Januar 2013 - Zwei Lernzentren auf den Philippinen können fortbestehen

In Bonbonon besuchen wir die beiden Lernzentren der Gemeinde. Dort haben Kinder und Jugendliche die Möglichkeit, ihre Freizeit sinnvoll zu nutzen, sich auszutauschen, weiterzubilden, an Samstags- und Ferienkursen teilzunehmen, oder einfach nur Bücher auszuleihen und die bereitgestellten Computer zu benutzen. In den Zentren arbeiten neben drei lokalen Vollzeitkräften auch Marlene und Alina, zwei Abiturientinnen aus Deutschland, die sich als Voluntäre der Deutschen Gesellschaft für Internationale Zusammenarbeit (GIZ) dort für ein Jahr einbringen. Die Zentren unterhalten eine Webseite mit weiteren Details (www.blcli.org).

Leider hängen die beiden Zentren von privaten Sponsoren ab und die vorhandenen Mittel reichen lediglich bis Ende Februar. Und dabei beträgt das benötigte Budget pro Monat nur 310 EUR (für die drei Festangestellten, die Unterrichtsmaterialien, Internet und die freien Mittagessen für die Kinder jeden Samstag). Um den Fortbestand der Zentren zu sichern, steuern wir aus den Mitteln des Vereins The Right to Water e.V. das Budget für zwei Monate bei. Im März wird eine neue Leiterin beginnen, die bisher Assistentin des lokalen Regierungschefs war. Sie sollte über die nötigen Verbindungen verfügen, weitere Gelder für die Zukunft zu beschaffen. Und zwischenzeitlich werden die beiden Deutschen dafür sorgen, dass unser Beitrag - wie bisher dort auch - sinnvoll verwendet wird. Auch werden sie auf unseren Wunsch hin die Aufklärungsarbeit zum Thema verantwortliche Wassernutzung ausweiten.

Wir danken allen Mitgliedern und Spendern für Ihre Unterstützung!

Oktober 2012 - Ein Kindergarten in Tuvalu kann endlich Regenwasser sammeln

Tuvalu ist mit nur rund 10.000 Einwohnern das viertkleinste Land der Erde. Bei nur 26 km2 Landfläche ergibt sich daraus eine enorme Bevölkerungsdichte. Die höchste Erhebung Tuvalus erreicht nur fünf Meter über dem Meeresspiegel und entsprechend bedroht ist die kleine Nation von den immer heftiger auftretenden Zyklonen und dem Ansteigen des Meeresspiegels.

Bereits in 2010 hat sich die Klimaveränderung durch eine außergewöhnliche Dürre bemerkbar gemacht. Da Süßwasser durch den Regen gewonnen wird, ist die Versorgung der Bevölkerung vom ausreichenden Niederschlag abhängig. Mit umfangreicher Hilfe von der EU und Australien wurden die Häuser mit großen Sammeltanks ausgestattet, um die trockene Jahreszeit zu ueberstehen. Nur verfügen viele Haushalte aus Geldnot nicht über Regenrinnen und Ablaufrohre, um diese Tanks anzuschließen - das war nicht Teil der Hilfsprojekte.

So auch ein kleiner und bereits überfüllter Kindergarten, den wir besucht haben. Wir freuen uns, im Namen des Vereins "TheRighttoWater.eV" helfen zu können. Wir kaufen das nötige Material und bringen es in gemeinschaftlicher Arbeit an.

Der Kindergarten dankt unseren Vereinsmitgliedern und Spendern für die Unterstützung!

Überblick 2011 - Tätigkeitsbericht

Hier bitte unseren Tätigkeitsbericht für 2011 herunterladen.

Oktober 2011 - Unser Verein hilft einem Kinderheim in Russland

Wir hoffen, auch diese Aktion ist im Sinne unserer Förderer und wir bedanken  uns sehr für ihre Unterstützung. Und natürlich würden wir uns rieisg über weitere Spender und neue Mitgliedschaften freuen!

Juli 2011 - Unser Verein hilft einer Grundschule in Südbolivien

Wir haben im Sueden Boliviens eine Grundschule in einem sehr armen Dorf besucht.
Dieser Schule fehlt es an vielem und wir moechten gerne helfen. Die Kinder sollen moeglichst viel lernen, um ihr Leben und ihre Umwelt besser zu gestalten. Damit sie nicht in Kinderarbeit abrutschen und unwissend am Raubbau ihrer Natur teilnehmen.

Wir kaufen und überreichen im Namen des Vereins The Right to Water e.V. Schulbuecher, Schulhefte, Atlase sowie umfangreiches Mal- und Bastelmaterial.

März 2011 - Unterstützung von AMREF bei Trinkwasserprojekt im Osten Tansanias:
(Bilder und Text © AMREF)

PERSONAL HYGIENE AND SANITATION EDUCATION

- TANZANIA -

RESULT 1: Improved access to water at schools.

ACTIVITIES

1.1 Construction of one water harvesting tank at each school

Survey of actual situation and design requirements of rain water harvesting systems (jars of 5000Ltrs capacity), Hand washing and water source was done to all 25 schools in the project area (in Mkamba, panzuo, Mbezi and Shungubweni wards). The procurement processes were initiated where BOQs and terms of references were developed. There after bids were advertised followed by bidder’s evaluation, award. The bidders did site visits to make initial preparation for construction The construction has been completed in two (8%) schools out of 12. other 10 (40%) schools are still under construction to date. The construction of the rest of 13 (52%) school latrines will be done next Quarter.

1.2 Construction of cement water jars at each latrine stances

Survey of actual situation and design requirements of water jar (1000Ltrs capacity)at each school and the BoQ was designed as per 1.2 above. The two constructions are being done at same time and the same number of schools has been intervened.

