challenges when it comes to organising and maintaining Regional collaboration.

Table 28 Université de Kinshasa: Challenges facing Regional Collaboration

Main Challenges Initiatives taken to address challenge Academic Exchange Staff need to be trained in how to compile a PHDBarrier Suppression Free movements for individuals of the SADC statesLimited Finance Technological Transfer Language problems Source: Université de Kinshasa questionnaire response The Université de Kinshasa reports that it has sufficient ICT infrastructure to collaborate effectively with other Regional institutions, and has the required technical support for this. Specific steps that the DRC Government could take, in the eyes of the Université de Kinshasa, to facilitate Regional collaboration include: • Implementation of agreements; • Means availability; • Set positive criteria for exchange programmes. Specific steps that the donors and other international organisations could take, in the eyes of the Université de Kinshasa, to facilitate Regional collaboration include: • Determine fields of intervention; • Criteria to be commonly decided upon; • Levels of intervention.

2.3 UNIVERSITÉ DE KISANGANI

The Université de Kisangani, formerly of the Congo Free University and National University of Zaire/Campus of Kisangani (UNAZA/Kisangani), is a public university in the DRC. It was founded in 1963 at the initiative of Protestant missionaries in the town of Kisangani (Wikipedia, 2007b). The University reported its institutional focus as follows: Table 29 Université de Kisangani: Institutional Focus

HE Function Approximate Percentage Of Institutional Focus

Teaching and Learning 70%Research 30%Community Service Activities 0%Source: Université de Kisangani questionnaire response


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2.3.1 Student Data

All students at the Université de Kisangani are full time, contact students, and all 6,058 students enrolled at the university are DRC nationals. Table 30 Université de Kisangani: Summary of Enrolment Numbers (Actual data, date not

specified)4


Total Number Of Students

(Headcount)

Number female students

Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


304 37 267 110 25 0 2 0


1848 194 1554 532 0 0 0 0


2377 519 1,858 624 12 0 15 0

Health Sciences

1,529 216 1,313 325 0 0 0 0

TOTALS 6,058 Source: Université de Kisangani questionnaire response Université de Kisangani awarded the following qualifications in the years 2006‐2007. Table 31 Université de Kisangani: Summary of Qualifications Awarded (Actual data, 2006‐

2007)






Masters Degree

Doctoral Degree



106 90 15 0 1 0


412 412 0 0 0 0


437 411 15 0 11 0

Health Sciences 325 325 0 0 0 0TOTALS 1,280 1,238 30 0 12 0

Source: Université de Kisangani questionnaire response.

4 Note that totals for student numbers do not tally. Verification was sought from the university, but not received at the time of writing this report.


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Most qualifications awarded at the Université de Kisangani are at an undergraduate level, in the field of Humanities and Social Science and Business, Management, and Law. The Université de Kisangani reports providing the following services to support students in their studies. Table 32 Université de Kisangani: Student Services

Type Of Student Service Service Provided (Yes/No)

Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services NoPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) NoSource: Université de Kisangani questionnaire response

2.3.2 Staff Data

The University reported having 381 academic and research staff, all of whom are DRC nationals. In addition, it employs 1,393 administrative and management staff all of DRC nationality. Table 33 Université de Kisangani: Academic and Research Staff (Actual data, 2007‐2008)

Major Field Of Study Total Number (headcount) Number of females Number of males

Science, Engineering & Technology 5 71 4 67Business, Management & Law 37 2 35Humanities and Social Sciences 215 8 207Health Sciences 43 1 42Other (not specified) 15 2 13TOTALS 381 17 364Source: Université de Kisangani questionnaire response. There is a wide gender disparity in staff numbers, with 96% of academic and research staff being male.

