From Students to Graduates to Teachers! Bravo!!

In 2011, three amazing young men – Tumsifu, Saidi, and Dibeit – began their studies as Form 1 students in Tanzanian secondary schools, with the help of Project Wezesha. In November, they all graduated!

Dibeit: Due to his excellent performance on the secondary school entrance exams, Dibeit was selected by the government to study in Dodoma, Tanzania at a boarding school. He studied hard and stayed focused, even though he was half way across the country from his family. He remained among the top of his class throughout these four years. Continue reading “From Students to Graduates to Teachers! Bravo!!”

Insights from Our Students

PW Scholarship SsOur next update is from Kagongo Secondary School. In August, Lucas and I went and visited with our new Girls Education International Form 1 students, and we also met with 6 of our current Project Wezesha students. These 6, Marieta, Olivia, Sango, Simoni, Mahamudu, and Ahmadi wanted to share with us some of the challenges that students are facing in the village schools.

In this video, they share their honest views on the situation. I admire their willingness to speak candidly and their ability to think critically about the roots of their problems.

Before you watch, I have to also be an advocate for the teachers, who come under harsh judgement by the students at times. In many cases, it’s true – the teachers are not performing at their best. The reasons for that vary from insufficient government support (large class sizes, no textbooks), to disenchantment with living in the village (they don’t get to choose where they work). Of course, other factors such as personality, motivation, and organization are likely contributors.

Two of our students mentioned that teachers come and go. The reality is that student teachers do come for their teaching practicum and internship on a short term basis. This seems to cause confusion for our students – understandably so. But, all student teachers do teaching internships. The key is to organize them well so that they compliment student learning and support existing curricula, not lead to disruption. But – this is work for another phase of our long term vision!

For now, please take a moment to hear what our students have to share. And remember, at the end of the day – they still choose education over no education, even if the reality of their situation is less than ideal.

Congratulations Hindu and Khadija!

Hindu and Khadija
Khadija and HIndu

Lucas and I are happy to share some wonderful news! Our amazing students, Hindu and Khadija graduated in November from their program at the Vocational Education and Training Authority (VETA). They began studying together two years ago and both pursued careers as administrative assistants.

Before they entered VETA, neither of them knew how to type or use computers. During this program, they have learned about shorthand, typing, using MicroSoft Office, communicating via email, and browsing the web for information. Each of them participated in two field placements (internships) in the Kigoma Region. Continue reading “Congratulations Hindu and Khadija!”

Lucas Completes Computer Training Program

LUCAS_CertificateIn November 2014, Lucas completed a computer training program in Kigoma. In this program, Lucas learned important word processing skills. He regularly uses these skills to track our students’ progress and write program manager reports for Project Wezesha and Girls Education International.

Last December, he used his skills to write proposals for leaders in Kigoma town in order to secure their essential support for the opening of Amahoro Secondary School. Of course, his overall digital literacy has been instrumental to our ability to stay in touch via email.

Join me in celebrating with Lucas on his completion of this course with distinction!

One Brick and One Meeting at a Time

Greetings and gratitude from Lucas and me! I’m happy to share some updates with you about the progress toward opening Amahoro Secondary School in Mgaraganza Village, Tanzania.

This past August, I traveled to the Kigoma region to visit with Lucas and check the progress of our project. I was a little surprised to see that very little actual work had been done since his April update. In other words, construction was at a standstill – halted due to lack of funding. As usual, the wheels were set into motion when I arrived.

Meeting Local and Regional Leaders

The Village Leaders The first line of business was to visit the regional leaders from various Ministries in the government. I was invited to a meeting in Kigoma town to address the leaders and share my gratitude, concerns, and hopes moving forward. We expressed our gratitude about their recent commitment to contributing to the construction of teachers’ houses and laboratories* for the school. We noted our concerns about the pressure of fundraising and challenge of meeting the opening day deadline. We stressed the need for the government to continue their support until the end. We also shared our enthusiasm for the possibility of teacher education and teacher exchange in the future (my ‘pet’ plan for ensuring quality education at this school). They applauded our efforts and echoed our hopes and excitement.

*Note: Recent legislation in Tanzania mandates that no school open without laboratories in place. While this places a huge obstacle in the road for opening schools in villages, it aims to address the current plight of village schools, which is the prevalence of unmet promises by school administrators and leaders to follow-up on the construction of laboratories. Most village schools never see spaces for students to explore physics, chemistry, and biology to the extent necessary for measurable success in STEM (Science, Technology, Engineering, and Math) fields.Mr. Maneno, Rai and Diwani Maganga

We also met with the Kigoma District Commissioner, Mr. Maneno who guaranteed his support for this project. Mr. Maneno is new to his position as of this year. He made a trip to the village to visit the school and meet with the local village leaders. He was very impressed by the work that had been completed thus far. He gave speeches of praise to the local leaders, community members, and workers. He also promised to do everything in his power to make sure the school opens in January 2014.

