If for some researchers, a pupil who didn't master the objectives of training must take the school year, such is not the case for others. The increase doesn't improve the pupil's output; on the contrary, it plays negatively on her incentive, her degree of stress, her esteem of oneself, her social integration, her behavior and even on her personality.
After analysis of the data of this paper, we have concluded that the increase is not beneficial, nor to the learners, nor to the state that spends a lot of money and means for these pupils in school difficulty.
Thus, the state must consider other options to avoid the waste of funds, which had to help the Congolese school to be performed.
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