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Seeing primary school children struggling to carry containers of water to school at 6 am is heartbreaking. This not only denies these students the opportunity to compete favourably and succeed in life but also compromises the development of rural communities. Moreover, it undermines efforts to sustain a healthy learning environment for children. Addressing this challenge is an urgent priority.

During a follow-up visit to the school and an interview with the head teacher to understand why pupils had to bring water to school, I discovered that the institution had only one 5,000-litre water tank to serve 350 students. The harvested rainwater was depleted after just one week of dry weather. The head teacher noted that three more tanks could help address the issue. Another contributing factor was the breakdown of plumbing pipes that connected the school to a nearby borehole.

This situation reflects the challenges faced by many primary schools and rural communities in Kenya and across Africa. However, when viewed through a systems thinking lens, it also presents opportunities for rural development.

Rural development includes ensuring access to clean safe water and proper sanitation on a large scale, as outlined in Sustainable Development Goal (SDG) 6. It also aligns with SDG 4, which commits to providing quality education and lifelong learning opportunities for all. Addressing issues such as broken water pipes and regular maintenance requires skilled plumbers and water engineers. School-based water projects, therefore, can serve as platforms for creating permanent awareness about the diverse opportunities in these fields.

This underscores the need to develop entrepreneurs and skilled personnel capable of solving such problems. With the Competence-Based Education and Training (CBET) dual-track training curriculum, it is possible to accelerate the development of these skills while addressing community challenges. In the past, practical skills like plumbing and water engineering were undervalued. However, given the critical importance of universal access to water, it is imperative to prioritise such skills in society.

Developing technical skills in these areas offers a pathway to transforming schools and rural communities. Partnerships between local and national polytechnics, primary and secondary schools could promote the improvement of water infrastructure — a benefit that can extend to surrounding communities.

Much like the “iron triangle”, schools, communities, and technical institutions must collaborate seamlessly to address emerging challenges. Technical institutions are better positioned to meet local needs and catalyse development. It should not be normalised for children to carry water to school in cold early mornings, as this can erode their desire to attend school, increasing absenteeism.

Additionally, relying on water brought in by pupils introduces the risk of waterborne diseases. The quality of water from diverse sources increases the likelihood of contamination, which can result in health problems with significant cost implications.

To resolve these challenges, both local and national governments must focus on improving water governance and infrastructure. Technical institutions should take the lead in implementing practical aspects of dual-track education by proactively addressing issues like broken water pipes within local communities.

Ultimately, ensuring access to clean water and proper sanitation will accelerate rural development and create a healthier, more equitable environment for learning and community growth.

— The writer is a UN global food system Youth Leader, Technical Trainer, and  food system policy Communication Consultant