To ensure the operation of these centres, the regulations relating to staff appointments and assignments in this sector are taken each year by the Ministry. Re-schooling centres are based in public primary schools using the same premises, except for ORA schools In the area of qualifying education (functional literacy), 512 young school leavers have been integrated in workshops for apprenticeship. This training provides targeted skills to the beneficiary's needs of integration in the job market: Mechanical and driving, carpentry, sawmill, agro-pastoral, sewing, catering, food, building, etc. From 2000 to 2009, one thousand (1000) children were reintegrated into the formal system including 400 children from ORA schools. 6.1.4Fight against inequality and discrimination in education All laws and regulations-particularly the Constitution and the School Law enshrine equal education for all. Inequalities in access to education are observed especially in the case of indigenous children, the poor and girls. Indigenous children According to the 2007 census data, the net primary enrolment rate of indigenous children aged from 6 to 11 years is 44%, which is twice as high as that of all children in this age group. Moreover, less than 4% of indigenous students are in high school and there appeared to be no indigenous students in higher education in 2007. It should be noted the establishment, with the support of UNICEF, of a national network of indigenous people of the Congo (RENAPAC), who drafted a national action plan covering the period 2009-2013, aiming to improve the quality of life of indigenous people. Education is the first priority area of this action plan with two objectives: i) By 2013, 50% of indigenous school children receive a quality primary education and attend it up to completion; ii) By 2013, 50% of children and adolescents who are not in school or are school leavers benefit from a functional literacy that is essential for their integration. Indigenous children are also taken into account in the national goal of universal education by 2015. A national strategy for education of indigenous people was developed in 2007. The implementation of this strategy was based, among others, on the mobilisation of dynamic partnerships. In this context, three nongovernmental organisations - the Association of Spiritan Fathers of Congo (ASPC), the General Association of Retired facilitators (AGIR) and the Association of Retired Educators without borders (GREF) - launched in the departments of Sangha and Likouala preparatory schools for indigenous children, called ORA (Observe, Reflect, Act). To this, must be added the project to support basic education (PRAEBASE) funded by the World Bank and implemented as part as a cooperation between The cooperation programme UNICEF Congo has been accompanying the efforts of these NGOs for several years and recently conducted the evaluation of ORA schools. This study finalised in July 2012 has established that these particular bridging schools are often the only opportunity for indigenous children to access education, but they suffer from many shortcomings. To improve quality and efficiency, the study recommends integrating them to the school board. They also require strong technical and financial assistance from the 95