1 Going to school in rural AfricaBuild Africa Presentation for Secondary Schools 2015 This presentation will help teachers introduce Build Africa to the school or class during Assembly and will give students an introduction into the work that Build Africa does. Presentation for Secondary Schools 2015

2 Jambo! www.build-africa.org/school-fundraising‘Jambo’ is how to say ‘hello’ in Swahili. Swahili is one of the official languages in Kenya and Uganda. English is the other official language.

3 Who we are Build Africa is an award-winning charity with 35 years of experience working in international development. Our Vision People in Africa leading happy, fulfilling lives Build Africa is an award-winning charity with 35 years of experience working in international development. Established 1978 2011 shortlisted for the Charity of the Year award and voted Best Charity to Work For at the Charity Times Awards 2012 winner Charity Times Award for Best International Charity Our vision is people in Africa leading happy, fulfilling lives. We understand the importance of partnering with African communities and our focus is on sustainable, community-led development in both our education and livelihoods work. Our programme work is delivered by our local partners Build Africa Uganda and Build Africa Kenya, where the teams work closely together to deliver our projects to 100,000 children and adults. Watch our videos to learn more about Build Africa: About Build Africa: https://www.youtube.com/watch?v=BuAmmCGl0WY A story about problem solving: https://www.youtube.com/watch?v=a5mIw8Oerag Time machine: https://www.youtube.com/watch?v=roTcOzCy4hE

4 Where we work Uganda KenyaWe work in remote, rural regions of Kenya and Uganda as these areas suffer from especially high levels of poverty. The majority of children in these rural areas cannot access the education they are entitled to. Uganda Kenya We work in the most isolated schools, which government bodies often find hard to reach. The introduction of free primary education in both Kenya and Uganda some years ago resulted in massive increases in enrolment. However, this was not matched by an increase in resources. Schools are completely overstretched and there is a serious shortage of teachers, which leads to poor quality education and a low level of literacy among school leavers. According to a recent government survey, 16.5 million Kenyans - over half the entire population - live below the poverty line. Approximately 60% of Kenya's population is comprised of persons under the age of 30. Most of them are either in school or not gainfully engaged after school since long term unemployment is high. In Uganda 35% of its population live below the poverty line and the average daily Ugandan income is £2, compared to £40 in the UK. Improved education is a priority of the Ugandan government. In 1997 Universal Primary Education (UPE) was introduced, with enrolment rising from 2.5 to 6 million pupils. in 2007 the government went one step further and made secondary education free. While it is now the single biggest item in government spending, finances are limited and schools are desperately under funded. One in five primary school children are orphans and the image of large classes held in the open is a common one in rural Uganda.

5 What we do In line with the Sustainable Development Goals, Build Africa helps children in rural Kenya and Uganda go to school. SDG4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Sustainable Development Goal No. 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Below are highlighted the targets within SDG No.4 which Build Africa will focus its impact measurements on: 4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes 4.2 - By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education 4.a - Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

6 What we do We do this by focussing our support on four key areas:early learning maximising learning preparing for continuous learning including girls We have an ambitious strategy with approaches which reflect the aims and aspirations of the communities we partner with. Early Learning: to ensure children fully benefit from the learning they receive. We’ll improve the school-readiness of boys and girls working with the teachers (early learning toolkit and resources); parents to improve attitudes towards early learning; and establish buddy clubs to ensure children, especially vulnerable children such as orphans, feel comfortable and confident coming to school. Maximising Learning: to ensure children have the practical, critical thinking and social skills they require. Improving the learning environment; access to water and food; increasing parental engagement; improving teaching quality, management and governance. Preparing for Continuous Learning: to ensure children have the relevant skills and knowledge to make the successful transition to secondary school. Make sure children are receiving a quality education, that their parents can support their post-primary education, and starting to look at vocational skills. Including Girls: we will change attitudes, build self-esteem and introduce teaching styles which are sensitive to girls needs.

7 Compare UK and Kenya and UgandaToday we are going to talk about some of the conditions communities in rural Kenya and Uganda face and how they affect children who want to go to school. To understand why we support these pupils and communities, we must understand what life is like in rural Africa and what kind of problems they face. What do you know about Kenya? What do you know about Uganda? Can students suggest reasons why people in Africa (Kenya and Uganda) need our help?

8 Compare UK and Kenya and UgandaTo start with … Think about where you were this morning. What kind of house do you live in? (Bungalow / detached / terrace) How is it built? What is it built from? (Bricks, cement, glass windows) It is a solidly built structure with modern features, providing electricity, clean running water, shelter from heat and cold, safety from intruders?

