586
How to balance forestry and biodiversity conservation – A view across Europe
Box C 19
Relaunching higher education in man- agement of renewable natural resources in the Democratic Republic of Congo
J.-P. Sorg
Forest eng. Eidgenössische Technische Hochschule Zürich (ETHZ), Consultant for GIZ (retired)
Starting point
Beginning in the 1980s, the training of forest engi- neers in universities and technical colleges in the Democratic Republic of the Congo (DRC) was pro- gressively weakened owing to a lack of resources;
this led to a considerable deficit of competent per- sonnel (RDC 2011). The area of forests in this coun- try (155 million ha, or 67 % of the national territory in 2014, according to VADE-MECUM 2015) and the ecological, social and economic role they play, make it the most forested country in the Congo River Basin and one of the most important forest countries worldwide.
Drawing conclusions from this situation, the Government of the DRC, through the Ministry of Universities and Higher Education (Ministère de l’Enseignement Supérieur et Universitaire, MINESU) and the Ministry of the Environment, Nature Con- servation and Tourism (Ministère de l’Environne- ment, Conservation de la Nature et Tourisme, MECNT), launched a ‘National 2020 Strategy for uni- versity and technical education in the management of renewable natural resources (MRNR)’ (RDC 2011).
The aim was to upgrade the training system in the field of MRNR, in accordance with national legisla- tion, the directives of sub-regional organisations, as well as the rules of the Bologna Process – bachelor (or licence)–master–doctorate system (REESAO 2008). The Bologna Process is the mechanism pro- moting intergovernmental cooperation between European countries in higher education systems, and participating countries agreed to three-cycle higher education system consisting of bachelor’s, master’s and doctoral studies. This latter point is important because it reflects the need of the DRC’s academic community to work towards improving equivalence and international exchange opportuni- ties, in particular with Europe and North America.
At the quantitative level, the goal assigned to the strategy (DRC 2011) was to set up, by 2020, a net-
work of universities and technical institutes capable of training each year up to 300 students at a bache- lor’s degree level (higher certificate or International Baccalaureate + 3), 200 students at a master’s degree level (International Baccalaureate + 5), and 10 to 15 scientific staff (PhD level) in the field of MRNR.
It should be noted that the concept of ‘renew- able natural resources’ goes well beyond the for- mer education in forestry, and also includes nature protection and management of protected areas, biodiversity, soil and water, agroforestry, payments for environmental services, as well as the human-re- sources interface.
Implementation of the National 2020 Strategy The implementation of the 2020 Strategy started actively in 2012 under the guidance of MINESU and MECNT, and the support of some cooperation organisations in the environmental sector. From the beginning, the strategy has received significant support from the ‘Deutsche Gesellschaft für Inter- nationale Zusammenarbeit’ (GIZ) through its Biodi- versity Conservation and Forest Management pro- gramme (Conservation de la Biodiversité et Gestion des Forêts, BGF) in Kinshasa.
Several large workshops were organised in 2012 in order to finalise the implementation modal- ities, bringing together the higher education insti- tutions participating in the Strategy 2020 network, representatives of ministries, and other deci- sion-makers, professionals of the environmental sector in the DRC, and experts in the field of higher education and education policy.
The achievements of the workshops can be summa- rised as follows:
– bringing all participants up to speed with regard to the objectives of the National 2020 Strategy and the Bologna Process;
– compiling the list of the institutions entering the 2020 Strategy, which will comprise four universi- ties and three higher technical institutes;
– presenting curriculum development tools and rel- evant examples from different parts of the world;
– establishing professional benchmarks/competen- cies/educational needs, with a significant expan- sion of the range of professions involved in the field of MRNR;
– finalising course lists, describing the minimum content of each course, defining teaching units, and defining semester programmes;
587 Box C 19 – setting up of study plans for the overall educa-
tion scheme (described in more detail in the fol- lowing section).
At the start of the 2012–2013 academic year, the selected institutions officially adopted the 2020 Strategy, including the transition to the bachelor’s–
master’s–doctorate system.