Of course, we had our own meetings with the village leaders. We discussed my concern over the delay in work in recent months. We identified a breakdown in communication between political leaders in town who disperse the money, and the village leaders who sign for and collect the money. Our faithful Chief Maganga stepped in and made some phone calls to make sure the funds would be released. This money would allow our builders to complete the entrances to each classroom.

Students Rally to Help at AmahoroMeeting with the Children

Our most important stakeholders are the children. There are a handful of them who are present at the school for every gathering of the leaders (mostly because they live next to the school). The kids showed us thClearing the Assembly Areaeir twist on using the classroom space in the months leading up to the school opening (see photo).

In the month after my visit, Lucas rallied the students of Mgaraganza Primary School to come and do a clean up at the secondary school. They came with brooms and tools to prepare the assembly area in front of the classrooms. Of course, they didn’t harm any of the lovely trees that will shade them as they have their daily morning assembly!

Meeting our new Headmaster, Mr. Kumenya

Mr. Kumenya
Headmaster, Mr. Kumenya

In September, Janet Chapman – a UK-based volunteer with GlobalGiving and the communications manager with the Tanzania Development Trust – visited Lucas and took time to learn about our project. She met the village leaders and Lucas, and made a video allowing us to introduce our new Headmaster, Mr. Kumenya. We hope that her response to the visit is positive and that she can help us garner more international support to complete the school.

At present, my plan is to be in Tanzania again this coming December/January for the opening of the first phase of the school!

But, we’re not there yet. The missing pieces at the moment include the latrines that are required before a school can be open (for obvious reasons). If you can chip in today, you can help us channel money to the project so that we can get them into place on the school site. Every little bit counts, as you know! (Why didn’t I think of the Ice Bucket Challenge!?) As always, we can do NOTHING without you! Thank you so much for your support thus far. Please spread the word wide and far. Just click DONATE to your right. Asante sana!

Our Boys – Approaching Graduation

We hope everyone is doing well and enjoying the start of a new season! I know in Tanzania, everyone is very excited about the coming end to a long rainy season … ah, but of course – the water and vibrant green of the landscape during this season is so refreshing!

In Tanzania, our students actually start their school year in January (not August or September as in many parts of the world). So, they are in the early stages of a new school year. Nonetheless, the year is off to a race for some of them – namely Saidi, Dibeit and Tumsifu who are currently in Form 4. This means that these three very bright young men are rounding the bend in their secondary school experience.

They will take two mock exams this year and then in October, they will take the high stakes final exams to see if they qualify for entrance into high school (and we know they will!). At that point, we’ll have some big decisions to make and we hope you’ll join us in making them. Continue reading “Our Boys – Approaching Graduation”

Making the Grade in Rural Tanzania – Often a Tall Order

Twice a year, Lucas makes his rounds to the various schools where our scholarship students attend. He checks in with the headmasters and teachers, he gets updates on our students, and he collects report cards. Like a proud but nervous baba and mama, Lucas and I wait in anticipation as the grades roll in. Well, Lucas has more of a wait as he has to sit there as the headmaster or secondmaster meticulously copies from the grade books into a report for Lucas. Subject by Subject, score by score, letter grade by letter grade, and then finally the average. (I just have to open the email and see all of Lucas’ scans.)

I’m not going to sugar coat it. Getting good grades in remote village schools is a challenge. You can view a chat on the topic with our students Hindu and Saidi here:

Here’s a quick refresher on the realities:

  1. Secondary School teachers in Tanzania don’t generally want to be sent to the village schools. They are often trained in cities and large towns and hope to get an appointment there. For those who want to work in the village, they have a sense of committment to the children and communities. For those who would rather be back in the cities, it’s a struggle to show up every day with the energy and motivation to teach well. Why? (see #2)
  2. Children in village schools are already at a slight disadvantage. Primary school teachers only have to complete secondary school, but are not required to pursue any further teacher education. Therefore, they are often underprepared to manage and promote learning well. Not to mention, one village classroom can have up to 100 students! (continued in #3)
  3. Secondary school subjects in Tanzania are taught in English. Primary school is taught in Swahili. (Need I say more? I will.) Teachers sometimes don’t speak English very well, but they teach subjects in English. Students barely speak English when they reach secondarly school, and now they are learning all their subjects (e.g., math, history, physics, biology) in English. This has been well documented as ineffective in my field (Applied Linguistics) but, it’s a byproduct of colonialism, so we just have to wait it out. Soon, the GOV will hopefully embrace dual immersion in primary or bilingual approaches in secondary (still requires English proficiency in teachers).
  4. Students don’t have books. Most village schools have one book – for the teacher. The students have no books. There is no electricity, therefore no copy machines (therefore nothing to take home and study besides what is copied into one’s notebook).
  5. Families in villages have a lot on their plate – from supporting large families through subsistence farming and fishing to managing health issues with limited infrastructure. The women rely on the children in many ways – they help mind siblings, carry water, tend animals, prepare meals, clean, etc. So, school can, at times, take a backseat to the rest of life.

