Greetings and gratitude from Lucas and me! I’m happy to share some updates with you about the progress toward opening Amahoro Secondary School in Mgaraganza Village, Tanzania.
This past August, I traveled to the Kigoma region to visit with Lucas and check the progress of our project. I was a little surprised to see that very little actual work had been done since his April update. In other words, construction was at a standstill – halted due to lack of funding. As usual, the wheels were set into motion when I arrived.
Meeting Local and Regional Leaders
The first line of business was to visit the regional leaders from various Ministries in the government. I was invited to a meeting in Kigoma town to address the leaders and share my gratitude, concerns, and hopes moving forward. We expressed our gratitude about their recent commitment to contributing to the construction of teachers’ houses and laboratories* for the school. We noted our concerns about the pressure of fundraising and challenge of meeting the opening day deadline. We stressed the need for the government to continue their support until the end. We also shared our enthusiasm for the possibility of teacher education and teacher exchange in the future (my ‘pet’ plan for ensuring quality education at this school). They applauded our efforts and echoed our hopes and excitement.
*Note: Recent legislation in Tanzania mandates that no school open without laboratories in place. While this places a huge obstacle in the road for opening schools in villages, it aims to address the current plight of village schools, which is the prevalence of unmet promises by school administrators and leaders to follow-up on the construction of laboratories. Most village schools never see spaces for students to explore physics, chemistry, and biology to the extent necessary for measurable success in STEM (Science, Technology, Engineering, and Math) fields.
We also met with the Kigoma District Commissioner, Mr. Maneno who guaranteed his support for this project. Mr. Maneno is new to his position as of this year. He made a trip to the village to visit the school and meet with the local village leaders. He was very impressed by the work that had been completed thus far. He gave speeches of praise to the local leaders, community members, and workers. He also promised to do everything in his power to make sure the school opens in January 2014.
Of course, we had our own meetings with the village leaders. We discussed my concern over the delay in work in recent months. We identified a breakdown in communication between political leaders in town who disperse the money, and the village leaders who sign for and collect the money. Our faithful Chief Maganga stepped in and made some phone calls to make sure the funds would be released. This money would allow our builders to complete the entrances to each classroom.
Meeting with the Children
Our most important stakeholders are the children. There are a handful of them who are present at the school for every gathering of the leaders (mostly because they live next to the school). The kids showed us their twist on using the classroom space in the months leading up to the school opening (see photo).
In the month after my visit, Lucas rallied the students of Mgaraganza Primary School to come and do a clean up at the secondary school. They came with brooms and tools to prepare the assembly area in front of the classrooms. Of course, they didn’t harm any of the lovely trees that will shade them as they have their daily morning assembly!
Meeting our new Headmaster, Mr. Kumenya
Headmaster, Mr. Kumenya
In September, Janet Chapman – a UK-based volunteer with GlobalGiving and the communications manager with the Tanzania Development Trust – visited Lucas and took time to learn about our project. She met the village leaders and Lucas, and made a videoallowing us to introduce our new Headmaster, Mr. Kumenya. We hope that her response to the visit is positive and that she can help us garner more international support to complete the school.
At present, my plan is to be in Tanzania again this coming December/January for the opening of the first phase of the school!
But, we’re not there yet. The missing pieces at the moment include the latrines that are required before a school can be open (for obvious reasons). If you can chip in today, you can help us channel money to the project so that we can get them into place on the school site. Every little bit counts, as you know! (Why didn’t I think of the Ice Bucket Challenge!?) As always, we can do NOTHING without you! Thank you so much for your support thus far. Please spread the word wide and far. Just click DONATE to your right. Asante sana!
We hope everyone is doing well and enjoying the start of a new season! I know in Tanzania, everyone is very excited about the coming end to a long rainy season … ah, but of course – the water and vibrant green of the landscape during this season is so refreshing!
In Tanzania, our students actually start their school year in January (not August or September as in many parts of the world). So, they are in the early stages of a new school year. Nonetheless, the year is off to a race for some of them – namely Saidi, Dibeit and Tumsifu who are currently in Form 4. This means that these three very bright young men are rounding the bend in their secondary school experience.
They will take two mock exams this year and then in October, they will take the high stakes final exams to see if they qualify for entrance into high school (and we know they will!). At that point, we’ll have some big decisions to make and we hope you’ll join us in making them. Continue reading “Our Boys – Approaching Graduation”
Twice a year, Lucas makes his rounds to the various schools where our scholarship students attend. He checks in with the headmasters and teachers, he gets updates on our students, and he collects report cards. Like a proud but nervous baba and mama, Lucas and I wait in anticipation as the grades roll in. Well, Lucas has more of a wait as he has to sit there as the headmaster or secondmaster meticulously copies from the grade books into a report for Lucas. Subject by Subject, score by score, letter grade by letter grade, and then finally the average. (I just have to open the email and see all of Lucas’ scans.)
I’m not going to sugar coat it. Getting good grades in remote village schools is a challenge. You can view a chat on the topic with our students Hindu and Saidi here:
Here’s a quick refresher on the realities:
Secondary School teachers in Tanzania don’t generally want to be sent to the village schools. They are often trained in cities and large towns and hope to get an appointment there. For those who want to work in the village, they have a sense of committment to the children and communities. For those who would rather be back in the cities, it’s a struggle to show up every day with the energy and motivation to teach well. Why? (see #2)
Children in village schools are already at a slight disadvantage. Primary school teachers only have to complete secondary school, but are not required to pursue any further teacher education. Therefore, they are often underprepared to manage and promote learning well. Not to mention, one village classroom can have up to 100 students! (continued in #3)
Secondary school subjects in Tanzania are taught in English. Primary school is taught in Swahili. (Need I say more? I will.) Teachers sometimes don’t speak English very well, but they teach subjects in English. Students barely speak English when they reach secondarly school, and now they are learning all their subjects (e.g., math, history, physics, biology) in English. This has been well documented as ineffective in my field (Applied Linguistics) but, it’s a byproduct of colonialism, so we just have to wait it out. Soon, the GOV will hopefully embrace dual immersion in primary or bilingual approaches in secondary (still requires English proficiency in teachers).
