The RESEN also produced different scenarios for the development of the education sector which were the basis for the development in 2010 of a Paper Strategy on the Education Sector (DSSE) that has identified the following strategic areas: - Improvement to access to the system and retention at all levels; - Enhancement of the quality of training and learning; - Improvement of governance and management of the education sector. This document, which sets the overall framework for interventions in the sector in 2020, resulted in a medium term priority action plan (PAP) with a medium-term expenditure framework (MTEF) as guiding tool. In organisational terms, the Congolese education system is structured as follows: - A pre-school level for three years; - A six-year primary cycle, leading to the certificate of elementary studies; - A junior high school in four years of general college (CEG) broken down into a cycle of observation and orientation of two years each, leading to the certificate of junior secondary studies (BEPC); - A second cycle of general secondary education leading to the baccalaureate after three years in high schools; - Apprenticeship centres educating for two years students coming from the sixth grade and students who could not access general college; - Technical and vocational secondary education starting in technical colleges (CET), educating students for two years after the observation a college cycle general or apprenticeship centres; it leads to obtaining a certificate of technical studies (BET). This teaching can be extended by either a three-year cycle in technical schools or by admission to professional schools (health, training schools...) - Higher education of first, second and third cycle that includes faculties, schools and institutes. Figure 1: Organisation of the Congolese formal education system 6.1.2 Resources The level of resources (financial, human and material) allocated to education helps to get an idea of the importance that the state attaches to the sector Financial resources According to the 2011-2012 MEPSA Statistical Yearbook, planned public expenditure on education amounted to 109 billion CFA francs, or 11.22% of the total expenditure of the state. In comparison with the GDP, which the DCAT-II estimated at 6 982, 5 billion, this represents 1.56%. This allocation steadily increased over the period 2000-2005 where spending averaged 67.55 billion CFA francs (72.75 billion in 2007), but we are still far from 86