The struggles of teachers in the Democratic Republic of Congo

In the Democratic Republic of Congo (DRC), the education sector is facing a severe crisis. Primary and secondary teachers, who are crucial to shaping the future of the country, are enduring significant hardships that compromise their ability to deliver quality education. This article explores the multifaceted suffering of teachers in the DRC, focusing on their meager salaries, poor living conditions, harsh working environments, and the exploitation they face.

One of the most pressing issues for teachers in the DRC is their inadequate compensation. Teachers’ salaries are strikingly low, with primary and secondary teachers earning approximately $100 per month. This amount is insufficient to cover basic necessities such as food, housing, and transportation, just to mention the few. With such a low salary, teachers cannot afford a decent standard of living or pursue their personal and professional aspirations. The financial strain often compels teachers to seek additional sources of income, which diverts their focus from teaching and diminishes the quality of education provided. Moreover, the salaries are frequently delayed for months, worsening their financial instability. This delay in payments is a form of exploitation, as it further undermines teachers’ financial security and exacerbates their already dire situation. The lack of timely and adequate compensation creates a sense of insecurity and dissatisfaction among teachers, impacting their morale and effectiveness in the classroom.

Teachers in the DRC endure harsh living conditions due to their inadequate salaries. Many teachers are unable to afford decent housing and live in overcrowded, substandard conditions that lack basic amenities such as running water, electricity, and sanitation facilities. The poor quality of housing affects their health and well-being, creating a stressful living environment that further hampers their ability to perform effectively as teachers. In rural areas, the situation is even more dire. Teachers in remote locations face extreme shortages of essential services and infrastructure, compounding their difficulties. The lack of basic necessities and access to resources makes daily life a struggle, adding to the exploitation they face as a result of inadequate compensation and support.

The working conditions for teachers in the DRC are equally challenging. Overcrowded classrooms, where the learner-to-teacher ratio can be as high as 100:1, severely limit the effectiveness of teaching and hinder individual attention to learners. This overcrowding is a direct result of insufficient resources and inadequate investment in the education sector. Furthermore, schools are often poorly equipped, with a severe lack of essential teaching materials and infrastructure. Many schools do not have basic resources such as textbooks, stationery, or technology. This lack of resources not only impairs the ability of teachers to deliver quality education but also reflects a broader pattern of neglect and exploitation within the education system.

The exploitation of teachers in the DRC is evident in several ways. The low salaries and delayed payments represent a form of economic exploitation, where teachers are deprived of fair compensation for their work. Furthermore, the poor working conditions and lack of resources reflect systemic neglect and a failure to invest adequately in the education sector. The systemic issues contribute to a cycle of exploitation, where teachers are expected to perform their duties under increasingly challenging conditions without adequate support or recognition. This exploitation extends beyond financial aspects and encompasses the broader neglect of teachers’ needs and the disregard for their professional and personal well-being.

In a dramatic response to their ongoing struggles, teachers and trade unions in the DRC have announced that they will not reopen schools on Monday, September 2, 2024, unless the government meets their demands. Teachers and their unions are calling for an increase in teachers’ salaries to $500 per month, a significant rise from their current compensation levels. This demand underscores the critical need for reform and highlights the teachers’ determination to secure a fair and living wage. The threat of a strike reflects the seriousness of the crisis and the teachers’ collective resolve to advance their rights and interests. Should the government fail to address these demands, the strike could have profound implications for the educational sector, potentially worsening the already dire conditions both learners and teachers are facing.

According to Kikuni Musagi Espoir, an activist and one of the teachers in the town of Goma, teachers are planning not to reopen schools on September 2, 2024, if the government does not increase their salaries to $500. However, he mentioned that there is a possibility that the government might offer a $30 increase for teachers. From his perspective, there is a chance that teachers might reopen schools this coming Monday, depending on the government’s response. Addressing the plight of teachers in the DRC requires urgent and comprehensive reforms. The government must prioritise improving teachers’ salaries and ensuring timely payments to combat the exploitation teachers are subjected to. In addition, corruption within the government significantly impacts the education sector, diverting resources meant for schools and teachers, which intensifies the challenges they face. Investments in educational infrastructure and resources are essential to creating a conducive learning environment and supporting teachers in their roles. Tackling corruption and implementing transparent policies are critical steps to ensuring that these investments reach their intended targets, ultimately uplifting the education sector and improving outcomes for both teachers and learners.

In this struggle, teachers’ unions play a crucial role in defending and advancing the rights and well-being of teachers. Organising and mobilising teachers, these unions can effectively pressure the government to meet their demands for fair wages, timely payments, and better working conditions. To strengthen their position, teachers’ unions in the DRC should build solidarity with other trade unions across various sectors, recognising that the fight for social and economic justice is interconnected. Such alliances can amplify their voices, making it more difficult for the government to ignore their demands. Furthermore, building international solidarity with teachers’ unions around the world is essential. Connecting with global networks of teachers and labour organisations, DRC teachers’ unions can draw attention to their struggles, share strategies, and gain support from the international community. This global solidarity can put additional pressure on the DRC government to enact meaningful reforms and demonstrate that the plight of DRC teachers is not an isolated issue but part of a broader global movement for workers’ rights and educational justice.

In conclusion, the plight of teachers in the DRC is a pressing issue that demands immediate attention and action. The exploitation they endure manifested through inadequate salaries, poor living and working conditions, and systemic neglect threatens the future of education in the country. Addressing these challenges requires comprehensive reforms that prioritise fair compensation, improved infrastructure, and the eradication of corruption. Teachers’ unions, both within the DRC and globally, have a vital role in fighting for these changes, fostering solidarity across sectors and borders to ensure that teachers receive the support and recognition they deserve. The fight for the rights of teachers in the DRC is not only a local issue but a crucial part of the global struggle for educational justice and workers’ rights.

Viva the struggle of the working class!