Students don’t have books. Most village schools have one book – for the teacher. The students have no books. There is no electricity, therefore no copy machines (therefore nothing to take home and study besides what is copied into one’s notebook).
Families in villages have a lot on their plate – from supporting large families through subsistence farming and fishing to managing health issues with limited infrastructure. The women rely on the children in many ways – they help mind siblings, carry water, tend animals, prepare meals, clean, etc. So, school can, at times, take a backseat to the rest of life.
Does it seem like I’m preparing you for the worst?Well, in part – I am, but not completely.
Some of our students are not getting very good grades in their subjects. When they are selected to the scholarship program, we have them sign an agreement that states that they will maintain a certain grade average and if they fall below that average, they will receive tutoring for 4 months. If their grades don’t come up, they will unfortunately lose support.
Can Lucas and I cut anyone from our program?No. Does that make us bad ‘business people’?Maybe. But, I know that even when our students get an F or a D in their courses, it’s not because they don’t want an education. It’s not because they hate to study or go to school. Most of them wake at 6am and walk for up to (and sometimes over) an hour each way without breakfast or lunch. (I love that last part because it sounds like a ‘fly-in-the-eye’ campaign – i.e., an exaggeration to tug at heart strings. It’s just reality. I do the walk with them when I visit, and their capacity to storytell and sing the whole way there and back blows me away! I’m usually the one complaining about the heat, dust, distance.) They are failing and flailing due to no fault of their own. The system – it’s all about the system, no matter where in the world you look. So, until the system changes (and beyond) – we’ll stand by them.
But, the good news is – we have some shining SUPERSTARS in the group who show us the potential of a bright young child when given the right balance of support (i.e., financial, emotional, physical and familial) and determination.
So here are the highlights!! (i.e., the Good News) (Note on Curving the Grade Scale: American A = TZ village B; American B = village C; students are praised for receiving Cs and Ds)
Girls
Amina, one of our first year Form 1 students really blew me away! She scored a B in Civics, Geography, Physics, Chemistry, and Biology!! There’s no stopping her if she can keep this up! Bravo, Amina!
Rahma, another new Form 1 student, earned an A in English, B in French, and a C in History, Geography, Chemistry and Physics. She has quite the range of strengths!
Khadija was one of our first ever scholarship students. She graduated from secondary school and now studies at the Vocational Training and Education Authority. She is doing exceptionally well and has secured a B average and a rank of 3rd in her class. Her favorite subjects appear to be French and Computer Applications.
Boys
Tumsifu is one of our Form 4 students. His overall, cumulative grade average is B!! That is amazing, folks. His top subjects are Civics, History, Biology and Geography.
Simoni, a new Form 1 student, was sure to be a rockstar. Our intern Katy knew that about him the first time she taught as a guest in his class. Sure enough, quiet little Simoni secured an A in Civics, Chemistry, Biology and Swahili with a B in History and English. He has an overall B average!
Samiru, one of our new Form 1 students, had a very successful first year. He earned a B in Geography and a C in Physics, Chemistry and Math!!
George had an amazing first year with an A in Biology and English and a B in History, Geography, Swahili, Math, French and Chemistry! Way to go!!
Mussa, another new Form 1 student, rounded out his first year with a B in the following: Physics, Biology, and Chemistry!! Wow! Go, Mussa!!
Mahamudu also joins his Form 1 peers with a strong start, earning a B in Physics and Chemistry. (I’ll have to praise these STEM field teachers when I see them this summer!)
Ezekial, another Form 1 student, earned a B in History, English and Biology.
Albert held strong during his Form 1 year with a B in Civics and a C in Geography, Swahili, Biology and Physics!
And last but never ever the least, my best buddy since 2008 – Saidi!! Saidi moved from the village school in Kiganza last year to live with Lucas and attend a private school in town. His father wanted our support in that decision because the village school wasn’t keeping up with Saidi.
Saidi, as a Form 3 student, has earned an A in Math, Physics, Commerce, Swahili, and Beekeeping! He has a B in Civics, English, History, Geography, Chemistry, and Biology!! He is ranked 2nd in his class – in a big private town school! Remarkable!!
Wow – what an update! I wish I had more high grades to report, but you know – we’re really just proud of all of our students for continuing to get up every day and go to class. In fact, after recieving the reports, I emailed Lucas to find out why some of them were not doing so well. He went to their schools, met their teachers and conducted interviews. The findings: they wanted to be there, their attendance was good, their family support was in place, and they were having no problems at home. I can’t point a finger at the exact problem, but many factors are at play – student motivation and desire are NOT two of them. So, keep it up, kids!
Thank you so much to all of you for helping us keep them in school, in pursuit of their dreams. We’re in this for the long haul. You’ll know how they’re doing now and and down the road.
For now, there are three things you can do to help us:
Spread the word. Please share our website and Facebook page through your social media networks. Bring us up in conversation and let people know why this cause, among the many you could support, matters to you.
Build a Fundraiser. GlobalGiving makes it very easy to build your own fundraiser. Go to our project page, scroll down to just beneath the big Donate button; click on the little green fundraiser button and voilà! You can build a page for a wedding, holiday, sporting event, etc. You can personalize it and tell your friends why you want to help.
Donate. Of course, at the end of the day – Lucas and I are Project Wezesha and we just have to keep making the ‘ask’. If you have a little to spare, feel free to share. It goes a long way – literally and figuratively – to complete the amazing start to what you see in these pictures!
Last summer, we visited the village of Kigalie to add two students to the Project Wezesha scholarship program. While we were there, the head teacher asked us to accompany him to meet a young man named Hitaji. Hitaji had an unfortunate story. (Ironically, hitaji means need in Swahili.) When he was 9 years old, he fell from high in a coconut tree. He was paralyzed from the waist down. Last year, when we met him – he was 15 years old. In the 6 years since his accident, he never left the village on the lake. He has spent much of the past 6 years lying in his bed.
He did make sure to maintain friendships in the tiny village, even though he was no longer able to attend school. (For whatever reason, being paralyzed and going to school were mutually exclusive.) Hitaji would drag (I hate using that word, but that is the best verb for his ‘action’) himself to the gazebo in the center of the village where the men and boys gather to talk. I’m sure when he was younger, friends would carry him. Now that he’s bigger, he walks with sandals on his hands.
