** Education in danger: in the eye of the cyclone of the spoliation of school land in Kanshi **
Monday, February 24, the general and technical secondary school court of Kanshi (ESGTK/MIBA) turned into a battlefield. Angry students expressed their dissatisfaction with an alarming situation: the field of their school, a place of learning and fulfillment, is being reduced to the shovel of real estate developers. A fertile ground for an educational crisis that could have repercussions far beyond the anger of a group of adolescents.
### Origins of a conflict: centuries of unwarmed promises
This spoliation phenomenon of school land is not an isolated or anecdotal fact; It refers to a deeper question of the management of public goods in the Democratic Republic of Congo (DRC). The struggles for the control of state land and their privatization were often the cause of displacement of populations and social crises. It is interesting to note that for several years, the DRC has been ranked among the countries where the right to education is most often flouted, suggesting a broader context in which this anger is part.
### The promises of change: who speaks?
The reaction of the President of the Provincial Assembly of Kasai-Oriental, Willy Muya, faced with this situation underlines the urgent need to react, but it also raises questions about the effectiveness of the protection mechanisms of educational structures. The prohibition announced by the Minister of Justice, Constant Mutamba, of any new subdivision on school fields seems to be a response to an increasing concern. However, the question remains: how to implement measures that are not only declarative but actually protective?
### The societal impact of degraded education
The anger of the students of the ESGTK/MIBA is not only that of a group of teenagers in search of a play space or a sanitary block. It symbolizes a cry of despair of a youth who feels abandoned by a system which, in theory, should protect it and offer it the best learning conditions. The right to education, fundamental in any society, is a pillar of democracy. The prosperous nations invest in their young people in order to prepare them for a future that they wish.
From a sociological point of view, this kind of uprising is also indicative of a cracked social fabric. Students make the decision to attack the infrastructure, their school and even the property of a teacher are only a reflection of a society where violence seems to be more and more visible and normal. Statistics of juvenile violence in the DRC show a disturbing trend, with young people turning to aggressive actions in response to frustration and marginalization.
### Collective and sustainable approach: towards better governance
The situation at ESGTK/MIBA calls for a collective reflection on the challenges of town planning, education and good governance. Local authorities must establish an open dialogue with students, parents and teaching unions to establish a climate of trust. In addition, community platforms could be set up to facilitate the surveillance and protection of school goods, supported by reinforced legislation against abuse of power in terms of subdivision.
Finally, a clear and emotional legal framework must be redefined to regulate the use of public goods. In the event of non-compliance, the sanctions must be applied without respite, to dissuade any abuse and restore confidence between the different stakeholders. The success of such a project will require an investment not only financial, but also cultural, by increasing the awareness of populations to education rights and duties.
### Conclusion: an issue that goes beyond school
The sad event at ESGTK/MIBA is evocative of a wider phenomenon which aims to saw the foundations of education in the DRC. Young people have made their voices heard today, but without a collective action and a serious commitment from the authorities, the fight against the spoliation of educational goods could come up against the indifference of tomorrow. It only remains to hope that this sling serves as a alarm signal, inviting all actors to commit for a future where the right to education will be respected and preserved. This struggle should not be limited to the reconquest of a space, but must symbolize a movement towards a more enlightened society where each young person can dream of a better future.
Through examples and lessons from around the world, it is clear that society must unite in front of this threat to ensure that education will not be a commodity, but an inalienable right.