{"id":794,"date":"2021-03-05T13:56:00","date_gmt":"2021-03-05T13:56:00","guid":{"rendered":"https:\/\/www.uantwerpen.one\/blog-usos\/?p=794"},"modified":"2021-05-28T14:45:47","modified_gmt":"2021-05-28T14:45:47","slug":"education-the-prerequisite-and-driving-force-to-achieve-the-sustainable-development-goals","status":"publish","type":"post","link":"https:\/\/blog.uantwerpen.be\/global-pen-friends\/education-the-prerequisite-and-driving-force-to-achieve-the-sustainable-development-goals\/","title":{"rendered":"Education: the prerequisite and driving force for achieving the Sustainable Development Goals"},"content":{"rendered":"\n
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Correspondence between Aiushi Singh<\/strong> (student at Xavier Institute of Social Service – Ranchi) and Jules-Alphonse Sivahera Varondi <\/strong>(\u00e9tudiant \u00e0 l\u2019Universit\u00e9 Catholique de Bukavu)<\/p>\n\n\n\n

Dear friend Jules-Alphonse, <\/h2>\n\n\n\n

I hope you are well and doing great.<\/p>\n\n\n\n

In this correspondence, I would like to share my views and strong beliefs\non education being a prerequisite and the most important goal in the achievement\nof the other SDGs. Starting with a brief introduction to the SDGs, I will discuss\nthe importance of education and the role of SDG 4 in the achievement of the other\nSDGs. I will also discuss the social, economic, political and environmental\nimpacts of education. I have also tried to identify the obstacles to the\nachievement of SDG 4 and the necessary interventions that the government\/authorities\nof a nation should consider to overcome them.<\/p>\n\n\n\n

The Sustainable Development Goals, adopted as part of the resolution,\n\u2018Transforming our world: The 2030 Agenda for Sustainable Development\u2019, are a\nset of 17 ambitious and far-sighted goals with 169 targets. Being a\nmultinational agenda, it involves the international community and its cooperation\nthrough active participation, with a special focus on partnership. The SDGs are\ndevoted to providing better living conditions for people globally, by taking\ncare of our planet through responsible practices that can sustain resources and\nlife on Earth. They are focused on solving social, environmental, political and\neconomic challenges, and creating an equitable and sustainable world for present\nand future generations.<\/p>\n\n\n\n

Out of the 17 SDGs, SDG 4 is Quality Education, which discusses the need\nto ensure inclusive and equitable quality education for all without discrimination.\nSDG 4 has ten targets concerning different aspects of education. There are\nseven targets which are expected outcomes, such as achieving universal primary\nand secondary education, early childhood development, access to vocational\ntraining and higher education, along with gender equality (with reference to SDG\n5), and three targets which are the means of achieving these outcomes: creating\na suitable environment for learning, increasing scholarships globally and ensuring\nthe even distribution of qualified teachers.<\/p>\n\n\n\n

Education is a dynamic process that helps individuals to live a better\nlife. The purpose of education is to develop rational, ethical and moral\nthinking among individuals that helps them to understand the situations and\nworld around them and to make informed decisions. Education from the right age\n(6-14 years, RTE Act 2009<\/strong><\/a>) helps to\ncreate sensible and sensitive citizens of any nation. It helps to create\ncitizens responsible for their behaviour. Education helps an individual to\ndevelop a perspective on life and live with a vision. And thus, it leads to the\nwellbeing of society, the nation and the world as a whole. This can be proved\nby comparing the literacy rates of the economically developed and less\ndeveloped nations. According to data from the UNESCO Institute for Statistics<\/strong><\/a>, more\neconomically developed countries (MEDC) had a literacy rate of 99.2% in 2013,\ncompared to South and West Asia, where it was 70% in 2015, and Sub-Saharan\nAfrica, at 64% in 2015.<\/p>\n\n\n\n

Education as the prerequisite and driving force behind achieving the\nSDGs is essential and relevant. In my opinion, the achievement of quality\neducation is of crucial importance. All the goals are interconnected and\ninterdependent on one another, with education forming the basis for all of them.\nThe achievement of the SDGs requires the involvement and participation of every\nindividual around the globe, as every small action will make a difference.\nIndividual actions have to be based on informed and responsible decisions, and\nthis information can only be disseminated through education. With the urgent\nneed to address social, economic and political issues through the achievement\nof the SDGs, education is important for individuals of every age. Next to\nprimary, secondary and tertiary education, which focuses on young children, youth\nand young adults, special focus should also be on adult education. Children\nlearn from their surroundings, so the attitudes and behaviour of adults influence\nchildren and youth. <\/p>\n\n\n\n