9 Compare UK and Kenya and UgandaIs your home very different from a typical rural home in Kenya? This is a typical home in rural Kenya. Many of the children and young people that Build Africa works with live in houses similar like this. Does anyone know how it is constructed? (Sticks and mud walls and grass / thatch roof) The mud helps to keep the house cool in the very hot midday sun but when it rains the mud will drip into the house and make a mess. What are the differences between this type of house and your house? What do you think is different about it from your house? (Single room, no windows, no electricity, no bathroom, no running water, only one room etc)

10 Compare UK and Kenya and UgandaAnd what about your kitchen compared to this kitchen in Kenya? This is what some kitchens looks like in rural Kenya. Although not all families have a room to cook in. Some families will cook on a fire outside their mud hut. What would you expect to find in your kitchen that is missing from this kitchen? (Cooker, fridge, sink – with running water, lights – electricity, cupboards) Do you think it is hygienic? (Food on floor, no running water)

11 Compare UK and Kenya and UgandaNext, think about how you got to school today. Did you walk to school? Or catch the bus or train? Perhaps you were dropped off at school in a car? How long did it take you to get to school? Is it by bus, car, train – do get a lift when it rains or when it is dark? Are there street lights to light your way home?

12 Compare UK and Kenya and UgandaIn Africa almost all children have to walk to school. It can take some of them over an hour to walk to school. Almost all children in the village will begin their day having to walk to school because hardly anyone has a car. A few children may be lucky enough to own a bicycle. Most children have to walk and it can take a long time because they live quite far away from their school. The children have to walk along the paths in the bush. How safe do you think the child is walking to school on their own? No roads or pavements, no lights What about snakes or other animals?

13 Key issues facing rural communitiesAnd when they get to school most of the classrooms are unsafe and look like they are falling apart. This is what many classrooms look like in rural Kenya and Uganda. The walls are made from sticks and mud. What do you see? (No walls, rickety tin roof) How safe do you think it is? Would you fell safe learning here - especially during a storm? It is vitally important that a school has safe, purpose-built classrooms that provide both pupils and teachers with shelter from the elements, enabling lessons to continue uninterrupted. With many of the schools we partner, we find classes being held outside under the shade of trees or in make-shift structures, exposing children – and the few books they have – to the elements.

14 Key issues facing rural communitiesChildren are taught in classrooms like this. Compare your classroom with this classroom. UK – sturdy, protection against elements, spacious Africa – hot, no protection from elements, crowded Does anyone know the temperature in Kenya or Uganda? Temperatures range from a minimum of 14°C to 18°C to a maximum of 30°C to 36°C throughout the year in the rainy plateau of western Kenya . The temperate Rift Valley and Central Highlands have perhaps the most agreeable climate in the country. Average temperatures vary from a minimum of 10°C to 14°C to a maximum of 22°C to 28°C. In the semi-arid bushlands of northern and eastern Kenya temperatures vary from highs of up to 40°C during the day to less than 20°C at night. And in the consistently humid coast region average temperatures vary little during the year, ranging from 22°C to 30°C. Uganda's climate is tropical, but is moderated by its high altitude. It is sunny most of the year with temperatures rarely rising above 29°C. Temperatures vary little throughout the year, but the average temperatures increase in the south of the country. Average temperatures in the coolest regions of the south-west remain below 20°C, and reach 25°C in the warmest, northernmost parts. What about bugs or insects in the grass roof?

15 Key issues facing rural communitiesThe classrooms are often overcrowded. And children have to sit on the floor if there are not enough desks. What can you see in this picture? (walls made of grass reeds, conditions are overcrowded) Could you learn whilst sitting on the floor? Could you write on your lap? To have children sitting comfortably at desks is a crucial component in improving the environment in which they learn. With Government budgets overstretched in both Kenya and Uganda, there are just not enough classrooms with the space to accommodate the numbers of children needing to be off the ground and seated properly, attentive and ready to learn.

16 Key issues facing rural communitiesSometimes there are no classrooms at all so the children will have lessons under a tree. And sometimes, there are no classrooms at all! Then the teachers have to try and teach the class under a tree where there is shade. It may be a treat for you to have a lesson outside sometimes in the summer, but can you imagine doing it every day? Quite often, a lack of pre-school classrooms means that the youngest children have to study under trees or in dangerous structures. Classes that are held outside miss an average 25% of their school days every year because when the rains come, children are simply sent home. Not having had a quality education themselves, most parents do not know the value of education and are not involved in the education of their children. Without training the school community does not hold authorities accountable for education quality. And a lack of knowledge and training means parents are unable to support school development or access the resources they're entitled to.

