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Improve Rural Moroccan Schools: Sami's Project

by High Atlas Foundation
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project
Improve Rural Moroccan Schools: Sami's Project

Greetings Friends,

 

Here we have a final moment in 2018 where we can give to uplift the course of families, communities, schools, cooperatives, women's groups, and youth.

 

Morocco is creating opportunities for its people by encouraging through its policies and programs public participation in all aspects of development. For local communities of the nation to fulfill this enormous opening for transformative change, also means that Morocco can become a hugely important model for other countries of Africa and the Middle East.

 

Here is one action we can take now together to fulfill this hope:

 

It is amazing the varied and profound benefits of organic fruit tree planting.  It promotes livelihoods, the environment, food security, nutrition, trade, culture, and self-reliance. It promotes women's liberationyouth’s advancement, and - when we organic certify their cultivation - tree planting brings growth and justice to communities that are marginalized.

 

Plant with us now before the season ends in March. Together we can achieve these truly good outcomes for people and nature, and to realize Moroccan dreams.

 

Most of all, we at the High Atlas Foundation wish you health, success, joy, fulfillment, and all that your heart seeks for yourselves and communities.

 

With warm regards and gratitude,

 

Yossef Ben-Meir
President
High Atlas Foundation
yossef@highatlasfoundation.org

 

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At present, the world community has limited options for responding to humanitarian crises. It’s time to engage more the youth in building plans in order to create a collective commitment of key actors to ensure that the priorities and rights of communities around the world affected by disaster, conflict, forced displacement, and other humanitarian crises, are informed and meaningfully engaged during all stages of planning and action. The goal ought to be to not only fund, research, and address youth’s needs in crisis settings, but also to ensure they are part of leading those responses.

 

The High Atlas Foundation (HAF) alongside the agencies of the United Nations, the International Children's Emergency Fund (UNICEF), the Office for the Coordination of Humanitarian Affairs (OCHA), the High Commissioner for Refugees (UNHCR), and Qatar Red Crescent (QRC) all together participated in MYCHA program organized by Reach Out To Asia. It is a program of Education Above All Foundation (EAA), an organization established and existing under the laws of Qatar that works to create access to quality education for young people and to shape the development of their communities.

 

MYCHA is is a capacity-building program designed for young people in the Middle East and North Africa to support them as engaged partners in Humanitarian Action. MYCHA also provides knowledge and skills on how to plan and carry out small-scale social and community development projects in emergency and post-crisis environments. The program hosted 210 youth participants (53% of them were female)  from 15 Arab countries. Everyone proposed a development project that can be funded and implemented in one of the Arab communities. MYCHA focused on many important points that can positively contribute in helping the youth to implement their projects/initiatives based on a participatory way:

 

A - The International Humanitarian System and its Actors (OCHA):

OCHA reported that they stand at a critical point in history. Already at the beginning of 2018 they have faced the largest humanitarian crisis since the creation of the United Nations. Without collective and coordinated global efforts, people risk starving and succumbing to disease, stunted children and lost futures, and mass displacements and reversed development gains. Only in MENA region there are such serious crises such as: - Yemen: 18.8 million Internally displaced person (IDPS) and 10,3 million in acute need; and - Syria: 6.5 million IDPS and 5 million refugees. Now the agency took a new way of working that aims to offer a concrete path to remove unnecessary barriers to such collaboration in order to enable meaningful progress. Achieving this will be through involving youth in decision making and partnerships among:  UN agencies, International and local NGOs, private sector and civil society actors, governments and alignment, and where possible between humanitarian and development processes.

 

B - Steps to organize a humanitarian action initiative:

To build and implement a development  project or a humanitarian action, it’s important to go through these steps:

 

1 - Develop the idea based on a participatory approach that involves the beneficiaries, and examine the idea of work through the follow questions: Is it feasible and technically possible? Is it applicable? Is it desirable by the people and the donor? What are the expected benefits and the collateral impacts?

2 - Plan, which comes by the beneficiaries’ determining the purpose and the objectives; list the tasks to be performed and detail the budgets.

3 - Evaluate the feasibility of the work, options, and partnerships; identify a network of knowledge that can be used to accomplish the work, as well as build an organized work plan.

4 - Implement, which comes through an operational plan that arranges the tasks to be carried out.

5 - Follow-up the work progress, which helps in:

- Evaluating and demonstrating progress in achieving the goals to ensure that the need is met.

- Improve decision-making on plans of action and how the team works (success factors, difficulties, identifying useful / useless ways, etc.).

- Empower and motivate volunteers and supporters.

- Ensure accountability for key stakeholders (community, friends, supporters, financiers, etc).

