Collaboration Between Schools And Parents in The Management of Girls' Schooling in The Democratic Republic of Congo: An Asymmetric Dialogue Between Theory And Practice
According to the spirit of the international conferences on Education for All, the concept of "collaboration between educational actors" remains a battle horse for the signatory countries to implement. The Democratic Republic of Congo, as a member, is doing its best to implement them. However, the ineffectiveness of its application in schools is holding back the achievement of the objective of eliminating gender disparities in secondary education in Haut-Uélé Province. The state acts as the main actor and designer; the school serves as a transmission belt; parents act as quasi-passive receivers. Based on a historical analysis of the involvement of parents in school management and a reading of the relevant national strategies, this paper aims to give an account of the difficulties of defining roles in the implementation of national strategies to promote the enrolment of girls in the said province. The study of the environment, the definition of roles, and respectful dialogue are the indispensable ways to materialise objective 5.