Conflict Analysis Summary: Democratic Republic of The Congo
This report summarizes findings from a conflict analysis undertaken as part of the UNICEF Peacebuilding, Education and Advocacy (PBEA) programme, funded by the Government of the Netherlands. The purpose of the analysis is to understand the cause and context of conflict in the Democratic Republic of the Congo, and the nature and prevalence of conflict within the education system. The analysis also sought to identify the role of education in combatting conflict while building peace, as well as key mechanisms and actors in conflict resolution, and to offer recommendations for programming.
The conflict analysis was based on a survey conducted at nine sites in four provinces: Dongo and Equateur, Maniema and northern Katanga (Tanganika). A total of 1,836 respondents were surveyed, and 147 individual interviews were conducted across the nine sites. Eighty-nine focus group discussions were held with key stakeholders such as government officials, traditional leaders, school authorities, teachers and students, civil society and security forces. Qualitative data helped enrich the analysis of the quantitative survey results. The research included 43 per cent women and 57 per cent men, and was conducted in both urban and rural areas.
From both the quantitative and qualitative surveys conducted for the analysis, education-related factors play a key role in fueling conflict. Education is also viewed as having high potential to contribute to peace. Peacebuilding entry points in education and learning:
- Strengthen communication among various levels of government;
- Strengthen governance of local-level parent and school committees;
- Provide training for teachers;
- Increase financial support to teachers;
- Align education interventions with economic and community development initiatives;
- Integrate marginalized groups within schools;
- Improve school infrastructure;
- Strengthen the capacities of community-based stakeholders;
- Develop peace education activities in schools; and
- Train implementing partners and staff.