Overall education scheme
The study plans provided for an academic educa- tion articulated at three levels:
a. Domain: management of renewable natural resources;
b. Subjects: ecosystem management, biodiversity conservation, agroforestry;
c. Vocations: research (universities), professional (technical institutes).
Modernisation of study plans
It should be noted that the new education in MRNR was intended to replace the former education in Forestry (Water and Forests).
The former study programmes have been thor- oughly modernised taking advantage of the les- sons learned from Africa, North America, and Europe. They have been adapted to: (i) current international scientific standards, and (ii) the bach- elor’s–master’s–doctorate system (REESAO 2008), but with a dose of contextualisation. To the extent possible, the revised programmes taken into account the needs of the professional world.
The following documents were produced and widely distributed to all actors involved, including the students:
– a ‘Methodological Guide - Programmes and Con- tent to be Applied for Education in the Manage- ment of Renewable Natural Resources’ in paper and electronic formats (MINESU 2014);
– a summary version of the above-mentioned guide in pocket format (MINESU 2016).
Complementary steps
In the given context, Strategy 2020 has contributed in a significant way to the modernisation of equip- ment, the capacity building of the actors involved, as well as the structural and legal reforms that are supposed to accompany the reform process.
Many of these complementary tasks have been sup- ported by GIZ. The most important are:
– setting up of draft bachelor’s–master’s–doctorate tuition rules on general organisation, admission, and registration of students, support for stu- dents, examination guidelines, etc.;
– preparation of guides on specific issues such as internships (MINESU 2015);
– supply of computer, teaching and measurement equipment, setting up Internet facilities within the network;
– information, extension and capacity building campaigns (LMD education pedagogy, informa- tion and communication technologies, teaching evaluation methodologies, etc.) for the different university departments involved in the reform, differentiated for decision-makers, teachers, stu- dents, administrative, and technical staff;
– annual evaluation of the academic year to review the implementation of the 2020 Strategy; peri- odic evaluations of the bachelor’s–master’s–doc- torate process and teaching;
– definition of the needs of the establishments in terms of visiting teachers and support in this field;
– coordination with other institutions and minis- tries to share experiences;
– specific training for students who are in the final stage of their studies to facilitate their profes- sional integration.
Validation of the process
Over the years, it has become increasingly clear that the National 2020 Strategy, implemented for seven educational institutions only, should serve as an example for a broader reform, which would affect the entire higher education system of the DRC.
The implementation of the National 2020 Strat- egy requires a reliable institutional framework to guarantee the sustainability of the approach. Vali- dation of the process has been a permanent objec- tive of the strategy. A first decree validating the study plans, the duration of the studies, and the diploma issued as part of the training in MRNR was enacted at ministerial level in 2013. A framework law for National Education was adopted by the Par- liament of the DRC in February 2014. This law pro- vides for the gradual transition to the bachelor’s–
master’s–doctorate system of all universities and colleges in the country. Finally, and this is undoubt-
588
How to balance forestry and biodiversity conservation – A view across Europe edly the most important achievement pedagogi-
cally, legally and administratively, the bachelor’s–
master’s–doctorate system has been provided with a normative framework relating to the manage- ment of training institutions, the management of the system, the teaching methodology, student assessment and teaching, desirable infrastructure and equipment, etc. (MINESU 2018). Currently, the normative framework, which was validated in 2018, is entering its implementation phase.
Outlook
Today, the key word in the implementation of the National Strategy 2020 is ‘consolidation’. It is indeed particularly important that the actors do not relax their efforts, and that the institutions take ownership of this instrument of educational reform.
Capacity building is crucial for the different actors involved in the reform. However, the infor- mation available shows a contrasting picture of the implementation of the reform. The modernised curricula have been accepted. At the same time, the majority of establishments in the Strategy 2020 network have retained the former training courses in Water and Forests, one of the reasons being the lack of confidence in the sustainability of the reform that was undertaken. Overall, the actors have not yet really adopted the bachelor’s–mas- ter’s–doctorate process pedagogically. Some part- ners have clearly remained within the old system and are putting up strong resistance to the ongo- ing reform.
