Saturday, October 13, 2018

KWENDA SCHULENI

Visiting the schools 

As part of my education-based mission, I have been visiting our different partner schools  to introduce myself to the headmasters and teaching staff, as well as observe lessons and teaching methods. Based on these observations, I was able to assess the needs and develop two training programs for the teaching staff. 

Our partner schools are Mukambi, Eschimuli, Khaimba and Khabakaya (Primary Schools), as well as Ebubere and Khaimba (Secondary), and Rise & Shine School for special needs students.


I was lucky enough to receive a lovely welcome in all schools and to observe a lot of different topics in different levels.
Some of the classes I attended were science, Religious studies, chemistry, English, Kiswahili, social studies, and ECD, Early Childhood Development. A great opportunity for me to get an overall idea of how lessons are conducted here, what type of methods are being used, how teachers communicate with students, what type of materials they use, and so on. 
The main thing that comes to my mind after all my visits is that it takes a lot of courage to be a teacher in Kenya ! Classrooms are often packed, more than 40 to 50 studends in Primary, and 90 in ECD ! Ninety 3 to 4 year olds in one classroom make for a happy mess, even if teachers are quite reactive and have it under control. The other thing is resources ; as a teacher in Europe, I’m used to having all the resources I want, and diverse and fun materials, enough for all students, ect… Here, the only material available is the blackboard. Most students do not own a copy of the text book, they have to share it with other schoolmates. Pens and pencils are scarce, and very often there are only a few color pencils available for the whole class. 

Anyways, back to the purpose of my mission; there are many different areas that could be covered in terms of teacher training, so I had to decide what would be most beneficial for the schools and students. 
The two topics that I chose are : 
- Safer school environment based on the child-friendly school approach
- Maximising student engagement by using active learning techniques

The first topic is based on UNICEF's child-friendly school initiative; the program contains a lot of different guidelines and subjects, but after witnessing some violence-related incidents at school, I decided to focus on "creating a safe learning environment", including gender-based violence, health issues, and developing child-confidence. 
This topic is to be handled cautiously and bearing in mind the cultural gap. Although corporal punishment is illegal in Kenya, it is still frequent and accepted in schools. Children get caned for poor grades, missing school, or graver issues. Yet most teachers and headmaster know beating a child is unacceptable; because of that, talking openly about it is quite complicated. People are reluctant to talk about it, and even more so with a Mzungu (white person) who knows nothing of Kenyan ways and therefore cannot understand. I am still in the process of figuring out how to efficiently communicate with teachers and reach them on this subject. 
Otherwise, for everything else that is included in a "safer learning environment", schools are usually quite aware of recommendations, although it is sometimes hard to put in place. For example, a Child-friendly School would require separate single-sex toilets for hygiene and girl protection; most schools can barely afford to build enough toilets for all the students, so the idea is appealing yet unrealistic. 

The second topic focuses on methodology and teaching ideas; from my observation, Kenyan schools are mostly using lectures as a pedagogical approach. There is no or few time given to self-reflexion and understanding, rather repeating and learning by heart. Students rarely work in groups or pairs, limiting brainstorm and assimilation. 
Studies on education and learning process show that the information assimilated by actually thinking and understanding is 3 times more likely to be remembered on the long term. Active learning promotes recall and deeper understanding of material, as students are engaging with the content rather than simply listening and repeating it. 
It was honestly a challenging issue to tackle. Most teachers here agree that the Kenyan curriculum and methodology is based on lecturing, but they don't necessarily see the problem with that. Without understanding why lecturing and one-way teaching is not the most efficient way for students to gain and retain knowledge, it is therefore complicated to understand the importance of engaging the students. At first they mostly see the challenges; loosing class control, loosing time, having to prepare a lesson plan... Yet I had the pleasure of seeing through discussions and brainstorm the beginning of a change in the mindset. Obviously one training is not going to change their approach entirely, but it's a first small step. 

Overall, conducting such trainings is very interesting and pleasant, as I get to exchange and share ideas with the school staff, and they seem genuinely implicated (expect that one time a teacher asked if they were going to get paid at the end of the training, and when I answered no, she left the room 👍). The question mark remains as to the long term efficiency of such trainings; I hope to conduct at least one reinforcement training and some monitoring activity before I go in March, but such an important and complex topic should be covered regularly to reinforce good practices among teachers. 

Finally, aside from observing and training staff,  I had the occasion to get active with the students quite quickly. I was asked to conduct sessions in different schools with class 6, 7 and 8 on the empowerment through education, and HIV/AIDS and early pregnancy prevention. I was also able to participate in Lower Primary and ECD classes, allowing me to practice my Kiswahili and exchanging with the learners.

All of these experiences were a great learning process for everyone, myself included, I feel very privileged for having the occasion to share with teachers and students from Kenya ! 





Wednesday, October 10, 2018

We have arrived a bit more than one month ago to Shianda village with Marine, who I was lucky to meet earlier on the EU Aid Volunteer trainings organized by ECHO and Mondo, which prepared us for our deployment. We met in Nairobi at the airport after a long journey from our home countries, which was followed by a short domestic flight to Kisumu and a 2-hour taxi drive which already allowed us to get some information about the area and people, thanks to our friendly driver.  We were welcomed at the local market by Esther, the director of our hosting organization, WEFOCO (Western Focus Community Organisation), who showed us our accommodation and also invited us for dinner with her family, which was a really nice start for our stay in the village.

Not having running water and most of the time, electricity was a rather new experience for us but we were able to get used to the conditions quite quickly, also thanks to our landlord, Jacob, and his family, who are extremely supportive.

The office is 5 minutes away from our accommodation and since we are walking along the main road and the market is just across the street, it is always really busy with people who never missed the chance to great us, mzungus (‘white person’) at the beginning. It took some time to get used to being noticed by the locals and we also have to be cautious when asking the price of a product but otherwise we now seem to be more part of the everyday life of the community.

Although we were prepared for the limited variety of food within the village, we are fortunately big fans of the local dishes and already have chosen our favorite restaurants, where we usually order chapati with some local vegetables, and we also know where to buy our fresh and cheap local vegetables and fruits.





