CRISE SALARIALE DES ENSEIGNANTS EN RÉPUBLIQUE DÉMOCRATIQUE DU CONGO: REMISE EN QUESTION DE LA BANCARISATION ÉDUCATIVE À PARTIR DU CAS D’UNE INSTITUTION BANCAIRE PARTENAIRE
DOI:
https://doi.org/10.46827/ejphs.v9i1.250Keywords:
crise salariale, bancarisation éducative, enseignants, République Démocratique du Congo, gouvernance éducative / salary crisis, educational bancarization, teachers, Democratic Republic of the Congo, educational governanceAbstract
La présente étude analyse la crise salariale des enseignants en République Démocratique du Congo dans le contexte de la mise en œuvre du processus de bancarisation éducative. Elle s’inscrit dans une approche qualitative de type étude de cas critique, centrée sur une institution bancaire partenaire impliquée dans le dispositif de paiement des salaires des enseignants. La recherche mobilise des entretiens semi-directifs, l’analyse documentaire et l’observation directe dans plusieurs provinces éducationnelles, notamment Kwilu, Kwango, Mai-Ndombe, Kinshasa et Kongo-Central. Les résultats mettent en évidence des dysfonctionnements structurels caractérisés par des retards chroniques de paiement, une perception d’opacité dans la gestion du processus de paiement, des pratiques perçues de paiement différencié ainsi que des difficultés d’accès aux services financiers. Ces dysfonctionnements compromettent la stabilité professionnelle des enseignants, favorisent la démotivation, l’absentéisme et la multiplication des mouvements de grève, et affectent négativement la continuité pédagogique et la qualité des apprentissages. L’étude montre que la bancarisation éducative, dans sa configuration actuelle, ne garantit ni la régularité ni la sécurisation des salaires. Elle conclut à la nécessité d’une reconfiguration du modèle de paiement des enseignants, fondée sur la diversification des institutions financières partenaires, la mise en place de mécanismes indépendants de suivi et d’audit, et le renforcement de la gouvernance éducative.
This study analyzes the salary crisis affecting teachers in the Democratic Republic of the Congo within the context of educational bancarization. It adopts a qualitative critical case study approach focusing on a partner banking institution involved in the teachers’ salary payment system. The research uses semi-structured interviews, document analysis, and direct observation conducted across several educational provinces. The findings reveal structural dysfunctions including chronic payment delays, perceived lack of transparency in payment processes, perceived differentiated payment practices, and limited access to financial services. These issues undermine teachers’ professional stability, contribute to demotivation, absenteeism, and repeated strikes, and negatively affect pedagogical continuity and learning quality. The study concludes that the current bancarization system does not ensure regular and secure salary payments and calls for structural reforms.
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