1

REPUBLIQUE DEMOCRATIQUE DU CONGO

ENSEIGNEMENT SUPERIEUR ET UNIVERSITAIRE
INSTITUT SUPERIEUR PEDAGOGIQUE DE KIKWIT
B.P. 258 KIKWIT

DOMAINE : LETTRES LANGUES & ARTS

MENTION : ANGLAIS-CULTURE AFRICAINE

Titre du projet :
Deconsideration of students’ suggestions in their
training report: Form 2020 till 2023 Academic Years
Analysis and Remedies

Par
Membres de l’équipe
1. MWANZA HERBERT
2. KWATANGOLO KINZEKA
3. NATUTUBA BIENVENU
4. NDIMBA MAZEKA
Projet tutoré
Présenté et défendu en vue de
Tuteur : KINGA ELBERT l’obtention de Diplôme de
Chef de Travaux
Licence en Pédagogie
Co-tuteur : Appliquée.

Déposé le 27/08/2024

Année Académique 2023-2024

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Table of contents

0.ABSTRACT................................................................2
I.1. Objective of the project........................................2
I.2. Methodology of the project...................................4
I.2.1. Methods.............................................................4
I.2.2. Data collection...................................................4
I.2.3. Access and difficulties encountered...................5
I.2.4. Delimitation of the topic....................................6
2.2. Motivation............................................................6
2.3. Objectives............................................................7
1.The responsibility of the management committee. .7
2.Obligation of the probation department..................8
3.Obligation of English department............................9
4.Existing literature..................................................10
5.Methodology of the project....................................11
6.Findings of our project...........................................12
6.1.1.Management committee..................................13
5.1.2. The probation department..............................14
5.1.3. English department and its members.............16
6. Discussion about findings.....................................18
7. Conclusion............................................................19
8.References.............................................................22
Table des matières......................................................24
1.

0. ABSTRACT

English has increasingly become the medium in every domain

of communication worldwide. In our country, the Democratic
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republic of Congo, English is considered as a foreign language

on the one hand and as a second language on the other hand.
In isolation it is used for many purposes. There is no field of the
life that cannot resort to English.
Unfortunately, DRC leaners still have problem during their
traince period toward some remarks made of the inspection
teachers who have to visit them. Therefore, here after, we deal
with the contextualization of our project toward the dilemma
and hardship faced by English trainers. Throughout the stage of
our tutored project, we want to evolve three sections which can
be considered as the center piece of this abstract stage.
The three sections understudy being the objectives,
methodology and the main conclusion. The development of
each of them is going to give none lightness about what is
foreseen abstractedly. After having collected some data, that is,
we have read the recommendations made by English learners
in their reports of the probation, We have analysed them as a
result, we have observed that most of them come again to say
that no one has considered them and no changes have been
made by the readers of those reports during the coming year.
That is why this study recommends to English Department to
consider all the recommendations formulated of the purpose for
the improvement of the activity. For the sake of our English
learners training and development the English learners’
competence in ELT in secondary schools once they finish the
study.
2. I.1. Objective of the project

Nobody ignores that each human action has got a goal which is
specific to the chosen field. So, the main objective of our Kikwit
College of Higher Education is to produce good teachers with
high quality for the secondary schools. For our case, that is the
English Department, it aims of training good English teachers
for English language teaching in the secondary schools in
Democratic Republic of Congo or elsewhere.
In writing our tutored project, we want to carry out facts that is,
problem encountered and which bring troublesome in English
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students’ mind during their probation, namely, the

recommendations made up to make things be improved in the
next year.
Unfortunately, our observation seems to bring us say that
nothing is taken into account by the readers of the reports. Put
in clear, the purpose of our work is just to know why the same
suggestions and recommendations come back in the students
training reports in general, and particularly in the English
students’ probation reports every years considered for our
study. Since, our arrival at this College of Higher Education or
Kikwit ISP, is motivated by the fact that we want to acquire
competence in English Language Teaching and that our
probation seems certainly the period of experimentation of
what we have learned and acquired in order to perform our
formation. Thus, what we saw and observed at secondary
schools on one hand and at our College of higher Education
(ISP-Kikwit) especially about the training right and remarks,
observations, critics in relation to the students’ teaching on the
other hand, include the issues which require solution. However,
our work reveals that all the recommendations and suggestions
from the probation reports remain a dead-like of literature.
In short, this is the reason why our project stands for and want
to bring light so that things find improvement in the coming
years at the English Department about the probation activity in
a way or another; so that the English students find also their
place adequately.
3. I.2. Methodology of the project

