Science Club Project

Improving sanitation and access to safe water within the school environment and surrounding area

funded by the Rwanda Youth Leadership Programme in association with the American Embassy in Rwanda

In May 2009 Nyagatare Secondary School embarked on their 'Hygiene in our Community' project, focused on improving sanitation and access to safe water within the school environment and surrounding area. The responsibility for this project was given to the school's Science Club, who had originally proposed the idea, planned the implementation of the project and consequently undertook the various tasks required to achieve the intended outcomes of the project. The idea for this project came about as an outcome of students' experience on the Rwanda Youth Leadership program, that took place in November and December 2007 in Washington D.C and Alabama, USA. Eighteen students and three headmasters from Rwanda were involved in the exchange programme, that later stimulated the students to consider different projects when they returned to their respective school settings. Students from Nyagatare Secondary School, who attended the conference, were inspired by both the cleanliness and levels of hygiene they saw during their school visits as well as the standard of living in the American family homes. These students then shared this experience with their peers when they returned to Nyagatare and decided to implement a hygiene project in school through the school's Science Club.

Aims of the project

To maintain and keep the school compound clean

To keep the school environment healthy

To improve levels of sanitation in Nyagatare town

To develop distribution and access of clean water

To encourage students to recognise the importance of living in a clean and healthy environment

Project Narrative

When the project started, Science Club members met and discussed the best way of beginning the project in terms of the resources they had readily available and time they were able to dedicate to the project. At this stage they were not necessarily fully aware of just how much work was ahead of them, and therefore their initial efforts were limited to making small changes during each of their meetings. There tended to be a lot of discussion and debate about the best way of going about their work, particularly when many students were heavily involved at this stage, and as a result of this dialogue, very little actually manifested itself.

The original plan of implementation was theoretically viable, but in practice it was not necessarily feasible for the Science Club to manage alone. It was realised that the project involved two distinct elements, the purchasing of specific products, like the water tanks and dust bins, and then an overhaul of the school's central compound. Therefore, whilst the purchasing of materials and products was relatively straightforward, the redevelopment of the compound was evidently an enormous task for the Science Club to undertake, but was the main focus of their involvement.

The Science Club is popular and well-attended, however, the time that these students could dedicate outside of their regular meeting slot, the physical demands the project required of them and the few tools that were accessible, all affected the progress of their work. This was further influenced by the prolonged dry season, which made their work extremely difficult and ultimately ethically unsound in terms of such harsh conditions. This significantly delayed the completion of the project. In order to support the work of students it then became necessary to recruit casual workers to tackle the more physically strenuous activities, particularly during the July school holiday. This additional cost had not been budgeted for in the original proposal.

Similarly, the simple notion of laying some bricks in the compound and then painting them was a lot harder than it originally seemed on paper, mainly because in reality the school's compound is vast. Furthermore, it was difficult to know where paths should begin and end, and whether or not it was worthwhile limiting students to specific paths, when clearly they will always look for the quicker route. Therefore, the Science Club had to limit their efforts in terms of both time and resources, and thus the redevelopment was solely focused on the central area of the school.

The Science Club started gathering at least once during the week after school, and also at the weekend to work together on redeveloping the compound. However, this time was often determined by the severity of the weather, their access to water and other events that necessitated their involvement. Members spent time carefully marking out and measuring the exact positioning and appropriateness of paths that connect the central area of the school together, as well as those which lead to student facilities and dormitories. This took into great consideration the potential for soil erosion and the prevention of too much dust spreading in student areas. Students sought advice from a local expert who helped them plot new areas using string and stakes. Within these new areas, Science Club members excavated the soil and planted new flowers, grass and shrubbery. To ensure the health and growth of this plant life, members were initially very organised in watering these areas regularly, but as the school's water supply diminished and the dry season prolonged, this became quite variable. Likewise, during unprecedented downpours in the latter phase of the project, it was evident that many paths required further attention and development, as water-logging occurred.

