Education of minority girls: challenges and opportunities I. Introduction The Pygmy community is victim of numerous discriminatory practices, especially women who are doubly marginalized: on the one hand, the non-Pygmies hardly accept their integration, and on the other hand their own community marginalizes them because of their gender. This is why the schooling of (Pygmy) minority girls continues to provoke reluctance even from their own parents, who often support boys over girls. And yet, the Constitution of the Democratic Republic of Congo from 18th of February 2006 promulgates the right to education for all, girls and boys. Article 43 disposes that “primary education is mandatory and free in public institutions”. It states further in article 44 that “the eradication of illiteracy is a national duty and the government must elaborate a specific program to this end”. Primary education is for free according to the Constitution, yet this still leaves (minority) parents puzzled, as they have been for a long time trapped in poverty, thus being unable to take care of their children’s education. Moreover, at the time when humanity wants to reach the millennial development goals by 2015, particularly the objective of primary education for all and the promotion of gender equality and of women’s empowerment, it seems incomprehensible to continue to marginalize Pygmy girls in schools. Yet the challenges of education for all are significant. All studies show that educated girls become important actors of change for their families, for the economy of the country and the society. Offering girls quality education helps combating poverty, fighting against diseases and contributing to economic growth, women’s empowerment and the promotion of women’s rights. In this respect, we conducted a CAP inquiry in order to identify the real causes which make PA and non-PA families discriminate young girls in terms of education. We militate at the level of RAPY for Pygmy girls to gain access to education on equal basis with other kids, especially boys. In the current report, we will thus highlight the challenges and opportunities regarding schooling of Pygmy girls. As you will see, the challenges are mostly related to the marginalization which Pygmies are victims of in the Congo society. Conflicts related to the lack of access to education Access to education is a major problem for many Batwa children. Only a few of them attend secondary school. Pygmies explain this situation with the poverty of Pygmy families and the discrimination they suffer. Batwa children stay in school for only one or two years, soon abandoning due to lack of means. As a general rule, very few Batwas can afford to pay for their education.