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The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -
The Water Project: Lutaso Primary School -

Project Status

Project Type:  Well Rehab

Program: Well Rehab in Kenya

Impact: 500 Served

Project Phase:  In Service - Jan 2015

Functionality Status:  Functional

Last Checkup: 06/06/2019

Project Features

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Community Profile

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


The proposed St. Caroli Lwanga Lutaso Primary school is a mixed day primary school started in 1952 by concerned efforts of the Namirama Catholic Church of Kakamega Diocese, in the year 2011 the school management committee and parents contributed towards the school water point and managed to dig a shallow well with an aim of providing safe and quality water in school to improve sanitation and hygiene status. The shallow well records a total depth of 20 M with its static water level being 9M. The well was developed using developed locally burnt bricks from bottom to the surface of the well, 4” slap was covered on allowing an opening space measuring 18” by 18”. However, the school management ran short of funds and as a result they were not able to equip the well with a hand pump. Through interaction with other schools within Kakamega, they learned of BWP development activities related to improving water points to learning institutions within the county. Therefore, they made application requesting BWP to consider improving their water point by installing a hand pump so as to enable pupils fetch water without struggling.


Currently the Lutaso Primary school fetch water from the same well whereby pupils use 10 litre jerican tied on the rope, which sometimes when the rope gets weak, it cuts off hence dropping the jerican in the well. At times the school has to get somebody to go inside the well to recover the dropped jerican and rope pieces, this problem occurs often hence contaminating the water. The water from this well records a turbidity value of 50 ways below World Health Organization parameters of value 5. During the rainy season, the turbidity of the well is very high because of the runoffs which contributes to water borne diseases among the pupils and even the surrounding Lutaso community such as diarrhea, amoeba and typhoid etc, according to the nearby Lutaso Health Centre.


St. Caroli Lange Lutaso Primary has population of 1200 pupils, (500 boys and 700 girls) 20 teachers (6 male and 14 female). The school has an Early Childhood Development ECD that has 150 kids (90 girls and 60 boys) with 3 female teachers, a total population of 1373 people. (Editor’s Note: While this many people may have access on any given day, realistically a single water source can only support a population of 350-500 people.  This community would be a good candidate for a second project in the future so adequate water is available. To learn more, click here.)


The school has permanent classrooms and administration block, which are washed once per week. There is also a kitchen where the ten o’clock tea and lunch for pupils and teachers is prepared from, inside the kitchen; there are water storage containers, which are covered. The school has 9 pit latrines (3 for boys, 4 for girls and 2 for teachers); the latrines are not enough according to the population of 1373 people. The entire school has no hand washing stations but has a compost pit where litter is dumped.


There is need to rehabilitate St. Caroli Lwanga Primary School well by installing an Afridev pump to enable the pupils and the entire community has access to quality water for their domestic use. Also to improve the hygiene and sanitation status, since the current system of drawing water using a jerrican is unhealthy and dangerous practice for the pupils.


If the well is rehabilitated, the pupils, teachers of St. Caroli Lwanga Primary School and the entire community of Lutaso will be the beneficiaries.


The school management committee is available and ready to take the responsibilities of the well’s operations and maintenance to ensure sustainability. Before the implantation of the proposed rehabilitation water project, BWP staff will train the committee on maintenance, water supply management and on sanitation and hygiene.

Project Updates

01/28/2015: Lutaso Primary School Project Complete

We are excited to report that, thanks to your willingness to help, Lutaso Primary School in Kenya has a new source of safe, clean water. The report below from our contact in the field gives some great information on the progress of the project:


1.0 Introduction

This is a process report of the activities conducted by Bridge Water Project in initiating water, hygiene and sanitation project in St. Caroli Lutaso Primary School in Navakholo Sub-county. The activities included sensitization of the school administration and management committee, conducting hygiene and sanitation training for pupils using the CHAST methodology, borehole rehabilitations works and handing over to the school.

2.0 Sanitation and hygiene training

Sanitation and hygiene education targeted upper primary pupils at the school. The training was carried out on a week day for easy mobilization and assurance of adequate participation. BWP adopted CHAST methodology because the target group consisted of children.

2.1 Description of the venue and target participants

The venue for sanitation and hygiene education was inside one of the classrooms at the school. The total number of participants was 48 pupils who were proportionately drawn from grade 5, 6 and 7. Twenty three were boys and twenty five were girls. The pupils were then taken through all the steps of CHAST methodology.

2.2 Objectives of the training

The specific training objectives were as follows:
i. To enable participants to relate their day to day activities with prevention of water and sanitation related diseases
ii. To enable participants acquire knowledge and practical skills identification of hygiene and sanitation problems
iii. To enable participants understand ways of preventing hygiene and sanitation problems

2.3 CHAST methodology steps

CHAST is an innovative approach to promoting hygiene, sanitation and community management of water and sanitation facilities. It aims to empower communities particularly children to manage sustainably their water and sanitation facilities and to prevent sanitation-related diseases, and it does so by promoting health awareness and understanding which, in turn, leads to environmental and behavioral improvements.

