Our Big Project

Community members who were instrumental in the success of the project

When I first arrived in the village of Kiiki, I was quickly taken in by the students and staff at a local secondary school, GBSS Kiiki. Through various projects with an education volunteer at the school, I became close with the students and gained the teachers' and administrators' trust and friendship. Knowing I was an agriculture volunteer, the principal, Mr. Njere asked if I would be able to help the students with a garden at the school. He said the children often come to school hungry and he would like my help addressing the issue. The education volunteer and I immediately began looking into what we would need to ensure the project was a success.

The first thing I wanted to do was create a tree nursery so we could implement agroforestry into the garden to promote sustainability. After a lesson on soil fertility and how to care for trees, the students and I worked on collecting the most ideal soil for our moringa trees and an ideal location to nurture them. When asked about the water source, the students pointed to an open, contaminated, and almost depleted pit next to the school. One student collected a bottle of the water, and it resembled a white-ish mud more than it did water. I asked if they had another water source for drinking, and they said they either brought their own or collected from the other open source up the road; this was unacceptable in the eyes of many who knew the dangers and prevalence of water-borne diseases in the area. However, there was such little access to resources and funding that this issue remained unaddressed.

One of the students' primary water sources

The cleaner of the two water sources

If the students were to continue nurturing the trees and eventually a garden, they would have to walk up the street to the less contaminated source. Knowing that the trees and garden would need a significant amount of water, and often, the education volunteer and I decided to apply for a grant to fund the construction of a borehole. While we were at it, we also included the construction of a small building to store farming tools and to allow for a space to teach the children how to cook nutritious meals for themselves and their peers with the fruits of their labor.

Once I received the project funds several months later, many things changed. The education volunteer who was instrumental in applying for the grant was no longer a part of the community. The principal, who was so passionate about this project, tragically passed away the week the project was set to begin. So, the beginning of this large project was already off to a rocky start.

It was summer, and no principal had been assigned to the school. With no one to help guide me on things like the best location for the borehole and kitchen, the land that belonged to the school for the garden, or how to communicate with the community leaders, I created a group chat with all interested stakeholders. I used this group chat to share information on the project, ask questions, and receive feedback. The group chat was invaluable and included community members who wanted to participate in the project.

One of the informational meetings we held with interested community members and stakeholders

However, the group chat did not come without its challenges. There were conflicting opinions on how and by whom the project should be managed. Some community members felt I was mismanaging funds, and they were untrusting of me. Others thought I wasn’t spending as much money as I could have because I was an American who had ample funds. A few were upset about the contractors chosen to complete the work, feeling that they or their friends would have done a better job. A project many of us had worked so hard on was being torn apart by people who were trusted to help. It was upsetting, to say the least.

Though they were the most vocal, this was only a small percentage of the group, which many of us just decided to ignore moving forward. In doing that, a separate group was created of people who only had the children's best interests in mind. They brainstormed ways to improve the project; one community member offered to pay for a water tower, solar panels, and a water filtration system to provide more clean and readily available water. His passion for his community and the children's wellbeing will continue to inspire me.

Drilling for water is quite a feat

A work in progress!

A few days into the new school year, we completed the borehole and kitchen and were working on a world map mural. The mural included all countries with their names in English. A separate map of Cameroon, its regions, and capitals was also created and labeled in English. Wanting to use up more of the large space, many of us began brainstorming what we could add to the mural. While thinking, one community member played music, and “We Are the World” by USA for Africa came on. Perfect! We will add that line to the bottom of the mural. “We are the world, we are the children” was subsequently added to the mural.

The world map mural dream team!

The completed kitchen

The village chief gifted several volunteers a goat for our work on the mural. Receiving an animal as a gift is considered a very high honor in Cameroonian culture, but especially a goat. We were incredibly grateful for his generosity. However, we did not know what to do with him, so we donated him to the committee helping oversee the project. I will spare you all the rest...

The following morning, while providing the finishing touches on the map, students began to file into the school. Having monitored the mural's progress daily, many quickly noticed the new addition. They started singing the song. It was nothing short of beautiful. Their voices harmonized perfectly, almost sounding like they had been practicing that song. I asked how they all learned how to sing that song. Their response: it was the former principal’s favorite song, and he taught it to all the students.

The finished mural

The completed mural and borehole. The bags in between were filled with manure to fertilize the land for the garden.

The principal, who had only ever dreamed of this project for his students, was unintentionally memorialized in the project’s final touches.

I was not able to see this project through as I was medically evacuated and then separated shortly after we concluded the project. However, the community continues to send me pictures, videos, and messages of gratitude to assure me that the project remains a success. Even though I could not witness the lasting impact of our work in person, each new photo and message from the community reminds me that the principal’s vision for his students is thriving—nurturing them with clean water, nutritious meals, and lessons that extend beyond any classroom walls. The project not only turned a once-neglected space into a flourishing resource, but it also commemorates the spirit of a cherished principal whose legacy endures through every seed planted, every meal prepared, and every child who sings his song.

Rest easy, Mr. Njere