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 Moreover, with an outdated curriculum and the high level of corruption, universities are now lucrative markets where professors trade grades for sex and money (International Governance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 2 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 3 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. 4 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