IMPLEMENTING INSTITUTION: ETHIOPIAN WILDLIFE AND NATURAL
HISTORY SOCIETY
PROJECT TITLE: IMPROVING WATER HARVESTING CAPACITY IN SCHOOLS IN
CENTRAL RIFT VALLEY
Presented to
Joint UNEP/UNDP Programme for Sub-Saharan Africa
funded by the
Danish Ministry of Foreign Affairs
April 2011
0
TABLE OF CONTENTS
1. Project Summary …..…………………………………………………………………………….
4
2. Introduction …………………………………………………………………………………. 4
3. Problems and Revisions Needed ………………………………………………….
5
4. Result Assessment/Outputs and Outcomes …………………………………. 7
5. Conclusion on results ………………………………………………………………….. 18
6. Technical assistance ……………………………………………………………………. 19
7. Lessons Learnt ………………………………………………………………………………
19
8. Recommendations …………………………………………………………………………. 20
9. Way Forward ………………………………………………………………………………….. 21
1
ACRONYMS
AO
-
Agriculture Office
ASLNP
-
Abijata Shalla Lakes National Park
CC-DARE
-
Climate Change and Development – Adapting by Reducing Vulnerability
CRV
-
Central Rift Valley
EO
-
Education Office
EWCA
-
Ethiopian Wildlife Conservation Authority
EWNHS
-
Ethiopian Wildlife and Natural History Society
FEPA
-
Federal Environmental Protection Authority
MDGs
-
Millennium Development Goals
NAPA
-
National Adaptation Plan of Action
SSG
-
Site Support Group
UNEP
-
United Nations Environmental Programme
UNDP
-
United Nations Development Programme
2
Figure 1 Map of Ethiopia and the Horn of Africa
Project Location with some
facts and figures