Does it seem like I’m preparing you for the worst? Well, in part – I am, but not completely.

Some of our students are not getting very good grades in their subjects. When they are selected to the scholarship program, we have them sign an agreement that states that they will maintain a certain grade average and if they fall below that average, they will receive tutoring for 4 months. If their grades don’t come up, they will unfortunately lose support.

Can Lucas and I cut anyone from our program? No. Does that make us bad ‘business people’? Maybe. But, I know that even when our students get an F or a D in their courses, it’s not because they don’t want an education. It’s not because they hate to study or go to school. Most of them wake at 6am and walk for up to (and sometimes over) an hour each way without breakfast or lunch. (I love that last part because it sounds like a ‘fly-in-the-eye’ campaign – i.e., an exaggeration to tug at heart strings. It’s just reality. I do the walk with them when I visit, and their capacity to storytell and sing the whole way there and back blows me away! I’m usually the one complaining about the heat, dust, distance.) They are failing and flailing due to no fault of their own. The system – it’s all about the system, no matter where in the world you look. So, until the system changes (and beyond) – we’ll stand by them.

But, the good news is – we have some shining SUPERSTARS in the group who show us the potential of a bright young child when given the right balance of support (i.e., financial, emotional, physical and familial) and determination.

So here are the highlights!! (i.e., the Good News) (Note on Curving the Grade Scale: American A = TZ village B; American B = village C; students are praised for receiving Cs and Ds)

Girls

Amina, one of our first year Form 1 students really blew me away! She scored a B in Civics, Geography, Physics, Chemistry, and Biology!! There’s no stopping her if she can keep this up! Bravo, Amina!

Rahma, another new Form 1 student, earned an A in English, B in French, and a C in History, Geography, Chemistry and Physics. She has quite the range of strengths!

Khadija was one of our first ever scholarship students. She graduated from secondary school and now studies at the Vocational Training and Education Authority. She is doing exceptionally well and has secured a B average and a rank of 3rd in her class. Her favorite subjects appear to be French and Computer Applications.

Boys

Tumsifu is one of our Form 4 students. His overall, cumulative grade average is B!! That is amazing, folks. His top subjects are Civics, History, Biology and Geography.

Simoni, a new Form 1 student, was sure to be a rockstar. Our intern Katy knew that about him the first time she taught as a guest in his class. Sure enough, quiet little Simoni secured an A in Civics, Chemistry, Biology and Swahili with a B in History and English. He has an overall B average!

Samiru, one of our new Form 1 students, had a very successful first year. He earned a B in Geography and a C in Physics, Chemistry and Math!!

George had an amazing first year with an A in Biology and English and a B in  History, Geography, Swahili, Math, French and Chemistry! Way to go!!

Mussa, another new Form 1 student, rounded out his first year with a B in the following: Physics, Biology, and Chemistry!! Wow! Go, Mussa!!

Mahamudu also joins his Form 1 peers with a strong start, earning a B in Physics and Chemistry. (I’ll have to praise these STEM field teachers when I see them this summer!)

Ezekial, another Form 1 student, earned a B in History, English and Biology.

Albert held strong during his Form 1 year with a B in Civics and a C in Geography, Swahili, Biology and Physics!

And last but never ever the least, my best buddy since 2008 – Saidi!! Saidi moved from the village school in Kiganza last year to live with Lucas and attend a private school in town. His father wanted our support in that decision because the village school wasn’t keeping up with Saidi.

Saidi, as a Form 3 student, has earned an A in Math, Physics, Commerce, Swahili, and Beekeeping! He has a B in Civics, English, History, Geography, Chemistry, and Biology!! He is ranked 2nd in his class – in a big private town school! Remarkable!!

