### Endowment of school benches in Mbuji-Mayi: between promises and challenges of national service
On March 3, 2025, Mbuji-Mayi, an emblematic city of the Province of Kasai Oriental, welcomed with enthusiasm the arrival of a caravan of endowment of school benches, marking a notable advance in the improvement of the apprenticeship conditions. Delivered by Lieutenant-General Jean-Pierre Kasongo Kabwik, commander of the national service, these 300 benches intended for EP1 schools and 2 Mobutu marshal as well as EP1 and 2 November symbolize both a promise of educational development and the challenges still to be overcome in the Congolese school environment.
Despite the emotional and political symbolism of this event, an in -depth analysis reveals wider dimensions that deserve to be explored. This laudable initiative asks a number of questions concerning the sustainability of such efforts and their long -term impact.
#### An initiative in the light of educational issues
The endowment of benches and other school equipment by the national service is part of a desire to remedy the persistent inadequacy between the educational supply and the growing demand for a expanding student population. Currently, the Democratic Republic of Congo (DRC) faces an access to education rate of only 73% for school -aged children, a figure that hides major regional disparities. In provinces such as Oriental Kasai, school infrastructure is often dilapidated and insufficient.
According to UNESCO statistics, nearly 40% of the country’s students study in unacceptable conditions, without access to suitable classrooms, adequate learning materials, and of course, suitable furniture. Could the arrival of these benches really transform this reality or is it only a palliative measure to a more complex basic problem?
### Kulunas: craftsmen of change?
An intriguing dimension of this initiative lies in the fact that these benches were manufactured by the ex-Kulunas, often perceived as groups of marginalized young people. Their reintegration into socio-educational projects could be seen as an attempt to revalued their image. This raises the question: how can this militant commitment be assimilated in a broader educational process? Could social rehabilitation by educational crafts generalize to engage more young people in constructive processes?
### A challenge still to take up
Lieutenant-general Jean-Pierre Kasongo Kabwik, during the discount ceremony, underlined the extent of the challenge to be met. This observation is of particular acuity: although 600 benches were distributed to begin, an in -depth examination of the school situation reveals needs which, themselves, far exceed this initiative. The lack of maintenance of schools, the lack of continuing education for teachers, or the socio-economic situation of families remain central concerns.
A recent World Bank report indicates that the increase in investment in school infrastructure in the DRC has been clearly insufficient compared to the needs expressed. With an inflation rate that fluctuates around 12% and a purchasing power of twering families, it is unlikely that this endowment will be sufficient to meet the contemporary issues of education.
#### Show an example: a partnership perspective
To truly transform the educational landscape of Mbuji-Mayi and beyond, it would be judicious that the national service envisages strategic partnerships with NGOs and international cooperation bodies. These collaborations could not only provide financial resources, but also know-how in the development of integrated educational programs.
An approach focused on sustainable development would be to encourage local initiatives, such as self-construction or the mobilization of communities around educational projects. By involving parents and young people in a co-construction process, one could hope not only to raise the level of infrastructure, but also strengthen the community anchoring of schools, an essential phase to generate a feeling of belonging and collective responsibility towards education.
### Conclusion: beyond the benches, a societal challenge
If the initiative to provide school schools in the DRC operates at the rate of the intention and the investments made, it is imperative not to ignore that this is only a first step. Educational issues in the province of Kasai Oriental require a global and integrated vision, which takes into account various aspects such as infrastructure, quality of education and community participation.
The success of this initiative will depend on the ability to transform a punctual action into a real systemic commitment to education, thus guaranteeing that the “1000 km trip”, so much mentioned by Lieutenant-General Kasongo, leads to a real improvement in the chances for the children of Mbuji-Mayi. Only a long -term reflection and a collective action will effectively rectify the Congolese educational site.