3
Location: Central Rift Valley (CRV)
Distance from Addis Ababa: 206 km.
No. of Project Schools: 5
Rainfall: 500 to 700mm/annum
Altitude: 1,500 to 1,600 masl.
Biodiversity significance: An
IBA(Important Bird Area) site
1. Project Summary
The Central Rift Valley is one of the most vulnerable ecosystems in Ethiopia. Serious water
stress and scarcity is a crucial environmental issue in CRV that needs to be addressed through
concerted efforts involving project beneficiaries and stakeholders. The water stress is
particularly felt heavily in schools. Young children who daily travel several kilometres
between their homes and schools need sufficient water for drinking and sanitation. Besides,
the school compounds should be covered with natural vegetation to improve the microclimate, so that the teaching learning processes is conducted in a conducive environment.
The project " Improving Water Harvesting Capacity in Schools in CRV was initiated to address
these crucial issues.
The project is aimed at improving the supply of sufficient and clean water for drinking, and
for nurturing trees to improve the micro-climate in five schools in the project area. The core
project activity is purchase and installation of water tanks for the five schools. Each of the
five schools has been provided two water tanks of 10,000 litres each. As the result of the new
water tanks, the water harvesting capacity of the project schools has increased on the
average by about 130 percent. The other project activities include 1) Publication of
awareness raising materials on climate change and natural resources; 2)Conducting training;
3) Consultative meetings with beneficiaries; 4) Workshops;
5)Establishment of tree and
horticulture nurseries; and 6) Supply of items for nurturing tree and horticulture seedlings.
2. Introduction
The CRV which has erratic rainfall pattern lies within sub tropical agro-climatic zone and is
vulnerable to climate change. Water is a scarce resource in fragile areas like the CRV. This
project is working towards ameliorating the water supply in the pilot schools of the project,
and will trigger the demand from other schools to deliver the same. If funds are available
replicating the project in other schools, be it in the region or other parts of the country with
similar ecological conditions is not difficult.
The issue of water harvesting and creation of awareness on adaptation and mitigation to
climate change should be high on the agenda of Climate Change National Adaptation
Programme of Action (NAPA) and MDGs. Therefore, it is timely to give a high synergy and
4
response to the acute problem prevailing in the CRV. The implementation of Project activities
has been progressing well .
3. Problems and Revisions Needed
Overall, no serious problems have been encountered in the implementation of project
activities. But there have been some inevitable delays. The selection of beneficiary schools in
the project area included those schools which are located inside the Abijata Shalla Lakes
National Park proper. As a matter of fact, hundreds of families are living inside the Park, and
some community services such as schools have been built. When need assessment was carried
out, it was learnt that the schools located in the western part of the Park have acute water
supply problem compared to those outside the Park . Taking the problems into account, of
the five beneficiary schools, three were selected from among those located inside the Park.
But as we were preparing to start the construction of the foundations for the water tanks, we
were informed by the responsible official in the Ethiopian Wildlife Conservation
Authority(EWCA) that building social services to communities living inside the Park will only
encourage those who are living inside to stay on, and could also attract communities living
outside the Park to move into the Park. Hence, he said that building such services should be
discouraged. We took the advice seriously, and looked into the possibility of selecting other
schools. Contact was made with the Arsi Negele Woreda Schools Office, and the concerned
communities, and three schools were selected. The process took quite a while, and resulted
in the delay of the construction of the foundations.
The other problem is related to water tanks. According to the project, each of the five
beneficiary school is to get three water tanks of 10,000 litres each. The plan is to procure a
total of 15 water tanks. The price of a water tank of 10,000 litres capacity was around ETB
11,000 when the project was developed. Now, the price of the same water tank is in the
region of ETB 18,000 to 20,000. It was thought that it may not be possible to procure even 10
water tanks with the budget earmarked in the project. To overcome the budget deficit and
procure the tanks we have to make some reallocation in the budget. The construction and
establishment of a conventional tree and horticulture nurseries (budget line 8), in the five
schools as envisaged in the project document was not realistic. Given the priorities, using
water to raise seedlings even in small school nurseries is a luxury. It is preferable and possible
5
to acquire a limited number of both tree and horticulture seedlings from other sources.
Temporary shades could be built to nurture the young seedlings for a short period until they
are planted during the rainy season. Hence the budget earmarked for the construction and
establishment of tree and horticulture nurseries could be used to amend the budget shortfall
and procure 10 water tanks, and even purchase 5 additional tanks of 5,000 litres capacity.
Given the serious water shortage in the CRV it is pivotal to reduce climate related
vulnerabilities by addressing urgent and immediate need of the community, particularly
school children, who are often in dire need for a glass of water. Students could attend classes
attentively only when they are able to quench their raging thirst with sufficient clean water
after a long walk to school during the dry months of the year. From the random information
gathered, there is serious shortage of water in the schools in the CRV. Besides, due to
shortage of water it has not been possible to nurture trees, to improve the micro-environment
in the schools. Improvement in water harvesting capacity will also enable the schools to grow
suitable lowland tree seedlings, fruit tree seedlings, and fruit trees. Besides greening the
environment the schools could generate income from the sale of seedlings, and fruits.
6
4. Result Assessment/Outputs and outcomes
No.
1.
Activities / Outputs
Outcome
Human Resources for delivering
Activities were implemented by the project staff
activities as per project plan
as per activity time line

2.
Degree of achievement
Three participants, 1 from EWNHS and 2
Travel- Experience sharing visit to a
from Local partners in project area
The participants believed that
country where previous CC-DARE
attended an experience sharing visit on
they have learnt a lot from the
project was undertaken
Rainwater Harvesting to Seychelles from
visit
rd
3

th
to 4 February 2011.
The meetings, workshop, and training
Three meetings were conducted with
relevant
Woreda
government
offices
(Agriculture, and Health), and community
representatives.
3.
Meetings, Workshops, and trainings

30
participants

30
participants
were
completed
successfully.
Agreements were reached to select
schools which have none or few
water tanks to collect rain water.
attended
workshop However it was later found out that 3
conducted on Environment and Health
of the beneficiary schools are located
attended
a
a
training within
the
Abijata-Shalla
Lakes
conducted on “Basic Concept of Natural National Park. And as we were
Resource Conservation and Management in preparing to discus with the schools
Dry lands”
communities we were informed that
services for the communities living
7
within the Park's boundary should be
discouraged. We were forced to
select other schools. This affected
not
only
the
delivery
of
this
particular activity, but the project as
a whole.
As there are field activities with
other
4.
Office materials and supplies

All office materials and supplies have been
procured, except the lap top computer.
projects,
encountering
we
transport
have
been
problems.
Hence we abandoned the purchase of
the lap top computer, and instead
used the budget earmarked for the
lap top to pay for vehicle rent.
8
In the project document each of the
five schools were to receive 3 water
tanks (each 10,000 litres), with the

10 water tanks (with a capacity of 10,000
litres(2 for each school), were purchased and
installed
in
the
5
project
schools.
An
additional 5 water tanks (1 for each school)
5.
Purchase and installation of Water
have been purchased, and are ready for
Tanks
installation.

