Constructing schools in a recurrent armed conflict in Democratic Republic of Congo

Constructing schools in conflict-affected regions can be an important nexus between humanitarian assistance, development projects and peace-building. Nonetheless, this research implies that a range of challenges are faced by non-governmental organisations (NGOs) and/or donors seeking to implement such projects. However, there are few qualitative case studies dealing with these issues. Drawing on empirical research in two conflict-affected districts in the South-Eastern Democratic Republic of Congo (DRC), this report explores the following three questions in the context under study,
1. Which types of schools have existed (in terms of construction style and quality)?
2. Which actors have invested in school constructions in recent years?
3. Which challenges have arisen in school construction?


A la une