A snapshot of access, learning and retention
In education, access figures tell only part of the story. The other part lies in the trajectory: who is able to continue year after year, when schooling is interrupted, and which factors increase the risk of dropping out.
In the DRC, this trajectory lens is particularly revealing. The system combines improvements in access to primary education with persistent challenges in learning and, above all, in retention as pupils progress into secondary education. In September 2019, free public primary education was introduced. It officially removed school fees and reshaped the balance between coverage, financing and quality.
An estimated 7.6 million children and adolescents aged 5 to 17 are out of school. This is one of the highest absolute figures in sub-Saharan Africa.
From secondary level onwards, the debate shifts. It is no longer only about access, but about continuity. Completion rates decline across the cycle: 63% in primary education, 54% in lower secondary and 32% in upper secondary. This makes transitions critical moments for reducing the risk of dropping out.
According to UNICEF, social determinants affect girls and adolescent girls disproportionately. Child marriage, at approximately 29%, is associated with school dropout and lower literacy levels.
For these reasons, within international cooperation frameworks and the Sustainable Development Goals agenda, especially SDG 4 on quality education and SDG 5 on gender equality, the most frequently repeated lines of action focus on three fronts: improving learning, protecting transitions, and reducing gaps for the most exposed groups.
Basket4All in Kinshasa
In this context, Fundación Xcalibur delivers Basket4All as a retention-focused intervention for adolescents aged 12 to 16 in Kinshasa, particularly in areas with higher exposure to vulnerability. The programme aims to strengthen regular school attendance and reduce the risk of dropout through basketball-based sports activities, access to medical check-ups, social workshops and psychosocial support. A local network sustains implementation and enables closer follow-up.
The vision is to expand progressively to more regions of the country and consolidate the project to reach more young people. It starts with sport as a lever for motivation, habits and discipline, and connects this with social and psychosocial support that reinforces school continuity.
To find out more
Read the full report, this snapshot prepared by our technical teams, here.