Cyril Brandt

University of Antwerp | UA · Institute of Development Policy

State administrations rely on knowledge about its employees in order to ensure transparent payroll management. This thesis investigates the political economy and social dynamics around such knowledge by focusing on public school teachers in the Democratic Republic of Congo (DRC). After a calamitous social and economic decade in the 1990s and early...

This empirical article explores how the interaction between two key aspects of statebuilding (democratisation and decentralisation) and existing forms of governance in the Democratic Republic of Congo led to a multiplication in numbers of political and administrative brokers. Furthermore, it investigates how these brokers construct their roles well...

Abstract: Through qualitative research in the Democratic Republic of Congo, this article explores the de-ployment of internally displaced teachers. Rather than understanding deployment as a technical matter, the article uses a “real governance” approach to analyse teacher deployment. It reveals how education is organized during displacements and wh...

Cette étude répond à la question de recherche suivante : Comment est-ce que les enseignants peuvent-ils avoir une influence sur leur revenu dans les écoles primaires catholiques en Province Orientale (RDC) ?

Drawing on empirical research in two conflict-affected districts in the South-Eastern Democratic Republic of Congo (DRC), this report explores the following three questions in the context under study: (1) Which types of schools have existed (in terms of construction style and quality)? (2) Which actors have invested in school constructions in recen...

L’Étude Spotlight : République démocratique du Congo (DRC Spotlight Study) fournit aux partenaires de l’éducation un diagnostic du système éducatif national fondé sur des éléments tangibles, qui met l’accent sur l’éducation de base et les apprentissages fondamentaux. Son objectif est de souligner les progrès réalisés au sein du système par rapport...

The Spotlight Study: Democratic Republic of the Congo (DRC Spotlight Study) provides education partners with a fact-based diagnosis of the national education system, with a focus on basic education and foundational learning. It seeks to highlight the progress made within the system in relation to the impact of factors such as education vision, teac...

This report presents the results of the midline study of the Building Resilience in Crises through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commissi...

Teachers in the eastern provinces of the DRC are facing serious challenges such as low or even no salaries, overcrowded classrooms, insufficient pedagogical material, dilapidated classrooms and scarce chances of professional development. Within this challenging context, teachers have also faced intense waves of violence and displacement for almost...

This report presents the results of the midline study of the Building Resilience in Crises through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commissi...

Research on teacher well-being that works from a localized socioeconomic perspective tends to neglect the nestedness of teacher well-being within wider systems. Randomized Controlled Trials (RCTs) are illustrative of such decontextualised ontological and epistemological foundations. In this article, we demonstrate the benefits of a system dynamics...

This country case study is one of several that are part of a wider EU-funded project intended to produce actionable evidence to strengthen the contribution of education to multi-sectoral rapid response mechanisms (RRMs). This study examines multi-sectoral rapid responses to intersecting humanitarian emergencies in the Democratic Republic of Congo (...

Education can instil conscientisation and stimulate action against injustice. The Batwa (‘pygmy’) people in the Eastern Democratic Republic of Congo have been severely marginalised. In 2012–2013, violent conflict broke out in Tanganyika, pitting Batwa against dominant groups. Our qualitative interviews evoked a causal relationship between conscient...

In the light of globally resurging authoritarianism, this paper investigates how Ethiopia’s prior ruling party Ethiopian People's Revolutionary Democratic Front governed teachers to produce conformity with the regime’s objectives. The study draws from qualitative data collected in late 2018 in Addis Ababa with 77 education actors. We demonstrate ho...

En septembre 2019, la République démocratique du Congo a mis en place une nouvelle politique abolissant les frais de scolarité dans l'enseignement primaire. Quelques mois plus tard, les écoles fermaient pour 4.5 mois suite à la pandémie de Covid-19. Comment le confinement a-t-il affecté la mise en place de la politique de gratuité ? A-t-il atténué...

In September 2019, the Democratic Republic of the Congo implemented a new policy abolishing tuition fees in primary education. A few months later, schools closed for 4.5 months due to the COVID-19 pandemic. How did the lockdown affect the implementation of the free education policy? Did it reduce or enhance its effects? This article examines the ex...

En septembre 2019, les frais d'études, qui servaient (entre autres) à payer les enseignants non rémunérés par l’Etat, ont été officiellement supprimés dans les écoles primaires de la DR Congo. Quelques mois plus tard, le gouvernement fermait les écoles pour 4 mois et demi à cause de la pandémie de Covid-19. À l'aide d'une enquête auprès de 822 ense...

Ce document de travail analyse d'abord comment les conflits violents peuvent renforcer ou réduire les formes préexistantes de marginalisation puis dans quelle mesure l'émergence de nouvelles formes de marginalisation résulte d'un conflit violent. Pour ce faire, nous nous concentrons sur la province du Tanganyika en RDC, où le conflit violent dit "...

PLEASE REFER TO THE PUBLISHED VERSION: https://www.researchgate.net/publication/356972904_'Just_keep_silent'_Teaching_under_the_control_of_authoritarian_governments_A_qualitative_study_of_government_schools_in_Addis_Ababa_Ethiopia

We use a mixed methods approach to highlight that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. First, because marginalisation from education is both a result, and driver, of the historical marginalisation of ethno-territorial and identity groups....

This Report presents the descriptive statistics and preliminary analysis carried out following the first phase of quantitative and qualitative data collection of the Building Resilience in Conflict through Education (BRiCE) research project in the DRCongo and in Niger. Long overlooked, the role of teachers has been the object of renewed attention i...

