Many Kids – Not Enough Laptops

Join Our Campaign: Our goal is to provide 120 devices to Hands of Charity Programs.

Who knew that from every corner of these hill towns children emerge and the schools are overflowing. This was where we landed 6 years ago. These villages clustered within 4 kilometers of each other have possibly 10 schools, many with classrooms of 50 to 70 pupils. We are hoping to increase the number of laptops, tablets and macbooks to meet the need. Our leaders work seven days a week, because the time students have to access computers during are in school programs is not enough. So they come on the weekends, often 70 to 100. Help us with this fundraiser: http://gofundme.com/path4kenya

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HOC Teachers Address Girl’s Issues April 2017

 

Hands of Charity was inspired by the work of our partner organization in Uganda, Venture for Good in Jina,   making reusable sanitary pads.  We sent some fundst Hands of Charity for them to purchase supplies, so they have begun.  The plans are for the teachers do hold community events,  as funds are available and invite girls to come and learn about their reproductive health, about how to handle their fear of men, and develop pride and faith in the wonder and beauty of being female.  Here is their report.

HANDS OF CHARITY BUNGOMA OLPC APRIL 2017 REPORT

WESTERN IHUB

WEEK 1 APRIL 2017

It was the last week for the schools to break for the holidays.

Teachers Rose, Anita, Rhodah and Irene were to prepare girls who were to come at the center and learn how to make sanitary pads for themselves.

Teachers shared ideas on how to develop skills of solving problems at their level of understanding.

Teachers did not only prepare on homemade sanitary pads but also on general reproductive health issues and sanitation.

 

2nd WEEK APRIL 2017

Girls aged 12 years and above were brought together at the center for homemade sanitary pad lessons and general hygiene talks lead by Teacher Rose and Anita

Major things girls learned over homemade sanitary pads was;

-what material are to be used?

-how cost effective they are?

-how to cut and have recommended measurement of the sanitary pads.

How the pads are used compared to those sold in shops.

Major aim of doing this was to improve confidence in young girls and minimize school absents of girls during their menstrual periods and reduce costs to the families that are not financially able and balance self-esteem in all the girls cutting across all lifestyle.

 

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Why Africa is Important

It’s not just that Africa is important, it has always been important, what I want to say is that Africa is a critical part of our future as Americans.  In the next ten to twenty years, the maturing second generation of leaders of these new democracy leaning countries  (remember most African countries did not gain independence until the 1960s and 70s)  will drive significant political and economic changes in the continent.  Africa will be the the planet’s most populous continent in the next 30 years. It is also much larger and diverse geographically than most of us realize.  Africa is rich in resources, intelligent educated citizens and talent.  In addition Africans are highly motivated to move past the old politics to establish truly representative governments.   Already these countries have more women in leadership roles, and Kenya has a written a new constitution.

 

What is important here is the large population of youth. In some cases it is 60% of the country.  The youth bubble challenged governments to build enough classrooms and train enough teachers.to meet the education needs for the 21st century.  Kenya’s current president ran on a platform that featured not just education, but technology for education.  He has been in power almost 4 years, and just now the technology is arriving in schools for the 6 year-olds.  Teacher salaries have increased, as well as investments in creating a digital curriculum. A large percentage of schools in Kenya now have electricity.   This is not true in many other African nations, but what they do all have is some access to cell phone and the internet.  Another cultural factor is that African countries do tend to work collaborate regionally.  East Africa has open borders among 5 countries, so that goods, people, jobs and educations cross borders.

Efforts such as those of a small organization like are able to bring rural communities out of isolation, assist them in using their technology in schools, not just to learn math, reading and science, but to benefit the community through project based learning initiatives.  Bonaventure has led our students to become community workers to eliminate Jiggers infections, to educate girls about their reproductive health, to develop girls into leaders, to assist in the healing and education for HIV affected families and have assisted orphans develop skills and find sponsors for their continued education.

