The adoption of Liquefied Petroleum Gas (LPG) as a cooking fuel in Kenyan schools is rapidly gaining traction, offering a cleaner, safer, and more sustainable alternative to traditional fuels like firewood and charcoal.
Mohamed Liban, PS Petroleum, is at the forefront of this movement, advocating for the switch to LPG, which is not only environmentally friendly but also brings substantial social and economic benefits to both educational institutions and local communities.
“LPG is preferred over traditional cooking fuels because of its numerous advantages, including easy storage and transportation, reduced carbon emissions compared to firewood and charcoal, consistent burning performance, energy efficiency, and a wide range of applications,” Liban remarked.
These attributes make LPG a practical and reliable choice, especially for public institutions of learning that serve large numbers of students.
The shift to LPG is seen as a key factor in addressing the health and environmental challenges posed by the reliance on firewood and charcoal in many schools.
These traditional fuels contribute to deforestation and produce harmful smoke that affects the respiratory health of students, teachers, and kitchen staff.
In contrast, LPG burns cleanly, reducing indoor air pollution and mitigating the adverse health effects associated with traditional cooking methods.
“LPG offers clean cooking solutions for households and institutions, enhancing health and environmental outcomes. Additionally, it promotes social development by supporting educational activities and small enterprises, contributing to gender equality and broader societal progress,” said Liban.
The positive impact of LPG adoption extends beyond environmental and health benefits, providing an opportunity to foster social development and economic empowerment in schools and local communities.
A key initiative driving LPG adoption in Kenyan schools is the LPG for Public Institutions of Learning project, which aims to bring sustainable cooking solutions to a wide range of public institutions.
The project’s pilot phase focused on 20 schools, including technical institutions, secondary schools, and special education schools, reaching a total of 30,502 students across various counties.
“The pilot phase of the LPG for Public Institutions of Learning targeted twenty public institutions, which included technical institutions, secondary schools, and special education schools. This phase benefitted 30,502 learners across multiple counties,” Liban explained.
The project has proven to be a game-changer, as it has not only improved cooking efficiency but also positively impacted the learning environment by reducing the time spent on cooking and the risk of accidents in kitchens.
The pilot phase saw each institution provided with essential LPG infrastructure, including two bulk LPG tanks, four 50-kg cylinders, secure enclosures, piping to kitchens, and an initial supply of seed gas.
Kitchen staff were trained on how to safely operate the equipment, and sensitization sessions were held for the entire school community to raise awareness about safety protocols and the benefits of LPG.
“During the pilot phase, each institution was provided with essential LPG infrastructure, which included two bulk LPG tanks, four 50-kg cylinders, secure enclosures, piping to the kitchens, an initial supply of seed gas, and training for kitchen staff. Additionally, sensitization sessions were held for the school community to promote safety and awareness,” Liban noted.
The project also sought to assess the feasibility and sustainability of LPG in these institutions by evaluating LPG accessibility, consumption patterns, and cost-effectiveness compared to traditional fuels.
Other factors, such as price variations depending on the proximity to suppliers and the affordability of refills, were also carefully considered.
Importantly, the project gauged the perceptions of both staff and students towards LPG and examined how the adoption of LPG could enhance the learning outcomes of students.
“The pilot phase aimed to assess accessibility of LPG, consumption patterns, cost-effectiveness compared to traditional fuels, price variations based on proximity to suppliers, and the affordability of refills for institutions. It also evaluated staff and student acceptance and perception of LPG use, along with the impact of LPG adoption on learning outcomes,” Liban explained.
