By Kassaga James Arinaitwe
“Firstly, we have no houses. Secondly, we have no water. Thirdly, we don’t go to school.”
Dogo Browny, a teenage rapper from the Democratic Republic of Congo (DRC), delivers a stark reality in these lyrics, shared on Instagram. He also raps, “We don’t go to school. Our mothers are raped. We don’t want war. We want peace.”
To imagine that children have had to endure such trauma to the point of voicing it in a song should awaken humanity’s conscience. His words are a chilling reminder of the devastating impact of war on children and education. They come just weeks after the world marked the UN International Day of Education—an occasion meant to reaffirm the global commitment to Sustainable Development Goal 4 (SDG4): ensuring inclusive, quality education for all by 2030. Yet, for millions of children in conflict zones, this goal remains a distant dream.
Nowhere is this crisis more evident than in the DRC, where conflict has raged for over 30 years, mostly relegated to North Kivu. While the world is not entirely silent, the crisis rarely makes global headlines, overshadowed by other devastating conflicts in Ukraine, Gaza, and Lebanon. Today, over 20 million people need humanitarian aid, and of these, 7 million have fled Goma, North Kivu, and Eastern DRC, with 3.5 million children caught in this painful reality, according to the United Nations Office for the Coordination of Humanitarian Affairs (OCHA).
With the war escalating, over 500 schools in North Kivu and Goma have been forced to close and 750,000 children whose learning has been interrupted according to UNICEF. In the aftermath of Goma falling to M23 rebels, children have been reported picking up abandoned weapons, threatening their own lives and those of their communities. Those who drop out of school become easy targets for recruitment and exploitation by armed groups. They are not only missing out on education—they are being robbed of their childhood, safety, and future.
A Crisis Beyond Borders
I have seen this crisis firsthand. In July 2023, I visited refugee settlements in Uganda’s Kagadi and Kikuube districts, bordering the DRC, where many fellows from Teach For Uganda—the organization I co-founded and led for nearly a decade—continue their work critical work as teachers. Almost every classroom had children whose parents had fled from Goma, Kivu, or other eastern DRC towns. Some had become residents thanks to Uganda’s open immigration policies. In every East African community—whether in Uganda, Burundi, Rwanda, or Kenya—there are Congolese who have sought refuge, not to mention the thousands in settlements like Bidibidi, Nakivale, and Kyangwali.
A Congolese colleague who fled after finding educational opportunities elsewhere shared how painful it was to witness the loss of his family and friends in this three-decade war, now reported to have claimed 6 million lives. The conflict has internally displaced 5.5 million people and forced nearly 1 million refugees to flee across Africa, according to UNHCR.
Nowhere else in the world would such a humanitarian catastrophe persist for three decades with so little international action. This continued trauma destroys the fabric of society, robbing children of their potential and keeping entire communities in cycles of poverty and ill health.
The Transformative Power of Education
I know firsthand what loss and deprivation do to a child. Before the age of ten, I lost my parents and siblings to AIDS and other preventable diseases in rural Uganda. The trauma of loss shaped my childhood in ways I would not wish on anyone—least of all children who have no control over their circumstances. But unlike many children of war, I had the opportunity to get an education, thanks to my grandmother’s and generous people’s support. Education was my refuge and my pathway to a future beyond loss.
Education is a tool of resistance, which is why it is often one of the first casualties of war. From the DRC to Sudan to Eritrea and beyond, armed groups and oppressive regimes dictate what children learn, who can teach, and even the language of instruction. Schools are attacked, teachers flee, and students are left behind. This is not just a regional issue—it is a global emergency that demands urgent action.
What Needs to Be Done
Governments should prioritize peace-building efforts that put education at the center of conflict recovery strategies. The East African Community (EAC) and African Union (AU) must act decisively to end this crisis. Immigration alone cannot be the solution; warring factions—the M23 rebels and the DRC government—must come to the table.
Philanthropists, multilateral and bilateral agencies should fund networks that work directly with local organizations to ensure resources reach those most in need. Investing in conflict-proof education models and technology-driven solutions for remote learning in refugee camps can help children continue their education.
But the deeper question is: Why has there never been a lasting solution?
The DRC’s lands are among the richest in the world—abundant with cobalt, coltan, diamonds, and other minerals that power our smartphones, electric vehicles, and global industries. If these resources were harnessed ethically and sustainably for the benefit of the Congolese people rather than fueling cycles of exploitation and war, children would reap the gifts of their motherland instead of being trapped in displacement and dependence on global aid.
Africa’s median age is 19, and by 2050, one in four people in the world will be African. The choices we make today about investing in quality education in the DRC and beyond will determine whether Africa’s young population thrives or falls into cycles of violence and instability.
“We are kids, not soldiers. We are one people, one nation. Together we can fight the wars of this world.”
Dogo Browny’s wisdom is a call to action. “We want peace. We don’t go to school.” We must listen. Because until all children are free to learn, dream, and thrive, none of us truly are.
Kassaga James Arinaitwe is a Senior Director of Emerging Leaders & Public Engagement at Teach For All. Co-founder and former CEO Teach For Uganda and a Fellow with the Aspen Institute Global Innovators Group.