4. I.2.1. Methods

Any scientific research, any scientific work involves the

methodology that leads to the finalings and the needed results.
Since the answer to a research question involves the collection
of data and the hypothesis resulting from analysis of the
collected data that should be either qualitative or quantitative.
As from this project of our study, we would say with Harwell
(2011) that “in education research, it is usually possible (and
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certainly popular) to characterize a research study’s

methodology as qualitative, as quantitative, or as involving both
qualitative and quantitative methods.
Furthermore, Eyesi (2016:91) origins that “through qualitative
and quantitative research methods lie on separate continuum,
they all aimed at identifying educational problem using different
approaches. “In this research, in this project, both qualitative
and quantitative data have been used as approaches that lead
to collect data in some reports, we say reports read and
analysed quantitatively and qualitatively, of course to achieve
our work. We have referred to documentary methods and the
work analysis approach. And next the work has used the
observation technique. The first helped us to read books and
probation reports written by English students and the second
helped us consider the repetition of the same recommendations
and suggestions in relation with what should be improved by
either the English Department actors or the probation office
itself.
5. I.2.2. Data collection

Several methods of data collection are commonly used in our

research, namely, questionnaire, interview, observation and
library analysis. The questionnaire is necessary if the researcher
asks the research participants to fill our self-report instrument
but better speak of interview which consists of conservation,
that is talks to informants in person. The observation is used to
allow us examine our environment or documents in hands.
A face-to-face observation was also used through an interview
guide interred to the Department Chairman and some members
of office in order to collect their point of view about their
students’ probation reports, especially their recommendations
and suggestions made for the purpose and their regard to those
literatures. As far as this project is concerned, the following
methods have been used to efficiently conduct it: interview,
library research and observation. However, two of them seem
to be the basic ones: observation and interview. Observation
had been carried out within the reading of reports selected. In
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addition, a questionnaire of questions were given to the

members of English Department and probation Department
which receive and read the probation reports. After wards, the
library research was also used in order to have a clear
understanding of what other writers in the field of teaching
have already said as regards to the ELT learning concerns.
Then, the finding will be presented as well as suggestions and
recommendations in next section of the current project.
6. I.2.3. Access and difficulties encountered

As far as access and difficulties are concerned during our

investigation task, we would like to gather our point of view
with Polif and Bech (2012) who argue that “data collection is an
important step in conducting a study. Nevertheless, is widely
accepted that researchers must make known the shortcomings
and challenges experienced in their data collection” (Munyoso
Isaiah 2018); accordingly, we have conducted our research with
lack of means and it was not easy as well. We encountered a
number of difficulties: logical, that is getting the needed reports
and communication difficulties. The first because it was not
easy to find the needed reports for each years considered.
There was no order at all where reported are gathered in the
office. Secondly, we were received late by the members of
offices.
The investigation itself of reports became the most important
time conserving of the work. Nevertheless, we did best to
overcome all these gaps and get the needed data which have
helped us conduct this work.
7. I.2.4. Delimitation of the topic

The project was delimitated as follows: the study was interred

to analyse the English students’ probation reports of the four
(4) years: 2020, 2021, 2022, and 2023.
40 reports in which we analysed the recommendations made up
and which one have been taken into account by the reader to
improve the situation for next years.
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As to the time, we have investigated from 2024 to July 2024

during the academic period. For the sake of being more
objective in this selection, the probation department perioded
us the reports to be analysed with ease.
The far finding and recommendations of this work will
contribute, if of course, they read it with interest, to the
improvement of the probation next years. It is an important tool
which allows both the probation Department and the English
department improve the way of working and this level of
learners in ELT trainers to review their behaviour and develop
their English communicative competence.
8. 2.2. Motivation

Absolutely, we have been concerned with this topic for many

reasons. First, we are going to be competent English teachers
unless we related theory to practice and training objectively.
Second, practice and training periods are a red-like pen which
give opportunity to trainers to purpose that they can become
more complete in teaching learning process. Third, we ours-
selves were deceived by the prevision of remarks and critics
form our inspectors related to lessons. As one may agree with
us, this complex situation brought some conflicts in our mind
with regards to our profession. So, we wanted to write on it.
We can go deeper and notice what remedy can be brought to
proposes the teaching-learning-training of English language.
9. 2.3. Objectives

