Publisher's Synopsis
For more than a decade, the new reading programs resulting from the school reform in the Democratic Republic of Congo (DRC) have been implemented at all levels of primary education. Any reform must be the subject of initial and in-service teacher training aimed at involving them in this new philosophy. However, many secondary school teachers are not trained to support this umpteenth reform. The learning of teachers in the discipline of reading should be of concern to education officials, especially at this time when schools are called upon to implement new guidelines on the reform of the teaching of reading in primary school.