Four areas in the central compound required the introduction of steps to replace the hazardous slopes that were either awash with slippery channels of muddy water during the wet season or covered with a film of dusty gravel that slid away as people skidded down in the dry season. Once the position of these steps was identified, skilled labourers from the local community were contracted to construct them. These steps now connect three rows of classrooms, as well as the library to the central area.

The Science Club have incorporated their use within the new path design, which will prevent students from falling when it rains, as well as ensure their safety during prep time in the dark. This was also not originally budgeted for, but became important as the project evolved. The Science Club also marked out the car park spaces, by the school entrance, however the execution of this area was left until last, as the entrance to the school is prone to flooding and therefore this needed careful analysis. Once the three car parking spaces had been outlined, it was then a laborious task for students to hack at this very dry ground, excavate the top layer and line these areas with stones. However, a sufficient depth of stones was required in order to prevent them being washed away in the rain, and to ensure the safe maneuver of vehicles moving from the space to the road.

Having spent a lot of time marking these areas, the new paths needed to be outlined. It was originally felt that large stones would be most suitable, but in terms of cost and appearance the Science Club sought advice from the school's technician who advised the use of bricks, which have been successfully used elsewhere in Rwanda. These were easily found nearby the school, as they can be locally made and delivered. Nevertheless, when it came to digging the trenches in which these would be laid, students struggled to achieve sufficient depth and accuracy. In addition to this, they required support and guidance from skilled labourers in arranging the bricks correctly. As a result, it turned out more bricks were needed and funds were required to pay these local workers. Once the bricks were set, students waited until dust around the school reduced and then worked with the school's technician to paint them. All the bricks were painted white as it has actually made the paths more visible at night.

Stones were then ordered and delivered to the school to fill these paths; however, the portion of the budget allocated for this had been thoroughly underestimated as it was going to require too many lorry-loads of stones to cover all paths at a high cost. Therefore, after the initial delivery, the Science Club decided that these would only be used for the car park area and on paths where water often collected. The original intention of lining the paths with these was to prevent the dust, but it was felt that as the paths had been substantially narrowed and the grassed area had been increased, dust was minimised.

Meanwhile, whilst the manual work was taking place, the school community benefited from the Science Club's purchase of two water tanks, which each hold 5000 litres of water. These were fixed in a permanent position adjacent to the school's refectory, for ease of access to all students particularly during meal times. This ensured that during the extended dry season and persistent lack of water in Nyagatare, students were able to access clean and safe water to drink. The maintenance of these has been undertaken by the kitchen workers, who monitor their use and ensure a constant access to water to students throughout the school day. Likewise guttering is being mounted between the kitchen roof and the existing stainless steel water tank, to take advantage of rain water for use in the kitchen.

Local labourers were also recruited to construct a septic hole from the washing facilities adjacent to the boys' dormitories. There was the greatest need for this in their area, and this has consequently improved hygiene as dirty water is no longer festering around their living space, which had originally attracted mosquitoes and produced an unpleasant odour.

Science Club members continued to carry water daily to the elderly couple who live near to the school and had been identified as the family who the Science Club would support within the project. This involves three students carrying 40 litres to their house each day and assisting in maintaining their compound. The school contacted local community leaders and the district, regarding the family's difficult situation, and it is now a matter of waiting for this family to be supported to move to better living conditions in a neighbouring cell. However, in the end it was felt that the budget would not allow for the extended pipe out of the school so that other local families could benefit from the school's water supply, which is why member have continued to carry the water to the family.

The school community welcomed the introduction of dust bins, which have been strategically placed in every classroom and around the school's compound. Holes were made in the bins to ensure water does not stagnate inside them. Science Club members are proactive in encouraging their peers to avoid dropping waste and to utilise these bins, but it would seem that the students are generally keen to make use of them, and consequently the school is a cleaner space. The emptying of these dust bins is the responsibility of all students, whereby the waste is deposited in a designated area within the school compound and either burned there or recycled for further use in the kitchen as fuel. Similarly the lawn mower is operated by designated school workers.