30 March 2016

Impact of water, sanitation and hygiene interventions in Kenya - A Case Study

Improved water, sanitation and hygiene practices are crucial to the improvement in the livelihood of any community. Pragya Kenya’s WASH project aimed to improve domestic water supplies as well as impact on the health of the community members within Laikipia and Samburu counties in Kenya. With the implementation of the WASH project, the interventions have effectively addressed some of the key issues thereby improving family health and livelihood among the community members. Appropriate interventions were made to improve domestic water supplies through revitalization and protection of water sources, construction of rainwater harvesting structures as well as construction of Eco-san toilets. The project also created awareness in schools and within the communities through training of water sanitation councils to promote practices that ensure reservation and proper conservation of water sources.

A Case Study
Mrs Lydia Kisersian,  a 36 year old mother of 2 children (Jesinoi, 13yrs old and  Kereiyo, 7yrs old) lives in Mkurian village in Laikipia north. She has benefitted greatly from the rain water harvesting structure that has been constructed a few meters from her homestead. This water source, though it’s not able to store water for the entire dry season, has still saved her form commuting the long distance of 4km in order to fetch water from Olkinyei seasonal river. These trips used to take her 3 to 4 hours every day and shows able to make only 2 trips in a day. Since this water would not be sufficient for use in the homestead therefore her two children would make another trip in the evening after they got back from school. She is now able to get both domestic and livestock water from that source which is 100m from her homestead. This has been of great benefit to her since now she is able to engage herself in other activities that bring extra income to her family. She has joined a beading group where they make beaded ornaments like necklaces and bangles and sell in the market at a profit. Her children also get more time to concentrate on learning and doing homework other than fetching water after school.

 [Lydia (seen below) who has benefited from Pragya’s WASH project, which has seen construction of rainwater harvesting structures.)

18 March 2016

Improving access to quality education for pastoralist communities in Turkana county (northern Kenya)

Thomas Cook Children's Charity supported Pragya on a project establishing Education Resource Centres equipped with learning aids; audio visual and ICT equipment; in selected schools in Kenya. The project aimed at improving access to quality education for pastoralist communities in Turkana county (northern Kenya). The support received from TCCC was utilised for establishing 6 Education Resource Centres, equipped with quality educational material and equipment, to improve both teaching and learning in these disadvantaged areas, with a particular focus on girls.

Case Study - Canan Primary School

In 2011, Canan primary school was established to cater to the educational needs of the children from the growing IDP (Internally Displaced Persons) families. With 930 students and 14 teachers today, 95% of the school’s population (both teachers and pupils) comprise of IDPs. When Pragya Kenya visited the school, Mrs. Clementina Naita (shown addressing her pupils in the picture below) who is the head teacher termed the visit as “Timely and God sent”. 

She expressed how her school was deficient of basic amenities such as books and furniture. “I have no idea how to express my gratitude to both Thomas Cook Children’s Charity and Pragya Kenya for assisting Canan Primary school with materials that we’ve always wished to have but could not afford” said the head teacher. “My students now have an opportunity of getting exposed to a computer and learn how to use it at an early age” Mrs. Naita added. 

Students could not hide their excitement on receiving books, computer, a TV set and furniture. “Hiyo ni yangu!!  Hiyo ni yangu!!” (That one is mine! That one is mine!!), some younger children could be heard shouting while pointing at the computer and TV set.  Other teachers present also added that the material provided were very important to them as well because by watching, comprehension and retention capacity among the students would improve significantly. The teachers promised that they would make good use of the materials and take good care of them at all times.

Some of the happy moments...

Bringing children back to schools

The earthquakes and aftershocks which struck Nepal in 2015 had an enormous impact on the country’s poorest communities. The effect on Nepal...