Every program that proposes to raise again an atmosphere socially and economically depressed must take part in substantial way in the field of the education and especially in that one of base.

We consider that absolutely the first incentive on which attend in order to give again dinamism and perspectives to a socially and culturally depressed atmosphere

as that one of Lubumbashi can be, not completely out of a war yet and of the tragedy that derives from that.

Even in this case, it was a situation of complete

abandonment because of the renunciation of the state to pay teachers and because it replaced everything in the hands of the sporadic, partial and accidental initiative of some local teacher, with all the disadvantages of the case.

Our intervention, begun some years ago, has followed the whole scale of the growth. After have participated to the construction of one first school, it has supported the creation of opportune courses of formation dedicates you to the education to the development in order to locally share and distribute knowledge, experiences and culture of the independent development. From these courses, activated in the years, came out the operators of development today daily and fully engaged in the AMKA Katanga activity.

Kaniaka, the village where we developed an articulated strategy of participation, has been able to benefit of such experience directly, because AMKA made itself responsible of the existing decadent scholastic structure, and indirectly, by the study that the operators of AMKA Katanga have carried out in the field for many weeks in order to well comprise the social web on which they would have intervene to be able to affect positively the the preexistent situation to their arrival.

Our plan provides, besides the management of the building used as classrooms, also the restructure of the study programs, the supply of the didactic material and the daily dispensig of a meal to every pupil attending and supported by AMKA.

The intervention was to benefit only the boys of the poor families and it does not have intentional to be total, in terms of economic contribution necessary for the participation to the scholastic year, in order to avoid a disinterest to the problem from the parents who still have not little problems to accept the importance of the instruction for the life of their own sons.