Wow – what an update! I wish I had more high grades to report, but you know – we’re really just proud of all of our students for continuing to get up every day and go to class. In fact, after recieving the reports, I emailed Lucas to find out why some of them were not doing so well. He went to their schools, met their teachers and conducted interviews. The findings: they wanted to be there, their attendance was good, their family support was in place, and they were having no problems at home. I can’t point a finger at the exact problem, but many factors are at play – student motivation and desire are NOT two of them. So, keep it up, kids!

Thank you so much to all of you for helping us keep them in school, in pursuit of their dreams. We’re in this for the long haul. You’ll know how they’re doing now and and down the road.

For now, there are three things you can do to help us:

  1. Spread the word. Please share our website and Facebook page through your  social media networks. Bring us up in conversation and let people know  why this cause, among the many you could support, matters to you.
  2. Build a Fundraiser. GlobalGiving makes it very easy  to build your own fundraiser. Go to our project page, scroll down to  just beneath the big Donate button; click on the little green fundraiser  button and voilà! You can build a page for a wedding, holiday,  sporting event, etc. You can personalize it and tell your friends why  you want to help.
  3. Donate. Of course, at the end of the day – Lucas and I are Project  Wezesha and we just have to keep making the ‘ask’. If you have a little  to spare, feel free to share. It goes a long way – literally and  figuratively – to complete the amazing start to what you see in these  pictures!

Bringing a Baby into the World

It was my last visit to the village, my last night to sleep over at my friend Jane’s house, and our last chance to visit – Lucas, Maiko, Ashahadu, Jane and I. But, the universe had other plans. Mama Aziza was having her baby! Mama Aziza is Jane’s neighbor, her husband has contributed to our secondary school and their first two children are often hanging about Jane’s house. Lucas and Jane suggested that I accompany Jane to help. Help? Um, I train language teachers…

Having a baby in the village is a highly problematic ‘natural’ phenomenon. As my new friend Gillian put it, having a baby is the number one killer of women worldwide. With no access to proper healthcare or healthcare professionals, the women are just risking their lives, or rather – banking on a smooth delivery. In this particular village, every woman knows several who have died in labor. Our night watchman’s wife died two years ago, followed shortly by his brother’s wife.

So, as I follow Jane into the night I’m just banking on everyone’s good karma that this mama and her baby will make it through.

It’s 10pm. She’s been in a labor for ‘a while’. I couldn’t get an estimate. Lucas was concerned because she hadn’t delivered yet. I told him labor can vary in length dramatically and not to have any expectations around time. Nonetheless – he was worried and now I was expecting drama.

I didn’t know what I would see. I thought maybe I would go in and Mama Aziza would be moaning, groaning, and pushing –  surrounded by women giving her support and advice. I arrived to find Mama Aziza lying on a dirt floor on top of a woven grass mat. Beneath her lower body was a plastic bag spread out over a burlap sac. The room was lit with a small kerosene lantern – open flame; no fancy glass cover. It shed light on a 3 foot diameter at best. In one corner was Ashahadu’s mother, Mama Nasula – resident Midwife. She was lying on a grass mat, too, just keeping watch – waiting. Along the same wall as Mama Aziza were two elder women – one was Mama Aziza’s mother and the other was another seasoned baby catcher.

I knew this would be an interesting night when it struck me that Jane’s English really stops at the basics and no one else could speak English at all. We exhausted my Swahili and Kiha vocabulary in about 20 minutes. Jane and I took a seat on a long bench along the 3rd wall. 6 women, one in labor … sitting in silence beneath a full moon, tucked inside a mud hut glowing by the light of a flame … waiting.

As I sat with the women, I took in the scene. A mud house with an aluminum roof, plastered walls and windows with screens and iron rods. Cardboard and curtains keeps the light and peepers at bay. On the wall above Mama Aziza’s head was a spider the size of a lily pad! No one was phased by it and several times, when talking or waiting, each of us looked up at it – acknowledging its presence but not even noting it to one another. Later in the night, when I realized it was no longer by Mama Aziza’s head, nor did it climb up and out – I started to wonder whose skirt it would crawl up … that never happened, and I saw it depart the scene after the baby was born.

Mama Aziza was the most quiet woman in labor – not that I’ve seen many and Hollywood probably exaggerates. She would simply turn to the wall and place her palm against it, sometimes putting both hands behind her neck. None of the women moved to soothe her. At one point, Mama Nasula spread her legs and took a look. She placed the kerosene lantern between her feet and inspected. She had rubber gloves on, but I think they were more for her benefit than Mama Aziza. She kept them on the entire night – moved a bench, moved a mat, closed a door, laid down for a rest, handled escaping bodily fluids, and ultimately, inserted her fingers in some very sensitive areas to help the baby arrive. Sterile? Not so much.