As we have stated in before, the main purpose of writing this

project is to convey facts that annoy and bother the (trainees)
during their training experimentation and get benefit. Put
otherwise, we write on this topic because proof reveals that
nothing has been said or done in relation to different
suggestions formulated by trainees in their reports from 2020
to 2023.
In fact, nothing has could been said and written by students
about the way training is organized if all things were done
perfectly. That is to say, trainees face many hardships before,
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during and after the training period. In addition most of the

time, trainees used to write a report at the end of their training
wherein suggestion and recommendation are formulated to
authorities in general and those of English department in
particular. According to students-reporters, their suggestions
disclose all the difficulties they encourateded during their
probations.
Consequently, by jotting down their suggestions, students
expect the improvement or for the bad experience which
mostly come yearly back.
Unfortunately things are never been done differently by
authorities, that is, there is no change at all. From our data, all
the report suggestions remain a dead-like writing on the
authorities’ shelves. On the other hand, students want to get
practical knowledge which will help them much in their future
profession.
For the sake of clarity, we divide our topic into three stages
memely the responsibility of the management committee, the
obligation of probation department and that of English
Department.
1. The responsibility of the management committee

It is worth to say that the authorities respect and take into

consideration calendar of probation concerning students from
the final level. However, some of their decision and instructions
are somewhat a tyranny-like, that is to say, they apply what
does not exist in the official leaflet (circular/of the minister in
relation to the probation passation and its right. Most of the
time, authorities’ wigs students to pay the first part of academic
fees before giving that of the probation.
In addition, both the Academic Secretary and administrative
secretary do not check in order to know whether the probation
is benefit to students the it is passing; or what do student think
about the organisation of probation.
In fact, our tutored project invites the management committee
to see whether the organisation of the probation can be done in
a different way.
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That is, our work appeals earnestly the authorities to ask the
probation fees only before a student presents his or her
probation. But they cannot ask the first part of Academic fees
since students will certainly pay it after their probation.
Indeed by writing this project, we want authorities to organize
meeting with students in order to know the reality of how the
probation-works. This activity will help them organize well
things. For this reason Richards et al. (1985: 98) argue that
evaluation is a systematic gathering of information for purposes
of decision making. That is to say, authorities should refer to
the report of the value of facts that is needed before taking an
important resolution.
In our project, we want the management committee to move
toward students and notice their sufferings and claims so that
the formation be in the center. In short, by writing this project,
our goal is to claim authorities to readjust the criteria of
presenting the probation and yet do evaluation.
2. Obligation of the probation department

Herein our purpose is to plead to the chairman of the probation

Department to be rational and objective when organizing this
important activity of experimentation. That is to say, we want
them to make evaluation after each probation and invite all the
members of each Department who send students in probation
so that, after the submitted report and analysis, they can give
the conclusion of students’ suggestions.
This will help point out remedy accordingly. In the same
lines, beeby (1977 on line), comments that evaluation is the
“systematic collection and interpretation of evidence leading as
a part of process to a judgement of value with a view to action.
To reach this goal, they need three crucial elements: the
systematic collection of evidence which involves that whatever
information is gathered, should be acquired in a systematic and
planned way with some degree of precision. The second is
interpretation which is just a critical aspect of the evaluation
process.
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Then the Department should know that the mere collection of

evidence does not by itself constitute evaluation work, but the
information gathered for the evaluation of an educational
programme must be carefully interpreted. At last, the third
element is with a view to action that assists the department
introduces the distinction between an undertakings that results
in a judgement of value with no specific reference to action
(conclusion-oriented) and one that is deliberately undertaken
for the sake of future action (decision-oriented).
However, the goal of our project is of making the probation
Department aware and ready to act about students’ suggestion
of it about students’ suggestion of their report in order to bring
remedy. As the Head-organizer, this Department of probation
must order and instruct each Department to consider the
students’ recommendation, being itself a model, for the
amelioration of the performance and competence of students.
3. Obligation of English department

