TELECONGO — broadcast
20260920 130000 UTC
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Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking
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[00:00:00] condition of independence (end of quote) also
[00:00:03] opening its columns to this news, the weekly La Semaine Africaine writes
[00:00:09] kindergarten and on page 7 of its publication number 4352 dated
[00:00:11] Friday, September 18, 2026, we quote for the President of the
[00:00:15] Republic Donis Sungeso, space is no longer a distant horizon for Africa
[00:00:19] and Congo, it has become an essential platform for our
[00:00:22] development, our security and our sovereignty, end of
[00:00:26] quote. For its part, the weekly manager...
[00:00:30] which has been widely echoed, we speak on page 2 of its publication
[00:00:33] number 570 covering the period from
[00:00:38] gather at the school September 14 to 20 2026 through two editorial units, the first
[00:00:41] of which is entitled International Space Summit,
[00:00:44] Denis Sassou Nguesso calls for coordinated advances at the African
[00:00:48] continent level and the second under the title
[00:00:52] Paris Summit on Space Denis Nguesso
[00:00:55] advocates for African technological sovereignty (end of
[00:00:58] quote).
[00:01:44] parent comes to pick him up, the
[00:01:47] side calls the child's
[00:03:58] in a context where youth unemployment remains a major
[00:04:02] concern in the Republic of Congo, the question of
[00:04:05] the quality of training is increasingly
[00:04:08] challenging. Does the school prepare young people for
[00:04:12] professional life or does it continue to offer
[00:04:15] training without concrete
[00:04:17] outcomes?
[00:04:20] Faced with the limitations of the classic educational system, new
[00:04:23] approaches are emerging with the ambition of training well-formed
[00:04:27] minds, but above all... but capable
[00:04:30] of acting,
[00:04:34] a philosophy adopted by the Canadian school, also
[00:04:38] called Canadian School since its creation in
[00:04:41] 2022,
[00:04:44] located in Rue Foi in the heart of Potopoto, 3rd
[00:04:48] district of Brazzaville, Canadian School is a
[00:04:51] private institution that welcomes students from nursery to high
[00:04:55] school.
[00:05:14] The school offers Congolese, Canadian and
[00:05:17] French programs with English language learning from
[00:05:21] computer science from CP.
[00:05:24] Here, the educational model is essentially based
[00:05:28] on the complementarity between theoretical knowledge and
[00:05:31] practical skills. At Canadian school, we blend
[00:05:35] the Canadian, Congolese and
[00:05:38] French curricula. We prioritize the Anglo-Saxon curriculum and
[00:05:42] and the French curriculum, with the exception of the course, we
[00:05:46] provide them with images, also known as
[00:05:49] tutorials, for example, if the
[00:05:53] course is about the concept of electricity, after the
[00:05:56] theory, the teacher will then invite the children to go to the lab, to practice
[00:06:00] the theoretical course that was taught in class.
[00:06:17] In this 1st grade class, among the daily educational
[00:06:21] exercises, children are introduced to filling
[00:06:24] jars with
[00:06:25] tongs,
[00:06:29] an activity that develops autonomy,
[00:06:33] management, language, and basic mathematical
[00:06:36] concepts.
[00:06:44] encouraged by their teachers, they are already learning to write their
[00:06:47] names, first names and several simple
[00:06:50] words, what did you
[00:06:53] write, you
[00:06:56] wrote, we will read your first
[00:06:59] name
[00:07:01] a
[00:07:04] a
[00:07:09] t, bravo, the first thing is that in a benevolent
[00:07:13] atmosphere, it's about socialization, once we
[00:07:17] have succeeded in laying the foundations of socialization, we lead the
[00:07:20] children to be autonomous, so in
[00:07:23] this autonomy, the child learns to discover his capacities and
[00:07:27] we help him to build his personality through all
[00:07:31] the activities we offer the child, the particularity
[00:07:35] we have is to do school differently, we
[00:07:39] use a lot of images, a lot of books, we use... games because
[00:07:42] here the child learns, it's one of the
[00:07:45] particularities of our school, the child learns through
[00:07:49] games, so we play a lot and it's through these games that the child
[00:07:52] learns and once they reach 4 years old, the games decrease and
[00:07:56] it's much more learning,
[00:08:00] in English,
[00:08:01] friends,
[00:08:06] oh long live the Canadian school, it's a school,
[00:08:10] long live the Canadian school. the school at
[00:08:14] the Canadian school
[00:08:28] we learn
[00:08:32] right next door, among the 1st grade students, the transmission of knowledge
[00:08:36] relies on a system of thematic image
[00:08:40] projection accompanied by captions. to facilitate
[00:08:43] learning,
[00:08:47] young people discover scenes inspired by social and
[00:08:51] professional realities, this English teacher
[00:08:54] evokes a rich and effective program implemented by
[00:08:57] the Canadian school, given the school's vision, we project
[00:09:01] more, children are in contact with reality through
[00:09:05] videos, they can watch a short film adapted to their
[00:09:09] level and we work especially on the...