After about an hour of keeping watch and simply noting when Mama Aziza turned to the wall or seemed to be having a bit of discomfort, things changed and she was getting closer. Her pain shot up and she needed Jane to sit behind her and support her. This is when I was asked to sit and hold her leg so she would stay in the right position. From this point, my mind was mostly blown.

Jane moved down to Mama Aziza’s feet to help Mama Nasula. Mama Aziza endured intense labor from this point for another 2 hours. “Sukuma” means Push – I heard this about 400 times during those 2 hours. Mama Nasula has delivered over 100 babies in the village. She is older – in her 60s. She has had 10 of her own children! At some point in time, people from the hospital in town came to the village to find out who delivers babies. They discovered Mama Nasula and checked her notebook – in which she documented all the women she’s ever helped – date, labor experience, baby’s health, mother’s health, etc. Upon evaluation of her existing background knowledge, they offered to bring her to Maweni hospital and have her trained. She has never lost a baby or a mother! She has sent 4 to the hospital when complications arose, but the hospital took care of them.

At one point, Mama Aziza’s mother comes in with a tin bowl filled with some little branches and a bit of water. She swished these branches around, broke parts off and basically made branch soup for about 5 minutes. When she was finished, Mama Nasula took this liquid and poured some into a cup. She had Jane pick out the dirt and leaves, then had Mama Aziza drink it. Then, she drizzled some of the syrupy liquid from Mama Aziza’s belly button – all the way down. I figured it was a traditional ‘activator’ of sorts. I think the biggest fear in the village is that the baby won’t come or that it will be in breech position. This is scary anywhere, but considering a car can’t arrive from town for about 40 minutes, with a 40 minute return to the hospital, you really can’t get that close and then hit the wall … time is not on their side.

As the contractions got closer and the pain intensified, Mama Aziza’s body also indicated the time was upon us! It was pretty amazing to see her open up and prepare to release this little child into the world. As she pushed, they wrapped a kanga (colorful cloth the women all wear like wraps, scarfs, slings for babies, etc.) around her waist. It looped under her lower back and the ends were pulled forward inside her legs. Jane held one end and Mama Nasula and I held the other. They pulled so hard I thought her lower back must be getting rocked! At this point, Mama Aziza is lying flat on her back. Her ‘job’ is to grab hold of the kanga right inside each leg and use this to pull herself as she pushes. About four big pushes from the end, she wanted to give up. She was hugging her mother’s legs and weeping between contractions. “Mungu Wangu” (“My God”) – she sobbed.

Did I mention there are no pain killers?

Also at about 4 big pushes from the end, Mama Nasula and the other women started to really lay into her. “Sukuma, Sukuma, Sukuma, Wewe! Sukuma!” They were scolding her – Push, you. Now. Push. Ah, You, push push push. There was no word of encouragement and her mother was even a bit harsh, telling her to basically ‘suck it up’. I was being me, which included saying things that I’m sure they found funny, like: You can do it. The baby is so close. You’re doing great. At one point near the end when she stopped pushing and seemed to give up, much to the amusement of Jane, I told her (in Swahili) –  – Dada (sister), the baby is almost here. We saw its head and hair! You’re so close!

It was the scariest thing in the world to see the baby’s head crown and go back in and crown and go back in. I thought for sure it was being suffocated or squished. When Mama Nasula seemed worried about the time it was taking for baby to come out, I was worried. Then, when the head came out and Mama Nasula unwrapped the umbilical cord from around its head and tusked with her tongue, I thought – No, No No, please! Not a stillbirth!

Finally, with one last push, the baby plopped out – almost landing on the lantern (which I moved out of the way). It’s a boy! And he’s white! Apparently, that changes quickly.

Mama Nasula put her gloved hand into the baby’s mouth and helped clear it of all fluids. The baby started to cry immediately – and powerfully! Mama Aziza just collapsed back, exhausted. Mama Nasula wiped the pasty fluid from baby’s eyes, face, mouth and then loosely wrapped him in the closest kanga and left him lying on the mat, right by my knee. I patted him on the back and made little clicking sounds to soothe him, which the ladies chuckled at. I wasn’t sure what the delay was as they talked among themselves, neither tending to mother or child.

Jane got behind Mama Aziza and helped her into a squat. She sat there with no emotion or reaction whatsoever, staring at the ground in front of her, which was covered in blood splattered kanga and mat. Then, Mama Nasula helped her deliver the placenta … and what else? There was so much blood, something blue that looked like a swollen shower cap and of course, the umbilical cord. Then, Jane stood Mama Aziza up and walked her in a half circle, before sitting her down in the dirt across the room where she feel asleep sitting up. When she was walking, blood poured out of her, so I had my 3rd (?) panic attack, thinking of women dying post partum from bleeding too much. As she sat sleeping upright, the soles of her feet faced me, dimly lit by the lantern. They were streaked with dirt and blood. I was still soothing the baby – really wishing I could pick him up, but feeling ok knowing at least he wasn’t cold.

