Education in emergencies: needs vs responses in the Katangese (DR Congo) conflict from 2011 onwards

The Democratic Republic of Congo has been in a state of protracted crisis for the last twenty years. Whereas government officials in the capital have declared the ‘modernity revolution’, villages in the Katangese province... [ view full abstract ]

The Democratic Republic of Congo has been in a state of protracted crisis for the last twenty years. Whereas government officials in the capital have declared the ‘modernity revolution’, villages in the Katangese province suffer from attacks by local militias. The government does not dispose about any financial or material assistance. Donors and NGOs are the only ones assisting the population, and education is not always their priority.
Based on an exploitation of hitherto unused two kinds of data I will try to analyse the actual impact of the current conflict in Katanga on education – always vis-à-vis the larger protracted crisis. The first source of information is the RRPM database (Rapid Response to Population Movements), a multi-donor instrument to assess impacts of attacks on the population, including educational matters. Secondly, I will seek to get access to schools’ annual reports which are centralized at provincial ministries. Analyzing these reports from 2011 to now, I will be able to conduct quantitative assessments of the number of schools having been attacked and the kind of damage brought upon them.
Empirical visits to schools serve as triangulation and add a qualitative component. Based on this, I will then compare these needs with donor, NGO and civil society activities over the same period. This paper will ask the overarching question to what extent education is an instrument for peacebuilding. Since education in emergencies plays a prominent role in the upcoming decennial national education strategy, this study can provide important answers to unasked questions.