This page is in recognition, appreciation and celebration of the 2023 winners of:
The AISA Connie Buford Award is awarded to a service leader(s) who is able to demonstrate a commitment to their community and how they have used learning, critical thinking and problem-solving skills to address an expressed community need.
The Outstanding Service Project Award is awarded to an individual student or group of students whose service project has a direct benefit to a community, as opposed to specific people or an individual.
Click here to learn more about the criteria of these awards and others, and how to enter.
Rosslyn Academy student, Malaika Adam-Samura, is one of the three winners of the 2023 Student Connie Buford Awards in the AISA region! Let’s take a look at how her service initiatives put her in the lead for this prestigious award.
ABOUT MALAIKA:
WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?
Her achievements stand out because they are so often focused on others. She is motivated by lifting up and magnifying the voices of others, and has a strong desire to serve in every context. She is also an inspiration for her classmates, as her passion for service is contagious.
HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?
Malaika’s leadership aligns extremely well, because Rosslyn’s Philosophy of Service is relational. We begin with partner relationships that are built on concepts of mutuality, humility, respect and love. Malaika models each of these attributes in her leadership approach and in her interactions. The focus of our program is to provide students with opportunities to serve and lead within the context of on-going, mutually beneficial relationships. Malaika embodies this approach fully.
HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?
Malaika’s Sierra Leonean heritage, as well as her upbringing in Kenya, have led her to have a unique and full appreciation for Africa. Many of her endeavors, whether through service or art, are focused on the African context. This includes her desire to magnify the voices of others, her art and design, her desire to invest in Kenyan domestic workers, environmental initiatives, or to fight for the rights of young Kenyan girls to receive and education and to have access to menstrual care needs.
HOW DOES THIS STUDENT’S SERVICE LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?
Malaika is extremely aware of local issues and needs, but is also mindful of global issues. She not only seeks to find solutions to issues and serve within our school, but she is also motivated to address Kenyan and Global issues, as demonstrated through the Midas Green Club, the HomeHelp app, the Teen Spark podcast, and her involvement in Project Imagine, Student Leadership Team. and National Honors Society.
OUTCOMES OF MALAIKAS’ SERVICE INITIATIVES:
The greatest impact that Malaika has had on the Rosslyn Campus is that her approach to life is extremely motivating to other students. She inspires her peers to get involved in service-oriented endeavors. She also has a unique ability to empathize and connect with individuals and groups from our local community partnerships.
A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:
Leadership is such a tricky and interesting thing. There is no one definition and no typical or “correct” way to go about it. Regardless of this, I truly believe that Servant Leadership is the best leadership philosophy, and it is the most fruitful. Through my various experiences in leadership and serving those I lead, I’ve learned a few things:
WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:
I am inspired and excited by most things. The reason why I join and interact with a lot of programs, clubs, and events is because I think it’s fun! If I could, I would live a thousand lives to engage in everything I could embark on. I like to jump in, and I like to create; it is my biggest motivation as a leader.
Lincoln Community School student, Anoushka De, is one of the three winners of the 2023 Student Connie Buford Awards in the AISA region! Let’s take a look at how her service initiatives put her in the lead for this prestigious award.
ABOUT ANOUSHKA:
Anoushka De decided to take it upon herself to help impoverished children improve upon themselves especially in the field of education. The idea was to help them acquire employable skills that they could make them useful not only to themselves but to the nation as a whole and the world at large. She worked with REMAR over a considerable amount of time to tutor three young boys in basic IT skills. Through this effort Anoushka was able to assist the boys to get employment. They have symbolised an I CAN DO energy as pioneers in achieving their aspirations. The ripple effect has given other young people with REMAR the hope to follow their dreams like the three boys serving as a point of inspiration and motivation.
WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?
Anoushka took up a project that took her totally outside her normal comfort zone. She had to spend long hours in terms of distance and considerable resources. Her ability to engage young boys above her age and coming from marginalised and impoverished background was a step of courage and faith in herself to seek change for others less fortunate than herself. It was a daunting task. She could have called it quits. However, with a strong sense of purpose and conviction she never gave up till she achieved her objective.
HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?
Anoushka’s leadership aligns with Lincoln Community School’s (LCS) service-learning program and its core aims and objectives. At LCS, the school prioritizes instilling compassion and empathy in students through community engagement and service, values that have helped her start and develop Project REY.
LCS offers learners various opportunities to engage in service, fostering teamwork, respect for human dignity, and the qualities of curiosity and determination. These values and goals resonate deeply with the foundations of Project REY. As a student leader, she also had to embody these values to start her initiative because she wanted to create a program that benefited the community instead of focusing solely on what she was interested in. Anoushka showed compassion and talked with the teenagers at REMAR and learned about their interests, and then came up with the Project REY initiative. This shows student agency and her ability to empathize and think critically, values that LCS instills in students through our school’s service-learning program. Her initiative’s expansion plan, involving students from multiple schools, echoes LCS’s commitment to reaching beyond its own walls, promoting an understanding for solving global challenges and developing collaboration. In essence, her service leadership reinforces and amplifies the values and objectives of LCS’s service-learning program, creating a significant impact in her community.
HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?
Growing up amidst the vibrant cultures and innovative spirit of Africa, Anoushka genuinely loves and respects Ghana and Africa. She has witnessed the continent’s beauty and potential. However, this richness often remains overshadowed by the pressing issue of inequality in education and opportunities, especially for the underprivileged. In Ghana, where she primarily grew up, numerous impoverished communities lack access to quality education and life-changing opportunities. However, her service leadership embodies the essence of Africa’s communal spirit, rich culture, and the drive for progress. Her initiative, Project REY, became a beacon of hope for underprivileged youth, reflecting Africa’s sense of communality and generosity. By engaging with REMAR Ghana, Anoushka con-fronted the reality of drug-addicted teenagers and street children, embodying Africa’s resilience in the face of challenges. In the heart of Africa, she saw the transformative power of education. Through REY, she offered these youngsters more than just computer skills; she provided a lifeline out of the cycle of drug abuse. Witnessing her mentees secure jobs with ISON Ghana exemplified the fusion of Africa’s innovative spirit and the determination to uplift its youth. Her initiative’s expansion to various branches and rural schools showcased Africa’s interconnectedness and the importance of extending help beyond immediate communities. Her service leadership emphasizes the need for accessible education and opportunities. It promotes understanding by bridging divides, instilling hope, and nurturing a community of thriving young minds. Through this, she honours Africa’s enduring spirit, fostering an appreciation for its potential that lies within its youth.
HOW DOES THIS STUDENT’S SERVICE LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?
Active global citizenship involves understanding the interconnectedness of our world and taking actions to make it a better place for everyone no matter their social or economical standing. Anoushka’s service leadership aligns with being an active global citizen by empowering underprivileged youth in Ghana through Project REY. She is not only addressing local challenges but also contributing to the broader global effort of promoting access to quality education and opportunities. Through Project REY, she is bridging the digital divide, providing essential skills that are valuable not only locally but also in the global job market. She is preparing adolescents to follow their dreams and achieve their goals while also being able to provide for themselves. As a result, her service leadership is making her an active global citizen by helping the less privileged reach their full potential. Furthermore, her initiative encourages collaboration among students in our school, fostering a sense of shared responsibility in the community. This collaborative, cross-boundary approach showcases the spirit of global citizenship.
OUTCOMES OF ANOUSHKAS’ SERVICE INITIATIVES:
On school campus, Anoushka’s initiative has inspired a sense of empathy and social responsibility among fellow students, fostering a culture of service and compassion. Since she is planning on collaborating with various schools in Ghana, Project REY is bringing the education community in Ghana together. In the local community of REMAR in Ghana, her initiative has led to outcomes. By providing digital literacy and job application skills, several young men have secured employment opportunities, transforming their lives and offering them a path to self-sufficiency. Additionally, the donation of 5 laptops from the laptop drive she held at school has facilitated their learning. Globally, her collaboration with an outsourcing company showcases the international relevance of the skills acquired, promoting the global employability of her mentees.