Logos of partners and captions have been
printed on all the water tanks.
total capacity of 30,000 litres. But,
the price of water tanks has gone up
dramatically; and the purchase of 15
water tanks, with the earmarked
amount in the budget line was not
possible. But the revision of some of
the
activities,
accomplishment
of
activities
less
with
and
some
the
of
budget
the
than
originally presumed, it has now been
possible to purchase 5 additional
water tanks of 5,000 litres capacity
each.
Water treatment concentrates have not been
6.
Purchase of water treatment
purchased. It has not rained in the project
concentrates
area since project start up, and the tanks are
Not undertaken
still empty.
7.
Publish reading materials on climate

Three awareness raising manuscripts
9
The published materials were
change and natural resource
1)Nature, Threats and Current Status in the
distributed to the schools, local
conservation
Central Rift Valley of Ethiopia(English);
partner offices in the project
2)Climate Change, Mitigation &
area, and other stakeholders. It is
Adaptation(English); and 3)Combating
believed that the materials have
Desertification(Amharic), were translated into
the local language Oromifa, and published
raised the awareness of school
communities about climate
change and the need for
adaptation
Given the acute shortage of water in
the area, establishing conventional
tree and horticulture nurseries was
not considered to be feasible. So, we
8.
• Only 1 school nursery will be established
back tracked on the project idea,
• Items such as wheel barrows, rakes, pike axe,
and thought that it is wise to
spades, watering cans, etc., were purchased and
Establishment of Tree and
distributed to the five schools
horticulture seedlings, and keeping
them in a temporary shade for a
Horticulture Nurseries
Purchase of nursery materials
purchase well established tree and
• Trial plots for fruit trees have been established
short period until they are planted,
in all the 5 schools
instead of establishing conventional
nurseries, which consume plenty of
water. But during Project Review
meeting there was a heated debate,
and we were advised not to abandon
10
the idea of establishing nurseries
altogether. Thus, we agreed to
establish 1 nursery at one of the
schools with better proximity to
water sources.
Monitoring and Evaluation of project has been
9.
Monitoring and Evaluation
carried out by a team of experts assigned by the
Federal EPA
10. Administrative Cost
Communication (telephone, e-mail,
11. etc.)
On going, and as per budget allocated for each
budget line
On going On going, and as per budget allocated
for each budget line
11
We are expecting the report from
the Federal EPA
As stated in the financial report
As stated in the financial report
By and large it is believed that the objectives of the project have been achieved successfully.
However, there were a few shortcomings here and there. Below are the assessments
regarding the achievements of project objectives.
a) Human Resources for delivering activities as per project plan
There were times when over-laps occur with the activities of other projects. This was
however solved with the understanding and support of EWNHS staff from other
projects.
b) Travel- Experience sharing visit to a country where previous CC-DARE project
was undertaken
One of the activities of the project was to organize experience sharing visit for EWNHS
project staff, and experts from collaborating government departments in the project
area, involved in the implementation of the project. Accordingly, the Coordinator of
the project from EWNHS, and two experts from the local government offices, in the
project area, namely, the Agriculture Office, and the Education Office participated in
the experience sharing visit on Rain Water Harvesting in Seychelles, which was held on
3rd and 4th February 2011. The Ethiopian participants believe that they have gained
experience from the visit. It is however not fair to compare all aspects of the
Seychelles experience with the situation of the Ethiopian project in the CRV. The
rainfall in the CRV is between 500 and 700mm per annum; compared to up to 2000mm
in Seychelles. The school buildings in Seychelles are of one storey blocks, built close to
each other, and have larger roof catchments. Hence, the amount of rainfall, and the
area of roof catchments makes water harvesting much more conducive in Seychelles,
compared to our project in the schools in CRV.
c) Meetings, Workshops, and trainings
The three meetings
with the
local administration
offices,
and community
representatives were instrumental in facilitating the active participation of the
communities and orderly implementation of project activities. Through the workshop
on Environment and Health, and the training on “Basic Concept of Natural Resource
Conservation and Management in Dry lands”,
the participants were able to
understand the relationship between climate change and the adaptation and
mitigation actions of communities to the same.
12
Workshop and training
Participants of the Experience sharing visit to Seychelles
d) Office materials and supplies
From the budget line earmarked for office materials and supplies, one higher capacity
desk top computer and assorted items were purchased. As the result of the purchase
of the desk top computer, the capacity of our Resource and Information Centre has
improved.
13
e) Purchase and installation of Water Tanks
According to the project, the 5 project schools are to receive 3 water tanks of 10,000
