Laying the Foundations for a Sustainable Education System for Children under Unlock Literacy 2.0
From 16 to 20 February 2026, the Saint Gérard Redemptorist Center in Kola, Mbanza Ngungu territory (Kongo Central), hosted a strategic workshop dedicated to Unlock Literacy 2.0 (ULSS – Unlock Literacy Strengthening Systems). This workshop, led and facilitated by Jean Pierre Kibawa, National Manager for the Education Technical Program at World Vision DRC, aimed to strengthen education systems and establish a sustainable model to improve reading comprehension among primary school children.
Thirteen participants from various clusters and programmes took part in the training, including education specialists, development facilitators, members of Support Groups, Advocacy and External Engagement staff, and Education Officers. This diversity enriched discussions and strengthened the collaborative approach expected from ULSS. During his opening remarks, Jean Pierre Kibawa set the tone for the week:
“We are not here just to learn, but to transform our practices and influence our communities in a lasting way.”
The initial sessions clarified the foundations of Unlock Literacy 2.0, an approach that mobilises schools, families, and communities together. As highlighted by Jean Pierre Kibawa: “Unlock Literacy is not an isolated activity. It is a complete system that engages the school, the family, and the community.” The approach is built on five key components: Monitoring, Evaluation & Learning (MEL), Social and Behaviour Change (SBC), Whole School Approach (WSA), local resource mobilisation, and strengthening of school systems. Together, these elements aim to build a long-term and cohesive structure that supports reading comprehension for all learners.
Reading emerged as the cornerstone of academic success.
According to Martin Mukenge, Education Specialist for the Kinshasa Cluster: “A child who cannot read cannot succeed. Reading is the gateway to all learning.”
In the same spirit, Donnantien Kabeya, Education Officer for the TKK project in Kananga, added: “Reading is not only decoding; it is understanding and interacting with the text.” This highlighted the need for teaching practices that go beyond rote learning, focusing instead on comprehension and engagement.
The workshop also emphasised community engagement—one of UL 2.0’s central pillars. As stated by Rocky Munkoso, Child Well-Being Facilitator for the Kenge AP: “The Support Group is the voice of the community. It turns needs into concrete actions.” His intervention underscored that educational success is only possible with active participation from families and local leaders.
The third day focused on the essential role of school principals, exploring transformational, instructional, and collaborative leadership. Participants concluded that “without a clear vision from the school leader, there can be no sustainable progress.” This reinforced the need for strong and visionary leadership to guide teaching practices and school improvement.
The session on Citizen Voice and Action (CVA), presented by Didier Nagifi, Advocacy, External Engagement & Communications Coordinator, highlighted how communities can monitor, evaluate, and improve education services.
As he explained:
“Citizen participation gives communities the power to take action and hold duty bearers accountable for quality education.”
At the end of the workshop, participants developed a structured action plan that includes regular monitoring of reading clubs, improved coordination through WhatsApp groups, harmonised use of ULSS tools (DAPA, MEQA, DIQA, TLR, STAR), stronger community mobilisation, and reinforcement of pedagogical practices.
Closed by Jean Pierre Kibawa, the ULSS workshop in Kola now serves as a model for other clusters. Through an integrated, participatory, and sustainability-oriented approach, Unlock Literacy 2.0 is paving the way for deep and lasting transformation of the education system in the Democratic Republic of Congo.