17 Key issues facing rural communitiesAnd if they do not have enough books they have to share or go without. What do you see here? (no walls, overcrowded, no desks or chairs, no books) Why would it be hard to learn in a classroom that has so many children? Once again inadequate Government funding means teachers are poorly trained, and a lack of refresher teacher training results in lessons being conducted using old fashioned rote learning. New teaching methods and techniques are not applied as teachers are not trained. In poor and remote communities, and with minimal resources, teachers are isolated and do not get the opportunity to visit and learn from good schools in the region. Pupil - teacher ratio in Kenyan primary schools : * (drops to in secondary schools) * Pupil - teacher ratio Ugandan, primary schools: * (drops to in secondary schools) * * World Data Bank 2009

18 Key issues facing rural communitiesMost schools do not have drinking water, meaning children have to walk long distances to collect it or go without drinking water for the entire day. Water from streams and rivers is not clean and causes a lot of illness. Poor and remote villages of Kenya and Uganda are badly affected by the lack of clean, safe water. Many people often get their water from streams and rivers that are used for drinking as well as washing, cleaning and irrigation. They are, more often than not, contaminated with excrement, making them breeding grounds for harmful bacteria and disease. Almost half of all Africans suffer from one of six main water-borne diseases*, the most prevalent ones being diarrhoea and cholera. Most schools do not have drinking water either, meaning pupils have to walk long distances to collect it or lack drinking water for the entire day. An estimated 50,000 defective water supply installations exist in Africa, representing an investment of US$ million (IIED 2009). Examples of poorly maintained, dilapidated water infrastructures contaminated with soil and faeces bringing disease to rural communities are common. This situation occurs because donors, governments and NGOs build water points without engaging the community in discussion or investigating the cost of keeping boreholes clean and functioning in the long term. Once constructed, boreholes fall into disrepair because the local community is unable to afford the maintenance costs. If the community has the skills to undertake the repair, spare parts are often not easily available and an external mechanic is too expensive. * Africa Water Vision 2025

19 Key issues facing rural communitiesToilets at many of the schools are very poor. In some schools there are no toilet facilities at all which means many children are forced to use the bush. Most of the sanitation facilities at the schools we support are extremely poor and there are frequently no separate toilets for boys and girls. Typically, there are as many as 99 children per latrine stance, far exceeding even the national recommended average of 16:1. Existing facilities are dilapidated, unsafe and unhygienic. Many children are forced to use the bush. Illness, due to poor sanitation, is a huge cause of absenteeism. In addition, many older girls drop out of school because poor toilet facilities mean that they do not have the privacy they require, especially at certain times of the month. Teenage girls miss on average five days of school per month due to menstruation as families are simply unable to afford sanitary protection for them. A general lack of knowledge about health and hygiene issues contributes towards high levels of illness and children miss a lot of school, which means academic performance remains low. In Uganda, only 20% of schools have hand-washing facilities next to toilets. This means that infections and diseases spread relatively easily.

20 Key issues facing rural communitiesAnd many children go hungry as their parents are unable to provide three meals a day. One of the key issues facing poor rural communities in Kenya and Uganda is the daily struggle to put enough food on the table each meal time. Many children go hungry as their parents are unable to provide their children with three meals a day and a lot of schools simply don't have the means to provide lunch for pupils. Many children will actually miss school in order to earn money or take part in subsistence farming activities so their families have enough food to survive. Some children receive as few as half the calories they need. This makes them more vulnerable to infection and leads to increased absenteeism and poor academic results. Additionally, a lack of food during the day leaves pupils lethargic and unable to concentrate which again, affects academic performance.

21 Key issues facing rural communitiesBut despite these conditions children in Africa are still desperate to go to school and learn. Despite all of these conditions, African children desperately want to go to school. Why is it important to learn? (Learn to read and write; learn to count and do arithmetic; learn health education; in order to gain the knowledge and skills to go onto secondary school, and then one day have a good job and lead safe and productive lives as healthy independent adults) In Kenya 87.38% of the adult population (people over age of 15) can read and write. Male: 90.62% Female: 84.18% In Uganda 73.21% of the adult population (people over age of 15) can read and write. Male: 82.63% Female: 64.59% * World Data Bank 2010

22 Key issues facing rural communitiesIrine wants to be a nurse when she grows up. Pupils in Africa are just like British pupils. They have dreams. But Irine needs a good education in order to fulfill her dreams of becoming a nurse. Irine goes to one of the schools in Kenya that we help. In the rural schools supported by Build Africa, 47% pupils taking their Primary Leaving Exams (PLE) achieved a grade eligible for secondary school. (38% Kenya and 51% in Uganda). Unemployment rate in Kenya: 45.5% of population (Kenya National Bureau of Statistics 2011) Unemployment rate in Uganda: 4.20% (Uganda National Bureau of Statistics 2010) * The unemployment rate measures the number of people actively looking for a job as a percentage of the labour force.

