Kids4Kids Contributes to Success in Education

by Jenaya Rockman

Not so long ago, in the plains of Canada and the United States, farm and ranch children had chores that were critical to the family. Most children attended a one-room schoolhouse, and many walked very far or rode horseback to get there. However, some children did not have the opportunity to attend school or did not complete primary school, because of the need to help on the family farm. That picture is not terribly different from what we see in rural areas of Tanzania, today.

Many pastoralist children must tend the
livestock and are unable to go to school.

The Maasai of Longido District are pastoralists, ie. they raise livestock for survival. These families tend to have many children, some of whom are needed to tend the cows and goats, as well as assist with household chores, such as fetching firewood and water. All of these activities are time intensive, so many children are unable to attend school. (It is not uncommon to come across a preteen youth in Oltepesi village who speaks no Swahili, which is a sure sign that they did not attend primary school.) In addition, as livestock are the most-valued asset, things that detract from this, such as formal education, are valued less. Education of girls is of even lower value than education of boys, as a girl marries out of the family and contributes to the husband’s family; educating a girl is like ‘tending to someone else’s garden’. This is confirmed even by the girl-to-boy ratio at the LECHE schools; this year, out of 43 students who ‘graduated’ from preschool to primary, only one-third were girls. 

Folders containing examples of their work,
were given to graduating students.

Sauti Moja-Tanzania’s early childhood education program is working to not just educate children but also change the value that communities place on education. At the end of each school year, SM-TZ holds a Parent’s Day at each of its Montessori preschools. These days are for celebration of those moving on to primary school and showcasing for community members and parents what the children have learned. This year, influential members of the community, including Mwalimu (Teacher) Sarah and the Community Welfare Officer, spoke about the importance of educating all children, even girls. Sarah challenged the community; “It is not just Sauti Moja doing this work; we are working together with the community to educate the children. However, I insist that you bring both your girls and boys to school. They need to start early, so they can learn what is needed in order to be successful in primary school.” She encouraged parents to ensure that their children have good attendance, as well as encourage other parents to send their children to the school. 

Teachers encourage parents to enrol their girls.

In addition to speeches, the students presented what they learned, including knowing shapes and colors, as well as naming the 30 regions in the Tanzania! First Grade teachers from the primary school also attended, and saw that the LECHE students are vastly ahead of other students entering primary; they can already do basic math, reading and writing. In addition to the “3 Rs”, the students also learn geography, science, nutrition, and Swahili and English languages. Primary teachers expressed their approval, and endorsed the approach. More-and-more parents are choosing to enrol their children in Sarah’s preschools, as the reputation for superior learning spreads throughout the communities.

Celebrating graduating students reinforces that
education is important.

(Sarah and the primary teachers share a common concern related to superior performance of LECHE children as compared to those from other preschools. LECHE graduates are expected to get bored; for example, they already know the alphabet, but in primary, children learn one letter a day. Sarah would like ‘her’ students placed together in an advanced class, but primary teachers want to mix the students to enhance the performance of other children.)

On Parent’s Day, everyone congratulated the 43 students, as well as their teachers. Parents showcased the importance of the occasion by providing ample entertainment and food. They cooked a meal for all in attendance, and students sang about how “Education is the key to life.” And, in Tanzania, nothing creates a celebratory atmosphere quite like sodas! 

Join Kids4Kids to help prepare other children for success in primary school.

For more information on Sauti Moja programs, select from the side margin or go to www.sautimoja.org.

Sarah's Story - Educator and Visionary

Many friends of Sauti Moja know of Sarah Mollelian, a Maasai lady with a passion for education of Maasai children from rural villages. They associate her with founding two preschools – one in Longido and the other in Oltepesi. Some know that this is her second career; after retirement as a teacher in the government system, she was inspired to try the Montessori approach in expectation of greater academic success for children as they transition from village life to a foreign environment where Maa is not spoken, learning is by rote, teachers are strict, and they feel confined.

Sarah is seen here visiting with Sinyati who had been sick with severe oedema. Sara arranged for medical care, and as Sinyati was diagnosed with TB, Sara followed-up with Sinyati's mother to ensure that the mother understood proper administering of medicine.  Sinyati's health has improved and is happy to be able to attend school again.  Monitoring child health is an important part of the day to day care provided to Sarah's young students and is supported through your subscription to Kids4Kids (see right-side margin).

Visitors to these Montessori preschools are impressed with the quality of education, find the children endearing, and note the care provided by Sarah and teachers. Many visitors decide that to support ‘Sarah’s classroom’. However, few of us actually know ‘Sarah’s story’, which I determined to investigate.

When I asked Sarah about the main influences on her life, she immediately narrated the story of her father, Daniel Kinasha, who was a keen learner and inspired, determined visionary. It seems that Daniel first demonstrated these traits when he had his first child, Sarah, and was working as the houseboy for racist Afrikaners near Mount Meru. When he learned that the lady planned to keep him and his children as house staff, he was highly offended, so packed up his family and fled. However, working on the Afrikaner estate was not all bad. Daniel had sought help from an old man who taught him to read and write in both Swahili and Maa. Further, Daniel became a pastor who also taught the 3 R’s to children and literacy to adults. And, he was impressed that the people that he worked for educated their girls. I now understand how Sarah became an educator and visionary into her ‘retirement’.

Sarah was obviously heavily influenced by her father, Reverend Kinasha, and of course, as the eldest child greatly desired to please him. She says that he never compromised in his quest for development, improvement, and a better life. He brought up his children to excel, and have better opportunities.  Sarah remembers him as a strict disciplinarian who wanted purposeful children.  In fact, he told his children that “the only inheritance he could leave them was education…” And, it wasn’t just words: he sold their radio for Sarah’s school fees, and another year, he sold his bicycle, which was his only mode of transportation. I gained further insight into Sarah’s respect and passion for education.

Reverend Daniel was a crusader for spiritual and material support to his people, as well as changing the mindset about education, including the education of girls. As a church leader, he demonstrated the possibility of keeping one’s culture and embrace development. He encouraged new converts to keep their culture, and encouraged the use of vernacular in the Church at a time when many missionaries were still attempting to Westernize Christianity. Sarah’s reflections explained why she strongly embraces her culture and has elders provide lessons, while striving for something better for the children in the expectation that they too will contribute to their own communities.

Unfortunately, Sarah has also had much heartache, but this has not deterred her focus on a good education and brighter future for all children.  One son, a teacher, died due to inadequate medical services in a remote location. Another son had an inoperable heart defect and required hospitalization for extensive periods. Because she was spending too much time caring for this child, Sarah’s husband sent her back to her family. She is so grateful of the family support while caring for five children. Her three remaining children, two of which are teachers, are a source of pride. But like grandmothers everywhere, she dotes on four grandchildren, whom she says, “...help fill the gap in my heart”.

Sarah is truly the child of her father – a determined visionary for her Maasai people.  As I reflected upon her life, I understood a bit of the anguish that Sarah must feel when we have discussed shutting down a classroom due to lack of funds. That reality gives her sleepless nights. Her vision and the success of her preschools, justifies our appeal for your support of www.sautimoja.org/pdf/Kids4Kids.pdf - a low-cost sponsorship of ‘her’ schools and opportunity to learn more about the lives of Maasai children.

For more information on Sauti Moja programs, select from the side margin or go to www.sautimoja.org.

One Voice for HOPE & JOY

Sauti Moja strives to bring our Community in closer relationship and understanding of the unique and beautiful indigenous people groups of East Africa.  This slide show highlights the 'One Voice' i.e. the unity of  Sauti Moja donors, staff, and beneficiaries.