[00:09:12] with a
[00:09:15] platform connected to a Canadian program, the
[00:09:19] platform called "Ricekid", we work with children because
[00:09:22] the readings are
[00:09:25] adapted according to their levels, so in CP we learn to
[00:09:29] we help children to be quite
[00:09:32] skilled
[00:09:35] at holding a conversation in English, a basic conversation, children
[00:09:39] can introduce themselves, talk about what they like and what they don't like. through
[00:09:42] our way of doing things by emphasizing reading skills
[00:09:45] and listening skills and speaking
[00:09:49] skills,
[00:09:58] we have a program and it is already in this platform that
[00:10:02] I mentioned, "Raskid" has lessons,
[00:10:05] lessons well specified on leisure,
[00:10:09] routine, places in the city to allow... the
[00:10:12] student to be able to adapt in society, so that English is not
[00:10:16] just a language to get a grade, but a language that
[00:10:20] is a language allowing children to communicate,
[00:10:23] to exchange with friends.
[00:10:29] The dialogue with the learners illustrates the effectiveness of this teaching method,
[00:10:52] this school, the classrooms are also equipped with interactive
[00:10:56] touch screens, teachers can write without
[00:10:59] chalk or marker,
[00:11:02] design digital courses and instantly display
[00:11:05] digital versions of books,
[00:11:09] geometric figures, geographic maps,
[00:11:12] images of anatomy courses in biological sciences and other
[00:11:16] content, a technology that makes lessons more
[00:11:19] lively, interactive and adapted to the
[00:11:22] requirements of modern school.
[00:11:27] the Canadian school positions itself as an educational
[00:11:31] center that trains complete and competitive profiles,
[00:11:35] training differently to meet today's and tomorrow's
[00:11:38] challenges, as explained by this other English teacher, besides
[00:11:42] what we have as an education system in our
[00:11:45] country, we have a particular advantage, having the
[00:11:49] teaching material, the didactic material, within the Canadian
[00:11:53] school, there are screens that are available
[00:11:55] that can easily allow teachers to transmit
[00:11:58] knowledge to learners, but besides that, there is the advantage of having
[00:12:02] Wi-Fi available at all times, which means that research does not have to be
[00:12:06] postponed, everything is done immediately and without books. Another thing
[00:12:09] that is extra is that here learners are not evaluated only on the
[00:12:13] basis of written skills, because as you know, in the English language education
[00:12:17] system in Congo, very often everything is focused on writing, so here
[00:12:21] at the Canadian school, we value the oral competence of children.
[00:12:25] that here the training of children has particular accompaniment, not
[00:12:29] only are they empowered to defend themselves against
[00:12:32] the external education system, but at the same time there is a
[00:12:35] particular school orientation that is done, all the children who pass the baccalaureate
[00:12:39] in this school are oriented to external
[00:12:42] universities and at that moment the school itself takes care of all the formalities so that the
[00:12:46] children are not disoriented after the baccalaureate in this
[00:12:49] school which distinguishes itself by its modern pedagogical approach and
[00:12:53] its emphasis on bilingualism from an early age, the preparation
[00:12:57] of candidates for state examinations constitutes a strategic
[00:13:00] step,
[00:13:07] teachers multiply directed work, practical sessions in the
[00:13:10] laboratory in order to strengthen students'
[00:13:13] achievements,
[00:13:17] has formed groups to better prepare for
[00:13:20] the exam and also for
[00:13:23] orientation questions. to do at home at least 20 to
[00:13:27] 30 questions, we are directed by the
[00:13:29] professor
[00:13:31] and we are sent to do research,
[00:13:35] research allows
[00:13:38] us to know the news about
[00:13:41] history, about wars,
[00:13:44] about geography, there is also practice,
[00:13:46] much more in physics, chemistry because we have
[00:13:50] a laboratory and we practice experiments
[00:13:54] in this... laboratory to better understand about
[00:13:58] pH, we do experiments in the
[00:14:01] laboratory, the science
[00:14:05] course so that there are many manipulations, I
[00:14:09] take an example of the combustion of a candle, I
[00:14:12] asked each child to bring a candle and when we
[00:14:16] burned it, each child saw all the
[00:14:19] zones because there are four zones and the child
[00:14:23] himself said:
[00:14:26] with the naked eye he would tell you he is citing the different zones where
[00:14:30] the candle is burning
[00:14:32] brûler
[00:14:41] here learning is not limited
[00:14:44] to classrooms, immersion visits and
[00:14:47] excursions are an integral part of the
[00:14:50] educational program at the specialized mother and child
[00:14:53] hospital Bloche Gomez Brasaville. Students discovered the
[00:14:57] functioning of several departments, including neonatology,
[00:15:10] medical imaging and other care units.
