Our teams in Kenya and Tanzania are the backbone of our organisation. Everyday, they are working to ensure that children across Tanzania and Kenya can break the cycle of poverty through access to quality education. Our entire on-the-ground team is made up of local nationals who have a deep, nuanced and culturally appropriate understanding of the multiple barriers that exist to education.

Since 2009, So They Can’s reach is 55,000 students through our Education Program.

Our Local Leaders Series is an opportunity to spotlight the pioneering staff that are leading our programs on-the-ground in Kenya and Tanzania. In this profile, we are delighted to introduce our Cesilia Ndashuka, Monitoring, Evaluation, and Learning (MEL) Officer at So They Can Tanzania.

What is your role at So They Can?

I am the MEL Officer in Babati, Manyara Region, Tanzania. I started in 2024, and in this role I support the design and implementation of So They Can’s MEL systems to strengthen the accountability, effectiveness and sustainability of our projects in Tanzania. On a daily basis, I collect and analyse data, develop survey tools, coordinate feedback mechanisms to ensure inclusive participation and support MEL reporting.

Throughout all stages of our MEL, we strive to engage a diverse range of stakeholders, including children, to ensure their voices are heard, promote buy-in and motivate action. We also aim to ensure that the processes and systems we employ for assessing our impact are culturally sensitive and accessible.

You can learn more about So They Can’s MEL processes here: https://www.sotheycan.org/blog/monitoring-evaluation-learning/

What is your professional background?

I have over four years of experience in Monitoring, Evaluation, and Learning (MEL), specializing in the design and implementation of MEL systems that strengthen accountability, effectiveness, and sustainability across livelihood and education projects. My background has equipped me with strong skills in data collection, analysis, and reporting using tools such as Toladata and KoboToolbox, as well as in developing survey tools and managing databases to support evidence‑based decision‑making. These skills allow me to contribute to STC by ensuring accurate monitoring, fostering inclusive stakeholder participation, and promoting culturally sensitive approaches that reflect community realities and drive meaningful change.

What is a project you’ve been working on at So They Can that you are particularly proud of?

One project I’ve been really proud to work on at So They Can is the School Improvement Project in 29 Program primary schools and 5 partner secondary school across four wards namely Qash, Endakiso, Mamire and Gallapo wards, So They Can’s School Improvement Project focuses on strengthening school infrastructure and includes building and renovating classrooms, toilets, dormitories, and boreholes, as well as donating desks for pupils and tables and chairs for teachers.

I really enjoy being a part of this project because it directly improves the learning environment, makes schools safer and more supportive for both students and teachers. Seeing the positive changes in the community and knowing that these improvements will benefit children for years to come is incredibly inspiring both for myself and the wider team.

What is your vision for So They Can moving forward?

My vision for So They Can is to continue strengthening accountability, effectiveness, and sustainability across all projects by embedding strong Monitoring, Evaluation, and Learning systems that truly reflect the voices of the communities we serve.

I visualise MEL not merely as a technical process, but as a participatory process that empowers stakeholders to shape decisions and drive action. Moving forward, I envision So They Can deepening its commitment to culturally sensitive and accessible approaches, ensuring that impact assessments capture local realities and inspire meaningful change. By fostering collaboration, building capacity, and promoting inclusive participation, So They Can has the potential to become a leading organisation in demonstrating how data‑driven learning can transform community and education outcomes in Tanzania and beyond.