In Tanzania, schools are becoming places of change: children are transforming dusty schoolyards into green oases – with trees, gardens, and even animals. Along the way, they learn how agroecology can protect nature and equip them to face the challenges of a changing climate.
Country, Region:
Tanzania, Lindi and Mtwara
Length:
January 2025 – December 2026
Beneficiaries:
6’000 students at 20 schools
Total project budget:
170,852 CHF
SWISSAID aims to achieve the following through this project:
This project is co-financed by the SDC program contribution.
The 12-year-old Saad stands confidently in front of his classmates. They are animatedly discussing the progress of the project at their Green School (“Eco-School”). Saad is a member of the Parliament and now knows exactly what trees need in order to grow well – and why they are so important.
That a child can speak so naturally about sustainable agriculture is no coincidence. It is the result of a project that is fundamentally transforming schools in Tanzania. Since the project began, Saad’s school has changed – fittingly so, as its name in Kiswahili means “striving forward.” The project trains not only students, but also teachers and the local community in agroecology .
Agriculture is vital in Tanzania – both for food security and as a source of employment. Two-thirds of the population work in this sector, mostly as smallholder farmers. The tropical climate, with abundant sunshine and an average temperature of around 24°C, offers favourable conditions. But climate change poses a challenge: temperatures are steadily rising, and rainy seasons are shifting. Many farmers must adapt their cultivation methods. Agroecology offers a sustainable way to farm in harmony with nature.
With about half of Tanzania’s population under the age of 15, young people are crucial to shaping the country’s future. Inspiring this generation early on to care about sustainable agriculture sets the foundation for them to face the future with confidence, armed with the knowledge of resilient crops. In 2021, together with a partner organization, the first Green School was launched in Mtwara, a region in southeastern Tanzania. Project coordinator Gladness Martin Brush recalls: “When we saw how well the Green Schools were working, we expanded the project to the neighbouring Lindi region.”
The project is hands-on: children create school gardens, plant trees and shrubs – especially local varieties such as mango, lemon, and banana. The gardens are not just for decoration but also provide nutritious harvests for the table. The produce is used in school meals, which eases the burden on parents, reduces costs, and improves student attendance.
In addition to plants, Green Schools keep livestock such as chickens and cows, which provide eggs, milk, and natural fertilizer. Some schools maintain fishponds or beehives, selling the products to help pay for school supplies, building maintenance, or menstrual hygiene items.
Every Green School has both a “Class Council” and a “School Committee.” The Class Council, made up of students, tackles challenges such as water scarcity and comes up with solutions—like introducing a regulated watering schedule. This is a win for the school and for Saad. He proudly says: “I’ve learned to work in a team – and I’m much more confident now.”
Through the Class Council, students have a voice and can actively contribute. This also boosts their motivation. Even during school holidays, the children take care of their gardens – that’s how much they mean to them.
Parents and teachers are also involved : the School Committee maintains ties with the village and organizes workshops to share experiences.
“For a year now, I’ve been the chair of the School Committee. I help organize everything to do with our vegetable garden and the fishpond. I really enjoy it – I’m learning a lot about nature and how we can protect it. I also like the teamwork. We work together to solve problems.”
“What I like most about the project is that we can use what we learn at school at home – with our families and across the village. For example: Before, at home, we planted several banana plants very close together. We only managed to harvest a few bananas with that method. In the school garden, I saw that they only plant one tree per hole. I tried that at home – and it worked brilliantly! That’s when I realized: what we learn here really makes a difference.”
Working with local authorities further strengthens the project, emphasizes Gladness Martin Brush: “The government of the Lindi region fully supports the initiative.” The Songamebele Primary School for instance has been recognised as a flagship model for Green Schools and designated as a space where teachers and educators can meet up to exchange ideas and learn from each other. For the idea to truly take root, everyone must play a part—children, parents, teachers, and government alike. Only with everyone’s commitment can the project sustain itself long-term, eventually continuing without SWISSAID’s support.
The Green Schools are well on their way to this goal. Ten schools are currently involved, with four more schools ready to turn into a Green School soon. The aim is to have a total of twenty Green Schools available throughout the region. Gladness Martin Brush is confident: “By training children in agroecology, we are investing in the future. We have a clear vision—and the determination to make it happen.”
Image copyright for header and in text: Kiki & Miles Productions