Through this tutored project, we want to appeal the chairman

and all the members of English Department to review all the
things that concern the probation of English students. That is to
say, the way probation is organized in our English Department,
especially seems to be unfruitful. Since students never take
profit of it practically. Most students face pedagogic problems
that they display via some suggestion in their report. But there
is not available outcome from authorities.
In concrete, from 2020 up to 2023, the same troublesome come
back about possible remarks, critics or observations in relation
to the way English lessons must be taught in secondary schools.
We have witnessed the strong opposition of critics and
observations from one English teacher (visitor) to another either
in the some lesson or others.
So, the objective of this tutored project is to plead for the
coherence and objective observation and critics formulated by
students about the teaching of English lessons. We also invite
the English Department to organize special discussion with all
the members of the Department in order to talk about oriented
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critics and observation of teaching English lesson so that

confusion and contradiction be minimized.
Put otherwise after we have illustrated our objectives in three
sections our work tries to show how students’ suggestions are
not considered by authorities and what should be done to
consider the lower of probation in order to seek solution.
4. Existing literature

We cannot claim to have invented anything new when dealing

with this tutored project, since there exist some former
researchers and students who already wrote partially or totally
on this. For this reason, Evans (1984:2) writes that “not the
Knowledge of any particular individual or group, but the pool of
existing knowledge available to anyone with the equipment to
use it”. In the same lines NKWOY (2018:5) comments that “be
sure that in linguistics in general in English learning, and
teaching, for example, the wheel has already been invited.
Hence, our tutored project is simply a contribution to other
existing literature.
We can then mention beeby (1977), Richards et al
(1985), Evans (1974), NKOY (2018), Harmer, J. (2OO7), Maria
Kampen (2020 online), Munyoro Isaiah (2012) Polif & Beck
(2012), Eyisi (2016), HarWell (2011), Nkwoy (2023).
Apart from these path finders, we also read some
former students namely. Lubuma (2012) who writes on
suggestions for teaching tag questions lessons in Kikwit fourth
form secondary schools. However, our tutored project differs
from hers in that she made suggestions for grammar lesson on
tag questions, whereas we base on the deconsideration of
students’ suggestions in their reports.
Mivula (2024) deals with suggestions for helping
English learners cope with in using relative pronouns. Both of
our works get interest on the suggestions. However, his term
paper focuses on relative pronouns while our tutored project
centers on the probation report.
Miyalu (2014) writes on some suggestion for teaching
conjunctions in Kikwit fifth and sixth forms of secondary
schools. Although both works have one thing in common:
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suggestion, he bases his work on teaching conjunction, while

we write on deconsideration of students’ suggestions about
probation recommendation to the English Department.

DUKA (2016) focuses on difficulties and suggestions

inteaching composition lessons in Kikwit fifth and sixth forms of
secondary schools. Her work differs from ours in that she wrote
on composition lesson, where as we base our project on the
probation report. Mabunsu (1997) deals with difficulties and
suggestions in the teaching-learning of future expressions. His
term paper diverges from ours. He bases his work in the future
expressions while our project centers on students’ suggestions
via their training reports.
5. Methodology of the project

From Hartman and Stork (1972: 141) we read that a method is

as a way of approaching, observing, analysing and explaining a
particular phenomenon. This view point is shared with Masalay
(2016: 11) who says that a method is a set of principles,
techniques and produces used to reach a fixed objective from
what precede we understand to obtain our data we need
methods through our research in linguistics. Then in our tutored
project, our goal is to analyse and evaluate the students’
suggestion about their report and the Department feedback.
However to achieve our tutored project, we resort to
documentary analysis method wich helped us read books and
term papers in order to appreciate theoretical thoughts and
ideas in relation to our project.
The second method is analysis which assisted us consider the
students’ reports in order to touch their suggestions and see
why the something mostly come back.
Indeed, we also referred to interview and observation
techniques. The former helped us ask some members of English
Department to know why they don’t refer to the observations
and critics about the eight English lessons, and their opinion on
the repetition of suggestions formulated by students about the
probation.
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The latter helped us feel ourselves the reality that we read in

different reports before and try to analyse the expected causes.
6. Findings of our project

Findings needed to conduct our tutored project are based on

students’ transcripts of suggestions that we found in their
probation reports.
These suggestion turn around all the problems which hinder
even not impede students take profit of the probation in order
to make better their teaching formation and performance. Let
us say that all the findings are written in French and for the
sake of lightness and precision, we have gathered them
together in accordance to the portrait of our objectives
previously stated in this project. That is to say, we divide our
finding according to the addressees, namely the management
committee, the second were written to the probation
Department, and the third ones concerned the English
Department (including its members). Here after follows those
suggestion.
6.1.1. Management committee

