Fostering Student-Leadership in a Tanzanian Rural Primary School

Abstract

Many rural Tanzanian students face challenges that hinder their academic preparation which can lead to school dropout. Knowing this, a needs assessment in a rural primary school (grades 1-7) identified that high teacher-student ratio, hierarchical structures, and tribalism contributed to poor academic performance. A solution to mitigate these obstacles was found in the promotion of student-leaders who could support teachers and peers. Therefore, a leadership program was developed and implemented for eighteen students (ages 10–13 years) who participated in four workshops across two weeks aiming at enhancing their leadership knowledge and skills through leadership activities and games reflections, transfer, and action planning.