After the request came last year, I only had two days in Kigoma before flying home. Lucas and I went on a frantic mission to find a wheelchair. We visited the office of social services in town that issues wheelchairs to people in need. As with much business in Tanzania, the explanation of the process in place for this request escaped me. Apparently there is some list, there is some checking, there is some waiting, there is some ‘tatizo’ that we couldn’t navigate.
So, we headed out of town to the stadium in Mwanga where we heard there was a man who made wheelchairs. This man was, himself, a paraplegic. He explanation to me and Lucas was that not only would we have to spend $300+ (I was willing), but we would have to go to the textiles market and buy all the materials. He got through about 4 different iron measurements, 3 screw types, info about the wheels and then started getting into details when Lucas shook his head and said, ‘Ah Rai, it’s too difficult. I think the time is not enough.’ So, we gave up.
This year, on my second night here, I met a great young man named Muhsini. He has his own amazing story – from the death of both parents when he was a child, to living as a street child, to being sponsored to attend school in Kenya by a Canadian! Now he works as a guide to tourists in the area – taking them to Gombe, Mahale and escorting them on diving trips in the lake. Muhsini was sitting with us when I mentioned the story of Hitaji. I was feeling bad about going back to the village this year without a wheelchair. But not to worry – Muhsini makes a call to his brother in Dar es Salaam and next thing you know, we have a wheelchair coming by bus from the capital. I was skeptical about the potential for it to arrive safely, unescorted, but it came!!
Lucas, Maiko and I boarded a passenger boat on Tuesday morning with the wheelchair in tow. The passenger boat trip was an awesome experience. I had to take pictures and video with my mind because I knew if I pulled out my camera and tried to capture the colors and complexity of the scene, I would certainly piss someone off. I tried to channel the bravado of my photographer friend, the late Bobby Model, but I just couldn’t do it.
What we experienced was the loading of people and goods for about an hour, followed by a super dramatic departure with anchor lines whacking everyone in the head and a collision with another big passenger boat. The boat was carrying people up the lake to villages along the shore between Kigoma and a village just shy of Burundi. Loaded into the boat was everything from bicycles, cement, water tanks and plastic chairs to bags of flour, bananas, fish and buckets filled with who knows what. There were men, women and children and babies lining both sides of the boat and tucked into the hull beneath. Chaos was Lucas’ new vocabulary word for the day.
The passenger boat made a special trip to deliver us to the village. Normally it doesn’t stop in this village, but for .75 cents each, we got front ‘door’ service to the beach of Kigalie. As we approached, I was super choked up. I was overwhelmed thinking about Hitaji and the way of life in Tanzania. Something that I can do so simply in 2 days has been out of his reach for 6 years – and no government support ever came. Fortunately, the Tanzania stoicism subdued my emotions and I was able to get through the delivery without shedding a tear. (I had my doubts on the boat!)
As we walked into the village (a short 100 meters gets us into the center), the children flocked around. I heard whispers of ‘bicikeli’ and ‘Hitaji’ (they call the wheelchair bicycle). They flanked us as we made our way toward his home. The women that were harvesting charcoal greeted us and again we heard ‘Hitaji’. At the gazebo, all the men greeted us and confirmed their hunches – yes, this is for Hitaji. (Sidenote: One asked me if I was Jane Gooddall! That was cool… or, wait – how old is she now? I’m sure he was thinking of 1970’s Jane.)
Finally, before even reaching his house we saw Hitaji. He was sitting outside the dispensary waiting to see the doctor. Dozens of children, men and women came to watch Hitaji get his wheels. Someone sent for his mother, who came quickly, showering God’s blessings on us. Hitaji smiled and greeted us. With a little guidance from Lucas and a friend, he pulled himself up into the wheelchair and settled in.
Lucas showed him how to move forward and backward, use the breaks, steer, etc. Others agreed to help out in the days to come as Hitaji learns the way of his wheels and navigates the less-than-wheelchair-friendly terrain of the village. His mother looked on smiling, saying ‘kwa kweli’ (more or less translated as: For real or It’s true). Then I asked Hitaji if he had any questions. The first words out of his mouth were: Can you help me go to school now?
I’m sure you can guess what my answer was. His head teacher will work with him to help him study and get the education he has missed in the years that passed since his accident. Again, I’m not sure why being able to wheel vs. crawl to school makes a difference, but now he will be able to sit at a desk with his classmates and begin to study.
In the summer of 2012, Project Wezesha had the great opportunity to work with an intern who was committed to exploring international development, community engagement and the power of education. You can read more about how Katy Lindquist became part of our program in our last blog entry. In this blog, enjoy the experience through Katy’s words as she recounts her summer internship experience. Thanks again, Katy!
This past summer, I spent two and a half months in Western Tanzania working as an intern for Project Wezesha. It was among the most transformative, insightful, and beautiful experiences of my life. I lived in the village of Mgaraganza in the Kigoma Region. I stayed in the home of Jane and Ashahadu, who have been friends of Rai for a long time. They have two kids, Mickey (5 years) and Sifa (1.5 years), who are absolutely joys. They gave me my own room in the house with a nice big bed. I immediately felt at home with Jane and Ashahadu. I was welcomed in the village by a group of Jane’s women friends who I came to be very close friends with and an army of children who I grew to love dearly. I spent the first few days getting acquainted with my new home. Lucas showed me around the village and introduced me to all of the village leaders. And after a few days, I began to become adjusted to village life.
When I was searching for internships this summer, I was looking for an organization that was small and run largely on the ground by a local supervisor. Project Wezesha fit that bill exactly. I spent most of my days working hand in hand with Lucas on different projects. I spent the first few weeks of my time in Tanzania traveling to the far away villages of Kigalye, Kagongo, Mtanga, and Bubango to speak with the village leaders about the new application program for Project Wezesha Secondary School Scholarships. The executive chief of the five villages, Patrick Maganga escorted Lucas on I on the long hikes with “gentle slopes.” Patrick was a soft-spoken man, but he was completely committed to improving the livelihood of the people in his five villages. We were often stopped on our long walks while he talked to various citizens about their problems and what he could do to help. Making the long walks from village to village showed me just how far many of the students have to walk to get to school. Making these walks is no easy task and I can’t imagine doing it everyday on an empty stomach, which is often the case for many of these students.
