Nothing should be done for us without us
"Empowerment begins with recognizing and valuing diverse voices. Be proactive in seeking out opportunities to contribute and collaborate, and don’t be afraid to take initiative." (Photo courtesy of Laurine Lyatuu)
Can you point to the moment you knew you were an activist? Laurine, 25, can. Advocating for students' needs in university sparked her commitment to creating inclusive spaces that reflect student needs and inspired her to join the Girls’ Vision steering committee, helping girls around the world map out their dreams for their education. Laurine shares why she joined Girls’ Vision for Education, her takeaways and why the voices of young women should be the driving force behind education policy. When I saw the word 'vision,' I was deeply touched because it resonated with my core belief that nothing should be done for us without us.
When I saw the word 'vision,' I was deeply touched because it resonated with my core belief that nothing should be done for us without us.
I have always been passionate about ensuring that girls and women have a platform to voice their ideas and actively shape the decisions that affect their lives. Far too often, girls — especially in Africa and in my country, Tanzania — are excluded from these processes, and their needs are sidelined. I felt a deep sense of responsibility to join the steering committee for Girls’ Vision to not only listen to but amplify their voices.
It was an opportunity to make sure what girls envision for themselves is not only heard but brought to life on their terms. Being part of this journey meant helping pave the way for a future where girls' aspirations are taken seriously, and their visions become realities.
My journey through school was shaped by a deep passion for learning. I loved discovering something new every day, and I was always committed to achieving good grades.
The friendships I built were also a highlight of my school experience, and they provided a strong support system.
However, there were aspects I struggled with. I was always frustrated by how teachers would ask the class “Have you understood?” and everyone would say “Yes”, even when many of us, myself included, hadn't understood at all.
No one dared to say “no” because it felt risky, almost like admitting you weren't smart enough. If someone did dare to ask for clarification, the teacher would often respond in a loud or impatient tone, embarrassing the student in front of the class. The fear of being labeled “dumb” made us avoid asking questions. Teachers didn’t create a safe or supportive environment, especially for girls, who are often more shy and lack confidence.
“Far too often, girls — especially in Africa and in my country, Tanzania — are excluded from these processes, and their needs are sidelined.”
At university, I appreciated that I could finally speak up when I didn’t understand something. But even then, there were new challenges. One time, I asked a teacher to repeat something I didn’t understand.
When his response didn’t answer my question, I pointed it out, and he seemed to take it personally. He marked me in a way that led to my first-ever failure in an exam, which I had to repeat.
It was a tough experience, but it also showed me how important it is to create environments where students can ask questions without fear.
“When women and girls are involved in shaping policies and decisions, it promotes gender equality and helps to dismantle systemic barriers that have historically marginalized them. ”
As I was designing the Girls’ Vision consultation, I was excited about how this initiative could positively influence society. I looked forward to hearing what the girls would say, how they would feel about having the chance to express themselves, and how this experience would shape their perspective of their own voice and power.
I was eager to see how their responses would inform education stakeholders — especially policymakers — about the true essence of inclusive education. This drive made me want to be present in nearly every meeting, learn from others' experiences and fully engage in the process.
I know that including women in decision-making positions helps to address gaps and imbalances that often occur when their perspectives are missing. Decisions made without the input of women may overlook important issues that affect them. It also means fostering a more balanced and equitable society.
When women and girls are involved in shaping policies and decisions, it promotes gender equality and helps to dismantle systemic barriers that have historically marginalised them. This inclusion empowers women and girls and contributes to more innovative and representative decision-making processes.
Being involved in Girls’ Vision for Education also impacted my advocacy by deepening my understanding of inclusive education and the importance of directly involving girls in shaping initiatives. Inclusive education allows those who are directly affected to define it.
It’s about allowing students to share their own experiences and perspectives, reinforcing my commitment to ensuring that girls' voices are heard and considered in all aspects of educational advocacy.
Empowerment begins with recognising and valuing diverse voices. Be proactive in seeking out opportunities to contribute and collaborate, and don’t be afraid to take initiative. Build strong networks and partnerships to amplify your efforts and create impactful change. Even small actions can lead to significant transformations.
Working on the Girls’ Vision for Education steering committee meant hearing the challenges and firsthand stories from girls in multiple countries. It was far more than just reading about them in the news.
I felt immense pride in seeing how our perspectives contributed to crafting the survey questions and how they reflected our collective effort. It was incredibly exciting to connect with people across continents and to be part of such a global initiative. I couldn’t have imagined being in such a unique and enriching situation.
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