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

dc.contributor.author Mnubi, Godfrey M
dc.coverage.placeName Tanzania en_US
dc.coverage.spatial Africa en_US
dc.date.accessioned 2017-08-10T16:57:30Z
dc.date.available 2017-08-10T16:57:30Z
dc.date.issued 2017-07
dc.description.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. en_US
dc.identifier.issn 2311-1550
dc.identifier.uri http://hdl.handle.net/11599/2778
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;vol. 4, no. 2
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.source.uri http://jl4d.org/index.php/ejl4d/article/view/198/221 en_US
dc.subject Gender en_US
dc.subject Leadership en_US
dc.subject Equality en_US
dc.title Improving the Quality of Basic Education Through the Use of Gender-Sensitive Student Councils: Experience of Six Selected Districts in Tanzania en_US
dc.type Article en_US
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