I spent many days teaching English in Mgaraganza Primary School. I have never been taught how to teach English but by the end of my time in the village I felt comfortable leading a classroom. Working with the students was a joy. They are so thirsty for knowledge and could not be more excited to be learning English from a native American speaker. I also got to know the teachers of the school very well over chai breaks and various visits to their homes. They became my good friends.
I also worked with Lucas on overseeing the construction of Amahoro Secondary School. This is a more complicated task than it sounds. The construction of the school involves not only the hired builders but also the support and labor of the villagers. Lucas and I had endless talks with the chair of the village and other village leaders to make sure that the village contribution was fulfilled. As Rai highlighted in one of her previous blogs, we also had to meet with various government officials in Kigoma in order to ensure that the village leaders of Mgaraganza were going to continue to show support for the project.
I spent many afternoons hanging out at the school site with the builders and the neighbor kids. I bought the children who live near the school a new soccer ball and volleyball and we spent many afternoons teaching each other new games. No one in the village quite knew how to pronounce my name, so most people called me “Candy” instead of Katy. Whenever I walked up to the secondary school I was greeted by laughs and loud exclamations of “Candy, Candy!”
During my last weeks in the village, I helped develop a pilot microfinance program with a few women that were selected by the executive officer of the village. Lucas and I worked with them on writing proposals and talked them through what a small business could and should look like. During my last weeks I also worked with five of Project Wezesha’s brightest scholarship students on developing a mentor program. Lucas, the executive chief, and I led a workshop on leadership and community service. All of the students are very excited to start working on their respective mentoring projects.
During my time in Mgaraganza, I also did a significant amount of research that I will develop into an independent study with a professor at my college. I led interviews, with the translation assistance of Lucas, with many village leaders, women, students, and teachers. I wrote observations everyday and collected quite a bit of data. I am an Anthropology major at school and this internship presented itself as a perfect opportunity to do real ethnographic research on issues of development, education, and local sustainability in Tanzania.
In addition to the more “official” parts of my internship with Project Wezesha, I also got the opportunity to learn what it means to be a “local” in Mgaraganza. I lived, ate, slept, and walked like the villagers. Living in the village is more difficult than I thought it would be. There is no electricity, running water, real toilets, transportation, or sugar. The poverty of the village is startling at first and it did take a toll on me mentally and physically. But one of my goals going into this summer was to show that I was in solidarity with the people that Project Wezesha was working with. I wanted them to view me as their equal so I attempted to eliminate as many barriers between them and me as possible. I carried water on my head with Jane, washed my clothes by hand, helped cook, played with the children, did the dishes, and spent many long nights getting to know the people of the village.
It is a truly remarkable thing when two people who come from completely different worlds without a common language and culture are able to become real friends. The friends I made in the village will stay in my heart forever. I will miss hanging out with Agnes, Ellista, and Zainabu, Jane’s best women friends. I will miss my evening chats with Pascal, a local farmer/tailor/pastoralist who spoke excellent English. I will miss the long walks and talks with Lucas, who’s smile and sense of humor is untouched. I will miss dinners with Jane and Ashahadu and the many times that they “joked” me for my fear of spiders. I will miss hanging out and working on English with our scholarship students like Jumbe and Khadija. And of course I will miss playing with all of the beautiful children. I now have a second home in Tanzania that I never expected I would find.
Working with Project Wezesha this summer was one of the best decisions I have ever made. If you are looking for a real “on the ground” internship with an organization that works to expand access to education and build community development, consider interning for Project Wezesha. You will not only learn about how an NGO in Africa works on the ground, you will also learn about Tanzanian culture, environment, tradition, and people. And you will make unlikely friendships that will stay with you for a lifetime.
When we started this program, we had five students from Kiganza Village and perhaps you have been following them for the past four years: Edina, Diana, Ismael, France and Hindu. The following year we added a few more – Amosi, Silvesia, Khadija, Zainabu, Saidi and Dibeit.
Since we started, Edina, Hindu, Silvesia, Zainabu and Khadija have graduated. In February of this past year, Khadija began studying computers at the Vocational Education Training Authority (VETA). In January, Hindu and Edina and a new student, Nema will join her. Zainabu married after graduation and has completed her studies, but we hope that the value she placed on education will be passed onto her children. Silvesia is going on to nursing school and her brother is supporting her from now on (yay)!
We are expecting Amosi, Ismael and Diana to graduate this coming November. Depending on their final examinations, we will either consider supporting them in the courses of their choice at VETA or in high school to continue their academic studies.
Saidi has remained at the top of his class despite the limited resources and teacher investment at his small village school, so we are transferring him to a private secondary school in town where he can receive the additional support he needs to ensure he goes on to high school and, very likely, university! His father is contributing 1/3 of his fees (100,000 – not small change for a village parent) and we are paying the rest. We support this decision and are electing to pay more for Saidi because this was his father’s plea on behalf of his son and because we know how bright Saidi is. In addition to being intelligent and academically motivated, Saidi has a gentle soul and a unique quality about him – difficult to explain. He’s just respectful, thoughtful, bright, humble and grateful. He never expects nor asks for anything. He’s a gem!
This year, we added 19 new students. Now, we have a grand total of 30 students that we are supporting – each with his or her unique goals and dreams.
Here are the newbies! Hongera sana wanafunzi!
From Mgaraganza Village
Mahamadu Adamu
Samiru Haridi
Elinathani Peter (He was in the hospital when we made pictures. Photo coming soon!)
Marietha Sebastian
I like reading different textbooks and swimming. I’m interested much in studying Kiswahili, Biology, English, Chemistry and Geography.
It enables me to control the environment that surrounds me, to gain knowledge and to improve the life standard through solving different problems facing the societies as well as to empower the women. I would like to become a soldier soon after completion of my studies.
Hajira Ahmed
My hobbies are playing volleyball and swimming. My favorite subjects are Biology and Chemistry.
