Implementation of Student Councils in Secondary Schools
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INTRODUCTION In 2008, a wave of students unrest swept across hundreds of secondary schools in the country, leading to wanton destruction of property and closures. The strikes alarmed stakeholders in education including parents, teachers, principals, Government among others. There was great concern given the past experiences from more extreme incidents such as the Nyeri High where four prefects were killed, Kyanguli Secondary that left 68 students dead and Bombolulu Secondary in which 24 girls died. The possibility of recurrence of these fatal strikes was unimaginable. With a view to finding a feasible lasting solution, stakeholders started exploring different fronts on the causes of strikes in the Kenya’s secondary schools. The challenges presented by the strikes called for bold pro-active actions, and the Kenya Secondary Schools Heads Association (KESSHA) took the lead by initiating such efforts aimed at addressing not only the strikes but also other conflicts in schools such as bullying, and inter-class tensions. After a series of brainstorming sessions, it was realized that most of the cases of conflicts and indiscipline were deeply-rooted in how schools were administered, especially in the running of student affairs. It was apparent that unrests were an avenue that for years students have preferred to vent their frustrations with school administrations. Incidentally in 2006, the Ministry of Education in partnership with the United Nation’s Children’s Fund (UNICEF) had undertaken a survey along similar lines as KESSHA was pursuing and prepared a detailed report on addressing the perennial problems of indiscipline and the ensuing student actions in Kenyan schools. Like the findings of KESSHA, the research found out that the core causes of unrest rested with the For the Implementation of Student Councils in Secondary Schools
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administration of student affairs as the existing system allowed students to play little or no role in running of the schools. From the findings it was conceptualized that radical reforms in student leadership was the way forward in addressing causes of tension in schools, which in most cases foment indiscipline culminating into violent strikes. The reforms, it was projected, would help arrest strikes by opening channels of communication in schools, cultivating a culture of dialogue and developing other non-violent disputes resolution mechanisms. The outcomes, it was envisaged, would also go a long way in nurturing leadership skills among students as well as laying a strong foundation for a culture of making informed even after school.
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Establishment of Peace Clubs in Secondary Schools
Definations A prefect is a traditional role in the United Kingdom secondary schools for senior students who are appointed to exercise authority and disciplinary responsibility among their fellow students. They are senior students who control the activities of other students and have them obey school rules. Student council is a group of students in a school who have been elected by other students to make decision about students’ activities. A more broad definition terms a student council as a representative structure for students, only through which they can be involved in the affairs of the school, working in partnership with school management, staff and parents for the benefit of the school and its students.
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Establishment of Peace Clubs in Secondary Schools
1. STATE OF AFFAIRS: STUDENT LEADERSHIP Since the colonial days, student leadership in secondary schools has been in the hands of prefects appointed single-handedly by school administration - in particular the principal in consultation with teachers. This essentially implied that prefects were leaders imposed on students by the school administration. This is supported by a number of researches that have shown that most students consider prefects as ‘tyrants’ who act not in the interest of the students, but rather for the administration. It is out of these weaknesses that the Ministry of Education, KESSHA and other stakeholders initiated a process of shifting student leadership from the prefects to a more representative body that will give students a voice in their leadership, while transforming the roles of the leaders from masters to being a bridge of communication between students and school administration. This has given birth to the concept of the student council, where students elect their leaders. The Ministry of Education defines student council as a representative structure through which students in a school can become involved in the affairs of the school, working in partnership with school management, teachers, support staff and parents for the benefit of the school and its students. A recent research titled: The Effectiveness of Student Councils in Kenyan Schools, a Case Study of Central Province, conducted by Kagumo High School Research Club with support from Synnovate is the latest pointer that time is ripe to shift from prefect systems to student councils. In its conclusion, the report states: “As evident in our research findings, most students support the students’ council and saw it positive to abolish the For the Implementation of Student Councils in Secondary Schools
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prefecture system and replace it with the more beneficial students’ conference. They saw it important since it gave students more chances of being involved in management, and decision making in their respective institutions. The council also provides a better option in presenting students grievances to the authorities and probing further for the necessary action to be taken to make learning more effective.� Another research conducted at Alliance High School attests to the suspicions that most students hold against prefects and therefore the need for reforms. The 2006 research undertaken by the Ministry of Education and UNICEF indicated that student councils can improve academic standards and reduce strikes as they create a sense of ownership of the school and its activities among the student population.
