Stories
Nashipay Maasai School: A Success Story for the Community
Just imagine the enthusiasm of these children as they learn their numbers and alphabet at a school in their own community! The parents, who didn’t have the opportunity to go to school, go along sometimes and watch — everybody learns. Besides this, the school functions as a community centre in the evenings as it is the only place in the village that has electricity.
The children of Nashipay School are doing really well academically, especially in comparison to children who attend the public school — no surprise, really. At Nashipay there is one teacher for about 30 children, in the public school there can be 80-100 kids in a classroom. At Nashipay each child has a seat at a desk or table — in the public school we saw as many as 5 children crowded onto a bench at a single desk.
At Nashipay, each child has a workbook and there is a text book for every 2 children. In the public school we visited, they had 3 or 4 tattered textbooks for the whole classroom and no workbooks. Children may come to school hungry, but at Nashipay each child receives 2 meals a day; learning is fostered by nourishment.
Nashipay is an English medium school, the teachers are multilingual and one of her/his languages is Maa (the tribal language), the only language Maasai children of primary school age speak. Just think, they can actually understand what the teacher is saying! The Maasai children who attend the public school have their lessons in either English or Swahili, and they understand neither language when they start school. This was initially the primary motivator for building Nashipay School. In order to maintain cultural integrity and teach classes in English, the school must be a private school. That means no funding from the government. It’s a constant challenge to meet the payroll and run the school, but they are managing by collecting minimal school fees from the families who can pay them. For the families who cannot pay, For the Love of Africa has initiated the Education for All program. Donations to the program are pooled until we can support a whole classroom, which allows that all children, even those from families that live on $2 per day, get a quality education and an opportunity for a bright future.
Kizota School: The Society’s First Project
In 2004, a Cordova Bay group was invited by a visiting couple, Dr. Wilson and Usuili Mtebe, to help build a school in Dodoma, Tanzania. It was their vision to promote education amongst the young people.
A large construction team was formed to join with the Kizota community to build a Pre/Primary school. For two weeks, our team worked with the Kizota community, each sharing their talents, energy and camaraderie. Most chose to help with the classroom construction, others worked with the children, while some helped the women prepare meals in the open-air kitchen.
We were introduced to staple dishes of the region, such as ugali (a type of maize flour porridge), fish, rice and kachumbari (a vegetable mix). It is important to recognize the contributions of the women in this culture, who are often the silent backbone of the community and who work hard to give their children a chance to be educated.
The reward for those of us who chose to return to Dodoma was to see the students of 2004 become leaders in their own community. The painted numbers and letters on the school façade had received a fresh coat of paint. Flower and vegetable gardens had been planted nearby. The Kizota school is still thriving, with active groups of parents and teachers, who inspire a lively body of students achieve their dreams.
One of FTLOA’s main aims is to provide ‘seed money’, so that our projects are sustainable, and to know when to step back, thus giving the community the opportunity to pool their efforts and continue working to fulfill their vision.
Kizota was the Society’s first project, and one that provided a firm foundation of trust, friendship, respect and a sharing of cultures. It opened the door for future projects where, with the generosity of donors, FTLOA – For the Love of Africa, endeavours to help others to help themselves.
Miriam
This is Miriam, 10 years old and in Class IV at Nashipay School. She is the head girl at Nashipay, which means she organizes the girls to help out around the school campus and help the teachers.
There are 3 children in her family, and she is the first born. She has a brother who is at gov-ernment school and another brother who attends Nashipay.
She loves to come to school and her favourite thing about school is reading. Her family is sup-portive and happy that she has the opportunity to go to school. When asked about her future goals, she shared that she really wants to fly an airplane and become a pilot when she grows up and understands that going to school will help her achieve that dream.
She admits that right now her life is really hard so sees getting her education as a real advantage to her and her family so she can help them realize their dream to buy a house and a nice car.
Deborah Noa
Meet Deborah, 10 years old and in Class III at Nashipay School. She is the fourth of five chil-dren in her family and they are all very happy that she has the opportunity to go to school. She really loves to go to school and her favourite subject is reading. She hopes to be a pilot when she grows up and knows she must have an education in order to realize that dream so she can provide a home for her family.
Deborah is a very happy girl and says she’s happiest when she’s helping her Mama wash the dishes.
I decided and it came true…….
What an experience! I was fulfilling my mother’s dream of working in Africa. I never ever thought that I would travel to Africa, it was just too far away and too different. But when I heard about the opportunity people in the Society were having by going to Tanzania and working to make a better world for the children I knew that I was going to go. I didn’t know how but once I had decided, it did come true. Three of my friends decided to come with me. Long-time friends who were caught up in my enthusiasm.
