In Democratic Republic of Congo, the State’s limited powers compels it to engage in permanent discussions with vested interests. On basis of fieldwork, this article analyzes how interactions unfold between actors in the primary, secondary and technical education sector, with a particular focus on trade unions and government. It relies therefore on the concept of strategy and asks whether the trade union strategies are effective.
It finds that the political, economic and social context significantly influence trade union claims and strategies, the effectiveness thereof, and the overall professional relations in the sector. Accordingly, the strategies must be constantly adapted to the changing contexts and professional relations.
By emphasizing the central role played by vested interests in fragile state contexts, the article contributes to a better understanding of policymaking processes in Democratic Republic of Congo.
strategy, trade union, political economy, education, effectiveness