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2. OBJECTIVES AND EXPECTED OUTCOMES The establishment of student councils will serve as a significant step in engaging students with the school administration to resolve problems affecting students, and involving them in the development of schools. It is expected that the councils will be the bridge of communication between the students and the administration, and therefore will enhance dialogue and address accordingly issues that degenerates into tension and protests. Specific goals include: • Enhancing communication between students, management staff and parents • Promoting an environment conducive to educational and personal development • Promoting friendship, relations, negotiation and respect among students • Supporting the management and staff in the holistic development of schools • Representing the views of the students on matters of general concern to them.
2.1 Rationale for shifting from Prefect System to the Student Councils Many stakeholders in education led by the Ministry of Education and KESSHA are in agreement that it is time to shift from prefect system to student councils for various reasons: •
If the reforms take root, secondary school students will be at the centre of school management and therefore help reduce
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conflicts that results in student unrest and strikes that causes untold suffering and destruction of property. •
The councils are expected to marshal a participatory approach to school management by directly involving the students. This reflects the aspiration of the Kenyan people to be involved in the running of the country.
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Secondary schools play a vital role in shaping future societies and providing a pathway towards peace and harmony, and student councils is expected to be the vehicle in realizing these ideals.
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High schools are breeding grounds for future leaders – providing opportunities for students to nurture their leadership skills early. Leadership opportunities to be created by the councils will empower students to become positive role models and change makers in their schools, communities and society at large.
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Schools are agents of change and that change is here with us as manifested in the new constitutional dispensation.
2.2 Purpose of the student council
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To give input about school programmes and implementation of policies
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To be the bridge of communication between students and administration
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Managing and maintaining discipline and order in school
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To engage students in learning about democracy and leadership
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Promote diplomacy and responsibility as a supreme principle of morality among students
2.3 Functions of the Student Council •
Student councils should have a constitution to govern them
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A student council representative should be assigned an area of jurisdiction e.g. a class, a house etc
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Student council should be concerned with students’ welfare
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Student councils should manage students body in areas of discipline, school routine, academic programs and cocurricular activities
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Student council should also be sensitive to school environment and strive for a conducive climate for learning
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Establishment of Peace Clubs in Secondary Schools
3. DRIVE TO ESTABLISH STUDENT COUNCILS Student councils are not an entirely new phenomenon in Kenya, and in the world at large. Some countries have active student councils at high school levels. These include South Africa, the United States, the United Kingdom, Finland, Ireland, Norway and Singapore. Ireland for instance has a union of secondary students formed in 2001, while in Norway the law requires all schools to set up student councils elected by the student themselves. The fist democratically elected student council in the United States was established at the Loomis Chafee School in Windsor, in 1920. In Kenya, student councils have for many years been active in many tertiary institutions. For instance in all of the country’s seven public universities - Nairobi, Kenyatta, Egerton, Moi, Jomo Kenyatta, Maseno and Masinde Muliro - student councils are the bridge between the students and the administration. These leaders are directly elected by students. The first successful attempts at setting up officially recognized student councils in Kenyan secondary schools started taking shape with the first ever national secondary school student conference in 2009. This was a culminations of partnership started in 2008 between KESSHA and UNICEF as part of the process to shift from prefect system of student leadership to student councils. The main focus since then has been advocacy geared towards having those involved share ideas, embrace and support the transformation for the benefit of all players in schools. The benefits include:
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Students – A harmonious and conducive environment would enhance learning, positive social relations, talents development, cultivation of positive attitudes, tolerance and injecting a sense responsibility. This will promote performance in academics and other areas of students’ development.
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Parents - It will be cost effective for parents who during strikes, school closures or suspension of their children have to dig deeper into their pockets to pay for damages caused by their children, and also get stressed up owing to these disturbances.
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Teachers – Would be able to execute their duties effectively and in time as there would be no disruptions to school programmes. They would also have a chance to influence positive development among students through dialogue and enhanced interactions.
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Neighboring communities feels the impact of indiscipline and unrests. With the realization of expected goals of the councils, they will benefit a lot as their property will be safe as well as being free from constant student harassments. Government – It will be cost effective given few damages to infrastructures, proper learning of school programmes and production of graduates who are responsible, able to make the right choices of their elected leaders, able to dialogue, resolve conflicts peacefully among others.
