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Jireh Boloy Bookwa

TRANSFORMING THE AVERAGE CONGOLESE INTO AGENT OF CHANGE THROUGH WORKFORCE DEVELOPMENT CONSULTING

CLEAN WATER SUPPLY AND SANITATION PROJECT IN THE POOREST AREAS IN THE DRC.

CLEAN WATER SUPPLY AND SANITATION PROJECT IN THE POOREST AREAS IN THE DEMOCRATIC REPUBLIC OF CONGO.

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     By Mr.JIREH BOOKWA BOLOY

In the Democratic Republic of Congo, a clever solution for better access to clean water # UNICEF.

As one dweller from DRC stated in the first video above : « Nous avons des problèmes de santé, nous attrapons des infections parce que nous buvons de l’eau qui n’est pas propre … cela doit changer », dit Marie Matondo, 31 ans, mère de six enfants en République démocratique du Congo.

English Version: “We have health problems, we catch infections because we drink water that is not clean … it must change,” says Marie Matondo, 31 years old, mother of six in the Democratic Republic of Congo

  • Executive Summary

Just because some of us in DRC live in a disadvantaged community (no quality education, no electricity, no clean water and no food security) doesn’t mean they are and will stay disadvantaged » as Success is a state of mind; so Change is a state of self in community ”.  #Possible2bringCHANGE.

EAU POUR TOUS S.A.R.L ;

Clean Water Supply and Sanitation Company and Developing social life of youths by training and empowering in rural areas.

Based on Social Entrepreneurship , solving the problem of clean water and sanitation in poor areas of the country by providing clean and drinking water through water wells drilled (by drilling water wells with a reliable and efficient technique, fixing pipes and faucets, water tanks) in rural areas and distributed by faucets to population, hence it aims at improving social life of youths and their development in today’s society and to transform the average Congolese into agents of change throughout and embed into them passion for the country and true citizenship of development and entrepreneurial spirit.

It targets a great amount of population in the hopeful and comfortable conditions so that it ensures safe health and life, thus to  create more employment and to participate to the community and sustainable development of Democratic Republic of Congo, especially in rural areas of the country, mainly in areas suffering from lack of clean and drinking water .

However establishing a solid work and Platform in water drilling and industrialization as upstream and purification (or refinery) and commercialization of water as downstream, proceeding to package and seal all goods from inside towards outside such as : recipients, plastic bags and bottles so as any people of area and potentials customers can/will use the products reliably, safety and suitably.

Getting and linking with Private-Public Partnerships throughout in the country, so as to reach a beneficial social and economic development for the emerging and breakthrough the country.

  •  Business Plan Details and General Company      

   * Description

EAU POUR TOUS S.A.R.L is a private society with a limited liability, working as  a water drilling, industrial, water purification and developer company in the poorest areas of Democratic Republic of Congo, targets to advance community and sustainable development projects in rural areas and to reinforce youth community capacities to develop and achieve meaningful results.

Headquarters: is located Kinshasa/DRC on Kimvula street no 14, in Mont-Ngafula township.

Envisioning to expand its products to villagers (dwellers) throughout the country, by providing and selling its potable water to a reasonable and profitable cost in safe and suitable recipients or packages, as bottles and plastic bags.

Purchase Price and Selling Price depend on Areas , cause we are following and participating to the community and sustainable development of the country, it is a social service and entrepreneurship which foster more opportunities for the youths to get developed create more employment in poor areas : in Selling and watching over each product.

  • PROJECT LOCATION

The project beneficiary villages are located in the district of Tchad, province of Kinshasa, Kimpese, province of Bas-Congo, louambe, province of Bandundu, among the poorest or villages of the country.

Further we can summarize that, the startup goes and is located in several areas :

The project includes around 154 villages.

The population of the province is even over 896,309 inhabitants distributed in 215 villages.

Mostly, they are located in Southern, Western and Eastern DRC; between 20 to 45 km from the city of Kimpese, Beni, Kasangulu, Madimba in Bas Congo, Bandundu, Tchad in Kinshasa / western DR Congo. The villages are far from each other and have a very sparsely populated.