Ce rapport présente les statistiques descriptives et l’analyse préliminaire réalisées suite à la première phase de collecte de données quantitatives et qualitatives dans le cadre du projet de recherches BRiCE en République démocratique du Congo (RDC) et au Niger. La recherche a été menées par l’Institute of Development Studies en partenariat avec S...

This report presents the findings of an independent evaluation of the Education Cannot Wait (ECW) First Emergency Response (FER) funding, conducted by Mokoro Limited. The FER is one of three ECW funding modalities and provides an immediate and rapid response to education needs in sudden onset emergencies and in escalating crises. Its purpose is to...

Bewaffnete Konflikte führen zu Vertreibung einer großen Anzahl von Menschen. Die Sicherstellung von Bildungsmöglichkeiten in humanitären Notsituationen und für flüchtende Menschen hat in den letzten Jahren große Aufmerksamkeit erfahren. Dabei wurde eine spezifische Gruppe vernachlässigt: Binnenvertriebene. Dieser Artikel zeigt, dass diese mangelnde...

Seit mehr als zwanzig Jahren sind die vielfältigen Interdependenzen von Bildung, Konflikten und Frieden zunehmend in den Fokus sozialwissenschaftlicher Forschung und öffentlicher Debatten gerückt worden (Machel 1996; UNESCO 2018). Die COVID-19 Pandemie bietet eine bislang einmalige Möglichkeit, um zu analysieren, wie unterschiedliche globale und lo...

In this detailed blog post, we look at the implementation of the Free Primary Education policy (gratuité) introduced by Congo’s new President, the struggle over payroll management, the tensions between people allied to the current and the former president and the Covid-19 pandemic. http://roape.net/2020/05/22/everything-changes-everything-stays-th...

Ce chapitre analyse l’impact de la décentralisation sur la gouvernance du système éducatif en République démocratique du Congo (RDC). Le chapitre prend en compte deux facettes de la décentralisation : déconcentration et dévolution (découpage). Nous analysons les questions budgétaires et le nombre de fonctionnaires en tant que deux aspects essentiel...

We analyse the politics of the reform of teacher payment modalities in the Democratic Republic of Congo (DRC) in light of the uneven territorial reach of the DRC state. The reform focused on extending this reach by paying all teachers via a bank account, replacing long-standing shared governance arrangements between state and faith-based organizati...

We analyse the politics of the reform of teacher payment modalities in the Democratic Republic of Congo (DRC) in light of the uneven territorial reach of the DRC state. The reform focused on extending this reach by paying all teachers via a bank account, replacing long-standing shared governance arrangements between state and faith-based organisati...

This is a technical report on education in the Democratic Republic of the Congo about the following topics: (1) Marginalized communities, conflict and education; (2) Teaching (in) national languages; (3) Non-formal TVET; (4) Parents, communities and learning. It reviews government, donor and NGO documents to make concrete recommendations for practi...

Corruption in the form of bribery continues to be a major societal challenge around the world. The current lab-in-the-field study tested whether dynamic descriptive norms messages on posters can help to reduce bribery. Before, during and after placing posters throughout a medium-sized South African town, incentivized measures of social norms and br...

Corruption in the form of bribery continues to be a major societal challenge around the world. The current lab-in-the-field study tested whether descriptive norms messages on posters can help to reduce bribery. Before, during and after placing posters throughout a medium sized South African town, incentivized measures of social norms and bribery we...

My qualitative research in South-Eastern Democratic Republic of Congo suggests that teachers link experienced violence to their role as state representatives. Three elements evoke the militia's distrust: literacy, cell phones, and mobility. Reportedly, militias assume that teachers use these elements to cooperate with the military. This article the...

This chapter analyses the impact of decentralisation on educational governance in the Democratic Republic of Congo (DRC). It considers two facets of decentralisation: deconcentration and devolution (découpage). We analyse budgetary issues and the number of civil servants as two essential aspects of educational governance. The chapter demonstrates f...

Through qualitative research in the Democratic Republic of Congo, this article explores the deployment of internally displaced teachers. Rather than understanding deployment as a technical matter, the article uses a “real governance” approach to analyse teacher deployment. It reveals how education is organized during displacements and why teachers...

This article analyses politico-administrative processes that shape the teaching profession in protracted crises. It draws on qualitative fieldwork in the Democratic Republic of Congo (DRC). The article demonstrates how teacher agency can become a mere residual of a poorly functioning administration and donors’ accommodation of reform failure. To do...

In 2018, twelve years after a working group began to prepare a population census in the Democratic Republic of the Congo (DRC), the census project has still not been implemented. We therefore ask, ‘How have different stakeholders shaped the census project since 2006?’ The unaccomplished census, as we understand it, is a large project carried out b...

Full paper: https://www.icrnetwork.org/app/download/11088131821/ICR_Forum_Amsterdam_Conference_Procedings.pdf?t=1498220477 The first goal was to show the contribution of qualitative methods in corruption research, by showing how different types of data can give access to dimensions of corruption neglected or overlooked by other methods. The second...

This paper reviews the state of teacher remuneration in the DRC, focusing on five areas: teacher status, number of teachers, monthly salary, budgetary issues, modalities of teacher payment.

Höhere Strafen weniger Korruption. Diese Logik trifft nicht immer zu. Warum nicht?

This Literature Review on Youth Agency, Peacebuilding and Education is part of the work of the Research Consortium on Education and Peacebuilding, supported by the UNICEF Peacebuilding, Education and Advocacy Programme. It aims to provide insights into youth agency and the dynamics of conflict and peace in conflict‐affected contexts. In particular...