HOW UNITY CHANGED OUR SCHOOL

By Patrick Njeru, Kenya

One thing was immediately clear: this new school was going to be a big challenge for me. Having taught for eighteen years in another primary school, and had a very positive experience of working in unity, I was appointed to this one in the remote countryside.

When I arrived, I saw a few crumbling huts with the mud walls partly washed away by the rain. The teachers had no staff room. They had put a few benches outside under a tree to meet and do their paperwork.

But I was shocked not so much by the bad shape of the buildings, as by the atmosphere in the school. Teachers used to arrive late and leave early, as did the children. Teachers, parents, children and leaders were not working together, and many problems remained unresolved. Children were undisciplined, did not perform well and failed exams. All of this brought a big conflict in the community. In short, I could see how disunity had spoiled the community.

What could I, as a newcomer, do in such a case? I decided to start with some of the smaller issues, first of all with the timetable. Other teachers travelled great distances every day, while I had rented a small room near the school. So I proposed to the head-teacher that I could come to school early and start off with the children, and I could also remain later for some tuition in the evening.

Gradually, the children were encouraged by my seriousness and punctuality and began to be more motivated and cooperative. Also some of the teachers joined. Now, a couple of years later, the school starts and ends on time. Teachers even have enough time to teach remedial classes and the general performance of the school has improved. We begin in the morning with prayers and reading the Word of God. The discipline of the pupils has clearly improved, and teachers have accepted their responsibility as educators. The parents have noticed the change and have also changed their attitude towards the teachers.

A year ago, a team of government officers visited our school and noticed the poor state of the buildings. Later, they recommended that we add more teachers to support the existing staff. Almost at the same time, another group of government officers came to visit the school and promised funds for building the first stone classroom. Later, a sponsor who had heard our story built a block of four stone classrooms. The parents also joined in and constructed a small structure to act as the administration block for the teachers.

Later, the sponsor who had built those classrooms, together with the school’s collaboration, started an afforestation programme. We planted almost 4000 trees in the school compound and plan to add many more in the near future.

Other well-wishers came in and started a feeding program in the school while yet others again started a health and nutrition project. I have continued throughout this process, helping initiate, encouraging and supporting all of these projects.

When I look back at how much has changed in these few years, I cannot deny that the hand of God is clearly seen at work when we work together in a spirit of unity.

P. N. (Kenya)