FAWE Annual Report 2001

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Forum for African Women Educationalists (FAWE) "Supporting girls and women to acquire education for development"

Annual Report 2001 Promoting girls' education in Africa: FA WE's action on the ground

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Forum for African Women Educationalists (FAWE) FAWE Hou se. C hania Avenue, o tTWood Avenue. Kilimani P,O . Box 2 1394 00 505. Ngong Roa d, Nairobi. Kenya Tel : (254 2) 573 13 1. 57335 1, 57335 9 Fax : (254 2) 574 150 Email: fawe@fawc.org Websi te: www.fawc.o rg IS BN 9966-90 8-69-2

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CONTENTS Background o n FAWE: Vision. Mission. Goal, O bjec tives List of Ab breviat ions and Acro nyms Execu tive Direc tor "5 Messa ge Highligh ts of 2001..

2 4 6 9

PA RT ONE - PROGRAMM E REPORT Policy and Dat a Analysis Advocacy In terven tions ._ Empowering Gi rls: Partners hips Stre ng thening O rganizatio nal Ca pacitv Mon itor ing and Evaluat ion

9 9 12 15 31 33 37 39

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PA RT TWO - SUMMARY FINANCIA L REPORT

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PA RT Tl IREE - CI IA LLENG ES

43

PA RT FO UR - Ti lE WAY FORWARD

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ANNEXES A: FAWE Membe rs • Exec utive Co mmi ttee • Fou nd ing r.,..t cmbcrs • O the r Full Members • Prominen t Educationa lists • A ssocia te Members • Techn ica l Commit tee B: Nat iona l Chapters C: FI\\tV E Secret ariat Staff 0 : Donor Partners for Year 2001

40 46 46 46 47 47 4R 50 55 56

BACKGROUND ON

FAWE

FAWE was sta rted in 1992 in respnnse to the 1990 Decla ration on Ed uca tion For All (EFA). The founders real ized tha t gender dispari ties in ed ucation frequently result ed from p ublic policies that systematically discri minated against girls . Further, they saw that the po licy enviro nme nts either failed to recogni ze .thl."SC problems. or, even when they di d, frequently chose to Ign ore thei r im pl icati ons.

FAWE was registered as a pan-Africa n non-government organization in 1993 and set itself the task of asSt.~5ing .the situation of girls in edu cation, and developing an d advoc.atmg for policy options to imp rove girls' access to, and retention ami performance in education.

The Forum has a full membership of African women ministers of ed uca tion and women vice chancellors of universities, permanent secretaries, and other senior women pol icy.makers.

Associate mem be rs co mprise male mi niste rs of education a nd former full members of the Forum. Prese ntly 33 Nationa l Chapte rs operate at the country level.

Visio n It is FAWE's vision that by the year 2004 ge nder di spa rit ies in ed uca tion will be significantly red uced, an d more girls w ill have access to schooling, co mp lete their studies and perform well a t all levels.

M issi on FAWE works at co ntinenta l, na tiona l and loca l levels, together wi th its part ners, to create positi ve societal att itud es, pol icies and practices that pro mote equ ity for girl s in terms of access,

retent ion, performan ce a nd qu ali ty, by influe ncing the transformation of educational syste ms in Africa.

Overall Goa l To increa se access and retentio n as well as im prove the qua lity of ed ucati on for all gir ls w ith in the sc hoo l sys t l~ m , and for women in universities.

Strategic O bjectives • To influence the formulation an d adoption of ed ucational policies on girls' education in order to increase access and improve retention and performance.

• To build public awareness and consensus through advocacy on the social and economic advantages of girls' education .

• To undertake and sup port inn ovative demonstration and experimentation programmes that promote girls' participation in education .

• To empower girl s th ro ugh ed uca tion for effect ive partici pa lion in the creation of an equitable society.

• To create and sustain partnersh ips with governmen ts, donors, uni versi ties, NGOs, com m uni ties and other partners in ed uca tion for e ffective im plemen ta tion of progra m ml..'S to improve girls' educa tio n.

• To strengthen organiza tiona l ca pacity in order to effectively implemen t programmes prom oti ng girls' cd ucati~ n.

• To mon itor and evalu a te the imple menta tion a nd im pact o f FAWE program mes.

LIST OF ABBREVIATIONS AND ACRONYMS AC BF ADB ADEA

African Capacity Buildi ng Fund African Development Ban k Association for the Development of Education in Africa

ACEI CAl'S CEDAW

Africa n Girls' Educa tion Initia tive Co un try action p lans Convention on the Elimination of All Forms of

COO

Community-based organ isation Canadian International Development Agl>ncy Danish Int ern a tiona l Development Agency Department for International Devel opment Development gr<m l facility Education for Democracy and Development Initiat ive Edu cation For All Forum for African Women Educationalis ts Female Educa tion for Ma thema tics and Science in

Discrimination Agains t Women CIDA DAN IDA DFID OCF EDDI EFA FAWE FEMSA

Africa FINN IDA CAFE CAPS C EM III V/ Al lJS IDS

IlCBA ILO MoU

Finni sh Internati ona l Development Agt>ncy Girls Alliance for Female Ed uca tion Gir ls and Prim ary Schooling Gi rls Ed ucation Movement Human immuno-deficiency virus/ Acqu ired immune deficiency sy ndro me Institute for Development Studies (Sussex, UK) Intern ational Institu te for Ca pacity Buildi ng in Africa International Labour Organiza tion Memorandu m of understand ing

MSF NA I'S N FE NCO

Sida SMT S RI'

TC UNESCO UNCASS UNICEF UNIFEM UNIICR USA ID IVA N EI' IVC FI'

Med ecins Sans Frontieres Na tional ac tion pla ns Non-for mal ed ucation No n-govern me nt organizati on Swed ish Internat ion al Developme nt Agency Science, mathem atics and technology Stra teg ic Resou rce Planning Technical Co mmittee Unite d Nations Educational, Scientific and Cu ltural O rganizati on United Nations General Assembly Special Session United Nations Ch ildren's Fund United Nations Development Fund for Women United Nations High Commissio ner for Refu gees United States Agency for Int ern ational Development West African Network for Peace Build ing Worki ng Group on Fema le Pa rtici pa tion

EXECUTIVE DIRECTOR'S ME SSAGE A maj or highligh t of the Dakar Worl d Ed ucation Forum in April 2000 was the consens us by the world 's ed uca tion sta keh olders tha t mo re concrete action on the ground and intervention s at the grass roo ts le vel were necessa ry for ach ieving Educa tion For All goals, includi ng Goal Nu mber 5: 7b ('lti" i lll1lt' gt'l1dn di~p"rilil'::' in I'ri/1111Tlj mlll.'v.'cOllthll1/

('d{(mlio~1 p'y2(}()5, and to ndtiel'" gCf1dt.¡~ ('i!'/OWI! /1.'1 .

2015. it'llb" Ji,ms 01/ l'l/sflnllg girls 'jul/l1ud i 'I./,1Il1 tlCCt.~."

10 Jl1/tllld1Jt'1't.'!IIl'lll Ii i basic

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in gi.\'ing access to education to all girls, ('nsu nng tha t they stay In school a nJ perform well has posed a ~ ammot ~ challenge to FAWE, a nd indeed to all those- engaged m the achieveme nt of gender eq ua lity in educa tion in Africa.

Pove rty continues to be a major barrier to educa tion for all, and pa rticularl y for girls. Nega tive cu ltura l atti tudes, the impact of the ~ IIV/ AIDS pa nd emic, un cond ucivc and insec u re learning env tro n~e nt s, ~s wel l as educa tion policies that a re not gende r res ponsive co ntinue to pose serious constra ints to the ed ucati on of girls, th us ma king education for all elusive.

In 2001, FAWE intensified its action to ad d res s the cons traints to girls' ed ucatio n. A major focu s was on influ encin g ed ucation po licies to facilitate ac tion on the ground . FAWE targeted the ong oing pn:lCCSSCS of formulating Educa tion for All nat iona l action plan s, per the Dakar Fram e wor k of Action . An impor tant effort was ensur ing tha t gender was rnai nstrearncd into these pla ns in order that con cern s rela ted to girls' ed uca tion

a nd the appropria te action to add ress them a re h igh on nati onal ed ucation agendas.

Th is exe rcise revealed . once more, that concerted effort was st ill requi red to com pel po licy make rs take action on gemk r concerns in ed uca tion. It was, ind eed. a bit d iscouraging to no te that even though years of lobbyi ng for gender equality have significantly raised gender awa reness" no t enough is happen ing in tra nslating the awareness into concrete action.

Education policies and plans an' still being formulated wi thou t muc h a ttention to gender, Even when gender is mentioned . it is often merely a genera l reference wit hou t a systema tic charting out of strategies for el imi na ting the gender con strai nts or allocating th e m"Ct.'Ss.l ry Tt'SOu rCl'S to ma ke it happen-c-o n the gro und. F~\..vE's interven tion in infl uenci ng the mai ns trearn ing of gt.'nd er 111 the EFA Na tional Actio n PI.l IlS was therefore critical.