From-water-for-all card-Kinshasa-(district-1) : Google Map

  • PROJECT OBJECTIVES

The project is about to end (poverty in all its forms) lack of clean water, sanitation and social development of youths in rural and poor areas of the country (DRC), hence by targeting the most vulnerable populations based on criteria for selection of communities that have been established ever since after all the posted reports about the country (on crisis, war and poverty) :

– Date of installation of the community where the displaced population relocated for less than 10 years in some rural areas such as in Kisangani, Goma, Butembo,Beni, etc…. (Eastern DRC).

– The status of families: large families with small children, widows, disabled.

– The isolation level: markets located more than an hour of walking, roads flooded in the rainy season.

– The type of property: Building lightweight materials such as bamboo, coconut leaves, plant fibers, etc…

– Agricultural activities: rice field area of ​​(more or) less than one hectare.

– No bicycles or mopeds.

As a matter of fact EAU POUR TOUS S.A.R.L: We are creating an environment that is safe with clean and drinking water FREE ACCESS not only for this current generation but also for the next generations to come.

  • SOCIAL SURVEYS

They are conducted by qualified personnel of EAU POUR TOUS S.A.R.L and partners (Technical sponsors) in collaboration with village leaders and joint committees.

The objective is to establish a solid platform of water drilling and industrialization and purification of potable water, it is about the adduction project of potable water in the poorest areas in DRC, and the objective is also to determine the target villages of the project:

– Identify houses.

– Record the presence or absence of latrines.

– Assess current resource raw water and drinking water to families.

– Assess priority dwellings (remoteness and distances for supplies)

– Determine the water storage means.

– Identify flood-prone areas, impassable in the rainy season.

– Take into consideration the distance from places of attendance communities (small markets, pagoda, health center, schools, and town hall)

– Assessing transport: bike, moped, motorcycle, buffalo cart.

– Identify isolated and disabled people.

– Locate the places chosen for the installation works (subject to engineering EAU POUR TOUS S.P.R.L technical agreement).

In all the villages of this district the availability of water resources is limited in terms of quantity – outside the rainy season – and in terms of quality.

The amount of drinking water points is notoriously insufficient. The coverage rate of the current needs in rural areas is around 12%.

For their daily consumption, villagers use water from traditional wells, water holes, ponds and rivers: these waters are unfit for human consumption. The majority of these water points are not protected from surface pollution and are regularly contaminated runoff. During the dry season, most of these water points dry up, and the villagers are forced to source elsewhere, often far from their homes, sometimes for several kilometers. The lack of clean water is then feels for drinking, personal hygiene, laundry, domestic needs (dishes, cleaning, etc. …) and for watering animals.

  • GEOLOGICAL SITUATION OF WATER RESOURCES IN THE REGION

Bas-congo and Southern Kinshasa area are predominantly composed of a vast sedimentary plain low, partly flooded in the middle by the waters of the dead river. This plain is bounded by a series of mountain ranges to the north and east. Kimpese District is located in the lower part of the plain. It is characterized by tropical vegetation resting on a thin base and a base, sometimes flush, made of hard sandstone or granite rocks. The climatic regime of Kinshasa and areas of the country, combined with the geological context of the area, led to a shift from flood situation in the rainy season, a drought situation in the dry season. This is a paradoxical situation is explained. Indeed, during the monsoon, generally shallow soils quickly saturated by rainwater, the base can easily absorb. When the monsoon rains cease, the surface layers dry out quickly by seepage and evaporation: the little water they have stored is soon exhausted.

The temperature in the rainy season often reaches 40 degrees …Consequently the number of permanent water is very limited in the district of Kimpese as well as in other areas. The processes of traditional and digs wells excavated manually face the clay layers and can rarely enjoy the water stored in the upper layers. Therefore most water sources are dried up a few weeks after the end of the rainy season is the time when demand for water is the most critical.   Other small works executed by local craftsmen, manual auger boreholes with small diameter tubing, to small depths, are often clogged after a few months of service, with no possibility of reinstatement. These water points by pumping with a low flow rate, are not permanent, and produce non-potable water. The lack of maintenance leads people to abandon them.

  • MADE SOLUTION

To improve the water and health situation in the region, the project is to establish safe water points in the neediest villages. Construction of these works is accompanied by training villagers to their maintenance and a hygiene education, to ensure the sustainability of the action pursued. To this end, the involvement of the population and local authorities in the implementation of the project is crucial.

  • BENEFICIARIES OF THE PROJECT

The direct beneficiaries of this project are the neediest villagers supplied with drinking water by the works implemented and also potential customers those who live far but wishing to get potable water of our industry, we are focused on distribution of potable water in several areas by packaging recipients, plastic bags and bottles. In those areas; many children are particularly affected, representing the most vulnerable to waterborne diseases. 

