Magruder-Hage Geingob Sister School Project

Magruder has formed a sister school partnership with Hage Geingob High School in Windhoek, Namibia in the fall of 2002. Hage Geingob is located in Katatura, the traditionally black area of Windhoek under apartheid. It is a relatively new school, currently with grades 8 through 12. There are approximately 500 learners (the term for students in Nambia), one principal, one secretary, and sixteen teachers.Many of the learners are newly arrived to the area from the country and live in "informal" settlements.

The two schools recived a grant from the Education for Development and Democracy Initative for an International Studies Partnership in 2003. The grant installed a computer lab at Hage Geingob to facliltate communications via internet between the two schools. Teachers have email buddies and the Creative Writing class at Magruder has and will continue to exchange emails with groups of students at Hage Geingob. The grat also funded exchange visits between the two schools. In May of 2003, the principal of Hage Genigob(Hanna Garises), a teacher (John Adams), and a learner, (Ingelore Katjingisiua) visitedto Magruder for two weeks-attending classed, meeting with student and teacher groups, speaking to classes, and even attending prom. Because of her visit to Magrder, Ingelore wanted to attend university in the US and started this fall as freshmen at Pacific Luther University. In July of 2003, Dr. Steinberg, principal, Robert Hyman, teacher and two students, Amy Dorsey and Tara Collins, visited Hage Geingob High School. In addition to visiting and speaking to classes, the groups stayed in the homes of faculty and learners, and, along with learners and teachers of Hage Geingob, visited Etosha National Park for a sofari. The Magruder group was there for the official opening and naming of Hage Geingob High School. The group even had dinner at the home of Hage Geingob, a leader in the Namibian independence movement and the first Prime Minister of Namibia.

Kay McGuire, during a year's leave of absence from Magruder, did volunteer individual and group counseling, in -serviced staff on developing a counseling program, and helped to set up the library at Hage Geingob with books donatede by Magruder staff and students and their teacher for a stay at the Cheetah Conservation Fund where students learned not ony about cheetahs and other wildlife but also about Namibian efforts in cheetah conservation.

Numerous groups at Magruder have participated in fund raising to assist our sister school. Key Club raised money for an emergency food canteen in 2002. That program has expanded to a feeding program for needy learners. The National Honor Society had a fund raiser last spring to contribut to that program. Key Club has also had two very successful bookdrives to help set up a library at Hage Geingob. SISTERSdonated the proceeds from their Mother-Daughter banquet in May to the Girls' Scholarship Fund, money used to pay for tuition and uniforms for girls who otherwise could not attend school. The Future Educators Association has for the past three years donated toys at Christmas to sixteen children living at Dolam House, an orphanage for children whose parents died from HIV AIDS.

For additional information or to contribute to the sister school project, contact Kay McGuire in Counseling Services or Arly-Lyn Costa, Key Club representative, via First Class.

This August (2003), Magruder's principal, a teacher and two Magruder students visited Hage Geingob High School in Namibia. For a look at their visit, click here.

Other Photos From The 2004 Visit :

Staff Photos
The Independence Celebration
Visit To The Cheetah Conservation Fund
An Attentive Class at Work
Ms. McGuire at the Farewell Assembly

 

 

 

 

 

 

 

Hage Geingob High School

 

Classroom

 

 

 

 

 

City of Windhoek, Namibia

 

 

Mrs. Garisos, Principal with school's first athletic trophy

 

 

 

 

The two schools have received a grant from the Education for Development and Democracy Initiative for an International Studies Partnership. The grant consists of three areas: virtual exchange, physical exchange and program development. The virtual exchange will set up Internet connections between the two schools to promote communications among staff and students. The physical exchange usually involves a student, administrator, and teacher visit to each school. The program development includes planning ongoing projects that promote cross-cultural knowledge, understanding, and communication.