WEFOCO Office
I have to admit that I expected a much more significant cultural shock but somehow Esther and her team made our adaptation smooth and anytime we enter the office, it really feels like we are part of their team. We are also learning some Swahili to make our adaptation easier since English is the official language of Kenya but Swahili is used as the most common way of communication in the village.
The organization, WEFOCO was founded in 2004 as a self-help group and later was registered as a community-based organization. They are working together with almost 30 women groups around the village and focusing on supporting orphans, vulnerable children in paying school fees and buying necessary school items in cooperation with MONDO, while also providing awareness-raising campaigns and support for families suffering because of HIV/AIDS.

Chairlady of Wichelu Group

Since a large part of the local community in the village, especially the ones living in deeply rural areas lack access to education, information and job opportunities, the organization is also working on strengthening their skills and abilities in income-generating activities. Besides, since women are generally not treated equally in society, encouraging them to be more independent by participating in these activities is also an important aim of the organization.






Chairlady of Namulekuwa Women Group
During the last weeks, my main task was to observe the ongoing activities to be able to define areas of improvement by visiting women groups and agricultural blocks around Shianda village. It was a unique experience since the meetings are very different from the ones I was used to in Europe. They usually start with the welcome dance of the group, followed by a prayer and some amazing dishes prepared by the ladies, usually some ugali and local vegetables. The guests are eating separately from the group who are waiting outside, which was surprising for me at the beginning. After the meal, the chairlady introduces the group, its vision, achievements, and challenges. Most of the groups were formed to find solutions together to these challenges and to be able to afford the education of the children in the community by starting income generating activities as well as by regularly contributing a fixed amount within the group through so-called merry-go-rounds and table banking.


   Chenda Kala Group



Olungabase - Agricultural Block

Although I have already had the chance to attend a meeting with the chairladies who are gathering every month, these visits are very valuable since they allow every member of the group to share their thoughts and concerns. After the meeting, I am usually showed around the field and introduced to the current activities, which mainly focus on poultry farming, producing crops and in some cases making handicraft products. Since they are dealing with these activities on a small scale, they wish to expand their projects to be able to have a more stable income. I was also lucky to have Esther by my side, who introduced me to the groups and also supported me as a translator since some of the ladies do not speak English. Although I felt that we could be much more time-efficient, the ceremonies seem to be an important and unmissable part of the meetings.

Besides focusing on agricultural projects, I am also responsible for monitoring the activities and strengthening the entrepreneurial skills of WEFOCO’s tailor team. MONDO provided sewing and a T-shirt printing machines to the office as well as trainings for members of the community. Since children in Kenya are only able to attend school in case they have the right uniform, it is a vital opportunity since the team is able to sew uniforms for students in the region. However, since the machines are available all year in the office, expanding their activities seems to be an untapped potential.

After getting to know the community and their projects, I feel lucky to have the chance to work together with them in achieving their goals during the next 5 months.

Karibu Kenya !

Habari ! Hello ! 

After a month of settling in and getting our marks around, we would now like to kick off a new era for the blog by introducing ourselves !

We are Linda and Marine, volunteers working with Mondo and Wefoco in Shianda, Kenya, under ECHO’s initiative EU Aid Volunteers. 

Let us present ourselves : 

“ Hi, I’m Marine, French teacher and education specialist, currently working as education and awareness raising officer in Shianda and it’s surroundings. My mission has several angles, such as advocating for girl and disabled child education within communities and working with schools by supporting the teaching staff, with trainings and workshops on teaching methods or pedagogical development, as well as creating a child-friendly school environment. I’m also helping monitor Mondo’s Child Support program, by ensuring swift transition from one school year to the next, following up on children and families. 
In my free time I love travelling and photography (which is why I’m so happy to be in Kenya, two of my favorite things combined : new culture and amazing landscapes !)" 

"Hi, I’m Linda from Budapest, Hungary, working as a Community-based development coordinator at WEFOCO, in Shianda village. The organization is working together with almost 30 women groups who are living in deeply rural areas and generally lack access to education, information and job opportunities. My main task is to observe the group members on-going projects, goals and challenges to be able to define areas of improvement, and assist in strengthening their skills and abilities in income-generating activities. 
I was working in the humanitarian sector before my deployment but since I was sitting in a headquarter in Europe, I am really enthusiastic about being able to work in the field together with the local community."

And that’s all for now folks ! Stay tuned for more Kenyan adventures !

Kwa Heri ! 



Friday, June 15, 2018

Hello Everyone !

Today we are finishing our training in Estonia to become EU Aid Volunteers with Mondo !

We learnt a lot and had an amazing time ! We are all eager to be deployed and start our missions.

More updates on our adventures coming soon !

Marine


Friday, March 23, 2018

African magic, witchcraft ja kodu, mida ei piira metsikud mÀed...


Tere armsad sĂ”brad, millest kĂŒll tĂ€na alustada?

Ei ole see meie meeleolu just kiita, kuigi peaks- suur tĂŒkk tööd Ă€ra tehtud ja kodutee peatselt ootamas. Aga asjad ei lĂ€he siin nii, nagu me sooviksime, kuigi isiklikult olen juba Ă”ppinud, et alati ei saa kĂ”ike, mida tahad.



Meie meeleolu on sama must kui Àikese-eelne taevas Shiandas...

Ühe sĂ”naga, meie elu siin Shiandas ja Rise and Shine koolis kĂ€ib endiselt uperpallidega ja lainetena. Ühel pĂ€eval rÔÔmustame kordasaadetu, saavutatu ja ka selle pĂŒsima jÀÀmise ĂŒle, teisel pĂ€eval (nagu tĂ€na!) tunneme end kui tĂŒhjaks pigistatud sidrunid, mida kellegi hoolimatu saapakonts tĂ€navamustuse sisse aina sĂŒgavamale hÔÔrub…đŸ˜„

