The silent sacrifice: Children in Cobalt Mines and the Toll on their Education

Written by Anna S. Kordesch

In the cobalt-abundant regions of the Democratic Republic of Congo (DRC), a grim reality hides beneath the earth’s surface. Children, some as young as six, labour in hazardous mines, extracting a mineral vital to the global technological advancement—cobalt. This essential element, used in the manufacture of rechargeable batteries for devices like smartphones, laptops, and electric vehicles, exacts a heavy toll not only on the youthful miners but also on their aspirations for education, which are left in ruins.

This article delves into the distressing ordeals of children working in the cobalt mining sector and the significant repercussions it exerts on their educational prospects. By scrutinising the diverse elements that sustain this cycle of exploitation, the aim is to uncover the systemic challenges eroding the prospects of an entire generation in DRC.

Although education represents the promise of a more hopeful future, it remains an elusive 

aspiration for many children trapped in cobalt mines. It is crucial to delve into the complex network of elements that deprive these young individuals of the chance to receive an education, develop, and escape the relentless grip of poverty. This text explores the limitations in access to schools, insufficient educational infrastructure, and the economic burdens that compel children to work in the mines. By doing so, it scrutinises how these interrelated difficulties perpetuate a cycle of illiteracy, effectively stripping an entire generation of their potential.

This article serves as a strong call, calling upon governments, corporations, and civil society to confront the entrenched problems that uphold the exploitation of children in cobalt mines. Through our efforts to shed light on the severe impact on education, we aim to spark substantive conversations and motivate tangible actions aimed at protecting the rights and prospects of these at-risk children.

Mining in Kailo, Congo. Photo by Julien Harneis on Wikimedia Commons.

The Importance of Cobalt for the World Market

Cobalt (Co) is a global metal with widespread applications in commercial, industrial, and military sectors. Its primary and essential use is in the electrodes of rechargeable batteries. Cobalt is a crucial component for many of today’s everyday devices, including smartphones, laptops, tablets, and various other electronic gadgets. Moreover, it plays a vital role in renewable energy technologies, being used in wind turbines and solar panels i.

Southern Congo is situated above an estimated 3.4 million metric tons of cobalt, representing over half of the world’s known supply. Many Congolese, including children, have taken 

employment in the industrial mines in this region. The vast cobalt reserves highlight that the Democratic Republic of Congo (DRC) will likely remain the primary source meeting the increasing global demand for cobalt in lithium-ion batteries. DRC’s cobalt mine production has experienced almost constant growth, going from 11,000 mines in 2000 to 98,000 in 2020. This remarkable increase is closely linked to the world’s escalating need for this metal. While the DRC is home to valuable minerals such as cobalt, copper, coltan, and gold, it is also one of the world’s most impoverished nations, grappling with issues of poverty and humanitarian crises that afflict its population ii.

Small-scale mining in the Democratic Republic of Congo (DRC) engages individuals of all age groups, including children, who are compelled to labour under challenging and unfavourable conditions. Among the 255,000 Congolese involved in cobalt mining, 40,000 are children, with some as young as six years old. Most of them earn less than $2 per day, primarily relying on their hands as their primary tools for work iii.

The Dangers of Cobalt Mining

Unfortunately, children are indeed involved in artisanal mining. The youngest children often start by accompanying their mothers to the mines, while older ones take care of their younger siblings and, over time, become directly involved in the mining activities. The prevailing perception in developed countries is that child labour is a practice to be unequivocally condemned, representing one of the worst forms of exploitation.

In addition to the environmental toll of cobalt mining activities, there is a significant human cost  associated with it. For adults working in these mines, there’s a heightened risk of injury or even death. This peril stems from the lack of basic protective equipment, such as hard hats and vests, as miners often work barefoot and use their hands to extract ores. Furthermore, in a 2016 report by Amnesty International, it was revealed that many mines are constructed in unsafe ways, subjecting workers to life-threatening situations in their pursuit of cobalt. Numerous miners have lost their lives or suffered severe injuries due to incidents like tunnel or pit collapses, underground fires, and suffocation. The risks of accidents resulting from improperly constructed excavations and mines can lead to fatalities from suffocation, asphyxiation, or drowning.

