Today, September 1, many children in Poland are sitting at their school desks – with backpacks full of books, with smiles on their faces, and with the chance to learn, grow, and dream. But today, let's also remember the children who don't have this privilege. In many parts of the world, school is still just a dream – due to poverty, conflict, or a lack of teachers and materials. We invite you to read Agnieszka Gracz's article titled "School – an Oasis of Possibilities and Dreams."
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The "Taonga Market" interactive radio school has graduated more than 8,500 students from 18 mission stations located in Zambia's Chikuni Parish. The school continues to operate to this day, educating the next generation of Zambian students. Learning in this form is not only an opportunity for many children to acquire literacy or gardening skills – it is a unique gift that opens the door to further education and personal development, vocational training, self-sufficiency, and the transformation of local communities.
"Taonga" means "thank you" in the Chitonga language. It is also the colloquial name of an interactive radio school that has been operating for 20 years in the 18 mission stations of Chikuni Parish. Many children living in remote villages would not have had the chance to learn if not for the radio school, initiated by two Jesuit priests – Fathers Tadeusz Świderski and Andrzej Leśniara. The difficult living conditions, long distances from government schools, and the need to help with farm work or care for siblings mean that many children are unable to fulfill their dream of going to school.
"In Africa, education – or the lack of it – is a matter of life or death. Without the chance to go to school, it’s often difficult to survive, support yourself or your family," stresses Sister Monika Juszka RMI, National Secretary of the Pontifical Missionary Childhood in Poland. "In the case of children with disabilities or albinism, education is crucial for survival. In some parts of Africa, these children are at risk of being killed. School becomes a place of safety. There, they can learn practical skills, a trade, and gain the ability to support themselves and their families. Most importantly, education brings them respect and status in the local community," she adds.
Education: A Chance for a Better Life
"School is theoretically compulsory and free, but in practice, various fees related to schooling exclude many children from the education system," says Sister Monika. That’s why there are still many young children – not only in Zambia but across the continent – who cannot fulfill their dream of starting school. A UNICEF report shows that in the Democratic Republic of the Congo, for example, as many as half of children between the ages of six and eleven are not receiving any education. The reasons include extreme poverty, lack of infrastructure, and the long distances between homes and schools. Another issue raised by missionaries is the quality of education in public schools. Classes are overcrowded, with dozens – sometimes even over a hundred – students in a single room. Textbooks and equipment are lacking, and above all, there is a severe shortage of well-trained teachers. While many do have some pedagogical training, it's not uncommon for a child to attend school for just a month or two before being taken out to work in the teacher’s field.
The situation varies greatly across African countries. Disparities are especially visible between urban and rural areas. As Sister Monika explains, parents must often bear the cost of school uniforms (which are mandatory), transportation, food, and additional fees such as school renovations. Even when a child is enrolled, they may not attend regularly due to responsibilities at home or in the fields. In some areas, children are forced to work in quarries or mines. "In some parts of Africa, it also happens that a child is undocumented," adds Sister Monika. This is because registering a child born in a remote village requires travel to a city, which involves costs many families cannot afford. Additionally, many countries on the continent are affected by armed conflict and political unrest, forcing families into internal or external migration.
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Interactive Radio School
The creation of interactive radio schools – and the missionary work of Father Andrzej Leśniara (first as a lay missionary who went on missions despite the harsh realities of communist Poland, and later as a Jesuit priest) – is a remarkable story shaped by Divine Providence. Trained as an electrician and electronics engineer, Father Andrzej previously worked at water intakes and hospitals in Tanzania. “The idea of education has always been close to my heart – not just to work with others, but to share the knowledge I had,” he says.
When Father Andrzej arrived at the Chikuni parish – founded by the Jesuits in 1905 – in 1994, he was deeply moved by the plight of children and young people who were unable to attend school. The parish included 21 mission stations spread within a 45-kilometer radius of Chikuni. Unfortunately, state schools were located tens of kilometers from these villages, often separated by rivers and difficult terrain. Most local families couldn’t afford to send their children to school. The youngest were needed to work in the fields or care for siblings. Girls faced particularly difficult circumstances – many became mothers at a young age, and their education was rarely considered important. This remains true in some areas today. "Sadly, even very gifted children from villages couldn’t continue their education without knowing English," says Father Andrzej. That’s why he and Father Tadeusz Świderski began considering alternative forms of communication.