The second majo r focus was on dem onst ra ting w ha t works in ove rcomi ng gender constra ints on the g round . In addition to the many other demonst rati on activities by till' National Cha p ters, the FAWE Centres of Excellence were shining ex a l~ p l l' s of the importa nce of a ho listic a pp roac h towards c re~ h ~ g cond ucive learning environ ments for girls. And once aga ~n It bf'Ca~e clear th at tea chers req uire additional training to eq uip the m with the !1CCessilry skills to meet the specific needs of girls. Parent s and mem be rs of the co mmun ity, especia lly in

.....

rura l a reas, still need sensitiza tion on the negati ve impact on girls' ed uca tion of suc h cu ltural practices as ea rly ma rriage.

It W ,15, again, a bit shocking to real ize that when one gOt~S on the grou nd . in the schoo ls, and especia lly in the rura l ar eas. the gend er inequality practices and atti tudes a re still ve ry mu ch intact. Th is means that a lot remains to be done if the goa ls of EFA are to be a ttained w ith in the Dak ar target timcfra mes. We hope FA\VE's ac hievements in the de mon strat ion Intervention o f the Cen tres of Excellence w ill offe r some va lua ble lessons to edu cators.

Th e 3::\ FAWE Na tional Chapters undertoo k a variety of activities d uring 2001 , in clud ing p layi ng an active role in influen cing the fo rm ulation of ge nder res po nsi ve education policies, advocacy a nd und ertakin g demonst rati on int erventi ons for girl's ed uca tio n, Over 2,000 nee dy girls ha ve been sponsored for their p rimary or secondary ed ucation throu gh the Na tional Cha pte rs' fund ra isi ng efforts. Gi rls' Edu cation Days, gi rls' Speak O ut Clubs, girls' reading circles, H IV/ A IDS in te rve ntions and famil y lift.' skills tra ini ng are so me exa mp les (If the demon stra tion ac tivi ties by the na tiona l cha pte rs.

Th e big lesson fro m a ll these activities was tha t the interventions arc very mu ch in demand , Spec ial attention is paid to the ha voc ca used by the effects of HI V/ A IDS and the grim situa tion of man y orphans, es pecia lly girl s dropping out of sc hool. It was evid e nt that th is is an issu e w hose p roportions requi re immedia te and government level intervention, FAWE's un dertakings in the EFA national actio n plan s, the Ce ntres of Excellence and the various acti vities a t t he Na tio na l Cha pter s we re a grea t learning experience, howev er, a nd a pointe r to the value of fAWE 's wor k in im provi ng girls' educa tion in Africa, As we worked w ith the ed uca tion policy makers, the teac he rs. the par ents, the chiefs and com m un ity

lead ers, the girls themse lves and the boys, ou r eyes were opened to the multiple d imension s of the st ruggle to put <1 11 girls in school, to ena ble the m to stay in school a nd to perform to the bes t of their a bility. Despite the magnitude of the cha llenges, it wa s als o an ex perience of juy for the opportunity to make a d ifference in the lives of the many girls we worked. w ith .

Th is report is an attemp t to ca pture that e xperience. Th e first part o f the report detai ls the p ro grammt.~ activi ties under the strat egic objectives of f AWE' s five-year plan, Following the programme report is a su m ma ry of till' fina ncial res ou rc es used to implement the objectives , Part three of the report ou tlines the challe nges for th e Yea r 2001, and the final part maps out the way for wa rd.

We pa y spec ial trib ute to a ll our pa rtne rs at the national, regional a nd globalleve ls. O ur work on the gro u nd could not hav e bee n possible w ithout o ur ever-s upportive governments and co m m un ities. We also say a specia l thanks to o ur partners and donors for the ir techn ical in put an d gt.'ne rous fina ncial support.

We w ish to re itera te o ur conviction, emanating from experience, th at influ encin g concre te action o n the gro und is w here ou r in pu t is most needed if w c a rc to stand an y cha nce of elimina tin g ge nder di sparities by 2005 and achieving gender eq ual ity in ed uca tion by 201 5.

Pm/un M lnmn Exec uti ve Director

HIGHLIGHTS OF 2001

Mainstreaming G ender into EFA National Action Plans The Forum for A frican Women Edu cationalists (FAWE) was fou nded in respon se to the need for achieving Educa tion For All th roughout primary, seco ndary and tertia ry educa tion in th e face of gender d isparities tha t d isad vanta ge gi rls.

In Ap ril 2000 in Dakar, the EFA goals were reviewed an d the stakeholders reach ed the co nsensus tha t more co ncrete action was required if Goal Nu mber 5 vis-a-vis gend er pa rity and ge nder equ ality wa s to be atta ine d by 2005 and 2015, respectively. In line with its raison d'etre, FAWE therefore had a central role to p lay in the area of ed uca tion policy review.

Ed ucation po licy review has been expanded and en hanced to include an ongoin g rev iew of EFA nationa l action plan s from n ine countries' wi th a view to mainstreaming gende r concerns .

The EFA tea ms of se lected countries (Ethiop ia, Gu inea, Kenya , Malawi, Mali, Senegal, Uga nda , Tanza nia, Za mbia) comprise officials from the Min istry of Ed uca tion, pa rticu larly the EFA Foca l Point, FAWE Na tio nal Cha pter, Strategic Reso urce Planning researcher, NCO re presentatives and gende r expe rts .

Through such an approach, th e EFA process has further e nhanced partnersh ip with govern men ts.

The FAWE Centres of Excellence FAWE ini tiat ed an innova tive progra mme on the Centres of Exce llence beginning in 1999 as a radi cal de par ture from the

p reviou s p ractice of p iec e m eal int er ven tio ns. The progra mme is an effective way of holistically addressing the w ide range of factors tha t affect girls' educa tion . With clearly identifiable impa ct on the gro un d, the FAWE Centres of Excellence a re well designed , well run schools tha t demonstra te how to crea te a conducive environment for girls throu gh a package of interrelated inter vention s in a sing le school. There are currently four such schoo ls, in Kenya, Rwanda, Seneg al an d Ta nza nia.

The grea t poten tial in this pa ckage approach was acknowledged by an evaluat ion of the Centres ca rried out towa rd s the end of 2001, which su ppor ts FAWE's deci sion to ma ke the Cen tre of Excelle nce model a ma jor s tra tegy in impro ving girls' ed uca tion. The Na tion al Chapters in the cou ntries wi th Centres have al so found the opportunity through this programme to work closel y w ith the ministries of ed ucat ion, th e schools, the co mmunity and gi rls to ma ke a d ifferen ce.

PART

ONE -

PROGRAMME REPORT

The Forum for African Women Edu cationalists is now two years int o th e impl emen tation of its Strategic Plan 2000- 2004. Th is Annual Report d etail s the pro gramme activities under the s tra tegic objectives of th at five-year plan . With in each of these strategic objectives spec ific reference is made to National Chapter activi ties to demonstrate the implementation of the FAWE ma ndate. The strategic areas arc: • Policy and data ana lysis • Advocacy • In terven tions • Girls' empo werme nt • Partnerships • Strengthening orga nizati onal capacity • Monit orin g a nd eva lua tion

Policy and Data Analysis The focu s of activities was ma inly geared toward s in fluenci ng the Edu cation For All process in order to ens ure the form ulation and ad option of the requi red ed ucational policies on girls' ed uca tion . FAWE con tinued to influ ence the EFA process throu gh the mai nstream ing of gender in the EFA national actio n p lans (NA P).

Rei'iewing m.d Analysing Education Policy for gender respo nsiocness lit tire regiona l lenei: Th is called for the development and st rengthening of the capacity of National

Chap ters fo r gend er res ponsive policy analysis. The FAWE framework, ARC oj Rl''l'it'll'inX Edam /lim Po/i/ ~lf, was developed and used to analyse ed ucat ion policies for ge nder res po nsive ness.

In order to achieve th is objec tive, FAWE appointed a reg ional gender expert, subregional consu ltants an d a count ry te.a m fo: the selected cou ntries (Ethiop ia, Guinea, Kenya, Malawi, Malt, Senega l, Uga nd a, Tanza nia, Za mbia ). The country team in some of the coun tr ies was mad e up of officials fro m the Ministry of Ed uca tion particularl y the EFA focal point, FAWE Nationa l Chapter members, Stra tegic Resou rce Planning resea rche rs, NCO rep resentati ves and gen de r exper ts.

Each country team worke d with the Minist ry of Ed uca tion to ensure that gender is incorporated as an integral componen t of the EFA nati onal action plans, which all cou ntries are undertak ing as part of follo w-up of the Dakar EFA Fram ew ork for Action 2000. First, an EFA training methodology workshop for the su bregional con sultants wa s under taken to coord ina te the proct.>Ss on the gro und . 111en d ialogue with the Na tiona l Chapters became a neces sary step for building the core gro u p at the cou ntry level, following w hich relevant documenta tion such as the poverty red uct ion strategy papers (PRSPs) and sectoral plans was revi ewed .