  • AWARENESS AND HYGIENE IN WATER USE 

A trainer under the supervision of project coordinator educates villagers, especially women, hygiene and proper use of drinking water. This action is conducted on the entire inventory of books through information and interactive discussions. The trainer leads this action on the ground for the duration of the project. The aim is to highlight the link between clean water, hygiene and health. Beyond this awareness is an incentive to preserve their natural environment.(Minimize cuts wood replant trees, collecting and destroying waste, clean the areas around houses, building latrines, park animals, etc. …).

#CallOnCOP – Jireh Bookwa, Democratic Republic of Congo

“Climate Change is affecting seriously Clean water we consume, hence we must tackle this pressing issue that our community is facing”.

  • CONCLUSION

EAU POUR TOUS S.A.R.L : We (as Change-Maker) save lives of thousand people in rural areas through Clean and Drinking Water Supply and Sanitation and also we empower and train youths in social entrepreneurship & innovation; and fostering a Healthier DRC in community development by  promoting environmental sustainability in various settings across the country.

Mr. JIREH BOOKWA BOLOY THE FOUNDER & CEO [EXECUTIVE MANAGER] OF EAU POUR TOUS S.A.R.L IN THE DEMOCRATIC REPUBLIC OF CONGO/KINSHASA.

Contact: +243818707477

E-mail: eaupourtous561@gmail.com

bookwaj@gmail.com

http://www.unescousa.org/2016-youth-multimedia-winners.

YOUR SUPPORT WILL BE WELCOME AND A BLESSING FOR ONE DWELLER TO DRINK SAFE

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Spiela is a collaborative network empowering young people, with a particular mission to engage those from minority backgrounds and ensure that they have a safe and supportive space in which to engage and network with others. On 4th April, Spiela hosted its 4th successful networking night, which brought together young people from a variety of […]

via A Night With Spiela Presents…Simeon Jackson and Solomon Smith — Moving Margins

BE THE CHANGE YOU WANT TO SEE

Provision of Entrepreneurship Education in Developing Countries: focus on DRC

OVERVIEW OF ENTREPRENEURSHIP EDUCATION  IN DEMOCRATIC REPUBLIC OF CONGO

(DEVELOPING COUNTRIES)

Entrepreneurship has become an economic panacea, seen as generating employment and economic prosperity in both developing and developed countries and it is one of the important things in Education for Sustainable Development, especially in Developing Countries and also around the world, and more broadly, entrepreneurship is now widely recognized as vital phenomena for post -industrial societies, for their contribution to the regeneration and development of economies. .

 Entrepreneurship is the engine that drives the economy of many nations whose growth is largely explained by the rate and pace of innovation and creation of businesses or activities. Entrepreneurship brings also benefits to individuals who can find in entrepreneurial situations, sources of satisfaction, personal achievement and opportunities for input or career development.

Methodology

Three key questions about the global landscape of Entrepreneurship Education programs guided this initial inquiry into Entrepreneurship Education research:

  1. How to provide Entrepreneurship Education in Developing Countries?
  2. Who do Entrepreneurship Education and Training programs target?
  3. What outcomes do EET programs aim to achieve in developing countries?

The Teaching of Entrepreneurship Education and Training in Entrepreneurship meet multiple objectives and a definite social demand. The objectives relate to student awareness to help them see in a business, a possible career option and to develop in them positive attitudes and positive towards entrepreneurial situations. These objectives can also rotate around the transfer and development of knowledge, skills and specific techniques to increase the entrepreneurial potential of students. At this level, it is better prepared to think, analyze and act in particular situations and different media (Small and medium size entreprises) as entrepreneurs.

The increase in demand for education and entrepreneurship training is multi-source. We can only describe the three most important :

1. The first source is government: economic growth, job creation, renewal of business, technological and political changes, and innovation spend heavily in the post-industrial paradigm, and new businesses and activities. Hence the growing interest for entrepreneurs and questions like:  

How and where to arouse entrepreneurial vocations?

How to educate and train future entrepreneurs? 

2. The second source comes from the students: those, first of all, considering the very short term or longer term, create their business; those, then, who wish to acquire essential knowledge, they say, to the success of their career in companies regardless of size. These are increasingly interested in more entrepreneurship and gradually orient their approaches to recruitment of young executives to individual dots of knowledge, attributes and sometimes useful experiences in the entrepreneurial act.

