Fatshimetrie recently covered the hot news of teachers’ strike movements in several regions of the Democratic Republic of Congo. While the start of the school year was already looking eventful with unresolved salary demands, the situation has taken a critical turn with the radicalization of the protest movements.
In South Kivu, public school teachers have hardened their position by refusing to suspend the strike until a satisfactory agreement has been reached with the provincial education authorities. The issue of funds for innovative fees in the provinces is at the heart of the conflict, with unionists insisting on the need for urgent intervention to save the school year.
In North Ubangui, more than 2,000 teachers are demanding their salary arrears, highlighting the financial precariousness in which many education professionals find themselves. The situation is equally tense in Kindu, where teachers consider the addition of 50,000 Congolese francs to the salary as an unsatisfactory measure, described as “sabotage”.
In Moba, despite the announcement of an addition of 50,000 Congolese francs to teachers’ salaries, members of the Union of Teachers of Congo are maintaining their strike, thus increasing the pressure on the authorities. The Synergy of Teachers’ Unions has also submitted a memorandum to Parliament, testifying to the scale and seriousness of the situation.
Faced with this worrying picture, it is crucial to understand the underlying issues and listen to the actors on the ground. SYECO Secretary General Cécile Tshiyombo, President of the Union of Teachers of Protestant Conventioned Schools of North Kivu Patient Rafiki and education expert Jean-Marie Ntantu Mey provide essential insights into the demands and expectations of the striking teachers.
It is urgent for the authorities to find sustainable and equitable solutions to meet the legitimate needs of Congolese teachers. Education is an essential pillar of a country’s development, and the current situation cannot continue without compromising the future of students and society as a whole. Stakeholders must engage in constructive dialogue and find common ground to ensure access to quality education for all.