I want to educate the masses after I complete my studies. After the completion of secondary school, I would like to continue to advanced level then University, thereafter I want to become a teacher. I want to become a teacher of Biology and Chemistry.
Jumbe Mikidadi
I like to play soccer and study. I enjoy English, Geography and learning about the world.
Amina Kudra
Simoni Samwely Simoni
From Kigalye Village
Mussa Ahamadi Mabenga
Shabani Massudi Kibaya
From Mtanga Village
Sango
From Bubango Village
Ezra Joseph Lukas
Waridi Dunia
Rahma Jumanne
George Christopher
From Kagongo Village
Tumsifu Kazamba
My hobbies which I prefer are reading the books, playing football and praying to God. I like mathematics, physics, chemistry, biology, geography and English.
Education is very important to me because it is a key of life. Also it promotes the development in the society and the nations as a whole. When I will finish the education of secondary school, I want to be a doctor or engineer.
Kiza Shadrack
I am interested in playing netball and reading story books such as novels. Most of the subjects that I’m interested in are biology, chemistry, Kiswahili, geography and civics.
It helps me to control myself and the entire society, but also to bring the whole development among the members of my community. After finishing secondary school, I would like to become a nurse in which I will be able to help the sick, especially women who are most affected in the community.
From Mwanga Town
Albert Patrick (in the green shirt with his family; individual pic coming)
Albert is a special case. The Diwani (Chief) of Mgaraganza, Patrick Maganga asked if I would help him support Albert. Albert is not actually his son, but a child from town that has no mother and a father who cannot support him. Given the support we’ve recieved for our work on Amahoro Secondary School, I told Diwani that I would be happy to return the support. As it is, he has a large family. On top of his own children, he supports three ‘vulnerable children’ whose parents cannot keep them. Patrick feeds, clothes and educates these three. Good on ya, Chief!
Way to go everyone! The best of luck to all of you. As I said time and again, “Soma vizuri!!“
This is her story. The story of most girls in the village.
This is his story. The story of most boys in the village.
Are you ready?
There is no response more difficult to deliver than a ‘no’ to the request of a student for school support. Unfortunately, if I said ‘yes’ to every student or parent with this request, I would certainly not be able to sustain the support, but damn I wish I could just say ‘yes, yes, yes, yes, yes’.
I wish I could tell you the following with a wink and smile as if I were joking, but this is the reality of the children in the villages in Tanzania. I’m not trying to paint the ‘fly in the eye’ image either, but I do want to share what is real. This is real. They’re just kids – like you and I used to be, but they do ‘kid’ in a different world than I did.
For three years, Diana walked 1.5 hours each way to and from school daily. In the village, the particular children we support – Saidi, Hindu, Edina, Diana, Amosi and Jumbe – don’t eat breakfast before beginning the journey to school. In fact, they kind of smiled at one another when I asked what they eat for breakfast. Lucas chimed in quickly with a sharply falling tone of voice, “Rai, they don’t eat.” Of course, I’d heard it before, but hearing it again from a chorus of six students made me wince. They all walk a great distance to school. Because secondary schools in the villages are rare, they usually build them in remote areas on the border of villages as to serve children from multiple villages. There are few children lucky enough to live within close range of a school.
In her final year of secondary school, Diana finally moved to the village where her school is located. This is not uncommon. If a secondary school offers boarding, those who can afford it will pay and sleep on site. Many schools in towns and cities offer this option. Village schools do not.
When I asked the kids about lunch at school, again they looked at each other and laughed with insider knowledge. None of these kids get lunch at school. If you have money, you can buy lunch – maybe some chipati and chai – from a woman making and selling on site. But for these kids, who would sooner walk 1.5 hours than pay $0.35 to take public transport, lunch isn’t in the cards.
So, they walk at around 6am, arrive for classes hungry and tired to study with no books in a language they barely speak or understand. They come home, help their parents in the farm or around the house with younger siblings and for the young ones and most boys, they have some time to run and play. Some go swimming, but you better believe they come home with a full bucket of water when they are finished.
On any given school day you will see school age children walking this way or that from neighboring towns and villages with firewood, sugar cane stalks, buckets of water, sacs of flour or baskets of fish on their heads. ‘Unatoka wapi?” “Where are you coming from?” Three girls we met were returning to Mgaraganza village from Mwandiga town by foot on a Wednesday. This is a trek of about 1.5-2 hours (depending on the heat of the day). There was school, but they had to go to town to buy the sugar cane on their heads and return to the village so their mothers could sell it in the market. This is not a surprising response to our question “Hakuna masomo leo?”
I could continue with more examples and stories that would just read like a prescription for depression, but I’ll stop here. I just want you to share this with your friends and especially with your young friends and children. We are so lucky in the United States and Europe and throughout the ‘developed’ world. We really can have no idea what a great fortune we posses with our lattes in hand, behind the steering wheel of even our old pick up trucks, with a degree or two tucked in our pocket and a paying job with a comfortable office. We can have no idea until we’ve walked 365 days in the feet (often without shoes) of a 12 year old girl or her 28 year old mother in the developing country of our choice.
Cheers to resilience! Now let’s envision a brighter future and make it happen from the ground up!
After discovering about some of our ‘issues’ here in the village, I composed a little talk for the village leaders. My friend in Kigoma, Bennie Muzzazzi helped me to translate it to Kiswahili so I could deliver it directly, knowing that what I wanted to say was being delivered. Here’s the video of the speech, followed by a transcript of my words (alternating between English and Kiswahili – some simplifications were made, but you’ll get the gist).
Of course – much conversation ensued, but it was all very positive and reassuring. The village leaders affirmed everything I said, even noting that the problems were not for the villagers but for the village leaders themselves. There were individuals within the leader group who were being outed without actually having their names said aloud. It was known by all who the ‘obstructors’ were and just by having this meeting, that was made clear and these ‘obstructors’ now know they are being watched by the leaders, the town powers, Lucas and me.
Meeting Village Leaders – July 17, 2012
Thank you for coming today for another meeting. This time is very important for me because I only come for 3 weeks each year. When I come I like to find out how the project is going and what needs or problems there may be.
