Safeguarding, Prevention of School Violence, and the Teacher Code of Conduct

Rationale

The Ministry maintains a stated zero-tolerance policy on violence in schools and, in November 2025, the Minister of State signed the public-agent Code of Conduct with reinforced provisions against sexual exploitation, abuse and harassment; a teaching-staff code ("Code 22") has been signed by more than 205,000 teachers across 11,145 public secondary schools in eight provinces. Framework Law Art. 14 requires the moral and civic formation of teachers as community exemplars. This is a live, mandated conduct obligation, not an optional theme. Teachers who do not understand their duties under the Code risk disciplinary action under the civil-service statute (Loi n° 16/013 of 15 July 2016) and adverse findings during IGE administrative inspection (Framework Law Arts. 145-146). The course equips participants to recognize prohibited conduct, fulfil their duty to protect, and document their compliance for the inspectorate. It is designed for delivery through the SERNAFOR module and CRESD resource-centre channel and for inclusion in a teacher's professional record.

Part I: Foundations (Lessons 1-4)

Lesson 1. Why a Code of Conduct Now

This lesson situates the Code of Conduct within the broader moralization-of-public-service context in DR Congo. Participants examine the November 2025 ministerial signing ceremony and the public discourse around teacher accountability, illicit fees, and school-based violence. The lesson traces the link between the 2019 free-basic-education policy (*gratuité*) and the need for a conduct framework that protects families from exploitation and children from harm. Participants read the ministerial communiqué and news reports from EducTv and Beto.cd to understand the political and social urgency behind the Code. They then discuss how the Code responds to documented patterns of sexual exploitation, abuse and harassment in schools. The session concludes with a reflection exercise in which each participant identifies one way the Code changes their professional obligations compared to prior practice. After this lesson, participants can explain the rationale for the Code of Conduct and its connection to the *gratuité* policy and the moralization agenda.

Lesson 2. What "Code 22" Commits a Teacher To

This lesson provides a clause-by-clause examination of the teaching-staff Code of Conduct, known as "Code 22." Participants receive a copy of the Code (or the closest available version, given the medium-confidence status of the Ministry's own pages) and work through each clause in small groups, translating legal language into everyday classroom practice. The lesson covers the prohibition of sexual exploitation, abuse and harassment; the duty to report; the ban on illicit fees; the requirement for professional integrity; and the obligation to maintain appropriate boundaries with pupils and families. Participants compare the Code's provisions with the general public-agent Code of Conduct signed in November 2025, noting where the teaching-staff code adds specific classroom-related obligations. The session includes a case-study exercise in which participants apply the Code to realistic scenarios drawn from Congolese school contexts. After this lesson, participants can state the key obligations of "Code 22" and identify which clauses apply to common professional situations.

Lesson 3. Recognizing the Forms of School-Based Violence

This lesson builds a shared vocabulary for identifying violence in and around schools. Participants learn the typology used by the MINEDU-NC violence-prevention policy: physical violence, psychological violence, sexual violence, and neglect. For each category, the lesson provides concrete examples from Congolese school settings, including corporal punishment, verbal humiliation, peer bullying, sexual touching, and failure to protect a child from harm. Participants examine the Ministry's zero-tolerance policy and discuss why even "minor" forms of violence undermine learning and safety. The lesson includes a guided observation exercise in which participants practise noticing indicators of violence in written classroom scenarios. The session emphasizes that violence can be perpetrated by teachers, by other staff, by pupils, or by community members, and that the teacher's duty is to recognize and act regardless of the source. After this lesson, participants can identify the four categories of school-based violence and give examples of each from the Congolese context.

Lesson 4. Sexual Exploitation, Abuse and Harassment (SEA)

This lesson focuses on the most serious conduct violations addressed by the Code of Conduct: sexual exploitation, abuse and harassment. Participants learn the definitions used in the reinforced anti-SEA provisions of the 2025 Code, including the distinction between exploitation (exchanging something for sexual favour), abuse (non-consensual sexual contact), and harassment (unwanted sexual attention). The lesson explains the power imbalance inherent in the teacher-student relationship and why consent is legally impossible in that context. Participants examine case studies drawn from reported incidents in DR Congo schools, discussing how each case violates the Code and what the teacher's duty to act required. The lesson also covers the specific prohibition on sexual relationships with pupils, regardless of the pupil's age or apparent consent. Participants practise identifying SEA in written scenarios and discussing the appropriate response. After this lesson, participants can define sexual exploitation, abuse and harassment and explain why each is absolutely prohibited under the Code.

