A CLOSE EXAMINATION OF INDIGENOUS GIRLS' SCHOOLING IN THE NGO DISTRICT OF CONGO

Abstract

This study examines the challenges and determinants impacting the education of indigenous girls in the Ngo school district of the Republic of Congo. Education, as a cornerstone of societal development, is essential for transforming individuals into active contributors to their societies. While education is a universal endeavor, its impact can differ among various social components. In the context of Congo Brazzaville, the integration of indigenous populations, particularly indigenous children, into the educational system has emerged as a pressing concern. Despite the presence of schools catering to indigenous children, their academic progress throughout the year remains limited.

This research focuses on the schooling of indigenous girls, highlighting the significance of Law No. 5-2011, which promotes and safeguards the rights of indigenous peoples. The study delves into the socio-cultural and economic determinants influencing the education of these girls. By investigating the phenomenon of school abandonment, the research aims to uncover its underlying causes. The analysis not only contributes to the understanding of the broader issue of indigenous education but also serves as a valuable resource for future educators and policymakers. As education is a critical means of promoting societal well-being, addressing the challenges faced by indigenous girls in accessing quality education is pivotal for the overall development of the Republic of Congo.