Asante sana kwa kufika katika kikao hiki kwa mara nyingine tena. Kikao hiki ni muhimu sana kwani nakuja kila mwaka kwa wiki tatu. Kila nikija nataka kujua kinacho endelea kuhusu ujenzi wa Amahoro.
First, I want to thank you for your continued support. I know this is a big project and I know that it requires much from you and your citizens. But, as you know, without this support, the school may never be finished.
Kwanza, nasema asante kwa mchango weno wa hali na mali. Najua huu mradi ni mkubwa sana. Najua kwamba tunahitaji juhudi zenu na wanainchi wenu.
I would like to talk to you about Amahoro Secondary School. Do you know why I am here building this school? _______ I want to be sure that you know – I am here because I was invited to offer support by chancellor Bitata in 2009. I don’t need this school and it would be easier for me to work in another part of the world, closer to my home. But, I told Chief Bitata that I would support Mgaraganza and I am following through with my commitment.
Napenda kueleza juu ya shule ya secondari amahoro. Mnajua kwanini nimechagua kujenga shule hapa? _____ Mjumbe Bitata aliniomba. Ningeweza kujenga shule sehemningine karibu na nyumbani kwetu. Lakini, milimwambia mjumbe Bitata kwamba napenda kusaidia Mgaraganza. Sasa nimetimiza ahadi yangu.
When I accepted this invitation to support Mgaraganza, I asked Lucas to join me. Together we founded Project Wezesha and established an NGO in the United States so we could raise money from individual, private donors. In the past 3 years, we have raised thousands of dollars, but it has not been easy. I have to ask often and I have to be creative when I ask people for money. Sometimes I have a sporting event and money goes to Project Wezesha. Sometimes I have a concert and people pay to listen to music. The money goes to Project Wezesha. Sometimes I ask people to donate to Project Wezesha at the holidays – like at Christmas time. I also have local businesses donate items for sale and the money goes to Project Wezesha.
Nilivyo kubari kazi hii, nilimuomba Lucas kujiunga nami tuwe pamoja kutengeneza mradi huu. Tulitengeneza mradi unaoitwa Project Wezesha huko Marekani. Miaka mitatu iliopita tulikusanya karibu dolar elfu arobaini kutoka kwa wafadhili mbalimbali. Nataka kuapa mfano wajinsi ninavyo kusanya fedha hizi siyo la hizi kupata fedha hizi. Mara nyingine, nandaa michezo mbalimbali kama vile riadha na watu hulipa kujiunga na mbio hizo. Mara nyingine, nandaa music na watu hulipia viingilio. Mara nyingine, watu hawanunui zawadi za Christmas nawaomba wachangie ujenzi huu. Badala ya kununua zawadi, wananipa fedha hizo.
People don’t give money for nothing. They like to know where their money is going and what their money is doing. For this reason, I make sure to give reports to the people who contribute. I use the internet and I share stories and pictures about our students, the citizens of the village, the builders and the leaders. It makes everyone happy to see the faces of the young people of these villages who will one day go to Amahoro Secondary.
Mnajua kwamba wafadhili hawatupi fedha bila kujua fedha hizo zinakwenda wapi na zinafanya nini. Kwasababu hii, kila mara nawapa habari wafadhili kupitia Internet. Nawapa habari na picha za wanafunzi, wanakijiji, wajenzi na viongozi wa kijiji. Watafurahi sana wakiona siku moja watoto wa kijiji hiki wakienda shule ya secondari Amahoro.
It also makes them happy to know that this village is not only accepting their money, but also contributing to the project through our Memorandum of Understanding – carrying stone, sand and water. This year, they are excited to see the roofs go up on the next row of classrooms. They are also excited to see the new foundation be completed with the hopes of finishing the school next year.
Pia, watafurahi sana kusikia kwamba kijiji hiki hakipokei fedha tu, bali wanakijiji wanajitolea kwa nguvu zao wenyewe kwa kubeba mawe, mchanga na maji. Mwaka huu, wanataka kuona madarasa yamefikia kwenye renta na mabati na msingi wa madarasa mapya umekamilika. Ili mwaka ujao shule ikamilike.
There are many people who have donated to Project Wezesha in the last 3 years who want to visit next year. They are coming to open the school.
Wafadhili wengi waliochangia ujenzi wa shule hii miaka mitatu iliopita, wanataka kutembelea Mgaraganza na shule secondary Amahoro. Iliwahudhulie ufunguzi wa Amahoro Secondari.
As I mentioned, I only come here for a short time each year. I wish I could stay longer, but I have a full time job. Last January, I successfully completed my PhD. Now I’m Dr. Rai. After finishing my PhD, I began working full time for the University of Utah.
Kama nilivyotangulia kueleza mwanzo, nimekuja kwa muda mfupi. Ninahamu ya kuka muda mrefu, lakini nina kazi nyingi za kufanya. Kwani mwezi wa kwanza mwishoni nilimaliza PhD chuokikuu cha Marekani. Sasa mimi ni Dr. Rai. J Na ninafanya kazi katika chuokikuu cha Utah.
The problem with coming for only 3 weeks is that usually, I discover the problems that have occurred over the entire year and I only have a short time to address all the problems. Do you know what the problems might be for this year?
Tatizo la kuja muda mfupi ni kwamba nimegunduwa kwamba nikija nakuta kazi nyingi hazijafanyika, kwasababu watu hawajitolei kufanya kazi hapa. Mnajua matatizo yalio jitokeza mwaka huu?
This year, there are two big problems.
Mwaka huu, kuna matatizo makubwa mawili.
First, last year, I met with the village leaders and discussed the need for the Tanzanian government to support us to complete Amahoro Secondary School. I told them that I did not believe that Project Wezesha should pay for the entire school. In addition to the support of the villagers through small labor, I hoped that the Tanzanian government would contribute to help us with the cost of construction. Unfortunately, the village leaders did not submit a budget in time for the decision-making in January. As a result, there was no money set aside for Amahoro Secondary School.
Kwanza, serekali ya kijiji ilitakiwa kuwa silisha bajeti ya kijiji katika ofisi ya mkoa. Lakini, haikufanya hivyo. Kwa hiyo, hatukupata fedha kutoka serekalini.