A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:
I’ve learned various skills and made many memories that will stay with me for the rest of my life. I have learned that impactful ser-vice extends far beyond surface-level gestures; it is leadership and a willingness to understand the complexities of the challenges faced by communities. It also requires persistence and curiosity as I constantly scrutinized my work to identify problems and had to come up with solutions. Most of my service leader initiatives have focused on using engineering and technology to help the environment and help underprivileged people. For example, I started an initiative where I used plastic to create school desks and benches that would be donated to underprivileged schools in Ghana. I collected hard plastics from the landfills and from neighbourhoods, used a plastic extrusion machine to melt down the plastic and fitted them into molds to make sturdy plastic lumber, and built the school desks and benches using the lumber. Furthermore, with my Project REY initiative, I was very focused on using technology to give teenagers living in orphanages like RE-MAR quality education and an opportunity to pursue their passion. As a result, from leading these initiatives, I’ve learned how to be a selfless person and dedicate time to start initiatives that benefit as many people in the community as possible. It is time consuming and it does require a lot of work, but I wanted to put in the effort and wanted to make a difference. I’m glad I started these initiatives because seeing the smiles on others faces is a truly rewarding experience and through these initiatives I learned the importance of action. There’s no point in identifying and acknowledging a problem if no one takes steps towards solving it. Even the smallest action can initiate significant change, high-lighting the impact of being proactive and taking action.
WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:
Certainly, my identity as a service leader is deeply intertwined with my upbringing in Africa. In Africa, I often had to innovate and create solutions with limited resources, fostering in me a spirit of creativity and adaptability. This unique environment became the breeding ground for my service initiatives. It was in Africa that I grasped the true essence of service leadership – it’s not about having a surplus of resources, but about leveraging what you have effectively. I discovered that the power of impactful change lies not in abundance but in the ability to make the best use of available resources. This perspective significantly shapes my approach as a service leader. It drives me to seek innovative solutions, to think outside the box, and to find unconventional paths to address challenges. My intrinsic motivation as a service leader originates from a childhood lesson ingrained by my parents: meaningful change is not a passive recognition of problems but an active pursuit of solutions. This belief has propelled me to initiate projects like Project REY, where I not only identify societal challenges but actively engage in creating positive outcomes. My experiences with REMAR Ghana, the expansion of Project REY, and the employment successes of the youth I mentored showcase the power of change.
American International School of Johannesburg student, Shanzeh Haider, is one of the three winners of the 2023 Student Connie Buford Awards in the AISA region! Let’s take a look at how her service initiatives put her in the lead for this prestigious award.
ABOUT SHANZEH:
WHAT MAKES THIS STUDENT’S PROJECT ACHIEVEMENTS STAND OUT?
Her dedication to understanding and addressing gender-based violence as a deeply affecting community issue is commendable. She consistently sustains and expands this project, readily presenting and demonstrating a profound grasp of its significance for both local and global communities. Her maturity and insight, often lacking in young individuals, shine through in her response to service consultants. She suggests replacing “service learning” with “community engagement,” emphasizing the purpose of helping communities and mutually learning for positive global impact- “We DO learn in the process of service, but to use the word ‘service learning’ gives a misuse of what we do and implements false hierarchy be-tween those we are aiding and us. I feel that we NEED to change the words to ‘community engagement’. Because, let’s be real- why do we do service learning? We do it to help communities and learn from them in a meaningful way to make the world a better place. We engage with communities and collaborate with them. It’s not just for us- it is for THEM.”
HOW DOES THE STUDENT’S SERVICE PROJECT INTEGRATE WITH THE SCHOOL’S WIDER SERVICE-LEARNING PROGRAMME?
