Where the Sun is Used to Freeze

 

Skills training by Solar Freeze for Kakuma youths/credit: Ashden

With temperatures soaring across most of Africa due to climate change, preserving agricultural produces, medicines and other perishables is increasingly challenging. In eastern Kenya, a group of young people from smallholder families have created a pay-as-you-store solar cooling service, benefiting small-scale farmers, as well as health clinics and small businesses in Kakuma refugee camp, the oldest refugee camp in East Africa.

“Like many people our age, we watched our parents and grandparents work tirelessly, toiling in rural farms, only for a huge chunk of their fresh produce to rot away due to lack of proper cold storage units,” says Dysmus Kisilu, 27. “Often times, middle men would quickly swoop in and offer dirt cheap prices, and farmers would be forced to sell for a song out of fear of post-harvest loss,” says Kisilu.

Kisilu and many of his friends sought a better life in the city, but in 2016, some of them pulled their skills together to create Solar Freeze, a social enterprise harnessing solar power to offer off-grid small-scale farmers portable and affordable cold storage units in which to preserve their fresh fruits and vegetables.

“The growing seasons are now erratic and produce goes to waste because it cannot be stored. Whole communities are being destroyed as climate is changing. I knew I had to do something.”

Two years later, after meeting refugees in the huge Kakuma camp, Kisilu decided to expand into the humanitarian context. Kakuma, located in Turkana County, one of the poorest counties in Kenya, is home to 160,000 refugees from South Sudan, Sudan, Somalia, the Democratic Republic of the Congo, Burundi, Ethiopia, and Uganda. The camp has no access to energy from the national grid. Only 20% of its clinics have electricity and it is produced by polluting diesel generators, which operate only during specific times. Solar Freeze allows Kakuma’s clinics to store their medical products and vaccines, such as Covid, yellow fever, measles and rabies. The company has since diversified to include cold storage to food and drink shops, fishing and other businesses and households in the camp — a much needed service in the heat of the camp, and particularly as global warming increases.

Options for customers include buying cooling units on a lease-to-own basis or renting space in them on a pay-per-crate basis. This helps even worse-off individuals access cooling, as there is no upfront cost and the fees are low.

Solar Freeze team also launched an ‘Each One Teach One’ programme to train youth from agricultural families, especially women, to install, operate and maintain their units. The initiative was expanded to Kakuma and now also includes operation and maintenance of other solar products like solar-powered irrigation equipment, and sales.

“The education was super — it was not discriminatory to me by saying that I could not do it as a woman,” says Sakina Kariba, a refugee in the camp from the Democratic Republic of Congo. She was trained as a solar panel installer and now works freelance installing throughout the camp. “I am happy that even if I leave the camp today and I decide to go to back to Congo or another part of Kenya, I now have a skill that I can use.”

So far, Solar Freeze is working with 3000 smallholder farmers — reducing waste of fresh produce by 95% — and has 180 cold solar units in Kakuma.

Solar Freeze’s model is replicable to combat harvest loss and provide clean energy to off-grid small-scale farmers and vulnerable populations in sub-Saharan Africa. About 470 million smallholder farmers in developing countries lose an average of 35% of their income to food spoilage. The company plans to expand its work into other refugee camps, and to nearby nations including Rwanda and Uganda.

Last year, it has won the prestigious Ashden Awards in the Humanitarian Energy category. The Awards highlight some of the world’s most impressive climate pioneers and innovators and help them power up their impact.

The climate solutions charity is now calling for entries from similar climate innovators for their 2022 Awards. The application deadline is 15 March.

How to make pre-school accessible to every child on the planet?

 

Teacher Hosna Ara Dipu interacting with pupils of BRAC Pre-Primary School at Korail Slum, Mohakhali, Dhaka, Bangladesh. Photo credit: courtesy of UNICEF

 As Covid-19 has wreaked havoc on education systems around the planet, educators and leaders from around the world are trying to build them back better. They are particularly focusing on early education, which has a lifelong impact on children’s education and well-being.

In Sweden, the pre-school curriculum has been designed to respect the language and culture of refugee and migrant children. In Zimbabwe, an organization works with parents of children with disabilities and pre-schools to promote inclusion. These are the types of innovative initiatives from around the world, which the Global Partnership meeting will look at today.

Many studies have shown that the absence of early childhood education can lock children into deprivation and marginalization. And benefits for children attending quality early education impact not only the children, but generations and society as a whole. Yet, too many young children are missing out. Two in five children, mostly in lower income countries do not attend pre-primary school — especially girls, children with disabilities and children living in vulnerable situations, according to a recent UNESCO report.

“Ensuring early universal access to education is the foundation for inclusion in the lifelong journey to learning and a decent life,” says Stefania Giannini, Assistant Director-General for Education at UNESCO. “Numerous benefits for children attending quality early education span generations and spill into society as a whole. Yet, too many young children are missing out. If we want them to reach their full potential, we have to get it right from the start”.

Educators and leaders from around the world have recently launched a Global Partnership Strategy (GPS) for Early Childhood Education, a series of recommendations and action plans to help governments make pre-school compulsory and inclusive, and tackling new challenges arising from the pandemic. The guidelines address barriers related to socio-economic status, ethnicity, gender, language, disability and remoteness. They also call for educators to be given the knowledge, training, and support to implement inclusive practices and work with families from all backgrounds.

Here are just two examples, amongst many others presented at the meeting, showing positive, promising and innovative initiatives, which could be reproduced elsewhere.

1. Over half of Roma children in Europe are still missing out on pre-primary school. In the small town of Orehovica, in the northern part of Croatia, Roma and Croatian pre-schoolers get together twice a week to play and learn. The activities have been adapted to their needs and specific culture. This has created a sense of belonging for everyone regardless of their ability or their background. Teachers have been trained on inclusive education practices and how to best support these young children before they enter primary school. Parents also play a central role at the school and feel supported and valued. The positive impact is not only evident on the children but has spilled over into the entire community leading to better social cohesion.

2. Disabled children are more likely to miss out on pre-primary school because these settings are not adapted to their specific needs. The Masvingo Community Based HIV/ AIDS and Vulnerable Children Organization (MACOBAO) in Zimbabwe has done research (this is very important as there is not enough data on pre-primary children, especially those who are excluded) and identified the reasons children with disabilities could be excluded from pre-primary school. These range from discrimination, stigmatization, prejudice and isolation. Once they had this information, they set about educating parents, communities and schools about their responsibility in insuring that children with special education needs access early childhood development and education. To do so, the organization organizes home visits to establish trusting relationships with the parents. These meetings encourage parents to access services for their child and to overcome their fears about enrolling their children in preschools.

Educators hope that these examples and recommendations will be promoted widely across the globe and lead to collaborations at regional, national and global levels in order to bring about concrete actions and real changes.