Clean Water & Education for Kids in Asia-Pacific

The Aroha Partnership is about giving kids in Vanuatu, Timor-Leste, Kiribati and the Solomon Islands the essentials for a better future


About this appeal

Every child deserves the best start in life.

But kids in our Asia-Pacific neighbourhood don't always have the basics like early childhood education, or even clean water and sanitation facilities.

Without clean drinking water, access to pre-school or even simple sanitation facilities - these children cannot thrive and reach their potential.

The Aroha Partnership is all about changing that. Because like you, we believe that no matter where you're from, every child deserves the best start in life.

Become an Aroha Partner by making a one-off or monthly donation now.

UNICEF Aotearoa is partnering with the Government's New Zealand Aid Programme to co-fund ongoing sustainable work in the Asia-Pacific. Together we'll be delivering clean watersanitation, and culturally relevant education to tamariki who need it most. 

But we need you to join us today.

Your donation can help give kids in Vanuatu, Kiribati, Timor-Leste and the Solomon Islands, access to the basics that we take for granted.

And thanks to the New Zealand Government co-funding the Aroha Partnership, it means your donation will have even greater impact. 

We can achieve more, together. But it starts with you.

In the unlikely event that the funds raised exceed UNICEF’s funding requirements for this appeal, your one off or monthly gift will also go to our Global Parents Fund.

Appeal information updated 26th July 2021.


How will you help

All kids deserve the best start to life, but in reality many are missing out.

You can change that as an Aroha Partner.

You'll be helping give children a healthy, stimulating, and safe environment to thrive in today and for generations to come.

It starts with providing clean water, toilets, hand-washing facilities and early education. And you'll be supporting tamariki close to home in Vanuatu, Timor-Leste, Kiribati and the Solomon Islands (with more to come).

Kiribati | ©UNICEF/UN0202329
Kiribati | ©UNICEF/UN0202329

Water and Sanitation

Kids are getting sick due to not having clean water. More access to clean water for drinking and hand-washing, and improved sanitation facilities will mean kids are healthier and more resilient.

As part of the Aroha Partnership* we'll be delivering:

  • Water for drinking and hand-washing for approximately 67 primary, and 14 secondary schools in Vanuatu.

  • Safe drinking water, toilets and hand-washing facilities to children in 42 schools across the Solomon Islands.

  • Water and sanitation systems to up to 140 schools and 38 health clinics in 16 outer islands in Kiribati.

You can find out more about the programmes of work here

Education & Preschool

Not enough kids have easy access to education. More education & preschool services that are culturally relevant and fully resourced, and positive parenting will mean kids have a better start to their learning years.

As part of the Aroha Partnership we'll be delivering:

  • A fully resourced and culturally relevant preschool curriculum and guidelines for the Kiribati Ministry of Education.

  • Community preschool locations and services to approximately 440 young children aged 3-5 years in informal settlements in Kiribati.

  • Preschool education to 120 rural communities in Timor-Leste, reaching 5,200 children and 2,000 parents over five years.

You can find out more about the programmes of work here

Preschool, Solomon Islands
Preschool, Solomon Islands

*Source: Estimated number of children impacted and delivery is based on projected implementation plans and enrolment numbers outlined in the UNICEF Aotearoa and Ministry of Foreign Affairs and Trade (MFAT) - Negotiated Partnership Agreement 2021.

Update (1)

Appeal updates

Teachers in Kiribati well prepared for future school closures

Published on Tue Oct 05 2021

Republished from UNICEF Pacific Islands - Sawa Iwakuni

In Kiribati, a UNICEF-supported teacher training programme is being delivered to prepare teachers for future school closures.

COVID-19 has caused widespread disruption to children’s learning around the world. In the remote islands of Kiribati, schools closed in March last year after the Government of Kiribati declared a State of Health Emergency. Schools closed again for a short period in May this year, although currently they are all open.

While schools were closed, not only did children miss out on their learning, teachers were also not prepared to deliver remote learning.

Grade 4 teacher, Ririere Kenneth, recently attended a UNICEF-supported teacher training programme targeted at primary and secondary teachers in South Tarawa. The pilot programme focused on building the capacity of teachers so they can support their students’ learning and wellbeing to minimize the learning loss, should schools close again.

Ririere, who teaches at the War Memorial Primary School in South Tarawa said she found the training useful. “Now I know what to do as a teacher when schools are closed due to COVID-19.”

The training was conducted in a mixed modality of face-to-face sessions led by a trained facilitator and self-learning. The training focused on the roles and responsibilities of teachers during school closures, how to communicate and engage parents, support students’ physical and mental wellbeing, develop tasks and worksheets for students, monitor, assess and provide feedback, and support students’ learning.

Reflecting on the training, Ririere says “The training enhanced my knowledge of remote teaching. It taught me a lot of new things, like the use of effective technologies, tips for communicating with parents and it gave me ideas such as the introduction of a drop box at school where students can submit their assignments”.

Ririere, like many of the highly motivated teachers who participated in the training, always completed the activities in the self-learning modules before the face-to-face session led by the facilitator. During the self-learning period, she worked on the modules by herself at home and exchanged ideas with her colleagues at school.

“Sharing the answers from the activities with colleagues and getting feedback from them strengthened my understanding and enhanced peer-learning opportunities”.

“When the schools were temporarily closed due to COVID-19, I didn’t know anything about teaching remotely. So, I could not provide any support to my students at that time”.

Now she has completed all the training modules on remote support for students’ learning and wellbeing.

“If the schools close again, I will be well-prepared” says Ririere proudly. “I will prepare and distribute worksheets for my students, and I will set up a drop box so they can submit their worksheets. I will also share full details about remote teaching with their parents”.

Ririere has already started practicing the knowledge and skills, which she gained through the training.

“I started collecting parents’ mobile numbers as recommended in the training, although many parents in South Tarawa still don’t have mobile phones. Last week, one of my students was absent so I called his parents and discussed the activities we did at school so his parents could assist him at home. They really appreciated this”. “Through the training, I also learned some new songs and activities which I’ve introduced to my students. They love them!”

520 teachers (259 at primary and 261 at secondary level) have now been trained on remote support in 13 primary and 10 secondary schools in South Tarawa. 80% of the teachers have completed all the modules.

The results of pre and post self-assessment of the training were encouraging and showed an increase in confidence levels in all the modules.

Based on feedback from the trainers and participating teachers, the training will be reviewed. It will then be scaled and rolled out nationwide so that all teachers in Kiribati will be prepared for future school closures and every child will be supported by teachers while learning at home.

UNICEF Pacific would like to thank New Zealand National Committee and Global Partnership for Education for their financial contribution to its Education Programme.

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