TĂ€nane must meeleolu on tingitud asjaolust, et 5. klassi tĂŒdruk Lydia, kelle sĂŒgava luuni ulatuva mĂ€daneva jalahaava paranemise eest oleme vĂ”idelnud juba kokku rohkem kui kuu, tundub ise mitte kuidagi end aidata tahtvat. Ja tegemist ei ole 10-aastase lapsega, vaid kindlasti varateismelisega, siin tĂ€pset laste vanust on raske öelda, sĂŒnnitunnistused on ka nii ja naa. Lugu iseenesest jĂ€rgmine, et ĂŒleeile hommikul Lydia jalga kontrollima minnes avastasime, et ta oli taas sidunud mingi musta kaltsu ĂŒmber jala, kuigi olime nii temale, internaadi juhataja abilisele, kes hooldust toimetas, kui ka internaadi juhatajale puust ette ja punaseks teinud, et haava ei tohi praeguses paranemisfaasis millegiga katta, kuna haavast vĂ€lja voolav vedelik jÀÀb sideme kĂŒlge kinni ja selle eemaldamisel oleme jĂ€lle verilihas  haava juures tagasi. Saime rĂ€tiku eemaldatud, haava puhastatud tolmust, riidekiududest ja jumal teab millest veel, katsime selle meile arsti poolt antud haavapulbriga ja eile hommikuks oli haav ilmselgelt paranemise mĂ€rke nĂ€itamas, kuna haavale oli tekkinud koorik. TĂ€na Ă”htul, peale Maria töötuba Ă”petajatega, lĂ€ksime veel kord Lydia jalga ĂŒle vaatama ja mida me nĂ€eme? TĂŒdruk istub internaadis voodil ja vĂ”iab tĂ€ie rahuga mingi turult ostetud lehmasalviga oma poolt sÀÀrt katvat haava! Haav on taas ligane ja kollast mĂ€da tĂ€is! KĂŒsime tĂŒdrukult, miks ta seda teeb, kui talle ometigi on haava hooldusest kĂŒmneid kordi rÀÀgitud ja ta vanus ning inglise keel vĂ”imaldavad kindlasti öeldust aru saad. TĂŒdruk vahib maha ja tunneb end kĂŒll sĂŒĂŒdlaslikult, kuid ei saa ilmselgelt aru, et ta midagi valesti on teinud. Kutsume internaadi juhataja abilise, kes peaks haava seisukorda jĂ€lgima ja Lydiat juhendama. Abiline Felistas kukub meile kohe kiiresti seletama, et haava polegi vĂ”itud selle tobeda kohaliku nĂ”ia valmistatud haisva salviga, vaid haav nĂ€eb sellepĂ€rast niimoodi vĂ€lja, et seda just pesti…. Tunnen, et minu mÔÔt on tĂ€is, keeran otsa ĂŒmber ja marsin internaadist vĂ€lja, vĂ€he aja pĂ€rast longib Ă”nnetu nĂ€oga Maria, kes Lydia jalaprobleemi samuti oma sĂŒdameasjaks on vĂ”tnud, mulle vaikides jĂ€rele. Lahkume tagasi vaatamata ja kĂ”nnime vaikides kodu poole, meel on mĂ”ru, isegi teineteisega vestlus ei suju. Tunneme end lĂ€bi kukkununa, Ă”nnetuna, vihasena, mis iganes omadussĂ”na soovite kasutada. LĂ”puks teen mina suu lahti ja kĂŒsin Marialt: „No kuidas aidata inimesi, kes ei tahagi ennast ise aidata?“ Maria sammub noruspĂ€i edasi, vastust pole meil kummagil kusagilt vĂ”tta…😰

Tee peal teen Ă€kilise pöörde turule, Maria longib mulle mittemidagi ĂŒtleva nĂ€oga jĂ€rele. Öeldakse ju, et kui naistel on meel mĂ”ru, mingu ja ĆĄopaku, ehk enesetunne tĂ”useb. Shiandas tĂ€hendab see asjaolu, et ostame oma viimase rahanatukese eest (oleme lihtsalt Ă€ra kulutanud praktiliselt kogu oma sularaha erinevatele Ă”petajatele jÀÀvatele koolis kasutatavatele materjalidele) 6 kartulit ja 2 kanamuna.





Kohalik  turumĂŒĂŒja, lahke, naerusuine ja alati kĂ”rgeima hinna kĂŒsimisele orienteeritud

Veel leidub raha selle Ă”udse fanta ja paari vee jaoks ning sellega ĆĄoppamine on lĂ”ppenud. Ei saa kĂŒll öelda, et enesetunne oleks mĂ€rkimisvÀÀrselt tĂ”usnud, aga kui oleme nahka pistnud keedetud kartulid koos ketĆĄupi ja lĂ”unast jĂ€rele jÀÀnud nuudliseguga, tuleb meil vĂ€hemalt kĂ”nevĂ”ime tagasi. Arutleme nii ja naapidi, mida edasi teha ja kuidas tagada, et Lydia siiski oma jalast ilma ei jÀÀks, aga ega ĂŒhest head retsepti pole. Siiski, tĂ€is kĂ”ht annab tagasi pisukese annuse enesetunnet ja lepime kokku, et homme vĂ”tame kokku internaadi juhataja, tema abilise ja mdm Everline, kes vastutab koolis terviseteemade ees ja katsume veel kord rÀÀkida ĂŒle kĂ”ik haavahoolduse pĂ”himĂ”tted ja Lydia pĂ€evased tegevused.

Olen oma arust loomult positiivne inimene ja katsun ebaĂ”nnestumiste korral alati klammerduda millegi rÔÔmsama kĂŒlge ning tundub, et see lĂ€heb mul ka tĂ€na korda, kui pika Ă”nnetu pĂ€eva peale taas kord meenub, et juba laupĂ€eval tulevad mulle kĂŒlla armsad sĂ”brad Eestist! Pakin kribinal-krabinal arvuti lahti ja uurin Skype kaudu sĂ”pradelt, kuidas reisi ettevalmistused lĂ€hevad ja kas nende hing on homseks vĂ€ljalennuks valmis. SĂ”brad kinnitavad, et kĂ”ik on korras ja varsti nĂ€eme ning mul hakkab tasapisi eluisu tagasi tulema. KĂŒll ma olen tegelikult rÔÔmus, et minu vĂ€ga lĂ€hedased sĂ”brad ja head töökaaslased Pille-Riika ja Piret viimaseks nĂ€dalaks siia jĂ”uavad! Nemad on reisi- ja aafrikaĂ€revuses ning tahavad ka hirmsasti juba kohal olla, mind ajab see oma hiljutise musta meeleolu taustal pĂ€ris muigama. MĂ”tlen endamisi, tulge aga siia sĂ”brakesed, vaatame mis nĂ€gu te paari pĂ€eva pĂ€rast olete! 





