What inspires Jenaya?

by Tim Wright

In 2011, Jenaya Rockman joined Sauti Moja, as our Africa Program Manager.  She came with a wealth of expertise – several years working with volunteers in Maasai communities, professional qualifications in both education and public health, and experience in program management.  We hired Jenaya to help build the capacity of Sauti Moja-Tanzania and to support development of reproductive health education.  At least, that was the plan.

The first week on the job, Jenaya began with hosting donors from Canada, and in the second week, co-hosted 24 Rotarians from Canada. Her experience in hosting international visitors was valuable.  Jenaya’s passion for education was important, as she has been ensured that each girl mother accesses appropriate education. She has supported our staff in both Kenya and Tanzania to develop and implement effective curricula around life skills, reproductive health, communication, and family planning. Her management experience is appreciated by local staff, as she has brought increased rigour to planning and reporting. She facilitated the local Board’s hiring of a Director for SM-TZ, and staff has expressed appreciation for Jenaya’s contribution to effective teamwork. We are all pleased with her output!

Recently, I asked Jenaya what was most fulfilling about her work. She responded with several comments. 

• “The staff are passionate about the beneficiaries and communities they serve, and often, have initiated and developed the programs that they implement.” 
• “We are not changing the World, but we do help a lot of people.  We are helping individuals, and as compared to some large organizations, lives are changed. We are close to beneficiaries.  People even show up on our doorsteps with sick children that need help.”
• “We have flexible hours. Everyone does what has to be done without regard for evenings, weekends or holidays.
•  “People are better at planning, now.”
• “As compared to my previous work, I actually get to ‘know’ the beneficiaries and personally engage with them on a day-to-day basis.  I am not just coming to a village, doing training, and leaving.”

Jenaya, along with of our Kenyan and Tanzanian staff, demonstrates professionalism and superior commitment to service of vulnerable people. Such character is critical to Sauti Moja becoming the agency that the Founders and Board envisioned.  Thank you, Jenaya!

A Strategic Gift Provides Twins with an Opportunity

by Jenaya Rockman

The Government of Tanzania claims 97% enrolment in primary school. However, this claim of high enrolment seems to be untrue for most rural areas. Driving through the countryside, one sees numerous children minding livestock, hauling water, collecting firewood, and caring for younger siblings. Many children have never been enrolled, and others have been withdrawn to help with home activities. For many Maasai families, the goats and cows, which are critical to survival, are valued more highly than education.

Daniel and Msanja 

Over a year ago, Daniel and Msanja, who are twins, graduated LECHE preschool, but until recently have not been able to attend primary school. Their mother is a widow with three other children but owns no property except for three goats. When her husband died, she and her children came under the care of her brother.  Because the uncle feeds and houses them, the twins have had to care for his goats so that his own child can attend school. He claimed that he could not afford school uniforms and school supplies for them.

Sarah Ilmolleian, the Early Childhood Development Program Coordinator for SM-TZ, was aware of the twin’s situation, but the Program did not have funds to assist students, such as Daniel and Msanja, with uniforms. However, a visitor to SM-TZ learned of the plight of the twins, and provided a donation for them. Sarah used the money for uniforms to enable students to proceed to primary school. This provided the leverage she needed to approach their uncle about school enrolment; lack of money was no longer an excuse. 

Mother, Uncle, Twins and Sarah

Sarah took the neighbourhood leader, called the balozi, to talk to the uncle about allowing the children to go to primary school. The uncle wanted to allow just one boy to go, but Sarah and the balozi insisted that they both be allowed. SM-TZ was able to provide the boys with uniforms and school supplies so they could enrol in school!  For now they will attend day school, but when space becomes available, Sarah will ensure that they attend boarding school. As boarding students, regular school attendance will be ensured.