23 Why is learning difficult?Why would it be difficult for Irine to learn at school? Can you list some of the things that might make it difficult to learn. Why would it be hard for Irine to learn at school? Ask the children to list their answers.

24 Why is learning difficult?Lessons are cancelled and students sent home when it rains. Without a building children will be sent home when it rains. Does anyone know when the rainy season is in Kenya and Uganda? Rainfall in Kenya varies from a minimum of 20mm in July to 200mm in April, falling in mainly two seasons – March to the beginning of June (the ‘long rains’) and October to the end of November (the ‘short rains’). Mt Kenya and the Aberdare Range are the country’s main water catchments, with falls of up to 3000mm per year recorded in these places. The hot, rainy plateau of western Kenya has rainfall throughout the year, the heaviest usually during April, when as much as 200mm may be recorded, and the lowest in January, with an average of 40mm. Rainfall In the semiarid bushlands of northern and eastern Kenya is sparse and, when it does occur, is often in the form of violent storms. July is usually the driest month, and November the wettest. The average annual rainfall varies between 250mm and 500mm. The consistently humid coast region has rainfall averages from 20mm in February to around 300mm in May. Rainfall is dependent on the monsoon, which blows from the northeast from October to April and from the southwest for the rest of the year. The average annual rainfall is between 1000mm and 1250mm (less in drought years). Uganda experiences two distinct wet periods - the 'short' rains in October to December and the 'long' rains in March to May. The amount of rainfall received in these seasons is generally mm per month but varies greatly, exceeding 300mm per month in some localities.

25 Why is learning difficult?Hard to hear if it is windy or raining. Even if you have a roof, learning is still difficult. Name three things that the children are not protected from: 1 _____________ (rain) 2 _____________ (wind) 3 _____________ (dust) 4 _____________ (animals and insects)

26 Why is learning difficult?Hard to concentrate if you don’t have a desk and a chair to sit on. How long could you sit like this? Could you concentrate? Many children at the schools we work with have no choice but to sit on the ground or the dusty floor because there are not enough desks – or simply none at all. The lack of desks means children sit uncomfortably on the ground making concentration and writing difficult and uniforms very dirty. In these conditions pupils are ill-prepared for exams.

27 Why is learning difficult?Cannot practice writing if you do not have any exercise books and other learning materials like pencils and pens. Lessons are literally blown away without a textbook to write in. And that means not having notes to take home and practice what you have learnt or being able to practice reading. Good teachers require adequate teaching materials in order to deliver their message effectively to their pupils. A lack of learning aids has a direct impact on the quality of education children are receiving. And the lack of text books means many children are unable to follow lessons.

28 Why is learning difficult?The combination of these issues results in 3 out of 4 pupils dropping out before completing primary school and only 20% achieving recommended competency levels in literacy and numeracy. In Kenya 87.38% of the adult population (people over age of 15) can read and write. Male: 90.62% Female: 84.18% In Uganda 73.21% of the adult population (people over age of 15) can read and write. Male: 82.63% Female: 64.59% * World Data Bank 2010

29 Interventions That’s why Build Africa needs your help.

30 Interventions We want to ensure that rural children receive a quality education in a safe and secure environment that provides them with the knowledge, skills and competencies to continue to learn, grow into healthy adults and lead safe and productive lives. Build Africa works with parents, children, teachers and government education staff to identify the key problems each school faces and prepare a three year 'School Development Plan’. We then work with the school, the parents and government staff to implement the plan and transform the school by: Not only does Build Africa ensure that schools are built using good quality materials and adhere to government standards, but Build Africa’s involvement with a school encompasses the entire community and encourages empowerment and ownership by both students and parents for a long time to come. By supporting a school for at least 7 years, and monitoring it until it is financially self-sufficient, Build Africa can give the school the best possible chance that once the opportunity of education has been provided, it is not taken away.