The table below depicts the social, economic, political and environmental impacts that can be achieved through the attainment of the following SDGs. SDG 4 provides the most powerful agenda, leading to the achievement of the other SDGs and, thus, creating positive social, economic, political and environmental impacts.<\/p>\n\n\n\n

Social Impact<\/strong> <\/td>Economic Impact<\/strong> <\/td>Political Impact<\/strong> <\/td>Environmental Impact<\/strong> <\/td><\/tr>
SDG 2
SDG 3
SDG 5
SDG 10
SDG 11
SDG 17   <\/td>		SDG 1
SDG 7
SDG 8
SDG 9
SDG 12
SDG 17 <\/td>		SDG 8
SDG 11
SDG 16
SDG 17     <\/td>		SDG 6
SDG 7
SDG 12
SDG 13
SDG 14
SDG 15
SDG 17 <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

https:\/\/sdgs.un.org\/goals<\/a><\/p>\n\n\n\n

Education will create self-reliant individuals and impart knowledge and\nskills that can open broad opportunities for better livelihoods and employment.\nIt will not only create employable individuals but may also lead to the generation\nof employment and small businesses. Opportunities for employment will help\npeople to obtain their basic needs and improve their living conditions, thus\nbringing them out of poverty and reducing hunger, as referred to in the table\nabove (social SDG 2 and economic impact SDG 1, SDG 8). Furthermore, education\nwill reduce economic inequality by sensitizing and modernizing the ideas and\nbeliefs of society. In this way, education helps in realizing the potential of men\nand women, including those with physical disabilities, thus reducing\ninequalities (social impact SDG 5, SDG 10 and economic impact SDG 8).<\/p>\n\n\n\n

The education policy of a nation determines its future, because it reflects\nhow a country decides to nurture the most valuable assets and create human\ncapital. Investment in creating the educational infrastructure will foster\nknowledge and research. Research brings out hidden facts and finds solutions to\nexisting problems. The burning problems of global warming, climate change,\npollution, waste management, disease control, affordable, renewable and clean\nfuel, etc. need innovative solutions, which can definitely come from motivated young\nminds. It will promote social and environment-friendly industrial and economic\ngrowth (environmental impact SDGs 6, 7, 12, 13, 14, 15 & 17). Education\nwill create well-informed individuals, aware of their rights and duties\n(political impact SDG 16). Informed individuals will be responsible in their\nconsumption, use and disposal of products and inspire others (social impact SDG\n11 and environmental impact SDG 12).<\/p>\n\n\n\n

With the increasing concern about environmental problems, the non-judicious\nuse and degradation of natural resources, and climate change, there is a need to\nchange the attitudes and habits of people. This will ultimately lead to the improvement,\nprotection and conservation of life on land and in water.<\/p>\n\n\n\n

The goal may face several obstacles in its achievement, especially in\ndeveloping countries. Unadapted infrastructure for individuals with physical or\nmental disabilities, poverty, stigmatization and discrimination in society, may\nall hinder enrolment in education and discourage students from pursuing higher\neducation. For example, due to poverty, poor families are forced to make their\nchildren work to earn money for the family, thus stopping the children from\ngaining an education. If these factors were addressed, it could encourage young\npeople to study and live a better life.<\/p>\n\n\n\n

Such problems need policy interventions by the government. Policies\nwhich are sensitive, inclusive and promote the universalization of education in\nall nations. They should be framed in a way that makes education (at all\nlevels) accessible, convenient and encouraging. The role of government should\nbe active and vigilant in using education as a tool for long-term growth and\nprosperity. Nations should focus on a bottom-up approach, developing a curriculum\nthat is suitable and relevant to their geography and culture, along with a modern\nmode (including technology) of delivery. For this, grassroots-level policy\nimplementation, with rigorous monitoring and evaluation, is necessary. Regional\nlanguages (various mother tongues) should be promoted as a medium of exchange\nat least up to primary level. This will help to conserve indigenous knowledge\nabout our surroundings, reduce hesitation among people in speaking their own languages,\nand lead to wider inclusion. It will lead to the sharing of new ideas about\nconserving natural resources and to inclusive development driven by sustainable\nideas. For example, the indigenous tribes in India have a great knowledge about\nthe forests, forest products and the medicinal properties of plants, which can\nonly be harnessed if we understand their language. Building collaborations with\ngrassroots and civil society organizations will help in successfully achieving this.<\/p>\n\n\n\n

