ERIC EJ1151006: Collaboration between Higher Education and Labor Market in Kinshasa, DR Congo

2017·0.18 MB·English

by  ERIC

Journal of International Education and Leadership Volume 7 Issue 1 Summer 2017
http://www.jielusa.org/ ISSN: 2161-7252

Collaboration between Higher Education and Labor Market in Kinshasa, DR
Congo

Rachal Etshim
Western Michigan University

The transition of new graduate students from school to the labor market in Democratic Republic of
Congo has been a major topic for debate over the last twenty years. This study identifies the
factors affecting collaboration between higher education and the labor market in Kinshasa, the
Capital city of the Democratic Republic of Congo. Even though the demand for access to higher
education is very high, results revealed that the current curriculum and policies have inherent
inefficiencies that do not provide new graduates with sufficient skills to easily move into and be
productive in the labor market (African Development Bank, 2012). Moreover, with an outdated
curriculum and the high level of corruption, universities are now lucrative markets where
professors trade grades for sex and money (International Governance Institute, 2011; Kutumisa,
2015; 2009; Zindi 1998; Simelane, 2001; Taiwo et al, 2014). The results of this study suggest the
need for collaboration between higher education institutions and employers in order to design
effective curricula and build up an educational environment that truly benefit current students and
their future employers.
Keywords: DR Congo, Kinshasa, Higher education, employers, new graduates, labor market,
knowledge, skills

The education system in the Democratic Democratic Republic of Congo became
Republic of Congo has suffered from decades independent in 1960, and gained the name
of war, political instability and economic République Démocratique du Congo. The
decline (World Bank, 2005). In fact, since country was named Zaire by president
1996, the Democratic Republic of Congo Mobutu, until 1997 when Laurent Desire
(DRC) has been embroiled in violence that Kabila took power and renamed it
has killed as many as 5.4 million people. The République Démocratique du Congo. The
conflict has been the world’s bloodiest since country’s population is today estimated to 71
World War II (World Bank, 2008). million, 14% of which is in the capital city
The Democratic Republic of Congo is the Kinshasa (Ministry of Budget, 2014).
second largest country in Africa, after Despite a per capita DGP of about
Algeria, with 2.345.000 km2. Occupied by US$100 in 2003 to a per capita DGP of US$
Belgium and known as Belgium Congo, the 800 in 2015, the DR Congo is ranked as one
Higher Education and Labor Market in Kinshasa Etshim

of the poorest countries in the world. students schooled in 2012/2013 and
Furthermore, the country’s education system 4.388.425 students during the academic year
has also suffered from conflicts that led to 2013/2014 (République Démocratique du
lootings by soldiers in 1991 and 1993 (World Congo, 2014).
Bank, 2005). The lootings resulted in a At the university level, which is the focus
destruction of schools’ buildings and of this study, the number of Higher Education
furniture and other educational Institutions has increased from 764 in 2014 to
infrastructures that the country has never 901 in 2015. This increase has been effective,
been able to totally recover. Moreover, the despite the government’s decision to close
lack of road infrastructures has led to the Higher Education Institutions that do not
abandonment of schools in provinces or other meet the standards set by the Ministry of
rural areas (World Bank, 2008). Education and its partners (République
To remediate to the aforementioned Démocratique du Congo, 2014). Only three
consequences of socio-economic and of these Higher Education Institutions, which
political instability on education, the are The University of Kinshasa, The
Congolese educational system has undergone University of Kisangani and The University
several reforms and expansions, at all levels, of Lubumbashi, have the capacity to provide
in 1971, 1981, 1996 and 2003 (World Bank, doctoral studies and degrees in the country.
2005). These educational reforms have The estimated number of students in Higher
partially improved the overall education Education is therefore 604.000 and the one of
system, by increasing the number of students; professors is 1965 (République
adapting the educational system which was Démocratique du Congo, 2014).
the vestige of the Belgium colonial heritage Despite those reforms and increase in the
to the realities, culture, needs and number of students and educational
expectations of the country; decentralizing institutions, experts argue that the Congolese
the higher education system and encouraging educational system is known to be both
participatory leadership; and changing the ineffective and outdated (Virima, 2008;
status of most institutes to universities Mokonzi & Kadongo, 2010; Eyanganunga,
(Kutumisa, 2015; World Bank, 2005). 2006). In the Congolese classroom, learners
As the results of the reforms and are expected to memorize static lectures, and
expansion of the educational system, there have few opportunities to use critical
has been an increase in the number of primary thinking skills or apply what they learn in
education schools, from 43, 218 schools in class (World Bank, 2005). Referring to the
2012/2013 to 48, 147 in 2013/2014. There requirements of the labor market and the new
has also been an increase of 7,4% in the industrial world, an educational system must
number of registered students at the primary be a practical one in order to boost industries
education level, from 12.600,876 in and improve the socio-economic welfare of
2012/2013 to 13. 534, 625 in 2013/2014 the population (Van Der & Wolbers, 2006).
(République Démocratique du Congo, 2014). But the Congolese higher education system
As of the number of Secondary schools in in particular is still struggling to enforce
the country, there has been an increase of reforms made after 2003 (Eyanganunga,
4,7%. In fact, the country moved from 22,698 2006; and African Development Bank,
secondary schools in 2012/2013 to 23,759 2012).
schools in 2013/2014. Regarding the overall The Congolese higher education system
number of secondary students, the country is therefore struggling with the lack of
has had 9,8% of increase; It had 3. 995, 631 qualified personnel, inadequate
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Higher Education and Labor Market in Kinshasa Etshim