Listen to this Video by one our young female teachers:   https://youtu.be/TtFLD16zHaU

What Africa doesn’t have is the capital investment.  Our students may graduate for secondary school to a country that has no jobs for them, no career opportunities. So how do we prepare them.  Through the project based learning, they are able to develop the vision of their capacity to be innovators and leaders.  We are pleased to have worked with George Newman at One Planet Education who has taught them about effective advocacy, and research.  They have learned how to speak out, how to collaborate with their peers in Asia, the US and the Middle East. Surely such efforts will bring positive outcomes and new opportunities for our 21st century.

Watch this video created by one of the orphans supported by our center’s leaders.   https://youtu.be/nlGeywKnEfY

 

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Gabon Maze

Small Solutions Big Ideas Connect Kids February vacation program was introducing simple games to our students.  Mazes are early games that children play, and also a favorite in the Sugar XO Activities that our students in Kenya have been using for the last 6 years.

On the day the workshop began,  I heard a news report about the poaching of forest elephants in the African country of Gabon.  Gabon is in West Africa.  We looked up the country on Google Earth and found out that forest covered almost two thirds of the land.  The forest is thick, and so dense that no one had tracked down the elephants in the forest for many years.  The country decided to do an inventory.

The results of the inventory were shocking.  The number of forest elephants surviving since the last inventory was about 20%. The forest was full of poachers and they had even established an active gold mine deep in the forest.

We read more about the elephants, and decided to design our Scratch Maze game as the Gabon Forest. The sprites were small tribes of elephants, and poachers.

First we created our forest on paper with the trails of the elephants as the maze, and then the students imagined different danger spots, where lions might attack, or near the gold mine where poachers were living.  They also created some safe areas for the elephants.  We practiced making mazes.  Then we used our Scratch program.  Sprites are like the players in the game.  So we created tribes of elephants as sprites, and wild randomly flying dark glasses as the poachers. The create the maze we used the background and painted our forests and the elephant trails.

We programmed the elephants to move with the keyboard arrow keys.  The poachers had a random fast moving pattern, so that the elephants had to be careful to avoid them.  We put in our lakes as safe places, the gold mine, cliffs or rocks as danger places.  There was more work to do, but it was fun.  Below are photos of students using MakeyMakey, and then creating a maze on the floor.

We will post the Mazes to our studio  http://scratch.mit.edu/studios/2935407/.  If you go to the scratch website, anyone with our without a scratch account can see our projects.

Come and Join our Classes   Starting in April 2017.  On Thursday, March 30th, you can come at 4 PM to the Unitarian Church in Newburyport to see what we are doing, and whether you’d like to sign up.  More information on our website too on the Connect Kids page.

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Children of the World are Our Most Precious Resource

Rethinking Learning & Seymour at MIT yesterday.  It was called ‘thinking about thinking about Seymour.

alanngloriaminskyYesterday Alan Papert, his family and myself participated in an event at MIT gathering the Seymour Papert people together to ‘rethink’ his message and what we might be doing about it now.

We heard from Nicholas Negroponte who said “Children of the World are our Most Precious Resource.  That teaching is empowering children to think for themselves, to build confidence in their thinking, and the way Seymour Papert kept this in the fore front of his work when he talked about ‘Powerful Ideas’

Here are some of the quotable messages:
Math is a language for understanding the world’.

Programming (Scratch)  is a language for learning and doing math thinking.

Here is a link to more stories from the event:  https://www.media.mit.edu/videos/seymour-2017-01-26/

 

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Vacation Camps at Bungoma Center & Wildlife Studies

For the last 5 years the Hands of Charity Team in the Bungoma County Bukokholo village have held Vacation or Term Break Camps open to any student who shows up at the door.  The schools have three breaks a year between the terms .During these breaks, children are idle and can get in trouble.  Our Bungoma Hands of Charity team has provided consistently  engaging Project Based Learning activities during these time periods.  These children continue to learn and apply their learning to real world problems.

The first year they would drop into a village in the area to bring computers at what they called Friendly Corners.  In the next years they based their heavily attended programs locally and  took students into the community to examine the impact of plastic trash, study the conditions and treatment of jiggers.  They  learned mathematics, used Scratch programming tools, and most actively studied endangered elephants, rhinos and lions.

For several the Hands of Charity teachers requested funding to take the students and teachers to a Wildlife Park to see the animals they had learned to love and passionately depict in their art.  Their village is several hours from places where they can see these species in a park.  We are hoping that the funds we receive from the sale of the student art and donations will be sufficient for a trip in the near future.