The process was based o n a cons ultative met hodology tha t included a component of ca pacity building in gender ma instreaming in all the selected countries. The intervention also highligh ted entry point s and opportunities and spclt ou t limiting factors. It was also impo rtant that FA\VE participated in the EFA meet ing in Pari s in September 2001 to collect information on the EFA process. This occasion gave the Foru m an oppo rtu nity to meet and consult with gender focal points from th e various cou ntries.

A m e m ora n d u m of understa nding (MoU) w it h UNESCO/ BREDA m and ated FAWE to re vi e w a ll n a tional action p lans for ge n der res pon siveness . The Fo ru m m ade an input into the EFA p ro ce ss la st Decem ber 2001 by sha ri ng it s experience w ith the A sia re gio n a t the regi o nal m eetin g of gender foca l p oints o rga nize d by UN ESCO in Kyoto, Ja p an. Th e As ia n group has si nce req u e s te d to u n d e r ta ke a s tudy to u r to A fr ica to lea rn more a bou t FAWE' s app ro ach a nd co n tr ibu tio n to the EFA process .

National Ch ap te r Activities in Po licy and Data A nalysis BURKINA F ASO - Participated at mee tings of NGOs involved in th e implementat ion of the ten-year basic educa tion deve lopmen t pla n.

Used its experien ces, strength and compa rative advantage in the a rea of non -forma l ed uca tion and dissemina ted the results of a study on the subject to the attention of par tners and decisio n makers, follo wing a workshop that brought toget her associations an d NGOs in worki ng in the a rea of gi rls' non -formaled uca tion.

BURUNDI - Develo ped a da tabase on girls' education and the girls' aca demic performance. Thi s dat abase is used to truck the performance of girls and provides information on areas that require attention in order to improve the perfo rm ance of girls in education.

CAMHWON- Participated in EFA meetings in the co untry durin g the yea r.

CHAD - Pa rticipated in the second fOTU m on poverty reduction and girls' ed ucat ion . Ensured the inclus ion girls' ed uca tion iss ues in the text of the nati o na l d ocument.

ETH IOI'IA- As one of the nin e FAWE chapte rs in the po licy review prog ramme, em ba rked on acti vities for infl uen cin g the ma instrca ming of gender in EFA co untry action pla ns. Trained a co untry core group of ten people to ensu re the gender responsiven ess of the EFA na tional actio n plan, w hic h has created a n oppo rtunity to develop an d finalize th e nation al ac tio n pla n G AM BIA - Participa ted actively in th e lau nch of Nation al Policy fo r Ad va ncement of Ga mbian Women, follo wing the co untry's

rati fication of the rec ommendation s fro m the Co nv ention on the Elim ination of All Forms of Discrimina tion agains t Woml'n (CEDAW).

GUINEA - Influ en ced the a doption of a sp ec ial policy on girls' ed uca tion as w ell a s the incl usion of girls' education in the amended G uinea n con stitution. Took part in the project to mainstream gender in EFA country action plans. Tra ined a core country gro up of ten people ha s been traine d to en sure the gender respon siveness of the Gu inean EFA Nationa l Action Plan .

Kl I'l: 'l'A - Launched the Mini stry of Edu cat ion re-e ntry g uidelines for pregnan t schoolgirls by di sseminating the g uid e in schools a nd at the d istrict leve l. Played a key role in the EFA process at the coun try level by d issem ina ting the Mini stry of Educatio n EFA hand book. As o ne of the n ine FAWE chapters ca rry ing activities for influencin g the rnainstrcaming of gen der in EPA country act io n plans, tra ine d a core ten-person country team to en sure the gender responsiveness of the EFA na tio na l acti on plan .

M ALAWI - Influenced the Ministry of Ed uca tion to increase the number of female tea chers co mpared with other previous intakes, wh ich ha s helped ensure that girls' education is now d iscu ssed in a focu sed manner in the cou ntry. Trained a co un try core group of tell people to ensure till' ge nder respon siveness of the EFA national action pla n as one of the n ine FAWE cha p ters wor king to influence the mainstrcaming of ge nde r in El-A country act ion plans. l\h u - As a nother of the nine ch ap ters supported by FAWE to influence the main slream ing of ge nder in EFA coun try action p lans, trained a ten-perso n core co un try team to ensure th e gen de r responsiv eness of the EFA national action plan.

MOZAMBIQUr - Reviewed education poli cy docu me nts and analysed the ir level of gender responsiveness to de term ine whether these documents adequately address the need s of gi rls a nd women .

N Ir.FRIA- Iden tified the need s of pregnan t girls who d rop ou t of school. Subseq uently took steps to di sseminate the re-entry policy for pregnant girls .

RWANDA- As part of its rev iew of ed ucation po licy, established partnerships with the Ministry of Ed ucation and th e Depa rtment for

ln te m ational Develop m en t (DFID) to draft a su bsec to r policy on girls' ed uca tion.

S[NrGAl - Worked on the mainstreaming of gend er in EFA national action plans as one of the nine FAWE countries selec ted to contribu te to the mainstreaming of gender into the count ry' s EFA na tional action plan. Trained a core team of ten people in policy anal ysis skills to e nsure the gender responsiveness of the national p lan.

SIER R.... LWN[ - Co-chair ed the subcommittee focusing on eli minatio n of gender d ispar ities in education.

SWAl.ILAr\D - Participated in revie wing laws affectin g women.

T ANZANI A- As one of the nine FAWE chapters selected to contribute to th e mai nstrea ming of gender in to the coun try's EFA national action pla n, trained a core team of ten people in policy anal ysis skills to ensure th e gender responsivene ss of the national plan .

UGANDA - Dissem inated <1 re-entry po licy for pregnant girls to address the p roblems faced by girls who d rop out of school d ue to pregnan cy.

Traine d a coun try core group of ten people to en sure the gender res pon sive ness of the EFA national action plan as one of the nine f AWE cha pters working to influe nce the main strearning of gender in EFA co untry action p lans.

ZAMBI A- Collaborated with the government on the development of the pover ty red uction stra tegy paper by ensu ring that the issue of gir ls' ed ucatio n wa s included in the text. As a member of th e NCO Coalition for EfA , lobbied the government for regulation to suppor t re-en try of pregna nt girls. Trained a co un try core group of ten people to en su re th e gender res pons iveness of the EFA nation al action plan as one of the nine FAWE chapters working to influence the mainstreaming of gender in EFA coun try action plans.

ZIMIIAIIWE- Pro vided inpu t d uring a workshop to develop an action plan for impl emen tating Zimbabwe's gend er policy, with a view to ensu ring that the specific needs of female s in education are adeq ua tely addressed.

Advocacy Advocacy at all levels re m a in ed a priority as FAWE so ugh t to effect the adop tio n and implementati on of gen der re spons ive po licies.

At th e g lo ba l le vel , FA\V E' s voice ad vocating for g irls' edu ca tio n w as hea rd th rou gh the participati on of its Executi ve Director and Members in regio nal a n d in ternati onal meetings .

The con tribu tions at the g lobal le v el h a ve increasingly put FAWE on th e world map in g irls' ed uc atio n and ha ve sh ow n potential as a means fo r res ou rce m obilization .

O ther advocacy activ ities co n tin ued in the co u rs e of the yea r too k the form of the pu blicatio n of th e qu arterly m aga zine, FA MIE N l'm as well as ex h ib itions, p a nel di scussions at in te rnation al meetings and o ther m ed ia . Although the FAWE World Ban k m ission pl anned fo r Se p te m be r 2001 and the UNICEF meeti ng on" A World Fit fo r C hi ldren", al so pl anned for the sa m e month, w e re bo th p ostponed, a p p ropria te and rel ev a nt advocacy m a te rial had been p repa red .

Advoca cy Tools Advocacy a nd promotiona l mate rials prepared fo r th e Association for the De velo p men t o f Education in Africa (ADEA) biennial m ee ti ng, w hich took place in October in Aru sha, Tanzania, had a sign ifica n t im pa ct on th e audience attending the meeting. Best practices of th e FAWE Cen tres of Excellence p rog ra m m e in improving gi rls' p a r tici pa tio n in ed uc ation w on commenda tion n ot o n ly from th e audience who a tte n ded the FAWE p resen tation on 7 October, bu t a lso those a t the subsequen t ADEA Bienn ia l. This h as led to in creased public awareness of w hat is work ing in fem a le e d uc a tion as well as rei n vi g orating th e d ebate on girls' ed uca tio n .

Advocacy material s for selected target aud iences we re developed or adapted . FA WE M'l{J~ addressed specific interests in three of the years' four issues: Creating on Enobling Environmentft r Girls in Schools (volume 9, number 1), Notiona!

Chapters - 77/t' Teall! Oil fIJe Ground (volume 9 number 2) and nil' Role (?( 'Men lil Girls' £d"mtioll (volume 9, number 3). The four th issue of the year (volu me 9, number 4), was de voted to Voia 's if Girls, a the me that is rapidly becomin g a end -of-year tradition for the magazine.