infrastructures, outdated curricula, under- In fact, everybody knows that a plague of
staff, lack of libraries, low teachers’ unknown origin is rampant in our
remuneration, lack of basic services and universities and institutes of higher
underfunding, and corruption (Teferra and education. This virus manifests itself
Altbach, 2004). A lack of adequate under various forms, including: (1) marks
infrastructure means that in most universities, that are sexually transmitted (PST); (2)
there are not enough seats for students, and my man or my woman: grades are no
buildings are in desperate need of repair longer given merit, they are given based
(Teferra & Altbach, 2004). For example, in on ethnic and tribal lines and monetary
case of rain, students must move to one side transactions; (3) and operation
of the classroom to avoid being wet. The dissertation: professors write
curricula used in most provinces and schools dissertations for their students. (Tamina,
are outdated in that they do not meet the labor 2015)
market needs and requirements, and do not
consider technological trends in education. The trade of grade for money is mostly
Most of the higher education institutions are experienced by male students, while the one
understaffed, typically with staff that lacks of grade for sex is experienced by female
qualifications. For example, it is common to students (Kitsita, 2014; Kutumisa, 2015;
have someone with a degree in physics Taiwo et al, 2014; Morgan, 2010; Morley,
teaching biology, statistics and mathematics 2011; 2009; Zindi 1998; Simelane, 2001).
(Teferra & Altbach, 2004; Jeged, 2012). Even though the issue of sexual
There are not adequate libraries harassment in higher education is a global
(availability and quality of materials) to issue that cannot only be attributed to the
facilitate students’ knowledge acquisition. Democratic Republic of the Congo in
Teachers receive a low salary and are unable particular, fighting against corruption under
to send their own children to school or cover all its forms in higher education’s
their daily expenses. This low salary is environment, including the trade of grade
seldom received on time, and teachers with sex, is one of the most discussed topics
sometimes get paid after four months of of debate in the Democratic Republic of the
services. There is also a lack of basic services Congo (Musadila, 2003; International
such as water, electricity and sanitation in Governance Institute, 2011). Within the
most universities (Teferra & Altbach, 2004; academia in the Democratic Republic of the
Jeged, 2012). According to Aborisade (as Congo, no one is spared by corruption, which
cited by Zeilig & Dawson, 2008, p. 5), upon is attributed to a low salary that
occasion, lecturers and students have had to administrators, senior lecturers, assistants
relieve themselves in nearby bushes. and professors receive from the government
Moreover, corruption has taken over (Mokonzi & Kadongo, 2010).
meritocracy as professor trade grades for Many of the problems experienced by
money and sex (Mokonzi & Kadongo, 2010). institutions of higher education in DR Congo
In 2006, the minister of Public can also be attributed to under-funding
Administration denounced corruption and (Teferra and Altbach, 2004). In DR Congo,
negative values in the anti-corruption week the budget allocated to education has
meeting with presidents of higher education significantly increased from 6% in 2007 to
institutions (Tamina, 2015). She argued that: 16.05% in 2014, out of 8.9 billion dollars
(Ministry of Budget, 2014). Despite this,
changes have not been seen since the issues
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Higher Education and Labor Market in Kinshasa Etshim