Finally, after more back and forth and some work with a string, it was time to tie off the cord. The other elder woman came over with a razor in a sterile package. She took it out and checked with Mama Nasula about where to cut. She was corrected and remembered she had to tie the cord first, so she set the sterile razor on the mat between her feet. They tied the cord and then cut it with the razor. Only at this point did all the women (except me and Mama Aziza) start a little tribal ritual of clapping and making great sounds with their voices.

Finally, the baby was lifted and wrapped and handed straight to me. I was hoping this wasn’t another one of those awkward ‘mzungu’ moments where I’m given some honor I don’t want or deserve just because I’m the visitor. It’s happened to me at weddings and other important events. In this case, they just had a lot to do before they could do anything else with the baby or the mother. Mama Aziza and I sat in silence as the women busied themselves around us – scooping all the blood and other bits into a trashed kanga, removing the blood stained mat, using a hoe to clean up the dirt that had been bloodied. Mama Aziza was wiped out. I asked how she was. I told her congratulations. She smiled weakly and zoned out. I couldn’t help but think about how uncomfortable it must be to sit in the dirt, right on her tender lady parts – but she wasn’t thinking about anything. The baby was so calm. He suckled on his own hand and eventually fell asleep in my arms.

After cleaning the birthing space, the women took Mama Aziza out to bathe her. The baby and I sat together for about an hour as the lantern projected our dancing shadows on the wall behind us. Finally, Mama Aziza and Jane came back in. Mama Aziza was freezing. It was 2:15AM and it was cold outside (for the village) and she was wet. Jane quickly got her into a blouse and jacket and then wrapped a kanga around her. Now she was alive again. She looked up at me and said, Asante Sana. I sat next to her and again congratulated her. She glanced at the baby, but still had yet to acknowledge him in any way.  The women brought her bed back into the room (an oversized sponge) and set it on the floor.

A few minutes later, Mama Nasula came in and took the baby from me. She did a ritualistic mother-child introduction. Mama Aziza turned her palms up and Mama Nasula touched the baby to her palms five times, saying something in the Kiha language before setting the baby in mama’s hands. Even then, Mama Aziza was too wiped out. I helped her make a bed for the baby and the women brought her in a few pots of food – ugali and beans. Mama Aziza is Muslim. This is the time of Ramadan. Even though being pregnant, nursing or having your period is an ‘out’ for fasting, many villagers don’t break the fast, so Mama Aziza had been fasting. Now she was ravenous!

Seeing mama warm, clean and fed and baby self-soothing on the bed next to her was calming and lovely. Mama Nasula went home to eat and sleep. Jane and I took our leave. Mama Aziza’s mother stayed with her. The next day, Mama Aziza and baby were doing great! She asked me to take a picture and again said, Asante Sana. I told her I was so happy to help. I wish I had known how to say humbled, honored, mind-blown – but happy would have to suffice.

In the end, everything worked out fine for Mama Aziza and baby boy, Ismael. But, this isn’t always the case. They are lucky to have the talented Mama Nasula, but even she uses practices that could lead to risk. And, she can’t do much in the case of obstructed labor or other complications. My heart aches for the young beautiful women who die in labor or lose their children. My heart aches for their husbands and families. Fortunately, this was a happy story!

Hongera sana, Mama Aziza!! Karibu, Ismael!

Hitaji Gets a Set of Wheels

Last summer, we visited the village of Kigalie to add two students to the Project Wezesha scholarship program. While we were there, the head teacher asked us to accompany him to meet a young man named Hitaji. Hitaji had an unfortunate story. (Ironically, hitaji means need in Swahili.) When he was 9 years old, he fell from high in a coconut tree. He was paralyzed from the waist down. Last year, when we met him – he was 15 years old. In the 6 years since his accident, he never left the village on the lake. He has spent much of the past 6 years lying in his bed.

He did make sure to maintain friendships in the tiny village, even though he was no longer able to attend school. (For whatever reason, being paralyzed and going to school were mutually exclusive.) Hitaji would drag (I hate using that word, but that is the best verb for his ‘action’) himself to the gazebo in the center of the village where the men and boys gather to talk. I’m sure when he was younger, friends would carry him. Now that he’s bigger, he walks with sandals on his hands.