A message from  George Newman of One Planet Education Network who been working with Hands of Charity to connect Bungoma kids to the world with the wildlife programs.
Bonnie (our leader) and his students have done exceptional work and continually work at learning more from our online education programs and real world based learning games.  They are a key part of our international network of students.
 …These Bungoma students will be a leading part of this international student effort ahead in winter spring 2017!  …It truly is vital, we totally believe at OPEN that nothing can replace seeing live animals in the semi-wild environments.   That is so important for students who are now isolated from major wildlife species and habitats due to overdevelopment and poaching (need for game reserves and parks), to see animals up close and personal and NOT in the generally awful confinement of a zoo.  
That way these students can actually empathize with the animals, relate their work better on what they will be doing in the semesters ahead.  And if these students get to go very soon to this park visit, they will be able to speak from experience, with great authority and enthusiasm when they next Skype with their international peers in DR Congo, Italy, Haiti, Brooklyn and Bronx Schools, North Carolina and, Amman, Jordan to name a few.  The impact will be contagious I guarantee, further motivating the others.
Sandra and I are formulating for advancing both our organizations good work.  All the Best for the New Year for you All, and thank you for considering my point of view on this opportunity.
JiggersFeetFullView

LastDaysofPoachers

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Elvis and Friend

fredkidstrash

 

 

 

 

 

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Small Solutions 2016 Site Visit to Hands of Charity Schools

This gallery contains 7 photos.

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Learning by Doing, Solving Real World Problems – Using Technology

Butonge primary school. – class seven

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Understanding the Environment: Forests and Fields:

We used paint activity to choose colors according to the surrounding features. They drew a green vegetation as a simple of a place having enough rainfall and a good place for crop farming. Kids indicated rivers passing through that vegetation area and colored it with blue as a symbol of water and big trees showing the importance of forests. The purpose was to tell others on the importance of afforestation and effects of afforestation. The idea of afforestation is coming up to due increased number of cutting trees in the area they come from. 51 students attended the sessions as 26 laptops were used per session.

Comments from Hands of Charity Teachers and Leaders:

CHALLENGES

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  • Poor transport systems resulted to breakages of computer due involvement in a motorbike road accident to Namwesi school. 4 computers were broken the screen.
  • Lack of enough hardware making some schools miss distance learning session on 6th and 7th June.
  • More schools demands XO laptop initiative but we have inadequate hardware and manpower.
  • Lack of a nearby repair center for replacement of broken machines.

OBSERVATIONS

  • Increased number of computer learners both in school and at the market place centre .
  • Technology skills spread in schools thus improving performance.
  • Behaviour change and communication over jiggers had improved.
  • Project based learning is becoming a key learning issue.
  • Need for more networks as it came out during Skype call sessions.

ACHIEVEMENTS

  • Participated in distance learning event.
  • Good network signal.
  • Getting a big network with OPEN ( Oneplaneteducation network)
  • Had a chance to talk to Katherine who is interning with Smallsolutionsbigideas.
  • Getting good support from smallsolutionbigideas in terms of hardware and stipends for teachers.
  • A promise from OPEN to get some new windows 7/10 PCs for summer distance learning expansion.

Recommendations for improvement.

  • More schools to be brought on board and participate in technology advancement.
  • Need for Internet access hardware and services for future events.
  • Bringing inn new management posts for proper running of the project.
  • Interschool heads meeting to promote technology in rural schools internship.
  • Science camp and wildlife educational tour facilitation by SSBI in August.
  • Expansion of distance learning project by bring more schools on board and promoting online discussion locally in schools.
  • The report was prepared by Bonaventure after receiving information from all teachers according to the activities done.

CHALLENGES

  • Poor transport systems resulted to breakages of computer due involvement in a motorbike road accident to Namwesi school. 4 computers were broken the screen.
  • Lack of enough hardware making some schools miss distance learning session on 6th and 7th June.
  • More schools demands XO laptop initiative but we have inadquate hardware and manpower.
  • Lack of a nearby repair center for replacement of broken machines.

