SecondaryAgricultural Vocational School Mugonero, Rwanda

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Secondary/Agricultural Vocational
SchoolMugonero, Rwanda

• Presented by
• Christina Barstow
• Sabre Duren

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Problem Statement

• Issues Addressed
• Secondary education
• Sustainable agricultural education
• Wise use of limited land resources
• Increase food production to decrease malnutrition
• Financial support for orphanage
• College education
• Reduce unemployment and poverty
• Target Community
• Children entering secondary school
• Orphanage children (106)
• Students interested in agricultural profession
• Vulnerable young adults

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The Community

• Rwanda is the most densely populated country in
  Africa
• Landlocked
• Limited Resources
• Population 9 million
• Age Structure
• 0 to 14 - 41.90
• 15 to 64 - 55.70
• 65 and older 2.50
• Religions
• Roman Catholic, Protestant, Adventist, Muslim
• Languages
• Kinyarwanda, French, English
• Life Expectancy-48.99 years
• Literacy 70.40
• Only 5 of secondary education
• Work Force
• 90 Agriculture
• 8 Industry and Government
• 1994 Genocide

Mugonero
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The Community

• Needs
• Adequate Secondary Education
• Clean Drinking Water
• Energy (Cooking and Lighting)
• Wants
• Shower and Laundry Rooms
• Construction and Development of Solar Fruit
  Dryers
• Construction of a Windmill
• Rainwater Catchment for Agriculture
• Construction of New Stone Paths
• Construction of an Eco-Lodge
• Development of a secondary/vocational
  agricultural school
• Participation
• Contact with orphanage director and other
  contacts in Rwanda
• Collegiate Participation our team and contacts
  in Rwanda are working together to plan and
  develop this school. Ultimately the local people
  will have control over the outcome of the project.

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Believing in Change

• Orphanage director, Victor Monroy
• Rwanda, as many other countries around the
  world, needs a well educated and trained youth.
  Rwanda needs a young generation of thinkers... of
  people who have learned to use their hands and
  minds...people who can solve problems... creative
  and highly motivated people... people who have
  learned to take responsibility and can stay on
  their own feet... Rwanda as many other countries
  needs people who dare to dream and have
  experienced that dreams can become true...

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Methods Participatory Action Research (PAR)

• Involving people in the analysis of the
  problems that affect them and in the design of
  potential solutions in the best way to achieve
  sustainable development in the truest sense of
  the term (Barton, et al., 1997).
• Incorporated Victors vision of the school
• Contacted local people about building materials,
  costs, school layout
• Summer 2008
• Interview orphans and local community to include
  their input in project design and complete PAR
  analysis
• Field-based appraisal, feasibility analysis,
  refine strategic plan
• Ideal example of merging local knowledge and
  resources with external skills and inputs
  (Barton, et al., 1997).

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Action Identification Matrix (from Amanda, 1997)
Building a School One solution that has the
potential to solve a multitude of problems. . .
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Feasibility Matrix (from Amanda, 1997)

• Interest Group Orphanage
• Problem Lack of education
• Action Provide a school

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Our People, Our Resources (1997) Key Questions

• What is to be achieved?
• Building a successful secondary and agricultural
  vocational school
• What specific skills are needed?
• Teaching skills, agricultural farming expertise,
  building experience, knowledge of sustainable
  systems, such as rainwater catchment,
  fundraising, marketing
• Who will be responsible?
• University of Colorado (CU) EDC program, Mr.
  Monroy
• Who will actually do what?
• Local teaching, building CU sustainable
  systems, fundraising
• Where will activities take place?
• At the orphanage on the newly acquired 2 Ha
• When will the activities occur, and for what
  duration will they be happening?
• Depends on when funded
• What material inputs will be needed and how will
  they be provided or gathered?
• Still many unknowns, mostly local material for
  buildings, school materials, and furniture
• How much money is required, and from what
  source(s) is it to be provided?
• Still unknown

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Design, Monitoring and Evaluation (DME) Method
Poverty
Crime
No Skilled Labor
Disease
Overpopulation
Consequences
Malnutrition
No Personal Responsibility
Little Innovation
Higher Birth Rate
Unemployment
No Future Investment In Human Capital
Uneducated Young Adults
Problem
No Time For School
No Parental Figure
Lack of Quality Education
Must Work Or Gather Food/Water
Causes
Genocide
AIDS
Uneducated Parents
No Source of Adequate Public Education
Not Enough Available Food
No Sex Education
Cultural Differences
Lack of Resources For Education
Not Using Sustainable Farming Practices
Not Enough Land
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Design, Monitoring and Evaluation (DME) Method
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PAR and DME Advantages and Disadvantages

• Advantages
• Useful for developing a project
• Important steps that lead to success
• Communication/collaboration with local community
• Incorporates local knowledge and resources
• Gives the community a voice in developing their
  environment
• Disadvantages
• We were not able to travel to Rwanda to interview
  the community
• No participatory appraisals, including
  environmental, population, and health profiles,
  or gender analysis
• Did not receive feedback on their opinions
  regarding their problems and recommended courses
  of action
• Relied on one community member, Victor Monroy

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Stakeholders

• International Stakeholders
• EWB-CU, EWB-JSC, University of Colorado, Boulder
  Rotary Clubs, Denver Rotary Clubs, Byrumbye
  International, Manna Energy, LEsperance
  International
• In-Country Stakeholders
• EWB-Rwanda, Kigali Institute of Science and
  Technology, Jumelage, German Embassy in Kigali
• Collaboration and Partnerships
• Need more financial support
• Will need to use human and material resources
  from in-country stakeholders
• Potential Future Partnerships
• CU Foundation
• Grant writing