31 Interventions Building safe classroomsWhat makes this building safe? Solid building (won’t fall down or get blown away) Protected from weather (rainstorms, thunder, lightening) Bright airy rooms Protected from animals and insects Clean, not dusty floors What does this mean for the students? Concentrate fully because they do not have to worry Look forward to lessons, enjoy school New classrooms are light and spacious with proper blackboards that all of the children can see. The value of a classroom is not just the bricks and mortar but what happens inside of it. A safe, secure classroom means that children keep up with their studies and have a much better chance of reaching their final year of primary school and passing their leaving exams. In 2014 we built or renovated 22 classrooms and built 1 new early learning classroom in Kenya. And in Uganda 1,350 pupils benefitted from 5 new classrooms and 2 renovated classrooms.

32 Interventions Training teachersTeachers become empowered, motivated and enthused when they learn new skills and strategies and have experienced good practice from observing good teaching and learning in action in well-performing schools. By supporting teachers we not only help to provide the education that pupils deserve, but allow teachers develop their teaching careers. 206 teachers from 14 schools in Kenya attended training in child protection, disability issues, HIV and child-friendly teaching, while 261 teachers across all schools attended professional development training in 2014.

33 Interventions Providing desks and chairsEasier to learn if everyone has the space to work, sitting at a desk – not thinking about how uncomfortable they are sitting on the dusty floor. Slates are reusable for practicing writing. Exercise book are expensive to continue to buy – a slate can be reused hundreds of times. In schools supported by Build Africa 87% of pupils are adequately seated (88% in Kenya and 86% in Uganda). In 2014 we provided furniture for 7 classrooms benefitting 1,350 pupils in Uganda.

34 Interventions Providing enough textbooks so that pupils do not have to share And Build Africa wants to buy lots of textbooks so each child will have their own textbook and they won’t have to share. Children can read and work at their own pace when they have their own textbook. Adequate teaching materials allows teachers to deliver their message effectively to pupils.

35 Interventions Ensuring access to clean, safe water by digging boreholes and providing water tanks All of the efforts of the children, teachers and parents are undermined because their fundamental right to clean and safe drinking water is not being fulfilled. A borehole change everything, helping children to avoid diseases, and in the long run, stay in school and complete their education Build Africa prevents water sources becoming a burden on the local community by completing a thorough assessment of the viability and sustainability of a borehole before it is installed. Once a borehole has been built, community members are trained to maintain it and a maintenance kit is provided so that all the necessary tools are available. A water committee is established or an existing one is developed so that the community can effectively plan how the borehole will be managed and the long term monitoring of the school is extended to the borehole ensuring this infrastructure is sustainable. This means that any borehole constructed by Build Africa will supply rural communities with safe, clean drinking water over a sustained period of time and limit the threat of disease. In 2014, 9,607 Ugandan children had reliable access to clean water from 25 new boreholes and 3 piped water systems. We provided 17 x 10,000 litre water tanks to schools in Kenya.

36 Interventions Increasing health, gender and HIV and AIDS awareness through health clubs and peer educators Build Africa helps schools to develop a health club to promote health and hygiene training, and provide educational materials along with awareness about routine treatment of parasitic infections. We also work hard to ensure girls access the education they are entitled to, providing training on menstrual health and sanitary towels to all girls when needed, thus improving their school attendance and education opportunities. 2,950 pupils (1,493 girls and 1,457 boys) had child rights training in 2014.

37 Interventions Building latrinesThere are effective and practical solutions we can implement to ensure that poor sanitation facilities do not lead to sickness and absenteeism. Both are serious threats to the chances of children receiving a quality education and therefore to their future. We work to ensure schools have adequate toilets and appropriate hand-washing facilities. Separate and hygienic toilet facilities will improve sanitation levels, decrease sickness and ensure that girls have the privacy they need. A simple hand washing solution need not be expensive and we are working with schools encouraging them to place suitable facilities next to all their toilets. We built 13 latrines in Kenya and 10 latrines in Uganda.

38 Interventions Establishing school meal programmes to provide at least one meal a day There are simple and sustainable solutions that can help the communities we work with experience improved food security and nutritional levels. School gardening is an excellent means of teaching children new skills. Children develop an understanding of agricultural productivity and the environmental impact of farming through practical lessons, for example on crop rotation and drought management. Parents also benefit from learning best practice from their children and from helping in the school demonstration plot. This leads to increased productivity of subsistence farming and decreases the pressure on children to abandon school to support household food and income generation. School gardens give schools the ability to offer nutritious meals to pupils during the school day, which will lead to improved academic performance. In Uganda 11 kitchens were provided to schools in 2014. 12,469 children received regular school meals because of school gardens.