3. Small, medium and large companies are the third and final source. They seem to prefer today other managerial skills and behaviors at their frames, which induce changes in process and learning methods, which pass the didactic mode to entrepreneurial mode.

Is Entrepreneurship Education Possible in Democratic Republic of Congo?

Yes, Of course Entrepreneurship Education is possible in Democratic Republic of Congo.

The Democratic Republic of Congo has great need for entrepreneurs to create and develop businesses and jobs. The DRC correspondingly require that the education system plays a more important role in the awakening of pupils and students in entrepreneurship and in preparing future entrepreneurs. Entrepreneurship education is almost zero in schools and Congolese universities and in other schools and universities of Developing Countries. This explains, perhaps, the fact that the culture of entrepreneurship through the family, and many current Congolese entrepreneurs have only acquired the nationalized enterprises. The culture of entrepreneurship is not yet through the education system. We understand why business creation by students or graduates of higher and university education is a marginal phenomenon in Congolese society. It should make a good study identifying best entrepreneurial teaching practices to disseminate more widely in schools higher institutes and universities of the DRC to avoid going every day to look for foreign investors or abroad. And as our economy is not famous, true and good entrepreneurs never bite, and we end up with the worst profiteers from Asia or elsewhere that are still in the exploitation of blacks. This is not with a rudimentary informal economy and that we can develop a country. Entrepreneurship is a basic skill that must be acquired through learning throughout life.

Purpose of the Study 

This study seeks to analyze and examine various ways how to provide Entrepreneurship Education in Developing Countries, basically in Democratic Republic of Congo. From the purpose of the study, other important findings included the importance of :

  • introducing entrepreneurship at all levels of education from primary to postgraduate;
  • social enablers such as trust building, communications and negotiation skills for the success of entrepreneurs;
  • experiential over theoretical learning;
  • mentoring, coaching and peer-peer learning over other forms of learning support;
  • context specific skills development for entrepreneurs;
  • a commonly held definition of entrepreneurship that embraces broader societal and developmental goals.

Also, this study will highlight how most Policy makers of developing counrties and  stakeholders  will be identifying the need for :

  • integrated policy making between governments, the private sector, civil society organisations and educational institutions;
  • special consideration for disadvantaged groups in policy formulation;
  • social and cultural change eg through social mobilisation;
  • agreed conceptual frameworks for entrepreneurship promotion and entrepreneurship education (allowing for cultural and linguistic differences);
  • integrated interventions addressing all levels of education: primary, and secondary schools, colleges and vocational training schemes and universities/business schools; and
  • the development of curricula and resources appropriate for all levels of intervention.

The need for experiential learning opportunities and mentoring, combined with relative disinterest in pursuing self-employment and entrepreneurship as a chosen career path means that significant levels of training and capacity building, supplemented by processes of behavioural and social change will need to be explored if ‘systemic entrepreneurship’ is to be realised in developing countries, especially in Democratic Republic of Congo.

Based on from these findings, six cross cutting themes for future capacity building are identified:

  • Developing Shared Knowledge and Conceptual Frameworks
  • Enhancing National Education Policies and Practices
  • Developing Accessible Learning Materials
  • Training Trainers and Building Enterprise Educator Support Networks
  • Supporting Social Networks and the Informal Sector
  • Embedding Research and Continuous Improvement

IMPLICATIONS FOR POLICY

When reflecting on the policy implications of the study, an initial question to consider is whether the government should be involved in the provision, financing, or promotion of Entrepreneurship Education in Developing countries, especially in Democratic Republic of Congo.

For example in Secondary Education Students:

The context demands some government role, at least within public institutions or institutions using national curricula. The relationship between labor market performance and socio-emotional skills is documented in a body of research, thus lending creditability to the assertion that some programs may offer a public good, in turn justifying government intervention and support.

CONCEPTUAL FRAMEWORK FOR ENTREPRENEURSHIP EDUCATION IN DEVELOPING COUNTRIES

Determining the outcomes of Entrepreneurship Education is a complex and multidimensional challenge, regardless of whom a program targets. The task is complicated in part because the intended outcomes of Entrepreneurship Education programs can vary substantially from program to program. Therefore, this study seeks to propose a way how to provide Entrepreneurship education in Developing Countries and a way of conceptualizing both the results EET programs seek and the factors that can shape those outcomes.