Shanzeh embodies the AISJ Portrait of a Learner (globally connected, curious, thinker, contributor, resilient and mindful) and our service learning goals. She exhibits commitment to her project over an extended period, resilience in maintaining it during COVID, responsiveness to feedback, adaptability in making necessary adjustments, and a proactive approach to presenting to educators and peers. She also fosters valuable relationships among peers, adults, and community partners. Furthermore, she has successfully expanded her local project to a global scale through student-led virtual workshops and participation in the 2023 AISA GISS event.
HOW DOES THE SERVICE PROJECT PROMOTE AN APPRECIATION AND UNDERSTANDING OF AFRICA?
Through her engagement with South African communities and the issues they face, Shanzeh has developed a deep cultural sensitivity. This not only involves an understanding of diverse cultural practices but also respecting and valuing them. She recognizes the importance of culture in shaping perspectives and approaches to solving issues like gender-based violence. By working on initiatives that directly address local issues in South Africa, such as gender-based violence and period poverty, Shanzeh demonstrates a profound awareness of the specific challenges and needs within the local context. Her actions are tailored to these needs, showing an appreciation for the unique circumstances of the region. She actively connects with South African communities to understand their challenges, and working together to address them fosters a deep appreciation for the local context. It highlights the importance of involving community members in decision-making and solution development.
HOW DOES THIS STUDENT’S SERVICE LEADERSHIP ALIGN WITH BEING AN ACTIVE GLOBAL CITIZEN?
Global Awareness: Shanzeh’’s dedication to raising awareness about gender-based violence (GBV) is not limited to her local community but extends to a global context. By working on a project with a focus on the UN Sustainable Development Goals and connecting with young people in the South African community and beyond, she demonstrates a keen understanding of global issues.
In summary, Shanzeh’s service leadership aligns with being an active global citizen by demonstrating global awareness, collaboration, advocacy, education, impactful action, and a long-term commitment to addressing global challenges. She exemplifies the qualities and actions that contribute to making a positive impact on a global scale.
OUTCOMES OF SHANZEHS’ SERVICE INITIATIVES:
In summary, the impact of Shanzeh’s service leadership has been truly remarkable. Her dedication has resulted in heightened awareness, active community engagement, a culture of collaboration, and a sustained impact on our school campus. Moreover, her initiatives have fostered a global perspective, driven advocacy and education, cultivated meaningful relationships, and empowered individuals within our local and global communities. Shanzeh’s exceptional efforts have not only left a lasting and positive mark on our school but have also contributed significantly to the broader mission of addressing critical social issues on a global scale. Furthermore, Shanzeh’s influence extends beyond our campus. She has effectively collaborated across various grade levels, emphasizing the importance of addressing gender-based violence and successfully raising awareness within our middle school community. Her commitment is evident through her engagement in activities such as campaigning for donations during community events, integrating her GBV campaign and Project Dignity service work into our high school curriculum, and participating as a guest on podcasts to share her experiences as a service leader addressing gender-based violence. She has also taken full advantage of opportunities to raise awareness within the AISJ community, reaching her peers, educators, school staff, and our broader family community. Shanzeh’s dedication and impact resonate far and wide, leaving a meaningful legacy within and beyond our school’s boundaries.
A REFLECTION OF WHAT THE STUDENT HAS DONE AND LEARNT BY LEADING SERVICE INITIATIVES AT THEIR SCHOOL AND/OR IN THEIR COMMUNITY:
During a seminar about gender-based violence (GBV), one of the moderators asked me, “How is someone as young as you comfortable talking about GBV?” The answer to that question began during research for my 8th-grade human rights project on GBV when I wrote, “A girl in South Africa has a higher chance of being raped than graduating from secondary school.” This line had a profound impact on me as someone who had just moved to South Africa after living in the United States my whole life and was about to go to secondary school myself. In the 9th grade, I began my career of activism against GBV. I did so by starting an annual recognition of the UN Campaign 16 Days of Activism Against Gender-Based Violence. I put up posters, created an informational website for people to understand what GBV is and how they can contribute, and led discussions in classrooms.