Tulge ruttu, armsad sĂ”brad  (Skype lĂ”ikepilt sĂ”pradega vestlusest eelmisest Ă”htust)!

Seega, olles oma kalliste sĂ”pradega peatse kohtumise ĂŒle rÔÔmsamalt meelestatud, asun kirjutama oma ilmselgelt eelviimast blogipostitust.

Viimase postituse tulevikuplaanidena mainisin, et kavatseme koostada kĂ”ikidele erivajadustega lastele Ă”petajate ja tulevaste vabatahtlike tarvis individuaalsed tegevuskavad. Proovime kirja panna erinevate valdkondade, nagu liikumine, kĂ€e kasutus, enesehooldus, mĂ€nguline tegevus, Ă”ppimine, vastavad probleemid ja lahendused. Olen mĂ€ssanud nende tegevuskavadega juba alates eelmise pĂŒhapĂ€eva Ă”htust ja nii igal Ă”htul. Olen nĂŒĂŒdseks jĂ”udnud 7. klassini ja kavatsen homme Ă”htul need tegevuskavad Ă€ra lĂ”petada. See on ĂŒks kummaline lugu, et fĂŒsioterapeudina olen ma koostanud vist elu jooksul sadu ja sadu terapeutilisi ja vĂ€hem terapeutilisi tegevuskavu, aga nĂŒĂŒd tunnen, et nii keeruline pole see ĂŒlesanne kunagi olnud. Kui Eestis vĂ”in ma kliendile kirjutada tegevuskavasse parimad kĂ”rgtehnoloogilised abivahendid ning koduprogrammi, samuti terapeutide nimed ja kontaktid, siis siin koban tĂ€iega pimeduses. Abivahendeid ju praktiliselt ei ole, terapeute ka praktiliselt pole, vanemaid pole me lastel nĂ€inud ja Ă”petajate jutu alusel pole ka enamus neist suutelised mingit koduprogrammi tĂ€itma ning Ă”petajad ise on ka vĂ€ga erineva motivatsiooniastmega ja teadmiste-oskustega erivajaduse osas. MĂ€letan, et istusin eelmisel pĂŒhapĂ€eval pikalt esimese tegevuskava juures, peas keerlemas kĂŒsimus: „Aga mida paganat ma siia siis nĂŒĂŒd kirjutan?“ Aga lubadus on lubadus ja kuna me direktor mr. Aggreyle oleme lubanud laste ja Ă”petajate tulemuslikuma tegutsemise nimel koostada need tegevuskavad, siis Ă€ra nad tuli kirjutada. NĂ”nda ma siis jĂ”llitasin arvuti helendavat ekraani mitu tundi, kuni lĂ”puks suutsin end peas tagasi keerata 90-ndate aastate alguse Eestisse, Tallinna Kesklinna Lastepolikliinikusse, kus ma tol ajal töötasin. Abivahendeid eriti ei olnud, olid kĂŒll Skandinaaviast saabunud kolihunnikud, millest vahel isegi aru ei saanud, miks ja mida saadeti. FĂŒsioterapeute ei olnud, oli lademetes massööre ja kehalise kasvatuse Ă”petajaid, kes erivajadusega lastega siis oma Ă€ranĂ€gemise ja oskuste jĂ€rgi töötasid ning siis mul plahvataski „Heureka!“. Kirjuta nii, nagu oleksid kirjutanud siis, kui noorukese ujumisinstruktorina hakkasid huvi tundma eriala vastu, nimega fĂŒsioteraapia. Ja tĂ”epoolest, edasi lĂ€ks asi suhteliselt ludinal, ainuke mure oli taastada laste kohta viiest erinevast vihikust erinevatel pĂ€evadel ja tegevuste juures tehtud mĂ€rkmed. Seega, sinna tegevuskavadesse saidki nĂŒĂŒd kĂ”ikvĂ”imalikud meie jaoks praegusel ajahetkel vĂ”ib olla naljakad ettepanekud, kuid siin tĂ€iesti tegelikkusele vastavad. Siinkohal vĂ€ike nĂ€ide 2. klassi poisi Morrise tegevuskavast:





Activity:
Washing the entire body

Limitations:
Difficulties to wash the entire body independently because of poor balance
Strengths:
Morris could sit supported on the chair with backrest and legrest
Goal:
Setting up more independent possibility to start washing some body parts
Implementing, responsible person:
Providing the plastic chair (could be common one) with the whole in the middle placed to the bathroom (confirm the safety!) where Morris can in sitting position wash his lower body parts. Teaching the washing movements and tools (sponge) concept. Principal, Mr Joseph, Matron of Board




Ja seisulaud jalalihaste treenimiseks vÔib ka vÀga hÀsti olla kokku kleebitud pappkarpide jÀÀnustest

Kui teile tundub, et ma piinan teid tĂ€na vĂ€ga igavate ja erialaste teemadega, siis midagi on mul ikka teile varuks ka naljakamat. Aga kĂ”igest jĂ€rgemööda- polepole (tĂ”lkes: aeglaselt, tormamata!) nagu Keenias ikka, sai ju rÀÀgitud!  SĂŒndmused kĂŒll nĂŒĂŒd hargnevad veidi imelikult ehk tĂ€nasest pĂ€evast tagasipoole, aga pole viga, see eest on tegemist rÀÀkimist vÀÀrt juhtumistega.

Eelmise laupĂ€eva Ă”htuks olime saanud Mariaga vĂ€ga austava kutse meie kooli direktorilt, osaleda tema juures korraldataval Ă”petajate ja meie osalusega peol. 



Direktor mr. Aggrey kasutab aeg-ajalt meiega kohtudes eesti sĂŒmboolikaga nokatsit, mille tĂ”in talle Tallinnast kingituseks.