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Society – Save on wastage of tax-payer monies and having responsible, accommodating and informed citizens Establishment of Peace Clubs in Secondary Schools
One of the key achievements so far in this drive has been the formation of the Kenya National Student Council that brings together student leaders from schools in all the eight provinces. The council has been a major milestone in laying the ground work for the implementation of student councils in all public secondary schools in the country. With the advocacy and other efforts towards the reforms of student leadership, a number of schools have already taken steps to implement the student councils, and remarkable successes have been realized. Some of the schools have adopted a pure student council while others have integrated the prefect and councils in a form of a hybrid system.
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Establishment of Peace Clubs in Secondary Schools
4. ACTORS ROLE IN ESTABLISHING STUDENT COUNCILS In order to initiate and manage the councils towards sustainable student leadership, the combination of policies and strategies, encouragement of students and school administration actions, involvement of other players in education, contribution of parents and role models are needed.
4.1 The role of school administration Principal, teachers, Board of Governors and Parents Teachers Associations have a key role to play in facilitating the shift from prefects to functioning and sustainable student councils. - Sensitize students on the shift, rationale, benefits, rights, expectations, roles and responsibilities. The principals also have to take the lead in sensitization to ensure the success of the new form of leadership at the same time guard against polarization of students and over-stepping of its mandate. -
Facilitating the holding of elections and ensure justice is done in nominations and elections while putting mechanisms that ensure only the right leaders get elected. It advisable that the administration to ensure minimal involvement of the teachers in the student electoral process.
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Monitor closely the activities of the student councils to ensure they operate within the expected boundaries.
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Mentoring student leaders to strengthen and make the councils more effective. There is a need for capacity building to empower student leadership. The council needs a personal commitment from the school principal who must
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be available to listen and act on its recommendations. -
Involving the councils in formulation of school policies in areas such as bullying, discipline, planning, and organization of school activities and events.
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Putting in place measures to guide the activities of the student councils to make sure they don’t detract from their roles, or interfere with the authority of school administration or the teaching staff of the school.
4.2 The Role of Ministry of Education For successful shift of student leadership from prefects to student councils, the support of the ministry is of utmost importance. This is through the formulation of an Education Policy on establishment of student councils, and mobilizing its officers to support the transformation. This will give the process the much needed push towards its full realization.
4.3 The Role of Students Students’ support in the successful transformation from prefect to councils is crucial. The school administration has to make students understand about the shift and clearly outline their roles. These include taking part in elections, airing their grievances through the councils, supporting the councils by respecting the elected leaders, among others.
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5. IDEAS FOR IMPLEMENTATION OF STUDENT COUNCILS This section presents some ideas for successful transformation from prefect bodies to student councils.
5.1 Time Frame There has been reluctance in initiating the process in many schools. This has been due to a number of reasons, chiefly being the fear of change and loss of authority. But from experiences of the schools that have already implemented the councils, the benefits are enormous while the challenges can be overcome with proper planning and effective management of the process. In order to have everyone moving, there is a need for a time frame within which all the institutions should have facilitated the shift. A transition period of two (2) years with the deadline of August, 2012 will be sufficient for all institutions to have established functioning councils.
5.2 Transition process The transformation process ought to be gradual for a smooth transition. The transition can be best managed by continuing with the prefect system and at the same time introduce the councils. During this period, the hybrid system will integrate the two systems and inject measures to strengthen the council while neutralizing the prefect system, culminating into one student council model. However, the institutions that are already implementing the full student council model should continue perfecting it. To make the transition model work, the Prefect and the Student For the Implementation of Student Councils in Secondary Schools
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Council systems should be put under one head to be known as the Chairperson of the Student Council or the School Captain. The chairman/school captain will de deputized by a vice chairperson/vice captain. The Student Council, comprising of elected student representatives to be known as councilors or secretaries will during the transition period act as an advisory body to the prefects. The prefects’ body, which will also be elected by students, will be in-charge of administrative roles during the transition period.