Second, I learned that the citizens of the village are not contributing to the project as promised by the village leaders. Our agreement stated that the citizens would contribute by carrying sand, stones and water. Last week, we came to Mgaraganza village to find out that no one was helping with these tasks. As a result, the builders went home yesterday because they had no water or sand to make concrete, so they could no longer work on the foundation. This is a problem for 4 reasons. One – it is a violation of our agreement. Two – it means that the workers don’t have a job. Three – it means the school construction progress stops and it will take longer to finish this school than necessary. Four – Lucas tries to encourage work, but he is not a leader and he is not from this village, so this is not his job.
Pili, niligundua kwamba wanakijiji hawakuchangia mradi kama walivyo ahidi viongozi wa kijiji. Mkataba wetu ulikuwa kwamba wanakijiji watajitolea kubeba mchanga, mawe na maji. Wiki iliopita tulifika Mgaraganza tukakuta kuna chochote – hakuna mawe, hakuna mchanga, hakuna maji. Jana – mafundi walirudi mjini. Hili ni tatizo. 1) Mmevunja ahadi yetu 2) Mafundi hawakufanya kazi 3) ujenzi umesimama na hauta kamilika 4) Lucas anakuja hapa kila mara kuomba kumsaidia, na sio mwanakijiji wahapa na hakuna anaye msikiliza.
This is not a new problem but it is a big problem. In the past year, Lucas has come to the village to talk to the leaders about this problem. Some parts of the village are contributing, but not all. I want to say thank you very much to those who are contributing. I saw the piles of stones along the road to Mtanga and I know people are contributing. Unfortunately, not everyone is contributing and therefore, we had to stop working.
Hili sio tatizo jipya, lakini ni tatizo kubwa. Mwaka uliopita, Lucas alikuja hapa kuongea naviongozi kuhusu tatizo hili. Baadhi ya wanakijiji walijitolea kufanya shughuli hiyo. Napenda kutoa shukrani kwa waliyo jitolea. Niliona mawe makubwa barabara ya Mtanga na najua kwamba watu walichangia. Asante. Kwa mbati mbaya sio wote waliochangia, na tulisimama kufanya kazi.
This school is for your children. Last year, I talked with some of the students here. I interviewed them about their dreams for the future. Do you know what the children hope to be some day? ____ They told me they want to be nurses, doctors, the president of Tanzania, engineers, electricians.
Shule hii ni kwa ajili ya watoto wenu na wajuku zenu. Mwaka uliopita, nilizugumza na wanafunzi hapa. Niliwauliza juu ya ndoto zao za badae. Waliniambia wanataka kua manesi, madactari, maraisi wa Tanzania, walimu, engineer. Naomba mjua kwamba shule hii itatoa watu hao.
These children are still full of hope and their dreams are big. Let’s be sure to give them every chance possible – even here in the village. So much is possible with education.
Wanafunzi hao baado wanandoto hizo. Tuhakikishe tunawapa nafasi hizo. Kila kitu kinawezekana katika elimu.
But first, I thank you all for your support and ask that you continue to believe in this school and trust that it can and will make a better life for your children and therefore your village.
Lakini kwanza, tena, napenda kuwashukuru kwa kunipa mchagowenu. Naomba mtambue kwamba shule hii itawapa watoto wenu maisha mazuri na bora.
Thank you very very much. I like you all very much. Together we will build this school for the village to ensure great education for all. Thanks.
Asanteni Sana Sana Sana. Nawapenda wote, sana! Tushilikiane kujenga kijiji chetu kwa kuwapa elimu nzuri vijana wetu. Asante!
This has been a remarkably productive trip! Lucas and I feel more supported by the various government entities than ever before and that’s because, after flailing around on our own for 3 years, we’ve finally stumbled upon the right people.
The first year we simply said ‘yes’ to the request of Mjumbe (chief) Bitata to help with a secondary school for Mgaraganza Village, to serve the children of Mgaraganza, Mtanga, Bubango, Kigalye and Kagongo. The second year, I came with donors’ money and the builders worked until the money ran out – putting up a foundation and starting the walls on our first four classrooms. That year, we also talked to the village government about finding additional local support for the project – such as that from the regional and national sources of funding for the educational sector. On their part, that momentum died in that meeting and they never sought that additional support.
Back in Dar es Salaam, the capital, on my way home – I popped into the Ministry of Education for Tanzania. I was told that I could receive matching funds. I was told that a group from Norway pledged to raise a certain amount of money for a boarding secondary school and the government matched their efforts – up to $400,000! I was psyched to hear that, but was told to deal with the Ministry of Education in the Kigoma Region.
The following year, I insisted a little harder. We asked the local leaders to walk us through the usual process of building a secondary school in the village. To the best of my understanding, they said that the villagers and village leaders work together to gather bricks, water, sand and stone to start building the foundation and classrooms. After showing that they are invested and making headway, the regional leaders are advised, and subsequently check on the progress and support them as needed. In some villages, the larger support only comes after the entire school has been completed; it comes in the form of desks, chairs, teachers and teachers’ housing. Honestly, I think it varies from village to village, regional government to regional government and likely – year to year with the ‘changing of the guards’.
During this second year, Lucas and I tracked down some potential ‘powers’ to seek support or advice. We encountered a woman in an office who told us that we should be a registered NGO entity in Tanzania. She asked us to submit documentation of our NGO status. (We didn’t. We’re not a Tanzania NGO.) She also advised that we make sure the village leaders are selecting the children for our scholarship program to ensure that they are on the ‘most vulnerable children’ (MVC) list kept by the government (good information). We also met a man from the Ministry of Education for the Kigoma Region who told us that the Ministry of Education does not chip in until the school is finished. Huh?
During the third year, I was at my wits end with the lack of support from Tanzania to complete this soon-to-be government run, public secondary school. I flailed around with Lucas in one office – actually losing my cool and becoming a little emotional (i.e., shedding a tear in desperation). Then we went to the top boss – the District Commissioner, which I found out this year is kind of like the Governor. He was so gracious and took us in, no appointment, no special designation -just a couple of gumbies trying to get something done. He told us to seek support from the Ward level government to get a letter on behalf of the village government to invite the ‘right’ people to the village to see the school. He also said the local village government would have to submit a budget requesting money in order for the national government to even take this into consideration. (Complicated as it should be; I think I was naive and oversimplified it all in my head.)