To the academic authorities we suggest that:

a. De revoir leur décision prise stipulant la passation de stage
à tour unique, puis la ramener à deux tours, car beaucoup
d’étudiants ne sont pas à mesure de payer la première
tranche de frais académiques exigés avant d’être aligné
vu la situation financière de notre pays. Et d’ailleurs ces
frais n’ont aucun détriment au stage puisque le frais de
stage est déjà fixé.
⟹ They revise their decision stipulating the unique tour of
probation since the financial situation of our country does
not permit all the students to pay this first part of
academic fees which, in our opinion do not affect the
passation of probation that already has its right. We want
them to organize it in two tours.
b. D’exiger seulement le paiement du droit de stage plutôt
qu’associer cela avec la première tranche de frais
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académiques qui porte souvent préjudice aux étudiants

finalistes. Ils peuvent demander cette première tranche de
frais académiques après le stage.
⟹ They ask the probation rights (fees) only to students
instead of associating it with the first part of academic fees
which often causes a detrimental effect to student. They
could ask this first part of academic fees after the
probation.
c. De ne jamais négliger ou oublier cette période de stage,
car cela nous a permis à rectifier la théorie apprise pour
enfin acquérir une connaissance pratique de notre
profession.
⟹ They could not forget even not neglect this period of
probation because it allows us correct the theoretical
weaknesses and gain practical knowledge of our profession.
All the above suggestions were taken from six (6) reports
(although they also appear in many other report) that we
considered during our period of research. For the clearness
reasons, here are names of reporters and the year of their
activity.
1. BELAKUME JEANCY (2022)
2. KALOSO ANGIANA(2022)
3. MALALA SAKUL NGIE(2022)
4. LUMBU ISUNG(2021)
5. MUPEPE KIDITA(2021)
6. MASAMBA CELESTINE(2023)

Among which two of them are from (2021), three from 2022
one from 2023.
10. 5.1.2. The probation department

a) De vouloir demander à tous les départements de

chaque section d’envoyer beaucoup d’encadreurs afin
d’aider les étudiants à s’amender pédagogiquement.
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⟹ They reinforce the control to each department so that

the impact of inspectors through the probation boost
students perform their teaching formation.
b) De bien vouloir convaincre le comité de gestion de
l’organisation de stage à deux tours en tant que
techniciens a la matière, afin de permettre aux
enseignants-inspecteurs d’avoir suffisamment du temps
à visiter tous les étudiants dans les champs de bataille.
⟹ They try to negotiate with the management committee
so that the probation be organized in two tours (twice)
in order to allow teachers have much time to visit and
inspect all the students.
c) De passer à une école de stage après d’autre pour se
rendre compte de l’ambiance de stage puis vérifier si
les inspecteurs y sont fréquents.
⟹ They walk around one school to another where students
present their probation to palpate the truth of things
they ear to students so that solutions be found once for
all.
d) Qu’il redynamise son contrôle et ceci de façon pratique
dans la régularité de nombres des visites qu’un
étudiant doit mériter pendant le stage.
⟹ They strengthen to probation control practically
according to the exact number of visits that a student
should have in order to fight against wrongness.
e) Qu’il précise le nombre de visites que chaque
inspecteur devrait effectuer par étudiant afin d’évalué
ces derniers objectivement.
⟹ They determine the exact number of visits that each
inspector should do during the probation per student.
This will contribute much to check whether English
teachers really consider the students formation.
f) Qu’ils mènent une lutte contre certains départements
qui organisent les cours pendant la période de stage.
Ceci ne cadre pas avec la réalité puisque le stage est
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une étape cruciale permettant aux étudiants à

consolider leur acquisition théorique.
⟹ They order some Departments to stop with courses
during the period of probation in that students want to
reinforce their theorical knowledge in practice
g) Qu’ils respectent les instructions officielles en rapport
avec la période ou le temps que prendra le stage, c’est-
à-dire trois mois afin de permettre les étudiants à
maitriser leur métier.
⟹ They respect the official instruction in relation to the
time that probation should be realized by student (three
months) in order to help them be trained efficiently.

