Empowering Change

Empowering Change: Briquette Making for a Sustainable Future at Mogila Girls Secondary School

By: Evans Murithi

Green Youth 360 Project Staff

In 2024, the Green Youth 360 project was introduced to Mogila Girls Secondary School in Turkana County. This youth-driven initiative aimed at promoting renewable energy solutions, particularly focusing on briquette-making as an alternative to charcoal. The project provided a unique opportunity for students to address environmental and social challenges within their community while acquiring valuable skills for the future.

Mogila Girls Secondary School, located in a rural area, faced significant environmental challenges, including deforestation, waste management issues, and an over-reliance on charcoal for cooking. The students were aware of these problems, but the solutions were not readily accessible. The introduction of the Green Youth 360 project provided them with a chance to become active participants in environmental solutions, particularly in reducing the negative impact of charcoal use and improving waste management practices in their school.

Project Objectives: The primary goal of the Green Youth 360 project is to engage youth in sustainable practices that can positively impact both their immediate environment and their broader community. The project was designed to:

1. Promote renewable energy sources, such as briquette-making, as alternatives to charcoal.
2. Enhance waste management by recycling materials into useful products.
3. Educate students on climate action and green skills for sustainable development.

The project engaged a group of students from Mogila Girls Secondary School, including Shantel Akuwam, Pauline Kotukoi, Veronica Akeno, Leah Emase, Joy Awesit, and Charity Nanjala. These students, aged between 15 and 16 years, were part of a larger youth group focused on renewable energy. Their enthusiasm for environmental conservation and their involvement in the Green Youth 360 project marked the beginning of significant changes in their school and community.

Initial Challenges:

Before the project’s introduction, the girls and the broader community faced several challenges:

1. Waste Management: There was little awareness of recycling, leading to a build-up of waste in the school and surrounding areas.
2. Charcoal Use: The community heavily relied on charcoal for cooking, which led to deforestation, air pollution, and health issues due to smoke inhalation.
3. Resource Limitations: The school lacked structured initiatives for environmental sustainability, and students had limited opportunities to actively contribute to solving these problems.

When the Green Youth 360 project came to Mogila Girls Secondary School, it was a turning point for the students. They were introduced to the concept of making briquettes using waste materials, such as paper, cardboard, and agricultural residues. The process involved:

• Collecting waste: The students collected discarded materials from around the school and the local community.
• Creating briquettes: They learned how to mix these materials with water and mold them into briquettes, which were then dried and used as an alternative fuel source to charcoal.
• Using briquettes: The briquettes were tested in the school’s kitchen, where they provided a cleaner and more sustainable cooking fuel than charcoal.

Impact and Results

The Green Youth 360 project led to numerous positive changes for both the students and their community:

1. Sustainable Waste Management: The students developed a practical waste management system by recycling waste into valuable products like briquettes. This helped reduce the accumulation of waste in the school and its surroundings.
2. Alternative Energy Source: The introduction of briquettes significantly reduced the school’s reliance on charcoal. The school and the community saw the benefits of using renewable energy, which helped preserve local forests and reduce the environmental degradation caused by charcoal production.
3. Youth Empowerment: The students felt empowered by the skills they gained in renewable energy and environmental sustainability. They were not just passive observers of environmental issues but active contributors to solutions. Their involvement in briquette-making became a source of pride, and they felt optimistic about their ability to make a difference.
4. Community Outreach and Education: The students became ambassadors of renewable energy within their families and communities. They educated their peers and families about the benefits of briquette-making and how it could replace the harmful use of charcoal. This knowledge-sharing extended beyond the school, further amplifying the positive impact of the project.

Quotes from the Participants:

• Shantel Akuwam (Form 2, 15 years old): “Before the Green Youth 360 project, we didn’t really know how we could make a difference. We saw waste everywhere, and people still used charcoal even though it was harming our forests. Now, I feel proud of what we’ve accomplished. We’re doing something real to protect our environment.”
• Pauline Kotukoi (Form 3, 15 years old): “At first, making briquettes seemed difficult, but once we learned the steps, it became fun. It felt amazing to see the briquettes burn just like charcoal. It’s so satisfying to know that we’re helping the environment and saving money.”
• Veronica Akeno (Form 4, 18 years old): “The project has taught me that we don’t have to depend on charcoal. Making briquettes is something everyone can do, and it’s making a difference in our community. I now see that we are solving two problems—waste and energy.”

• Charity Najala (Form 3, 16 years old): “Today, I feel really proud of what we have accomplished. Before, I didn’t think we could change anything, but now, I see those small things, like making briquettes, can really make a big difference. I feel empowered because I know that what I’m doing is helping the planet. Every time I see the school using the briquettes we made, I feel happy and excited. It’s like we are part of something bigger, something that will last.”
• Leah Emase (Form 3, 16 years old): “I remember the first time we used the briquettes at school. Everyone was surprised that we were using something we made ourselves! It made us realize that what we were doing was important. Now, students are involved, and we’ve even started teaching some of our classmates how to make briquettes.”
• Joy Awesit (Form 4, 18 years old): “I never thought I’d be part of something like this. I always thought that environmental problems were too big for someone like me. But after working with the Green Youth 360 project, I feel like I’m really making a difference. Briquette making is just one part of it. I feel like I’m helping change the way people think about energy and waste. It makes me proud to know that I can show others how to use waste to create something valuable.”

Challenges Faced: Despite the successes, the project faced challenges:

1. Water Scarcity: Water is a scarce resource in the region, which affected the production of briquettes and the growth of trees for future environmental projects.
2. Teacher Transfers: The constant transfer of teachers, including Green Skills Facilitators (GSFs), impacted the continuity of the project, as new facilitators had to be trained regularly.
3. Community Buy-in: While the students embraced the project, convincing the broader community to adopt briquette-making on a larger scale was a slow process.

Future Plans: The girls are already dreaming of scaling up the briquette-making initiative. Some have expressed an interest in starting a larger-scale business in their community, producing briquettes for sale. This would not only provide a sustainable energy alternative to charcoal but also create a source of income for local families.

Conclusion: The Green Youth 360 project has had a transformative effect on the students of Mogila Girls Secondary School. It has provided them with the skills and knowledge to address environmental issues in their community, particularly through briquette-making. The girls have demonstrated a strong commitment to creating a more sustainable future, and their enthusiasm and leadership in renewable energy serve as an inspiring example for others. As they continue their work, they are empowered to make lasting changes that will benefit both their immediate environment and the broader community for years to come.