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Some countries in Africa have chosen to adopt the LMD reform.However,the reform is currently facing major difficulties.The arrival of this new system of certification and classification of diplomas is partly due to the origin of the changes marked by the joys of some and the effects of others.Its arrival,which initially seemed to revive everyone,is now a source of concern in the Republic of Congo,because it is criticized for having adversely affected the education system rather than improving it.Looking at the back ground of the situation,we ask ourselves what are the effects produced by the LMD reform? What are the main factors of these effects? How to improve the LMD reform? The answers to these questions should allow us to finally know why this reform which works in the countries of it origin seems unlikely have other results in the Republic of Congo.This topic is treated on the basis of the qualitative research design methodology.This methodology allowed us to conduct interviews with the participants who are the main concerned because of being the stakeholders.These are students and professors from each faculties,training schools and Institutes of Marien Ngouabi University.The findings result of the guiding questions make us understand that the reform has positive results but dominate by the negative effects.They are due to factors that are from university side and also those outside the university.The findings provided in this work demonstrate the difficulty and problems facing by the LMD reform.They represent the reality of higher education in the quest for quality for many decades.In this work,we have gone through the ineffectiveness of the implementation and have finally found out that this ineffectiveness is due to multiples facts.As far as schooling is concerned,despite the semester,the approaches have not really changed because the courses are still taught in the conventional system.As far as the evaluation method is concerned,a step has been taken towards modernity with the requirement to carry out at least two checks,but the disproportionate number of students and the inadequacy of the facilities restrict the diversification of evaluations.Moreover,professionalization is sluggish to become a tangible reality of university education.Adding to all,this is the need to review the way the change is handled.Practically,the implementation of that reform didn’t really change anything.But we can’t deny the fact that it could have change many things if it could work.That’s why seeing all those effects,we have lined some suggestions that could positively help the reform to be implement effectively.