Tertiary education knowledge and standards in sustainable development: A crisis for the democratic republic of the Congo

Abstract

This paper presents a case study to stimulate debate and action concerning the lack of capacity to plan and manage development sustainably in the Équateur province of the Democratic Republic of the Congo (DRC). The case study examines environmental literacy of higher education students enrolled in programs focused on rural sustainable development in the context of human resource needs to effectively implement complex sustainable development programs financed through international climate change initiatives. Written surveys of students and teachers and semi structured interviews with key informants in a higher institute of education’s administration revealed low comprehension of key environmental issues in the region (climate change, deforestation impacts), low French literacy, and limited access to teaching and learning materials as well as the Internet. Overall, this case study illustrates those immediate interventions which are needed to avert a current crisis in the ability of the DRC to scale up planned sustainable development programs. Curriculum revisions and improved access to current information and training methods are especially needed in order to create a foundation for sustainable development within the country.