You can probably guess what we did next and if not, my tales from last year might fill you in. Basically, the ward leader came with us to the village and gave the village leaders and the villagers a lashing for not contributing enough to this effort. I left that year with great hope that the budget would be submitted and the Tanzanian government would be contributing in a significant way to complete this school.
Sigh.
This year, I returned to see some great progress by our builders. As long as the funds flow, the work they are responsible for is completed. When the funds don’t flow, their work stops. Unfortunately, regardless of the funds, the contribution of the villagers as per our ‘memorandum of understanding’ should be continuous – but is minimal in a good week. The agreement was that they would contribute sand, stone, water and the local labor to get those materials to the building site.
Upon arrival this year, I was told two bits of discouraging news.
The leaders did not submit the budget in time last year for consideration by the regional leaders to take to the national level for approval. (Fail)
The local leaders (one or two in particular) were not encouraging the villagers in their district to contribute the carrying of stone, sand and water; they were in fact telling them to ‘be free, relax’ – in the name of votes come election time.
Last week, Lucas, our intern Katy and I went to the village to contribute by carrying water so that Isaya and the builders could continue to work on the next foundation. They did continue to work with our meager contribution (our necks got tired!).
The following day … the builders returned home to Kigoma town because they couldn’t continue working without the sand and water necessary to make the cement and without the stones to build a foundation.
In addition to this speech, Lucas and I finally stumbled upon the ‘right’ people in town with the help of the diwani or executive chief of the village, Patrick Maganga. First, Lucas, Maganga and I visited the Development Officer for the rural areas of the Kigoma region (our villages included). His insight was invaluable, educational and hard to swallow – the latter because I wish we had known what we know now then. He taught us about the ‘chain of command’ and how to climb up it. Going straight to the top and working our way down last year was not the correct way to go about things.
Also, Lucas learned that his continued efforts to nudge the village leaders into action during the past year were useless because they were not calculated. He told Lucas that any time he plans to meet with a village leader, at any level, about the project, he must do so in the office with the secretary to have everything documented. As such, when it reaches the top – there will be a paper trail showing that he has taken the steps necessary to prompt action without success. Lucas learned a great lesson this day as much of his efforts were in passing, on the phone, through a messenger.
After meeting this development officer, we visited the Chairman who supports the Director of the office that oversees Education for the Kigoma Region. He was immensely impressed that we had completed as much so far and was equally disappointed at the lack of support we were receiving from the village leaders. He told Chief Maganga that he and the executive chair needed to put politics aside (i.e., wanting votes for future elections) and do their jobs, which is to promote development, encourage productivity and energize his village. He said he wouldn’t stop until he saw the village in action. He insisted on a visit to the village to have a private (firm) meeting with the leaders, a viewing of the school and another meeting to motivate (i.e., scold) the villagers into action.
His talk with the village leaders at the site of Amahoro Secondary School as well as his speech to the villagers at large were compelling. He was a powerful, firm speaker but he also had them laughing and thinking.
In the end, I believe there was some contention as villagers argued over which districts were contributing and which were not, but after an additional calming talk with the big boss, they were all at ease.
The next day, as promised, Lucas, Katy and I showed up at Amahoro Secondary School in the morning after breakfast to carry water to the well. We were surprised and happy to see at least 50 people on site – working away.
There were women carrying sand and men carrying stone. We decided to start with the water because the tank was empty the day before. We didn’t check the tank – just headed straight to the stream.
Upon arrival at the tank we were shocked to see it was full! The women had been filling it all morning and they had just started on the sand.
We joined them in carrying sand and as the sun took over the day, we all retired.
It was a joy to see this process unfold. It’s been an uphill battle for many reasons – not the least of which are 1) Lucas and I are rookies. Lucas isn’t trained as a project manager and I’m just a linguist 😉 ; 2) I am a great motivator in person, but can do little from the US (and shouldn’t have to once promises are made?); 3) the villagers think if the builders aren’t on site, they don’t have to do their part; and, 4) there is little accountability when the leaders don’t want to enforce agreements.
After sharing with them my thoughts about their children’s future and my role in this process, in addition to the urging of important local leaders, I do believe we’ve turned a new leaf. Either way – we’ve gotten an awful lot done in a short amount of time since the funds started flowing in early June.
The roofs are going up on the next set of classrooms. The foundation is in place for the third set of four classrooms. The villagers are in action. And most importantly …
The Kigoma leaders who came to our side in support of this endeavor have pledged to finish the floors, windows and doors on the first four classrooms in time to OPEN THE SCHOOL IN JANUARY 2013!!
We’re so excited that children, who are currently in standard 7 in the local primary school, will be able to attend Amahoro Secondary School in six short months! The builders work is secured. The regional government is chipping in significantly. New teachers and headmasters will have a job with our school. It’s a huge breakthrough and we’re over the moon! 😎
Project Wezesha is a nonprofit organization that was founded in 2009 by Lucas Lameck and Rai Farrelly. We founded Project Wezesha to address the needs of children in rural villages within the Kigoma Region of Western Tanzania. Wezesha is the Kiswahili word for Empower. The aim of Project Wezesha is to empower local communities through increased access to education for the children. By engaging the community and relying on village leadership, Project Wezesha is able to target the locally identified needs of the community. Our current programming includes a secondary school scholarship program for children most in need as well as a building project to provide Mgaraganza Village with its first ever secondary school – Amahoro Secondary.
The first line of business was to visit the regional leaders from various Ministries in the government. I was invited to a meeting in Kigoma town to address the leaders and share my gratitude, concerns, and hopes moving forward. We expressed our gratitude about their recent commitment to contributing to the construction of teachers’ houses and laboratories* for the school. We noted our concerns about the pressure of fundraising and challenge of meeting the opening day deadline. We stressed the need for the government to continue their support until the end. We also shared our enthusiasm for the possibility of teacher education and teacher exchange in the future (my ‘pet’ plan for ensuring quality education at this school). They applauded our efforts and echoed our hopes and excitement.
Meeting with the Children
eir twist on using the classroom space in the months leading up to the school opening (see photo).