Step 1: Introduction (ice breaker)
The training began by introduction of the facilitators. The facilitators stated the objectives of the training and why it was relevant for the pupils. The second activity allowed the pupils to reflect on their daily lives by telling stories about their day to day activities from morning to evening. 2 pupils, 1 male and 1 female volunteered to share their day to day activities. From the day to day activities shared by the pupils, facilitators were able to point out important sanitation and hygiene activities that laid the foundation for the next session.

Step 2: Problem identification (Good and bad behavior)
The activities involved engaging the pupils in identifying the common hygiene problems. Drawings capturing local hygiene and sanitation situations were used. The drawings capture both good and bad hygiene practices. The facilitators ensured all pupils had an opportunity to participate in the exercise. Every pupil was given a drawing illustrating either a good or bad hygiene practice. Pupils were given time to reflect and consult what the pictures illustrated then every pupil came before the rest and stated what his/her picture illustrated and whether the illustration was a good or bad hygiene practice. The activity was lively as students actively participated in correcting those who did not clearly understand what the pictures illustrated. The facilitators moderated the whole exercise giving corrections, illustrating with local examples to ensure pupils clearly understood. The activity culminated in a two pile sorting of the drawings on good and bad hygiene behaviors. The facilitators emphasized on the role of bad hygiene behaviors in the cause and spread of diseases such as diarrhea and encouraged pupils to stick to the good hygiene behaviors.

Step 3: Problem analysis (F – diagram)
This step focused on three activities. The activities included recap of the good and bad hygiene habits, routes of transmitting germs and vectors of transmitting germs particularly flies. The facilitators used the F-diagram that included drawings of the hand, water, food and flies to illustrate disease transmission. The pupils were also involved in identifying other diarrhea transmission routes by observing pictures displayed in the F-diagram. Problems analysis was aimed at capacity building the pupils in decision making on their hygiene and sanitation practices.

Step 4: Practicing Good Behavior
Activities targeted equipping the pupils with practical skills of blocking the routes of transmitting germs. The F-diagram was still utilized and some additional drawings of good hygiene behavior. The facilitators played an important role in leading the pupils in the exercise. The pupils were then engaged in identifying and blocking other routes of disease transmission.

In closing the training session, the facilitators rewarded the pupils who had participated actively. The pupils were encouraged to form a club on sanitation through which the lessons they had learnt would be transmitted to other pupils in the school. The pupils were also grateful for participating in the training and they extended their message of “thank you” to the entire Water Project Community.


The BWP team embarked on rehabilitation works of the well pad. This was done to ensure the borehole was appropriately sealed to prevent contamination of water. The activities included concrete work, cement work, curing and drainage works.


The next step in rehabilitating the borehole was installing it with a new afridev pump. The choice of pump was informed by its availability locally, durability, ease of maintenance, borehole technical data including the depth and the static water level. School management committee participation in the choice of the pump was minimal. In installing the pump, the PVC riser pipes were joined and installed in the borehole, then left overnight to ensure proper bonding of the joints. The entire process of pump installation was done with participation of some of the school management members in order to capacity build them. The BWP service team trained a pump caretaker on pump components; demonstration of all component function; daily, weekly and monthly checks and repair of common problems causing breakdown such as U seals and bearings. The caretaker was also trained in fault diagnosis and how to liaise with BWP in cases of further technical support in major repairs. No challenges were noted during the pump installation process. The hand pump once installed became the full responsibility of the school management committee.


Handing over of the borehole was the final activity in implementing rehabilitation of the borehole. There was a significant delay in the final handing over of the pump to the school as the school closed for the Christmas Holiday break before the BWP team could officially hand over the pump to the school and the pupils. Also, in January 2015 the teachers union of Kenya staged a strike and the opening of schools for the New Year was delayed due to this strike.
Once the schools reopened (Jan 19) the BWP was able to conduct the official handing over of the well and share a few photos of the students using their new water source.

We also posted a few new pictures showing the finished well and students enjoying their new source of clean water.  Take a look, and Thank You for your help!

The Water Project : kenya4265-11-handing-over

12/09/2014: Lutaso Primary School Project Underway

We are excited to announce that Lutaso Primary School in Kenya will soon have a new source of safe, clean water.  A broken well will be restored and repaired, and the community will receive training in sanitation and hygiene.  Together these resources will go a long way toward stopping the spread of disease in the area.  We just posted an initial report from our partner in the field including information about the community, GPS coordinates and pictures.  We’ll keep you posted as the work continues.

Take a look, and Thank You for your help!

The Water Project : kenya4265-04-school-gate

Project Photos

Project Type

Well rehabilitation is one of the most cost effective ways to bring clean, safe water to a community.  Sometimes it involves fixing a broken hand pump, other times it means sealing a hand dug well to prevent it from being contaminated.  These repairs, and often time total replacements, coupled with sanitation and hygiene training make a huge impact in communities.


Project Underwriter - Maureen Serra