Le Centre de Recherche sur Anti-Corruption “CERC” has established Integrity Clubs in 20 secondary schools in Uvira territory in the South-Kivu Province. This effort forms part of the activities under the “Student acting for Honesty, Integrity and Equality (SHINE) Project funded by the Norwegian Agency for Development Cooperation (NORAD) and the Swedish International Development Agency (SIDA) through Integrity Action and its being implemented in 5 countries, including DRC, Nepal, Occupied Territory of Palestine, Afghanistan and Kenya..
This Project aims to promote among school children a civic character that will result into positive civic engagement that promotes integrity and good governance.
This year, In DRC, the project is being implemented in 20 schools across Uvira city within South Kivu province. In all the selected schools 300 trained students are expected to become Community monitors in championing accountability, competence, ethic, inclusion as well anti-corruption behaviours in their schools and their community as whole.
Since April 2017, CERC has been conducting activities in schools and in community benefiting young people between the ages of 14–19. Young people in schools set up Integrity Clubs that are referred as an independent students forum that engage in various activities that include but are not limited to public speaking, mentoring sessions and public services delivery monitoring. The Integrity Club comprises of not more than 18 pupils.
The clubs are led by a commettee of 5 members elected democratically by others students. The IC leaders use the Integrity Club manual that was developed by the Integrity Action. A brief perusal of the manual shows that it contains assignments that the club is expected to conduct. Amongst these assignments is the Community Integrity Building, where the students invite a role model in monitoring transparency and effectiveness of public services and development projects implemented within their community.
Indeed, Integrity Clubs represent an ideal platform for youth empowerment and character building in nurturing an integrity culture. It is hoped that the 20 established ICs in secondary schools will contribute in fostering a corrupt-free society.
To attain more effectiveness in our endeavor, it is a prerequisite that all stakeholders engaged in this venture (such as Head-teachers, IC facilitators and IC members) join forces together for more coordinated and impactful actions.
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