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Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003

Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003

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DEDICATION

This research material, titled “Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.




ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of International Relations for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003 provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.




ABSTRACT

This study examined the relationship between the 1996 and 2003 civil war in the Democratic Republic of Congo, (DRC) and human rights violations in that country. The area of study was the African Great Lakes region, and the (DRC) was the unit of observation and analysis. The ex-post-facto design was adopted for the study. Data were collected from secondary sources. The secondary data were analyzed using the qualitative descriptive method, logical induction and content analysis. To enhance the quality of analysis, some inferential statistics, such as frequency distributions, simple percentages, diagrams and charts were also used.

The theoretical framework was anchored on the radical (Marxist) constructivist approach to peace and conflict analysis. The analysis of both the qualitative and quantitative data of the effect of civil war on human rights violations in the DRC between 1996 and 2003 indicated that the civil war created many contradictions in the unequal struggle for economic and political power between contending groups. In our dis-aggregated study of the contemporary Congolese civil wars between (1996-1997, and 1998-2003), showed that about 5 million people died as a result of the conflict between August 1998, and April 2003 alone. Cross-national evidence revealed that parts of the DRC endowed with higher natural resource experienced more conflicts, violation of human rights and child soldiering, than others, in the process of the struggles for their accumulation.

This indicated a positive relationship between the adversarial struggle for economic and political power amongst the contending groups, and violation of human rights in the DRC. The analysis further showed a positive relationship between renewed post-war contradictions, and continued new violations of socio-economic rights. Another key finding of the study was that many deaths were due to preventable causes, such as malnutrition and epidemic diseases and starvation which disproportionately affected young children. It was also revealed that the violations of social and economic rights created deep grievances after the war that promoted revenge issues and the resultant further violations of human rights.

Based on these findings we recommended, among others, that the age-long practice of promoting ethnicity as the bases of legitimacy in the national politics of the DRC, should be discouraged, as this has not enhanced good governance and equity. Rather, it has fostered the breakdown of national unity, and facilitated human rights violations as evident in civil wars, child soldiering, widespread rapes, sexual violence, internally displaced persons, poverty and food insecurity and so on.



Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003


1.1 Introduction

… As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of technical terms.…


CHAPTER TWO

2.0 Literature Review

2.1 Introduction

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Defense Procedure for International Relations Researchers


In preparation for defending a project or seminar on Civil War and Human Rights Violations in the Democratic Republic of Congo, 1996 -2003, it is imperative that as a nursing student, you demonstrate comprehensive knowledge of your research. The defense process is structured to include presenting your work, answering questions, and illustrating its pertinence. Initially, provide a succinct yet thorough introduction to your research topic, emphasizing its importance and the objectives, ensuring that both the audience and the External Examiner can understand the scope of your study.


Prior to your defense, be thoroughly acquainted with your research abstract and the critical elements of Chapter One, including motivation for embarking on this research, problem statement, objectives, and significance. In Chapter Two, be ready to cite at least two references from the literature review. For Chapter Three, you should be equipped to discuss the methodologies, tools, and techniques utilized. In Chapter Four, defend your research by justifying the findings and linking them to your research objectives.


Conclude your defense by succinctly summarizing the study and offering insightful, evidence-based recommendations. A professional dress code, such as wearing a suit and tie, is vital to create a favorable impression and elevate your presentation.


During the question and answer segment, the External Examiner may pose questions pertaining to your research. If confronted with a challenging or irrelevant question, respond diplomatically with, “Sorry, Sir/Madam, the question asked is beyond the scope of my study.” Whenever possible, direct your answers back to your research findings to reinforce your expertise.


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