 

The High Atlas Foundation introduced one of its main programs with youth in Morocco that managed by a Moroccan youth; Sami's Project which is dedicated to working directly with schoolchildren in rural areas. HAF also presented its future visions, one of which is to grow organic fruit trees within the schools to supplement their incomes, as well as to focus more on improving infrastructure, especially drinking water systems and bathrooms.

 

Errachid Montassir HAF representative at MYCHA, met with Mr. Essa Al Mannai the executive director of Reach Out TO Asia (ROTA), regarding an upcoming collaboration between the Education Above All Foundation and HAF, in order to enhance high quality education for rural schoolchildren in Morocco through initiatives starting in June 2019.

Morocco and all the participant countries are wonderfully contributing in expanding the humanitarian action in Africa and Asia.

Today, we gathered with schoolchildren from Aarabat primary school, members of the community, and Private University of Marrakech (UPM) students for our second Bureau of Oceans and International Environment and Scientific Affairs (OES) workshop this week.  On this beautiful morning, the community, schoolchildren, teachers, and local association members welcomed us warmly, making us extremely happy and comfortable to start the first environmental workshop with the kids. 

 

In this part of the activity, we noticed amazing communication among the students and the adult community.  Then we moved to the icebreaker, during which the kids were so active in drawing their image for their school in the future (Participatory approach) and they came up with various ideas, such as including a soccer field, more fruit trees in the area, etc. 

 

The students surprised us with some songs and plays, as they were so excited to plant the fruit trees in their school.  The first tree was planted by the president of Ait Taleb commune, and a student from Aarabat primary school.  the president of Ait Taleb commune is a very kind president who always shows us the same respect and love that he has for his community!  

 

After a big breakfast, we went back to meet the local association and the municipality members to conduct the participatory environmental workshop, which included discussion on the effects on and from the environment, the environmental laws in the country, and the free trade agreement between Morocco and USA. 

 

Active participation from the attendants allowed us to conclude the workshop using pairwise ranking to figure out different environmental challenges in the area and come up with solutions.  Next, the participants voted on the priorities, and we were not surprise to see that the lack of water was the first priority, followed by the sewage problem.  

 

In fact, the problems are actually interconnected: the lack of a proper sewage system leads to the contamination of the drinking water.  The local association members were happy to fill out the project application form, hoping it will be selected to sort out the water issue and other environmental challenges in the commune. 

Errachid--HAF Project Manager and Volunteer Coordinator--gathers with the children prior to tree planting.

Over the weekend, part of the HAF team visited a primary school in Rhamna to check in with community leaders, distribute 140 fruit trees, and join in the excitement of playing and planting with energetic children and volunteers.  Activity organizers welcomed us with warm bread and tea, but we couldn’t sit still as the echoes of music and laughter pulled us back outside to join in the day’s activities.

We dug, painted, weeded, and planted, all while appreciating the enthusiasm and compassion the community volunteers emanated and the children replicated.

We recognized and admired the school’s health facilities and classrooms, but upon speaking with community leaders, we found that their current challenges included the absence of an organized parent’s association, as well as complications with securing electricity.  Normally every school in Morocco has a parent’s association to facilitate familial involvement and support of school activities; these associations typically play an important role in school dynamics.  As for the electricity problem, many community members had different interpretations of the conflict, but we ultimately deduced that the current electrical network is serviced by cables connected illegally to bring electricity to the school.  In line with HAF’s participatory approach, we asked community organizers about their goals, and they identified their priority of advocating for official electrical lines. 

The differences in understanding of the electricity problem and the absence of an official electrical line illustrate a real challenge of participatory action based approaches: they are built on effective communication.  Nevertheless, we were impressed by the vibrancy and success of this community’s initiatives, given that they had started organizing on Facebook, a testament to the commitment and insight of community-led action.  We will return to conduct participatory meetings with the community to help resolve these issues.

The energetic and vibrant atmosphere kept us smiling long after we left. Albayrat primary school exemplified the power and potential of community-based action, and we are glad that HAF could be a part of driving this progress forward.

Rachid Nacer--social work actor--entertains the children with song and dance.

As part of my field visits to HAF’s partners and beneficiaries, I had the opportunity to see and speak to teachers from two schools who are hoping to undertake planting initiatives in January, one in the High Atlas mountain community of Tagelft, the other in the flatter commune of Bouchane. Although these schools were talked about in a previous blog post, their stories, hopes and plans for these trees were so profound and heartfelt that I felt that they should be told in more detail.

Tagelft Lycée and Middle School, Tagelft

When one travels through the High Atlas, an immediate observation is the bareness of the slopes, the lack of trees, the exposure of the soil to the elements. Removal of vegetation for firewood or for agriculture, the overgrazing of steep slopes by sheep and goats has led to out-of-control soil erosion, and is a crucial problem in this region. The absence of trees and other stabilising vegetation can lead to increased risks of landslides and flooding, both of which pose major threats not only to human life, but to livelihoods and infrastructure.