I hope you find my views interesting and fruitful. Eagerly waiting to\nknow your views on this too.<\/p>\n\n\n\n

Your friend,<\/p>\n\n\n\n

Aiushi Singh
22-FEB-2021, Ranchi<\/p>\n\n\n\n

Ch\u00e8re amie Aiushi Singh, je te salue.<\/h2>\n\n\n\n

C\u2019est avec plaisir que je t\u2019adresse cette missive. J\u2019esp\u00e8re qu\u2019elle te\ntrouvera en bonne sant\u00e9. Pour ma part, je suis en pleine forme.<\/p>\n\n\n\n

J\u2019ai lu attentivement la correspondance que tu m\u2019as adress\u00e9e concernant\nle sujet mentionn\u00e9 ci-dessus et je dois avouer que je partage ton point de vue\nsur plusieurs points. Surtout quand tu dis que l\u2019objectif 4 des ODD\n(l\u2019\u00e9ducation de qualit\u00e9) est le plus important de tous, \u00e0 tel enseigne que sa\nseule r\u00e9alisation effective et efficiente contribuera grandement \u00e0 la\nr\u00e9alisation de tous les 17 ODD.<\/p>\n\n\n\n

J\u2019appr\u00e9cie le fait que tu consid\u00e8res que le changement des habitudes et\nde l\u2019attitude des \u00eatres humains par l\u2019\u00e9ducation est n\u00e9cessaire pour mener \u00e0\nterme l\u2019am\u00e9lioration, la protection et la conservation de la vie sur terre face\naux probl\u00e8mes environnementaux et climatiques auxquelles la plan\u00e8te fait face.\nMichel Eyquem de Montaigne, philosophe du XVIe<\/sup> si\u00e8cle, a jadis dit : \u00ab Mieux vaut une t\u00eate bien faite qu\u2019une t\u00eate\nbien pleine \u00bb. <\/em> Ce point de vue insiste sur l\u2019aspect\nqualitatif de l\u2019\u00e9ducation, laquelle \u00e9ducation devrait contribuer \u00e0 former des\nesprits capables de r\u00e9pondre aux probl\u00e8mes pos\u00e9s au niveau local, national,\nr\u00e9gional et mondial. Sinon, \u00e0 quoi servirait-il d\u2019\u00e9duquer des populations si la\nformation qu\u2019elles re\u00e7oivent ne leur \u00e9tait d\u2019aucune utilit\u00e9 ? A rien bien\n\u00e9videmment.<\/p>\n\n\n\n

Partant de la relation qualit\u00e9-utilit\u00e9 de l\u2019\u00e9ducation, je suis d\u2019accord\navec ton point de vue en ce qui concerne la politique \u00e9ducative d\u2019une nation.\nEn effet, la politique \u00e9ducative d\u00e9termine l\u2019avenir d\u2019une nation comme tu l\u2019as\nsoulign\u00e9. Un savant chinois a jadis dit : \u00ab Pour\nd\u00e9truire un pays ennemi, il suffit de d\u00e9truire son syst\u00e8me d\u2019\u00e9ducation\u00bb<\/em>.\nL\u2019inverse est tout aussi plausible. Des mill\u00e9naires avant nous, il avait\ncompris l\u2019importance des politiques \u00e9ducatives aujourd\u2019hui.<\/p>\n\n\n\n