Noh, olime natuke Ă€revil, nagu ikka haruldaste kutsetega pidude puhul ja naistele omaselt hakkasime laupĂ€eva hommikul kavandama, et mida siis ometigi tĂ€htsale ĂŒritusele selga panna. Marial oli lihtne lahendus, tema imeinimesest isa (kes on aastaid Aafrikas kĂ€inud ja kipub ikka siia tagasi?!) oli toonud talle Nigeeriast mingi udu-aafrikaliku kehakatte. Muide, ma palusin Marial oma isakese kĂ€est selgust saada, et kuigi ta tundus Tallinna lennuvĂ€ljal tĂ€iesti normaalne ja kena inimene ning ka Maria juttude jĂ€rgi on tegemist vĂ€ga huvitava ja targa inimesega, siis miski tĂ”mbab teda pidevalt ja pikalt siia Aafrikasse tagasi. Seega, ma palusin Marial, kui ta teada saab, mis sunnib ĂŒhte terve mĂ”istusega inimest jĂ€rjekindlalt siia naasma, mulle ka öelda. Maria lubas isalt uurida ja kui teada saab, mulle ka öelda, et ma suudaksin sellist kirge mĂ”ista. See, selleks, tulgem tagasi peokleitide juurde. Oleme Mariaga siin kĂŒlas ka ĆĄopanud veidi uhkemaid asju, kui kartulid ja kanamunad. Nimelt oleme endale mitme Ă”mbleja kĂ€est soetanud kohaliku aktsendiga kleite, oma sĂ”brannadele ka, ikka stiilis 3 kleiti 10 eurot. Tuustisin oma „riidekapis“ (tegelikkuses nurgas seisev prĂŒgikorv!) ja leidsin sealt kohaliku rĂ€tsepa kĂ€est ostetud ĂŒĂŒratult kireva aafrika-mustrilise kleidi.




Minu Aafrika riidekapp


MĂ”eldud- tehtud, riietamegi end majaperemehe auks aafrika kleitidesse. Aga kuna siin kĂŒlas katab kĂ”ike, kaasa arvatud, töökoja ette vĂ€lja pandud riidetĂŒkke, paks tolm, siis oli meie ĂŒlihoolikas majapidajanna Doreen selle loomulikult koos minu muude pesuhilpudega Ă€ra pesnud. Siiani oleks kĂ”ik justkui ok, aga kleit oli materjalist, mis kĂ€sitsi pesemise jĂ€rgselt jubedalt kortsu oli jÀÀnud. Seadsin sammud naabrimajja, et paluda laenuks triikrauda, aga unustasin et kahjuks oli jĂ€lle viimased 12 tundi peale eelmise Ă”htu Ă€ikesevihma vool kadunud. Aga ega siis Aafrika naised hĂ€tta ei jÀÀ! Majaperenaine tegi suahiilikeelseid rÔÔmsaid hÀÀlitsusi ja tantsuliigutusi ning kadus tuppa, tulles vĂ”idukalt tagasi … söetriikrauaga! Jeesus, mĂ”tlesin ma! Ei vĂ”i olla, kas nad tĂ”esti hakkavad mu kleiti sellega triikima! Kaugest helgest lapsepĂ”lvest meenus, kuidas lastena meie kodutalu  pööningul kolades leidsime Ă”ega samasuguse, kuigi teha me sellega eriti midagi ei osanud, minu mĂ€letamise jĂ€rgi tĂ€itsime kastanimunadega. TĂ”e huvides peab muidugi mainima, et esiteks pakuti mulle ka triikrauda, mille kĂŒljes tolknesid ainult juhtmed ilma stepslita… Koos otsustasime, et sellega vist ei saa asja ajada, isegi, kui elekter oleks olemas! Seega, aeti siis sĂŒsi kuumaks ja naabrite koduabiline tuiskas söetriikrauaga meie juurde, laotas kleidi laiali ja kukkus nĂŒhkima. 


Valmistame ette triikrauda!

Meie Mariaga jĂ€lgisime veidi eemalt murelikult protsessi, aga usute vĂ”i mitte, tĂ€itsa sile ja sirge kleit sai! 



Tiimitöö triikimisel! TÀitsa asja sai!


Tasuks poseerisin  koos majaperemehe naistehordiga ja siis oli kĂ€es aeg ootama hakata. Polepole, mĂ€letate? 


Siin on siis Jakobi naised: Jakobi proua Ema, triigitud kleidiga mzungu, Jakobi Ă€mm, proua abikaasa ja ikka kĂ”ige tĂ€htsam tegelane majaperemees Jakobi ise, ees kĂŒkitab majaperenaine Nigella

Üks Ă”petajatest oli lubanud meile kl 12 paiku jĂ€rele tulla, oleme aga juba siin omandanud teadmise, et see tĂ€hendab umbes kahetunnist lĂ”tku. Nii oli seegi kord, Ă”petaja Celline saabus vahetult enne kella kahte, rÔÔmus nagu rull ja siis suundusimegi kĂ”ik koos peole. Kuna kĂŒlakostiks polnud meil eriti midagi viia, rabasime kohalikust kuudist kaasa 3 liitrit kihisevat karastusjooki, ikka Fanta ja Sprite.



Maria vinnab koos Ôpetaja Celliniga direktori juurde karastusjookide kotti

Direktor ja tema noor naine (jĂ€rjekorras teine) vĂ”tsid meid vĂ€ga sĂŒdamlikult vastu ja pidu lĂ€ks kĂ€ima eelroogadega – loe: kanamunade, pĂ€hklite ja mingite kohalike pirukate mandazidega, mis Mariale tĂ€itsa maitsevad, aga mulle ei istu kohe kuidagi. 


Direktor Aggrey, tema nooruke abikaasa ja direktori esimesest abielust sĂŒndinud lapsed Hungary ja Escor (loodetavasti kirjutasin nime Ă”igesti!)


Jutt keris, Ă”petajad uurisid Eesti kohta ja meie muljete kohta Keeniast, sekka rÀÀgiti kohalikest kuulsustest ning ilmast, mis eriti tugevate vihmasadudega sel aastal kĂŒlvi raskeks teeb. Siis jĂ”udis kĂ€tte aeg pearoaks, mis oli kaetud tuppa. Majaperenaine oli tohutult vaeva nĂ€inud, laual kĂ”rgusid roogadega anumad, alates suitsetatud veiselihahautisest kuni kohaliku kapsasalatini, mida siinmail soojana pakutakse. 