Children, in particular, are exposed to this inhumane working environment, living in constant fear for their lives as they strive to earn money to support their families. Child labor is a grave issue in the DRC, where children not only work in an unsafe environment but also face physical abuse, sexual exploitation and are exposed to drug use.

Environmental factors also pose significant risks in cobalt mining, including mosquito-borne illnesses linked to unintended water pooling in placer mining areas or diarrheal diseases caused by poor sanitation practices. These health concerns can be exacerbated by the remote locations of the mines and the absence of medical services, making timely treatment often unavailable.

Artisanal mining. Photo by Fairphone, on Flickr.

Where does Education Fit In?

In addition to the clear violations of human rights and the life-threatening conditions that children in the DRC face due to their labour, their right to education is profoundly impacted. While the Congolese government introduced the DRC Child Protection Code in 2009, which mandates “free and compulsory primary education,” the lack of adequate government funding places the burden of covering non-tuition fees, including teacher salaries and uniform costs, on parents. Parents are required to pay between 10,000 and 30,000 Congolese Francs ($10-30) per month, an expense that many cannot afford. This financial barrier further hinders these children’s access to education. While parents may aspire to provide their children with access to formal education, economic constraints frequently force them to withhold this educational opportunity in the interest of ensuring the family’s financial viability iv.

Kabedi is a 12-year-old girl in the DRC who has returned to school after three hard years of working in an artisanal copper and cobalt mine. She explains, “When I was 9, I started working in the mine after my father died to help my mother.” Kabedi toiled from morning to night, seven days a week, collecting, crushing, and transporting copper and cobalt ores. Despite her efforts, at the end of the day, Kabedi would return home exhausted with an average of 5,000 Congolese Francs (around $2.5) in her pocket. This starkly illustrates that while these children work in cobalt mines out of sheer necessity, the income they earn is still insufficient to cover their basic needs and education costs v.

Furthermore, the gruelling work hours these children endure highlight that this kind of life is fundamentally incompatible with the continuity of education. In the DRC, the average number of years of education completed by young adults is less than four. Data reveals that only about 18% of the total population manages to attain the highest education level, which is six years of schooling. Many children have to forsake their education to bring food to the table at the end of the day. This results in a self-perpetuating cycle in which, once caught, it becomes exceedingly challenging to extricate oneself from and consequently pursue an education vi.

Access to education plays a pivotal role in significantly reducing vulnerability to child slavery and can serve as a means to lift children out of poverty. Therefore, safeguarding the availability of education is a crucial element in preventing child slavery and mitigating vulnerability to exploitative labour and slavery in adulthood.

Potential Solutions

Solutions to address mining injustices can involve various stakeholders. An example of such 

efforts is the Fund for the Prevention of Child Labor in Mining Communities, a collaboration between UNICEF and the Global Battery Alliance. Through this initiative, UNICEF aims to support the school reintegration of 500 children who have left mining work. While international organisations are playing their part in upholding children’s right to quality education, jeopardised by harsh physical labour, civil society is raising awareness through the hashtag #NoCongoNoPhone to combat the cobalt supply chain that fosters child labour. A third key actor, the government in the DRC, is working with the Enterprise Generale du Cobalt to gain control over the artisanal cobalt mining sector, with the aim of curbing the illegal use of children as forced labour. These collective efforts from various actors are essential in addressing the complex issues surrounding child labour in cobalt mining vii.

Indeed, this collective action involving a multitude of actors is essential to effectively combat this illegal employment, which deprives countless children of a meaningful future that hinges on their right to quality education. Society must become aware of the dark realities occurring behind the everyday use of these common devices. It is only through such global awareness that children in the DRC can hope for a chance to one day lead age-appropriate lives, free from the burden of child labour in the cobalt mines.

References

Gulley, A. L. (2022). One hundred years of cobalt production in the Democratic Republic of the Congo. Resources Policy, 79, 103007. https://doi.org/10.1016/j.resourpol.2022.103007

The DRC mining industry: Child labour and formalisation of small-scale mining. Wilson Center. (n.d.). https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

Alshantti, O. (2023, March 15). Cobalt mining in the Democratic Republic of the Congo: The human and environmental costs of the transition to Green Technology. Spheres of Influence. https://spheresofinfluence.ca/coblat-mining-drc-green-technology/

From mine to school. UNICEF. (2021, May 15). https://www.unicef.org/drcongo/en/stories/mine-school

Democratic Republic of Congo – World Bank. (n.d.). https://databankfiles.worldbank.org/public/ddpext_download/hci/HCI_2pager_COD.pdf

Philipp, J. (2021, November 5). The effects of cobalt mining in the DRC. The Borgen Project. https://borgenproject.org/cobalt-mining-in-the-drc/

i The DRC Mining Industry: Child labor and Formalization of Small-Scale Mining. (n.d.). Wilson Center. https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

ii Gulley, A. L. (2022). One hundred years of cobalt production in the Democratic Republic of the Congo. Resources Policy, 79, 103007. https://doi.org/10.1016/j.resourpol.2022.103007

iii The DRC mining industry: Child labour and formalisation of small-scale mining. Wilson Center. (n.d.). https://www.wilsoncenter.org/blog-post/drc-mining-industry-child-labor-and-formalization-small-scale-mining

iv Alshantti, O. (2023, March 15). Cobalt mining in the Democratic Republic of the Congo: The human and environmental costs of the transition to Green Technology. Spheres of Influence. https://spheresofinfluence.ca/coblat-mining-drc-green-technology/

v From mine to school. UNICEF. (2021, May 15). https://www.unicef.org/drcongo/en/stories/mine-school

vi Democratic Republic of Congo – World Bank. (n.d.). https://databankfiles.worldbank.org/public/ddpext_download/hci/HCI_2pager_COD.pdf

vii Philipp, J. (2021, November 5). The effects of cobalt mining in the DRC. The Borgen Project. https://borgenproject.org/cobalt-mining-in-the-drc/

Educational Challenges in the Republic Democratic of Congo

Written by Esther Musau Tshimanga

Background

The Democratic Republic of Congo is the largest sovereign nation in the African continent with a population of over 84 million inhabitants. The DRC is considered one of the richest countries in Sub-Saharan Africa in terms of natural resources, however, its population is further away from experiencing its wealth. According to the World Bank, 64% of the population lived under the poverty threshold with less than 2.15$ a day in 2021 (The World Bank, 2015). The DRC is faced with a wide range of political, socio-economic, and health issues coupled with ongoing armed conflict, and the state of the country continues to experience a steady decline following the Covid-19 pandemic (Pinshi 2020; Sasidharan and Dhillon 2021).

The Education system in the DRC is one of the national structures that has suffered the most from the lack of access to that national wealth. The educational system of the DRC has been reported as weak due to the low prosperity level of the country and plagued by poor quality and deep social inequalities. According to USAID, more the 45% of children begin school later, after the age of 6 which is the recommended year to begin primary school (The Global Economy, 2021), of those who successfully enter the first grade, only 67%  will reach the 6th grade (USAID, 2023). The two main challenges hindering the education system in the DRC are poor quality and low coverage on the structural level when national challenges such as war, conflict, gender-based violence, food insecurity, and poverty have major repercussions on accessibility to equal and equitable education.

Figure 1 Image by The World Bank, 2020.

The following article will explore the current educational challenges and experiences in the DRC. An overall description of the DRC education system will be provided, followed by an exploration of their challenges, and will conclude by mentioning recent educational reform and their potential implication on the education system.

The DRC Education System, an Overview.

Due to poverty, military conflicts, and a lack of infrastructure, the school system in the Republic Democratic of Congo (DRC) suffers several difficulties (Education Cannot Wait 2023). Although, the country’s constitution recognizes the right to an education as a fundamental one, numerous youngsters remain out of school as a result of exorbitant tuition fees and subpar instructional materials (USAID 2023). With limited access to intermediate and university education, primary education in the DRC is free but not mandated (Kingiela 2018). An estimated 77.04% of people are literate, however, there is a large gender gap because women are more likely than males to be illiterate (UNESCO 2020). When compared to other African nations, the government’s expenditure on education is small, which causes teachers shortage and subpar classroom facilities (Kingiela 2018). Additionally, the colonial-based curriculum of the nation’s educational system, which disregards regional contexts and cultures, restricts the level of education that can be provided to children.

The education system of the DRC is mainly organized across ideology and social groups, of which the catholic, protestants and unsubsidized schools form 80% of the country’s educational network, furthermore, urban provinces count the highest number of children enrolled in schools, the highest number of girls enrolled in schools and highest number of educators available as high as 20% for each construct, while predominantly rural and provinces affected by armed conflict represent the lowest number of enrolled children, enrolled girls, as well as available educators (Cellule Technique pour les Statistiques de l’Education (CTSE) 2015)

Challenges in the DRC Education System

Poor quality

Inadequate finance is one of the biggest problems facing the DRC’s educational system (Education Cannot Wait 2023). Only a small portion of the total government expenditure on education is spent on raising standards. The government’s investment in education has decreased over time, which has caused a drop in educational quality (Sasidharan and Dhillon 2021). The lack of finance has led to inadequate teacher preparation, a shortage of classroom supplies, and a lack of school infrastructure. UNESCO reports that the government only devotes 2.3% of its Gross Domestic Product to education, which is much less than the 20% suggested by the Dakar Framework for Action (UNESCO 2000, 2020). Due to little funding, education is of poor quality. There were just 16,500 elementary schools and 2,700 secondary schools in the nation in 2013 (Cellule Technique pour les Statistiques de l’Education (CTSE) 2015).

Corruption is another issue that results in insufficient funding. Officials embezzle funds intended for education because corruption is rampant in the country’s educational system making it challenging for schools to deliver high-quality instruction, particularly in rural areas where schools have few resources (Centre de Recherche sur l’anti-corruption 2022).

Low coverage

In the DRC, it can be difficult for children to get access to education, especially if they live in remote areas. About 3.5 million children of primary school age do not attend, with girls being disproportionately impacted (USAID, 2023). Children in remote locations have a tough time getting to school due to a lack of transportation options, including roads (World Bank, 2005). As a result of many youngsters being obliged to labor to support their families, poverty is another big impediment to schooling (Musarandega et al. 2021).

The fact that many institutions offer low-quality education just makes the lack of access to education worse (Kinsala, 2020). The ineffectiveness of instruction is hampered by the shortage of textbooks and other educational tools (World Vision, 2023). Additionally, many teachers lack the necessary credentials and have poor training (Kinsala, 2020).

Lack of infrastructure

The lack of infrastructure is another issue that has hampered education in the DRC. Most schools lack basic amenities such as water, electricity, and proper sanitation facilities (The World Bank 2015). This lack of infrastructure has contributed to the high dropout rates, particularly for girls who have to walk long distances to attend school (Musarandega et al. 2021). In addition, the lack of infrastructure makes it difficult for teachers to deliver quality education.

Impact of Conflict on Education

The ongoing conflict in the DRC has had a significant impact on education in the country. The conflict has disrupted the education system, with many schools being destroyed or closed down (Jones and Naylor 2014). Children have been forced to flee their homes, and some have been recruited as soldiers, denying them access to education. The conflict has also created a sense of insecurity, making it difficult for children to attend school. Many parents fear for their children’s safety and choose to keep them at home, even if they have access to education (Omaamaka 2015). This has contributed to the low enrollment rates in many parts of the country.