Avant de faire face aux probl\u00e8mes mondiaux, les \u00c9tats font face \u00e0 des\nprobl\u00e8mes nationaux et locaux qui leurs sont propres. De m\u00eame, les \u00c9tats\nn\u2019abordent pas de la m\u00eame mani\u00e8re les probl\u00e8mes auxquels le monde entier fait\nface. L\u2019\u00e9ducation, l\u2019instruction et la recherche scientifique, sous l\u2019impulsion\ndes politiques des \u00c9tats, constituent le meilleur moyen de r\u00e9soudre les probl\u00e8mes\nde toutes sortes auxquels les ODD souhaitent rem\u00e9dier : pauvret\u00e9, famine,\npand\u00e9mie & \u00e9pid\u00e9mie, analphab\u00e9tisme, discrimination, insalubrit\u00e9,\n\u00e9cologie, ch\u00f4mage, enclavement des milieux recul\u00e9s et des zones rurales,\nin\u00e9galit\u00e9s, modernisation, industrie de consommation, r\u00e9chauffement climatique,\npollution, d\u00e9forestation, injustice, division, etc.<\/p>\n\n\n\n

Loin de moi l\u2019id\u00e9e de limiter l\u2019utilit\u00e9 de l\u2019\u00e9ducation \u00e0 la r\u00e9solution\ndes probl\u00e8mes de l\u2019humanit\u00e9. En effet, en plus de cela, l\u2019\u00e9ducation est le\nprincipal vecteur du progr\u00e8s, de l\u2019innovation et de l\u2019\u00e9volution de la science.\nJe soutiens totalement ton id\u00e9e selon laquelle l\u2019investissement dans la\ncr\u00e9ation des infrastructures \u00e9ducatives favorisera l\u2019acquisition de\nconnaissances et la recherche. Nous sommes dans un monde en perp\u00e9tuelle\n\u00e9volution, il n\u2019est pas \u00e9tonnant de voir que les \u00c9tats les plus d\u00e9velopp\u00e9s d\u2019un\npoint de vue technologique sont les plus avanc\u00e9s dans le domaine de la\nrecherche scientifique. Je partage avec toi un rapport effectu\u00e9 par\nl\u2019institut national des sciences et des politiques technologiques du Japon\n(NISTEP) publi\u00e9 le 10 octobre 2020.<\/strong><\/a> Ce rapport\nest bas\u00e9 sur le nombre d\u2019articles scientifiques publi\u00e9s par \u00c9tat. De m\u00eame fa\u00e7on\nque ce nombre est un indicateur des performances des \u00c9tats en mati\u00e8re de\nrecherches et de d\u00e9veloppement, il est un indice de la qualit\u00e9 de l\u2019\u00e9ducation\ndans ce m\u00eame \u00c9tat. En t\u00eate de classement se trouvent la Chine, les \u00c9tats-Unis,\nl\u2019Allemagne, le Japon et la Grande Bretagne. Tu seras surement contente de\nretrouver ton pays en sixi\u00e8me place.<\/p>\n\n\n\n

Une \u00e9tude faite par le professeur Kamala Kaghoma, dans\nla r\u00e9gion de Kagera en Tanzanie entre 1991 et 2004, a d\u00e9montr\u00e9 une corr\u00e9lation\nentre l\u2019investissement dans le capital humain et le bien-\u00eatre des populations.<\/strong><\/a> Il a fait\nremarquer que dans les \u00c9tats en voie de d\u00e9veloppement, investir dans le capital\nhumain par une \u00e9ducation de qualit\u00e9 contribue fortement \u00e0 am\u00e9liorer les\nconditions de vie des populations et \u00e0 accroitre leur bien-\u00eatre. Cette \u00e9tude\nconfirme la th\u00e9orie que tu as \u00e9voqu\u00e9e, th\u00e9orie selon\nlaquelle l\u2019\u00e9ducation cr\u00e9e des individus autonomes en leur transmettant des\naptitudes et des comp\u00e9tences qui les ouvrent au monde.<\/p>\n\n\n\n

Dans un monde en perp\u00e9tuelle\n\u00e9volution, multiculturelle, pluriethnique et multinationale, il est n\u00e9cessaire que l\u2019\u00e9ducation de qualit\u00e9 soit standardis\u00e9e et\nadapt\u00e9e \u00e0 la r\u00e9alisation des ODD afin que ceux-ci soient effectivement\natteints. Elle doit \u00eatre standardis\u00e9e de mani\u00e8re \u00e0 faire en sorte que tous les\n\u00e9l\u00e8ves acqui\u00e8rent les connaissances et comp\u00e9tences n\u00e9cessaires pour promouvoir\nle d\u00e9veloppement durable tel que voulu par l\u2019objectif 4.7 de l\u2019ODD4. Aussi, la\nscience \u00e9tant la m\u00eame, il serait judicieux qu\u2019\u00e0 la fin de ses \u00e9tudes, un\nCongolais soit dot\u00e9 des m\u00eames capacit\u00e9s qu\u2019un Indien ou qu\u2019un Su\u00e9dois par\nexemple, de mani\u00e8re \u00e0 promouvoir le caract\u00e8re universel de l\u2019\u00e9ducation.<\/p>\n\n\n\n