Pidulaud!

Oli vĂ€ga kĂŒlluslik söömaaeg ja tore Ă”htu, koju jĂ”udsime vahetult enne pimedust, seega kestis kogu pidu kokku rohkem kui 6 tundi. Ma kujutan ette, mida te praegu mĂ”tlete! Misasja nad seal virisevad, et sĂŒĂŒa pole, laud peol nagu Ă€ke! TĂ”si, esimest korda nĂ€gime ka meie sellist lauda, aga ma vĂ”in kindlalt kinnitada, et tavainimese söögilaual on pĂ€eviti ikka jamss, oad, riis ja vahel sekka mĂ”ni Ă”nnetu kuku.



Söömaaeg on tĂ€ies hoos! SĂŒĂŒakse ikka kĂ€tega, kuis siis muidu...

Ja teate, mis on imekspandav! Kohalikud haritud (rĂ”hk sĂ”nal-haritud!) inimesed alkoholi ei tarbi, vĂ€hemalt meie pole seda laual kunagi nĂ€inud, aga lĂ”busad ja laulu-tantsuhimulised on nad sellegipoolest! Meil, eestlastel, vist oleks pĂ€ris palju, mille ĂŒle mĂ”elda…



Kuna tunnen oma lapselapse Liselle jĂ€rele vĂ€ga suurt igatsust, siis vĂ€ntsutasin lapsepuhkusel oleva Ă”petaja Nelly 1.5-kuust  pojakest

Tahaksin sellest nĂ€dalast jagada teiega veel ĂŒhte sĂŒdantsoojendavat tegevuste saagat. Kui eelmises blogis oli pikalt juttu jiggeri-kampaaniast ja laste jalgade pÀÀstmisest, siis nĂŒĂŒd pöörasime tĂ€helepanu laste riietele. Kahjuks on paljude laste koolivormid tĂ€iesti rĂ€balateks kantud, rÀÀkimata vaba aja riietest, mille eest peab siis perekond oma vĂ€iksemate vĂ”i suuremate vĂ”imalustega hoolitsema. 


Selline nÀgi vÀlja 1. klassi Estheri koolivorm, mida on kordi ja kordi parandatud.... Ja uskuge mind, see nÀeb veel hea vÀlja!


Kuna abivahendeid praktiliselt ei ole ja need, mis on, ei kannata eriti kasutamist, siis roomavad siin kĂ”ik ise mitteliikuvad lapsed mööda kooliĂ”ue ringi, hoolimata sellest, on nad siis 7 vĂ”i 17-aastased. 


Kui kÀpuli liikumine on ainus vÔimalus....

Selle tulemusel on nende riided mustad, rĂ€baldunud ja ei kannata tĂ”esti peale vaadata. Nii otsustasimegi Mariaga, et sĂ”ltumata sellest, kas ja kui palju saab Mondo toetada lastele uute koolivormide soetamist, siis vĂ€hemalt vaba aja riided ostame omavahenditest, et lastele natukenegi inimlikum vĂ€ljanĂ€gemine ja enesetunne tagada. Shiandas on kolmapĂ€eval ja laupĂ€eval turupĂ€ev, siis on hulganisti vĂ”imalik osta kasutatud riideid. No meie nahavĂ€rv tingib siin kĂŒll esialgselt 3-4 kordse hinna, vĂ”rreldes kohalikega, aga olen omandanud teatava vilumuse retoorikas mĂŒĂŒjatega. See kĂ”lab umbes niimoodi „My friend! (vĂ”ib ka kasutada: brother!) You are cheating on me and You know that You are cheating! Why are You doing this? Last time I bought the… (jĂ€rgneb vajaliku eseme nimetus!) for 150 bobs, but You are asking 450! This is not nice what are You doing!“ . Siis vĂ”ib veel appi vĂ”tta midagi seesugust et: „My friend! Keep dreaming! This lady there… (vĂ”ib viidata teisele suvalisele mĂŒĂŒjale!) sold me …. (vajamineva riideeseme nimi!) last time with  fair price! Sorry, no deal with this price!“ 


Selline ta siis vÀlja nÀeb, see Keenia kaubatÀnav!

Viimases hĂ€das vĂ”ib ka kasutada mĂŒĂŒjale sĂ”rmega rinda toksimist oma retoorika saatel vĂ”i pĂ€ikeseprillid eest vĂ”tta ja katsuda oma siniste silmade pilguga lĂ€bitungivalt ning suunatult toimetada! Ja teate, mis juhtub! Keegi ei saa kellegi peale pahaseks, kĂ”ik hakkavad naerma, eesotsas ebamĂ”istlikku hinda kĂŒsinud mĂŒĂŒjaga ja meie saame sobiva hinna. Nii see kauplemine siin kĂ€ib!

Seega, oleme asendanud vaatamist mitte kannatavad laste riideesemed turult ostetutega ja nende kĂ€tte andmisel oleme olnud sunnitud tegelema koolis ka mĂ”ningase kasvatustööga. Esimeste riiete puhul, mida rĂ€balates lastele ostsime, tekkis kĂŒll olukord, kus ka kenades riietes lapsed jooksid kokku ja asusid suhteliselt tungivas toonis ka omale uusi riideid kĂŒsima. Palusime neil istuda ja pidasime loengu sellest, kuidas alati tuleb eelkĂ”ige aidata neid, kel endal ei ole vĂ”imalusi ja et seda nimetatakse kaastundlikkuseks ning osavĂ”tlikkuseks. Imestasime ise ka, et sellist teavitustööd tuli teha vaid mĂ”ned korrad, edasi oli lihtsalt rÔÔm nĂ€ha, kui uute riietega laste ĂŒmber kogunesid teised lapsed, kuid keegi ei nĂ”udnud enam endale ka, vaid imetleti teise lapse uusi riideid ja vanemad lapsed kĂ€sutasid nooremaid: „Say asante to Madam Hille and Maria! (tĂ”lkes: ĂŒtle pr Hillele ja Mariale aitĂ€h!“ 



2. klassi Sheila saab oma rÀbaldunud riiete asemele uued

Lisaks on ĂŒks Ă€raĂŒtlemata tore rĂ€tsepmeister parandanud ja Ă”mmelnud uued koolivormid mitmetele kooli lastele. TĂ€nagi, enne fiaskot Lydia jalaga, vaatasime rahulolevalt kooli Ă”uel mĂŒrgeldavate laste vĂ€ljanĂ€gemist ja tĂ”desime, et pole vigagi, kĂ”ik nĂ€evad juba tĂ€itsa kenad ja laste moodi vĂ€lja.