Conclusion

Education is essential for the development of any country. In the DRC, however, education faces many challenges, including inadequate funding, limited access to education, inadequate infrastructure and materials, and the impact of the conflict on education(USAID 2023). Addressing these challenges will require a collective effort by the government, civil society, and the international community. This includes increased funding for education, improving access to education, investing in infrastructure and materials, and promoting peace and security in the country. Only by addressing these challenges can the DRC fulfil its potential and provide quality education for all its citizens.

 

References

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Centre de Recherce sur l’anti-corruption. 2022. “Using Data to Improve the Quality of Education.” Centre de Recherche Sur l’Anti-Corruption. Retrieved April 13, 2023 (https://anticorruption-center.org/data-from-students-allows-education-authorities-in-the-drc-to-address-educational-quality-and-accountability-issues-in-real-time/).

Corneille Kinsala N’soki. 2020. “Digitalcongo.Net | L’insuffisance d’infrastructures Scolaires Pose Problèmes à La Gratuité de l’éducation de Base.” Digitalcongo.Net. Retrieved April 16, 2023 (https://www.digitalcongo.net/article-en/5e6a3e483135ba0004d1c679/).

Education cannot wait. 2023. “The Democratic Republic of the Congo | Education Cannot Wait.” Education Cannot Wait. Retrieved April 13, 2023 (https://www.educationcannotwait.org/our-investments/where-we-work/democratic-republic-the-congo).

Jones, Amir, and Ruth Naylor. 2014. “The Quantitative Impact of Armed Conflict on Education in the Democratic Republic of the Congo: Counting the Human and Financial Costs.”

Kingiela, Jolie Fiata. 2018. “Mini-Dissertation Submitted in Fulfilment of the Requirements for the LLM Degree in Multidisciplinary Human Rights at the Faculty of Law, Centre for Human Rights, University of Pretoria.”

Musarandega, Reuben, Michael Nyakura, Rhoderick Machekano, Robert Pattinson, and Stephen Peter Munjanja. 2021. “Causes of Maternal Mortality in Sub-Saharan Africa: A Systematic Review of Studies Published from 2015 to 2020.” Journal of Global Health 11:04048. doi: 10.7189/jogh.11.04048.

Omaamaka, Offu Peter. 2015. “The Impact of Armed Conflict on Africa of the Democratic Republic of Congo.”

Pinshi, Christian. 2020. “What Impact Does COVID-19 Have on the Congolese Economy and International Trade?”

Sasidharan, Shibu, and Harpreet Singh Dhillon. 2021. “A Snapshot of Poverty, Diseases and War – the Democratic Republic of the Congo.” Disaster Medicine and Public Health Preparedness 1–4. doi: 10.1017/dmp.2021.227.

The Global Economy. 2021. “Democratic Republic of the Congo School Starting Age, Primary School – Data, Chart.” TheGlobalEconomy.Com. Retrieved April 9, 2023 (https://www.theglobaleconomy.com/Democratic-Republic-of-the-Congo/Primary_school_starting_age/).

The World Bank. 2015. “The World Bank in DRC-Overview.” World Bank. Retrieved March 13, 2023 (https://www.worldbank.org/en/country/drc/overview).

UNESCO. 2000. The Dakar Framework for Action. Education for All: Meeting Our Collective Commitments. Dakar: UNESCO.

UNESCO. 2020. “The Congo Literacy Project (The Democratic Republic of Congo) | UIL.” UNESCO. Retrieved April 13, 2023 (https://uil.unesco.org/case-study/effective-practices-database-litbase-0/congo-literacy-project-democratic-republic-congo).

USAID. 2023. “Education | Democratic Republic of the Congo.” U.S. Agency for International Development. Retrieved April 9, 2023 (https://www.usaid.gov/democratic-republic-congo/education).

World Bank. 2005. Education in the Democratic Republic of Congo: Priorities and Options for Regeneration. The World Bank.

World Vision. 2023. “Education.” World Vision. Retrieved April 16, 2023 (https://www.wvi.org/congo/our-work/education).

https://www.worldbank.org/en/news/feature/2020/06/16/the-new-ambitions-of-congolese-schoolchildren-now-that-school-is-free