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In Democratic Republic of the Congo, the body of school inspectors aims at controlling and evaluating the pedagogic, administrative and financial of school activities. They observe, assess, and advise the school employees with improving mechanisms of school performance and teaching quality. Due to the shortage of school inspectors (109 teachers of secondary schools for 1 inspector), many schools do not receive the control and supervision. However, in their routine works, the roving inspectors are facing some problems. These problems have affected negatively the effectiveness of their school inspection. This study aims at identifying and categorizing the problems which the school inspectors are facing during their socio-professional career. The survey was conducted by questionnaire (administered in a Stratified Sampling weighted consisting of 200 inspectors) and data analyzed by the analysis of content and statistical analysis. The findings indicated the inspection relative to control of education is more frequent than internal administration, on-the-job training and evaluation or testing. In this school inspection sessions, the problems of social life conditions, the technical and the working conditions are more significant than the contextual problems. The school inspectors have proposed possible solutions to solve these challenges through GOPP.

The inclusive education is viewed as educational processes that includes all learners and meet the need of their involvement through a growing participation in learning, cultural and community life. It also has the goal of reducing the number of those excluded from ordinary schools or education system. It involves changing and adapting content, approaches, structures and strategies to educate all children in the same schools and classroom. Indeed, the Democratic Republic of the Congo (RD Congo) does not have the explicit legal foundation, financial, material, technological and humane resources for an "inclusive education", the Handicap International (HI) has come to the rescue. In 2009, the first experience of the pilot project was aimed at enrolling masivelly children living with disabilities in ordinary schools. In addition, Handicap International participates in the Working group set up by the government to renovate the country's education system towards an inclusive system. For the 2010-2011 school year, 1069 children living with disabilities were enrolled in the 14 schools targeted by this project, an increase of almost 30% compared to 2009. This study makes the state of inclusive education in the DRC by highlighting the challenges and perspectives in the Congolese context.

In Democratic Republic of the Congo, the body of school inspectors aims at controlling and evaluating the pedagogic, administrative and financial of school activities. They observe, assess, and advise the school employees with improving mechanisms of school performance and teaching quality. Due to the shortage of school inspectors (109 teachers of secondary schools for 1 inspector), many schools do not receive the control and supervision. However, in their routine works, the roving inspectors are facing some problems. These problems have affected negatively the effectiveness of their school inspection. This study aims at identifying and categorizing the problems which the school inspectors are facing during their socio-professional career. The survey was conducted by questionnaire (administered in a Stratified Sampling weighted consisting of 200 inspectors) and data analyzed by the analysis of content and statistical analysis. The findings indicated the inspection relative to control of education is more frequent than internal administration, on-the-job training and evaluation or testing. In this school inspection sessions, the problems of social life conditions, the technical and the working conditions are more significant than the contextual problems. The school inspectors have proposed possible solutions to solve these challenges through GOPP. Article visualizations:

The inclusive education is viewed as educational processes that includes all learners and meet the need of their involvement through a growing participation in learning, cultural and community life. It also has the goal of reducing the number of those excluded from ordinary schools or education system. It involves changing and adapting content, approaches, structures and strategies to educate all children in the same schools and classroom. Indeed, the Democratic Republic of the Congo (RD Congo) does not have the explicit legal foundation and financial, material, technological and human resources for an "inclusive education", the Handicap International (HI) has come to the rescue. In 2009, the first experience of the pilot project was aimed at enrolling massively children living with disabilities in ordinary schools. In addition, Handicap International participates in the Working group set up by the government to renovate the country's education system towards an inclusive system. For the 2010-2011 school year, 1069 children living with disabilities were enrolled in the 14 schools targeted by this project, an increase of almost 30% compared to 2009. This exploratory study makes the state of inclusive education in the DRC by highlighting the challenges and perspectives. Article visualizations: