Mahakini Preparatory School

Water Point
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Wells for Kenya

Latitude 0.50
Longitude 35.05

426 Served

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Stories and Community Profile

This project is part of Bridge Water Project’s program in Western Kenya. What follows is direct from them:


The proposed Mahakini Preparatory School is a Mixed Day and Boarding Primary School, Started in the year, 1997 through the efforts of St. Philip Anglican Church of Kenya (A. C. K) with an aim of eradicating illiteracy in the area where the church serves. Since the inception of Mahakini School many children have made their ways to recognized secondary school in the republic of Kenya. Despite the fact that the school does very well academically, its big challenge among many others is access to quality water supply. The school management committee made a request to Bridge Water Project office requesting for an intervention into the situation and provide a solution through the drilling a borehole for their school.


The school currently gets water from Chepngesu river located 1km Eastern side of the school. The water records a turbid value of 90 below the (WHO) recommendation. During long dry spell the school boils the water before it is served for drinking but during heavy rains, the river over flows hence water being highly contaminated with lots dirt hence not being possible for any human consumption at all.

During rainy seasons the school harvests water in a 5,000 litres Masonry Tank, 6,000 upvc Tank and a 2,300 upvc Tank from the school roofs and due to high consumption the harvested water in tanks doesn’t fulfill the school water domestic requirements. Teachers and pupils always suffer from Typhoid diseases hence not being able to attend their lessons fully.


The school has enrollment of Girls 147, Boys 195, teachers 18, none teaching staff 16 a total population of 426 people.


The school has a kitchen where food is prepared from, outside the kitchen there is a dish rack where the utensils are dried. There are pit latrines, Girls 6, Boys 5 and teachers 5. These toilets are rarely washed since water is not easily accessed. The school has bathrooms for both Girls and Boys with cloth lines where clothes are dried. There’s a compost pit where litter is dumped. There are no hands washing stations in the school.


The pupils and teaches of Mahakini School will be the beneficiaries if the borehole will be drilled.


There’s need to drill a borehole for Mahakini Preparatory School that is aimed at improving sanitation and hygiene status of the entire school.  It will also enable pupils to access quality water and reduce water borne disease cases in both pupils and staff.

If a well is drilled, it will enable the pupils to spend more time on their studies and co-curriculum activities instead of going to the river.


The school management already has a water committee which will be trained in WASH methodologies by BWP WASH staff before implementation of the project. Training will target pupils and teachers.

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Recent Project Updates

05/19/2014: Mahakini Preparatory School Project Complete

We are excited to report that the water project at Mahakini Preparatory School in Kenya is complete!  A new well has been constructed, and the community has been trained in proper hygiene and sanitation.  The report below from our partner in the field gives some great detail about how all of this happened:


During the hygiene and sanitation training at Mahakini Preparatory School, the CHAST (Children’s Hygiene and Sanitation Training) approach was used. This approach uses a variety of exercises to teach children about the direct links between personal hygiene and good health.

Despite the fact that the school had closed for the April holidays, the health club members reported back for the hygiene and sanitation training. The total number of trainees was 38, 21 girls and 17 boys. The children were encouraged to work independently in small groups and then present their thoughts and findings to the larger group. Different CHAST methodologies and tools were applied during the training.

Problem identification

This is a CHAST tool that aims at identifying the common hygiene and sanitation practices that may impact positively or negatively to our health. Using the two pile-sorting tool, the children came up with the good and bad hygiene practices from a set of posters. The good hygiene practices posters were represented by a smiling face while the bad hygiene practices posters were represented by a frowning face. This was a great learning experience since every child was given a chance to make a presentation.

1.     Clean is beautiful

The ‘clean is beautiful’ tool helps children to have a better understanding of the importance of hand washing as a measure of diseases prevention. This exercise was done in two phases.

a)    The pocket chart

The purpose of the pocket chart is to help analyze information on individual sanitation practices.

Table 2.1: Results of the pocket chart


Hand washing

No handwashing














The pocket chart results showed that 58% of the children practiced hand washing while 42% did not practice hand washing.

When asked why some of them did not practice hand washing, the children were quick to note that most of the time water was not readily available in school.

b)    Hand washing exercise

Before demonstrating this exercise the participants came up with the critical hand washing moments. BWP Facilitators urged the health club members to work hand in hand with the school management and ensure that hand washing stations are erected at strategic places in the school.

2.     I drink safe water

Using this tool, the trainees came up with water borne diseases and their causes. A member from each of the groups made presentations of their findings. They learnt that the diseases were caused by consumption of contaminated food and water. It was important to discuss this because the school had reported cases of diarrhea and typhoid.

3.     How to prevent diarrhea

Water and environmental sanitation play an essential role in the spread of diarrheal diseases.  In the case of Mahakini Preparatory School, cases of diarrhea and typhoid have been very common. It was important to take the trainees through exercises that would help them know how diarrheal diseases are spread and how they can be prevented. The tools used were The F-Diagram and The Blocking Posters.

a)    The F-Diagram

The F-Diagram tool shows the different routes that infectious agents in feces spread through the environment to the human body. The feces, flies, fluids, fields and fingers posters were used so as to come up with the routes. After a thorough discussion among themselves, the pupils outlined the routes that germs took to get to the human body. They also learnt that all the diarrheal diseases came by as a result of bad hygiene practices.

b)    The blocking posters

This tool helps to identify actions that can be taken to block the disease transmission routes. The posters used in this exercise represented water treatment, latrine use, hand washing and food covering. They all learnt that practicing good hygiene was the only way to curb the spread of diarrheal diseases.

The kitchen staff

After successfully training the pupils on proper hygiene and sanitation, the BWP facilitators also had a session with the kitchen staff. The staff was taught on the importance of food hygiene since they were charged with the responsibility of ensuring that the whole school gets their meals.

The water committee

The school management and a section of the parents and community members had a session with Bridge Water Project to emphasize on the proper management of the water project once it was completed. BWP encouraged the school management to work closely with the health club towards ensuring that all they had learnt during the hygiene the hygiene and sanitation training. One specific aspect was to ensure that hand washing stations are erected at strategic places in the school and the boarding section.

All the representatives present were told to vote among themselves and come up with a committee that would come up with rules and regulations that would govern the water source.



Before heading to Mahakini Preparatory School for drilling, BWP instructed the school management to dig a mud pit that would be used for mud drilling. After confirming that it was done, the service team mobilized on site with the rig to commence the drilling. Before starting the drilling, the school assigned several people that would be in charge of bringing water that would be used for the drilling. The drilling commenced with the school management standby in case the service team needed any aid. The well was drilled to a depth of 30M. The first aquifer was struck at 19M while the second aquifer was struck at 24M. The drilling was stopped at 30M. Ten UPVC 5’’ diameter casings were installed. At every aquifer zone a 5’’ screened casing was installed. 4mm size gravel pack was done around the annular space and there after the well was developed for seven hours until the water became clear.



After successfully completing the drilling of the well, the BWP masonry team went on site to construct the well pad. The construction was done using five bags of cement, one piece of wire mesh, locally burnt bricks, river sand and locally crushed concrete. In addition to the BWP Masonry team, the school assigned one subordinate staff to support BWP with labor.. The construction was successfully completed after three days. The school was required to water the well pad on a daily basis so as to avoid any cracks during the curing process. The well pad was left to cure awaiting pump installation.



After confirming that the well pad was properly cured, the service team went on site to install the affridev hand pump. The pump was installed at 27M with nine rising main 2’’ UPVC pipes. The pump was also installed with nine stainless steel rods. The pupils and teachers were present to witness the whole installation process.


The well was handed over to the school in the presence of the pupils and teachers. It was a joy for them to see water flowing from the well. The pupils promised to practice all that they had learnt during the hygiene and sanitation training. The pupils were also happy to note that they would no longer be required to go to the river to fetch water. The BWP team urged the pupils to concentrate more on their academics since they will have more time on their hands due to the availability of water in the school. The school management thanked BWP and The Water Project for ensuring that the school has access to quality and safe water supply.

We just posted some new pictures of this finished project.  Take a look, and Thank You for your help.

The Water Project : kenya4223-78-handing-over

04/23/2014: Mahakini Preparatory School Project Underway

We are excited to announce that Mahakini Preparatory School, in Kenya, will soon have a reliable source of safe, clean water.  The school currently uses rain catchment tanks to collect water, but not enough is collected to last through the dry seasons.  The school will receive a new well, and also training in sanitation and hygiene.  Together, these two critical aspects of a water project will help stop the spread of disease in the school and the surrounding community.  We just posted an initial report from our partner in the field including information about the community, GPS coordinates, and pictures.  As the work progresses, we’ll keep you posted.  Take a look, and Thank You for your help.

The Water Project : kenya4223-01-mahakini-preparatory-pupils

Monitoring Data

Project Type:  Borehole Well and Hand Pump
ProjectID: 4223
Install Date:  05/19/2014

Monitoring Data
Water Point:
Needs Repair
Last Visit: 06/02/2016
Well Depth:  98.00M


We are actively working with this partner to resolve the issues in this community. The "last visit" date is not necessarily the date we were notified by the partner of any potential problems. Once informed of downtime, we work to respond quickly. We will update the project status when these issues are resolved.

Visit History:
07/21/2015 — Needs Repair
06/02/2016 — Needs Repair

Lorna Chepkemei

April, 2014

It is Lorna’s desire that she and the rest of the pupils spend more time in their studies and co-curriculum activities instead of going to fetch water.

Lorna Chepkemei goes to Mahakini preparatory school. She has been in this school for the past eight years and she hopes to leave the school better than she found it.

Lorna hails from Kabiemit Village which is in Nandi District. She is fourteen years and the second born in a family of four. Her parents, Emily and Nickson Ng’etich, do farming so as to fend for the family. When not in school, Lorna and her siblings help around their house and accompany their parents to the farm during the planting season, water the animals, go to the river, cook, wash and take care of their younger sister.

Being smart and outspoken has earned Lorna a role in her school. She is the sanitary prefect. She ensures that the school is clean at all times by supervising the picking of litter and washing of latrines. Through the class prefects and the dorm prefects, Lorna also ensures that all classrooms and dormitories are cleaned. However, she claims that lack of water hinders the smooth running of activities during manual work time. On several occasions, she adds, the pupils have been forced to skip cleaning or alternatively, go to the river early in the morning to get water.

“The water from the river is not safe,” she says, “it sometimes looks brown in color and smells like cow dung since the community members water their animals from the same source,” she adds. Lorna claims that fetching water with the community at the same time is not easy as there are long queues as community members wait for water; the pupils also have to wait. She says that this really interferes with their study time, as they stay too long at the river.

“Sometimes we have our meals late due to water not being available in time,” she laments, “it even gets worse when some of the pupils are rushed to the hospital and are diagnosed with typhoid due to consumption of contaminated water.” Sometimes the school has to send the sick pupils home for treatment and this severely affects their academics.

Lorna hopes and prays that the school finds a lasting solution to their water problem. If a well is drilled in the school, her work as the sanitary prefect will be made easier. It is Lorna’s desire that she and the rest of the pupils spend more time in their studies and co-curriculum activities instead of going to fetch water. “Clean and safe water will help curb cases of typhoid in our school and help us improve our hygiene status,” says Lorna.

Country Details


Population: 39.8 Million
Lacking clean water: 43%
Below poverty line: 50%

Partner Profile

Bridge Water Project has been funded by The Water Project almost since they got their start in 2007.  This local Kenyan NGO works directly with the communities and neighbors they know well.  Building relationships with these villages and the local government helps ensure that the water projects we fund are sustainable in the long term.

BWP works to repair up to four wells for every new one they install.  In this area of Kenya, many old and broken down water points still exist.  We have found that restoring these water points and establishing new plans for maintenance and monitoring, is quite cost effective.

We work closely with partners like BWP to strengthen their teams, through professional development growing their impact and quality of work over time.  Your donations make it all possible.