Part II: Core Practice (Lessons 5-10)

Lesson 5. The Teacher-Student Boundary

This lesson explores the professional boundary between teacher and student, a concept that many Congolese teachers have not been trained to manage. Participants examine the Code of Conduct's ethics provisions regarding gifts, favours, private tutoring, and conflicts of interest. The lesson uses realistic scenarios: a parent offering a gift in exchange for a better grade; a teacher offering private tutoring to a pupil from their own class; a teacher giving a pupil a ride home; a teacher communicating with a pupil on social media. For each scenario, participants discuss whether the boundary has been crossed and what the safer alternative would be. The lesson introduces the principle that the teacher's role is to serve the pupil's educational interests, not to form personal relationships. Participants develop a personal boundary checklist they can use to evaluate their own conduct. After this lesson, participants can identify boundary violations and apply the Code's ethics provisions to decisions about gifts, private tutoring, and personal contact with pupils.

Lesson 6. Corruption, Illicit Fees and Integrity

This lesson addresses the corruption and illicit-fee problem that has plagued Congolese schools and that the Code of Conduct explicitly targets. Participants learn the legal framework: the 2019 *gratuité* policy prohibits charging fees in public primary schools, and the Code of Conduct prohibits any form of bribery, extortion, or illicit charging. The lesson examines common practices that violate the Code: charging for exam registration beyond the official fee; requiring parents to buy materials from the teacher; accepting bribes for grades or promotion; creating fake "parent association" fees. Participants discuss why these practices harm children and families and why they undermine the public trust in education. The lesson includes a guided reflection on the economic pressures that lead teachers to charge illicit fees and a discussion of ethical alternatives. Participants practise responding to a parent who offers a bribe and to a colleague who pressures them to participate in a fee scheme. After this lesson, participants can identify illicit-fee practices and explain the teacher's duty to refuse and report them.

Lesson 7. Duty to Protect and Duty to Act

This lesson establishes the teacher's affirmative duty to protect children from harm, a duty that goes beyond simply not harming them. Participants examine Framework Law Art. 14, which positions the teacher as a community exemplar, and discuss how this translates into a positive obligation to intervene when a child is at risk. The lesson covers the distinction between a duty to protect (preventing harm) and a duty to act (responding to harm that has occurred or is imminent). Participants work through scenarios: a teacher overhears a colleague making inappropriate comments to a pupil; a teacher sees a pupil being bullied in the playground; a teacher suspects a pupil is being abused at home. For each scenario, participants identify what the duty to protect and the duty to act require. The lesson emphasizes that inaction is itself a violation of the Code. Participants practise stating what they would do in each scenario, using the language of the Code. After this lesson, participants can explain the teacher's affirmative duty to protect and act and can apply it to common situations.

Lesson 8. Recognizing Signs a Child Is at Risk

This lesson trains participants to recognize the indicators that a child may be experiencing abuse, exploitation, or distress. Participants learn the physical, behavioural, and emotional signs commonly associated with different forms of harm: unexplained injuries, sudden changes in behaviour, withdrawal, fear of a particular adult, sexualized behaviour inappropriate for the child's age, and persistent hunger or neglect. The lesson uses Congolese examples and contexts, including the reality that many children walk long distances to school, work before or after school, or live in households affected by poverty or displacement. Participants practise observing written case studies and identifying which signs are present. The lesson emphasizes that a single sign may not indicate abuse, but a pattern of signs requires action. Participants learn to document their observations factually, without interpretation or accusation. After this lesson, participants can recognize common indicators of abuse, exploitation and distress and can document their observations appropriately.

Lesson 9. Reporting and Referral Pathways

This lesson provides the practical procedures for reporting concerns about a child's safety. Participants learn the reporting framework established by the MINEDU-NC, including to whom a report should be made (school head, inspector, social services, police), how to make a report (verbal and written), and what information to include. The lesson acknowledges that the exact reporting pathway is not fully verified from a primary source (flagged in the research brief) and advises participants to confirm the current procedure with their school head or local inspector. Participants practise writing a factual report using a template that includes the child's name, the observed signs, the date and time, and any action already taken. The lesson covers the importance of reporting promptly and not investigating independently. Participants discuss the barriers to reporting in the Congolese context, including fear of retaliation, pressure from colleagues, and lack of trust in the system, and identify strategies to overcome these barriers. After this lesson, participants can describe the reporting pathway and can write a factual report of a concern.

Lesson 10. Confidentiality and the Interests of the Child

This lesson addresses the tension between the duty to protect a child and the duty to respect the child's and family's privacy. Participants learn the principle that the child's safety and well-being are the primary consideration in any decision about sharing information. The lesson covers what information must be kept confidential (the child's identity, the details of the concern, the family's circumstances) and what information must be shared (the concern itself, with the appropriate authorities). Participants practise handling a disclosure from a child: what to say, what not to promise, and how to explain that some information must be passed on. The lesson discusses the limits of confidentiality: a teacher cannot promise to keep a secret if the child is at risk of harm. Participants role-play a disclosure conversation, receiving feedback on their language and demeanour. The lesson also covers the teacher's own confidentiality: not discussing a case with colleagues who do not need to know, and not sharing information on social media. After this lesson, participants can handle a child's disclosure appropriately and can apply the principle that the child's interests guide all confidentiality decisions.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Preventing and Responding to Bullying and Peer Violence