Five years later, we are still reliving our experience with ourselves and others. My experience was more than one I would have received being simply a tourist. I had the experience of working side-by-side with local people. I got to talk, listen, ask questions, hug, joke with, laugh with and become friends with the local people. As an adult educator for part of my career life, I was excited about being part of the first phase of the building of what was planned to be a technical institute campus. A place where young men and women will learn valuable skills to begin their careers, to live above the poverty level and to feel fulfilled. While the struggle to make this a success still continues, I feel a strong connection having been there at the start.
Working with people like 27 year old Elijah, who volunteered with us daily, who never said no to a task and who always had a smile was pure joy. He spoke English better than any of us spoke Swahili and we all felt he had become our best friend! My job was to write about the experience, report on past projects and keep the folks in Canada informed. Our new friends were happy to be interviewed and share their dreams and goals with us. I learned about their lifestyle and saw the similarities and differences and I was able to share these insights in my communications.
Visiting some of the homes in the small town of Nala in which we were working was an eye opener. Thatch roof over wooden struts. Dead or sleeping spiders just above my head. I bend my knees slightly in order that my head doesn’t come in contact with the spider or other insects. Dirt floors, fire pit in the centre of the room,
on which tea and food is prepared. A single piece of cotton material laid out on the dirt which signifies where that person slept. In the adjoining room, a chicken or two live. Six of us crowded in to deliver our gifts which consisted of beans, maize flour, fish, oil and laundry soup.
Some people say this trip is a life-changing experience, I have recently decided it is a life-enhancing experience because the memories stay and the work with the society builds upon that which we, on teams, have done in the past.. I am grateful every day for the opportunity to be a part of the team in 2015 that went to Tanzania.
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Janice shares
I first traveled to Dodoma with FTLOA in October of 2009 and had such a wonderful experience that I had no doubt I would return another time. When the next team was being organized I convinced my husband, Bob, that he needed to be a part of the team and see for himself what I had been telling him about. We went in May of 2011 to help build the St. Andrew’s school and to work alongside the members of that community. My fondest memory is hearing laughter coming from behind the brick walls. When I went to see what was going on, there was Bob, who speaks no Swahili, sitting with five tradesman, who spoke very little (or no) English, having a wonderful time and managing to communicate regardless of the language barriers. The project itself was a huge success but for us our greatest memories came from the interaction with the people
Introducing Millary Salonike
His father is a watchman in Arusha and doesn’t come home very often. The family could not afford to live together in Arusha, so his mother brought Millary and his 6 siblings back to live with her family in Makuyuni; this is how he came to attend Nashipay Maasai School. She is helped a bit by her brother who is a piki, piki (motorcycle) driver and the father sends a little money when he can. What little income she receives needs to support the health and welfare of all of her children, and while she would very much like to send the other children to school, they simply can’t afford the fees (about $100 per year).
The availability of water resulting from the Nashipay Water Project, funded through FTLOA, will help a lot to alleviate hunger and poverty, enabling families to grow corn and a few vegetables for their needs and to sell. However, it is unlikely to provide sufficient excess to enable families to pay the fees for the school in the near term. The Goats for Kids program, and programs like it, will help families like Millary’s generate a sustainable income, which can provide food, clothing, school fees, uniforms and more for every child in the family.
Parasais
Meet Parasais, an 11 year old boy in Class IV at Nashipay Maasai School. He has the title of “prefect”, which is from the British system, a term that applies to an older student who guides and directs younger students. Parasais is the third of 8 children in the family and his father, Raina is the Chief of the village.
One of our visitors had the opportunity to talk to Parasais and get to know him better. He likes school, especially reading and playing soccer. His family is supportive of his dream to grow up, learn to drive a car and become a safari guide and they all understand he needs an education to realize this dream. He enjoys talking to people, especially visitors, and sees a career as a safari guide as a way to get to know tourists better. His family will benefit as well in that he will be able to help them meet their daily food and shelter needs as well as help his siblings get their education.
The Mamas
Women in Maasai culture are respectfully and affectionately known as “Mamas”. Their beadwork is an integral part of their culture; a skill that has been passed down for generations. As you can see, they are master bead workers and the traditional pieces are worn for ceremonial occasions. For every day wear, many of the Mamas still dress in elaborate and traditional Maasai style.
Bead by Bead and the Mama’s Sewing shop are women’s co-op enterprises. Many groups of Maasai women in the area contribute their products and the women working in the store know each piece of jewelry, who made it, how much it costs and how much of the profit to distribute. They are not “schooled” to read and write, so they carry all this information in their heads!! Rose, one of the senior ladies explained, “We don’t know how to write, so we have to remember.”
They depend on their share from the Co-op to feed, clothe and educate their children. Maasai women do not re-marry if they are widowed, so a number of them have full responsibility for all of their children. They are passionate about educating the children and believe this is the path to a better life for the whole village and future generations.