Access to education is a major challenge for children living in South Kivu. Children living in rural areas study in poor conditions. Schools are overcrowded and often lack equipment, water and sanitation facilities, and adequate teaching and learning materials.
Addressing stigma and discrimination in Education
Taking action against stigma and discrimination is essential for achieving Millennium Development Goals. Acts of discrimination in all its form deny people’s rights to information, to appropriate education and health services, and to participate meaningfully in community actions.
In Democratic Republic of the Congo as in other post-conflict countries, fear of stigmatization and discrimination discourages children from parent living with HIV, epileptic children, ex-child soldier, child with psychological problems, children born of a raped mother, pregnant schoolchildren, raped schoolchildren, and other discriminate groups seeking information and participate in community actions. We will not achieve Universal Access to Education and Health without reducing stigma and discrimination.
At CERC, we are tackling stigma and discrimination through a range of activities such as:
- Promote CERC programming against stigma and discrimination.
- Creating an awareness of what stigma is and the community benefits of reducing it.
- Promote awareness and action among other stakeholders: local leaders, Parents’ committees, School management bodies and other local CSOs;
- Engage religious congregations to initiate awareness raising and education activities through appropriate sermons to raise the awareness of the faithful in this regard.
- Integrate the notion of stigma into Integrity Clubs, and address the topic not only with students, but also with parent members and teachers at the meetings.
- Regularly integrate topics on discrimination in radio broadcasts, through dedicated programs, guests of the day, and voluntary testimonies of victims.
- Promote the dissemination and repetition of the anti-discrimination message on the radio/TV through short messages, advertisements, and targeted jingles.
- Providing the skills to challenge stigma and change behavior and advocate for and support meaningful participation of children from parent living with HIV, epileptic children, child with psychological problems, children born of a raped mother, pregnant schoolchildren, raped schoolchildren, and other discriminate groups in decision-making, policymaking and other processes related to the education response.
- Engage a range of local leaders, Parents’ committees and School management bodies, Government ministries, including Social Affairs, Health and Education, in discussions. Additionally, national human rights commissions, Parliamentary Committees, and Donors have important roles to play to end discrimination in education sector.
We are greatly confident that these activities will have a positive effect in increasing the education and participation rate of stigmatized and discriminated children thus enabling them to advocate for the problems that affect their lives.
6 Civil Society Organisations trained on Community Integrity Building
From 4 — 6 June, 2018, CERC conducted a three-day capacity building training on Community Integrity Building for 6 Civil Society Organisations from 2 provinces (South-Kivu and North-Kivu) as well the representatives of the Provincial ministry of education. A total of 15 participants has trained to engage in embedding anti-corruption and transparency measures in education sector.
A local network of Integrity Builders has formed amongst the participating CSOs to advocate for the introduction of Integrity Education manual in national curriculum as well for the improvement of education quality.
DYNTRA and CERC launched an online Municipal Transparency Portal
Uvira, February 7, 2018 — The Dynamic OpenGov Technologies (DYNTRA) and Centre de Recherche sur l’Anti-Corruption (CERC) today (February 2018) launched an online Municipal Transparency Portal to measures in real time the transparency level of the 191 municipalities of the Democratic Republic of the Congo in a dynamic, efficient, transparent, open and collaborative way.
DYNTRA Municipalities of the Democratic Republic of the Congo has been developed with support from the Dynamic OpenGov Technologies SL. As such, I cannot but thank Mr Erwin De Grave, Dyntra’s International Relations Director and his entire team for their commitment in promoting transparency worlwide.
This Portal represents much more than the development of a mechanism for promoting transparency, accountability and control regarding the public accounts of the municipalities in DRC.
This Portal represents the true transformation of our municipalities, particularly in Public Administration, Budget Transparency, Citizen Participation and transparency in public expenditures, which “step by step” will adopt new efficiencies, innovation and accountability standards.
“Today’s launch is an important addition to our efforts in helping citizens to have access to information about their municipalities.” “By gathering and publishing all the relevant information regarding municipal transparency, it means that we can enable local communities to use the site to view transparency level of their municipalities and influence their municipalities to account.”Heri Bitamala, CEO, Centre de Recherche sur l’Anti-Corruption
Information entered in Dyntra Portal will be provided by volunteers having access to the municipalities data and then verified by CERC Verifiers. This information will then be available for all public.
That being said, and since in this case images speak louder than words, let us all log on to the Dyntra Portal and witness another major step in our Country’s path towards Transparency.
I officially launch the DYNTRA Portal,
Thank you very much!
CERC is delighted to publish its first annual report.
Centre de Recherche sur l’Anti-Corruption is delighted to publish its first annual report.
CERC is an independent organization that works with young people to build integrity and good governance in eastern Democratic Republic of Congo. With the help of young community monitors, CERC ensures that the funds allocated for community projects are properly distributed so that the projects benefit the intended beneficiaries. CERC’s training on Community Integrity Building (CIB) enables monitors to assess quality and availability of equipment and infrastructure, performance of the teaching team, collect evidence, conduct beneficiary surveys, verify findings as well as engage with stakeholders such as implementing agencies, contractors, head teacher, parent committee and teacher’s association to fix problems.
Download it here: Rapport Annuel 2017
CERC established integrity clubs in 20 selected secondary schools in Uvira
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.