The internal efficiency of primary education in the Democratic Republic of Congo has deteriorated significantly. Indeed, many students do not complete primary education, and many of those who do complete this cycle of education obtain school-leaving certificates without truly acquiring solid, basic concepts that would enable them to face the realities and challenges of the world. This is an unfortunate observation that has led us to believe that quantitative internal efficiency is not comparable to qualitative internal efficiency.
Thus, this thesis set itself the objective of evaluating the quantitative and qualitative internal efficiencies of primary education in the educational province of Kinshasa-Funa as well as their convergence, on the one hand, and their socio-educational environment and the resources, both material and human and financial, allocated to these schools, on the other patio. To do this, a series of tests and a questionnaire on the socio-educational environment were administered respectively to students and teachers in primary schools. And the documentary technique allowed us to draw on the school results charts, statistics yearbooks and end-of-year reports for data relating to human, material and financial resources allocated to schools.
A statistical analysis of the data collected shows that primary education in the Kinshasa-Funa educational province has low internal efficiency in terms of both quantity and quality, and these two aspects are not comparable. This situation is the result of insufficient human, material and financial resources allocated to these schools and their socio-educational environment, which leaves much to be desired.

The internal effectiveness of primary education in the Democratic Republic of the Congo has deteriorated sharply. Indeed, many pupils do not complete primary education and many of those who reach the end of this cycle of education obtain the certificates of completion of studies without really acquiring solid and basic notions that allow them to face the realities and the challenge of the world. This is an unfortunate finding that has led us to believe that quantitative internal efficiency is not close to qualitative internal efficiency.
Thus, the present thesis has set itself the objective of evaluating the quantitative and qualitative internal effectiveness of primary education in the Kinshasa-Funa educational province as well as their convergence, on the one hand, and their socio-educational environment and the material, human and financial resources allocated to these schools, on the other.
To this end, a series of tests and a questionnaire on the socio-educational environment were administered to primary school pupils and teachers respectively. And the documentary technique allowed us to draw from the rankings of school results, statistical yearbooks and year-end reports data on the human, material and financial resources devoted to schools.
The statistical analysis of the data collected shows that primary education in the Kinshasa-Funa educational province has a low quantitative and qualitative internal efficiency and these two aspects do not come together. This situation is the result of the inadequacy of the human, material and financial resources allocated to these schools and their poor socio-educational environment.