litres each. But due to the unexpected rocketing of the price of the water tanks, we
initially bought only 2 water tanks for each school. Having abandoned the construction
of Tree Nurseries in the project schools, except for one, we were able to purchase 5
water tanks with a capacity of 5,000 litres each. Although the 5 water tanks have been
delivered to each of the schools, the installation work (foundation structures for
placing the tanks, the gutters, fitting of accessories, etc.) remains to be done.
One the other hand we have also realized that what is important is not only the
number of water tanks, but how to replenish them, ones the supply runs out. The
project area has only one erratic rainy season. For now, with the existing tanks,
sufficient water can be collected for the first dry season months, from September to
January. For the remaining dry season months, from February to May, until the on set
of the rainy season in June, the tanks have to be replenished, possibly by bringing in
water from the nearest town of Arsi Negele, 23 kilometres away, using a tanker. Of
course, how often we replenish the tanks during dry season depends on the intensity
with which the schools utilize the water, such as the number of teachers and students,
and the number of tree and horticulture
seedlings which are being nurtured.
Replenishing the water tanks has cost implication. At current price, it could cost each
school between ETB1,500 to 2,000 to replenish the tanks with up to 30,000 litres of
water at a time.
14
Schools must nurture trees to improve
their micro-climate
Community participation
Some project Activities depicted in pictures
Handing conservation items to beneficiary schools
15
Some project Activities…(cont.)
A 10,000 Lt. capacity water tank installed in one of
the project schools
Five additional 5,000 Lt. capacity water
tanks are ready for installation
Members of School Environment Clubs during
group meeting
f) Purchase of water treatment concentrates
Concentrates have not been purchased yet. The water tanks are empty since it has not
rained.
g) Publish
reading
materials
on
conservation
16
climate
change
and
natural
resource
One of the activities stated in the project document is the publication of awareness
raising materials on climate change and natural resources conservation, with
particular reference to the project area. Accordingly, three manuscripts , namely,
1)Nature, Threats and Current Status in the Central Rift Valley of Ethiopia(English);
2)Climate
Change,
Mitigation
&
Adaptation(English);
and
3)Combating
Desertification(Amharic), were translated into the local language Oromifa, and
published.
Handing over of awareness materials published with project funds to
one of the schools
h) Establishment of Tree and Horticulture Nurseries, and Purchase of nursery
materials
Although according to the project it was planned to establish tree and horticulture
nurseries, it was found out that such a venture will not be sustainable in a water
stress area like the CRV. But abandoning the establishment of nurseries altogether
was not supported by some participants during the Review Workshop. After a
heated debate, we were advised to establish at least one nursery in one of the
schools. Accordingly, preparations for establishment of a nursery at one of the
schools with better proximity to water source is underway.
17
Preparation of Nursery Site
i) Monitoring and Evaluation
The Federal EPA(FEPA) is responsible for the monitoring and evaluation CC-DARE
projects in Ethiopia. Likewise, experts dispatched by Federal EPA have carried out
the necessary monitoring and evaluation of our project.
5. Conclusion on Results
Overall, the project has achieved its objectives. The envisaged activities were carried out
successfully. It is however undeniable that all of the activities were not carried out according
to the time schedule indicated in the work plan due to various reasons. The followings are
some of the reasons for the delay.

The selection of project schools was done twice. Three of the schools selected initially
are located inside Abijata Shalla Lakes National Park(ASLNP). Questions can be asked as to
why schools located in the national park were selected in the first place. The
recommendation was made by the local Education Office, based on the dire need of the
schools in the park. But we later found out from the Ethiopian Wildlife Conservation
Authority (EWCA) that although people are living inside the park, and there are services
such as schools, providing additional services or up-grading existing ones, should not be
encouraged. We are told that such actions will only encourage communities to settle
permanently in the park, while others who are living outside could be attracted into the
park.
18

This is a short project, where immediate impacts cannot be expected. True, quantified
outputs can be registered, by the number of water tanks installed; the type and number
of published materials; the number of workshops and trainings conducted; etc. However,
one thing was overlooked regarding the timing, with respect to the nature of the project.
The project started around the end of August 2010, which is the end of the rainy season in
the CRV. That means, water harvesting is impossible until June 2011, nearly ten months
later. Even with amendment of the contract, which is until 12 May 2011, the rainy season
is yet to start, taking water harvesting beyond the project’s life. Due to this purchase of
water concentrates could not take place at the moment.

