Overview

The initial training of secondary school history teachers in the DRC remains a central issue in guaranteeing the quality of history taught in schools. The future of the historical sciences is at stake, as is the performance of learners and the building of a sense of citizenship and national awareness.However, the Congolese system of initial history training has a number of weaknesses: it is out of step with the realities on the ground, there is a discrepancy between training standards and teaching requirements, and there are structural and functional shortcomings. This situation compromises the ability of future teachers to deliver innovative, relevant and instructive history teaching.This book offers a critical analysis of these dysfunctions and suggests concrete avenues for reform. It is aimed at all those involved in the Congolese education system: decision-makers, trainers, teachers and researchers, and aims to contribute to an in-depth rethinking of history teacher training, with a view to educational renewal and the enhancement of our collective memory.

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