** Goma: Between the urgency of school recovery and the fear of chaos **
On February 10, 2024, Goma, chief town of the province of North Kivu, was to be the scene of a long-awaited recovery of school and academic activities, following more than fifteen days of interruption due to the fights between the forces Armies of the Democratic Republic of Congo (FARDC) and the rebels of the M23. However, reality on the ground revealed a mixed painting, mixing fears and hopes, but above all a growing uncertainty about the sustainability of education in this troubled region.
Despite the official announcement and the call launched by local educational authorities, most establishments were unable to reopen. While some students, impeccable uniforms, timidly wandered in the streets of Goma, many parents have opted for the security of their children’s safety, choosing to keep them at home. This ambivalence illustrates a broader reality: while education is essential for the development of a country, it often comes up against the imperatives of security, which flood the spirits of those who try to maintain a semblance of normality.
### A double reality
The challenges are more close to the challenges of teachers and students. The testimonies collected from educators, like that of Masika Kisuba Élodie, show a palpable concern vis-à-vis the remuneration and working conditions. Indeed, while announcements were made on a resumption of courses, the question of wages and the financing of education remains unanswered, particularly in a context where the administrative control of Goma is compromised.
These concerns are corroborated by alarming statistics: according to reports from the Ministry of Education, nearly 2 million children in the DRC do not go to school because of violence and conflicts. This figure is all the more significant in North Kivu, a province where almost 80 % of schools are affected by war.
### University contrast
Another interesting angle to explore is the distinction between primary schools and university institutions. Although campuses like the free university of the countries of the Great Lakes (ULPGL) have seen students travel there, the courses do not resume. Students express mixed feelings: on the one hand, an ardent desire to continue their studies to build a future, and on the other hand, skepticism in the face of an unstable security situation. Anxiety is palpable; Young adults meet at a crossroads where their academic ambitions come up against brutal realities.
Furthermore, a study conducted by researchers from the University of Goma revealed that the psychological impact of conflicts on students can hinder their academic performance and affect their general well-being. Anxiety and depression rates increased in these populations affected by war, which requires special attention from educational authorities.
### Education in wartime: the return of the emergency
The Provincial Authority for Education has issued specific directives to guarantee an effective recovery of school activities. Nevertheless, the question of the urgency of this recovery is crucial. If we consider education as a fundamental right, it must also be protected in times of crisis. In Tanzania, an interesting model is offered: “emergency schools” which guarantee educational continuity even in conflict contexts. These initiatives not only make it possible to maintain a link between children and the education system, but also to provide them with a secure learning environment.
### to an uncertain future
The transition to a normalized resumption of school activities in Goma reflects the challenges encountered by conflict companies. Fear, which persists in the minds of children and parents, raises important questions about the future of youth in this province. Schools, beyond the simple classrooms, represent haven of peace, spaces where innocence can still prosper, even when chaos infiltrates outside.
While Goma’s educational landscape is at a critical turning point, it is crucial that education is not sacrificed on the altar of insecurity. Authorities must find a way to guarantee not only the safety of students and teachers, but also the continuity of learning in optimal conditions. Through innovative initiatives and increased cooperation between local actors, North Kivu could, despite the challenges, present a model of adaptation in times of crisis.
At the heart of this tumultuous reality, education remains a fundamental pillar for the future of the DRC. It is in the State, to civil society, and to the international community to work together to ensure that the children of Goma, and of the whole country, have not only access to an education, but that this is a vector of peace and prosperity for future generations.