Corruption in the Democratic Republic of the Congo is an endemic problem, and seriously hinders businesses operating in the country. It permeates all levels of government and all sectors of the economy, rendering the country’s investment education as one of the least competitive. Clientelism, rent-seeking and patronage have decimated fair competition, particularly in the sectors of public procurement. Corruption has also impeded efforts to increase the transparency of public services.

Many young people in DRC still struggle to attain a good education. Decades of civil war as well as the government’s weakness has devastated educational infrastructure and institutions in DRC. As a result many young people are left behind and fail to gain the skills they need to secure their future. Education accounts for less than 3% of government expenditure, well below the average for sub Saharan Africa, and contributes to 56% of youth in DRC currently not attending secondary school . Furthermore, a lack of control from central government, combined with instability especially during elections, means that the constant threat of violence breaking out hangs over the country.


Financially supported by the Norvegian Agency for Development Cooperation “NORAD” and the Swedish for International Development Agency “SIDA” and Integrity Action,  CERC has taken on the mission of promoting “integrity, honesty and equality” in the DRC education sector.  By creating Integrity Clubs in Secondary Schools and implementing an approach known as “Community Integrity Building”, CERC is pioneering the introduction of “social accountability in education” that will enable school children to have their voice heard and improve the efficiency of public institutions. As highlighted by the World Bank, “reform measures in the public sector must focus on accountability and responsibility based both on people’s respect of regulations and on performance.

As part of CERC’s efforts to improve government responsiveness and youth engagement in DRC, in the 3 upcoming year, we would like to engage with more school children by providing them with training and support to monitor the implementation of education projects and services in their own communities.