Overall, during the year FAWE produ ced a wide ran ge of advocacy packages and other publication s, including: • Creating a Conducive Environment for Girls in School: Case Stud ies from Four Countries • Guidelines for the Demonstration Gran ts Programme • In Search of an Ideal School for Girls: FAWE Centres of Excellence • ABC of Reviewin g Ed ucation Policy • Girls' Ed ucation and Poverty Eradication • Research Report on Girl s' Education in Wajir and Mandera Districts of Kenya • Ad vocacy Packages for the ADEA Biennial, World Bank Mission and UNGASS • Best Pra ctices in Promoting G irls' Edu cation: Co mmu nity Par ticipation in Girl s' Education and Pre-Entry Programme at the University of Dar es Salaam • Tuseme (Speak Out), Rwanda, new sletter for girls, volumes 1 and 2 Se ns itiza tio n at th e Grassroots Level The Centres of Excellence in Tanzania and Kenya afford ed both opportunity and venue for sensitizing grassroots commu nity leaders in order to gain their sup port for the schools - and for

girls' ed uca tion in genera l. In Tan zani a, d iscussions wi th councillors at the d ist rict level advoca ted for the school to receive fundin g and encouraged the councillors to prom ote th e enrolment of girls in the area. In Ken ya, d iscu ssion s with ch iefs to help in preventing ea rly marriage and also in re-u n iting girls rescued from early ma rriage with the ir families prompted the chiefs to take action themsel ves to sens itize their commun ities on the impo rtance of girls' education .

Streng thening Resource Cen tres Maintaining the flow of information remains part of the core function of FAWE's operations. This emphasis continued in 200 1, as FAWE collated, archived and disseminated data on girls' education through the Secretariat's Resource Centre, which serves as both depository and distribution paint. Among the specific activities for the year are the following: FAWE Regional Res ource Centre: A database for the monitoring of girl s' performance in the Centres of Excellence was started at the FAWE Resource Centre, and computers and related equipment were acquired and installed in the Centres. In addition, the revamped and updated website further enhanced the ability of the Resource Centre to provide comprehensive and up-to-date information on girls' education , leading to a significant increase in the number of users including researchers. A corresponding increase in the volume of documents and data available was registered . Useful information was constantly distributed to the National Chapters .

FAWE Centres of Excellence Res ourc e Cen tres : The Resource Centres establ ished in the four FAWE Centres of Excellence in Kenya , Rwanda , Senegal and Tanzania to provide information on the status of girls' education were furnished with additional books and reference material. Further to the hands-on training received in Nairobi in the third Quarter of the year, resource teachers in the Kenya and Rwanda Centres were trained in comp uter skills.

O ther Advocacy Techniques

Facilita tion of net working thro ug h e-ma il con nectiv ity and using other new technologies also featured in FA\VE's advocacy work. There has been consid erable improvement in networking and exchange of information and ac tivities among Natio nal Chapters and between National Cha p ters and the Secretariat.

Meanwhile, FAJ1!E Nt'wllm;;!1 No. 3 was produced to hig hlight the recent achievements of FAWE and to keep stakeholders abreast of o ur activities un the gro und. TIle reception to-date has been favou rable as readers have as ked for the previous issues.

Partnership with the media has been greatly enhanced.

Increased coverage of FAWE act ivities and other activities in girls' edu cati on in general was noted in the daili es in respective countries. The laun ch of the Global Edu cation Movement (GEM) in Kampala in Au gu st 20Dl and the ADEA biennial in October gav e a big boost to news co\'crage of girls' education issues.

Na tiona l Chapte r Activities in Advocacy FASO - Ma rked Interna tiona l Women 's da y celebrations Juring which the issu es of wome n's rights and history of the celebratio ns were covered. To rai se the aw aren ess on girls' education issues, orga nized the G irls' Education Da y celebra tio ns in Bousse.

Sensitized traditio na l chiefs and reli gious leaders in Komandjari Province so as to bui ld publ ic awareness a nd co nsens us on gi rls' education . O rgan ized an advocacy da y for girls' education with the Ministry of Ed ucation and the Firs t Lad y's Foundation . Implemented the FAME prize, w hic h recogn ized the con tribution of journalist s who report on girls' educati on . Strengthened their reso urce centre, produced their ne wsletter " Info, Cl ubs AFED ", advocated on violence against women, di sseminated the results of the stud y o n the sta tus of ed uca tio n, and organized tea cher tra ining in gender sens itizat ion in Komandjari Province.

BURL'NDI - Co ntinue d with sens itizatio n activities related to girls' education. O rganized a pr ize giving da y for girls in the provinces.

B U R I< I ~ A

Prepared an article for the newsletter Tuj fj uke, w hich was directed at women' s gro ups at gra ssroots level. Facilita ted the a iring of radi o programmes on girls' edu cation and participation at a media workshop. As a resul t of the im pro ved advocacy the Chapter has great potential to increase gi rls' access, improve d retention and ultimate perfo rmance in school CAMEROON - Pa rticipated in the development of mat erials on he al th an d hy giene fo r p rimary schools, Took part in a Peace Corps workshop on gir ls in leadership, a programme for me ntonng girls.

CHAD - Participated in a trai ni ng workshop in advoca cy. Prod uced their in formation bulletin for th e Gi rls Club. Orga nized a ro un d ta ble un " Cha llenges to G irls' Educa tion in the 3'd Millenni um".

Ccvonos - Sta rted a chap ter newsletter. Facilita ted a nat ional survey on the implementation and im pact of ed ucatio n prog rammes o n girls' education. Built its ow n capacity for advocacy by pa rticipa ting at a training workshop on combating poverty. Pre pa red a nd d issem inat ed vario us audio-visual ma terials for the sensitizat io n campa ig n on girl s' educat ion . Developed broc hures and popularized the us e of the internet for girls.

ETHIOPIA - Prod uced and di sseminated the cha pte r newsletter, Tinnnar.

An nounced the implementa tion of the FAWE Awa rd for Media Excellence to recogn ize female journalis ts w hu ha ve significa ntly h ighlighted ke y issues and obstacles to fema le pa rt icipation in the ed ucation secto r.

G AMB IA- Produced its ne wsletter, 11" i:'t' o/ FA WECAM . O rganized a workshop for foca l poi nts on issues affecti ng the gi rl-child . Lau nched the chapter Manua l on Gambian Women in Mathematics, Scie nce and Technology.

KENYA- Colla borated with the Ministry of Education to prod uce a nd disseminate th e Ed ucation Sta tistics booklet. Presented the stud y o n " Girls' Ed ucation in W<l jir and Mandera Distr icts" to the Ministry of Education. Facilita ted a gen der sens itiza tion workshop in Taite Taveta District. Organized a fu nd ra ising cocktail to raise funds for the girls' bur sary scheme.

M ,\DAGASCAR- Organized radio and television p rogra mmes on the

impor tance of girls' education.

M A LI - Organized Girls' Education Day celebrations to give prominence to girls' ed uc ation issu es.

M O ZA MBIQ UE - Negotiated wi th the edi tor of the women's page of the principle nat iona l newsletter and wa s accorded space on a monthl y basis to spread informa tion about the activities of FAWEMo. NI(; FRI A - Carried out advoca cy activities among women in co mm unities a t grassroots level for retaini ng gi rls in school.

R W A N D A - Prod uced va riou s radio and television programmes to increase awareness on the benefits and needs in girls' and fem a le ed ucation. Held the TUVU GE (Let's Speak Ou t ) Festi va l for 24 schools in Rwan da. Prod uced and d isseminated the first ed ition of the studen ts' TUVUGE Ni>l{!sklfa .

SIERRA l r O NE - Prod uced a weekly radio advocacy programme " Let' s say it stra igh t", which discu sses issues affecting girls' education.

Streng the ned the cha pter resource ce ntre throug h acqu isitio n of bot h a udio-visua l a nd p rinted ma te ria ls.

SWA 7lLANO - Con ducted a one-da y se minar for sta keholders to present the findi ngs of a nee ds assessment exercise carr ied out am o ng teenage mo thers.

T A N Z A NI A - Produced a nd d istribu ted advoca cy materials such as T4 sh irts, brochu res a nd stickers. Ta rgeted school, villa ge <1I1U govern me nt officials for re-training on ed uca tion gend er planning, ma na gem ent, monitoring and evaluation . Organized a process io n in Arus ha in co njunction with the "DE" biennial.

T O GO - f aci litat ed the sensiti zatio n of paren ts and students on th e im port ance of girls' participatio n in science. mathematics and tec hnolog y (SMT) s ubjects.

UG AN D A - Printed a nd d ist ributed thei r year 2001 ca lendar and produced radio prog ra mmes on FAWE Uga nda activities. To ad d ress th e school environment, un der too k a stud y o n corpora l punishment in schoo ls. Impro ved the ca paci ty of the ir resource centre a nd launched th eir ow n we bsite (www.faweu.or.ug) . Prod uced and disseminated their newslett er.