5 The number of males reported was 7 and the number females reported were 4. It was assumed that the male numbers are 67, rather than 7


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Table 34 Université de Kisangani: Academic and Research Highest Level of Qualification (Actual data, 2007‐2007)6


Undergraduate degree/ diploma

Postgraduate degree/ diploma



46 6 0 15


7 1 0 2


136 38 0 48

Health Sciences 8 13 0 8TOTALS 197 58 0 73Source: Université de Kisangani questionnaire response. The research output of academic and research staff is summarized in the table below. Table 35 Université de Kisangani: Research Output(Actual data, 2007)


Number Of

Publications in internationally

accredited journals

Publications in locally accredited

journals Books Published



3 10 0 0


0 0 0 0


0 19 3 0

Health Sciences 1 4 0 0TOTALS 4 33 3 0

The University reported that it does not have a clearly defined research policy or strategy, The Université de Kisangani reported critical staff shortages in the following areas: • Science, Engineering and Technology; • Business, Management and Law; and • Health Sciences.


The University’s governing body includes the following representation.

6 Totals for academic and research staff do not tally accurately in all instances.


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Table 36 Université de Kisangani: Governing Body Representation

Governing Body Representation Number Of Members

Representing This Group

Number of members who come from or represent the business/industry sector 0Number of members who come from or represent the community sector 0Number of members who come from our represent the community sector 0Number of students representatives 1Number of staff representatives 3TOTAL 4Source Université de Kisangani questionnaire response. No details on governance and management structures were provided. The University reported that it has a marginal role or influence in shaping or informing national higher education policy.

2.3.4 Funding

Almost half of the funding for the Université de Kisangani is sourced from student fees, and the other half from government subsidies/grants. Table 37 Université de Kisangani: Funding Sources (Actual data, 2007)

Sources of Funding Percentage of total funding/income

Student fees 49%Government subsidy/grants 51%Total 100%Source: Université de Kisangani questionnaire response The University reported that the level of funding that it currently receives is not sufficient for it to operate effectively. The five main funding challenges facing the University are the need for infrastructure rehabilitation, the construction of offices, acquiring research literature, lecturer mobility (transport), and the running or daily operation of the Institution. To address these challenges, the University has undertaken to increase academic fees. The University does not have a strategic plan to develop additional income sources.


The Université de Kisangani has internal quality assurance processes in place, as well as a specific budget to cover the costs of carrying out these processes. The quality assurance framework covers teaching activities, research activities, and student performance.


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The University reported that the national quality assurance framework prescribes the quality assurance procedures that individual institutions must follow, and that the University is required to report on quality assurance issues to authorities at a national level. The University participates in peer review quality assessments (i.e. external quality assessment), but this participation is voluntary. The University conducts regular internal evaluations of its academic programmes, and has mechanisms in place to provide ongoing staff development. Most of the staff development (80%) is done internally, whilst 20% is done externally (i.e. by external service providers). The University does not have any processes in place for evaluating the performance of individual teaching staff. However, it does have processes in place for evaluating all student learning services. Student feedback is sought on academic issues, governance, and student services. The University also has processes in place for evaluating the performance of some research activities. The University lists the following challenges in the area of quality assurance: 1. Lecturers quality/level; 2. Adherence to the scheduled hours; 3. Quality of academic programmes; 4. Permanent evaluation; and 5. Professional training.


It was reported that collaboration with other higher education institutions in the SADC Region is not given a high priority, by the University’s management and senior academic staff. However, enrolment by students from other countries in the SADC Region is valued by the Institution. The University reported that, in the last five years, there has been a significant decrease in the number of students from foreign countries studying at the Université de Kisangani. The University does not provide language and/ or cultural support to incoming international students. The Université de Kisangani has a number of collaborative academic or research programmes with other higher education institutions. These are mostly with European countries, notably Belgium, Germany, Italy, France, and Holland. It was reported that the Université de Kisangani expects tangible benefits from Regional collaboration, including: • Capacity‐building for teachers and other members; • Facilitating travel for lecturers; • Reducing costs related to travel; • Promoting high quality teaching; and • Promoting regional unity. The University reported the following challenges and interventions in the area of Regional collaboration:


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Table 38 Université de Kisangani: Challenges and Interventions in the Area of Quality Assurance

Main Challenges To Regional Collaboration Institutional Initiatives/Interventions Undertaken To

Address Challenges

1. Weakness of NICT (New Information and Communication Technology).

Strengthen NICT implementation, awareness and persuasion.