are so deep-seated and require more time and Congolese higher education program; the
money than what has been provided up until survey asked questions about how well the
now. Congolese higher education system prepares
Similarly, the DR Congo’s labor market students for employment. Therefore, we have
is completely out of balance (African clarified the expectations of the learners, how
Economic Outlook, 2012). The demand for they view themselves. Moreover, we have
jobs has rapidly increased since 1990, when reported the expectations of employers from
supply started to fall as the result of plunder, the schools or universities, and how they
wars and other economic crisis (African view graduated students from work
Economic Outlook, 2012). This situation has preparedness.
favored the emergence of an informal Recognizing that little to no research has
employment sector. According to BMI been conducted within the area of higher
Research Group (2016), the Democratic education and employment in the Democratic
Republic of Congo has a largely rural, Republic of Congo during the last two
unskilled labor force, with a large proportion decades, this research will clarify the state of
of the population in informal labor. In fact, in the Congolese higher education system, and
the absence of any real employment policy to may serve as a launching point for other
help the youth, some wealthy individuals researchers to conduct their own research on
have launched initiatives to help, but due to a DR Congo's education and employment.
lack of coordination between their efforts
assessing their influence on job creation, their Conceptual framework
initiatives are less successful (African
Economic Outlook, 2012). E d u c a t i o n p l a y s a c e n t r a l r o l e i n
Unemployment among DR Congo preparing youths to enter the labor market
college graduates is a staggering 70%. and in equipping them with the skills needed
Quintini (2007) attributes this high to engage in lifelong learning experiences
unemployment rate to the limited number of (Tazeen, 2008). With an outdated curriculum
jobs available, a mismatch between training and inherent policies, the Congolese
and the skills sought by employers, and the education system does not provide those who
slow rate of retirement among public graduate necessary skills and knowledge in
employees. Moreover, even those who do order to easily enter the labor market (African
find a job immediately after graduation are Development Bank, 2012), while education
not working in the area of their respective and relevant skills are the main factors of
majors. This makes the integration process of good labor market outcome (Ionescu, 2012).
young people into the labor market far from Tazeen (2008, p. 11) found that the
smooth, with the transition from school to linkages between education and the labor
work characterized as a turbulent and market can be defined as a three-tiered
uncertain period for new graduates (Van Der relationship: the determinants of education
Velden, 2006). determine educational outcomes, which, in
This study focused on understanding the turn, determine the labor market outcomes of
effectiveness of the Congolese higher individuals. For the purpose of this study, we
education system in preparing youth for explored the current higher education system
employment beyond graduation. in use in the Democratic Republic of the
Specifically, we have analyzed survey data Congo, and examined its effectiveness in
from recent graduates (within 5 years) and preparing youth for employment beyond
employers in the city of Kinshasa, about the graduation, in the capital city of Kinshasa.
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Higher Education and Labor Market in Kinshasa Etshim