Z AMBIA - Participated in phase two of the advocacy project for re-

entry throu gh orga nized co mmun ity meetings wi th basic and h igh school heads ad vocating for more suppor tive altitudes and school fur teen mothers. Organ ized a wo rks ho p on school mana gement for com munity school managers. Produced lEe ma terials on gi r ls' sa fety throu gh a pu blic campaign by printing of po sters encoura ging girls to be assertive and a void pregnancy. The campaign includes se ries of radi o di scu ssions in the fou r major lan g uages un issues related to reentry. Produced a document o n five y<.'a rs of FAWE Zambia . Published and d istributed a tota l of I ,Uoo booklets on the Agathc Lau reat e profiles. Stre ng thened thei r resource centre after receiving a la rge cons ignment of book don ati ons .

ZANllKAR - Organized the officia l la unch of their chapter.

ZIMHAHWf - Ca rr ied out ad vocacy activ ities for d estitute girls to obtain govern men t support. Ce leb ra ted International \Vo!Ucn's Day and pa rticipated at the African Co ngress on G irls Science Education .

Participated a t the Zimbabwe Internationa l Book Fair and the Bulaw ayo Book Fair. Organized a lec ture on ch ild abuse for student teachers a nd produced videotapes on g irls' education. Advoca ted for the importance of girls' ed uca tion for teachers, pupils, un ivcrsi ty st ud en ts.

Interventions at the Regional Leve l At the regiona l le ve l. in terventio n progra m mes ra nge from the Centres of Excellence to HIVI AIDS, bursaries to non -formal ed uc atio n initiatives.

The FAWE Ce n tres of Excellence Gender-based di scrimination w ithin the school env ironment remains one of the constra ints to improving girl s' reten tion and performance in school. On the g ro und in the scho ols, teachers aTC poorl y trained

and ill prepared to provide gender responsive teaching. School s are inadequate ly equipped to ca ter for girls' specia l a nd sp eci fic needs. Curricula are biased a nd so me tim es irrelevant a nd ca nnot respond to th e everyday lives of girls and ad olescents. In a majority of the schools, the predominan tly ma le teach ing staff and the lack of separate facilities for girl s co ntinue to hinder girls' pa rticipa tion in edu cation.

Since its establishment nine yea rs ago , FAWE has ad dressed the obstacles to girl s' education in a piecemea l manner. As a res u It, the many s uccessfu l innovations developed have not had the expected impact on benefiting a large number of girls. They needed to be more di rect and on the g ro und. Clearly a broader, more hol ist ic tactic wa s required , nne th at placed more empha sis o n practical int erventions that benefit girls directly, a decision also s u pported by the 1998 ext erna l e valuation of the Forum's progra mme and impact.

In respo nse, FAWE launch ed its Centres of Excellence Programme in 1999. The goal was to demonstrate how obs tacles

to gi rls' ed uca tion can be ad d ressed holi stically, throug h the a ppl ication of a package of e ffect ive stra tegies, with a specia l focus give n to the uniq ue circu ms tances facing gi rls in a pa rt icu lar cou ntry. In creating a cond uciv e school environment for the girls, th e Cen tres ' sign ifican t programme compone nts include: • Ge nd er responsive teachin g methodologies and curr icu la • Gende r responsive school management sys te ms • Ge nde r responsive teache rs, parents, bo ys, sc hool, comm unity • Girls em po we rment and assertiveness training • Boardin g facilities in areas where there Me lon g distances to school • Adequate teaching and learning facilit ies, sc ience labo ra tories, libraries, resource centres , eq uipment • Guid a nce and co unse lling desks to incl ude im pa rtin g life skills

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Bursaries for d isadvantaged girls Programmes in HI V/ AIDS Involvement of the schoo l owners in the overall programme: ministry of education. school board, parent-teacher

• Counselling and guidance: After the establishment of the

associa tio n

Th ree pilot schools were selec ted , in Kenya . Rwanda and Tanza nia, du ring the first phase of the project in 1999-2000, and replicated in Senegal in 2001. The situation in all Cen tre..>s was one where girls were severely disadvantaged , but th e four

schools arc as different as they arc alike.

Kf!IJya

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In the Kenyan system of education, there is a huge va riation in completion rates across the country, with rural areas and urban slu ms being the worst affected . Within these worst affected areas, girls are in the majority. Much of the distri ct of Kajiado is arid or semi-arid and home to the pa storali st Maasai comm unity where education and development have historically faced stiff resistance. The Centre of Excellence in Kenya is well established wit h most of the interventions in p lace. Implementa tion of the inter ventions inclu des: • lnf rastructnre: FAWE constru cted boa rding facili ties for girls rescued from ea rly and forced marriage. Existing roo ms in the school were rehabilitated for use as computer mom and for guidance and counselling: and furn ished wi th the collaborat ion of the Austral ian Hi gh Commission.

• M aterial and equipment: FAWE purchased textbooks to sup plemen t those provid ed by the Minist ry of Educa tion and donated two compu ters whil e the parents d onated eig ht.

• Bursaries: FAWE provided 23 bursari es to girls in secon da ry schoo l and 39 to girls at the primary level.

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guidance and counsellin g desk at the centre wit h the contribution of the FAWE Ken ya Chapter, FAWE organi zed the training of all teachers and provided resou rces includ ing furniture, books, video and aud iocassettes for usc in this service. The co unselling is cond ucted at thr ee level s: Focu sing on issues of sex ua lity. f {IV/ AIDS and reproductive health, all girl s arc assisted on a weekl y basis in the school hall using lectures. discu ssion gro ups, role-play and videos.

The second level is on an ind ividu al basis as needed and during the holid ays. Th e th ird is academic cou nselling through identification of girls' poor performa nce and their causes.

Sensitiza tion workshops: FAWE orga nized various workshops at the Centre to sensitize the com munities, todate reaching parents, teachers, pupils, a local wo men's lobby group and chiefs.

Girls' club proj ect: Following the creation of a girls' Tuscme/ Speak out du b, the girls have bec ome visibly more confident and arti cu late, able to voice the problems they believe are interfe ring with their ed uca tion ,15 well as contribu ting so lutions . The club ha s proved to Pt.. an effective su pport especially for rescued girls.

Dlllllb,l se ofgi rls' profiles: A databa se of rescued girls in the school was establi shed to monitor their performance, psychological and personal development, and their tracking by the gui dance and coun se lling programme at the school.

Holiday programme for rescued girls: Rescued girls have specific holiday programmes that include train ing in incomegenerating skills like baking, art s and craft, remedial lesson s, and hosting visits by donor re presentatives an d women's and ot her groups. During 2001 special trips outside Nairobi

were also arranged , particularl y during the Christmas break, for girls who are not ab le to spend holidays at home. The holiday programmes involve the Head and the Centre staff in both the developmen t and su pervision.

In view of all the se activities of the Centre in Kenya, E!I/lIm ci!lX '-'o!l"'JUJIl~lf participatian fat' improving girls'

participation in education is a stra tegy that ha d a grea t impact at the FAWE Centre of Excellence in Kenya in 2001. To counter some of the negative effects trad itional Maasai cu lture has on education of girls, the Centre emphasizes commun ity involvement in school activities. In 2001 community participation was enhanced by: • Strengthening alliances with local lead ers (women 's groups and chiefs): After several sensitization workshops and d iscussions, the leaders appreciated the importance of educating gir ls. They became convinced that meaningful development in ,1 community could only be achieved through educating both the boy and the girl-child .

• Using cu ltu re as a vehi cle for change: Desp ite its negati ve aspects, the Maasai culture is rich in positive values that can be used to strengthen educational processes. It was therefore conside red useful to harness the s treng ths of the culture.

• Involvement of all stakeholders: In addition to involving the communi ty leader s, the Centre has also reached out to parents, teachers, local net works and agencies as well as he girls.

Rwanda The edu cation sys tem in Rwan da has been cha racterized by shortage of school pla ces at all leve ls - pri mary, secondary and terti ary. In this context, girls face numerou s obstacles that limit

the ir access to and opportunities for educa tion . The lingering impact of conflicts and genocide exacerbates the situation. The FAWE Centre of Excellence package intervention at Kacyiru impl emented activities in: • Empowerment ofgirls: The club for mation training was facilitated by staff from the University of Dar es Salaam thro ugh a seven-da y theatre-for-development workshop.

Through th e clubs. girls are able to develop capacities for id en tifying and solving the problems that beset them. The clubs hav e now been replicated in 24 other schoo ls in Rwanda . Rwanda hosted their first TUSEME festival in July 2001 in which 24 schools participated . The festiva l was organized along the lines of the now well known Tanza nia TUSEME festivals. A member of the FAWE Rwanda sensitization team was sp onsored by PA\VE to the Tanzania TUSEME festiv al in April 2001 as part of th is induction and trainin g. In the previou s year, ten students from Rwand a took part in the TUSEME festiva ls in Tanza nia.

• Access for disaduantaged girls: The school opened on 11 October 1999 with a total of 160 studen ts in senior one.

