** The quest for a humanitarian corridor, a symbol of educational hope in time of conflict **
In full security turmoil in North Kivu and South Kivu, where the clouds of armed tensions obscure the horizon, the voice of the national deputy Ayobangira Safari resonates as a call to hope. In an unprecedented approach, he pleaded for the opening of a humanitarian corridor which allows students of the areas controlled by rebel groups to take their certification exams. At a time when war rages, this initiative highlights not only the right to education, but also the resilience of a population which refuses to give in to fatality.
The alarming situation in the Democratic Republic of Congo (DRC) challenges on several levels. According to an Amnesty International report, the region is one of the most affected by armed conflicts in the world. With a third of the population living under conditions of food insecurity and millions of displaced people, the question of education takes a particularly acute resonance. Students, often taken hostage by the realities on the ground, see their projects for the future crumble.
The letter addressed to the Minister of National Education by Ayobangira Safari testifies to a commendable concern for the future of these young people. By evoking the commitment of partners such as Monusco and Unicef, he highlights the fundamental role of international cooperation in the response to humanitarian crises. But, beyond the simple request of a humanitarian corridor, this initiative raises broader questions about the ability of states to guarantee the right to education in conflict contexts.
A comparative look at similar crises around the world offers an enriching perspective. Take the example of education in Syria, where humanitarian corridors have recently been set up to allow children to access schools safely. According to the “War Education” report of UNESCO, the implementation of such an infrastructure has not only enabled the continuity of learning but also strengthened the resilience of communities in the face of adversity. International solidarity and the involvement of NGOs often make the difference between despair and hope.
On the other hand, the case of Afghanistan illustrates another scenario. Since the return to power of the Taliban in 2021, young girls and students in rural areas have faced many obstacles, including deprivation of access to education. This drift was largely facilitated by the negligence of international actors. Political decisions have often awarded the well-being of millions of children looking to know.
In this context, Ayobangira Safari’s advocacy may well be the catalyst for awareness. Not only does he remind government the importance of its responsibilities towards the population, but it also engages the actors of the international community to act. His perspective underlines that, behind each figure of Unicef and each report of Monusco, there are faces, dreams, aspirations.
The commitment of a deputy to defend the right to education during the war deserves to be hailed. However, it is imperative that this translates into concrete actions. Why not consider mobile educational programs, specialized volunteer teachers who could safely go to risk areas or a digital platform allowing students to access online courses, even in the absence of physical infrastructure?
It is essential to apprehend this situation with an innovative perspective. Educational crises, although alarming, can also be an opportunity to reinvent education systems. For example, East Africa, faced with similar challenges, has seen new forms of alternative education emerge, based on community learning, incorporating local knowledge and culture.
The solutions must be flexible and adapted to the realities of the students, taking into account the diversity of contexts. The creation of a humanitarian corridor should not be erected at the end in itself, but carry in it the germs of a new educational vision during periods of conflict.
In Goma, where the situation remains precarious, this project could not only allow students to take their exams, but also give birth to a broader movement for the right to education in conflict areas. Indeed, each student who succeeds today is a future peacekeeper tomorrow.
Thus, the initiative of Ayobangira Safari could be the beginning of a necessary adaptation course in a region bruised by the war. The path is strewn with pitfalls, but the light of an educational future remains, as long as the collective will continues.