After the request came last year, I only had two days in Kigoma before flying home. Lucas and I went on a frantic mission to find a wheelchair. We visited the office of social services in town that issues wheelchairs to people in need. As with much business in Tanzania, the explanation of the process in place for this request escaped me. Apparently there is some list, there is some checking, there is some waiting, there is some ‘tatizo’ that we couldn’t navigate.

So, we headed out of town to the stadium in Mwanga where we heard there was a man who made wheelchairs. This man was, himself, a paraplegic. He explanation to me and Lucas was that not only would we have to spend $300+ (I was willing), but we would have to go to the textiles market and buy all the materials. He got through about 4 different iron measurements, 3 screw types, info about the wheels and then started getting into details when Lucas shook his head and said, ‘Ah Rai, it’s too difficult. I think the time is not enough.’ So, we gave up.

This year, on my second night here, I met a great young man named Muhsini. He has his own amazing story – from the death of both parents when he was a child, to living as a street child, to being sponsored to attend school in Kenya by a Canadian! Now he works as a guide to tourists in the area – taking them to Gombe, Mahale and escorting them on diving trips in the lake. Muhsini was sitting with us when I mentioned the story of Hitaji. I was feeling bad about going back to the village this year without a wheelchair. But not to worry – Muhsini makes a call to his brother in Dar es Salaam and next thing you know, we have a wheelchair coming by bus from the capital. I was skeptical about the potential for it to arrive safely, unescorted, but it came!!

Lucas, Maiko and I boarded a passenger boat on Tuesday morning with the wheelchair in tow. The passenger boat trip was an awesome experience. I had to take pictures and video with my mind because I knew if I pulled out my camera and tried to capture the colors and complexity of the scene, I would certainly piss someone off. I tried to channel the bravado of my photographer friend, the late Bobby Model, but I just couldn’t do it.

What we experienced was the loading of people and goods for about an hour, followed by a super dramatic departure with anchor lines whacking everyone in the head and a collision with another big passenger boat. The boat was carrying people up the lake to villages along the shore between Kigoma and a village just shy of Burundi. Loaded into the boat was everything from bicycles, cement, water tanks and plastic chairs to bags of flour, bananas, fish and buckets filled with who knows what. There were men, women and children and babies lining both sides of the boat and tucked into the hull beneath. Chaos was Lucas’ new vocabulary word for the day.

The passenger boat made a special trip to deliver us to the village. Normally it doesn’t stop in this village, but for .75 cents each, we got front ‘door’ service to the beach of Kigalie. As we approached, I was super choked up. I was overwhelmed thinking about Hitaji and the way of life in Tanzania. Something that I can do so simply in 2 days has been out of his reach for 6 years – and no government support ever came. Fortunately, the Tanzania stoicism subdued my emotions and I was able to get through the delivery without shedding a tear. (I had my doubts on the boat!)

As we walked into the village (a short 100 meters gets us into the center), the children flocked around. I heard whispers of ‘bicikeli’ and ‘Hitaji’ (they call the wheelchair bicycle). They flanked us as we made our way toward his home. The women that were harvesting charcoal greeted us and again we heard ‘Hitaji’. At the gazebo, all the men greeted us and confirmed their hunches – yes, this is for Hitaji. (Sidenote: One asked me if I was Jane Gooddall! That was cool… or, wait – how old is she now? I’m sure he was thinking of 1970’s Jane.)

Finally, before even reaching his house we saw Hitaji. He was sitting outside the dispensary waiting to see the doctor. Dozens of children, men and women came to watch Hitaji get his wheels. Someone sent for his mother, who came quickly, showering God’s blessings on us. Hitaji smiled and greeted us. With a little guidance from Lucas and a friend, he pulled himself up into the wheelchair and settled in.

Lucas showed him how to move forward and backward, use the breaks, steer, etc. Others agreed to help out in the days to come as Hitaji learns the way of his wheels and navigates the less-than-wheelchair-friendly terrain of the village. His mother looked on smiling, saying ‘kwa kweli’ (more or less translated as: For real or It’s true). Then I asked Hitaji if he had any questions. The first words out of his mouth were: Can you help me go to school now?

I’m sure you can guess what my answer was. His head teacher will work with him to help him study and get the education he has missed in the years that passed since his accident. Again, I’m not sure why being able to wheel vs. crawl to school makes a difference, but now he will be able to sit at a desk with his classmates and begin to study.

 

 

Visiting with our Current Students – July 2013

On Saturday, July 13th Lucas, Maiko and I made our way into Mgaraganza Village with Saidi and Albert, two of our students who stay in town. Our destination – Amahoro Secondary School. Our purpose – meet with the current students in our program to visit, chat, and take pictures.