While Congolese students are can only be acquired by formal schooling;
complaining about the inefficiency of higher and it also assumes that the marginal product
education institutions to prepare them for the of an individual worker can be exactly
workforce, employers report difficulties in identified (Van der Merwe, 2010; Olaniyan
finding enough skilled workers among newly & Okemakinde, 2008; Blaug, 1992).
graduate college students (Mokonzi & Moreover, Research shows that education
Kadongo, 2010). Higher education labor raises human capital, which raises
market alignment seems to be the last best productivity, confirming the efficiency
strategy to solve the issues of qualified and rationale for education (Tazeen, 2008; and
skilled new graduate students (Holzer, 2013; OECD, 1997).
Sherrill, 2013; Beaudry, Green, & Sand, Created by the Nobel prize Michael
2013). Cleary and Van Noy (2014) therefore Spencer, signaling theory assert that by the
suggested the following strategies for higher means of diplomas, prospective employees
education labor market alignment (LMA): signal their competences to employers (Van
Career Pathways and Stackable, Credentials der Merwe, 2010). This theory supports that
Sector Strategies, employer Engagement, since the real productivity of a prospective
Work-based Learning (apprenticeships, employee is not fully known, education
internships, and cooperative education), conveys information about the level of
Competency-based Education, Active and motivation, discipline and other
Problem-based Learning, Learning characteristics of the workers such as
Outcomes Assessment, Career, Academic, diligence and, punctuality, which indirectly
and Support Services, Reform 21st-Century predict productivity and efficiency (Kim &
Skills, and Some College Industry Mohtadi, 1992; and Zaharie, 2011). Other
Partnerships. These strategies provide researchers have criticized these theories
resources that may guide the implementation arguing that education should be considered
of changes and measurement of outcomes of as a screening tool, not as key to productivity
the collaboration between higher education (Van der Merwe, 2010, Olaniyan &
institutions and employers in Kinshasa. Okemakinde, 2008).
To examine how well the current
Congolese education system prepares Methods
students to integrate the labor market in
Kinshasa, we used the human capital and This study used a multiple approach to
signaling theories. Human capital theory collect and analyze data from new graduate
posits that formal education is critical and students and employers in Kinshasa, the
highly instrumental for the improvement of capital city of the Democratic Republic of
the productive capacity of a population Congo. Therefore, findings are integrated and
(Olaniyan & Okemakinde, 2008; and inferences are drawn using both qualitative
Oppedisano, 2014). and quantitative (descriptive) approaches. In
Human capital theory implies that fact, participants responded to a survey
education renders people more productive, questionnaire made of open and close-ended
and it raises the marginal product of an questions. Other data such as reports were
educated worker relative to one not so collected through the Congolese Government
educated (Becker, 1993; Olaniyan & and the World Bank websites. Since this
Okemakinde, 2008). This statement has two research was intended to produce a baseline
meanings: it asserts that each job entails a of information, we mainly proving
certain complement of cognitive skills which descriptive statistics.
5
Higher Education and Labor Market in Kinshasa Etshim

Participants addresses, telephone numbers and faxes.
Each Higher Education Institution’s
The subjects included in the sample were department or school also saves a list of its
graduate students and employers, in the students’ contacts for anyone who might
capital city, Kinshasa. We targeted this city need to particularly contact the students.
because it has the best universities in the A total of 106 people were asked to
country, and universities there produce more participate in this research. Responses were
than 50% of the country’s new graduates obtained from 74 respondents, including 42
each year, while the majority of companies new graduates and 32 employers. The 21
are also located in this city (Virima, 2008). graduates and 11 employers who did not
Participants were selected based on following complete the survey and did not meet the
inclusionary criteria: the new graduates must selection criteria were excluded from the
have graduated within the last 5 years, from research, resulting in a sample of 42 new
one of the following main universities in the graduates and 32 employers.
city of kinshasa: Université Pédagogique
Nationale (UPN), Université de Kinshasa Instrument
(UNIKIN), Institut Supérieur de Techniques
Appliquées (ISTA), Institut Supérieur An online survey was conducted using
d'Informatique, Programmation et Analyse the online computer software
(ISIPA), Institut des Bâtiments et des Surveymonkey® to gather and analyze data
Travaux Publics (IBTP), Institut Facultaire from participants, via their e-mail addresses.
des Sciences de Information et de la Two questionnaires were therefore used as
Communication (IFASIC), Institut Supérieur data collection instruments: One for new
de Commerce (ISC), Université Protestante graduates, with 19 questions and another one
du Congo (UPC) and Université Catholic du for employers with 13 questions. The
Congo (UCC). They could either be questionnaires included a consent note
employed or unemployed; employers on the section in the introduction, and had both open
other hand must have been employing new and close ended questions. Many questions
graduates; they could have either or not be also had an option for comments, with the
familiar with the educational training quality possibility of providing some rich qualitative
offered at the higher education level, in data.
contact with educational institutions and They were piloted using four graduate
offered a capacity building program for students and four employers, and
unskilled or unproductive new graduates improvements were made based on their
within their companies. responses and feedback. Moreover, their
The e-mails addresses of both employers responses and feedback allowed us to ensure
and new graduates were provided by Higher both the validity and reliability of the
Education Institutions (departments and questionnaires.
schools), the DR Congo Investment
Promotion Agency (ANAPI in French) and Limitations
www.bizcongo.cd, since they are considered
as public domain by law (government). Each Little research has been conducted on the
year, ANAPI and www.bizcongo.cd publish Congolese higher education system. The
a list of all the companies and organization research to date does not include all higher
(public and private) in DR Congo, the names education students enrolled in Congolese
of their managers and their contacts: e-mail universities because the Ministry of Higher
6
Higher Education and Labor Market in Kinshasa Etshim