I was able to empower individuals in my school community to wear orange (the colour representing a world free of violence) during the 16 days to show their solidarity with the movement. Two kilometres from my school is the township of Diepsloot. It is among the top five areas in South Africa struggling with GBV. I created a new initiative and arranged to meet regularly with a group of students my age to engage in discussions on violence in the community and what we could do about it. I called the initiative “One Cake at a Time.” The idea was that we would sit in a circle and engage in difficult discussions.
Then, afterwards, we would eat cupcakes together that I made. They were orange cupcakes, and some had the letter “N” on them while others had the letter “O.” This was to create the idea that in order to say NO to gender-based violence, we have to come together as one. With the insight the group gave me, I started “Say No to GBV,” a student and community-led advocacy organization, and encouraged my friends to join. Our online content, including our informational website on the 16 Days of Activism Against GBV, created interest from others to start “Say NO to GBV” community groups. We have partners in 5 countries and are still growing. We also have a website listing our initiatives and individuals who opted to be featured on the website and 700 followers on our Instagram account.
I have presented at AISA GISS a multitude of times. Last year, when we went to Arusha, we were able to bring one of our initiatives with us: the “Start a Conversation Bracelets.” These are beaded, DIY bracelets with orange beads writing “Say NO to GBV” or “GBV.” The rationale behind these bracelets was that, if individuals who are empowered by our sessions can wear these bracelets in their respective communities, it will create a web of awareness across the African continent. Additionally, I advocated for the 16 Days of Activism Against GBV to be added to our school calendar. This year, Say NO to GBV South Africa will lead the first “Orange the World Day” at our school, AISJ. We are commencing an annual awareness campaign so that our impact as Say NO to GBV will never be left behind. This work has been pivotal in shaping my views on civic engagement. It starts with listening and choosing to understand the factors that contribute to a problem. Working with my peers and the community around me, I have learned that to address issues, we have to be willing to speak up and to work together. Change is the slow process of creating a common sense of responsibility and empowering others. As one of my classmates said after participating in a session, “I didn’t realize that this was a problem.”
Making connections with people in Diepsloot, learning about the importance of empowerment, and being an activist, I have learned what it truly means to be a global citizen. While, for many, simply living in a country is enough for individuals to claim themselves as “global citizens,” I believe engagement is the most important way to build community. In the process, I have learned how similar we are as a global society. We are all working to lead better lives, and with the support of each other, we can get there. I am very grateful to have been able to be at AISJ, a school that promotes service learning, and to have been able to start Say NO to GBV.
WHAT DOES THE STUDENT WANT YOU TO KNOW ABOUT THEM AS A SERVICE LEADER:
I am an ice hockey player. Growing up in the US, it was difficult to fit into the mold of an average hockey player. I often faced adversity due to the fact that I am a female, but I never quite understood what it meant. Additionally, I was shy growing up. I often failed to speak in classes where opinions mattered most, like social studies and English. I was scared to share my opinions in the forums that mattered most. When I moved to South Africa, I found that voice within me. I learned about gender-based violence (GBV) and understood how small acts within the large realm of GBV are known as acceptable in the world. I made the connection between being a female and playing ice hockey. And through that, I was able to empower myself and others. I am a service leader because I care about the future of our world. I am involved in many forums; for example, I am on the Board of Directors at the National Youth Leadership Council, serving as one of the youngest on the board. I have learned a lot about the concept of voice in the past few years. I have grown to learn how important it is to be able to amplify the unheard voices of society and to create new voices in the process of doing so. That is why I am a service leader.
The International Community School of Abidjan in Abidjan, Cote d’Ivoire’s ICSA Aquaponics project is one of two winners of the 2023 Outstanding Projects Awards.
Learn more about the details of the International Community School of Abidjan’s Service Project below; you’ll see why it was chosen as one of the 2023 award winners for the AISA region.
THE AIM OF THE PROJECT:
The project consisted of students creating an aquaponics system prototype to be replicated in local schools. The students’ goal is to help empower local youth with sustainable agriculture skills as a means to combat hunger.
