Raising Students' Voices: School Councils in Tanzania Supporting Young People to Claim Their Education Rights

Author: Louie Fooks

Publication Date: September 2015

Original Source: Communications Initiative

"Overall, the barazas have been so successful that the local authorities have extended the approach to a further 60 schools, and some schools have committed to doing baraza business within core school hours in recognition of their positive contribution to school life."

This 2-page case study discusses the experience of the My Rights, My Voice (MRMV) project in rural Tanzania, which is working with barazas (student councils) to improve quality of education by transforming school governance and improving students' confidence and voice. The barazas are a statutory requirement in every school in Tanzania, but student leaders do not usually effectively represent the interests of students, and girls tend to be especially marginalised. The case study explains how Oxfam worked with 80 school councils "to ensure they became gender-sensitive and democratic, enabling students to speak out and tackle some of the barriers to their education."

MRMV is a four-year programme that engages marginalised children and youth in their rights to health and education services. It is being implemented by Oxfam through local partners in eight countries - Afghanistan, Georgia, Mali, Nepal, Niger, Pakistan, Tanzania, and Vietnam. In Tanzania, this included the baraza approach, which involved working with students, teachers, parents, and the community to better understand rights and responsibilities. Girls received additional mentoring and support to develop their confidence and leadership skills, while practical training with all students on advocacy was a key strategy.

The report outlines a number of key achievements. For example, the case study explains how "students' confidence has now significantly increased, and the barazas have engaged successfully with schools and communities to express students’ concerns and put forward proposals for change." Some schools have secured funding for new equipment and infrastructure, such as books, desks, and toilets and dormitories for girl students and female teachers. The case study also notes that "the opportunity for constructive engagement between students and teachers has transformed their relationship from one of fear and hostility to one of trust and co-operation. As a result, educational attainment has increased and there is much less disruption in school." A particularly notable achievement was a campaign around corporal punishment, resulting in heavy and illegal corporal punishment being eliminated from all MRMV schools. 

The case study outlines the following as key lessons learned:

• "Working within the statutory school system, and making links with both the community and with local authorities, helped MRMV in Mali to reach a large number of young people, engage duty-bearers at all levels to achieve change, and ensure sustainability.
• Advocacy training with students was key, and provided them with the tools to develop their own initiatives and to influence power-holders without adult support.
• Building the confidence and leadership of girls and young women required concerted training, mentoring and capacity-building-as well as attention to gender dynamics within the barazas."

Despite the success of the barazas, MRMV realised that the model only allowed it to engage with in-school, educated youth in a rural context. The programme therefore developed a pilot project for urban contexts, called 'My City, My Voice'. This project worked with both in-school and out-of-school youth to engage duty-bearers on issues affecting their access to health and education. It helped Oxfam develop its approach to working with youth in an urban context.