This lesson focuses on bullying and peer violence among learners, a form of school-based violence that teachers are often unsure how to address. Participants learn the definition of bullying (repeated, intentional, power-imbalanced aggression) and its forms: physical, verbal, social, and cyber. The lesson examines the MINEDU-NC violence-prevention policy's approach to bullying, emphasizing prevention through positive school climate and clear rules. Participants practise identifying bullying in scenarios that reflect Congolese school realities, including teasing about language, ethnicity, poverty, or family situation. The lesson provides a structured response protocol: stop the behaviour, support the targeted child, address the child who bullied, involve parents, and document the incident. Participants role-play a conversation with a child who has been bullied and a conversation with a child who has bullied. The lesson also covers whole-class strategies to prevent bullying, such as cooperative learning and class meetings. After this lesson, participants can identify bullying, apply a structured response, and implement prevention strategies.

Lesson 12. Gender-Based Violence in and around School

This lesson addresses gender-based violence (GBV) as a specific and pervasive form of school violence. Participants learn the national anti-GBV commitments referenced in the Code of Conduct and the particular vulnerabilities of girls in Congolese schools: sexual harassment by male teachers and male pupils, pressure for sexual favours in exchange for grades or school supplies, pregnancy-related discrimination, and violence on the journey to and from school. The lesson examines how harmful gender norms contribute to GBV and how teachers can challenge those norms. Participants practise identifying GBV in scenarios and discussing the teacher's duty to intervene, including when the perpetrator is a colleague. The lesson covers the specific prohibition on sexual relationships with pupils, regardless of the pupil's gender, and the requirement to treat all pupils with equal respect. Participants develop a personal action plan for promoting gender safety in their own classroom and school. After this lesson, participants can identify gender-based violence and can apply the Code's anti-GBV provisions to protect all pupils.

Lesson 13. Safe Use of Images, Messaging and Online Contact with Pupils

This lesson addresses the digital-conduct boundaries that the Code of Conduct establishes for teachers. Participants learn the professional-conduct provisions that apply to online behaviour: no sharing of images of pupils without parental consent, no personal messaging with pupils on social media or messaging apps, no posting of classroom incidents online, and no use of school devices for personal communication with pupils. The lesson uses realistic scenarios: a teacher takes a class photo and posts it on Facebook; a teacher messages a pupil on WhatsApp to remind them about homework; a teacher shares a video of a pupil misbehaving in a teacher WhatsApp group. For each scenario, participants discuss whether the conduct violates the Code and what the safer alternative would be. The lesson also covers the teacher's own digital footprint and the importance of maintaining a professional online presence. Participants practise writing a simple social-media policy for their own classroom or school. After this lesson, participants can identify unsafe digital conduct and can apply the Code's professional-conduct provisions to online interactions with pupils.

Lesson 14. The School Head's Safeguarding Responsibilities

This lesson is designed for school heads (*chefs d'établissement*) and aspiring school heads, though all participants benefit from understanding the leadership role in safeguarding. Participants learn the school head's specific responsibilities under the MINEDU-NC safe-school framework: establishing a safeguarding policy, ensuring all staff sign and understand the Code of Conduct, creating a reporting system, handling complaints fairly and promptly, cooperating with the inspectorate, and fostering a school culture where children feel safe to speak. The lesson examines the 2022 management convention, which governs conventioned-network schools and assigns additional responsibilities to school heads in those networks. Participants work through a case study in which a school head receives a complaint about a teacher's conduct, practising the steps of receiving the complaint, protecting the child, interviewing the teacher, documenting the process, and referring to the inspectorate. The lesson also covers the school head's own accountability under the Code and the civil-service statute. After this lesson, school heads can describe their safeguarding responsibilities and can handle a complaint appropriately.

Lesson 15. Signing, Living, and Being Accountable to the Code

This final lesson brings the course to a personal and professional conclusion. Participants reflect on what it means to sign the Code of Conduct as a public commitment, not a bureaucratic formality. The lesson reviews the accountability mechanisms: the IGE administrative inspection (Framework Law Arts. 145-146), the civil-service disciplinary process under Loi n° 16/013 of 15 July 2016, and the potential for criminal prosecution in cases of sexual abuse. Participants examine the consequences of violating the Code, including dismissal from the teaching service and loss of civil-service status. The lesson includes a guided self-assessment in which participants evaluate their own current practice against each clause of the Code and identify areas for improvement. Participants then write a personal Code-of-Conduct implementation plan, specifying what they will do differently, what they will discuss with their school head, and how they will document their compliance for the inspectorate. The course concludes with a commitment ceremony in which participants reaffirm their dedication to protecting children and upholding the integrity of the teaching profession. After this lesson, participants can articulate their personal accountability under the Code and can produce a plan for living the Code in their daily practice.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.