### Towards a transformation of higher education institutions into an economic production organization in the Democratic Republic of Congo
On May 4, 2025, a press release from the Ministry of Higher and University Education (ESU) of the Democratic Republic of Congo (DRC) revealed the establishment of the Project Development Unit (UDP), an initiative which aims to transform higher education institutions into economic production organizations. This initiative, presented under the leadership of Professor Marie-Thérèse Sombo, Minister of ESU, arouses various reflections on her scope and implications.
#### A disturbed economic and educational context
The context in which this initiative is launched is marked by significant economic disturbances, both global and local. The economic contraction due to international crises, in particular the reduction of American financial aid, calls for a proactive response. As Dr. Adolphe Ndarabu, UDP coordinator pointed out, the urgency of transforming higher institutions is crucial to effectively respond to the country’s development needs.
However, it is essential to question the viability of this transformation. The transition from academic institutions to economic production organizations can arouse concern about the preservation of the fundamental mission of universities, which is the transmission of knowledge and the intellectual training of students. How to find a balance between these two poles, education and the economy?
#### UDP lenses
The UDP is a lever to encourage higher education establishments to develop innovative projects and to create a real entrepreneurial ecosystem. In addition, it advocates reducing the inadequacy between the teachings provided and the realities of the labor market. This objective is of capital importance in a country where the unemployment rate of young people remains worrying.
The highlighting strategy implies the constitution of dynamic nuclei responsible for looking for financing and collaboration opportunities. These nuclei will have the task of mobilizing the necessary resources in order to guarantee the financial viability of projects, while integrating modules on entrepreneurial culture within academic programs.
#### Resonance boxes with follow -ups
Constructive criticism could be that, although the idea of integrating entrepreneurship into academic curriculum is laudable, the effective implementation of these new training requires educational resources, a capacity for adaptation of teachers and also strong institutional support. It becomes imperative to ask: how will ESU establishments face the logistical and financial challenges posed by this initiative?
In addition, the success of this transformation will depend on the commitment and the will of the actors concerned. The ability to train strategic partnerships and establish a solid network with the private sector will be decisive. In this regard, political, academic and economic bodies must collaborate closely in order to ensure that market needs are actually covered.
#### Conclusion: an opportunity or a risk?
The implementation of the UDP could represent a significant opportunity for the Congolese education system, but it must be considered with caution. The fundamental question remains that of the balance to be found between economic imperatives and academic integrity.
In this context, it is crucial that all the actors involved – the government, the institutions, the teachers, and the students – are engaged in a transparent dialogue on the implications of this initiative. A collaborative approach could not only enrich the debate, but also strengthen the relevance and efficiency of ESU institutions in the Congolese economic landscape.
At the dawn of this transformation, it would be relevant to ask the question: to what extent can this reorientation really promote sustainable and inclusive development, while preparing students for the challenges of the future? The success of this project will undoubtedly depend on the answer to this fundamental question.