As mentioned before, Namagara Secondary School is a small school in the interior of Kenya. There are 8 classes, with two classes of each form (there is only form 1 to 4 in the Kenyan secondary education system). The staff population is young, like early 20 to late 40. And we have been making friends with the teachers, while they teach us Kiswahili during lunch time at school.
On in the first week in school, we did a thorough interview with the principal to see what he prioritizes as the needs of the school, we also interviewed some teachers and some students in each class to see if their needs coincide. We figured out that the most imminent challenge of theirs would be the lack of textbooks. In some forms and for some subjects, the student:book ratio could hit up to 1:20. So teachers had to copy out questions from the textbook onto the blackboard in order to issue any homework, which actually hindered teachers from giving out homework. This was particularly problematic in subjects such as mathematics, in which students mostly improve with practices. We also saw that the laboratory, which was funded by the government, did not have much lab equipment. When we inquired about what the science teachers wanted more of, they put down their work and immediately went through the whole of all of form 1 to 4’s textbooks to find out what they needed. Their serious attitude was overwhelming. Besides, teachers running extracurricular activities indicated the lack of equipment for all kinds of sports and music clubs and societies. The school football team, which played up to the county level, only had one football for practice; so when players were taught of a new skills, 20 students would have to share one ball and that students might lose interest while waiting. The same applied for all other ball and athletics teams. However, agreeing that a school should make academic studies of students a priority, Shermon and I talked to the principal and decided to invest in textbooks and a library/ study room, in which the latter would require a big sum of money that the school cannot pay for unless it receives funds from the government which always come in late and less than the promised amounts. The sum of money we fundraised in London indeed could not buy a great deal, that we had to neglect the needs of the laboratory and other ECAs of the students. Yet we are doing what we can, and now thinking of other ways that we can help with our brainpower but not money.
In the second week, we inquired the furniture man; and after several meetings, we decided to order 7 big tables (each holding 8 people) and 40 chairs and one big shelf for the library. The school already has a room that is called ‘the library’, but it had been used as a room for classes; and while the two new classrooms that the school invested earlier were finally completed last week, classes previously in the library now study in the new classrooms, sparing the library as a silent study space. Early this week, we also received the new chairs and tables. The tables are made with wooden billboard so are more lasting and will not expand or contract with the weather. The new chairs, more as a surprise, the furniture man has decided to modify his design and added cushions to them at the same low price we could afford. Regarding the shelf, Shermon and I have come up with a new design compared to previous experiences of the organization. Previous workers designated an area in the library so students would be allowed into the room to borrow books, and the room could be locked with one padlock when needed; instead, Shermon and I are going to put wire-mesh doors over the shelf, so they look like a wardrobe and can be locked to prevent stealing of books when the librarian is not around. The benefits would be that students can see through the wire-mesh for book titles, and this could save space in the library; while the trade-off would be the need for more padlocks for more wire-mesh doors. The shelf is now half done, only waiting for the wire-mesh to be installed. Anyway, the principal is more than happy to see them in the library now! As for the textbooks, we ordered them last week and part of them have arrived today. The remaining thing for us would be to develop a library borrowing system, and make it into a sophisticated library!
As for healthcare, we realized from the students that there has not been talks or teachings on HIV and other sexually transmitted diseases. The students actually do not know much about STDs, and had myths such as one would not contract HIV if he has sex with a virgin, and that they would not get HIV if sex is performed standing. We therefore went to a hospital in a nearby town, Malava Hospital, and invited some public health officers into the school for an HIV talk. A small portion of the money was spent on reimbursing their fuel and lunch costs; while the talk was delivered for free as part of the hospital’s public health promotion scheme. The talk was a great success, given that the information was what many students even teachers did not know about and found very relevant. The speakers were clear in explaining the science of the infection, in addressing the prevalence of HIV in the town, and in clearing the myths of STDs. Their speech was engaging and fun, although I could only understand the English part when most jokes were in Kiswahili…
One thing, and the greatest thing, we dislike about this country would be how Africans tend to think anyone white or whiter than them rich. Half of the people you meet would actually try to charge you more than the locals, whether it is a Matatu journey, food in the market (apart from those in the supermarket). So one of the HIV speakers was trying to ask us for more than what they need for fuel and food. I later learned that it was actually their habit of corruption. And Shermon and I just went on to explain to the doctor that we were students in the UK who could only come to Africa with donations from others, and we were here to volunteer. The doctor was indeed thankful for our act, and decided to come for the talk no matter how much we could afford – we ended up paying two-fifth of the price. We also thank the Lord that despite the numerous attempts to overcharge us, Shermon and I have not been tricked so far (the principal and teachers and the project managers have often reminded us of the reasonable prices of everything). In fact, we have been receiving more than what we pay, such as the quality of the chairs we ordered. We praise the Lord that the money that we fundraised and you donated have been efficiently used for the students in Namagara.
Right now, we are also trying to work on a post-secondary opportunities (PSO) package to inform the teachers and students about academic and career opportunities if students do not get to go to university, which is often the case. We are also thinking of compiling a package of information and video clips on HIV for the school, so even if the school cannot afford for another talk next year at the normal price, they have the resources and an alternative way of transferring the knowledge to the students (remind them of the info, and teach the form 1s about it).
One very exciting news that Shermon almost jumped and screamed when we learned of it was that we have successfully applied for the Central Pot money for installation of electricity/ light in the library and the two form 4 classrooms! The Central Pot is an available fund of the organization every year as an extra money to fund electricity and water and sanitation in schools. It is compiled of all extra money fundraised by the volunteers this year, and money left from last years. Project workers get to apply to the fund for the school themselves, and depends on the conditions of the schools, some applications may be rejected, partially or fully granted. And since this year’s managers decided to prioritise study space, we have been granted the full amount (around GBP 660) to put 3 more lights in the library (there are 3 now), and to put lights in the form 4 classrooms, so they could do their mock and national exams in constant light. We are grateful that we can do extra things for the school! All members of the school are very exciting about this as well!
So now, to conclude my long long post, let me give you a preliminary break down of how we have decided to use the fundraised money:
- Total fundraised amount by Shermon and Bowie – GBP 1,800 or KES 255,000
- Library furniture – KES 158,000
- Textbooks (155 copies) – KES 93,846 (unsure yet; seems like they are going to give us extra 10% off)
- HIV talk – KES 2,000
- Plastic wraps, labels for the books – KES 1,000
Please continue to pray for our work, and our health and safety especially with the virus in west Africa… Pray that we can finish the project we started.
Also remember to check out my photo albums that I will keep updating! See Gallery > Kenyan Volunteering > School life :)