2. Lack of qualified staff. Grant local scholarships for training, improvement and retraining course for lecturers.

3. Lack of financial means. Government subsidies.

4. Lack of infrastructure (equipment and premises).

Seek financial assistance to purchase or build premises.

5. Lack of literature and laboratories. Literature and laboratory material acquisition.

It was noted that the DRC Government could further support Regional collaboration by: • Facilitating travel; • Ensuring that the University’s operating expenses are sufficient and fully covered; • Supporting research and teaching development at university level and providing the

University with an appropriate budget; • Allocating funds to purchase literature; and • Ensuring that the University has the required ICT equipment and trained technicians. Recommended steps that donors and other international organizations could take to facilitate Regional collaboration among higher education institutions are: • Providing ICT equipment; • Supporting the coordination of research and teaching programmes; • Donating literature; • Facilitating training and lecturers’ development; and • Supporting student exchange programs and lecturers mobility.

2.4 UNIVERSITÉ DE LUBUMBASHI7

Université de Lubumbashi (Unilu), located in Lubumbashi, the capital city of Katanga province, is one of the largest universities in the Democratic Republic of the Congo. The University was previously a campus of the National University of Zaire, before it started operating independently (Wikipedia, 2008). The University’s main focus is teaching and learning, with some degree of research and community service activities.

7 A questionnaire response was submitted by Université de Lubumbashi. This section is based on the data provided in the questionnaire response as well as data sourced from the university’s website: www.unilu.ac.cd.


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Table 39 Université de Lubumbashi: Institutional Focus

HE Function Approximate Percentage Of Institutional FocusTeaching and Learning 75%Research 20%Community Service Activities 5%Source: Université de Lubumbashi questionnaire response

2.4.1 Student Data

The Université de Lubumbashi is a contact institution. In 2007 the university had a total enrolment of 20,898 students. The majority of students are DRC nationals (99.9%) with ten SADC nationals and ten students from other international, non‐SADC, countries.8 Table 40 Université de Lubumbashi: Summary of Enrolment Numbers (Actual data, 2007)9


Total Number Of Students (Headcount)

Number female

students10

Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


2,972 74 2,898 1,97211 0 1712 11 0


5,892 2,357 3,535 3,892 0 8 9 0

Humanities and Social Sciences13

6,623 2,605 4,018 2,44014 0 30 34 0

Health Sciences 6,411 2,564 3,847 5,594 0 49 14 0TOTALS 21,898 7,600 14,298 13,898 0 104 68 0

Source: Université de Lubumbashi questionnaire response Most students are enrolled in the Humanities and Social Science and Health Sciences field. There are more male students than female students, with 65% of students being male. The gender disparity is greatest in the Science, Engineering, and Technology field, where 98% of students are male. The University awarded the following qualifications in 2007.

8 These figures were converted from the percentages recorded in the questionnaire response. 9 Total numbers of students by faculty do not tally accurately in all instances. 10 Males and females were recorded as percentages in the questionnaires and have been converted into numbers in this report. 11 These numbers are for first and second cycle. 12 This figure is for third cycle. 13 Psychology and criminology were noted as separate fields of study, and have been incorporated in the Humanities and Social Science field. 14 This number includes criminology numbers for the second and third cycles.


