In the Democratic Republic of Congo, education initiatives are transforming the classroom experiences of aspiring researchers
D. Andrew Wardell and Gabrielle Lipton
Among the innumerable casualties of the decades-long series of conflicts and instability in the Democratic Republic of Congo (DRC), education is one of the most overlooked. Even now, the amount of research into the wartime impact on the country’s education system is very limited – but one thing is certain. If, for decades, going to school posed more safety risks for children than staying at home or in hiding, achieving further degrees was out of the question.
As the fourth most populous country in Africa (and second largest by size), the DRC is now making its way toward recovering its social and economic health, and educating its people is an increasingly crucial component to success. Only with empowerment through knowledge and capacity development can the Congolese, and the research and development organizations and businesses that employ them, impact the growth of the country – and the sustainable use of its natural resources and landscapes.
Making up for lost time
The DRC has the world’s second-largest area of contiguous tropical forests after Brazil, and those forests are distinguished by their rich biodiversity. But, there has long been a lack of trained personnel to care for and manage them properly. In 2005, the country’s entire forestry research cadre comprised just six people with Master’s degrees; in comparison, the Brazilian Agricultural Research Corporation (Embrapa) employs more than 8,500 PhD holders. The Center for International Forestry Research (CIFOR) has since trained 115 Master’s students and 15 PhDs.
UNIKIS Rector Prof. Dr. Toengaho Faustin Toengaho says his vision is “to serve the needs of the Congolese society.” To accomplish this, he has proved an exemplary policy champion of the curricula reforms, such as an innovative Master’s-level natural and social science curriculum and an international PhD program. Both programs align capacity-building efforts with the national License, Maîtrise, Doctorat initiative (Bachelor’s, Master’s, PhD program, shortened to LMD) in a bid to improve land governance in the future.
The University of Kisangani now has partnerships with universities and research organizations in France, the United Kingdom, Canada and Belgium, and in-classroom innovations and novel teaching methods continue to heighten the impact of these programs. There’s now an electronic library, joint local and international supervision of students, UNIKIS staff trainings, article-based thesis requirements and an annual Science Week event. The Ministry of Higher Education (MINESU) has since adopted a similar model to Science Week and all the universities and faculties in the country promote scientific research and innovation.
To further aid student growth, a local “accompanying committee” has tracked student progress and helped students develop scientific writing skills, public speaking skills and the confidence to submit their research to publications. Since 2013, students have submitted 31 articles to international peer-reviewed journals. Perhaps the work of Congolese students will influence not just their own country, but others as well.
This research forms part of the CGIAR Research Program on Forests, Trees and Agroforestry and was supported by the European Commission, Global Climate Change Alliance (Forests and Climate Change in the Congo) and European Commission Delegation-Kinshasa (11th European Development Fund, DRC).
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