Today, in its second year, there are 450 girls. Bursa ries have been awarded to 32 girl s so far. Withou t the board ing facilities and financial sup port, many of these girls wou ld otherwise not be in school tod ay.

• Learni ng materia ls: FAWE provided 500 textbooks spread over all subjects to top u p the Ministry's sup ply of boo ks, in order that each girl wou ld have her own book for lessons and revision. In addition, FAWE s upplied reference books and other resource ma teria l for the libraryJ resource cen tre, plus laboratory equ ipmen t and reagent s for the teaching of biology, chem istry an d physics. FAWE also su pported the installation of laboratory gas.

Prom otion of science learning and netn information technologies: Historically, girls in Rwand a lag far behind boys in enrolmen t, participation and perfor mance in science, mathematics LInd technology subjects (SMT). There arc man y reasons, but one ha s been a reluctance on the pa rt of authorities to buil d laboratori es in girls schools because " hard sciences are not for girls" . FAWE con tribu ted to the open ing of a computer centre at the school to t'ncourage access to new information technology. The Presid ent of the Republi c of Rwanda officially o pened the com pu ter centre.

In 2001, FAWE arran ged for training teachers on the use of comp uters in the opera tion of the resource centre. Twelve members of staff we re train ed over a period of seven days; they are now teaching the girls.

• Mtl1lllgeme" t sys tem: A training workshop in management of a girl-friend ly schoo l with girls, parents, teachers, community leaders, local administration and Ministry of Edu cation officials provided the op portu nity to ident ify key issues as well as solutions with the part icipati on of stakeholders. Study tours of staff to other countries to compa re man agem ent systems ope rati ng in o ther schools have taken place.

• Skilled teachers: Cender sensitization workshops cult iva ted in the staff a commitmen t to the vision and message of the Cen tres of Excellence. The workshops also enhanced thei r gender ana lys is skills towa rds providing empowering educa tion for girls. This trai ning included gu id ance and counse lling for teachers and for peer counsellors.

• Guidance and counselling: The guidance and counsel ling sys tem in the school provides an opportunity for girls to identi fy issues hindering their ed ucational development and obtain su pport throu gh the counselling services.

• Database on Cen t re girls: A da ta base to track the girls' aca demic and personal developmen t wa s instituted and data collec ted on all the girls in the school relating to the ir personal background . The database has proved usefu l for identifying needy cases for support in gui dance and cou nselling .

• Linkages w itlr the Min istry of Educa tion: The Ministry of Education rema ins one of till' forefron t supporters uf the Centre. Right at the ou tse t, the Ministry provided a schoo l to be upgraded to a Centre of Excellence and in addition takes charge of teachers' salaries. The Ministry continues to be a key partner and is now in the proCl.'Ss of mainstreaming the Tuseme Festival expe rience.

• Resource mobilization: Co mmunity sensi tiza tion has been very successful in Rwanda. As ,1 result, strong partnersh ips have been forged and assi stance to the Centre has grown.

The Kiga li City Council graded the school compou nd for girls' ph ysical edu cation and an insurance l"Ompany, SONARWA. donated 60 double bunks. Assistance from internat ional do no r pa rtners incl udes the Swed ish International Deve lopment Agt'ncy {Sida], UNESCO a nd the UN High Commissio ne r for Refugees (UN HCR). UNFSCO gave ed uca tiona l mater ials and equ ip ment, while UN HC R d onated a genera tor and provided funds.

These activities of the Rwandese Centre of Excellence programme, E1JI/JtJtl Cirlsjilr EJIi'clil!l' Participation IiI Ed/lwliolJ, have been vl'ry effect ive in giving the girls a voice and enabling them to be confiden t and spea k out and to express their problems. The govern men t recogn ized the effectiveness of this programme and d ur ing the nationa l stud ents' festival that took place in July 2001 . At th at venue, the Minister of Education 1cni,,\'

recommended tha t the programme be introd uced into all second ary schools in the cou ntry.

Senegal There arc not eno ug h schools in Senega l to cate r for the number of children in the country demandin g ed ucation at the different levels. Rural areas arc particu larl y di sadvantaged in terms of available places above primary level. The district of Diourbel shows the lowest gross enrolment rates in the country for both boys and girls, an d the rate of att rition for girls increases as stu dents progress into the high er classes. The FAWE Cent re of Excellence in Diourbcl pro vid es a s ubstan tial number of school places in a conducive env iron ment that sup por ts q uality and perseveran ce.

During the year the FAW E Senega l cha pter colla borated with the Ministry of Edu cation on Centre p rogramme act ivities. They were able to cons tru ct a fence around the school compoun d, organize commun ity sensitiza tion, plant a tree nursery, and bui ld a library an d a classroom . Other acti vities were in the follow ing areas: • Gender sensitization worksllOp for schoo l and com m unit st: A two-day workshop was held at the school in March 2001 , facilita ted by two con sultants. Using various techn iques, including a game of qu estion s an d an swers, the target groups- pupils, teachers, schoo l administration and co rnrnunity c-we re led to reveal their attitudes and practices towards girls' edu cation . They were helped to recognize the gender issues in education; identify their role in contribu ting to the problems; and propose solutions that ca n be implemented effectively.

• Centre management workslwp: A Centre mana gement workshop wa s held in April 2001. The Tan zania Centre of

Excellence Man agement System was used as a reference point. An execu tive comm ittee for the Centre was set up and has adapted the school ma nagement system and d rawn up a work programme for the Centre to cover the period June 2001 to June 2002. The work programme clea rly indicates the roles and res ponsibilities of each target group: girls, sch ool administration , teachers and commun ity. Each gro u p is then responsib le for preparing its ow n pla n of action.

• Equipment and educational materials: A tot al of 475 boo ks were purchased in June 2001. There are two compu ters in the Centre bought by FAWE, while the Chai r of the Senega l chapter ha s promised a furt her four.

• Reso urce and training centre: Th rou gh cons ultat ion v.... ith the commun ity, FAWE built a mul ti-pur pose build ing comprisin g a reso urce cent re with an informa tion technology train ing area , sickbay, cha nging roo m and two toilets for girls. The Diou rbel Regio nal Cou ncil bu ilt a perimeter fence to separate the school compound from the resid ential homes tha t su rrou nd the school on all sides.

• Teacher tra ining: The Cen tre's staff participated in a training workshop on the teaching of science, math ema tics and technical s ubjects organized by the Project on Fem ale Education in Mathematics, Science and Technology (FEMSA) in lJiourbel in March 2001. Training for teachers on information technology was cond ucted in April 2001 during the school holidays. The train ing took place at Diourbel Lycec Technique, wh ich has a World Link Programme for training on information technology. A total of 18 participants - school teachers, school ad ministra tors, a representa tive from the d ist rict ins pectorate of education in charge of junior secondary schools and a representati ve of FAWE Senegal in Diourbel - participated in this training.

• Database 0" girls' profiles: A questionna ire for selecting girls for bursary awards and for monito ring st udent performance has been prepared. It is expected that 40 girls will benefi t from the bursary sche me ove r four years. In this way, FAWE w ill be able to evaluate and mea su re the impact on retention and performance after the four yea rs, which is the duration of junior second ary school in Senegal. Bursary recipients are selected on the basis of the ir performan ce. whether they art' orphans, and the socio economic sta tus of their par ents. Th e bursaries a re given in form of tuition fees, school ma terials such ba gs, te xtbooks and sta tio nery, a nd a sma ll sum of money for tra nsport or pocket mon ey.

• Girls' Club Programm e: Th e struc ture for the G irls' Club is in place and th e girls have already nominated a Chair of the dub.

• Guidance and counselling desks: This act ivity is being cond ucted in partnership w ith a secondary school in

•

Diou rbel Lycee N dayanc, w hich alrea dy has a sim ilar proj ect. Simi larly, the School Med ical Inspectorate , in addition to monitorin g student health, ha s put in place an information committee on mal aria and sex ually transmitted diseases (STDs). The Ce ntre collaborated with UN ICEF, the Med ical Inspectorate o f Schools and Diourbel 's Hospital Lubkee to organ ize a conference in June to sensitize stu de nts on HIV! AIDS. Role of tire Mi"istry of Education: The Minist ry of Edu ca tion has demonstra ted its com mitmen t to the project by su pporting a ll the Centre's ac tiv ities at the national and loca l leve l. The Minister ens u red tha t construc tio n of the buildin g co ntinued w ithout delay, and personally wro te to the Ministry of Finance req uest in g that the Ce ntre of Excellence benefit fro m a ta x exemption on purchase of books . The Director of Planning in Da kar a nd the Inspector of Edu cation in Diou rbel moni tor progress in the se t up of the Centre on a regular bas is.

With thi s tra ck rec ord in a very sho rt time, the Se negalese authorities and com m unity tod ay regar d the FAW E Ce ntre of Excellence as a ;'t'ry important (N'l"rfifftwlalrt1lf pnJgnllllflrc rir terms If do; context. nature ojriJIt'n't'Jllrt'll.<; mrd l'.1't'crillly thrIocation. Th e Diourbel region where the Centre is located is cha rac teriz ed by low gross enrolment ratios co m pan-d w ith the rest of the cou ntry and sma ll numbers of g irls in sc hool. The Centre is an attempt to even the balance and provide a qu alit y environment at the sa me time.