More precisely, we observe:
– a certain motivation for the National 2020 Strat- egy and the bachelor’s–master’s–doctorate sys- tem within the teaching staff, particularly among the younger staff members;
– a good knowledge of the strategy, including the bachelor’s–master’s–doctorate system among leaders and decision-makers;
– a rather confusing situation for students, whose demands are often related to the practical issues that they face rather than issues concerning reform;
– low knowledge and, probably, low motivation for administrative and technical staff.
The biggest problem lies in the willingness of the different actors to take ownership of the reform, which is sometimes very low, especially in the small- est educational institutions. For example, a recent evaluation (Konate 2018) listed the main difficul- ties and obstacles encountered in the implementa- tion of the reform as:
– lack of a genuine strategy for national owner- ship of the reform;
– absence of real policies and strategies for linking the institutions of the Strategy 2020 network to the bachelor’s–master’s–doctorate system;
– insufficient human and material resources (infor- mation and communication technologies, infra- structures, etc.);
– limited alignment of pedagogical methods with the requirements of the bachelor’s–master’s–doc- torate system;
– lack of real professionalisation and employability strategies for students.
Taking stock nearly 10 years after the design and implementation of the strategy, it is clear that the strategy has had mixed results. With the validation of the normative framework, considerable progress has been made in legal and administrative matters.
The bachelor’s–master’s–doctorate system has become mandatory for all higher education in the country. The example of the network of Strategy 2020 institutions shows, however, that there are still many difficulties, as well as reservations. There is no doubt that capacity building is essential for the success of the reform.
References
Konate, S., 2018: Programme de maintien de la Biodiver- sité et Gestion durable des Forêts (BGF). Evaluation à mi-parcours de la mise en œuvre de la Stratégie 2020.
Rapport. GIZ/BGF, Kinshasa, DR Congo. 35 p.
RDC, 2011: Stratégie Nationale 2020. Formation universi- taire et technique en gestion des ressources naturelles renouvelables. Ministère de l’Enseignement Supérieur et Universitaire, Ministère de l’Environnement, Conser- vation de la Nature et Tourisme, Kinshasa, DR Congo.
14 p.
Ressources naturelles congolaises, 2015: Deuxième VADE- MECUM 2015. GIZ, Kinshasa, DR Congo. 49 p.
REESAO, 2008: Guide de formation du LMD à l’usage des institutions d’enseignement supérieur d’Afrique fran- cophone. Associations des Universités Africaines, Accra, Ghana. 148 p.
589 Box C 19
MINESU, 2014: Réforme LMD. Guide méthodologique.
Programmes et contenus à appliquer pour la gestion des ressources naturelles renouvelables. Tome 1: Licence et Master recherche en Aménagement des écosystèmes/
Conservation de la nature, 129 p. Tome 2: Licence pro- fessionnelle en Aménagement des écosystèmes, 100 p.
Tome 3: Master professionnel en Agroforesterie, 54 p.
Ministère de l’Enseignement Superieur et Universitaire (MINESU) & Stratégie 2020, Kinshasa, DR Congo.
MINESU, 2015: Guide de Stage en Gestion des Ressources Naturelles Renouvelables des Institutions de la Stratégie 2020. Format de Poche. Ministère de l’Enseignement Superieur et Universitaire (MINESU) & PBF-CAS 2020, Kinshasa, DR Congo. 90 p.
MINESU, 2016: Maquettes LMD en Gestion des Ressources Naturelles Renouvelables des Institutions de la Stratégie 2020. Format de Poche. Ed. révisée. Ministère de l’Ensei- gnement Superieur et Universitaire (MINESU) & PBF- CAS 2020, Kinshasa, DR Congo.15 p.
MINESU, 2018: Cadre normatif du système LMD en Répub- lique Démocratique du Congo. Ministère de l’Enseigne- ment Superieur et Universitaire (MINESU), Kinshasa, DR Congo. 148 p.
