Fatshimétrie: Teachers’ strike in the DRC – A persistent standoff for decent wages
In a tense context, marked by salary demands that are unfortunately too often ignored, the Synergy of Teachers’ Unions of Congo (SYECO) recently announced its intention to boycott the start of the school year scheduled for Monday, September 2, 2024 in Kinshasa. This radical decision, taken at the end of a general assembly bringing together various education stakeholders, reflects a deep malaise within the education sector in the Democratic Republic of Congo.
During this meeting, Jean-Bosco Puna, Secretary General of SYNECAT, firmly explained that teachers rejected the government’s proposal because their salaries had stagnated for many years and the lack of consideration of their legitimate demands. This decision not to return to work on September 2 dashes hopes of a compromise recently discussed during a joint committee.
Indeed, despite prior discussions in Bibwa that seemed to pave the way for an agreement, teachers are now denouncing the weakness of government proposals, deemed insufficient to meet the needs of the teaching profession and ensure the quality of education in the DRC. This new demand for a postponement of the start of the school year to September 23, linked to the implementation of salary demands, highlights a persistent imbalance between the legitimate expectations of teachers and the responses provided by the authorities.
It is undeniable that the teachers’ strike in the DRC raises crucial issues for the future of education and the status of teaching professionals. Beyond salaries, it is the recognition of the essential role of teachers in Congolese society that is at stake. The quality of teaching, the motivation of teachers and, ultimately, the academic success of students largely depend on the working conditions and remuneration offered to teachers.
Faced with this impasse, it is imperative for the Congolese authorities to take into consideration the legitimate demands of teachers and engage in constructive dialogue to find lasting solutions. Education is an essential pillar of the development of the DRC and teachers deserve to be supported and valued as they are.
In conclusion, the teachers’ strike in the DRC highlights deep-seated issues that require collective awareness and concrete actions to guarantee a peaceful and prosperous future for Congolese education. Respect, recognition and valorization of teachers constitute essential foundations for building an educated, fulfilled and potential society.