** A new lost time: social reintegration through education in the Democratic Republic of Congo **
The recent announcement of the endowment of 450 Pupitors at the Higher Institute of Applied Techniques (ITTA) by the National Service of the Democratic Republic of Congo (DRC) raises much larger issues than simple school equipment. Among the main players in this initiative are old bandits, the “Kulunas”, transformed into “nation builders”. This phenomenon reveals an approach say daring but voluntarily complex that the Congolese government explores to strengthen the basis of education and social reintegration.
On the merits, the action of providing these benches responds to an urgent injunction of the Head of State, Félix-Antoine Tshisekedi Tshilombo, who highlighted the importance of quality education to develop the human potential of the human potential country. Indeed, the DRC is in a context where educational infrastructures remain deplorable, which results in a youth often disillusioned. With an alarming school abandonment rate, up to 37% at certain levels, the situation is more than critical. The endowment of these puppet benches therefore becomes a symbol of renewal and recovery, even if it should not be perceived as a panacea.
From a societal point of view, the involvement of former offenders in the production of these benches deserves special attention. This raises the question of the reintegration of marginalized individuals. The “Kulunas”, often perceived as figures of fear, involved in criminal activities in urban areas, are rebuilt here as positive actors of society. This transformation is all the more fascinating since it is part of a logic of rehabilitation and the fight against stigma. The eradication of the stigmatización of a class of the population is essential to build an inclusive society.
In parallel, the social reintegration model by education, already studied in other African contexts, offers fertile terrain for more in -depth reflection. Similar initiatives in South Africa or Rwanda show that reintegration through work and education can transform lives and create sustainable economic benefits. The key often lies in psychological and professional support, allowing these former outlaws to regain self-confidence and acquire skills useful for society.
Statistically, the DRC is among countries with the lowest literacy rate, which is around 77%. This figure highlights the need for initiatives such as that led by national service, although the quantity of puppet benches is only a first step. Indeed, infrastructure is both a material and symbolic need, but also come to recall that there is no quality of teaching without academic authority, without security of teachers, without adequate training and above all, without a Taking into account the psychosocial needs of students.
The initiative for the endowment of Pupitors is thus a marker of a paradigm change: to train citizens capable of contributing to the development of the country, while reinizing destructive behavior. This movement could even inspire other sectors, calling for a global reform which could ultimately generate a snowball effect on the economy and social cohesion.
In conclusion, the distribution of Pupiters at ISTA is only part of a complex puzzle, whose parts must fit to give birth to a truly transformative education system. If the DRC dreams of a better future, then it is imperative that it invests both in its educational infrastructure and in human resources, integrating their stories, their challenges and their capacities. The road to quality education can only be traced through inclusion and reform, questioning the old paradigm that certain lives are forever marked by the shadow of the past.