ADI-AJERO COMMUNITY SCHOOL

project at a glance:

An education venture for 378 children, levels 1 to 4. This investment is the catalyst for self generating growth in the five villages that comprise the community of Adi-ajero in Northern Ethiopia.

Minimum Investment - $10.19 (one tin roof sheet for the latrine)
Maximum Investment - $73,567.36 (fully funded project)

goal:

The Adi-ajero community will have the key components for quality primary education and overall improved conditions for the community.

objectives:

• Replacement of temporary Grade 1-2, dass shelter school with a Grade 1-4, four classroom structure with furniture, latrines and drinking water well serving 378 school age children.
• Provision of teacher training
• Health care education, environmental and water management training programs for the community.

community background:

Adi-Ajero, is located in Northeast Ethiopia in the region of Tigray. The collection of five closely linked small villages is found between the chained plateaus, 50km south from the towncenter, Adigudom. The villages are accessed by a dirt track or a 30 minute walk to the nearest paved road.

Like most areas of the Hintalo Wejirat woreda, the landscape is rugged, eroded and ecologically impoverished. According to the national census made in May 2007, the total population of the community is 912 (Male 448 Female 464) with children constituting 31% of the population.

The major source of living of the community is rain fed agriculture. Wheat, sorghum and the local grain, teff are the major crops and are harvested once a year following the rainy season. Some small pockets of land are irrigated to produce maize. The farm size of most of the farmers is only ½ a hectare.

Land for farming is scarce and many families resort to farming in the hills resulting in significant land degradation and erosion. Few trees are present except for the odd Eucalyptus tree and fruit bearing Cacti. Due to scarcity of farm land and marginal rains, food security is a major issue and the area has been affected by famine in the past. Lack of clean water has also resulted in a high incidence of water borne disease. Other than the temporary school, there are no other social services in the community and the nearest basic health center is 12km away.

educational need:

The Adi-Ajero Dass (open air) school was built in 2006 by the community to provide basic education for their children. It is a basic 3m2 shelter comprised of four wood pillars with the roof half open to the sky and half covered with plastic. There are no desks, no toilets, no playground and limited water from a hand dug well 10 minutes walk away.

The current school serves 50 grade one students and 62 grade two students who attend class in split shifts 4 hours per day Monday to Friday. The school is run by two government employed teachers earning $70/month.

The students sit on wood logs or stones piled into a makeshift seat. They lack text books and many other basic supplies while a small chalkboard propped up on rocks serves as their only educational resource. Older students from the community in Grade 3 and 4 have to walk two hours to the nearest formal school at Adi Messeno and often suffer from fatigue or sun stroke in the summer months. There are many children in the community who simply do not attend school due to their inability to buy an exercise book and pen or the reluctance of their parents to let them walk 2 hours each way. Another obstacle to school enrollment is the high demand for child labor, particularly the need to look after the family cattle and goats.

the solution:

imagine1day will replace the temporary Grade 1-2, dass shelter school with a Grade 1-4, four classroom furnished concrete and stone school with toilets, clean water and sports equipment. Through increased enrollment, the school will serve 378 school age children per year. The school day will be split into two sessions to ensure a classroom size of no more than 50 children. Training for the teachers will also be provided to strengthen active learning, gender equality in school and a student centered approach to teaching. The new school is expected to provide education for the community for the next 35-40 years.

The project will also benefit the environment and community as a whole. The project will be carbon neutral as 2000 fruit and shade trees will be planted. The community will be provided training in water and environmental management to prevent erosion and adapt to climate changes such as extended droughts. Furthermore, the community will be supplied with tools and supplies to maintain the project, care for the fruit trees and expand agriculture. Basic health care education workshops for the entire community focusing on disease prevention such as HIV/AIDS and the blinding disease trachoma will also be provided.

One of the key outputs of the project is providing environmental conservation and economic sustainability for the community as well as quality basic education. To improve the environment and increase the income for the community (and school), marketable fruit trees, wind break and shade providing trees will be planted in the school ground and in the nearby non-arable hills. The types and location of planting will be decided in consultation with the community and the government agriculture office.

community involvement:

imagine1day has learned that it is essential to involve the community in the planning and implementation of all aspects of the project. This helps ensure the sustainability of the project and leaves the community with a sense of pride and achievement. Their indigenous knowledge and expertise is essential to ensuring project success. To assist the community in their participation, imagine1day will equip them with planning tools and empower them to establish goals benefiting the future growth and development of their community.

imagine1day project staff met with community leaders to discuss the community's needs. All of them responded positively telling imagine1day that the community welcomes the project as it is a valuable asset for both children and adults. The community indicated that they are strongly committed to the project and have already committed land for the school, allocated volunteer labour and reserved some of their meager finances to help transport the materials.

The village elder was quoted saying:

"Thank you for coming to our village to help us and resolve the problem of formal schooling. We have been looking forward to this chance for years. Of course we do not have natural resources like sand and black stone. Similarly we are unlucky that we do not have easy access to the main road. As you observe we live in between hills. Hence, we recognize that transporting of construction materials is difficult, but we have the experience. We constructed our church by carrying the necessary materials from Adigudom, 50 kms away from here. If you are really ready to help us, you clearly tell us our share and we will do our best, but please do not disappear after you visited us!"

sustainability:

The project is being completed in partnership with the Regional Education Bureau and in line with the national strategic plan for Education for All. The completed school will be administered under the formal school system and facilitated by qualified government employed teachers. A three year comprehensive monitoring and evaluation program is being implemented in partnership with the Ministry of Education to ensure the sustainability of the project. Continuous technical assistance and follow-ups will be provided by the imagine1day regional project office to bring about long lasting and meaningful environmental and social impacts.

partnerships:

Lundin for Africa has generously funded the water and agricultural components for the Harnet Community School.