Critical Reading of the D.R.C. Framework Law on National Education of 2014 in Relation to the Sustainable Development Goal4

This paper provides a critical analysis of the D.R.C. framework law on national education of 2014 in relation to the sustainable development goal4. After the framework law promulgation in 2014 by the D.R.C. government to align the country to the sustainable development goals, it can be noticed that its practical implementation has failed : French remains the only education medium in primary education and at secondary and university education, national and child environmental languages are not practically studied as required by the framework law. This paper examines therefore the possible causes and effects of that implementation failure and provides appropriate solving ways. Critical Discourse Analysis has been applied to the examined extracts of the framework law. The results indicate, in terms of causes, the lack of a specific language policy in D.R.C. leading to a groping - based language policy ; the lack of necessary documentary resources in vernacular and national languages of D.R.C.; the lack of adequate practical implementation and accompanying measures of the framework law and the community low motivation in vernacular education. These causes lead to the reinforcement and perpetuation of linguistic disriminatory laws and practices; exclusive and inequitable education and imbalanced language perceptions and attitudes of congolese favoring foreign languages and defavoring Congolese languages. The paper ends by suggesting the creation of a national language policy body by the government to (re)define and regularly monitor the country language policy basing on the sustainable development goals requirements ; the promulgation of promoting and reinforcing laws of linguistic and cultural diversity ; and the reinforcement and promotion of real linguistic pluralism discourses among Congolese.

Democratic Republic of Congo, education, sustainable development, equity, inclusive.

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