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Table 41 Université de Lubumbashi: Summary of Qualifications Awarded (Actual data, 2007)






Masters Degree

Doctoral Degree



496 278 212 5 1 0


1,952 805 1,146 0 1 0

Humanities and Social Sciences15

1,181 796 358 17 10 0

Health Sciences 1,665 900 715 44 6 0TOTALS 5,294 2,779 2,431 66 18 0Source: Université de Lubumbashi questionnaire response. Most qualifications were awarded at the undergraduate level, except for Business Management, and Law, where most qualifications were awarded at the postgraduate level. The Université de Lubumbashi provides the following services to support students in their studies. Table 42 Université de Lubumbashi: Student Services

Type Of Student Service Service Provided (Yes/No) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) NoAccommodation facilities YesCareer guidance services NoPsychological counselling services NoSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesOther (Training) YesSource: Université de Lubumbashi questionnaire response

2.4.2 Staff Data

In 2007, the Université de Lubumbashi reported having 794 academic and research staff of which most were DRC nationals and two were from other international, non‐SADC countries. The University reported having 961 management and administrative staff, all of whom are DRC nationals.

15 Qualifications for psychology were noted as a separate field, and have been incorporated in the Humanities and Social Science field.


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Table 43 Université de Lubumbashi: Academic and Research Staff (Actual data, 2007)16

Major Field Of Study Total Number (headcount) Number of females Number of malesScience, Engineering & Technology 184 6 178Business, Management & Law 80 2 78Humanities and Social Sciences17 288 21 267Health Sciences 217 24 193TOTALS 769 53 716Source: Université de Lubumbashi questionnaire response. A wide gender disparity among staff is evident, with only 7% of academic and research staff members being female. Table 44 Université de Lubumbashi: Academic and Research Highest Level of Qualification

(Actual data, 2007)


Undergraduate degree/diploma

Postgraduate degree/diploma



0 124 14 40


0 55 9 16


0 148 38 97

Health Sciences 0 161 13 41TOTALS 0 488 74 194Source: Université de Lubumbashi questionnaire response. The majority of academic and staff members at Université de Lubumbashi have a postgraduate degree or diploma as their highest qualification. Table 45 Université de Lubumbashi: Research Output (Actual data, 2007)


Number OfPublications in internationally

accredited journals

Publications in locally accredited

journals

Books Published



0 0 0 Faculty annals

Business, Management & Law 0 0 0

Empirical and experimental research


0 0 0

Health Sciences 0 0 0 TOTALS 2 6 5

16 Males and females were recorded as percentages in the questionnaires, which have been converted into numbers in this report. 17 Psychology was noted as a separate field of study, and has been incorporated in the Humanities and Social Science field.


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Research output per Faculty was not provided. The research output at the university appears to be low, with only 13 publications in total in 2007. The University does have a research plan which is encompassed in the strategic plan (2002‐2007 and 2008‐2012):

From 2003 to 2007, the Unilu strategic plan has the following main axes: openness, higher education pedagogy, reinforcing libraries, laboratory equipment, academic staff renewal and assisting or improving administrative processes and system. The idea was to develop a higher education centre, advocating excellency in the SADC region at the university level. It should bring competitivity, promote social and economic development, contribute to the raising of funds, creation of wealth and causing national cohesion, meanwhile ensuring a safe and secure environment. Thus, for the forthcoming years, the strategic plan is meant to address the following points: reinforcing with assured sustainability teaching and learning capacities, scientific research and the conquest of the professional world (Université de Lubumbashi questionnaire response).

The Université de Lubumbashi reported critical staff shortages in the following areas: • Science, Engineering, and Technology; • Business, Management, and Law; and • Health Sciences.


The governance structure of the Université de Lubumbashi consists of an administration council of universities (based in Kinshasa) for all public universities, university council, managing board, faculties, colleges, departments, research centres, directions and services. The Council of the University comprises the: • Vice‐Chancellor; • Academic Secretary General; • Administrative Secretary General; • Administrator of Budget; • Deans of Faculties; • Vice Dean of the Faculty of Medicine; • Chief Librarian; • Chief Curator; • Representative of the academic body; and • Student representative.18 University management includes the rector, academic secretary general, administrative secretary general, budget manager, deans, heads of departments and directors of research centres and heads of services. The University’s governing body includes four staff representatives.

