(collaboration with non-profit organization)

Typology Institutional/ Pro Bono
Democratic Republic Congo
2017 -
In Progress

Écoles Modulaires, or Modular Schools, is a collection of 50 schools to be built all across rural areas of Democratic Republic of Congo (DRC) over five years, as part of our collaboration with non-profit organization and ongoing transformational missions efforts in DRC for the ‘Kadogos’ – a Swahili term meaning ‘little ones’.

During the first and second civil conflicts that took place in the Democratic Republic of the Congo (DRC), all sides involved in the war actively recruited or conscripted ‘Kadogos’ as child soldiers. In 2012, Oxford University Press estimated that around 30,000 little ones were still operating with armed groups[1].

Working closely with local church pastors and educators, we simplified the requirements of a primary school, as approved by the DRC education ministry, as kits of parts. Devoid of physical context, the design is driven by social context and critical regionalism instead. These kits of parts are recombined differently as loose modular solutions to respond to different site conditions/ locations.

Reinforced concrete structural framing is standardized for all variants, while roofing and wall infill vary from location to location depending on the materials and skills available. Some variants have included steel and timber roof trusses, as well as brick and gabion walls.

Our schools have since transformed communities, bringing hope into darkness. Children in conflict zones are putting down their arms for a more sustainable option – education. We are elated to report that our students have consistently scored higher than national average, and making waves.

“Education is the great equalizer of our time. It gives hope to the hopeless and creates chances for those without…”

~ Kofi Annan, Chair of the Africa Progress Panel, former Secretary-General of the United Nations and Nobel Laureate

[1] Drumbl, Mark A. (2012). Reimagining Child Soldiers in International Law and Policy. Oxford University Press.