OBSERVATIONS

  • Increased number of computer learners both in school and at the market place centre .
  • Technology skills spread in schools thus improving perfoemance.
  • Behaviour change and communication over jiggers had improved.
  • Project based learning is becoming a key learning issue.
  • Need for more networks as it came out during Skype call sessions.

ACHIEVEMENTS

  • Participated in distance learning event.
  • Good network signal.
  • Getting a big network with OPEN ( Oneplaneteducation network)
  • Had a chance to talk to Katherine who is interning with Smallsolutionsbigideas.
  • Getting good support from smallsolutionbigideas in terms of hardware and stipends for teachers.

RECOMMENDATIONS TO IMPROVE PROGRAMS: More schools to be brought on board and participate in technology advancement. Need for Internet access hardware and services for future events. Bringing inn new management posts for proper running of the project. Interschool heads meeting to promote technology in rural schools internship. Science camp and wildlife educational tour facilitation by SSBI in August. Expansion of distance learning project by bring more schools on board and promoting online discussion locally in schools. The report was prepared by Bonaventure after receiving information from all teachers according to the activities done.

OUTCOMES: 

  • Increased number of computer learners both in school and at the market place centre .
  • Technology skills spread in schools thus improving perfoemance.
  • Behaviour change and communication over jiggers had improved.
  • Project based learning is becoming a key learning issue.
  • Need for more networks as it came out during Skype call sessions.

11/06/2016

Saturday- Bukokholo marketplace center-

used write activity to discuss on HIV/AIDS by documenting on how they should utilize their free time after closing school, during August holyday where initiation rite.

We had so many issues that came out such as; visting relatives, friends and towns while others said is the time to support parents at home and doing innovation work at the marketplace *2 sessions.

13/06/2016

Monday- at Butonge primary school- more kids came in for computer session windows were full of learners who just wanted t ojoin others for the session even if it was not their class. They wanted to know more about what activity is being used by their colleagues as far as the program of computer is concerned. 90 learners attended the lesson and 31 laptops were used.

Tuesday- Namwesi primary school class 7 where we had uncontrollable population of student who were eager to the XO laptop because they saw one day in a week in their school is not enough. Sincewe did not want demoralizse willing to learn students it forced teachers present to arrange 5 pupils per laptop. 33 laptop swere used.

3rd WEEK from 14/06/2016 – 20/06/2016

Market place – general creative work learning for the full week was as per below mentioned sugar lab activity.

– use of record and making movies

– use of scratch- development of animations which included, word, animal and child to child interaction.

-use of tux math- for general math learning for kids

– paint activity- Drawing and creating stories over the pictures.

-Turtle sugar lab activity was used by class seven of Butonge primary to learn more about geometry in math.

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4th WEEK from 21st – 30th June 2016

Creative learning by collection of plastic papers and washing them for reuse.

-planning with kids over what they think they can do with a case on afforestation to restore our planet through project based learning activities.

-selection of what kind of materials are needed to achieve their specific objective as the hope of new generation and climatecare.

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Endangered Species One Planet Education On-Line LIVE Connections

ONE PLANET EDUCATION PROGRAM  WITH BUNGOMA FOR OPEN LIVE SKYPE WITH SCHOOLS IN BROOKLYN, BRONX, NORTH CAROLINA, HAITI, KENYA

QUESTIONS ASKED BY BUNGOMA STUDENTS OVER ENDANGERED WILDLIFE SPECIES AND OTHERS DURING 6TH AND 7TH JUNE EVENT.ELEPHANT

How are Turtles endangered?Why do they hatch and lay eggs far from the sea and what distance is it from the sea?Are the turtles hunted and if yes what are they hunted for?Is there any use of the Rhinos horns and Elephant ivories used for in supporting the economy of the country?How many eggs does a turtle lay?If the Turtles lives in water, what makes them not to lay eggs in water?How is it important to Kenyan economy if Rhino horns and Elephant ivories are burnt?Do we have poachers hunting in developed countries?What can you do or what do you fell the government should do to poachers?After this section I Brighton would like to know how we will be sharing E-PAL informatiom with all the participants of this event?How is it important to the countries economy if Rhino horns and elephants tusks are burnt?

