Nambacha Primary and Secondary School

Water Point
Project Features
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Well Rehab in Kenya

Latitude 0.39
Longitude 34.67

500 Served

Project Status:

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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:


Nambacha D.E.B primary school was started in the year 1963 by the Kakamega District Education Board. It is a mixed Day Primary School

The school has a secondary section which was founded in the year 2013 having form 1 and form 2 to date

The school received a drilled well done by the Kenya Finland company Registration no. C 5178 KMG in the year 1985. The well total depth is 35M and Static water level is 10M it was cased by 4 inch PVC Pipes. The well has been serving the school until 2013 when it was totally declared un-functional after several failed attempt of repairs by the school management, hence the hardware became worn out.

Since then, the school has had an access to the piped water supplied by the Government Water Service Provider (Lake Victoria North Water Service Board) but the supply never lasted for long due to interruption caused by the breakdown of the water pipes. As a result of BWP service to other neighboring communities, the school management made an application asking for the help of rehabilitating the failed well so as to help the pupils and teachers have an access to clean and safe water.


The school has no permanent water source since both the Kenyan Finland well and the Government water supply failed. The pupils are now forced to carry water in small jerricans from their respective homes to be used in school

Once the water is brought in school, it’s then poured in the Lifestraw Dispensers to be purified   mainly for drinking. Cups have been placed next to the dispenser s (seven in numbers) to facilitate drinking of water by the pupils. The sharing of the cups possesses a risk of spreading communicable diseases such as, cholera, typhoid and diarrhea.


The Hygiene and Sanitation of the school calls for a great concern since, the classrooms whereby the pupils learn from are very dirty. The floor is full of dust and pieces of papers. The overall hygiene of pupils in this school is also poor. The pupil’s uniforms are torn hence not washed regularly. Most of the pupil’s hair is shaggy and dirty

The school does not have Hand washing stations and therefore this possess a great risk to the Health of the pupils and Teachers. The school has a kitchen that is used to prepare food for the pupils and teachers.

The school has 32 latrines (16 for girls and 16 for boys) and 4 latrines (2 for female teachers and 2 for male teachers). There is a compost pit in place but not well secured due to poor hygiene and sanitation conditions, the school experiences the absence of 30 pupils every week due to stomach illness.

Recently, the school received Life straw Dispensers which are used for the purpose of purifying the drinking water which is collected by the pupils from their homes.


The school has a population of 1103 people.

Teachers – 20 (16 Teachers Service Commission, 4 Parents Teachers Association)

Pupils – 1049 (boys 384, girls 665)

Non-teaching staff – 4 (2 cooks, 2 watchmen)

Secondary students – 30 (12 boys 18 girls)
(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 water is greatly needed for domestic purpose such as, drinking, hand washing, cooking and cleaning of classrooms. These will greatly have an impact on the academic performance of the school and its overall Health conditions.


The school management will be in charge of all the operations and maintenance of the water system once rehabilitated.

Project Photos

Recent Project Updates

01/26/2015: New Pictures From Nambacha Primary School

Just a quick note to let you know we received final pictures from Nambacha Primary School in Kenya.  The report below from our partner in the field gives the latest news:

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 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 a few days ago the BWP was able to conduct the official handing over of the well and share a few photos.

BWP staff encouraged the pupils and the water committee to keep the well area clean and avoid washing around the well, as it would lead to contamination. The head teacher thanked BWP and THE WATER PROJECT for ensuring that Nambacha primary school had access to clean water supply.

Take a look to see the smiling faces of the students enjoying their new source of safe water!  And Thank You for your help!

The Water Project : kenya4266-83-nambacha-primary-school-handing-over

12/15/2014: Almost Finished In Nambacha

Our partner in the field is making great progress on the project to repair a well in Nambacha, Kenya.  The well is repaired, and the community has been trained in sanitation and hygiene.  The report below from our partner gives the latest status of the project:



This is a process report of the activities conducted by Bridge Water Project in initiating water, hygiene and sanitation project at Nambacha 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.

Sanitation and hygiene training

Sanitation and hygiene training 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.

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 56 pupils who were proportionately drawn from grade 6 and 7. Thirty one were girls and twenty five were boys. The pupils were then taken through all the steps of CHAST methodology;

Objectives of the training

The specific training objectives were as follows:

1. To enable participants to relate their day to day activities with prevention of water and sanitation related diseases

2. To enable participants acquire knowledge and practical skills identification of hygiene and sanitation problems

3. To enable participants understand ways of preventing hygiene and sanitation problems

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 drawing 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 their drawings 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. Recap was important to assure knowledge retention by the pupils. 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.

Step 5: Pocket chart

This tool was used to determine the Toilet use by the pupils.

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. 

We just posted lots of new pictures of the project.  All we are waiting for is pictures of the handing-over ceremony, where the well is officially given to the community.  As soon as we have them, we’ll let you know.

The Water Project : kenya4266-74-nambacha-d-e-b-primary-school-water-flowing

12/09/2014: Nambacha School Project Underway

We are excited to announce that Nambacha Primary and Secondary School in Kenya will soon have a new source of safe, clean water.  A broken well will be repaired so that it is a reliable source for the community.  Together with training in sanitation and hygiene, this resource 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 : kenya4266-08-nambacha-primary-and-secondary-school

Monitoring Data

Project Type:  Well Rehab
ProjectID: 4266
Install Date:  01/26/2015

Monitoring Data
Water Point:
Last Visit: 10/13/2017
Well Depth:  35.00M

Visit History:
11/18/2015 — Needs Repair
03/14/2016 — Needs Repair
06/27/2016 — Functional
09/16/2016 — Needs Attention
12/16/2016 — Needs Repair
04/05/2017 — Needs Repair
06/27/2017 — Needs Repair
07/12/2017 — Functional
09/20/2017 — Needs Repair
10/13/2017 — Functional

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.