Tanzania I'A W E Tanzania fine-tuned the FAWE Ce n tre of Excellence Programme, whi ch focu ses on crea ting an enabling learn ing environment for girls in a rura l sc hool, Mgugu in Kilosa North

where the ed uca tion situation is alarmingly poor in both access and performan ce. Prior to the establishment of the Centre, the series of consultations included all the stake holders: the Min istry of Education and Cu lture under the cha ir of the Directorate of Planning, representatives of the com mu nity an d govern ment su pport through President Mkapa's visit to the school d uring its construction. He laid the fou ndation stone and d on ated Tsh3 million towards the rehabi litati on of the library.

Other Centre activi ties included the follow ing: • Infrastructure: FAWE constru cte d a di ning hall , dormitor ies for girls and a kitchen. A mu lti pu rp ose laborator y for science subjects was also built. The Anglican Diocese un dertook rehabilitatio n of one bui ld ing int o a library I classrooms, plus construction of staff hou ses and a hou se for the headmistress.

• Material ami equipment: FAWE d on ated books for every subject to top up the 40 boo ks per subject given by the Ministry of Ed ucation an d Cu lture. More books we re donated by First Lady Anna Mkapa. FAWE also d onated two com puters, science equ ipment, books, ma ps and other learning ma ter ials for the libra ry.

• Improving teaching of science and mathematics: Teachers were tra ine d in gender-res ponsive teachi ng method ologies.

During the worksho p, the teachers were also trained on the lise of laboratory equi pmen t, and la borat ory maint enance.

• Management system: The Mgu gu Schoo l was the mod el for th e develo p ment of a gender-res ponsive school management system for the Centres as a whole. The team includ ed experts from the Tanzania Ministry of Ed ucation and Culture, the Planning, Secondary Educa tion, and Insp ectorate depa rtmen ts, and the Tanza nia Institute of Education. The headmistress attend ed an induction workshop on the

managemen t syst em in Nairobi along with the head teachers of the othe r Centres. Members of the FA\VE Secretariat and the FAWE Centre of Excelle nce in Kenya also participated .

• Vision unsrtcshop to share tile management system: A vision wor ksho p was held at the Centre three weeks after the ope ning of the school in Ma y 2001. A total of 94 per son s participated - teache rs and non teaching staff, students, village government represen tatives, paren t representa tives, FAWE Tanzania, KILEF, the Anglican churc h diocese, and education officers from the headquarter s and d ist rict offices.

The essence of this workshop was to share the vision of the Cen tre. The workshop used a pa rticipatory methodology featuring theatre for d evelopment. All participan ts exp ressed their commitment to the vision of the school and satisfaction wi th the whol e process.

• Selection ofgirls for bursary support: Seve ral of the girls at the school come fro m poo r famil ies who canno t afford to pay their school fees. Ten girls have received bursaries under the FAWE scheme, which involves a rigorous selectio n process.

The Cen tre ha s soug ht the suppo rt of partners for additional bursar ies.

• Development of the Girls' Club: A special workshop to streng then th e girls' club pro vided the pupils, both girls and boy s, the opportunity to develop skills of id entifyin g their own problems, analysing the root causes and findin g solu tions. The results we re presented in a theatre performance to the teachers and the school hoard, who then made decisions for joint action s to address the problems. The struc ture of the girls' clu b (Tuseme club) is in place and the studen ts have already nomina ted a ch air plus all the othe r club officials as well as a newsletter ed itor and her team. The process wa s started during the vision workshop.

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Database ou Centregi rls: A databa se of stude nts' profiles has bee n crea ted for all st ude nts in the school. This has proved help ful as a referen ce point for id entifying needy students for bursaries and w ill also form th e basis for tracking student perfor mance.

The cu m ulative effect of all these activ ities of the Tanzanian Centre has been a signi fican t impact on Mgugu Seconda ry School. O f particu lar note is the effort at improll/i'S schoo! mlllliJ!:{'J!leJII jiw {'./ji' dillepartieirahim. This and the other st ra tegies at the FAWE Centre of Excellence are in line wi th the priorities id ent ified in the Na tiona l Act ion Plan for Education for A IL which are ge nder issues and quality youth education w ith a gre at focus on d ec ent ralizat ion and partnership. A major feature he re is the development a nd setting up of "school project" in prim a ry educa tion a nd a n " instit ution project" in seconda ry ed uca tion . These struct ures are intended to decentralize power

to the gra ssroots level where co mm unities are ca lled upon to pla y a n important role in the area s of access, ret en tio n and performance. With its va rious activities, methods, progra mme content and ongoing initiatives, the Centre is an importa nt example of a school project. TIle progress made during 2001 en courage s not onl y the continuation of the innova tion bu t a lso its poten tial for nat ionwide mainstrcaming.

O the r Demonstration Interventi on s at th e Regional level Through th e Demo nstration Gran ts ' Programme, FAVVE has long sup ported other education providers to undertake programmes that target girls. The grants have recognized a wide ra nge of areas su ch as pre-entry programmes a t the universi ty level to improve g irls' performance, improving science lea rni ng, ad vocacy and sens itiza tion of communities. They ha ve abo su pported edu cation for vu lnera ble gi rls, dropouts a nd chi ldren living on the streets. To mon itor these program mes , a d a tab ase for tracking the gra nts and documenting best practices from these grants wa s developed durin g 20(ll .

The AgJlt1Je ll wilingiy immw Award remained an im porta nt way to identify innovative projects tha i a re helping girls to gai n acce ss to sc hool and remain there. Publicizing the awardwinning projects di sseminates these examples of best p ract ice to ed ucation practitioners so as to promote the ir rep lication and ultimate ma instrea ming into education sys tems. Ghana, Ethiopia, Uganda and Burkina Paso salu ted innovative activities under the programme.

Coord inati ng a nd Monitoring th e ADEA Working Grou p on Female Participation Activities The ADEA Working Group on Female Pa rticipation pulls togethe r the activities of three major projec ts: the Fema le

Ed ucat ion in Math emat ics a nd Science in Africa (FEMSA), the Alliance for Com munity Action on Female Education (known s im ply as the Allia nce), and FAWE' s own Strategic Resou rce Plann ing Project (SRP). FAWE's lead ersh ip role in the Working Gro u p took on a ne w d imen sion during the yea r following ex tensi ve co ns ulta tio ns with the variou s stakeholders of the projects abou t how to consoli da te the m under the aegis of FAWE. O ne result was the d evelopme nt of FAWE's Revised Strategic Direction 2002-2006, which among other things is integrati ng the ADEA /WGFP components into the FAWE Work Progra mme for Year 2002. rEh!SA The main objective of FEMSA ha s been to improve the participation and performance of girls in SMT subjec ts at prima ry and secondary school level. The two-year Pha se I of the project operated in four countries (Cameroon, Ghana , Tanzania and Uganda) and concentrated on research and documentation of the const rai nts and difficulties faced by girls in their learning of SMT d isciplines. Phase II moved on to implementing nationa l ac tio n plans to experiment with, refine and document possihlt' solut ions to the situa tion facin g science education for girl s. Eight new co untries were added in Phase II: Burk ina Paso. KCIl )'<l, Mala w i, Mali, Mozambiqu e, Senegal, Swaziland and Za mbia.

The objective of Ph ase II was to move on from research and documenta tion to action: actio n a t g rassroots, school a nd commu nity le vel to impleme nt interventi on s that would try to solve so me of the problems facin g girls in thei r lea rni ng of mathematics an d science.

Reasons for Poor Participation a nd Lower Performance of G irls. The ma jor school studies ca rried ou t during Pha se I indica ted tha t the mai n reasons for the rela tively poor participation and performan ce of girls in SMT d isciplines were: • Poverty: \Vhe n household incomes are lim ited, the ed uca tion of boys is often gi ven first priority.

• Socio-cultura l barriers: Trad itional pract ices ha ve been augmented by the burden of HIV/ AIDS, wh ich has seen a halt to many of the gains in girls' ed uca tion mad e over the pa st ten years.

• Attitudes of parent.., teachers and stu dents; Then.' is a strong. all -pervading, trad itional, conserva tive be lief a mo ng parents, teachers and students tha t mathematics and scie nce subjects arc a male preserve.

• Insensitive teaching: Many teachers arc u na wa re of th e special difficulties that girls face in the learn ing of

FEMSA KENYA SCHOOL TEACHERS' WORKSHOP K ASARlNI SPORTSVIEW HOTEL

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ma thematics a nd science. There is little knowledge of the strengths and weaknesses that girls bring to the learn ing of SMT. Most teachers, eve n femal e teachers, have higher e xpecta tions of boys .

