** Kisantu: the contribution of the NGO World Vision in the face of school challenges **
On May 21, 2025, the city of Inkisi, located in the province of Kongo Central in the Democratic Republic of Congo, was the subject of a laudable initiative with the delivery of a lot of 360 papiters, supplied by the NGO Vision World. This gesture, although it is an answer to an urgent need, questions the persistent challenges faced by education in this region.
The situation described by Claude Nkoka, executive secretary of the NGO Action for the protection of children and women, highlights a worrying reality: “The need for desks in schools was glaring” and the learning conditions remain. This assertion highlights the difficulties encountered by students who, daily, have to face inadequate school infrastructures. Indeed, the lack of teaching materials, such as the desks, can have repercussions on the concentration and learning of children.
The global vision initiative, which allowed the manufacture and distribution of these benches in eight schools during this first phase, is part of a broader framework of support for the educational sector. However, the question arises: is this aid sufficient to compensate for the many deficiencies encountered by education in the DRC? The challenges are multiple and go beyond the only lack of furniture. Infrastructure, access to qualified teachers, the insufficient adapted educational resources, as well as the socio-economic context of families, constitute as many factors that influence academic success.
It is also important to question the sustainability of such initiatives. Punctual aid as this represents a necessary contribution, but it does not always address the deep causes of problems. What follow -up is planned after the delivery of these benches? How will schools be supported to ensure a lasting educational framework? These questions highlight the importance of establishing long -term partnerships, involving local authorities and other civil society actors, in order to create an ecosystem favorable to education.
The response to the educational needs of Inkisi and Kongo Central cannot be limited to isolated actions. The development of a global strategy, involving communities, could make it possible to better respond to local issues. For example, teacher training programs could improve educational quality and therefore, indirectly, demand for adequate equipment.
In addition, it is necessary to be interested in the community dimension of education in this region. Promote the involvement of parents, neighborhood leaders and local associations in school management could strengthen commitment around school infrastructure. This could also strengthen the feeling of belonging to a common educational project.
In conclusion, the recent initiative in Inkisi is a positive step in improving learning conditions. However, for it to be really effective, it must be part of a broader framework which a vision reflecting concerted efforts and lasting solutions. The question of education is complex and requires a systemic approach which aims to ensure not only the comfort of students through the furniture, but also their development in a favorable learning environment. By attacking the deep causes of the difficulties encountered, the local community, NGOs and institutions can help build a promising educational future for future generations.