Understanding the Policy Framework of Public Higher Education Institutions Responding to Labor Market Needs to Combat Youth Unemployment in the North-Kivu Region of the D.R Congo = Understanding the Policy Framework of Public Higher Education Institutions Responding to Labor Market Needs to Combat Youth Unemployment in the North-Kivu Region of the D.R Congo

다국어 초록 (Multilingual Abstract)

This study explores how Public Higher Education Institutions (PHEIs) in North- Kivu Province, Democratic Republic of Congo (DRC), respond to labor market needs in the ongoing struggle against youth unemployment. Anchored in the field of Global Education Leadership, the research examines the intersections between curriculum design, institutional governance, and employability in a fragile socio- economic context. Using a qualitative multiple-case study approach, data were collected from twelve participants representing administrators, employers, and young graduates. Semi-structured interviews provided the primary source of evidence, which was analyzed thematically following Braun and Clarke’s framework to identify recurring patterns and divergences across stakeholder perspectives. The findings reveal a persistent mismatch between the competencies provided by higher education institutions and the skills demanded by the regional labor market. PHEIs continue to operate within centralized national frameworks that limit their capacity to contextualize curricula according to local economic realities. Employers consistently emphasized deficits in graduates’ soft skills, digital literacy, and professional ethics, while graduates lamented the lack of practical exposure and mentorship opportunities within their training. Administrators recognized these gaps but cited constraints such as insufficient resources, outdated infrastructure, and weak policy support. Despite these challenges, isolated innovations such as internship programs, collaborations with NGOs, and community-based learning illustrate the potential for reform when local actors are empowered to participate in curriculum co-design. The study concludes that aligning higher education with labor market needs in North-Kivu requires a comprehensive policy framework that integrates education, employment, and development planning. It proposes a multi-sectoral strategy emphasizing curriculum decentralization, teacher professionalization, and sustained partnerships between academia, industry, and government. By strengthening the employability of graduates, PHEIs can play a transformative role in fostering economic resilience, social stability, and peacebuilding in post-conflict contexts. The research contributes to the broader discourse on higher education reform in Sub-Saharan Africa, offering context-specific insights and actionable recommendations for policymakers, educators, and development partners committed to bridging the gap between learning and work.

목차 (Table of Contents)

• Chapter I. Introduction 1
• 1.1. Background of the Study 1
• 1.2. Problem Statement 3
• 1.3. Purpose of the Study 6
• 1.4. Research Question 7
• 1.5. Definition of Terms 7
• 1.6. Significance of the Study 10
• 1.7. Limitations of the study 11
• Chapter II. Literature Review 13
• 2.1. Overview of the RDC higher education system 13
• 2.2. Understanding of Labor Market Skills in North-Kivu 15
• 2.3. Assessing Current Higher Education Curricula 18
• 2.4. Exploring Young Graduates Perceptions 19
• 2.5. Analyzing Employer Expectations 20
• 2.6. Reviewing Curriculum Redesign Efforts 22
• Chapter III. Research Methodology 24
• 3.1. Research Design 24
• 3.1.1. Preparatory Phase 24
• 3.1.2. Data Collection Phase 25
• 3.1.3. Data Analysis Phase 25
• 3.1.4. Development and Validation of Interview Instruments 29
• 3.2. Description of Participants 31
• 3.2.1. School Administrators (4 Participants) 32
• 3.2.2. Employers (4 Participants) 32
• 3.2.3. Young Graduates (4 Participants) 32
• 3.3. Research Site and Population 34
• 3.3.1. Research Site 34
• 3.3.2. Population and Sampling 35
• 3.3.3. Contextual Characteristics 37
• 3.3.4. Higher Education in North Kivu: Overview 38
• 3.4. Ethical consideration 41
• 3.5. Validity and Trustworthiness of the Study 41
• Chapter IV. Results and Discussions 43
• 4.1. Data presentation 44
• 4.1.1. Employers’ Narratives 46
• 4.1.2. Alumni Narratives 52
• 4.1.3. School Administrators’ Narratives 60
• 4.2. Data Analysis 66
• 4.2.1. Skills Expectations versus Gaps 66
• 4.2.2 The Theory–Practice Divide 67
• 4.2.3. Employability Barriers 69
• 4.2.4. Partnerships and Collaboration 69
• 4.2.5. Reform and Modernization Needs 70
• 4.2.6. Connection Among Themes/Categories 71
• 4.2.7. Conclusion 72
• 4.3. Linking Research Questions to Results 73
• 4.3.1. Alignment between Higher Education and Labor Market Needs (RQ1) 73
• 4.3.2. Alumni’ Perceptions and Employability Gaps (RQ2) 74
• 4.3.3. Toward Policy and Institutional Reform (RQ3) 75
• 4.3.4. Synthesis of All Research Questions 76
• 4.4. Discussion 79
• 4.4.1. Revisiting the Skills Mismatch: The Dynamics of Employer Expectations 79
• 4.4.2. Pedagogical Gaps and the Enduring Theory–Practice Divide 81
• 4.4.3. Institutional Governance and Structural Constraints in Higher Education Reform 83
• 4.4.4. Partnerships, Policy Alignment, and Market Responsiveness 85
• 4.4.5. Toward Transformative Reform: Integrating Employability within Higher Education Systems 87
• 4.4.6. Synthesis Across Research Questions 88
• 4.4.7. Conclusion 89
• CHAPTER V: Conclusions, Implications and Recommendations 90
• 5.1. Conclusion 90
• 5.2. Policy Implications and Recommendations 91
• 5.2.1. Policy Implications 91
• 5.2.2. Recommendations 93
• 5.3. Final Reflection 95
• References 96
• 논 문 요 약 100
• Appendix 1. Interview questionnaire 100