39 How you can help Build Africa brings positive change to communities in rural Africa. We need your help to ensure that children in rural Kenya and Uganda have the same opportunities as children in the UK.

40 How your pupils will benefitFundraising for Build Africa provides an opportunity for UK pupils to work together in a practical and rewarding way. There are lots of things you could do to help Build Africa … You could have lots of fun raising money to help children like Irine and her school – have you ever done a sponsored walk? Or had a dress up day at school? What about a School Quiz? Or cake sale to raise money? By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya or Uganda may come from a school, helped by the money that you have raised! Build Africa has lots of ideas to help you raise lots of money and have lots of fun at the same time!

41 How your pupils will benefitWork as a team to understand how individual and collective actions can benefit others. Establish links between their lives and the lives of those that they are helping. There are lots of things you could do to help Build Africa … You could have lots of fun raising money to help children like Irine and her school – have you ever done a sponsored walk? Or had a dress up day at school? What about a School Quiz? Or cake sale to raise money? By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya or Uganda may come from a school, helped by the money that you have raised! Build Africa has lots of ideas to help you raise lots of money and have lots of fun at the same time!

42 How your pupils will benefitGain a better understanding of global issues. Understand the work of charities. There are lots of things you could do to help Build Africa … You could have lots of fun raising money to help children like Irine and her school – have you ever done a sponsored walk? Or had a dress up day at school? What about a School Quiz? Or cake sale to raise money? By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya or Uganda may come from a school, helped by the money that you have raised! Build Africa has lots of ideas to help you raise lots of money and have lots of fun at the same time!

43 Supporting your fundraisingWe have great materials to make sure your fundraising activities are a success. A - Z School Fundraising Ideas Sponsorship Forms Penny Guessing Game Fundraising Posters Collection Tins Balloons We've got a great selection of resources including posters, certificates and sponsorship forms available to download off the website … School Fundraising Leaflet A - Z of School Fundraising Ideas School Linking Leaflet School Linking Registration Form Penny Guessing Game Penny Guessing Game Certificate Sponsorship Form School Fundraising Target Poster School Fundraising Totaliser Build Africa Posters School Fundraising Event Poster (blank) Or ask us for printed copies of the fundraising pack, as well as Build Africa balloons and collection tins for your events. Raise awareness about Build Africa By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya on Uganda may come from a school, helped by the money that you have raised!

44 Supporting your fundraisingAnd free curriculum-based resources to help teachers engage students and ensure they understand the cause they are supporting. Map of Africa Game Primary Key Stage One Snakes and Ladders Game Primary Key Stage Two Spot the Difference Secondary Key Stage Three Available to download off the website … Lesson plans Education games Raise awareness about Build Africa By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya on Uganda may come from a school, helped by the money that you have raised!

45 Every pound makes a differenceWhat your cash could do: £300 could buy 75 textbooks for children desperate to learn £800 could pay for 4 teachers to receive training on up to date teaching methods £2,200 could buy 50 desks so that children no longer sit on the floor £6,000 could pay for a 10,000 litre water storage tank and guttering, giving enough water to last through times of drought £15,000 could pay to build an entire classroom

46 Every pound makes a differenceWhether you are planning a one off event or would like to link with a school in Africa, we will work closely with you and provide all the information you need to keep pupils, parents and teachers engaged and motivated. School linking provides a unique opportunity to impact the lives of hundreds of pupils in both the UK and Africa. Not only will your pupils learn about global citizenship issues, but the financial support provided to your linked school will have a life-changing impact. Find out more about our School Linking Programme …

47 Every pound makes a differenceThe more money you raise for Build Africa the more people we are able to help. Raise awareness about Build Africa By telling all your family and friends about what we are doing together, more people get to hear about Build Africa and learn about the work we are doing. The more people who know, the more money we can raise, and the more children we can help to get a good education. Who knows, with a good education, a future President of Kenya on Uganda may come from a school, helped by the money that you have raised!

48 For more information For more information about fundraising for a school in Africa please contact: Olivia Dobbs on or For more information about fundraising for a school in Africa please contact Olivia Dobbs Watch our videos: About Build Africa: https://www.youtube.com/watch?v=BuAmmCGl0WY A story about problem solving: https://www.youtube.com/watch?v=a5mIw8Oerag Time machine: https://www.youtube.com/watch?v=roTcOzCy4hE

49 Asante! Thank you! Thank you!