Daniel and Msanja were named after the first two village leaders of Longido, because their mother wanted them to grow up to be great men. Without Sarah and the balozi advocating getting these children in school and without the donation from visitors, the twins would likely never have attended school. Now, they have a chance to become educated and the potential leaders their mother wants them to be; they have a chance to use their education to pull their family out of poverty; they have a chance to change the future by ensuring that their own children are educated. Change can start with just a few people; it can start with Daniel and Msanja.

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

On the Road to Recovery!

by Jenaya Rockman

Sauti Moja staff is privileged with unusually close relationship with beneficiaries, such as the child mothers whom we assist. We promote sponsorship of these girls, but it is not simply about finding a school for a girl and paying her fees.  Rather, we have intimate knowledge of each girl’s story and background; we have visited her home, so know parents and children; we have ensured that the baby is well cared for; and staff provides on-going counsel to determine the type of support that is required. They are sometimes cared for like children of staff!  One such example is Nancy (not her real name), a 16-year old child mother.  

Nancy's doing well after a long difficult childbirth.  

In September, child mother Nancy, had a difficult delivery of her baby at her home in a remote village. The following day, her family arranged for her to be transported to the hospital in Longido. Though she received medical interventions, she did not improve; she remained unable to move and eat on her own, and was almost comatose. The doctor eventually recommended that she be taken to the regional hospital in Arusha.  Happy, a member of our staff, facilitated the transfer, saying, “I know a lot of mothers die as a result of childbirth here, and the hospitals do not offer very good care. I was quite concerned that this girl might die; she looked so sick and was not improving.”

Baby Baraka is well cared for and
now both mother child have a hope
for a bright future.

The Tanzanian healthcare system provides many challenges, especially for marginalized people who do not speak the official language and are unknowledgeable about the medical system. Nancy stayed in hospital for more than a month, but since her family members do not speak Swahili, a friend, Ester, cared for mother and baby Baraka, including bathing and providing meals.  In addition, our staff visited Nancy twice a week to monitor her care and advocate for her, press overworked doctors and nurses for updates on her health, and purchase pharmaceuticals needed for Nancy’s treatment. In addition, Sauti Moja supplemented the family’s contribution to medical and associated expenses, as they were unable to cover all costs.

After three weeks of testing for a variety of illnesses, including meningitis and tuberculosis, receiving a blood transfusion, and being treated with several types of antibiotics, the doctor concluded and told our staff that Nancy had post-partum psychosis. She was prescribed medication for this illness, and after another three weeks, recovered enough to go home where staff continued to monitor her physical and emotional progress.

We are pleased that Nancy has recovered; she can walk on her own, eat on her own, and take care of Baraka. Soon, she will be able to continue her education and pursue vocational training.  You can only imagine the gratitude that Nancy and her family extend to Sauti Moja and the donors who helped her survive and who will provide a promising future for Nancy and Baraka.

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

Soap Making to Generate Income

by Lyn Bishop

Our beneficiaries include older mothers who have been single for many years due to the stigma of unwanted pregnancy while they were girls.  This stigma stays with a woman for life, and along with little education, it is difficult for them to find an income generating niche within the community.  These women are willing to work hard to support their children, so Sauti Moja supports them to find dignified labour.  

Helping marginalized women is one Sauti Moja’s most difficult challenges.  People will not engage with these women, if they can find a similar service with another woman.  Therefore, it is important to identify income generation activities that are specialized and/or help these women produce a superior product.

Sauti Moja staff are addressing this challenge through the new business venture of soap making.  Although many other women already sell soap, the Sauti Moja soap remains a unique product as colour and fragrance, such as lemon or lavender, is added.  Recently, I watched the women participate together in making 20 Litres of soap to distribute amongst themselves and sell in the market and to local institutions.

We hope to identify other income generating activities that will provide a reliable income for these hard working, marginalised women and their families.  There have been recent discussions that the women may like to have support for developing a cooperative market garden.  Sauti Moja’s support is needed, as often local land owners are reluctant to rent land to single mothers.  Regardless, Sauti Moja will continue to support this group of vulnerable women to develop a source of food and income for their family.

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

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.