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Infrastructure

• All Buildings will be constructed with local
  materials and local labor
• Dorms, Dining Hall, Kitchen, Library, Showers,
  Administrative Office
• Design, Layout, and Materials for buildings are
  still unknown
• Layout from schools in Rwanda will be most likely
  be replicated but most are made from brick
• Concrete frame with cement block infill
• Latrines will most likely be constructed using
  pre-fabricated latrines made by AFRITANK or ROTO
  tanks
• Two hectares of land will be purchased about ten
  minutes from the orphanage
• Sustainable Technology Systems
• Rainwater Catchment Systems, High-Efficiency
  Stoves, Water Purification System, Photovoltaics

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Dorm Layout and Materials
Dorms at a school in Kigali ( photos courtesy of
Chris Rollins)
Dorms being built in Kigali made out of a
concrete frame with cement block infill
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Sustainable Engineering Systems
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Curriculum Development and Planning
School Schedule (Monday through Friday) 730
1000 Classes 1000 1015 Break 1015 1200
Classes 1200 200 Break 200 430 Classes

• Curriculum
• Three Years at Secondary School
• Focus standard curriculum
• 2 hours agricultural work
• Three Years at Agricultural School
• Theoretical and practical training
• Alternative energy options
• 6 Year Plan
• 2010 three first grade classes. Each class with
  45 pupils.
• 2011 one first grade class and 3 second grade
  classes.
• 2012 one first grade class, one second grade
  class and three third grade classes.
• 2013 one first grade class, one second grade
  class, one third grade class and two fourth grade
  classes. ( in the fourth class will be an
  intensive pupil selection ).
• 2014 one first grade class, one second grade
  class, one third grade class, one fourth grade
  class and two fifth grade classes.
• 2015 one first grade class, one second grade
  class, one third grade class, one fourth grade
  class, one fifth grade class and two sixth grade
  classes.

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Teachers and Program

• Victors experience
• Main agricultural teacher at Haere Gard Farm in
  Norway for seven years
• First three years
• Local Rwandan teachers
• Agricultural Schooling
• Main teacher Craig Mackintosh from New Zealand
  (trained in Norway at Haere Gard Farm)
• Several guest teachers
• Werner Rusch from Haere Gard Farm in Norway
• International Universities
• ETH Zurich in Switzerland
• Wageningen in Holland
• Blekinge Institute in Sweden
• Recruit students from all over the country
• Advertisement and marketing strategy
• It will be the BEST agricultural vocational
  training center of the country (Victor)

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Cost

• One Time Expenses
• Books, computer, school desks, chairs, tables,
  files, cupboards, book shelves
• Land 2 HA (2000)
• Dormitories 3 houses (unknown)
• Dining Room 1 house (unknown)
• Administrative Office (unknown)
• Kitchen 1 house (unknown)
• Concrete (25-50 per kg)
• Material prices have doubled in the past two
  years
• Latrines (unknown)
• Prefabricated latrines (AFRITANK or ROTO tanks)
• Kitchen equipment
• Sports places
• Sustainable Engineering Systems
• Rainwater Catchment Systems (10,000 for at
  least four systems)
• High Efficiency Stoves (1,000, for a three to
  six stove configuration)
• Photovoltaics (7,000 lighting and computer
  power)
• BYOW (4,000)
• Incoming Funds

• Incoming Funds
• Annual expenses could be covered by school fees
• Internal students pay 150,000 RWF/year (less
  than 300)
• External students pay 75,000 RWF/year (less than
  150)
• Students provide labor for agriculture reducing
  current labor cost
• Each student brings one tool and two uniforms
• Resources
• Chris Rollins has offered to do cost estimates
  once we have designs
• Peter Muligo (USAID employee) is currently
  working on getting some cost estimates together
• Bernard Amadei for land and 10,000 donation
• CU Foundation Potential Funding

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Maintenance and Monitoring

• Upkeep of building infrastructure
• Longevity of the technical systems installed
• Feedback on technical systems
• How easy to maintain
• Frequency of use
• Track graduates of program and lasting value of
  education to professional and home lives
• Accounting of incoming funds and how its
  distributed within in the community
• How much money is made annually?
• Statistics
• 1) The number of students that annually attend
  the school
• 2) the number of students that graduate annually
  from the school
• 3) 1 and 5 year job status reports
• 4) accounting of incoming funds
• 5) how much money is made annually
• 6) how much money is spent annually
• 7) how the funds are distributed to the
  orphanage, school, and orphans
• 8) how many orphans attend college annually

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Alternative Solutions Explored

• Stages of Development
• Postpone building dormitories and facilities
• 1st Purchase school supplies, including books,
  computers, desks, and chairs
• Infrastructure choices
• For example, 3 small dorms or 1 large dorm
• Affects number of rainwater catchment systems,
  costs, and efficiency

• Potential Fund Limitations
• Target Audience
• First - orphanage
• Second city students

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Find out what people do and help them do it
better by E.F. Schumacher

• Many Rwandans are farmers
• Education on sustainable, organic farming
  practices
• Make better use of land and natural resources
• Learn to keep soil nutrient rich
• Decrease amount of fallow land
• Increase food production
• Decrease malnutrition
• Improve quality of life

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Team Strengths and Challenges

• Strengths
• Familiarity with Project Site
• Community
• Culture
• Needs
• Resources (People, land, building materials)
• Established and trusted contacts
• Established long-term projects on-site
• Knowledgeable outer team (Victor, JP, Max,
  Christie, Chris Rollins)
• Background in curriculum development and teaching
• Extensive experience in coordinating and
  implementing projects through collaboration with
  multiple people and limited budget
• Challenges
• Only two team members more work
• Dependent on communication with Mugonero locals
  with limited internet access
• Dont have background in structural designs
• Dont have background in agriculture

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Questions?