Education does not frequently update and feel comfortable with. It took approximately
publish these numbers. 9 to 10 minutes for a respondent to fill out
Moreover, the trade of grade for sex has and submit the answers.
been addressed in the literature review since Open-ended questions and comments
it is one of the facets of corruption in were coded using the following themes:
academia in the Democratic of Congo, but we knowledge, skills, curriculum, policy,
did not go deeply into it because it is a education system, teacher training; while the
completely different topic that requires a close-ended questions were automatically
whole study. analyzed by Survemonkey@, in percentage.
Another limitation to this research is the
limited access to internet in the Democratic Results
Republic of Congo. The inaccessibility to
internet prevented participants to actively The results of this research are divided
respond to the online survey. It would have into two parts; the first focuses on the views
been better if we personally travelled to the of new graduates, and the second on those of
Democratic Republic of Congo and collected employers.
data using other techniques such as interview
or focus group. New Graduates

Procedures The data showed that, of the 42 new
graduates who completed the survey, 83.34%
The primary researcher, a national from felt prepared for labor market after
DR Congo, selected managers from the list of graduation, while 11.28% felt not well
employers known to hire new graduates, then prepared. Regarding their satisfaction,
contacted employed and unemployed 83.34% were very satisfied, and 14, 28%
graduates via solicitation for participation were very dissatisfied and 2.38% were unable
letters. Those solicitation letters were sent to to classify their knowledge. Almost 73.81%
them via email before administering the of them described the skills acquired from
questionnaires in order to explain the reason higher education helpful in real life setting,
we were contacting them and what the 21.43% somewhat helpful, and 4.76% not at
research consisted of. Then, the all helpful. Figure 1 illustrates how new
questionnaires were sent to both employers graduates view and rate (percentage) the
and new graduates who positively responded Congolese higher education system, its
to the solicitation for participation letters, via curriculum, the knowledge and skills they
their e-mail addresses. Each of them received acquired, and the policies that regulate the
a link of questionnaire in both English and sector.
French in order to select the language they
7
HOW STUDENTS VIEW THE CONGOLESE HIGHER EDUCATION
SYSTEM
Excellent Above average Average Below average Poor
S
T
E
PERENTAGE OF STUD 14.29 57.14 26.19 0 2.38 9.52 47.62 40.48 2.38 0 9.52 40.48 40.48 7.14 2.38 2.38 9.52 54.76 19.05 14.29 2.38 4.76 26.19 30.95 35.71
HIGHER KNOWLEDGE SKILLS ACQUIRED CURRICULUM POLICY
EDUCATION ACQUIRED

Graph 1. How new graduates view the Congolese higher education system, based on their
academic experience.

New graduates commented that they majority of new graduates would like to have
received above average knowledge and skills the curriculum, the teacher training, and the
from the universities they attended. They are policies which accompany them reviewed by
positive about their labor market integration the government. Figure 2 shows the
agreeing that higher education helped them components of the Congolese higher
understand the labor market’s needs and education system that new graduates would
requirements. Recent graduates in this study like to have reviewed or changed. These
also believe that the curriculum used at the components are the key points the ministry of
higher education level is effective. Despite education and specialist across the country
their positive views on the curriculum, the believe should be changed.

