** Kikwit, June 17, 2025: appreciation of the role of a clergy in education in Masimanimba **
The recent speech of Kanguma Hioka Emery, administrator of the territory of Masimanimba, highlighted the departure of Father Dieudonné Biungu, a striking figure of educational engagement in this rural commune of the province of Kwilu, in the Democratic Republic of Congo (DRC). The tribute paid to this man of faith, who led the coordination of Catholic approved schools (ECCATH) for five years, underlines the importance of the full training of youth and efforts in favor of the construction of modern school infrastructure.
The mention of Abbé Biungu’s achievements reveals a broader history of education in the DRC, which is at a complex crossroads of basic needs and limited resources. With the construction of a modern socio-administrative infrastructure, including offices, a multipurpose room and leisure spaces, Father Biungu has not only created an environment conducive to education, but also offered a model of community engagement. This type of approach could encourage other similar initiatives in rural regions where access to education remains a major challenge.
However, when one wonders about the impact of these achievements, several questions emerge. How are these infrastructures maintained in the long term? Are the human resources necessary for teaching sufficient and well trained? Should not commitment also extend to the continuing education of teachers and the involvement of parents in the educational process?
The arrival of Father Musumari Dieudonné at the head of the Eccath of Masimanimba is also a pivotal moment. It belongs to a new context and brings renewed expectations with it. The change of management opens the way to development opportunities, while involving adaptation challenges for the community. To what extent can the new coordinator be able to rely on the achievements of his predecessor while bringing his own vision?
The tribute to Father BIUNGU should not be considered an end, but rather as a new starting point to think about the future of education in Masimanimba. Experience accumulated within educational coordination can hardly be limited to the construction of infrastructure. It must also promote an open dialogue between the various actors concerned: teachers, parents, local authorities and student. Each group has its own role to play in the quest for inclusive and effective education.
In this context, it is essential to support initiatives aimed at strengthening the capacity of education systems in rural areas like those of Masimanimba. This can go through innovative approaches, such as the partnership between educational communities and NGOs, but also through increased funding for infrastructure and training programs.
In conclusion, if the tribute to Father Dieudonné BIUNGU is amply deserved, he must also encourage collective reflection on continuity and improvement of education acquired in the region. Only concerted actions, based on listening and collaboration between all actors, can allow this youth to access quality education, a guarantee of a better future for the municipality of Masimanimba and beyond.