En 2018, l\u2019ONU rapportait que plus de la moiti\u00e9 des enfants et\nadolescents que compte la plan\u00e8te n\u2019avaient pas le niveau minimal en lecture et\nen math\u00e9matiques ! Ce chiffre est assez effrayant, \u00e9tant donn\u00e9 que si la courbe\nne s\u2019inverse pas, apr\u00e8s 2030, la moiti\u00e9 de la population mondiale risque d\u2019\u00eatre\nconstitu\u00e9e d\u2019analphab\u00e8tes. De ce fait, comment entrevoir la r\u00e9alisation et la\np\u00e9rennisation des ODD si la moiti\u00e9 des acteurs et des b\u00e9n\u00e9ficiaires de ces\nobjectifs ne les comprennent pas ? (Nous sommes bien d\u2019accord que pour\ncomprendre et mettre en pratique les ODD il faut un minimum d\u2019\u00e9ducation). Ceci\nest un obstacle non n\u00e9gligeable. De ce fait, les \u00c9tats devraient mettre en\nplace des m\u00e9canismes garantissant l\u2019acc\u00e8s de tous \u00e0 l\u2019instruction, en\ngarantissant la gratuit\u00e9 de l\u2019enseignement de base de qualit\u00e9 tel que\nrecommand\u00e9 par la CDE, en adoptant des mesures de formation continue \u00e0 tous les\nniveaux, en pr\u00f4nant l\u2019alphab\u00e9tisation des populations n\u2019ayant pas eu acc\u00e8s \u00e0\nl\u2019instruction tel que recommand\u00e9 par le pacte relatif aux droits \u00e9conomiques,\nsociaux et culturels.<\/p>\n\n\n\n

Je suis tr\u00e8s heureux de t\u2019avoir lue, ta lettre m\u2019a inspir\u00e9 beaucoup\nd\u2019autres id\u00e9es qui ne sont pas toutes contenues dans cette missive. Tu m\u2019as\nmontr\u00e9 un autre point de vue, plus global, de la vision et de la conception des\nODD.<\/p>\n\n\n\n

J\u2019esp\u00e8re pouvoir te lire tr\u00e8s bient\u00f4t.<\/p>\n\n\n\n

Prends soin de toi.<\/p>\n\n\n\n

Ton ami du Congo<\/p>\n\n\n\n

Jules-Alphonse
24-FEV-2021, Bukavu<\/p>\n\n\n\n

Dear friend Jules-Alphonse, hello!<\/h2>\n\n\n\n

I trust that you are well and doing great.<\/p>\n\n\n\n

Firstly, I would like to thank you for your insightful reply to my last\ncorrespondence. I am really happy and impressed that you also have a firm\nbelief in the importance of education for development and the achievement of\nthe SDGs.<\/p>\n\n\n\n

As you mentioned, the importance of the delivery of quality education is\ncrucial. I strongly consider that merely increasing the number of students\nenrolled at primary and secondary levels isn\u2019t enough, education must help them\nto build capabilities to take advantage of better opportunities and live a\nbetter life. The report of the United Nations Educational, Scientific and\nCultural Organization (UNESCO) released in 2017 highlights the issue of a \u2018learning\ncrisis\u2019 that could hinder progress globally. According to the report, around 617 million children\nand youth globally are not attaining proficiency in reading and mathematics, which\nis six out of ten children worldwide.<\/strong><\/a><\/p>\n\n\n\n

The point you highlighted regarding the \u2018quality\u2013utility relationship\u2019 in\neducation will determine the solutions to our everyday problems at various\nlevels and different sectors.<\/p>\n\n\n\n

According to UNICEF DATA, the literacy rate among youth in the world increased\nfrom 83% to 91% between 1985 and 2018 but women lag behind. Young women\ncomprise 59% of the illiterate youth population, mainly due to gender\ndiscrimination in different regions of the world. Here, also, it\u2019s the orthodox\nmindset of society (which considers girls a burden due to dowry costs and only useful\nfor household chores), and adult education can play an important role in\nbringing attitudinal and behavioural changes.<\/p>\n\n\n\n

