Private Education in Kinshasa : Understanding How Non-State Actors Address Challenges in the Congolese Public School System

Abstract

This thesis investigates the role of private schools in Kinshasa in relation to the enduring challenges faced by the Democratic Republic of Congo’s public education system. In recent years, increasing enrolment, underfunded infrastructure, and teacher demotivation have placed pressure on public schools, prompting many families to turn to private alternatives. The study seeks to understand the nature of these challenges and how private institutions attempt to respond through alternative practices.

The research draws on a qualitative case study approach and is situated within an interpretive paradigm. The theoretical framework is informed by literature on postcolonial education systems, educational inequality, and school reform. Data were collected through five semi-structured interviews with parents, educators, and the founder of a private afterschool centre. Thematic analysis was applied to the interview transcripts and field notes to identify recurring patterns and perspectives, which were compared with scholarly literature on education in the DRC.

Findings confirm that public schools continue to face overcrowding, inadequate infrastructure, and a lack of pedagogical support. Private institutions respond with smaller classes, continuous teacher training, and learner-centred pedagogy. However, limited accessibility and a lack of integration with national policy reduce their broader impact. The study concludes that private schools may serve as laboratories for innovation and contribute to reform if supported through inclusive public–private partnerships. Further research is recommended to examine the long-term outcomes of private schooling and explore pathways for equitable education reform.