[00:15:26] In Mathi village, in the Duel department, it is
[00:15:29] finished, they experienced an immersion in nature,
[00:15:31] participating in tree
[00:15:34] planting activities.
[00:15:42] fishing and enriching discoveries.
[00:16:12] The recruitment of teaching and administrative staff is based
[00:16:16] on a rigorous procedure complemented by capacity
[00:16:20] building training, a major
[00:16:23] asset for the Canadian school where the French
[00:16:26] education system is applied from high school. No teacher
[00:16:29] comes here without having passed a test. On the pedagogical
[00:16:33] side, there is a test, we also have a test.
[00:16:37] of general culture and practice, we do a
[00:16:41] class simulation and the teacher teaches, we judge what happens
[00:16:44] based on the performance, and
[00:16:48] then once he has passed his
[00:16:51] test, we go through preliminary training because
[00:16:54] there is a particular way of teaching,
[00:16:58] the teacher is there as a facilitator, it is the learner
[00:17:01] who is the
[00:17:04] learning.
[00:17:11] Here, the computer room is a privileged
[00:17:14] space for mastering the fundamental tools of the 21st
[00:17:17] century.
[00:17:20] It serves both as a framework for technical and
[00:17:23] digital learning, as well as pedagogical support for other
[00:17:26] school subjects. In primary school, we already start with
[00:17:29] office computer skills, meaning Word, Excel,
[00:17:33] learning to present a form in
[00:17:37] SIM 17, we teach
[00:17:41] children how to perform calculations with the
[00:17:44] Excel spreadsheet, as for middle school and
[00:17:48] high school, we already teach learners what
[00:17:51] to do to program a game software or even
[00:17:55] animation software, and when we do
[00:17:57] that, it allows them to
[00:18:01] invent their own games using that
[00:18:04] software, the first year general track learners...
[00:18:07] of the French program are among the daily
[00:18:10] users of these computer
[00:18:12] rooms,
[00:18:16] in most of our exercises, python programming
[00:18:19] always comes back, so it's really important for us to practice
[00:18:22] programming in the computer
[00:18:25] room. In the general track P.V.G. class, the French system already
[00:18:29] has courses, it has courses with us, all we have to do is
[00:18:33] prepare the course at home, then when we come to school, the teachers explain the
[00:18:37] course to us, and if a student doesn't understand, the teacher is really there to
[00:18:40] explain it until he understands and even if that's not enough, we are given
[00:18:44] exercises to do at home, we return them, we send
[00:18:48] them back on the platforms to the teachers because we also have virtual
[00:18:51] classes,
[00:18:55] equipped with a laboratory, Canadian
[00:18:58] School has trainers who play a double
[00:19:01] role, teacher and technical
[00:19:04] supervisor, through experiments.
[00:19:08] Chemistry, geological, biological and electrical, students develop
[00:19:11] concrete skills beyond
[00:19:13] knowledge, a
[00:19:16] solution,
[00:19:20] slowly, don't
[00:19:21] go,
[00:19:27] we see that the first two
[00:19:30] ranks do not and the last three ranks were the one that
[00:19:33] represents the presence of
[00:19:36] in what... means that these are limestone
[00:19:39] courses, the laboratory plays
[00:19:42] a very important role,
[00:19:45] the knowledge
[00:19:48] that we give to
[00:19:51] learners in the classroom, these are
[00:19:54] theoretical knowledge
[00:19:58] and students do not correctly
[00:20:01] grasp the depth of the message.
[00:20:05] from experience in the
[00:20:08] laboratory, the student can
[00:20:11] therefore better understand the
[00:20:14] lessons given to him in class, for example if we
[00:20:17] talk about caustic soda, in class
[00:20:20] the student does not see caustic soda,
[00:20:23] when he arrives at the laboratory, he can see the
[00:20:26] caustic,
[00:20:34] here is the pH paper, okay look.
