What we learned from our Integrity Club model

After several years of Integrity Clubs, CERC wanted to understand what really works, what motivates students and what holds them back. In 2022, under the project funded by the Global Partnership for Education, it carried out a knowledge, attitudes and practices (KAP) survey of 2,250 students in 150 schools in South Kivu and Kinshasa.

The study set out to identify the most effective delivery models and the people whose support matters most. It followed the 4E approach to behaviour change: enable, encourage, engage and exemplify. Its key findings:

• Young people recognise the importance of integrity and want to improve their schools and communities, although change is slow where traditions are strong and requires collective effort.
• Personal development is a strong motivation to become a monitor: students gain knowledge, confidence and awareness of their civil rights.
• Where focal teachers are active and head teachers supportive, the climate for monitoring and club activities is positive.
• Family support remains a challenge, especially for students from poorer backgrounds – but families who attended awareness sessions were more likely to support monitoring.
• Low engagement from local political representatives and project leads weighs on monitors’ motivation.
• Some clubs have built monitoring into daily school life, for example by tracking teachers’ punctuality.
• Young people moving away – for work, studies or marriage – and the lack of follow-up of former monitors limit long-term engagement.

These findings now shape CERC’s work: more regular support for the clubs, closer involvement of families and local authorities, and tools to follow students’ engagement after they leave an Integrity Club.

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