At first, they thought of using walkie-talkies, but eventually embraced the idea of an interactive radio school – a model the Jesuits had already used successfully in South America. This involved broadcasting educational programs via radio, making it possible to reach even the most remote villages. This method of education is still valued in Latin America. In fact, in the remote areas of Peru, there has been a 15.5% increase in children participating in radio schools over the past five years. However, implementing such a system in Chikuni was financially beyond the means of the missionaries. Then, after a year of fundraising and waiting, they received a letter from a nurse in Australia who had read about the project during an Ignatian retreat. Having received an inheritance, she decided to donate the full amount needed to launch the school. “It was a huge effort,” recalls Father Andrzej. “We created connection centers, starting with so-called ‘listeners’ clubs.’ These gatherings took place under the shade of large trees, where people would gather and listen to broadcasts using dynamo-powered radios.”
The Zambian Ministry of Education took interest in the initiative. Together with government officials, the missionaries helped develop a curriculum and formally launched the program. They also invited experienced educators from Peru to assist with the development and operation of the school. In 2000, the school began operating in full force. “Each village that wanted to participate in the project selected an English-speaking resident who would serve as a mentor for the children,” Father Andrzej explains. The beginnings were difficult – there were no notebooks or pencils, and children learned to write in the sand. Technical problems were common, with high temperatures damaging the equipment. Nevertheless, the school flourished. The missionaries also provided food for the students, some of which they could take home – which in turn increased attendance, especially among younger children. “The idea behind this elementary school was to prepare children to continue their education, especially by teaching them English. That meant a lot of responsibility fell on the mentors in the early stages,” he adds.
The missionaries also trained the mentors, monitored the quality of teaching, and tracked learning outcomes. To manage resources and broadcasting time, classes alternated each year – even-numbered grades one year, odd-numbered the next. Lessons typically lasted about 30 minutes, after which students would review and discuss the material. Most classes were held during the hottest hours of the day, from 12:00 to 14:00, when children were not working in the fields.
“Over time, deep wells and gardens were built near the schools, where the children grow their own vegetables,” Father Andrzej says. While studying the national elementary curriculum, children also gained basic gardening knowledge – a vital skill in Chikuni, an agricultural region. As long as rains come during the wet season, maize crops provide sustenance for local families.
Today, most of the schools in Chikuni’s mission stations already have permanent buildings. “Our children pass state school exams with excellent results – often completing the tests faster than their peers in government schools,” the missionary says proudly. It turns out that children attending the Chikuni Interactive Radio School consistently perform at a higher level than students in many public schools. Today, the school boasts many graduates who have continued their education, developed their talents, and now work as teachers, nurses, or even hold university degrees. These young people now have the skills and knowledge not only to support themselves and their families but also to contribute to the development of their communities. Currently, the school serves 3,634 children across all seven grades.
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African Music School
"There is no evangelization without education," reminds Brother Benedykt Pączka OFM Cap, founder and director of the African Music School in the Central African Republic. As he explains, children are eager to come to school and are hungry for knowledge. At the African Music School, they not only learn, but also spend time together, play, and build community. In Bouar – a town of nearly 40,000 people near the border with Cameroon, where the Capuchin Fathers serve – most residents work in agriculture or trade. There are more than a dozen schools: primary, middle, and high schools. However, classes are often overcrowded, textbooks are scarce, and many teachers resign due to extremely low salaries.
Until recently, there wasn’t a single music school in RCA. That’s why Brother Benedykt launched a music education project and established the first music school in the country – the African Music School. "It’s important to give these people a chance for music education, so they can change themselves and their country," Brother Benedict says. "Some children can already read a little music, but there are no qualified teachers or professional instrumentalists. I hope we can educate a generation of musicians here – at least one teacher for each instrument."
The school, which maintains a high standard of education, currently serves around 100 children from Monday to Friday, including a kindergarten group. However, the number of applicants far exceeds available spaces. "The full music education program lasts eight years. The children come every day at noon, after finishing classes at public school. After lunch, they begin lessons in guitar, drums, keyboard, and wind instruments. They perform concerts, sing, and four of our students are now studying at universities abroad," the Capuchin friar recounts. He adds, "Adults see the children’s dedication and achievements and are now more willing to enroll their own children in the music school. Over the past eight years, we’ve changed the community’s mindset. Music education used to be seen as unimportant – now it’s a source of pride."
Education is a vital part of missionary pastoral work and the Catholic Church’s outreach in mission territories. As Sister Monika Juszka RMI points out, in 2023 alone, the Pontifical Missionary Childhood (PDMD) supported 1,076 school projects and 20 preschool projects worldwide, reaching nearly 1.5 million children. More than half of PDMD’s total budget was allocated to educational initiatives. "It’s typical of the Catholic Church to establish the necessary infrastructure alongside the parish: a school, a clinic, or a hospital, where people can receive the support they need," Sister Monika explains. "Catholic schools also have well-trained teachers and maintain a high standard of education."
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