[00:20:50] do lab courses compared to theoretical courses, because when we do
[00:20:53] theoretical courses, it is difficult to
[00:20:57] better understand what is being taught, to better
[00:21:00] understand the lesson, but when we do practice, it is easy for me to
[00:21:03] better understand the lesson, when I do practice, sometimes I don't
[00:21:07] even revise what is there so much that I understand better in practice than in
[00:21:10] theory.
[00:21:23] During recess and break times, students
[00:21:28] canteen, a space that allows them to
[00:21:32] eat in a healthy, secure and
[00:21:35] friendly environment. The school grounds under
[00:21:38] the supervision of surveillance
[00:21:41] staff.
[00:21:50] an hour of play allows students to enjoy moments of relaxation
[00:21:54] during breaks,
[00:21:55] pauses,
[00:22:01] a real extension of the classroom, this space
[00:22:04] contributes to the overall development of learners.
[00:22:28] several sports disciplines are practiced in this school, for
[00:22:31] example,
[00:22:32] swimming,
[00:22:40] the school also has an equipped sports hall where
[00:22:43] students work on muscle strengthening, cardio, flexibility and
[00:22:47] balance.
[00:23:08] At Canadian School, sports are also played on this
[00:23:11] secure multidisciplinary field, not to mention
[00:23:14] the area set up for table tennis
[00:23:18] for learners. conducive to relaxation,
[00:23:22] team spirit development and maintaining physical
[00:23:25] condition.
[00:23:30] At Canadian School, students take the Congolese CAP and BPC,
[00:23:33] as well as the Congolese and French
[00:23:36] baccalaureates,
[00:23:40] but before these exams, students are immersed in real
[00:23:44] industrial production conditions in order to discover and familiarize themselves with the
[00:23:47] professional world.
[00:23:55] an immersion that allows them to acquire skills
[00:24:00] market. the school has provided children with
[00:24:04] an introduction to the professional world at a
[00:24:07] factory, so we teach children to take charge of the
[00:24:10] professional world, children go to work to
[00:24:14] learn to take
[00:24:15] charge.
[00:24:28] In this factory, ordinary sheets and
[00:24:32] corrugated iron are manufactured with a production capacity of about 5000
[00:24:36] pieces per day.
[00:24:51] It also produces packaging commonly known as "ville
[00:24:54] propre", nearly 40,000 units daily, and paper
[00:24:58] towels, toilet paper and various paper packaging.
[00:25:02] papier.
[00:25:05] Working in this factory seems essential for us students of the Canadian
[00:25:08] school, indeed the promoter has made this factory available to us
[00:25:12] to promote autonomy and a sense of responsibility.
[00:25:16] The school's credo is oriented towards pure sciences and advised practice.
[00:25:56] Here, machines replace notebooks for these trainees,
[00:25:59] an experience gained even before obtaining
[00:26:04] diplomas, we came to acquire knowledge that was
[00:26:07] taught to us in class in order
[00:26:10] to acquire professional experience that will allow us to
[00:26:12] secure our CV in the future, no longer
[00:26:16] bothering parents financially, well I learned how
[00:26:20] to work with toilet paper, how people
[00:26:23] worked too because it's our job but we learn to
[00:26:27] work like engineers who do.
[00:26:30] uh those who work in the factory and so on, I really
[00:26:34] learned that and it's very good, it
[00:26:38] went well, I learned to make toilet paper,
[00:26:42] sheets, next time maybe we'll make tissues
[00:26:45] uh, I learned that making sheets is not as complicated as
[00:26:49] that, and to make toilet paper, there are several machines, the
[00:26:51] cutting,
[00:26:54] beyond discovering the industrial world, the activities
[00:26:58] carried out in the factory allow students to develop
[00:27:01] concrete personal skills,
[00:27:04] observation of manufacturing procedures, respect for safety
[00:27:08] standards, teamwork and production
[00:27:11] organization, all of which prepare them to
[00:27:15] be quickly operational and to better
[00:27:18] integrate into the world of work after their
[00:27:21] training, understand, experiment and
[00:27:25] master, these are the foundations of the training
[00:27:28] offered by the Canadian school in a
[00:27:32] disciplined and secure environment in close collaboration with
[00:27:36] parents, they are very safe, as you can
[00:27:40] see, it is practically closed, once a learner has
[00:27:43] entered, he only leaves when the
[00:27:47] supervisor on the other
[00:27:50] name and there is a supervisor at the door who brings the
[00:27:53] child out and hands him over to the parent, we
[00:27:56] really work hand in hand with parents to help our
[00:28:00] children to better develop and to better
[00:28:03] flourish, so when there is a problem
[00:28:06] here, the school calls the parent and
[00:28:10] when they arrive, we discuss the problem with the parent and the child
[00:28:14] of course, and we find solutions.