Improving the Quality of Basic Education Through the Use of Gender-sensitive Student Councils: Experience of Six Selected Districts in Tanzania

Godfrey Magoti Mnubi

Abstract


This paper analyses whether the gender-sensitive and democratically elected student councils helped in strengthening school leadership and providing a platform for increased awareness and advocacy for male and female students to address their needs and rights in primary and secondary schools in Tanzania. The data was collected through qualitative methodology using in-depth interviews with purposively selected 29 school heads, 35 mentor teachers, 24 champions and 54 student leaders. Other data were obtained from focus-group discussions with 590 student leaders. The findings show that the student council plays a major role in strengthening school leadership and increasing the ability of students, particularly girls, to voice their needs and concerns. Some students’ needs and concerns were sexual harassment, the right to quality education and health services and the elimination of corporal punishment. The use of student councils helps to improve the delivery of quality education in schools.


Keywords


Key word: Quality education, Gender-sensitive student council, School leadership and governance

Full Text:

PDF HTML ePub

References


Emily, N. (2014). Students’ participation in school governance at the secondary school level: A Kenyan principals’ perception. Retrieved from http://hdl.handle.net/123456789/1078

Hannam, D. (2001). A pilot study to evaluate the impact of the student participation aspects of citizenship order on standard education in secondary school. Working paper. Retrieved from http://alternativeschool.com/pdfs/The%20Hannam%20Report.pdf

Jacoby, B. (2014). Service-learning essentials: Questions, answers, and lesson learned. San Francisco, CA: Jossey-Bass.

Newell, P. (2011). Global Initiative to End Corporal Punishment: Briefing for the Committee on Economic, Social and Cultural Rights. Pre-sessional Working Group, 5-9 December, 2011.

Oxfam. (2014). Mid-term review of the my right, my voice programme. Retrieved from http://saatlas.org/uploads/files/Midterm_Review_Report.pdf

Parker, K., & Leithwood, K. (2000). School councils' influence on school and classroom practice. Peabody Journal of Education, 75(4), 37-65.

UNESCO. (2015). Provision of alternative learning opportunities for adolescent girls forced out of schools due to teenage pregnancies. Dar es Salaam: UNESCO.

United Republic of Tanzania. (2010). Guidelines on how to enable pregnant schoolgirls to continue with their studies. Dar es Salaam: Ministry of Education and Vocational Training.

United Republic of Tanzania. (2011). National strategy for civic education in Tanzania. Retrieved from http://docplayer.net/22252637-United-republic-of-tanzania-national-strategy-for-civic-education.html

United Republic of Tanzania. (2013). 2012 Population and housing census. Retrieved from http://www.tanzania.go.tz/census

Veugelers, W., & Kat, E. De (2003). Moral and democratic education in public elementary schools. Retrieved from http://files.eric.ed.gov/fulltext/ED479166.pdf

World Bank. (2015). Tanzania population. Retrieved from http://data.worldbank.org/country/tanzania


Refbacks






This work is licensed under a Creative Commons Attribution ShareAlike 4.0 International License.