The students describe their project’s goals and objectives on slides 2 – 5 of their presentation here
DESCRIPTION OF THE PROJECT’S LEADERSHIP & ROLE OF THE STUDENT LEADERS IN DECISION-MAKING AND PLANNING:
The project has one main student leader assisted by four peers. The group was working under the supervision of one member of staff. The main student leader serves as the project manager and coordinates the rest of the group’s contributions. The majority of the project work was carried out by the student group. The team was able to successfully pitch the project idea to the school director, which earned them funding for building the system. They collaborated with other members of the community for additional expert support such as the school plumber and the electrician when building the system. They also directly contacted and negotiated with local businesses to purchase materials for building the system. The team was able to successfully pitch the project idea to the school director,
which earned them funding for building the system.
HOW DOES THIS SERVICE PROJECT SLIGN WITH THE SCHOOL’S SERVICE-LEARNING PROGRAM:
The school’s service-learning program aims to empower students to take an active and leading role in dealing with global issues in communities. The project was aligned with this goal.
A DESCRIPTION OF YOUR RELATIONSHIP WITH THE COMMUNITY PARTNERS IN THIS PROJECT:
The students chose to collaborate with SOS Village d’Abobo, which is one of the school’s long-term service partners. Some student groups had previously carried out a gardening project with SOS Village, and they had expressed to the students their interest in continuing with similar projects. Members of the SOS village community have visited the system several times and have had discussions with the students in how it works, and the two collaboratively drew plans for implementing the system on their site.
HOW WAS REFLECTION BUILT INTO THIS LEARNING EXPERIENCE:
The bulk of the group reflection took place on a WhatsApp group that the students created. Below are some screenshots from their chat on WhatsApp. Students also reflected individually on their CAS portfolios.
HOW DID THIS SERVICE PROJECT PROMOTE AN APPRECIATION OF AFRICA:
Fish is one of the main sources of protein for many people in the local community, hence the project is relevant to the community and shows understanding and appreciation of local diets. The project is focused on youth empowerment, which shows the students’ belief that youth, regardless of their background, can make a difference in the community with access to resources.
HOW DID YOU DEMONSTRATE WHAT HAS HAPPENED WITH THIS SERVICE PROJECT IN YOUR SCHOOL COMMUNITY OR WIDER COMMUNITY?
The team has shared about the project with various members of the school community through various school communication channels and social media accounts. These communication channels include:
WHAT WERE THE SPECIFIC CHALLENGES FACED WHILE IMPLEMENTING THIS SERVICE PROJECT:
Click here to view the notes kept by the main student leader outlining some of the challenges the group faced. The main lesson for the students was balancing their expectations with the reality of implementing a project that involved components and factors that they did not have direct control over. Another challenge was with the building of the system. It took multiple trials for the system to work, and the students remained persistent throughout the process.
Click here to view the main Student Leader’s video when the system worked for the first time:
Click here to view the video of the system before fish and plants were added:
IS THIS PROJECT ONGOING?
The student leaders have turned the project into a co-curricular student-led service activity, and have a number of students in grades 6 – 10 who have signed up to join. The co-curricular service group will be involved in helping build the system at SOS Village and other partner schools.
HOW WILL THE FUNDING FROM THIS PRIZE BE USED?
The students plan to use the funds to:
The International School of Tanganyika in Dar es Salaam, Tanzania’s Water & Sanitation in Schools project is one of two winners of the 2023 Outstanding Projects Awards.
Learn more about the details of the International School of Tanganyika’s Service Project below; you’ll see why it was chosen as one of the 2023 award winners for the AISA region.
THE AIM OF THE PROJECT:
The project started when the city of Dar es Salaam encountered a water shortage in December 2021 – January 2022. While the IST campus was able to maintain a consistent water supply with the use of a well, many of our community partners struggled to access potable water through the Dar es Salaam Water Supply and Sanitation Authority (DAWASA). Water trucks were being used to deliver water around the city to make up for the shortage but most reports were that the water was ‘brackish’ and not suitable for drinking or even cooking. Students from IST set out to help community partners advocate for better water, one being Oysterbay Primary School, a government English medium school down the road that has been a long-term partner. This was because when the Umoja Take Action Today group had first visited their partner for the 2021/22 school year, students they talked to had shared concerns about their access to water and sanitation, highlighting that the facilities for toilets and washing stations were not enough for the number of students at the school.