The Conceptual Framework categorizes Entrepreneurship Education outcomes into a series of four domains:

The first, entrepreneurial mindsets, refers to the socio-emotional skills and overall awareness of entrepreneurship associated with entrepreneurial motivation and future success as an entrepreneur (e.g., self-confidence, leadership, creativity, risk propensity, motivation, resilience, and self-efficacy).

The second, entrepreneurial capabilities, refers to entrepreneurs’ competencies, knowledge, and technical skills associated with their entrepreneurship (e.g., management skills, accounting, marketing, and technical knowledge).

The third, entrepreneurial status refers to the temporal state of a program beneficiary as measured through entrepreneurial activities and beyond (e.g., starting a business, becoming employed, and achieving a higher income).

Lastly, the fourth domain, entrepreneurial performance, refers explicitly to how indicators of a venture’s performance have changed as a result of an intervention (e.g., higher profits, increased sales, greater employment of others, higher survival rates).

BENEFITS OF ENTREPRENEURSHIP EDUCATION TO STUDENTS

Benefits to Elementary Students

  • Increased attendance
  • Higher academic achievement
    • Standardized Tests
    • Pre & Post Tests
    • Portfolio

Benefits to Middle School Students

  • Continue on to high school
  • Improved academic skills
  • Experience entrepreneurship across the curriculum
  • Increased self-esteem and respect
  • Increased number of students identifying entrepreneurship as a career choice
  • Heightened awareness of the role of entrepreneurs
  • Encourage risk-taking & learning from failure
  • Learn to identify and recognize opportunities
  • Decrease in teen pregnancies and substance abuse
  • Improved economic literacy and understanding of capitalism
  • Improved financial literacy
  • Develop workplace literacy
  • Understand entrepreneurship process/ business plan
  • Become an educated, empowered consumer
  • Learn about opportunity cost
  • Embrace diversity/ socialization skills
  • Demonstrate conflict resolution/ negotiation/ sales-marketing/ persuasion skills
  • Learn how entrepreneurs give back
  • Learn how to make money
  • Recognize the contributions of entrepreneurs (they started small)
  • Foster and value idea generation

Benefits to High School Students

  • Creation of entrepreneurial thinkers who also have the skills and tools to start their own businesses.
  • Write a business plan
  • Apply economic principles
  • Determine individual entrepreneurial interests
  • Apply basic marketing skills
  • Use strategies for idea generation
  • Assess feasibility of ideas
  • Manage risk
  • Identify legitimate sources of capital
  • Evaluate ownership structures
  • Translate problems into opportunities
  • Apply principles of human relations management
  • Speak “business” & “entrepreneurship”
  • Apply basic accounting principles
  • Engage in ethical business practices
  • Demonstrate financial management

Benefits to Post-Secondary and Adult Students

  • Demonstrate skills in business startup
  • Demonstrate skills in maintaining business longevity
  • Demonstrate knowledge of business closings versus failure
  • Ability to find next level of training or access other resources and services
  • Demonstrate business management/ operation skills
  • Use components of a business plan
  • Determine impact on unemployment
  • Changed attitude toward entrepreneurship as a means of making a living
  • Changes in personal and career attitudes including
  • Self-worth
  • Ability to control one’s own life
  • Self awareness
  • Self management/ personality responsibility
  • Transfer of learning
  • Motivation
  • Teamwork
  • Interpersonal communications
  • Problem solving
  • Creativity

As can be seen, Entrepreneurship education can positively impact a learner at all levels in a wide number of contexts. This may explain why there are such a wide variety of entrepreneurship education programs, all of which can provide important outcomes at various stages of a learner’s life.

CONCLUSION

Entrepreneurship education can be integrated into general education in different ways in Developing Countries/DRC: a cross curricular approach can be taken, it can be integrated into existing subjects or it can be introduced as a separate curriculum subject. Where it is integrated into existing subjects, these are often optional.

However, in some cases, they are compulsory. Many different combinations of approaches appear. Moreover, although few Developing countries explicitly recognise entrepreneurship education at least to some degree in primary and secondary education, the overall pattern of provision changes significantly from one school level to another.