As you rightly mentioned, the most technologically advanced states are the\nmost developed, which emphasizes the importance of research. The education\nsystem of a nation should provide a suitable environment for research, provide\nroom for innovation and invest in the provision of resources. A nation should\npromote ideas and solutions that involve local resources and indigenous\nknowledge. It will make nations self-dependent and self-sufficient and also\nlead to sustainable solutions.<\/p>\n\n\n\n

In my opinion, sustainability involves us looking back more for\nsolutions and good practices. Along with new interventions and practices for a better\nworld, we should also look to the past for solutions and good practices.\nHarnessing and gathering knowledge from older generations can definitely make\nour daily life simpler and our lifestyle more sustainable. For example, keeping\ndrinking water in earthen pots (a common, age-old practice in India) during\nsummer would reduce the need for ice or refrigerators. Water can be kept cool\nwithout electricity and this saves energy, avoids e-waste and reduces the carbon\nfootprint. Therefore, an inclusive approach to education which leads to the sharing\nof knowledge of the older generations could be fruitful.<\/p>\n\n\n\n

In India, the regional disparities in literacy rates and the quality of\neducation are of great concern. But I think the New Education Policy 2020 will\nlead to an improved quality of education and skill development among students\nfrom a young age.<\/p>\n\n\n\n

By ensuring inclusive and quality education, SDG 4 will help stimulate\nsustainable practices by spreading and sharing knowledge, and it will foster\nthe successful achievement of other SDGs.<\/p>\n\n\n\n

I hope that I have been able to express and justify my beliefs. Looking\nforward to knowing your views on this.<\/p>\n\n\n\n

Your friend,<\/p>\n\n\n\n

Aiushi Singh
2-MARCH-2021<\/p>\n\n\n\n

Ch\u00e8re Aiushi,<\/h2>\n\n\n\n

Merci une fois de plus pour ta r\u00e9ponse. Oui, je vais tr\u00e8s bien et je\nsuis ravi d\u2019apprendre que tu vas \u00e9galement bien.<\/p>\n\n\n\n

Je ne vais pas revenir sur tout ce qui a \u00e9t\u00e9 dit pr\u00e9c\u00e9demment \u00e0 propos\ndes d\u00e9fis de l\u2019\u00e9ducation dans le monde et \u00e0 propos de toutes les statistiques\nde l\u2019UNICEF et de l\u2019UNESCO que tu as brillamment relev\u00e9es dans ta lettre. Je\nretiens plut\u00f4t l\u2019une de tes phrases qui m\u2019a beaucoup plu.<\/p>\n\n\n\n

Tu as soulign\u00e9 que, pour avoir des solutions durables afin d\u2019atteindre\nles ODD, il nous fallait regarder en arri\u00e8re, avoir un point de vue\nr\u00e9trospectif sur nos us et coutumes ant\u00e9rieurs qui \u00e9taient plus respectueux de\nl\u2019environnement. Je suis d\u2019accord avec toi.<\/p>\n\n\n\n

L\u2019exemple de la conservation d\u2019eau dans des pots de terre est excellent\npour une gestion plus orthodoxe des ressources. Cette pratique permettrait de\nconserver de l\u2019\u00e9nergie comme tu l\u2019as si bien expliqu\u00e9 et de limiter l\u2019utilisation\ndu plastique, tr\u00e8s toxique pour l\u2019environnement.<\/p>\n\n\n\n

Comme tu l\u2019as dit : \u00ab Une nation doit promouvoir des\nid\u00e9es et des solutions qui impliquent les ressources locales et les\nconnaissances autochtones \u00bb<\/em>. Tous les pays en voie de d\u00e9veloppement devraient\nsuivre cet exemple.<\/p>\n\n\n\n

L\u2019id\u00e9al pour moi serait que les \u00c9tats comme la RDC adoptent des\nsolutions \u00e9ducatives coh\u00e9rentes et adapt\u00e9es \u00e0 leurs contextes pour ensuite les\naligner sur les ODD.<\/p>\n\n\n\n

En RDC :<\/p>\n\n\n\n