5.3 Implementation formula There will be no standard implementation formula across board. The implementation will be dependent on individual schools, putting into considerations factors such as the level of discipline in the school and the preparedness of the students and teachers to accept the change. Capacity building and sensitization of both teachers and students should be thoroughly undertaken by principals to have students and teacher support and participate in the process. KESSHA national office will undertake a countrywide training of student leaders to equip them for their new roles. Student model workshops for deputy heads and student leaders at regional levels will be undertaken before the end of 2010.
5.4 Criteria of Student leaders: Schools will come up with their own criteria of vetting and nominating candidates to ensure smooth running of the councils and the institutions at large, using such parameters
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as discipline, leadership qualities, balanced personality and academic performance.
5.5 Elections: The school administration will put in place mechanisms of nomination of candidates, campaigns, elections, declaration of results to ensure transparency and justice. The administration can develop water tight nomination criteria to ensure it does not control of the process and that only the right candidates are nominated.
Transition Structure Guideline School administration
Students Council
School captain/chairperson Vice captain/vice chairperson
Prefect Body
Student Council Secretary
Secretary to prefect board
Academic Captain
Councilors/ secretaries: class, dormitories, dining hall, games, peer counselors, clubs, games, environment, laboratory etc.
Library Captain
Laboratory Captain
Dining Hall Captain
Dormitory Captain
Deputy Captains
Dormitory Prefects
Class Prefects
Student Body
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5.6 Support: i)
Starting next year, KESSHA in partnership with other players will establish a Captain of the Year Award to encourage good leadership. The award will be presented during the annual national student council conference. ii) During the student conferences at all levels, the organizers will be encouraged to invite local role models to speak to student leaders as a way of encouraging and inspiring them. iii) On top of this, KESSHA governing council members will undergo capacity building process to enable them act as resource persons for schools in establishing the councils. iv) During the national conferences, each district will be represented by eight (8) student leaders – four (4) boys and four (4) girls. The districts should ensure that the representation involves leaders from lower forms.
5.7 Constitution and Removal of Student Leaders Schools should follow the guidelines issued by the Ministry of Education
5.8
Checks and Balances
Each school should put in place its own checks and balances to ensure the councils do not overstep their mandates and that their operations are under the watch of the school administration.
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6. EXPECTED CHALLENGES
6.1 Loyalty: The student leaders may feel indebted to the students who elected them rather than to the school administration. School authorities should ensure that the roles and powers of the councils are clearly spelt out, and make it clear to the elected leaders of their responsibilities. The nomination and campaigns should be designed in a way that does not make the elected leaders feel obligated to a certain groups of students 6.2 Complaints: Some students may feel entitled to positions of leadership based on issues such as ethnicity, class, social class, etc while others may feel that they are victims. The election process should be all inclusive and transparent to avoid such complaints 6.3 Power: The elected leaders may be tempted to exercise excessive power over other students. The schools administration has the role of mentoring the leaders to help them understand their responsibilities clearly and be able to differentiate between the prefect system and the student councils. 6.4 Populism: Undeserving students may be elected out of cheer populism. A vetting process during nominations will help close out populists. 6.5 Unrealistic Promises: Candidates are likely to make unrealistic promises to be elected. The administration should closely monitor the campaigns to guide the candidates in addressing issues that are realistic and achievable. 6.6 Loss of authority: The administration may lose control of student leadership. This should be checked by continued For the Implementation of Student Councils in Secondary Schools
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mentoring, guiding, and retaining control over the councils’ activities through a consultative way and capacity building. Sensitization and capacity building about the reforms in student leadership in secondary schools is vital for the progress towards peaceful and harmonious co-existence among students, discipline and holistic development of the learners, while enabling teachers and school administration play their role efficiently and effectively. Since the envisaged benefits of the student councils are enormous, the cooperation between various actors is needed, where each actor contributes in its own way to the common vision of active, engaging, and sustainable student leadership.
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REFERENCES
Alliance High School, The Best Option, Research on Student Leadership, 2010 Dewey, John, Democracy and Education, 1917 Kagumo High School Research Club, Research on the Effectiveness of Student Councils in Kenyan Schools, 2010 Kenya Secondary School Heads Association, Report on Student Councils in Central Province, 2009 Ministry of Education, Kenya, Guidelines for Formation and Implementation of Secondary School Student Councils, 2009 Njoroge S.M., A Paper on Student Council, Presented to KESSHA Executive Committee Meeting, October 7, 2010
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