Child education in the Bantu society of the Congo RDC is based on their ancestors' virtues, namely Hygiene, Refinement, Justice, Respect, Love, Integrity, Hospitality, and Auto-sufficiency. Read more and find out the entire process.

Authenticity of the Congolese Traditional Law in Bandundu Province (Le Munsong Tribe) is flawless. Oral traditions are based on the integrity, justice, and honoring of their "Nzambi-Mpungu," (The Great Being). Impunity is an unknown fact to African traditional judges. In this regard, a trial verdict is to be announced fairly due to the fear of their "Nzambi-Mpungu," who could strike on them out of anger, should they act inappropriately. This actually shows the difference between contemporary and traditional law in the Bantu/Congolese society.

How does a Woman Chief rule in the Bantu Society of the Congo RDC? A woman is viewed as a mother of a society. Her leadership is effective, because it is based on her genuine love, vision, patience, integrity, loyalty, and justice. Her goal is to establish peace and freedom in her society. Further, she strives to restore people's ethics.

Love is sustained when it is combined with the means of survival. In the Congolese society, a man can prove his love to his wife, only if he honors his ancestors' virtues, "Auto-sufficiency" is a key to liberty, and lethargy causes failure in relationship, especially marriage.

This novel talks about the experience of newcomers in America. How certain individual attempted to take advantage of those two young African ladies, men and women alike. The young ladies underwent one challenge after another, prior to gaining their victory.

The Democratic Republic of Congo faces the challenge of providing universal primary education and expanding opportunities for post-secondary education and training for its youth, ages 12 to 24. This study analyzes the current educational attainment and school enrollment status of youth, as well as the formal and informal post-secondary educational and training opportunities available to them. The study uses the results of a simulation model that incorporates enrollment in alternative education programs and considers alternative scenarios for developing the post-primary sector. Each scenario is evaluated for the impact on the human capital accumulation of young people and the sustainability of public expenditures. The report offers policy options for rapidly raising the educational attainment of young people who will be entering the labor force in the next two decades, including expanding opportunities for alternative education and training for out-of-school children, the extension of primary education, and the reorganization of secondary and technical/vocational training to reduce early specialization.

This unique book is for two audiences! Read one way it is for educators; flip it over and read the other way it is for project managers! These days, everybody seems to be talking about "21st century skills" and how our students need new ways of learning if they hope to succeed in life. In recent years, changes in how work is done have rapidly shifted society's demands. What today's students need to succeed in their future work, family, and civic lives is dramatically different from what previous generations learned in school. But what are 21st century skills and how can educators bring them to students? The easiest answer is: by turning to the processes and principles that the field of project management has been utilizing for decades—skills such as critical and creative thinking, problem solving, effective communication, collaboration, self-motivation, persistence, and a lifelong passion for learning. These essential 21st century skills and mindsets, already part of daily life for project management professionals, are exactly what modern students need to learn in order to succeed. Project based learning (PBL), a set of engaging and powerful learning methods organized around motivating projects, is one of the most popular ways to bring the skills used by project management into students' educational experience, giving them amazing opportunities to develop the essential 21st century competencies they need. In Project Management for Education: The Bridge to 21st Century Learning, authors Bernie Trilling and Walter Ginevri provide a "two-in-one" guide for educators and project management professionals, demonstrating how the two fields can work together. By teaming up to enrich the experience of students, both educators and project management professionals can continue to develop their own skills and better meet the challenges they face in our ever-changing world.

This book describes the contrast between the strong economic growth and democratization that have occurred in Africa and its stalling political progress. It presents and discusses fragility as the phenomenon that has caused the state to remain weak and faltering and has led to at least one third of the continent’s citizens living in fragile states. Following the examination of the drivers of fragility and the impact of fragility on citizens and neighbouring states, the book discusses capacity building approaches. This part shows how effective states can be built on the African continent, a process that would result in a change from state fragility to state resilience. It is based on lessons learnt from close studies of the nations where the state has been most developed in the region, in Eastern and Southern Africa. The book provides and responds to the most recent and up-to-date information on African development and uses insights of people who have lived and worked in the continent for most of their lives.