The way project funds are released is also not conducive for the implementation of
activities. We have been pre-financing project activities from our own sources, until funds
are released. Using funds from other projects is a difficult decision, and a violation of the
Society’s Financial Regulations.
6. Technical Assistance
Although EWNHS is responsible for the overall implementation of project activities, it
has received some technical assistance from partners at various levels. We particularly
indebted to our partners in the project area, namely the Woreda (District) Agriculture
Office(AO), and Education Office(EO) for assigning their staff whenever requests come
from our side for technical expertise.
7. Lessons Learnt
Like any other project, we have learnt some lessons from this project. Accordingly, we
learnt that:

given the acute water shortage in the area, the project is very vital, timely, and
worthwhile;

communities can be easily mobilized to participate in project which are beneficial
to them;

project planning should take into account seasonal considerations before
implementing a project of this nature, in the areas like CRV, with erratic rainfall.
Because such considerations were overlooked, and there has not been any rainfall
19
in the area, significant impacts with respect to water harvesting can not be
observed.

delays in project implementation are very likely when the first installment for a
short duration project like this one is released in smaller proportion compared to
what is envisaged to be completed during the initial months of the project;

the impacts of the project cannot be felt in such a short time.
8. Recommendations
By any account, the project, “Improving Water Harvesting Capacity In Schools In Central
Rift Valley” is a timely and worthwhile project. The project area is a part of the CRV with
very acute water shortage. Water for both human and livestock is in very short supply.
The situation is particularly desperate during the dry months, between September and
May. Under the circumstances any project that will improve this dire situation is welcome.
The project that EWNHS is implementing is aimed at improving the supply of water in
schools. Without sufficient water supply for both students and teachers, the teaching
learning process will be seriously undermined. According to report from project schools
and other schools in the area, a significant number of students are discourage to attend
classes due to a the harsh dry season compounded by lack of water. Hence, if the project
is to achieve its objectives, EWNHS strongly believes that the following recommendations
should be taken seriously.

Due to the short duration of the project the impacts of the project cannot be
felt. Hence, to bring about significant impacts, project scale-up should be
considered.

If the scale-up is considered project duration for the second phase should not be
less than 18 months. Within 18 months some visible impacts could be observed.

In the future, the way project funds are released should be reconsidered.
Failure to scale-up the project shall have negative implications. First and foremost, the
project will not achieve its goals and objectives; improving water to school communities, and
ameliorating the micro-climate in the project schools through the planting of trees, and fruit
trees. Secondly, we will not be considered as credible partners with our local stakeholders local government offices, and the communities in the project area. This will above all damage
20
EWNHS's relationship with local partners, who shall be forced to question our commitments in
the future. Sometimes, such damages are quite difficult to repair.
9. Way Forward
The project “ Improving Water Harvesting Capacity in Schools in Central Rift Valley”,
has a dual objective. One, it will ameliorate the acute shortage of drinking water and
thereby creates a conducive teaching-learning environment in the project schools.
Two, planting of different multi-purpose trees in school compounds will not only help
to improve the micro-climate, but schools could also generate some income from the
sale of tree products such as fruits and timber.
The CC-DARE project is not meant to vanish within months after coming into
existence. It is meant to be revitalized on whatever has been achieved to date. To
achieve the cherished goals and objectives of the project, an informed decision that
maps out the way forward should consider the followings.
1. The project should be scaled-up with the focused objectives that it has already
been intending to achieve;
2. Donor organizations should send a team of resource persons to the project
area, so that a first hand information about the dire environmental conditions
in the project area could be further established ;
3. Project sustainability is often a serious challenge ones a project phases out. To
address the sustainability challenges the scale-up project plan should consider
income generating components so that, project schools could sustain project
gains when the project phases out;
4. A revision of project duration should be considered. It is particularly difficult
when project is of a short period and impacts are not significant to warrant
replication.
5. The way funds are released should be revisited.
21