It is brutally hot, dusty, and dry in Lodwar, in the arid areas of the northwestern part of Kenya, where some of our sponsored children attend Nayuu Primary School. The wind blows and lifts up sand, occasionally landing in the eyes of the learners. The scorching sun beats down on the land, causing the students to huddle together under the only surviving tree in the school compound to seek shade from the heated sand.
The children gaze up at their teacher from the ground where they are seated, trying to grasp the limited knowledge being imparted to them before the rising heat waves and rumbling stomachs distract their attention from the ongoing lesson. Some children can be seen tightly holding their books, while others use stones and sandals to prevent their papers from being blown away into oblivion by the raging winds.
There are two groups of learners seated under the tree, and Mr. James Kaukon is doing his best to capture their attention. One group consists of students with books and writing materials, while the other group simply stares at the teacher, occasionally responding to words and greetings in the Turkana language. At this stage, many children do not speak Swahili or English. One child from one end can be seen enjoying the drawings in the provided textbooks, while others are busy writing words on the provided sheets of paper, as it is an exam day.
The open classroom environment may appear peaceful, but it is chaotic for both the teacher and the learners. They are both trying to fulfill their roles, but the lack of resources like a blackboard makes it seem as if the teacher is addressing invisible children. Facial expressions and hand gestures become the main methods of teaching and demonstration. Imagination and trust work best for both parties. The occasional chatter and giggling among the learners remind the teacher that he must teach the children with more enthusiasm and passion to ensure they reach the same educational level as students in privileged areas like Eldoret, where sitting under a tree is only done during break time and not as a substitute for a real classroom.
The lesson ends promptly at 12 p.m. due to rising temperatures. The children are released to walk and play around as they wait to have their cup of porridge before heading home later in the day. This cycle is repeated throughout the term. One thing I am certain of is that children will continue coming to school because they will have something to eat at the end of the day. Regardless of the challenges faced by these young ones without a proper classroom, the assurance of food will always encourage parents to send their innocent yet determined children to school.
