A Cabinet-approved education overhaul in Brazzaville
A draft law reorganizing the education system in the Republic of Congo was presented and adopted in the Council of Ministers on January 20 in Brazzaville. The text is framed as a major turning point for schools, training, and higher education in the country.
The Council of Ministers met under the authority of President Denis Sassou N’Guesso. The government’s spokesperson, Communication and Media Minister Thierry Moungalla, read the official account of the meeting, in which the education bill was highlighted as a key item.
A law rooted in the 2024 National Education consultations
According to the government’s briefing, the draft law draws inspiration from the General States on National Education, Training and Research held from January 25 to 29, 2024. The bill is presented as the outcome of broad national consultation.
The stated objective is to strengthen education quality, align the system with international standards, and respond more effectively to today’s human development challenges. In the government narrative, the reform is designed to modernize governance and learning outcomes without disrupting core milestones.
Replacing the 1995 framework seen as outdated
The new text is intended to replace Law No. 25-95 of November 17, 1995, which authorities describe as no longer suited to social, economic, and pedagogical changes. The bill therefore aims to provide an updated legal foundation for the entire education sector.
“It is about adapting our education system to today’s requirements of quality, equity and performance,” Thierry Moungalla said during the reading of the Council of Ministers report, presenting the reform as both a standards upgrade and a fairness-oriented recalibration.
Pre-school becomes central, with one year made compulsory
One of the headline measures is the generalization of pre-school education, with the third year made compulsory. Officials describe the move as strategic, intended to consolidate early learning foundations and better prepare children for primary school.
By putting pre-school more firmly into the legal structure, the draft law also signals a shift toward earlier intervention in literacy and basic skills. The government position suggests that formalizing this stage can reduce later learning gaps and improve long-term progression.
Primary school reshaped: five years and a single CP
The draft revises the length of the primary cycle to five years. It also introduces a single preparatory class, replacing the previous CP1 and CP2 structure with one unified course préparatoire, as described in the Cabinet-approved text.
In practical terms, the change seeks to streamline early primary organization and standardize the first steps of schooling. Supporters of the approach argue that clearer pathways help teachers focus on core competencies and simplify monitoring from year to year.
New end-of-primary diploma and a shift to continuous assessment
Another notable update is the replacement of the former CEPE with the CEP, which becomes the official diploma marking the end of primary education. The bill therefore reframes certification while keeping a clear end-of-cycle reference point for families.
The text also introduces continuous assessment in CM2, replacing the national exam. “This reform lightens the evaluation system while valuing ongoing pedagogical follow-up,” Thierry Moungalla said, emphasizing classroom-based monitoring over a single high-stakes test.
Secondary education keeps key landmarks: BEPC and baccalauréat
For general secondary education, the draft maintains the current structure: two cycles of four years and three years. These remain sanctioned by the BEPC and the baccalauréat respectively, preserving familiar benchmarks used by students, parents, and employers.
In technical education, access to the baccalauréat continues to be conditioned on the Brevet d’études techniques (BET). The government presentation suggests continuity here is meant to protect the coherence of vocational pathways while still opening space for upgrades.
BTS elevated and LMD expanded across higher education
A key development for professional training is the consecration of the Brevet de technicien supérieur (BTS) as a state diploma. This is presented as a way to strengthen the value and recognition of technical and professional tracks within the national framework.
In higher education, the LMD model (Licence-Master-Doctorat), already applied at Marien-Ngouabi University, is to be extended across the entire sector. The curricula are also set to include training for responsible, peaceful and patriotic citizenship.
Governance: partnerships, school meals, and a new High Council
Beyond classroom reforms, the bill clarifies relations between the State and public, private and technical partners. It also establishes a legal framework for school canteens, an element often linked to attendance, learning conditions, and daily family organization.
The draft law further creates a High Council for National Education, Training and Research under the authority of the Prime Minister. After Cabinet approval following review and discussion, the text is to be transmitted to Parliament for adoption.
What happens next for families, schools and institutions
If adopted by Parliament as presented to the Council of Ministers, the law would set the legal direction for one of the most significant education reforms in decades. For many households, the most immediately felt changes would likely be at pre-school and primary levels.
The government’s message frames the project as an effort to raise standards while keeping clear national diplomas and recognized pathways. In the coming stage, attention will turn to how schools, teacher support, and administrative systems implement the new rules in practice.