2.4.4 Funding

Most of the Université de Lubumbashi’s funding comes from government subsidies.

18 Universite de Lubumbashi. (2005). "Bodies of the University of Lubumbashi." Retrieved July 12, 2007, 2007, from http://www.google.com/translate?u=http%3A%2F%2Fwww.unilu.ac.cd%2F&langpair=fr%7Cen&hl=en&ie=UTF8.


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Table 46 Université de Lubumbashi: Funding Sources (Estimate data, 2007)

Sources of Funding Percentage of total funding/income Student fees 15%Donations – private individuals/trusts 2.5%Donations – private sector/businesses/corporations 2.5%Donations – International funders/donors 10%Other – Government subsidies for salaries of workers 70%Total 100%Source: Université de Lubumbashi questionnaire response The University estimated that sources of research funding include private sector donations (5%), international funders or donors (20%), with the majority of research funding (75%) coming from institutional income from student fees. According to the University, the level of funding that the institution receives is not sufficient for it to operate effectively, as the average cost of expenses per student is US$1,000, and the Institution manages with 10% of that cost. It was reported that sources of funding have not changed significantly over the last ten years. Approximately 20% of students receive additional financial support (excluding financial support from their families) to enable them to attend university. The University reported that it is ‘not concerned’ about the percentage of student loans that are paid in full within the prescribed timeframes. The Institution also has a strategic plan to develop additional income sources. The main challenges facing the University with regard to financial sustainability are the payment of personnel, accommodating visiting professors, maintenance of the University, research funding, and improving the control and management of funds. Several initiatives have been undertaken to address these challenges, such as seeking funding, starting a motel for visiting professors, ensuring minimum maintenance and cleaning, and efforts to computerize administration.


The Université de Lubumbashi has internal quality assurance processes, but no specific budget is allocated to cover the costs of carrying out these processes. The University’s quality assurance framework covers teaching activities, research activities, community service activities, student performance, and external relations. There is a national quality assurance framework that prescribes the quality assurance procedures that individual institutions must follow, and the University is required to report on quality assurance issues to authorities at the national level. The Institution does not participate in peer review quality assessments. However, internal evaluations of academic programmes are done regularly by the institution. There are mechanisms in place to provide ongoing staff development, of which 80% of staff development is done internally.


34

There are mandatory processes in place to evaluate the performance of individual teaching staff. There are also processes in place for evaluating the performance of research teams on some research activities. The University reported that it does not make use of external moderators for the setting and marking of student examinations. According to the questionnaire response received, the Université de Lubumbashi seeks feedback from students on academic issues, governance, and other extra academic issues like cultural activities. The Université de Lubumbashi currently experiences the following main challenges in the area of quality assurance. Table 47 Université de Lubumbashi: Challenges and Interventions in the Area of Quality

Assurance

Main Challenges Initiatives/interventions undertaken to address

challenges 1. Handling very large classes. Increasing infrastructure and teaching strategies.2. Operating with a few qualified teachers/people. Promoting academic staff renewal. 3. Operating with a few researchers. Promoting scientific research and production. 4. Operating with administrative staff members

getting older. Hiring and recruiting younger administrative staff members.

5. Lack of budget for professionalization. Looking for funds and assistance. Source: Université de Lubumbashi questionnaire response


The Université de Lubumbashi reports that collaboration with institutions in the SADC Region is highly valued by the institution’s management and senior academic staff. However, enrolment of students from the SADC Region is not prioritized. It was also reported that there has been no significant change in the numbers of students from SADC countries over the past five years. At present, the Université de Lubumbashi does not provide any language or cultural support for international students. The Université de Lubumbashi reported a number of academic and research collaborations. Four of the projects are mainly around renewal of academic staff, and two focus on the mobility of staff. One focuses on support in research activities and the other in ICT. These collaborations were mainly with European countries, primarily with Belgium, as well as with the Agence universitaire de la Francophonie (AUF). Five collaborative community/ development projects were noted. For these projects collaboration was with organizations in Belgium and South Africa. Different faculties within the Institution are involved in all these collaborative projects. One collaborative project with business/industry was noted, and this was in the Science Faculty, with the collaborative partner being located within the DRC. The Université de Lubumbashi reported that it could derive tangible benefits from Regional collaboration, in particular: • Mutual scientific enrichment and increase of expertise;


