Mobilising support example:
Improvement of learning environment of schools

Community meeting in Vigoi ward
State of classrooms before new ones were built
New classrooms being built
OrganisationKijogoo Group for Community Development
TopicAccess to Government Funding


Kijogoo advocated for improvement of the learning environment of five schools at Vigoi ward in Ulanga district which were in dire condition, successfully involving local leaders, the department of education in Ulanga district and other relevant agencies working on public accountability, such as the Prevention and Combating of Corruption Bureau (PCCB).
Moreover, Kijogoo trained citizens to critically follow the expenditure of government funding for these and other school, using a system called PETs (Public Expenditure Tracking System/Survey). When they uncovered irregularities, measures were taken. 
Kijogoo enhanced its advocacy skills through a Change the Game Academy training on the subject. The content of the course was shared with the entire organisation. They were especially happy to learn more about the different advocacy methods an orgnaisation can use.

Problem analysis

Several schools in Ulanga district are in dilapidated condition and need government funding to improve the learning environment for their pupils. As soon as the government pledges its support, concerned citizens should be able to critically follow the school board and hold them accountable for the correct use of the received funds.

Solution analysis

The government has to be persuaded to pledge their support to a number of schools. Citizens from the communities where these schools are have to be trained in the PETs system, so that they are able to monitor the use of the funds received.

Stakeholder analysis

Which stakeholders (NGO’s, government, private sector) did you identify as allies and how did you involve them?
Local government, Prevention and Combating of Corruption Bureau, citizens of communities with derelict schools.

How did you involve your beneficiaries in the stakeholder analysis/campaign?
The beneficiaries were mainly the inhabitants of the communities where the schools are. They received training in the PETs system, allowing them to determine whether the funds received for the schools were properly used.

Short description of the organisation implementing the action/campaign

Kijogoo Group for Community Development (Kijogoo) has its headquarters located in Mwembesongo ward in Morogoro region. The organisation was established as not for profit in 2008. One of the activities Kijogoo engages in, is called PETS (Public Expenditure Tracking System/Survey). The role of advocacy skills for such organisations cannot be underestimated. This is because to implement projects of this nature well, one is required to engage and influence important stakeholders, including government leadership at the local level. Members of Kijogoo have successfully completed the 'Advocacy for Change' training, a Change the Game Academy training offered by Foundation for Civil Society, and are putting their new skills to good use.

1. To work with the Department of Education and successfully advocate for support of 5 schools which had challenges related to infrastructure including classrooms.
2. To train engaged citizens in advocacy skills and PETS, so that they themselves can exert pressure on school administrations to be accountable for the use of public resources in Vigoi ward.

Action results
1. Five schools received support from the government as a result of advocacy: Lyandu Primary School, Mbangayao Primary School, Nalukoo Primary School, Mahenge B Primary School and Majengo Primary School.
2. These schools and others were followed critically by the trained citizens with regard to the use of received government funds. Kijogoo Executive Director Mr. Ramadhani Said, who had spoken at the awareness raising meetings in the communities received reports stating that ‘some of them were not cooperating and sharing on the use of money to citizens, other were lying about the amount of money used and others were not providing correct information on expenditure.' As a result some heads of school were relieved off their duties and others transferred to other schools.

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