COMPONENTS OF THE CONGOLESE HIGHER
EDUCATION SYSTEM TO BE REVIEWED
Policy The Curriculum Teacher Training Nothing All of them
S
T
N
E
D
OF STU 31.71 39.02 31.71 29.27
E
G
A
T
N 0
E
C
ER POLICY THE THE TEACHER NOTHING ALL OF THEM
P
CURRICULUM TRAINING

Graph 2. Components of the Congolese higher education system that new graduates would like
to have reviewed or changed.

8
Regarding employment of individuals Compared to those looking forward to
who graduated from college in the last five leaving DR Congo, some expressed the
years, this study revealed that only 40.48% desire to stay and to create their own
are currently employed while 59.52% are still businesses, and contribute to the country’s
unemployed. For those employed, 42.31% development by fighting against corruption,
found a job 1-2 years ago, 26.92% 3-5 years nepotism, favoritism and any kind of social
ago, 11.54% right after graduation. It is worth unfairness which is destroying the country.
noting that 51.85% of them reported having Those mentioned factors are described by
received training at the beginning of their new graduates as key elements that are
employment, and 48.15% reported that they worsening the country’s socio-political
did not. Among those who positively stability, which in turn affect the
responded to this question, some clarified development of an effective education.
that it was mandatory for them to be trained
since their new jobs were not related to their Employers
fields of study. Those trainings are mainly
based on how the company operates and the Employers were asked to assess the
use of computer software to be used daily in effectiveness of the Congolese higher
their duties. education system in preparing new graduates
Describing their chances and likelihood for work. The survey results indicate that
of finding a job in their field of study in DR 78.13% of the employers responded that their
Congo through an open-ended question, only selection criteria are based on the new
33.33% of new graduates believe that they graduates’ skills, 62.50% on their
have a chance to find, while 63.41% of them knowledge, 56.25% on their ability to adapt
are considering leaving DR Congo for and 43.75% on their experience. Employers
another country to find employment or responded that 62.50% of new graduates they
pursue higher education. Those who hire work in the area of their field of study;
expressed the desire to leave the country cited only 37.50% said they did not. Almost all the
the following as the main reasons: employers (90.63%) offer professional
development or internship opportunities to
● They would like to go abroad in order the new graduates. Regarding their
to pursue higher education, acquire satisfaction with the new graduates’ labor
necessary knowledge and skills, then skills, 62.50% of the employers are satisfied,
come back to help the country 34.38% are neither satisfied nor dissatisfied
towards development. and 3.13% dissatisfied. On the application of
● Others were motivated to move new graduates’ knowledge and skills to their
abroad permanently due to low work, employers asserted that new graduates
salary, poor working conditions, need more training since they do not apply
corruption, nepotism, favoritism, and easily to their work environment. This is
lack of job opportunities. explained in the graph below.

9
Higher Education and Labor Market in Kinshasa Etshim

EMPLOYERS VIEWS OF NEW GRADUATES' KNOWLEDGE
RS AND SKILLS APPLICATION
E
Y
O
L
P
M 5
3 0 7
F E 0.6 5 43. Easily Not easily They do not adapt They need more training
O 4
E
G
A
ENT9.38 9.38
C
R 0 00
E
P
HOW WELL DO HOW WELL DO
THEY APPLY THEY APPLY
THEIR THEIR SKILLS
KNOWLEDGE?

Graph 3. Employers' views of new graduates’ knowledge and skills application in the work
environment.

Regarding whether or not new graduates Based on the new graduates’
have received cutting edge education based performance, 40.63% of employers think that
on their needs, employers were evenly the Congolese higher education system
divided. Employers who responded yes to poorly prepares students for work, and
this question commented that the new 67.74% believe that the Congolese higher
graduates must be taught more in the work education system is primarily theory-based.
environment through learning by doing in Regarding the factors negatively affecting the
order to close knowledge and skill gaps. Congolese higher education system, 78.13%
Those who responded negatively explained described corruption and/or favoritism as the
that the new graduates they hire have great primary factor, followed by underfunding,
knowledge of theory, but putting what they lack of law enforcement in the education
know into practice on the job is the great sector, the persistent war in the country, and
issue. They recognized that the educational the lack of human capital. The Figure 4 below
system is not tailored to the needs of the labor illustrates their views.
market.

10