35

• ‘Recycling’ and renewing academic staff; • Greater mobility of researchers in the region; • Stronger impulse for common projects; and • Creation of competitive potentialities in the SADC Region for implementation of the New

Partnership for Africa’s Development (NEPAD). The following challenges affecting Regional collaboration, as well as interventions considered to address the challenges, were noted. Table 48 Université de Lubumbashi: Challenges Affecting Regional Collaboration

Main Challenges to Regional Collaboration Institutional Initiatives/Interventions to address challenges1. Language. Organizing English classes.2. Curricula. Aiming to adopt the Bologna recommendations. 3. Terms vs academic years. Adapting (conciliating) the two realities.4. Finance. Requesting research centres to produce and raise funds. 5. Obtaining visas. Reinforcing contacts with embassies and consultants. Source: Université de Lubumbashi questionnaire response The Université de Lubumbashi reported that it currently has the ICT infrastructure and technical support that it needs to collaborate effectively with other Regional institutions. It was noted that the DRC government could further support Regional collaboration by providing optical fibres, granting scholarships, paying expenses, and providing subsidies. Donor support through project programming, identification, formulation, approval, making the project operational, assessment, and reprogramming was also noted as having the potential to enhance collaborative efforts.

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Bloom, D. E., Canning, D., & Chan, K. (2006). Higher Education and Poverty in Sub‐Saharan Africa. International Journal of Higher Education, Fall(45).

CIA. (2008). CIA ‐ The World Factbook ‐‐ Congo, Democratic Republic of the. . Retrieved August 22, 2008, from https://www.cia.gov/library/publications/the‐world‐factbook/geos/cg.html#Econ.

International Association of Universities (IAU) World Higher Education Database. (2005). World Higher Database (WHED) ‐ Congo (Democratic Republic)‐Education System. . Retrieved July 31, 2007, from http://www.unesco.org/iau/onlinedatabases/systems_data/cg.rtf.

Lelo, M. (2003). Country Higher Education Profile: Democratic Republic of Congo (Zaire). International Network for Higher Education in Africa.

Ministere de l’enseignement Primaire et Secondaire Charge de l’Alphabetisation. (2002). Plan National d’action de l'education pour tous (National Plan of Action for Education for All).


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Mpala‐Lutebele, M. A. Le Pacte de Modernisation de l’Enseignement Supérieur universitaire en République démocratique du Congo une stratégie de développement durable (Modernisation of HE in DRC ‐ A Strategy for Development).

SADC. (2007). SADC Review 2007/2008: Democratic Republic of Congo Country Profile. . Retrieved August 22, 2008, from http://www.sadcreview.com/country_profiles/drc/drc.htm.

Table Ronde de l’Education en République Démocratique du Congo. (2004). Vers une stratégie pour une Education de qualité pour Tous (Towards a Strategy for Quality Education for All).

UNAIDS. (2008). 2008 Report on the global AIDS epidemic. . Retrieved August 8, 2008, from http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/2008_Global_report.asp.

UNDP. (2008). Human Development Report 2007/2008 ‐ Congo (Democratic Republic of the). . Retrieved August 22, 2008, from http://hdrstats.undp.org/countries/data_sheets/cty_ds_COD.html.

UNESCO Institute for Statistics. (2006). Education in Democratic Republic of the Congo. . Retrieved August 22, 2008, from http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=121&IF_Language=eng&BR_Country=8920&BR_Region=40540.

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