WILDLIFE DEFINATION AS PER BUNGOMA STUDENTS’ UNDERSTANDING.

Is the undomesticated plants and animals in their natural environment.

POACHING DEFINITION

Giraffe PrayingIs an illegal wildlife hunting and killing innocent animals with an aim ofselling some of their parts on black markets.

COMMON KILLED ANIMALS

The common killed animals among the BIG 5 include;

Lion  Elephant  Rhino

LION: Reason why poached

Is poached and killed mainly because of it’s skin and heart according to our local understanding.Its skin is used for making leather shoes and bags.Its heart is used by the army soldiers as food. Locals belief that, the hearts make them to be as brave as the Lion ( a myth)

ELEPHANTS

img_20161101_174838Are  huge animals They are mainly hunted because of their tusks.

RHINO

They are mainly hunted for their horns.2.The horns cure cancer3.Other communities believes that the horns acts as a right of passage from childhood to adulthood.4The horns are used in making ornaments in some countries e.g. Kenya and Switzerland

which include, braceletes, bungles, earings and mirr. cancer

5.Other communities believe that the horn is a source of wealthy mostly Asian countries while others believes that it marks a right of passage from childhood to adulthood

SKIN

The skins are removed from their bodies and sold in manufacturing industries

The skin is used in making lether shoes, bags and clothes according to local understanding.

Suggestions to the gorvernment as a way of improving wildlife security.

1. We would like the government of Kenya to employ more game wardeners.

2. Do capacity building to the entire community and who the gorvemenment suspect as the poachers on the importance of wildlife and,

3. Employ the poachers who freely surrender themselves to the government as a way of stopping poaching.

4. Those people with big farms to be allowed the government to build sanctuaries as a way of bringing security near the citizen.

IMPORTANCE OF WILDLIFE TO THE ECONOMY OF KENYA

Earns Kenya foreighn exchange after the tourist had visited KenyaIt is a pride of our countryThe forests acts as water catchment areas and bring rainfallHelp other tourists to have trips in Kenya to see animals that do not exist in the other countries.

HORNS REMOVAL.

A Rhino has two horns, one on its nose while the other on its forehead.

The horns are removed by cutting using a knife after killing the rhino.

They are then sold to demand countries through the connection of middlemen and even sold in Kenya to the people who are connected to poaching.

RHINO

A Rhino is one of the big animals in KenyaIt is strong wide and big animal that feeds on grassIt issaid that it normally feedon grass at nightIt stays in the forest

ELEPHANT: An elephant is a huge animal found in the forest. It lives for about 80 years. Its young one is called a calf. It normally feeds on grass during the day. They have two tusks on their noses and a strong trunk that runs from the forehead.They are mainly hunted for their tusks/ivory.

Rhinoceros history  Critically endangered

2 species of African rhino Scientific name-  Black dicero  – Bicorns white Black rhino 1-5 tons White rhino more than 2 tons.   Black Rhino population had gone down by 97.6% since 1960.

Size-60 inches at the shoulder Life span 35-40years  Habitat grassland andopen sakawa Diet- Herbivorous  Gestation- 16 months  Predators- humans  Run for 30 miles per hour

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Hands of Charity Community Change Makers

REPORT

The camp started on a Saturday which consisted of learners and teachers joined and showed a lot of interest towards the camp and did group work learning on the projects they intend to deal with for finding a long term solution in different fields and out of it they set up plans in different categories as shown below.

o -Jiggers

o -Wildlife

o -Trash

o -HIV/AIDs programs

JIGGERS

Kids went for Mapping in Households infested with Jiggers

They set up activities that which they did in campaign for jigger free.

They came up with specific objectives on the case study and arranged questionnaires they will for the entire period of the project.

SPECIFIC OBJECTIVES ABOUT THE CASE STUDY WERE AS FOLLOWS.

-General hygiene

-Environmental management in control of Jiggers

-Child involvement in Jigger control.

VISION

Children free from Jigger infestation and attend classes by August 2016.

MISSION

To educate the household members infested with jiggers using testimonies from children who were infested and now free from the jiggers.

Activities for the case study;

During weekends, pupils to reach out jigger infested families to give health education as child empowerment on hygiene and good environmental management.

Evaluation for the progress last Saturday of every month.