Between 11a – 12p, the students showed up alone, in pairs, in small groups.  Rahma and George trekked almost 2 hours on foot from Bubango Village. (I’ve done that walk in 1 hour, so I think they were sauntering at best.) When all were present, we were a group of 21 students plus Lucas and Maiko. A few of our students were not able to join us because they attend schools outside of the region (Iringa, Dar es Salaam, Dodoma and Tabora).

Starting out our visit, there were many greetings and introductions among the students so they could get to know one another. It’s nice to see this scholarship program bringing new friends together from neighboring village around the shared desire to continue their education.

Once everyone was together, we sat around one of the unfinished, shaded and breezy classrooms of the new school. Lucas invited them to ask questions and share views. Of course, the students I’ve known the longest were initially the most chatty. They provided some insights into the situations that most affect students here in Tanzania. One student shared that life for students is hard and that after school, there is no time to study.  Her mother died a long time ago and now her father, who is elderly, is ailing. Hajira, therefore has a lot of work to do around the house to help her father and grandmother after school. This includes everything from tending to the animals, fetching water and firewood, and cooking.

Khadija, one of our long-time students who now attends VETA to study computers (having completed secondary school 2 years ago) noted that yes, life is hard and there is much work to do, but there is also the issue of students being lazy. She said there are plenty of times in the week when students are not working, times when they could be studying but they don’t. Of course, I know both cases to be true. The general apathy the adults can have toward improving their lives through hard work and creativity is shared by some of the students. It’s like there is no carrot hanging in front of them to keep them going from day to day, so they continue in life with a ‘day-to-day’ mentality.

Fortunately, several of our students are driven and highly value the opportunity being afforded them. Khadija will be taking a ‘field’ assignment near Kasulu in the fall where she’ll work as a secretary in an office to put her new computer skills to use. Diana has enrolled herself in a college, similar to VETA to also study computer and secretarial skills. Ismael and Kiza are aiming for Nursing School. They both have scores high enough in the subjects necessary for admission to a Nursing program near Kasulu. Lucas and I told them that now their responsibility is to find out all the information Lucas needs for us to proceed – application due dates, cost of tuition, and other details. We talked to them about initiative and encouraged them not to wait for Lucas or me to make suggestions and connections for them.

The usual woes of the education system emerged: shortage of teachers, teachers who don’t come to class, lack of textbooks, cost of school fees (for those out of our program), size of the class, low English language proficiency for subjects taught in English only, lack of breakfast that leaves them starving by noon and unable to focus, etc. If the Government could just make two major changes, education and therefore life in Tanzania would be dramatically improved: 1) make secondary school free and 2) adopt dual language immersion (Kiswahili and English) earlier in primary school or implement it in secondary school. The abrupt transition from education in Swahili to education in English is brutal and causes most failures. Now if only President Kikwete would listen to little ole me.

They also paired up and brainstormed some questions to ask me so that we could discuss other issues or so they could just pick my brain a bit. (Think-Pair-Share anyone? J) They asked me lots of questions – some requests for additional support, some requests for a field trip to Gombe or the Livingston Memorial, some personal Qs (Do you have children? Why not? Are you married? Why not? How old are you? – most guessed in the 20s, so that was nice. J), and then some social questions: Why is the US one of the most powerful countries in the world? In the US, is it true that man can marry man? And for you, what do you think of this? To the latter question, I was honest. I told them about my many friends who deserve equal rights to marry who they love. I talked about the states and countries that have legalized same sex marriage. I talked about the similarities with the Civil Rights movement and cringed a little on the inside as I explained to them how blacks in the US were not allowed to do so many simple things – ride a bus, attend a white school, enter a restaurant, etc. I told them about my uncle and his partner of 15+ years, showing them this is personal to me. And then, to put it in terms they could potentially relate to, I told them – if for some reason, God thinks this is not ok, let’s just let him be the judge when the time comes and not make it our business in the meantime. Of course, this last stance is the least congruent with my views but they appreciated it.

We took many pictures, wrestling them with words to get them to smile. Half of our pictures look like band album covers, others look like mug shots, but with a little effort, some jokes and even a tickle here and there, I was able to capture on camera the smiles I know well in person. After a long afternoon together, everyone was hungry (especially our Muslim students who are fasting for Ramadan).  We said our farewells and I won’t see many of them again while I’m here; but it was great to visit with them for this one afternoon.

For more pictures of this visit and plenty of smile shots, visit our Facebook page and click on the album entitled: Catching up with Our Students 2013.

www.facebook.com/ProjectWezesha