VÀike Vivian nurseryst, kes saab liikuda ainult pÔlvili, on selga saanud uue koolivormi kleidi

LĂ”petuseks tahan tĂ€na rÀÀkida ĂŒhe vĂ€ga kentsaka loo, mis puudutab kohalikke uskumusi ja ammuaegseid traditsioone. Et alustada algusest, tuleks mainida, et igal kolmapĂ€eval kĂ€ib meie pesu pesemas ja maja koristamas ĂŒks vĂ€ga kena ja tubli kohalik naisterahvas nimega Doreen. Mitte sellepĂ€rast, et me ise sellega toime ei tuleks, aga pigem ikka sellepĂ€rast, et kohalikule töökale rahvale tööd ja leiba vĂ”imaldada. 
Nagu ikka, tuli Doreen ka sel kolmapĂ€eva hommikul, aga kuna me Mariga olime mĂ”lemad öösel vĂ€ga halvasti maganud, Ă€rkasime alles tema uksele kloppimise peale. PĂ”hjus, miks me halvasti magasime, oligi kĂŒsimus, millega Doreeni poole pöördusime. Nimelt kuulsime sel ööl ja ka paljudel eelnevatel öödel dĆŸungli poolt, mis ei asu meist rohkem kui mĂ”nesaja meetri  kaugusel, vĂ€ga eriskummalisi hÀÀli. Selline kilav, kume, Ă”udne ulgumisele sarnanev hÀÀl, mille peale ka kĂ”ik kĂŒla koerad vakatasid, jĂ€i ainult see jube ulg. Sel ööl oli see kestnud vĂ€ga pikalt ja nii me siis mĂ”lemad peale seda unetult visklesimegi, enne kui hommikuhahetuses uuesti magama jĂ€ime. KĂŒsisime Doreeni kĂ€est, mis loomaga vĂ”iks olla tegu, et kas mingi hĂŒĂ€Ă€n vĂ”i ĆĄaakal vĂ”i jumal teab mis elukas. Doreeni nĂ€ole tekkis kummaline ilme ja ta ĂŒtles, et tegemist pole loomaga. Me Mariaga vahtisime ammulisui talle unesegaste silmadega otsa ja kĂŒsisime, et mis mĂ”ttes, pole tegu loomaga? Doreen seletas meile, et tegemist on night-runneritega ehk inimestega, kes meeltesegaduses öösiti kĂ”igepealt suurenevad tohutult, siis kisuvad omal riided seljast ja kukuvad ulgudes paljalt mööda kĂŒla ringi traavima, kujutades ette, et nad on mingid metsloomad, kraabivad majade uksi ja hommiku saabudes muutuvad tagasi „headeks“ inimesteks… No kuulge, mĂ”tlesin ma! Mida veel!  Mingi aafrikalik versioon Libahundi Tiinast vĂ”i? Aga saanud Doreenilt selgituse, et nad pole teistele inimestele ohtlikud ja ei rĂŒnda tavaliselt kedagi, jĂ€tsime selle jutu sinnapaika ja tormasime kooli, kuhu olime juba niikuinii hiljaks jÀÀmas.



Tubli Keenia naine Doreen tööhoos. Tema on, muide, ainuke inimene siin, kes pole mitte kunagi mitte midagi meie kĂ€est palunud ega kĂŒsinud... lihtsalt niisama. Tema ĂŒtleb, et andke mulle tööd, siis saan ma raha teenida ja selline suhtumine avaldab siinses keskkonnas muljet...

Koolis kohtusime direktoriga, nagu hommikuti ikka, et arutada jooksvaid asju ja edasisi plaane. Vestluse lĂ”puks tuli mul eelmise öö ja tĂ€nase hommiku veider jutuajamine Doreeniga meelde ja kĂŒsisin naljaviluks, et mida mr Aggrey haritud inimesena sellest mingist meeltesegaduses öösiti ringi lippavatest kujudest arvab ja kas Keenias mingi nĂ”iavĂ€rk ka öösiti tulevalgel vĂ”iks toimuda. Aga vĂ”ta nĂ€pust, mr. Aggrey tĂ”sines momentaalselt ja meie suureks imestuseks kinnitas, et: „This is true! The witchcraft is there!“ No taga targemaks, mĂ”tlesin mina, see ei saa ju ometi tĂ”si olla! Ja siis rÀÀkis direktor meile mĂ”ned lood, mida ta on oma silmaga nĂ€inud vĂ”i kĂ”rvaga kuulnud, kuidas nĂ”iavĂ”imetega inimesed saavad teiste inimeste elu ja tervist mĂ”jutada.  Ja kuna selle postituse algus oli kurbades toonides, siis luban postituse lĂ”petuseks endale ja teile selle lookese, mida direktor meile kohalikust nĂ”idumisest rÀÀkis ja eks te ise teate, kas julgete naerda vĂ”i mitte! Ühe sĂ”naga, lugu ise jĂ€rgmine.

