GEOGRAPHICAL LOCATION:

The Democratic Republic of Congo (DRC), also known as Congo-Kinshasa, is a vast country located in Central Africa. It is
the second largest country in Africa, bordered by nine other nations: Angola, Burundi, the Central African Republic, the
Republic of Congo, Rwanda, South Sudan, Tanzania, Uganda, and Zambia. It also has a narrow coastline on the Atlantic
Ocean.

LANGUAGE:

The DRC is a multilingual country with French as the official language. However, several other languages are spoken,
including Swahili, Lingala, Tshiluba, and Kikongo. These languages are recognized as national languages.

RELIGION:

The majority of the population in the DRC adheres to Christianity, with Catholicism and Protestantism being the
dominant denominations. A smaller percentage of the population practices traditional African religions or Islam. The
country recognizes freedom of religion, and various religious groups operate freely.

FRONTIER SITUATION:

 Geographical Frontier: The DRC is a vast country with diverse landscapes, including dense rainforests, savannas,
and mountainous regions. The CICM's mission work often took them to remote areas, particularly in the eastern
part of the country, where they encountered challenges related to access, infrastructure, and cultural
differences.

 Cultural Frontier: The DRC is home to numerous ethnic groups with distinct languages, customs, and traditions.
The CICM's mission work involved evangelizing in areas where Christianity was relatively new and faced
challenges from local beliefs and practices. They had to navigate cultural sensitivities and adapt their approach to
reach different communities.

 Political Frontier: The DRC has a complex political history marked by instability, conflict, and humanitarian crises.
The CICM's activities in the DRC were often impacted by these challenges, requiring them to adapt their mission
strategies and prioritize the safety and well-being of their missionaries and the local population.

CICM PRESENSE AND CONTRIBUTION:

 Education: The CICM established numerous schools and educational institutions, contributing to the
development of a skilled workforce and promoting literacy. They played a key role in educating both the local
population and future generations of Congolese clergy.

 Healthcare: The CICM established hospitals and clinics, providing healthcare services to communities in need,
particularly in remote areas where access to medical care was limited. Their efforts in healthcare helped to
improve public health and address the challenges faced by the Congolese people.

 Social Development: The CICM was deeply involved in social development initiatives, working to improve living
conditions, alleviate poverty, and address various social issues. Their efforts were often focused on empowering
local communities and promoting self-sufficiency

MISSIONARY RESPONSE: (mamili ka na lang ng ilalagay mo)

Phase 1: Understanding the Frontier

 Deepening Knowledge: I would begin by thoroughly researching the CICM's history and current activities in the
DRC, focusing on their approach to the country's complex frontier challenges – geographical remoteness, diverse
cultures, political instability, and humanitarian crises. I'd utilize online resources, academic papers, and
 potentially contact the CICM directly for information. This understanding forms the foundation for effective
action.

 Identifying Specific Needs: My research would focus on identifying specific needs within the DRC that align with
the CICM's mission: education, healthcare, community development, and peacebuilding. Understanding these
needs allows for targeted support.

Phase 2: Actionable Missionary Response

 Advocacy and Awareness: I would leverage my position as a student to raise awareness among my peers and
community about the DRC's situation and the CICM's work. This could involve presentations, social media
campaigns, or writing articles for student publications. The goal is to garner support and encourage others to
participate.

 Fundraising and Resource Mobilization: I could organize small-scale fundraising events within my school or
community to support CICM projects in the DRC. This could involve bake sales, online donation drives, or
partnering with local organizations.

 Skills-Based Contribution: I would identify my skills (writing, translation, design, etc.) and explore ways to
contribute remotely. This could involve creating promotional materials for the CICM, translating documents, or
offering design support for their communications.

 Networking and Collaboration: I would connect with other student groups or organizations interested in
international development or missionary work. Collaboration expands reach and impact.

Phase 3: Long-Term Commitment

 Continued Learning: My engagement wouldn't be a one-time event. I would commit to ongoing learning about
the DRC and the CICM's work, adapting my response as needed.

 Future Career Path: I would consider career paths aligned with international development, humanitarian aid, or
fields that could support the CICM's mission in the DRC. This could involve studying international relations, public
health, or similar fields.

 Mentorship and Inspiration: I would seek out mentors or individuals involved in missionary work or international
development to gain guidance and inspiration.