{"id":247551,"date":"2025-11-06T13:02:20","date_gmt":"2025-11-06T18:02:20","guid":{"rendered":"https:\/\/thewaterproject.org\/community\/?p=247551"},"modified":"2025-11-06T13:02:20","modified_gmt":"2025-11-06T18:02:20","slug":"how-rain-and-your-generosity-could-rewrite-mawias-future","status":"publish","type":"post","link":"https:\/\/thewaterproject.org\/community\/2025\/11\/06\/how-rain-and-your-generosity-could-rewrite-mawias-future\/","title":{"rendered":"How Rain \u2014 and Your Generosity \u2014 Could Rewrite Mawia’s Future"},"content":{"rendered":"\n

\u201cI want to become a doctor,\u201d said 17-year-old Mawia. \u201cI\u2019ve seen how sickness from dirty water affects my classmates and my family, and I want to help people live healthier lives. But to get there, I need time to study and focus \u2014 clean water would really help with that.\u201d<\/p>\n\n\n\n

But at Mawia’s school, Kyethani Secondary School<\/a>, water is always scarce, expensive, contaminated, or far away. Right now, Mawia\u2019s dream is in danger.<\/p>\n\n\n\n

What makes the water at Mawia\u2019s school so scarce?<\/h2>\n\n\n\n

Mawia lives in Southeast Kenya. Unlike many of The Water Project\u2019s service areas, where water is always around but unsafe to drink, southeast Kenya is almost completely dry for around half<\/a> of the year. This dire situation forces people to take advantage of the only water source around: digging down into dry riverbeds for water from the previous rainy season. <\/p>\n\n\n\n

Naturally, collecting water this way is not a pleasant experience.<\/p>\n\n\n\n

\u201cThe river dries up sometimes, and the scoop holes<\/a> become shallow and dirty,\u201d Mawia explained. \u201cThe tanks at school are too small, and the rainwater doesn\u2019t last. It makes me feel sad and hopeless because we are trying hard to learn, but water problems slow us down.\u201d<\/p>\n\n\n\n

\"\"
Mawia in her school uniform on Kyethani Secondary School’s campus.<\/figcaption><\/figure>\n\n\n\n

The school serves 112 students and 14 staff members. The campus has two small rain tanks, but they inevitably run out of water soon after the last rains. With the rain tanks being so small and the walls so thin under the hot sun, the water evaporates or gets used up quickly.<\/p>\n\n\n\n

\u201cApart from being located in a semi-arid region with limited rainfall occurrence, the small plastic tanks cannot harvest enough downpour to sustain us throughout the drought period,\u201d said teacher Eric Kithuma. \u201cOur school’s operations (like cooking and cleaning) as well as current student enrollment lead to a quick depletion of the little available water.\u201d<\/p>\n\n\n\n

\"\"
One of two small rain tanks owned by Kyethani Secondary School.<\/figcaption><\/figure>\n\n\n\n

What makes the water so expensive?<\/h2>\n\n\n\n

When the water within their tiny rain tanks disappears, the school\u2019s options dwindle. The administration can send its students to fetch water from the scoop holes in the faraway Tyaa River\u2026or spend its limited resources on water vendors, who fetch water from the same place.\u00a0<\/p>\n\n\n\n

\"\"
Vendors on their way to the river with jerrycans to fill.<\/figcaption><\/figure>\n\n\n\n

At least when the school purchases water, students can stay in class. But the water\u2019s questionable quality remains the same no matter who does the collecting. <\/p>\n\n\n\n

Why is the water contaminated?<\/h2>\n\n\n\n

\u201cThe water vendors fetch water mostly from scoop holes, which are open to contamination because they are unprotected,\u201d said Alex Koech, our Communications Officer for the area. \u201cThe water from scoop holes is not clear, [and it\u2019s also] saline with an unpleasant taste due to [the] contamination [of] dust, animal excretions, and debris.\u201d<\/p>\n\n\n\n

\"\"
A scoop hole used to collect water.<\/figcaption><\/figure>\n\n\n\n

\u201cI get sick quite often,\u201d Mawia said. \u201cEspecially during the dry seasons, when we rely on water brought by vendors. Sometimes the water looks clean, but it’s not safe, and we end up with stomachaches or diarrhea.<\/p>\n\n\n\n

\u201cThere was a time last term when I drank water at school that had a strange taste,\u201d Mawia continued. \u201cLater that evening, I had a bad stomachache and couldn’t eat or study. I had to miss school for two days, and I felt weak and frustrated because I also missed an important lesson in biology, which is my favourite subject. They took me to the community [health center], where I was diagnosed and given drugs to quell the illness.\u201d<\/p>\n\n\n\n

