GoMakeADifference

KIJANI ASILI

To provide a way for students to tackle climate change through sustainable practices that are cheap.

Project details:

The thought process of Kijani Asili was full of uncertainties but at the end of the whole 4 weeks has proven that all is possible if we put our heart and mind into it. Kijani Asili has made two major achievements:community cohesion and personal development. The project had been well planned out for the duration stated but unfortunately I lost my passport just before travelling back home. This did not deter me from realizing a dream that I thought of last year and found the means to fulfill it. I received immense support from the school administration and other stakeholders who were part of the organised 4 week orientation and implementation of Kijani Asili.

I believe that I made a first step of making a difference by creating awareness in my small community. The pioneer school (Ochok Kadongo),the Tido community, the stakeholders and myself through active indulgent we have been able to create a sense of appreciation and learning to this small community in the outskirts of the city with use of available resources sourced locally and promoting local businesses of families with children in the school. Engaging with the 4 different groups through zoom meetings was more impactful than imagined. Everyone was supportive and actively engaged seeing that a student far away from home was actively pursuing to make a difference in climate change. This situation being unique and possibly being the first put me in a position of personal development and helped me challenge myself and the students to push themselves beyond their comfort zone.

The achievement of Kijani Asili is all credited to the dedicated students and environmental counsellors who coordinated with me to create a foundation for future 4k member clubs and other schools expected to join in this project. The following have been attained so far:

1. A permanent established nursery area

2. A 4k club intended to be in charge of future plans for the project

3. An established routine for market cleanups (twice a month)

4. A connection with CFA for provision of seedlings at an affordable rate

5. A sense of responsibility instilled in the students

6. A source of income through sale of vegetables(to be planted in the next school term) that is expected to help running of the club for the next school year.

I am proud of the commitment that was shown by everyone including me . With a 10 hour difference I was required to be awake in the middle of the night for discussions and talks with the 4k club members and school as we discussed resource allocation and how best to utilize our funds. I am proud that I gave my all to something that is assured of creating a permanent impact in the community and did so in a responsible way in service to my home community and also bringing different generations together to work on the betterment of the futures.

One of the enduring successes of the project is the establishment of a functional and sustainable school tree nursery. This nursery not only ensures a continuous supply of tree seedlings for environmental restoration within the school and community, but also acts as a practical learning site aligned with the CBC curriculum. Additionally, it opens up income-generating opportunities for the 4K Club through sales of vegetables grown, thereby supporting environmental stewardship by the young students and economic empowerment in the long term.

Post-project comments:

A key difference this project made for me and my team was the ability to successfully plan, coordinate, and execute a community-based environmental initiative entirely remotely. Despite the setback of not being physically present, I was able to lead from abroad, communicate effectively with on-ground partners, and keep the project on track.

This experience strengthened my leadership, improved our adaptability as a team, and deepened our commitment to environmental impact and community collaboration, regardless of geographic barriers.

What they said:

I learnt lessons that will forever be with me and I would be able to improve on next year as I do a personal follow up to the project next year.Coordinating the environmental project remotely taught me that effective leadership and impact are possible even across borders, provided there is strong communication and trusted local collaboration. One key lesson was the importance of empowering on-ground teams ,teachers, pupils, and community leaders to take ownership of activities, which ensured smooth implementation despite my physical absence. The project also reinforced the value of early planning, especially when managing logistics and partnerships from a distance.

— Martina Abiya