** Educational and logistical issues: the endowment of school benches in Kinshasa **
On May 12, 2025, a significant operation was launched in Kinshasa as part of the “no school without bench” campaign. The National Service, under the authority of Lieutenant-General Jean-Pierre Kasongo Kabwik, distributed 300 new school benches at the Kintambo Commercial Institute, testifying to a commitment to respond to the challenges posed by free education. This event, although wearing hope, also raises questions about the sustainability of these initiatives and on the structural conditions that have made this campaign necessary.
** Educational context: free challenges **
Since the establishment of free education in the Democratic Republic of Congo, schools have undergone considerable pressure. The promise of better access to education was followed by a massive influx of students in often already precarious infrastructure. This transformation highlighted not only the lack of adequate reception spaces, but also an urgent need for functional school furniture, essential to guarantee an acceptable learning framework.
The images of the students massed, sometimes even seated on the ground, evoke a brutal contrast with the educational ambitions displayed by the government. This strengthens the importance of initiatives such as national service, which aims to improve study conditions. However, behind the enthusiasm aroused by the arrival of new benches, it is necessary to reflect on the factors that led to this situation and what it implies for the future of the Congolese education system.
** Home and appropriation of school benches **
The delivery of these benches was enthusiastically welcomed by students and teachers. Poignant testimonies, such as that of a student of a student who underlines the improvement of learning conditions, testify to a desire for appropriation by the community. These new installations are perceived not only as a simple material, but as a symbol of the future and possibilities. The emphasis on the quality of the benches, compared to the previously used models, reflects an effort to meet modern educational requirements.
At the President Kassavubu Institute, the loyal teacher Makabi notes a positive change, which raises the question of the standardization and sustainability of long -term school equipment. Asking the question of manufacturing and maintenance standards could be essential in order to ensure that this momentum is not short -lived, but that it is accompanied by a rigorous monitoring and evaluation plan.
** The diversity of actors: what involvement for the future? **
The action of the national service is delightful, but it raises broader questions about coordination between the various actors involved in education. How to ensure that similar initiatives are implemented in a coherent and effective manner in other establishments? Is there a national strategy articulated in the long term to approach not only furniture, but also other crucial aspects of education, such as teacher training and infrastructure maintenance?
The commitment of President Félix-Antoine Tshisekedi in this dynamic also presents an issue with regard to long-term responsibility that the State must assume. The question of the financial viability of educational projects and institutional responses to successive challenges is crucial to establishing a climate of trust among parents and teachers.
** Conclusion: to an inclusive educational future **
The initiative “no school without bench” is a step in the right direction to meet immediate and urgent needs of Kinshasa schools. However, it must be perceived in a broader framework where sustainable solutions and sustainable educational quality are envisaged. Cooperation between the State, the national service, schools and communities is essential to transform this logistical aid into a real opportunity to enrich for future generations.
Thus, the reflection must also be directed towards the development of integrated policies which provide not only endowments of school equipment, but also an adequate learning framework, in an environment that respects the dignity of students and their right to quality education. It is perhaps by promoting an inclusive and structured dialogue that one will manage to overcome the challenges that remain and to build the foundations of a strong and resilient Congolese school.