Solutions & Supply and Future Goals:

Future goals aim to educate students to the fact that self-employment is a career opportunity (ideally everyone can become not only an employee, but also and above all an entrepreneur), promote personal qualities related to business (creativity, sense of responsibility, risk capacity) and provide the technical and business skills needed to create and run a business. To achieve this, we will use examples of best practices of the world as standard models..

Entrepreneurial Skills

The Processes and Traits/Behaviors associated with entrepreneurial success.

 

A

 

Entrepreneurial Processes

Understands concepts and processes associated with successful entrepreneurial performance

Discovery

Concept Development

Resourcing

Actualization

Harvesting

B

Entrepreneurial Traits/Behaviors

Understands the personal traits/behaviors associated with successful entrepreneurial performance

Leadership

Personal Assessment

Personal Management

Ready Skills

The basic business knowledge and skills that are prerequisitesor co-requisites for becoming a successful entrepreneur.

C

Business Foundations

Understands fundamental business concepts that affect business decision making

Business Concepts

Business Activities

D

Communications and Interpersonal Skills

Understands concepts, strategies, and systems needed to interact effectively with others

Fundamentals of Communication

Staff Communications

Ethics in Communication

Group Working Relationships

Dealing with Conflict

E

Digital Skills

Understands concepts and procedures needed for basic computer operations

Computer Basics

Computer Applications

F

Economics

Understands the economic principles and concepts fundamental to entrepreneurship/small-business ownership

Basic Concepts

Cost-Profit Relationships

Economic Indicators/Trends

Economic Systems

International Concepts

G

Financial Literacy

Understands personal money-management concepts, procedures, and strategies

Money Basics

Financial Services

Personal Money Management

H

Professional Development

Understands concepts and strategies needed for career exploration, development, and growth

Career Planning

Job-Seeking Skills

SUMMARY OF PROVISION OF ENTREPRENEURSHIP EDUCATION IN DEVELOPING COUNTRIES/DRC

Business Functions

The business activities performed by entrepreneurs in managing the business.

I

Financial Management

Understands the financial concepts and tools used in making business decisions

Accounting

Finance

Money Management

J

Human Resource Management

Understands the concepts, systems, and strategies needed to acquire, motivate, develop, and terminate staff

Organizing

Staffing

Training/Development

Morale/Motivation

Assessment

K

Information Management

Understands the concepts, systems, and tools needed to access, process, maintain, evaluate, and disseminate information for business decision-making

Record keeping

Technology

Information Acquisition

L

Marketing Management

Understands the concepts, processes, and systems needed to determine and satisfy customer needs/wants/expectations, meet business goals/objectives, and create new product/service ideas

Product/Service Creation

Marketing-information Management

Promotion

Pricing

Selling

M

Operations Management

Understands the processes and systems implemented to facilitate daily business operations.

Business Systems

Channel Management

Purchasing/Procurement

Daily Operations

N

Risk Management

Understands the concepts, strategies, and systems that businesses implement and enforce to minimize loss

Business Risks

Legal Considerations

O

Strategic Management

Understands the processes, strategies, and systems needed to guide the overall business organization

Planning

Controlling

Recommendations will be made in different areas, based on the results of the research :

  • Establishing country based networks of enterprise educators;
  • Establishing a system for learning object capture and distribution using various media;
  • Developing integrative pilot projects in focal countries and elsewhere reflecting the analysis of this report and the need for both rural and urban entrepreneurship education initiatives focused on the young, women and disadvantaged groups; and
  • Developing mechanisms for sharing the results of pilot projects and publicising outcomes.

 

BE THE CHANGE YOU WANT TO SEE

 

 

Made in Shanghai, Tuesday, June 13rd, 2016

Elements gathered and edited by Mr.BOOKWA BOLOY Jireh

Awake #CallOnCOP – Jireh Bookwa, Democratic Republic of Congo

La COP21 est l’une des conférence des nations unies les plus en vue actuellement. C’est la Conférence des parties de la convention-cadre des Nations unies sur les changements climatiques de 2015.
Cependant, ne nous laissons pas leurrer. Sans un accord contraignant et juste pour tous les états, nous nous condamnons tous, nous, nos enfants, les autres créatures terrestres et la planète, à un sort funeste. Nous, êtres humains sommes responsables de 97% des dégâts causés sur le climat. Nous devons prendre l’entière mesure de notre responsabilité et faire preuve de courage dans les actions que nous prendront pour réparer nos erreurs. Il n’est plus l’heure de se voiler la face.