1.3 Provision of sources of water for drinking and water filters

Containers for Drinking water have been installed in all 25 (100%) schools as a result of PHASE training to teachers and students on health issues. Also this has been one of the functions of the school health clubs to ensure that drinking water is safe, clean and available.

The size of the tanks was decided based on our experience in Mkuranga and elsewhere. AMREF has learned that school with 300 – 400 pupils has a rooftop rainwater harvesting system with a 5000 litre main tank and a 1000 liters tank at the latrines for hand washing, is sufficient, although schools need to conserve water carefully in the dry season. Schools that have larger number of student like secondary Schools may require additional water facilities with bigger capacity.

RESULT 2: Improved access to sanitation facilities at schools

ACTIVITIES

2.1. Construction of Additional Latrines

The project determined the number of acceptable latrine stances and gaps per school and construct additional latrines to meet the targeted ratio. From assessment, currently the ratio is 63 boys per stance and 65 Girls per stance instead of 25 boys and 20 Girls per stance respectively.

The construction is still going on in areas where the rain water harvesting system is being constructed. The type of Latrines constructed is VIP (Ventilated Improved Pit) that has been found to be safe and effective in school settings.

AMREF use a participatory approach to engage teachers, parents, and students in the project as a means of increasing a sense of ownership. Involving students in the design of the latrines in their schools, is an approach that other organizations have found successful, especially with girls. AMREF periodically monitors schools to ensure that latrines are being properly maintained and remain structurally sound.

RESULT 3: All pupils in 25 schools of Mkuranga District are knowledgeable and

demonstrating good hygiene and sanitation practices.

ACTIVITIES

3.1. Project monitoring

During Project monitoring, we were able to note some behavioral changes where students now seem to use Latrines, wash their hands after using Latrines. Latrines are kept clean and students drink clean and safe water prepared by students through school health clubs under the supervision their teachers.

Training of teachers on how to establish health clubs has influenced pupils to practice some good hygiene and sanitation behavior through reading some information educational communication materials

AMREF through PHASE Project intends to bring about an increase in knowledge among schoolchildren about health and healthy practices, and to increase the proportion of students who actually practice key health and hygiene behaviors. This will be achieved by incorporating PHASE (Personal Hygiene and Sanitation Education) in Schools curriculum MKuranga District.

The relationships that AMREF has forged through the current water project with district officials, CBOs, and FBOs pave the way for the introduction of this new educational approach. AMREF in Mkuranga d by introduced the PHASE concept to the District Executive Director, District Education Officer and other key education stake holders like Head Teachers, Ward Education Officers (WEO), explaining the importance of incorporating PHASE in the curriculum as an integral part of the effort to improve water and sanitation in their schools and ultimately improve the health of children and teachers. This was done in the first and the second Quarter

3.2. Distribution of IEC materials

During this period IEC materials were distributed to all 25 (100%) schools. The development of these materials was done in the previous Quarter

The materials are very useful school health clubs in disseminating hygiene and sanitation messages throughout the school and to the wider community. The clubs organize various programs and events, like health fairs, cleanup days, poster design contests, and performances through which they communicate health messages to their peers, their parents, and the community.

AMREF supports these activities by supporting the teachers who advise the clubs and by providing educational and promotional materials like posters, brochures, and comic books. AMREF involves both pupils and teachers in monitoring progress and collecting data, which helps to increase commitment to the project, because they are able to see the results of their efforts.

RESULT 4: Functional operation and maintenance systems for water and sanitation facilities at the schools and in the community are in place.

ACTIVITIES

4.1 Capacity building training to school committee members

During this reporting period PPHASE approach was introduced to 15 out of 25 (60%) school committees, and then support them as they introduce the concept to their teachers and community at large and choose the teachers who will be trained in the PHASE approach and in first aid. Each school has a female guardian teacher for girls and a male guardian teacher for boys, who carry out functions of a social worker, intervening when a child has difficulty to pay attention, due to illness or having social problems at home etc. It was important to include the guardian teachers in the training because their role is not solely academic, but intersects with families and the community.

ACHIEVEMENTS

Behavioural change among pupils and teachers on hygiene issues has improved as observed in project monitoring processes. Drinking water is now available in schools, toilet are being used and students being referred to nearby health services.

LESSON LEARNT

The existing rain water harvesting jar (1000Ltrs) saves for only short time when there is rainfall but most of the time is not used especially when there is prolonged drought like this year. This implies that most schools highly need reliable source of water right at school compound.

Schools being learning place, the construction of additional improved Latrine by PHASE project has come at right time and place.

Schools are the most important places for leaning for children as they are central place in the community. A school is a stimulating learning environment for all children in the villages and thus stimulates or initiate changes among them.

Schools can influence community behaviour change through children outreach activities as they are in touch with large proportion of households.

Children are future parents and what they learn today is likely to be applied in the rest of their lives. They have important roles in the household, taking care of younger brothers and sisters, and depending on the culture, they may also question existing practices in the household.

Thus if children are brought into the development process as active participants, they become change agents within their families and stimulus to the community development. They are eager to learn and help, and if they consider environmental care and their role in this as important, they will take care of their own health and the health of others. Being tomorrow’s parents, children are also likely to ensure the sustainability of a programmes impact.

In reality, schools are often more than just places for learning and behaviour change. If school sanitation and hygiene facilities are absent, or are badly maintained and used, schools become risky places where diseases are transmitted.

Diarrhoea and worm infection are two major childhood diseases that occur most frequently being caused by lack of proper sanitary conditions. Schools can also pollute the neutral environment in such a way that it causes health hazards for the community at large. It is therefore important that schools have proper facilities. However improved facilities in themselves are not sufficient, it requires an integral with hygiene behaviour change and knowledge.