### Educational crisis in the DRC: Kutu 1 teachers in unlimited strike for their salary arrears
In the province of Mai-Ndombe, in the heart of the Democratic Republic of Congo (DRC), the situation of teachers from the Kutu 1 sub-division has become alarming. On February 21, 2025, these educators made the daring decision to launch an unlimited dry strike to demand the payment of suffering wages for several months. This decision, made during an extraordinary general meeting, draws attention to a larger and worrying phenomenon which affects education in the DRC.
#### Context and historical
The educational climate in the DRC has been marked by strikes and frequent manifestations for years for years. The non-payment of wages and the absence of concrete responses from the government have become recurring problems. According to several studies, teachers in the DRC face systemic precariousness, with 60 % of them having reported delays in the payment of their wages in rural areas.
In Kutu 1, the teachers complain of four months arrears, including the months of November and December 2024, as well as January and February 2025. This situation created a vicious circle where teachers, already in the grip of living conditions Precarious, are pushed to give up their responsibilities, thus impacting the quality of education.
#### Comparison with other regions
It is interesting to note that the province of Mai-Ndombe is not an exception. Other regions of the country, such as Kasai and South Kivu, meet similar challenges. To illustrate the extent of the problem, a recent study revealed that 70 % of teachers from South Kivu do not receive their wages in time, contributing to a school absenteeism above 25 % in certain areas. These striking figures reveal the extent of a national crisis, where education is sacrificed on the altar of failing budget management.
### The role of microfinance banks and organizations
The problem of paying wages is exacerbated by the absence of adequate banking structures in many regions, including Maï-ndombe. Teachers often depend on intermediaries as “Caritas Development” to receive their wages. This system, similar to a microfinance mechanism, adds a layer of complexity to the situation. Delays in the transfer of central government funds to these structures exacerbate the precariousness of employees in the educational sector.
A possible solution could reside in the improvement of the banking infrastructure and the development of modern payment systems which would allow a direct and rapid payment of wages. Initiatives such as digital payments, already in force in other sectors in the DRC, could offer a path to mitigate this crisis.
### consequences on education and society
The consequences of this strike are not limited to unpaid wages. They generate a direct impact on the quality of education, the motivation of students and the future prospects of young people in the province. Children, already faced with significant socio-economic challenges, find themselves at risk of not having adequate access to education, which compromises their future.
The teachers’ strike in Kutu 1 is therefore not only a local problem; It represents a cry of alarm on the state of the Congolese education system. If this crisis is not resolved quickly, it could have repercussions on the whole of Congolese society, exacerbating inequalities and fueling the cycle of poverty.
#### Conclusion
The educational crisis in Kutu 1 is a revealer of systemic dysfunctions within the public sector in the DRC. The teachers’ warnings, who fight for their fundamental rights, must push for a deep reflection on the future of education in the country. The authorities must act quickly and in a transparent manner to settle this situation, guarantee regular payment of wages and thus restore confidence in the education system. This question does not only concern teachers, but the whole nation which invests in the potential of its youth. The stakes are too important to remain indifferent to such a crisis.