Projects

Construction of 2 Classrooms to Keep School in Session

4

Supporters

$3,610.00

raised of a $13,000.00 goal

PREMISE:

Located in rural Kenya, Eshitari Primary is a public school that educates over 650 children annually (kindergarten through 8th grade), preparing them for secondary school and beyond. Eshitari Primary School truly is a central point of pride and togetherness for the Eshitari village. It functions as a community center for the local villagers. GOA uses this school to train and educate locals in a variety of livelihood, income-generation and skills for self-reliance programs. Moreover, Eshitari has been one of several schools in the area that GOA has worked hard to support and partner with (see our School Support Project). Being that Eshitari was built over 50 years ago, though, it has become extremely dilapidated and is literally falling and crumbling apart, making it unsafe for the children and teachers to participate in class. The local government is now threatening to shut the school down, which would prevent over 650 children and their families from benefiting from the gift of education. Closing school in an area already plagued by extreme poverty (where average family income is less than $1.75/day) is not an option we are willing to consider.

OUR SOLUTION:

We are urgently working hard to raise money necessary to keep Eshitari in operation. We have crafted a plan to meet the locals in the middle by re-building two, new classrooms which would meet the demands of the local government in order to prevent the school from shutting down. Like all of our projects, we emphasize the concept of local ownership. In this, the true spirit of local ownership, the local parents and school management committee have graciously committed to provide sand, timber and some manual, skilled labor. GOA and our donors and contributors would then cover the remaining total costs, which we estimate to be $13,000 total for  two classrooms.

A MODEL FOR OTHER PROGRAMS:

We believe the focus of our programs should be non-paternalistic and should be owned by locals. In Kenya, for instance, we have established a local chapter of our organization, GOA-Kenya. This community-based organization works hard at coming up with local, homegrown solutions to poverty alleviation and empowerment, all while incorporating sustainable development solutions. We have found that working with locals to promote improved access to education is important for the long-term development of individuals and families in rural areas. Moreover, we use the schools we support as community centers to bring people together to collaborate on ideas and become unified in community development initiatives. We also use the school setting to come up with income-generating activities for locals (e.g. micro-savings groups, seed programs, tree plantation projects, cow and goat breeding projects, etc.). Our projects work because locals run them–not us. We act as partners. To us, partnering with locals is a powerful model. We simply show up as cheerleaders invested in the success of their initiatives, and in this process, a true partnership is formed. We are largely against continued handouts–that is why we love the nature of this project–it truly is meeting locals in the middle. They do everything they can, we do everything we can, and a unified partnership is formed which is fixated on local objectives (the goal being a quality education for their youth). The objective of promoting education in an area where the average income is less than $1.75/day, and where the secondary graduation rate is less than 20% is largely in our interest as concerned global partners.