The remote mountain community of Tagelft is hoping to start combatting this problem by commencing a tree-planting project in both its Lycée and Middle Schools, which are frequented by children from 5 local rural communities.

After observation, it was determined that the sites could host in excess of 500 income-generating trees, including olive, orange and fig, provided by HAF, in combination with forest trees, provided freely by the Moroccan High Commission of Waters and Forests. Fruit-tree seedlings would then be sold to local farmers at a symbolic price, to help supplement their incomes and instigate a culture of tree-planting in the region.
 

Other beneficial outcomes of this would be the stabilisation of eroding soils, bringing back biodiversity to Tagelft and combatting monocultures, as well as contributing to the promotion of economic prosperity and food security in the High Atlas.

It will also provide the schools the opportunity to deliver workshops on environmental education, engaging and raising awareness of the importance of trees for mountain communities and the negative effects of deforestation. The teachers emphasised that the children would be given responsibility for taking care of the seedlings, led by their Environmental Clubs, which will help to improve the children’s organisation, leadership and motivation skills.

However, on asking further questions, it became clear that for this community, the trees are more than just an economic venture or a symbolic environmental act.

The schools want to improve the learning environments and provide positive educational spaces for their children, to boost productivity and to help motivate them to attend their classes. Not only this, but a “more beautiful” school is hoped to attract more teachers to the Tagelft area. The beneficial impact of trees and green spaces on the children’s mental health, as well as the cooling effect of vegetation in making temperatures in classrooms more comfortable in summer were also discussed.

It is clear that the income generated from this project, in co-operation with the High Atlas Foundation, will make a big difference for these schools. Tagelft Lycée’s principal hoped that in future, the extra money would go towards building a well for the school’s water supply, solar panels to provide the classrooms with electricity, and importantly, to provide extra income that is independent from the Delegation for Education’s funding.

In contrast to Tagelft, the small town of Bouchane finds itself in much flatter, more arid country. What they do share however, is a lack of trees and vegetational cover, similarly caused by excessive land clearing and cattle grazing in the past. 

Currently educating 1102 students, Bouchane school is a previous beneficiary of HAF projects. In 2014, HAF helped the school to plant 300 olive, pomegranate and lemon trees as well as herbaceous and medicinal shrubs.

It now wants to expand its project by starting up a pilot modern tree nursery for the region, which would be equipped with a greenhouse and with water-saving measures. The school’s water reservoir would be connected with the greenhouse to provide drip-feed irrigation for the seedlings. There is also ample space to expand the nursery, if the project succeeds as hoped.

The school has the first three years of the nursery mapped out already: in year one, each student will be given two trees to plant in their own homes or communities. In the second year, plants would be distributed to all schools in the region, and finally in the nursery’s third year, they hope to provide their trees to those who need them across all Morocco.

The school decided to focus on planting primarily olive and carob trees, as they are both suitable for the dry soils of the province, but also generate good income. This money will then be used to reinvest in other projects which will benefit the school, and give them independence from the state education budget. There was also some discussion of planting forest-tree species after this three-year period.

HAF will support Bouchane’s project by providing trainings, funding and follow-up checks of the trees to ensure that they are healthy. 

One teacher spoke of his idea within the project, which would see each of the three school tiers take ownership over one of the three tree strips in the nursery and would provide a competition for which tier could take best care of their trees. The overall nursery would be overseen by the school’s Environmental Club. He was excited at the prospect of increasing the young people’s awareness of their environment, and to give them a sense of ownership in the nursery. He also spoke of giving a prize to the student with the best tree.

When asked why they feel that a tree nursery is important for their school, the teachers immediately spoke about the lack and the unreliability of rain in recent years, and how the communities have had to dig their wells deeper to find water. One outlined how hot years negatively impact local people’s incomes, and how the trees could help to bring back water to the area. The trees are also important to increase benefits from traditional agriculture, by diversifying farmers’ sources of income, he said. Another described how trees decrease carbon dioxide in the air and make the school’s environment more attractive, to make it a good place to learn. 

What was inherently clear from visiting both Tagelft and Bouchane was the sense of pride that the teachers felt when talking about their schools, and their immense desire to improve the lives of not only their students, but the lives of people in their wider communities too. Their visions for their respective tree projects were inspiring, not just for the number of seedlings that they wished to plant and how well thought through their ideas were, but for the educational activities they wished to conduct, the opportunity that they saw to increase skills, improve incomes and to reverse the environmental degradation in their localities.

 

 

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Organization Information

High Atlas Foundation

Location: New York, NY - USA
Website:
Facebook: Facebook Page
Twitter: @haffdtn
Project Leader:
Fatima Zahra Laaribi
New York City, NY United States
$36,786 raised of $50,000 goal
 
509 donations
$13,214 to go
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