Organizing health action days together with health workers and community members to talk about the problem as a sign of togetherness and child involvement.

OBSERVATIONS

During mapping when kids saw their fellow children infested with jiggers they showed concern by asking questions such as;

What causes jiggers?

What does it feed from human body?

How does it procreate and its lifecycle?

Who is at risk to jiggers and

How does it spread from one person to the other?

The above questions were in children themselves after mapping activities. During mapping it was found that mostly children from poor families who stay under unconducive environment such poor housing, beddings, hygiene and ignorance/illiteracy contributes to jigger infestation.

Most of kids infested by jiggers are of age group 3 -13 years in areas identified.

Very few in age group of between 14 -18 years and between age group of between 50 – 65 are infested just because the lack information about precaution concerning general hygiene.

Out of this observations, learners came up with the above proposal for the coming six months implementation.

CHALLENGES

Lack of enough cloves

Pull and push between children to see how the infested person looks like.

High exceptions of free drugs by community members.

Fear of jigger infested clients to be inspected and given a child driven first aid.

ACHIEVEVEMENTS

Learners were able to understand the effects of jiggers to human health.

Learners were able to identify areas with high jigger problem

They used the camp to give priority to problems according to the situation.

HIV/AIDS

A theme setup for discussion was (who had ever had somebody staying positively (people living with HIV/AIDs)

AIM

Kids/ Learners to come up with experience stories about HIV clients.

SPECIFIC OBJECTIVES

-Learners to know that we have people living positively.

-For them to identify what problems that can make them be at risk to HIV/AIDs.

-Get possible ways of HIV/prevention

ACTIVITIES

-Through poetry- poems were recited by camp participants with a theme how shall be save from it as a young generation.

-Written story- learners wrote stories on XO laptops expressing what they understand about HIV compared to 20th century.

-Using internet to research- by use of BRCK and Safaricom routers to access information about HIV which included most affected countries, which co-horts in terms of age.

-Visiting CCCs in our Kenyan health facilities to discuss the case with service providers and HIV clients

EVALUATION

Once in a month by visiting a nearby health facility to find out the infection rate.

MISSION

To ensure that kids/ Learners understand that we have people staying positively on village level and need their support and encouragement of stigma free environment.

VISION

Have a reduced stigma and proper HIV advocacy within local villages.

OBSERVATIONS

Pupils were much interested to use internet in finding information about the case study.

It was noted some children are affected with HIV at their homes.

WILDLIFE

-Background of endangered species

Centre of discussion was about elephant, rhino, and lion.

Major issues were how those animals feed, move and stay.

-How important are they to the country economy

They discussed how it earns foreign exchange to the country and nature.

-What makes them endangered?

Key issues were why are they mostly hunted by poachers, what for, what facts are behind the killings and how are they marketed and for what reason.

-Who targets them and for what reasons.

Which countries mostly demands their products and on what purposes.

AIM

-To inform the world on the reasons why we should conserve our wildlife.

SPECIFIC OBJECTIVES

-Creating room for the children of the world to have a say and educate others about wildlife in the county.

-To have reduced myths and misconception over endangered species e.g. Rhinoceros species

-To promote online learning with an aim of minimizing wildlife slaughter worldwide.

-Create a room for research and information sharing.

ACTIVITIES

Learners use write sugar lab to write stories about what they feel should be done to endangered species in the safety.

Paint sugar lab to draw pictures of endangered wildlife species

They used scratch sugar to make conversational projects concerning the feeling of the wildlife endangered species.

OBSERVATIONS

It was noted that most of students have information about the happenings to our wildlife but they had been never be given a chance to express their feelings.

Camp participants showed a lot interest in wildlife safety discussions.

TRASH

Trash was among our intended camp activity but due to time limitation it was left out.

GENERAL RECOMMENDATION.

Facilitation to be increased for more days of any planned science camp in future.

Camps to be facilitated quarterly.

Smallsolutionsbigideas to look for a way of funding jigger project to enable participants to have enough logistics.

Need of Internet services provision to enhance online learning.

JiggersFeetFullViewSSBI to facilitate health service providers and teacher workshop with an aim of reducing jiggers’ cases.

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