Teacher Eric added more context: \u201cDuring [the] last drought season, water was scarce, and learners would drink any available water in school regardless of whether it was treated or not. This led to several instances of water-related infections, and it felt bad having learners uncomfortable in class or absent altogether. I think it is a very unfortunate situation, because these learners have to compete with other students all over the country, who could be better advantaged in terms of water availability in school. When learners are sick and absent from school, it forces them to miss out on the teachers’ class lessons, leading to dismal academic performance.\u201d<\/p>\n\n\n\n

\"\"
Teacher Eric at his desk in the school’s administration block.<\/figcaption><\/figure>\n\n\n\n

How else does the lack of water impact the students\u2019 health?<\/h2>\n\n\n\n

The water\u2019s quality is not the only factor affecting student health.<\/p>\n\n\n\n

\u201cOur staff constantly face the pressure of stretching limited water supplies to meet all needs: cleaning, drinking, cooking, and sanitation,\u201d said Eric. \u201cDuring dry periods, we have to prioritize certain uses and limit others, which can lead to tough decisions and frustration. When there\u2019s no water, it also becomes difficult to clean classrooms, latrines, and maintain general hygiene, creating an uncomfortable and unhealthy learning environment.\u201d<\/p>\n\n\n\n

\"\"
A few of the school’s latrine blocks, which they wish they could clean more often.<\/figcaption><\/figure>\n\n\n\n

\u201cThe learning setting is unconducive due to poor hygiene, which makes it difficult to concentrate in class,\u201d Mawia shared.<\/p>\n\n\n\n

Why does water scarcity impact students\u2019 academic success?<\/h2>\n\n\n\n

Even when the school purchases water from local vendors, funds are insufficient to include water for the school garden. <\/p>\n\n\n\n

Why does a school without ready access to water have a garden? The garden serves as a practical setting for teaching agriculture classes, which are a requirement of the Kenyan government\u2019s Competency-Based Education<\/a> program. But even though the school can\u2019t afford to send vendors to the river for water, someone needs to fetch it. <\/p>\n\n\n\n

Oftentimes, Mawia is that someone. Three times a day, she is sent to fetch water for the school garden.\u00a0<\/p>\n\n\n\n

\u201cFetching water takes [a] long [time] because we walk all the way to [the] Tyaa River to fetch water for agricultural practices, which is far from school (about 1.5 miles one way),\u201d Mawia said. \u201cSometimes, we wait in line because other people are also collecting water, and we have to carry heavy jerrycans back, which slows us down and tires us out.<\/p>\n\n\n\n

\u201cThe river is open and shared with animals. You never know what has gotten into the water upstream. The scooped-out sand in the scoop holes often collapses, and there have been times when some of us have fallen while trying to fill jerry cans.<\/p>\n\n\n\n

\u201cIf I didn\u2019t have to fetch water, I would use that time to revise for my exams, complete my homework, or help in the school farm in a better way. I would also have more energy to focus in class. Sometimes I arrive late to lessons or miss them completely, and that affects my performance.<\/p>\n\n\n\n

\u201c[When I fetch water], I feel exhausted and stressed. It\u2019s heavy, it takes time, and it pulls me away from schoolwork. Sometimes, I even feel angry, because I know it\u2019s not fair, but we don\u2019t have another choice right now.\u201d<\/p>\n\n\n\n

Mawia is right \u2014 the situation at her school isn\u2019t fair to the students, teachers, or parents. <\/p>\n\n\n\n

How are the students\u2019 families affected by the water situation?<\/h2>\n\n\n\n

\u201cStudents are directly affected when the school runs out of rainwater and has to rely on expensive water vendors,\u201d explained Eric. \u201cSince the cost [of the water vendors] is shared among all learners, many families struggle to pay on time. As a result, we\u2019re forced to send students home to remind their parents about the payments, which disrupts learning. There\u2019s also the administrative burden of collecting water payments and handling complaints from parents, which takes time away from teaching and school planning.\u201d<\/p>\n\n\n\n

What has the school done in the past to try and fix the situation?<\/h2>\n\n\n\n

When the school opened in 2008, the two rain tanks on campus would have been enough for the school\u2019s population, at least in the rainy season. But rain tanks are expensive to purchase, and even more expensive to build.<\/p>\n\n\n\n

In a wealthier nation, the administration could expect help from the government to serve its students. But the government also lacks the available resources.<\/p>\n\n\n\n

\u201cThe school has tried seeking help from the county government, national government, politicians, and well-wishers,\u201d Alex explained, \u201cbut their efforts have proved futile or yielded paltry results.\u201d<\/p>\n\n\n\n

\"\"
The gate at Kyethani Secondary School.<\/figcaption><\/figure>\n\n\n\n

How would a new, high-capacity rainwater harvesting tank<\/a> help the school?<\/h2>\n\n\n\n