Mombasast, sadamalinnast veetakse pidevalt suurte veoautodega igasugu kaupa kaugematesse Aafrika riikidesse, nagu nt Ruandasse. Seega, ĂŒks kaugsĂ”idujuht, kes oli juba kuid oma perest eemal olnud, peatus Mombasas ja otsustas omale Ă”htuks naissoost kaaslase hankida. MĂ”eldud, tehtud, tegelesidki nad seal siis omade asjadega, kuni hommikul autojuht Ă€rkas ja avastas, et maadam oli lasknud jalga kogu tema vaevaga teenitud rahaga. Siiamaani oli lugu tĂ€iesti tavaline, ma isegi jĂ”udsin direktori jutule vahele segades öelda, et sellised asju juhtub ka meie kodumaal kaugsĂ”idujuhtidega. Tema aga mulle, et: „Polepole, mdm Hille, kuula edasi!“. Ja edasi olla siis juhtunud selline lugu, et mees lĂ€ks kohalikku hotelli ja kĂŒsis naise jĂ€rele, kuid kogukonna vaimust lĂ€htuvalt keegi ei „teadnud temast midagi“. Siis vĂ”ttis autojuht omale hotellis toa ja palus naisele edasi öelda, et kui 24 tunni jooksul on raha tagasi, andestab ta naisele ja sellega on kogu asi lĂ”petatud. Naist rahaga loomulikult ei ilmunud ja kui raha tagastamise tĂ€htaeg oli möödas, juhtus selle pikkade nĂ€ppudega naisega vĂ€ga ootamatu asi. Nimelt olla talle otsaette ilmunud kogu tema naiselik varustus, millega on vĂ”imalik lapsi ilmale tuua. Naine olla meeleheitel olnud ja kogukond asus appi varastatud raha tagasi koguma. Kui nĂ”iavĂ”imetega autojuhile raha tagastati, sai naine ka tavalise vĂ€ljanĂ€gemise tagasi. Mina turtsatasin kahjuks naerma, kujutlusvĂ”ime hakkas tööle, kuid direktor ĂŒtles vĂ€ga tĂ”sise nĂ€oga, et sellised nĂ”idumisega ja nĂ”iavĂ”imetega inimeste lood on Keenias teada ja tuntud ning keegi ei kahtle nendes. MĂ”tlesime Mariaga veel kaua, kuidas selline vaimupimedus ja nutitelefonid koos FB-ga kĂ€ivad kĂ€sikĂ€es, aga vĂ€ga ei julgenud vaielda ka. VĂ€ike inimlik kummaliste ja seletamatute asjade uskumise ussike sosistas kĂ”rva, et „Ära jama, paljugi mis…“. Igal juhul, sel ööl kontrollisime Mariaga kaks korda, et kĂ”ik uksed-aknad oleks korralikult kinni ja oma improviseeritud vannitoa akna katsime kiirköitja kaantega. Paljugi mis….

Kui komistasin Ă”htupimeduses meie lugupeetava majaperemees Jakobi otsa, kes taas kord teostas oma igaĂ”htust ringkĂ€iku mööda Ă”ue nuiataolise eseme ja taskulambiga, kĂŒsisin ega ometi tema selliseid asju ei usu. Meie suureks hĂ€mmastuseks kinnitas majaperemees, et „Witchcraft is there in Kenya!“ Lollimaja, mĂ”tlesin mina ja kĂŒsisin, et kuidas Jakob, kes on erihariduselt loomaarst, sellist asja uskuda saab, nii mina oma fĂŒsioterapeudi haridusega, kui tema arstiharidusega  teame ju mĂ”lemad, et fĂŒsioloogiliselt ei ole selline asi vĂ”imalik. Jakob raputas kĂ€es nuia, mis pidavat pĂ€rinema kĂ”rbealadel elavatelt masaidelt ja ĂŒtles, et mĂ”istusega ta ei oska seda seletada, aga seda nimetatakse Aafrika maagiaks. 



Mr Jakobi oma Ôhtuse ringkÀigu raames meile hirmu ja Ôuduse jutte vestmas!

Seega, kui tĂ€na kĂ€isime lĂ€hilinnas Kakamegas viimaseid Ă”ppematerjale ja laste kingi hankimas, ei jĂ€tnud eilsel Ă”htul kuuldu mind rahule ja ma kĂŒsisin intelligentse olemisega poemĂŒĂŒja kĂ€est, kas ka tema usub seda maagia-asja. Õnneks leidus siiski ĂŒks terve mĂ”istusega inimene, kes puhkes selle jutu peale sama hoogsalt naerma kui meie ja ĂŒtles, et ei, tema seda kĂŒll ei usu. Seega, tuginedes viimasele arvamusele, loodame, et saame Mariaga viimased ööd rahulikult magada ja ei pea Ă€rgates hirmuhigiga kaetult otsaesist katsuma…. NĂ”nda palju siis Aafrika maagiast.

LĂ”petuseks veel nii palju, et oma viimase nĂ€dala katsume pĂŒhendada lĂ”petamata asjadele, milleks on Ă”petajatele materjalide ĂŒle andmine ja direktorile raporti kirjutamine Keenia Haridusministeeriumi jaoks.




Õpetaja Samson 6. klassist rÔÔmustab uute plakatite ĂŒle, mille abil science tunde lĂ€bi viia

Kindlasti kuulub veel meie plaanidesse ka 8. klassi pĂ”randa uuendamine, mis on ĂŒleni ĂŒks suur liivaseguste tolmunud aukude hunnik ja kus meile eelmisest blogist tuttavad vastikud tegelased jiggerid, saavad segamatult laste jalgade kallal mĂŒrgeldada. AitĂ€h, Riina ja teised Mondo inimesed, et meie abipalve peale kiiresti Ă”la alla panite ja juba homme saavad ehitustööd klassi pĂ”randa kallal alata.


Koleduse tipp 8. klassi pĂ”randas - jiggerite pesapaik...đŸ‘Ÿ

Ja siis on, sÔbrad, niimoodi, et on tore tÔdeda, et Àrgates ei pea enam nÀgema neid pilte...



Korterist leitud ameerika lipp, mis sedakorda tĂ€idab kardina ĂŒlesannet minu toakese akna ees



Esimene pilt lÀbi sÀÀsevÔrgu, kui olen hommikul silmad avanud

Ja kÔige toredam on tÔdeda, et kohe saan mÔelda ja öelda:

Mu kodu ei piira need metsikud mÀed,
mis kÔrguvad pilvede alla.
Mu kodu ei emba ka mĂŒĂŒride kĂ€ed
ja tihti ta vÀrav on valla

Mu kodu ei ĂŒmbritse pĂ”hjatud sood
ja laaned ei valva ta rahu.
Mu kodu on vÀike ja minuga koos,
mu pere vaid siia ju mahub

(U. Naissoo, „Mu kodu“)

Hille