Integration of Global Goals Leads to Enhanced Youth Participation 

Within the framework of the “Together Towards Sustainable Development Goals” project, three schools in Kibaha, Tanzania, along with Wisbygymnasiet in Gotland, Sweden, have collaborated to integrate the United Nations Sustainable Development Goals (SDGs) into their curriculum and development initiatives. Through this project, students in the Kibaha region have been provided with a platform to explore and discuss how schools can contribute to achieving these global goals. 

Utilizing two different tools, the Ladder of Children’s Participation and Lundy’s Model, the schools have established a structure where students’ voices are heard and their opinions are valued. The Ladder of Children’s Participation is utilized to assess the degree of children’s involvement in decision-making processes, empowering students to increase their influence over school activities and decisions. On the other hand, Lundy’s Model focuses on children’s rights to participate in decision-making that affects them, and has been a crucial part of the work in Kibaha 

One of the central aspects of the project has been the establishment of SDG clubs, providing students with a platform to explore and discuss how schools can contribute to these global goals. Through analyses of the school’s performance towards the global goals and open discussions, students have expressed desires for improved access to clean drinking water, sanitation facilities, and safer school environments. These desires have been compiled into an application to a national funding body, resulting in significant projects to improve school infrastructure.  

Lessons for the Future 

One of the most significant insights from this work is the importance of including children and young people in decision-making processes that affect them. By creating safe and inclusive forums for children’s participation, it has been observed how their proposals and opinions have been acknowledged and taken into consideration by decision-makers. Despite the successes, there have also been challenges, particularly in convincing school leaders to allow space for student influence, highlighting the need for continued efforts to strengthen youth participation at all levels. 

At the same time, students reflected on how the focus on Sustainable Development Goals (SDGs) and the design of SDG clubs and participation forums had been shaped by teachers and the local community, with input from these stakeholders considered the most valuable and prioritized. The team also identified challenges in persuading principals to allow space for student influence, as they often are cautious about delegating decision-making authority. Despite the progress made, the team recognized that there is still room for improvement and that increased empowerment of young people is crucial to foster an even more inclusive and democratic school environment. 

SDG clubs have proven to be effective platforms for youth to develop and build ideas together. By involving children in local decision-making processes, communities can better achieve sustainable development. The project in Kibaha has now decided to develop a toolbox to facilitate the establishment of SDG clubs in other schools. By sharing experiences, the aim is to spread the model and strengthen youth participation in more communities. 

The work in Kibaha demonstrates the opportunities and potential of youth to be co-creators of their own future and society’s development. By promoting youth participation and influence, we can collectively work towards a sustainable and inclusive future.