Mahola Project Complete!
Mahola Mixed Secondary School in Kenya now has access to a new source of safe, clean water thanks to the completion of their rain tank! We installed new latrines and handwashing stations for students, and we trained the school on improved sanitation and hygiene practices, including COVID-19 prevention. These components will unlock the opportunity for these students to live better, healthier lives.
Thank you to the Westridge Water Warriors for making all of this possible!
Here is the completion report, provided by our implementing partner, The Water Project.
“Now that we have water in school, I’ll have more time to concentrate on my school work rather than spending time looking for water as before. This is a great opportunity for me to improve on my grades,” said Felecia M., an 18-year-old student.
Teachers were just as excited as the students about the new rain tank on campus.
Teacher Peter Sumbi commented, “Access to reliable safe water will reduce the spread of waterborne diseases which was a major reason for absenteeism among students resulting in very poor performance which had really demotivated us. This will make us improve and also be a major boost in hygiene and time management.”
Construction for this 75,000-liter rain tank was successful!
Parents, staff, and students helped our artisans gather everything needed for construction. The school’s kitchen staff and a few parents helped provide meals for the artisans, while the school provided the artisans’ accommodations. Locals helped our artisans with their manual labor, too.
The process officially began with our staff and school administration looking around the school compound to determine the best location for a new rain tank. This needed to be the best site with enough land and a nearby building with good, clean roofing to catch the rainwater.
Then, we cleared the site by excavating the soil to make level ground for the tank foundation. We cast the foundation by laying big stones on the level ground and reinforcing them using steel wire, concrete, and waterproof cement. We affixed both the drawing pipe and the drainage pipe as we laid the foundation.
Next, we formed the walls using a skeleton of rebar and wire mesh with sugar sacks temporarily tied to the outside as backing. We attached this to the foundation’s edges so that the work team could start the Ferro-cementing process. They began layering the walls with cement, alternating with the inner and outer side until six cement layers were in place. (The sugar sacks are removed once the interior receives its first two layers of cement.)
Inside the tank, we cast one central and four support pillars to ensure the dome does not cave in once cemented. Meanwhile, we plastered the inner wall while roughcasting the outer walls. We dug and plastered the access area to the tap outside the tank, installing a short staircase. In front of the access area, we constructed a soak pit where spilled water can drain from the access area through the ground. The pit helps to keep the tap area dry and tidy.
Dome construction could begin after the tank walls settled. We attached a dome skeleton of rebar, wire mesh, and sugar sacks to the tank walls before cementing and plastering it using similar techniques as the wall construction. We included a small manhole cover into the dome to allow access for future cleanings and water treatments.
We propped long wooden poles (about 75 of them!) inside the tank to support the dome while it cured. Then it was down to the finishing touches: fitting a lockable cover over the tap area, affixing the gutters to the roof and tank, and setting an overflow pipe in place at the edge of the dome for when the tank reaches capacity.
Once finished, we gave the rain tank three to four weeks to undergo complete curing. Finally, we removed the interior support poles and dome sugar sacks and cleaned the tank.
We officially handed over the rain tank to the school. Students and staff celebrated the presence of clean water on campus. The event was an excellent chance for us to acknowledge the school administration and students as the primary parties entrusted with the tools we have given and remind them of our continued support as they develop. Happiness, thanksgiving, and appreciation were the order of the day, flowing in all directions.
This project funded six new ventilated improved pit (VIP) latrines, three for the girls and three for the boys. These new latrines have cement floors designed to be easy to use and clean, locking doors for safety and privacy, and vents designed to keep air flowing up and out through the roof. With a rain tank right on school property, there should be enough water to keep them clean.
We scheduled hygiene and sanitation training with the school’s staff, who ensured that the training date would be convenient for pupils and teachers. When the training day arrived, the facilitators, Jacque, Elvine, Joyce, deployed to the site to lead the event. Sixteen (16) students and teachers attended the training, which we held in a laboratory. The room is well ventilated and spacious enough to hold fifty students but due to COVID-19, we limited the number of students in attendance to safely follow protocols.
We focused on COVID-19 prevention, transmission, and symptoms while also covering several other topics. These included personal hygiene such as bathing, oral hygiene, and the ten steps of handwashing; environmental hygiene; child rights; operation and maintenance of the rain tank, latrines, and handwashing stations; and leadership and governance. During the latter, the students elected their peers to lead their newly formed student health club.
The club will be significantly involved in the water, sanitation, and hygiene project management at school. It will encourage good health and hygiene practices amongst their peers, teachers, and the larger community.
We involved stretches, dances, and physical activities between each topic to keep the pupils’ energy up and their minds active. By the end of the training, each pupil understood their role in sustaining clean water and good health within their school community.
The two handwashing stations were set up during training and handed over to the student health club. These were placed outside of the girls’ and boys’ latrines to encourage handwashing after latrine use. Health club members will teach other students how to wash their hands at the stations properly, make sure the stations are filled with water, and ensure that there is always a cleaning agent such as soap or ash available.
During the COVID-19 session, one student raised her hand to answer the question about myths and rumors relating to the virus. She shared the myth that one glass of the local brew called “chang’aa” will kill the virus in the body. This left everyone in laughter but was important so the facilitator could verify that alcohol was not the solution to prevent COVID and that students should practice the prevention measures they learned through the training.
“The training has been valuable to me in such a way that I have been equipped with sufficient knowledge about hygiene. This will be of much significance to me wherever I go and also to my fellow students and parents back home because it will help me create awareness in various places concerning hygiene,” shared Edwin W., an 18-year-old student and treasurer of the student health club.
Student, Stella M., commented about the training, “It was very valuable to me because the knowledge I have gained about COVID-19 has enabled me to be much informed about where, when, and how it came about. The training has impacted me positively in terms of educating me on the importance [of] cleanliness in order to avoid contracting the virus. Following the COVID-19 protocols was emphasized which I believe will be of much help to me.”
We asked Stella what it was like to be at home for most of the last year due to Kenya’s national coronavirus-related school closures and what it has been like coming back to school.
“I’m overjoyed about coming back to school as it is an answered prayer for me. I’m ready to work extra hard in order to cover whatever I had lost during the time schools had been closed.”