Through The Water Project\u2019s years working in this region, we\u2019ve found that high-capacity rainwater harvesting tanks, built to last, are the perfect water source for schools in southeast Kenya. This is true because of the area\u2019s hot climate and the increasingly erratic<\/a> rainy seasons. <\/p>\n\n\n\n

After many months without rain, the ground around the school \u2014 and its local rivers \u2014 will become hard and impermeable<\/a>. When the rains do finally arrive, some water seeps into the sand at the river\u2019s base, but most of it washes away downstream. This annual cycle means that storing as much rainwater as possible \u2014 in a vessel that won\u2019t allow the water to evaporate under the hot, dry sun \u2014 is the school\u2019s best bet. <\/p>\n\n\n\n

\"\"
Students in a classroom at Kyethani Secondary School.<\/figcaption><\/figure>\n\n\n\n

Teacher Eric was already busy dreaming about what such a new water project would mean for his school when Alex interviewed him.<\/p>\n\n\n\n

\u201cWith reliable access to safe water, students would stay in class consistently and not be sent home due to unpaid water bills,\u201d Eric said. \u201cThe school environment would be cleaner, healthier, and more supportive of learning. Improved hygiene and access to drinking water would reduce illness and absenteeism, allowing students to focus better and achieve higher academic outcomes.<\/p>\n\n\n\n

\u201cA new 104,000-liter masonry rainwater tank would provide a more sustainable and cost-effective water supply, reduce [our] dependency on vendors, and eliminate the need to send students home over water fees. It would also allow us to focus on teaching rather than water crisis management.<\/p>\n\n\n\n

\u201cTo me, water means stability, dignity, and progress. It is the foundation of a well-run school. Without it, even the best plans stall \u2014 classes are disrupted, hygiene suffers, and both students and teachers lose focus. Water enables us to provide a safe, clean, and inspiring place for students to learn and grow. It\u2019s not just about survival \u2014 it\u2019s about giving our students the opportunity to thrive.\u201d<\/p>\n\n\n\n

Mawia, too, expressed her excitement at the prospect of a reliable source of safe water at Kyethani Secondary School. \u201cFetching water takes up time that I should be in class or studying. A new water point in school will mean clean and safe water is always nearby. We won\u2019t need to walk long distances, risk injuries, or drink unsafe water. It will also help prevent waterborne diseases and reduce school absences.\u201d<\/p>\n\n\n\n

\"\"
Mawia, left front, sits in class with other students.<\/figcaption><\/figure>\n\n\n\n

Alex concluded: \u201cKyethani Secondary School has several development goals, including building more infrastructure, improving hygiene and sanitation, enhancing agriculture programs, and expanding greenery in the school compound. The new water point will be essential in achieving these goals. With adequate and reliable water, the school can maintain cleaner facilities, irrigate gardens and trees, and support practical learning in agriculture. This will create a better learning environment and promote student health, attendance, and performance.<\/p>\n\n\n\n

\u201c[Mawia\u2019s] story reminded me that clean water doesn\u2019t just improve health; it fuels education, dignity, and hope for a better future.\u201d<\/p>\n\n\n\n

How can I help?<\/h2>\n\n\n\n

In this month leading up to Giving Tuesday<\/a> December 2nd, we\u2019re raising money to fund the new rain tank at Mawia\u2019s school \u2014 and every gift toward this goal will be matched dollar-for-dollar<\/strong>.<\/p>\n\n\n\n

But together, contributing what we can each comfortably manage, we can change ambitious Mawia\u2019s life forever. She will no longer waste her energy trekking back and forth to the distant Tyaa River three times per day. She will say goodbye to water-related illnesses. Instead, she will devote her time to learning how contaminated water makes people sick. And someday down the road, she will serve her community in the way she dreams of.<\/p>\n\n\n\n

Will you join us<\/a> in bringing Mawia\u2019s dream to life through safe, reliable water today?<\/p>\n","protected":false},"excerpt":{"rendered":"

A girl with a dream. A school without water. And rain waiting to make a difference\u2014with your help, this story can change forever.<\/p>\n","protected":false},"author":34448,"featured_media":247554,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[197,190,187,196],"tags":[],"class_list":["post-247551","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-southeast-kenya","category-water-and-education","category-water-and-health","category-water-and-poverty"],"acf":[],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/posts\/247551","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/users\/34448"}],"replies":[{"embeddable":true,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/comments?post=247551"}],"version-history":[{"count":1,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/posts\/247551\/revisions"}],"predecessor-version":[{"id":247576,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/posts\/247551\/revisions\/247576"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/media\/247554"}],"wp:attachment":[{"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/media?parent=247551"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/categories?post=247551"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/thewaterproject.org\/community\/wp-json\/wp\/v2\/tags?post=247551"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}