All these data were taken from the following works

just as a sample.
1. MUKUBI(2023)
2. MWAMU NGUMPA(2022)
3. TSHIMANGA LUC (2021)
4. LUMBU ISUNGA(2021)
5. MALALA MEME(2021)
6. KUDIMUKA GEDEON(2021)
7. KALOSO ANGIAMA (2022)
8. MASAMBA CELE (2023)

Among the five chosen, three are from 2021, two form 2022
and two are from 2023.
11. 5.1.3. ENGLISH DEPARTMENT AND ITS
MEMBERS

a) Qu’il demande à ses inspecteurs de donner un aspect

formatif du stage aux étudiants, que ces derniers
sachent que leur visites ne sont pas seulement un
contrôle mais aussi une formation ou réponse pratique
pour les stagiaires de s’amender pour leur future
profession.
⟹ To give its inspectors clear instruction to consider
probation like an experimentation period that help them
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readjust practically the students’ ways of teaching.

They cannot consider probation like a waste of time.

b) Que les inspecteurs formulent leur remarques,

observations et critiques le même jour de la visite et
aussitôt terminer toutes les leçons pour que le stagiaire
en bénéficie pleinement au lieu de vouloir reporter cela
a un ou deux jours ou encore demande a l’étudiant de
lui rejoindre soit à l’ISP soit dans un bar.
⟹ That inspectors formulate their remarks and
observations and critics the same day of visit at the
probation school, just after the end of the lesson so that
the trainee take profit of them totally.
c) Que le Département réunisse tous les enseignants pour
discuter puis tirer la conclusion commune sur les
critiques, observations et remarques à formuler dans le
huit(8) leçons anglaises. Cet exercice mettra fin à des
contraductions et divergence entre enseignants
pendant le stage et permettra aux étudiants d’avoir une
idée claire, précise et exacte dans l’enseignement
d’anglais.
⟹ The English Department organizes a discussion with all
its members about the coherent and exact
observations, critics and remarks to be formulated to
students during the English teaching lessons in general
and in particular.
This conclusion will stop different divergence, contradictions
and contestations among inspectors who visit students be fixed
on the good way of teaching English lessons.
d) Qu’il oblige tous ses membres à participer aux différents
séminaires d’encadrement chaque samedi pour
qu’ensemble qu’ils apportent la lumière aux stagiaires
de façon commune, plutôt que de le faire en alternance
se qui donne lieu aux indifférences qui ne profitent pas
aux étudiants.
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⟹That the English Department obliges all the members to

participate in all the seminars organized each Saturday
so that together they can give precision of critics and
observations in that trainees take profit of them.
e) Qu’ils fournissent d’effort à visiter certains étudiants
dont les écoles de stage se trouvent aux alentours de
Kikwit centre afin d’assister tout le monde et que ceux
– ci bénéficient aussi les visites qui les aideront à affiner
leur formation.
⟹ They can do their best to visit also students whose their
school of probation are surrounding all the sides of
Kikwit in order to help also students gain pedagogical
performance.
f) Que les inspecteurs ou encadreurs à donner les
appréciations notamment côtes aux étudiants le même
jour à l’école de stage au lieu que cela se passe à l’ISP
ou sans le communiquer aux étudiants.
⟹ They order inspectors to communicate mark or
appreciations the same day of visit at school of
probation instead of doing it at ISP or without
communicate them to students.
Here are some sources where we collected data:
12. LUMBU ISANG(2021)
13. MALALA MEME(2021)
14. BELEKUME JEANCY(2022)
15. MUKUBIDI(2023)
16. MASAMBA CELE(2002)
17. MALALA BONHEUR(2022)
18. KISANGA KIBELANSE (2022), etc.

We always takes into amount the time, that is, we

referred to 2021 – 2023 years, but the same remarks are
observed next years reports. Let us advocate that such
suggestion are also seen even in the report written from 2014
to 2020. Then we open the door of analysis accordingly.
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19. 6. Discussion about findings

In our humble opinion, all these findings appeal our

mind to think deeply about and boost us express our regret and
heartache, since how could a great institution such as Kikwit
college of higher education kill and ruin the future society of
teaching in general and English ones in particular. Put simply
as if we lack organization and the mastery of what we do to the
society. In clear words, no one may expect any solution to
problems without referring to the evaluation. Indeed, in every
walk of life, scientifics ones at all, we need evaluation, if it is
eliminated be sure that the goal will be lost definitely. This is
what we can point out from our findings which are frequent
every year in the report that students make about their
probation. That is why we maintain that there is not evaluation
of suggestion from the students’ reports. So, our tutored project
speaks of Deconsideration of students suggestions in the
training report.