DESCRIPTION OF THE PROJECT’S LEADERSHIP & ROLE OF THE STUDENT LEADERS IN DECISION-MAKING AND PLANNING:
In the 2021/22 academic year, the project started with five CAS students responding to the water shortages in Dar es Salaam. Their CAS project inspired the 7th graders who were learning about access to resources in their I&S classes to incorporate the local context into their learning and add to the project with advocacy actions within our school community. A variety of Take Action Today (TAT) co-curricular groups then also found ways to fundraise for delivery of non-brackish water to their community partner – for example, for the animal shelter, Every Living Thing and to look more closely at the infrastructure their partners and IST had for water delivery – for example with Oysterbay Primary School. These projects were led by the Student Leaders of these TAT groups.
HOW DID YOU DEMONSTRATE WHAT HAS HAPPENED WITH THIS SERVICE PROJECT IN YOUR SCHOOL COMMUNITY OR WIDER COMMUNITY?
The project started with IST students conducting primary and secondary research to try to understand why the water shortage in Dar es Salaam was happening. They put together a public service announcement in the form of a video to share with the IST community what they found out. The grade The project started with IST students conducting primary and secondary research to try to understand why the water shortage in Dar es Salaam was happening. They put together a public service announcement in the form of a video to share with the IST community what they found out. The grade 7 I&S class then worked on posters to advocate for our community to use less water for gardening, washing, showering, etc. to try to contribute to the conservation of water in the city. With the Oysterbay Primary School, primary research was done through surveys to understand how much water was used by students each day and for what purposes, what they considered to be clean water suitable for drinking, and how their perception of water was different from most students at IST. The Oysterbay Primary School put together their own water committee and they visited our school and got a tour of our facilities and saw how we access water and what we use it for. We discovered that both schools could work harder to use water more efficiently and that there was a difference in how we understood whether water was clean or not. DAWASA water is generally considered safe to drink by the larger population in Dar es Salaam and having access to it is considered to be optimal. It comes from the Ruvu River and is treated before being piped out to the city. However, at IST, students are not encouraged to drink water from the DAWASA taps and instead we get bottled water delivered regularly to school for drinking purposes. We also discovered that most students at Oysterbay Primary School bring their own drinking water to school for the day from home because the DAWASA taps do not always work due to unpaid water bills.
WHAT WERE THE SPECIFIC CHALLENGES FACED WHILE IMPLEMENTING THIS SERVICE PROJECT:
During the 2022/23 school year, the student leaders of Umoja TAT organised multiple visits to Oysterbay Primary School to review their water system and learn about the problems of the water system with the aim to add to their infrastructure and improve the water and sanitation system. This proved harder than they thought as the Headmaster at the school disclosed he was not aware of the problem his students had described and showed minimum interest in addressing it. This caused the formation of the Oysterbay Primary School water committee, allowing students from the partner school to also show leadership as they conducted research using technology at IST and helped identify ideas for how to improve the system.
IS THIS PROJECT ONGOING?
Going forward, the group, now consisting of students from both IST and Oysterbay Primary School want to continue to work together to develop a model for local schools that can provide adequate water for both drinking and for sanitation based on the population and area that the school occupies. Also, students would like to do a larger audit of ISTs water use and make proposals for how we can use water more efficiently to prepare for future droughts, as well as, identify the extent to which DAWASA water is safe to drink and evaluate our use of bottled water.
This academic year – 2023/24 – student leaders from both schools are working towards making plans and providing infrastructure that will help to improve water use and sanitation at both schools even in drought or flood conditions, given all they have learned so far in their endeavours.
2021/22 Winners
2019/20 Winners
2018/19 Winners
2017/18 Winners
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