Author(s) :

Kipuku Ondel Richard, Tsikiningi Mupepe Romain, Aristote Matondo, Kafinga Luzolo Emery, Tshitadi Makangu Augustin.

Volume/Issue :

Abstract :

Since the early 2000s, many African countries, including the Democratic Republic of Congo (DRC), have initiated reforms in their higher education systems by adopting the Bachelor's-Master's-Doctorate (LMD) model, with the aim of aligning with international standards. In this context, the implementation of the LMD system in Congolese institutions raises numerous challenges, both pedagogical and institutional. Its effective application largely depends on the involvement and commitment of the teaching staff, whose role is central to the design and delivery of academic programs. This study explores the experiences and expectations of instructors at the Institut Supérieur des Techniques Médicales (ISTM) of Ipamu regarding the applicability of the LMD system. Based on interviews conducted with 17 faculty members, the analysis reveals a generally positive yet critical perception. The LMD model is seen as ambitious but poorly adapted to local realities. Barriers such as lack of training, excessive workload, and limited understanding of the system hinder its full adoption. The teachers call for greater support, contextual adaptation of the LMD framework, and the establishment of support mechanisms such as pedagogical units and mentoring programs.

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