Cognitive Activation by Complex Tasks in higher education in the D R C

This study about the cognitive activation by complex tasks in higher education in the the Democratic Republic of Congo generated from the scientific inquisitiveness after reading the observation by the World Bank(2005) that the DRC's educational system lacks in quality, it rather results in outputs without outcomes. Throughout this study, I tried to understand the reasons why the DRC's higher education is said to have critical competences and the major causes of such learning gap and what should be done to enhance both the quality education and quality teaching in the DRC context.Regarding the enhancement of quality education and teaching, it has been revealed through this study that both Cognitive activation by complex tasks(CACT) and Competency-based teaching (CBT) should be focused on in targeting education quality. Moreover, the role of the teacher in the quality improvement has been mentioned ( Hattie,2012). Therefore, the teachers being crucial in the quality teaching practices which help students gain competences, they are the main positive change and thus much emphasis on CACT and CBT should be put on teachers' basic training and in-service teacher training in the DRC.