English Opinion.

#CallOnCOP – Jireh Bookwa, Democratic Republic of Congo

Our planet is in danger.

We need to act now! We need to act responsibly for our planet. We also need to develop renewable energy like wind and solar power and stop using power which destruct our planet. In my country wind and solar power are not used. We need to create solutions and work for sustainable development. We could stop deforestation by using other solutions than wood for our needs. We could do a lot of stuffs to protect our planet. But there is one thing we must do. We must protect our planet because the legacy for our kids is that place called earth.

In bracket: The Democratic Republic of Congo has to be really aware of the danger of Climate Change. 2030 will be warming more than today, Let’s Mobilize together and Prevent and avoid The Disasters to come.

*We should reduce Carbon emissions and enhance Carbon Stocks for better years to come.

*We should champion in advocating for afforestation and its impact on climate change and environmental sustainability so that the masses know the positive impact afforestation has on the environment.

* We should champion research on community issues that impact the environment through innovations that are environmental friendly.

Please, May you Share the message. #EnvironmentalCareAwareness&Initiative

Our Planet is in danger. Yes Indeed; But…….. 

What Action will You take in order to Make the World A better place?

[Reduce The Carbon Emissions and Enhance The forest Carbon stocks ]

Source: #‎cop21‬ ‪#‎ClimateStrike‬ ‪#‎team241‬ ‪#‎WeCouldDoMoreForOurPlanet‬‪#‎Africa‬ ‪#‎World‬ ‪#‎oyw‬

STILL ON THE PATH…

AMERICAN STRESS CENTER; HERE WE GO

ASC/KINSHASA
ASC/KINSHASA
ASC
ASC

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drapeau-de-la-rdc-lac-kivu

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FORCEFUL ONE DAY, FORCEFUL FOREVER
Flying Nation’s Flag.

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I AM THE TOP AND NOT THE LAST

The American Stress Center (ASC) is the English language program, especially The American English Language program of the Young Professional People and Public Affairs Section of the Democratic Republic of the Congo.

Since 2014, ASC provides quality and efficient English instruction [also on-site such as at Office or Home] to Young Professional People and government officials, students preparing for studies abroad and other professionals in the city of Kinshasa.

ASC offers a Three-level program of English instruction: beginner to advanced classes. A certificate is given upon successful completion of level 3 (upper-advanced). These courses are offered on an intensive basis.

Intensive courses meet five times a week, 10 hours a week for a total of 100 hours. Intensive courses cost $150.00 USD, including 2 BOOKS and [Electronic Support] a CD.

For students who have completed Level 3 or are advanced English speakers, ASC offers the following courses:

  • Business English
  • Writing
  • Mentoring and Coaching in American Language

As above said, In addition to courses on-site, ASC also offers courses to businesses on their own premises. Presently, ASC provides both on and off-site courses for several local and international companies, government agencies and NGO’s.

ASC also continues to offer a number of English training outreach programs targeting under-served populations, called the Access Micro scholarship Programs, and runs developmental events for teachers and other education professionals throughout DRC.

ASC intends to serve as an important bridge between the cultures of the Democratic Republic of the Congo and the United States. The institute has an average of 80 students per session, and several high-ranking government officials and businessmen are graduates of ASC.

AMERICAN STRESS CENTER: HANDBOOK 1

FOREWORD OF HANDBOOK ONE

This handbook is written primarily for high school learners. Divided in three parts: Grammar, conversation and vocabulary. It can be used as a guide to understanding and teaching Basic English. It is by no means a complete guide to English. It is a very simple reference book stressing only those major points which we feel are most important for the English learner. It is very important to mention that there’s an exception to every important rule in the English language. This, understandably, makes learning difficult, we feel it is not so important to follow the grammatical rules as to communicate to understand and to be understood .Thus, we have limited our rules. The ones we have found useful, we have simplified to the point that a grammation might dispute their validity, but the point is to make the learning process as clear and relevant as possible.
We have used many examples and situations these are given, where appropriate, in the affirmative, interrogative, negative and imperative forms. We have incorporated some French but only in those places where French/English errors are most common.
We certainly hope you find this useful not as an end –all to English grammar, but as a launching pad to teaching your students or pupils how to speak English.
May it be a helpful tool to anyone that’s our best wishes .

By Mr. Jireh BOOKWA BOLOY

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