Put otherwise, how could we agree that evaluation

takes place about the students’ suggestions, meanwhile the
same things (suggestion of claims) always come back in all the
reports that we have considered for data. We all know that
evaluation help us discrimination between good and bad. This
view point is shared with Harmer (2007:379) when he says that
“evaluation” is the assessment of the value of a certain around
of information that a researcher needs in order to bring remedy.
Findings that we have collected are perfectly information on the
trainees needs which can appeal the patriotic and social sense
of authorities, each regarded to his responsibility, to secure our
society scientifically via students (ambassadors of their
institution).

However, since many years this bad experience for

student remains static. We have read forty reports written from
2020 to 2023 (this is not the exact number of these years in
total) and surprisingly enough, there were repetitions of
 20

suggestions about the troublesome. As one can see it, this way
of doing things is called summative evaluation (Maria, 2020
online) in that it helps to judge the appropriateness of
instructional objectives and is generally the work of
standardized tests like probation. However, this evaluation has
got the danger of making negative effects and may brand, a
students as a failed candidate. Thus students are frustrated at
all to see that the same bad things are repetitive in the
probation. That is why our tutored project argued that there
exists deconsideration of students suggestions in their training
report, since many things had been suggested by students, but
till now decisions are taken differently about students still have
the same difficulties.

20. 7. Conclusion

Our work has focussed on Deconsideration of the

students’ suggestions in their training report from2020 to 2023.
Therein, we have shown findings which confirm our tutored
project. These findings have revealed that the repeated
suggestions which never found solution since four academic
years 2021-2023, the period that contains our data.

Although different literature read about some years

ago, we have witnessed the reasons of the student’s
suggestions in the report ourselves during our probation which
has taken one month only, this academic years 2023-2024, and
we were lost in front of contradiction of observation and critics
and remarks about lessons.
So, speaking about Deconsideration of students’
suggestions fit very much our project. As to the contribution of
our project, we are very proud and delighted to write on such a
tutored project because we are the first students to warn, via
this project, our authorities about a necessary thing that they
after neglect each academic year. We cannot know the exact
number of former students who wrote on many different topics
their works at College of Higher Education here in Kikwit. And
 21

our research and investigation revealed that all of them wrote

either in the eight English lessons or in literature, but no one
thought to write about the probation and its report which are
the foundation of our teaching competence as English teacher.

Put in clear, our contribution is that through this tutored

project, we have targeted the centrepiece of the student’s
frustration which pulls out the suggestions in their report of
probation. Consequently, if some consideration and attention
might be played on this tutored project, the Kikwit College of
Higher Education and its specialized services will also refind its
former quality and a flow of students will also recover it. Indeed
to overcome this dilemma, we suggest two types of evaluation
to authorities the norm referenced and criterion-referenced
evaluation. The former is concerned with judgements before the
selection of decisions and gives reference to norm and referred
to the performance of other individuals in the group or
collection. The latter is a reference to a criterion before giving
instruction. Both of these types of evaluation are addressed to
the management committee who are the head of all
organisation at College of Higher Education. We want them to
notice that students are the best ambassadors who can act for
the higher or lower of our institution in the society. The way
they are treated can create positive or negative impact about
the future of this College of Higher Education.

To both Departments, that is, probation and English

department, we suggest them the use of formative evaluation
which provides the continuous feedback to both teacher and
students concerning the success and failure while instruction is
in process (Maria 2020 online) we know that it quite that
feedback to students provides the reinforcement of successful
learning and identifies the specific learning errors that perfectly
correction. In probation and its report suggestions, it gives
teachers information which guide them modify instruction and
prescribe group and individual remedial work. In concrete
words, they are pleased to read not only reports but also react
positively to the students’ demand. In addition, they should not
 22

only deal with pre-probation evaluation which the planning

evaluation where aims and objectives are agreed and an
evaluation plan developed, but also the end –probation
evaluation which can be used to measure the participants’
perceptions about the probation report once it has finished to
see the learning outcomes practicabilities, and so on. Chairmen of both
Department should instruct their members to bring back their opinions or points of view about.

The students’ suggestions in order to perform the future organisation of probation which will be
profitable to both student and institution. We cannot express that our tutored project has finished
and stopped all the research on it, since we have just centered our research on suggestion in the
report of probation from 2020 to 2023. Surely, what we have developed is one aspect only of the
students’ suggestions. As the game is not over, other researchers can find interest in the other
aspects of the probation report and write on them or they can just give other orientation to what we
have said in this project.
 23

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