Diplomatic debate: Equipping students with real-world skills

Have you ever imagined stepping into the shoes of a diplomat or participating in a simulation of the United Nations General Assembly?

This was the case last Tuesday when students at the French International School of Tanzania engaged in Model United Nations (MUN) to commemorate the celebration of the 26th edition of La Francophonie.

MUN is a simulation of the UN General Assembly and its other multilateral bodies where students perform an ambassador role while debating topics such as gender equality, climate action, global health, and more.

Students are usually tasked with solving a global issue through research, drafting, lobbying, and debating to pass a suitable resolution.

The French International School came up with the idea of a simulation of the United Nations General Assembly after the Francophone ambassadors in Tanzania planned to visit the school as part of the celebrations to mark International Francophone Day, observed every March 20.

The Principal and CEO of the school, Caroline Miannay, said: "We wanted to go beyond merely showcasing our school to the ambassadors. Instead, we aimed to create a platform where students could exchange ideas and collaborate with diplomats to propose actions for enhancing diversity in Francophone countries.”

Ms Miannay said the debate wasn’t only about emphasising the importance of proposing tangible solutions but also nurturing vital skills for future success.

"It's not just about suggesting actions; it's about honing critical thinking, teamwork, and negotiation skills essential for the professional world," she explained.

According to Ms Miannay, this was the first time for the school to impose the Model United Nations idea during the celebration of La Francophone.

“This year’s theme is about diversity because we know that Francophone countries are so diverse. You can find francophone countries in North America, Asia, Africa, and Europe.”

The school thought this theme could be something that students could work on through the modalisation of the United Nations General Assembly. The idea was for them to propose actions to improve the world in terms of diversity in francophone countries.

Students from Grade Nine (Form Three), Grade Ten (Form Four), and Grade 12 (Form Six) who participated in the debate had an immersive experience.

They discussed the importance of cultural, linguistic, and social diversity within the Francophonie and explored the challenges and opportunities linked to diversity.

According to a grade 12 (Form Six) student who identified herself only by one name, Lamya, the preparations for the Model United Nations took almost a month with the help of the teachers, who made sure students participated from the beginning to the end.

Before the actual debate started, six delegations were formed. They included Belgium, France, Morocco, the Democratic Republic of Congo, the Seychelles, and Switzerland, whereby the ambassadors of these countries guided the future diplomats through the selected topics.

Each ambassador worked closely with a group of 9th and 10th-grade students, with designated roles such as spokesperson, secretary, and experts responsible for answering questions. The 12th graders were the moderators.

The students were tasked with formulating actionable proposals akin to a simulated United Nations assembly, with ambassadors providing valuable guidance and insights.

The proposed debate topics aimed to promote diversity and youth in the member countries of the International Organisation of La Francophonie (OIR).

OIR is a global organisation that promotes cooperation among 88 French-speaking member states and governments.

The students prepared topics ranging from sports and games, art exhibitions, short story contests, cultural challenges, and theatre to student programme exchange.

Under the theme of 'Diversity in the Francophonie,' students engaged in discussions, proposed solutions, and negotiated with one another, mirroring the actions of real diplomats.

At the end of the session, each group voted for the winner, and the Swiss Embassy emerged victorious for their presentation and topic sharing.

Reflecting on the significance of such debates, the Principal of the French International School of Tanzania, Ms Miannay, emphasised the importance of bridging the gap between classroom learning and real-world applications.

She said that through such debates, students develop skills that enable them to be efficient in the professional and business worlds. “It’s all about helping them grow and be able to learn in different ways through the ambassadors.”

Commenting on the age factor, as most students were around the ages of 14 to 16, Ms Miannay shared that it’s all about their vision.

“I am happy to allow them to show that even at 14, 15, and 16 years old, they can also take actions that can lead the world to a better future,” she explained.

In the same vein, the Ambassador of Switzerland to Tanzania, Didier Chassot, underscored the significance of interactive learning environments.

"Interactive sessions where students can voice their opinions and engage in debates are invaluable. It's through such exchanges that minds are sharpened and diplomatic discourse is nurtured,” he noted.

Reflecting on the experience, Grade Nine (Form Three) student Nawal Dahal expressed enthusiasm for engaging directly with ambassadors, highlighting the enriching nature of the debate.

"It was daunting at first, but interacting with the diplomats was an eye-opening experience. I believe such initiatives should be encouraged in more schools," she remarked.

Similarly, Grade Nine student Nilufer Gul described the debate as a dynamic and professional opportunity for students to expand their horizons.

"Experiencing such engaging debates has been truly enriching. I believe other schools need to embrace similar initiatives to empower students," Gul asserted.

Fellow student Fatema Jaffer echoed similar sentiments, advocating the inclusion of government officials and private sector representatives in school debates to provide students with a holistic perspective on global issues.

Lamya, the Grade 12 (Form Six) student, shared that debates like these are important in helping students discover what’s going on in other countries.

“It helps us learn how to work around things in the future because everything’s through connections and compromising, working, talking with each other, and arguing; we've got to learn these aspects this way,” she explained.

Through such debates, students get to develop skills in communication, negotiation, and collaboration, as well as a broader understanding of the world and global issues.

They also nurture them to master the art of diplomacy; they become more knowledgeable and experienced in how to conduct negotiations in a tactful and result-oriented manner.

In essence, the French International School of Tanzania debate not only showcased the intellectual prowess of Tanzanian students but also underscored the transformative potential of interactive learning experiences in shaping future leaders on the global stage.