• Didacti c approach to the learning of mathematics a nd science: The classroom approach to the lea rn ing of mathematics and science is almost en tirely didactic. Lectures, note-taking. and question and answer sessions dom inate the classroo m. Little practical work is done.

• Ina ppro pria te and irrele vant sylla buses: Most second ary school sy llabuses see m to assume that all students a re go ing to beco me full y-fledged professional mathematicians a nd scie ntists a t the e nd of basic secondary schooling.

• Poor faciliti es, lack of eq uip me nt a nd consu mablcs: Even whe re facilities are available teachers do not usc them , citing broad syllabuses a nd the tim e-consuming nat u re of practical work.

• Inefficient a nd unsuita ble exa minations: The exa ms mostl y test rote memory and knowled ge of terminology and nomenclature.

• Lack of role models: There are few women teachers of single subject scie nces or mathematics, and few girls, especially in the rura l areas, ever come into contac t with a woman scientist.

These find ings were corroborat ed by smalle r school stud ies ca rried out in the eight Phase II countries.

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Phase II Interventions. Du ring Phase II the FEMSA project initiated a number of activities to improve the participation and pe rformance of gir ls in SMT subjects at primary and second ary

schoo l level. The main interven tion s inclu d ed the following: • Sens itizat ion a nd a wareness buil ding activities to cha nge the attitudes of students, teachers a nd school ad min istrati ons, parents and the wide r school comm unity, mainstream policy and decision makers.

• Moti vational activities to stimu la te girls ' interest in SMT disciplines, provide in format ion on ca ree rs in SMT, and e mphasize the importance ofSMT in the empowe r ment of girls and wome n .

• Teacher ca pacity building, emp has izing a p ract ical a pproach a nd the use of loca lly a va ilable materia ls.. toget her wi th stud ies into girls' strengths and weaknesses in their lea rn ing of SMT, d esigned to develop a girl -friendly approach to the learn ing a nd teachin g of SMT subjec ts.

• Development of instructiona l ma terials.. combined wi th small-scale in-school research projects aimed at documen ting SMT in the everyday lives of girls and ",'omen. The inten t was to help obvia te the problema tic areas for girls in existing sy llabuses, textbooks, a nd other support mat erial s. Em phasis wa s pla ced on linking school SMT to the SMT p ractised in the com munity an d using locally available ma te rials. This was sup pleme nted by efforts to de velop more effective and appropriate methods for assessing the a ttainme n t of girls in SMT. • Sup ple me ntary classes a nd rem edi al cla sses for girls, based on d iagnosis of the area s of weakness enco u ntere d in girls' lea rn ing of SMT. • Mobi liz ing com munity sup port for schoo ls in order to provide the necessary facilities for the learning of SMT. As a project, FEMSA ac tivities carne to a d ose in December 2001. The last six months of the YCil r 2002 was used for the clos ing of the project, and documenting best practices from

each country project. Th e lessons from the FEMSA projects will form the basis for the integration of best practices from the FEMSA project in to FAWE's Work Programme for 2002

TI,e A lliance The Alliance project , w hich closed in 2001, was im plemented in a tot al of five countries: Chad, Ghana, Ma li, Uganda and Za mbia. During the first semes ter of th e year 2001, the Allian ce activities cen tred on su pporting the efforts of local non gove rn me nt and community-based organiza tion s (NGOs and CBOs) to promote the education of girls and women a t the grassroots level, mainly by the provision of gra nts . During the second semester of the year the Alliance projects prepared for the clos ing of the project, and as su ch, the focus wa s on id entifying best practices from each co untry project. The Alliance count ry projects prod uced videos and publica tion s to effectively document the best practice from im plemen ting the Allia nce p roject. These lessons will form the basis for integrating the best practices from the Alliance project into FAWE' s new expanded Work Programme.

Partnership for Strategic Resource Pla nning ill Girls' Education (SRP)

The aim of the SRP Progr am me in 2001 was to di sseminate the findings fro m the Phase II SRP research stud ies (Gelllkrlllld Primary ScIltJtJ/illg) into a user-friendl y form . During the year proposals for the d issemination of SRP resea rch results were prepared by the FAWE Na tiona l Chap ters, with the assistance of the SRP research tea ms at the cou ntry level. The p roposals focused on organizi ng worksho ps and oth er activities tha t would permit a wide dissem in ation of the results of the SRP resea rch stud ies. These activities we re carried o ut in close

colla bora tion with the Ministries of Edu cation in the participating coun tries: Ghana, Mali , Malawi, Senegal, Uga nda, Zam bia.

As a follow up to the acti vities of the SRP programme, FAWE instituted a proct'ss for influencing: mainstrearning of gender into Education for All National Act ion Plans. Thi s entai led ensuring that the SRP research findin gs were in corporated in to the national action plans in th e participatin g count ries (Ethiopia, Gui nea, Ken ya, Mali , Malawi, Uganda, Senegal, Tanzan ia and Zambia).

FAWE 's Strategic Direction 2002-2006 Durin g the Year 2001, FAWE cons ulted the va rio us sta ke hold ers of the proj ects on the ground on how to consolida te and integrate the ADEA project s into the FAWE work progra mme.

The Revised Strategic Direction 2002-2006 wa s thus developed, finalized and a pproved by the Executive Comm ittee d u ring this peri od , follow ing consu ltations with the sta keholders a nd partners . Work contin ued on the documentation of best pract ices on FAWE interventions, and the ADEA proj ects of ALLIA NCE and FEMSA. The integration of the ADEA /WGFP components in to th e FAWE Revised Strategic Direc tion cons tit utes a major of challenge for the Work Programme for Year 2002.

FAWEcontinued to provide lead ership to the ADEA Working Group on Female Participation activities for SRp, FEMSA, a nd the ALLIANCE at both regional and national levels.

Illy/AIDS The HI V/ AIDS epidemic is having its SC'\'C'rt-"'S t impact in sub. Saharan Africa, and within Africa on girl s and yo ung women.

Ed ucation is pa rticu larly affected through the depl etion of the teachi ng force and infection of alarming numbers of st udents.

Loss of fami ly bread winne rs forces the growing numbers of AIDS orphans to abandon school.

There a rc HI V/ AIDS pilot projec ts in eig ht National Chapters: Burki na Paso, Burundi, Gabo n, Ken ya,

Togo, Na mibia, Za mbia and Zimbabwe. The pilots encum pass training of trainers for pee r educat ors in life skills and HIV/ AIDS in Zambia a nd se ns itiza tion activities in Burundi, Ca me roon, Na m ibia and Togo. HI V/ AIDS Clubs were set up in Burundi (Stop HI V/ AIDS Clubs) a nd in 32 schools in Th ika District in Kenya . The FAWE Zimbabwe cha pter 's HIV/ AIDS project is collecting data on child ren infected a nd affected by I IiV/ AIDS. The information is then passed to the relevan t govern me nt body that is responding to the need s of children affected by HIV/ AIDS. Bu rsaries: FAWE's Scholarship Programme One of the persisten t ba rr iers to girls' pa rticipa tion in ed ucation is pe rva sive -and increasing - poverty a t the fam ily level .

FAWE ha s continued 10 provide bur sa ries to nee dy girls in ten Na tional Cha p ters, ta rge ting the secondary school level. The sche mes ha ve also contributed to im proved retention of girls in the res pec tive cou ntries. EDDI sup po rted FAWE with bursa ries for 2,500 girls w hile UNFSCO has su pported 500.1\. bursary scheme a t the Regional Secreta ria t supported 60 girls. So me 3,(0) girl s have benefit ed from bursari es from f AWE. By providing bursa ries and scholars hips for girls a t the second ary school le vel, FAWE ai ms to increase ;In"eSS for g irls and to improve their retention and performa nce. During 2001, the pro gramme undertook a sys te ma tic follow up of girls who are under the scholars hip programme in Kenya, as well as the admitting schools. Chec k-lists for admitting schoo ls and questionn aires for girls facil itated the collection of rele vant infor mation, w hich is used to review the girl s' performance as we ll as the qua lity of education provided by the participating schools in Ken ya.

Non-Formal Education Regional Programme

In collabora tion wi th the Interna tio nal Develo pment Research Cen tre (IORC), FAWEcommiss ioned the research stud y, ,WcJl,jng Beyond tli~' Cla......room: E ll'tlJ/ding u" lmins OI'I'0rt1l1l1fi~~jilr M nrgiJ1I1Itz/'d P0l'lIltl tioJls. It wa s cond ucted in Ethiopia and Tanzania to determ ine al terna tive a pproaches to educa tion delivery cur ren tly in use in the two countries and to investigate the impac t of these strategies on improvin g and expa ndi ng learning opportunities for girls and wo men in marginalized popul ation s, so as to impro ve their kno wledge and skills for socioecono mic deve lopm en t an d poverty alleviation.

The study in Ethiop ia was mainly a su rvey supplemented by focus group d iscussions and observ ations, whi le the Tanza nia stu dy consisted of case stud ies and d ocument analvsis. The survey a p proach enabled the researchers to atta in ~ide and inclusive coverage, wh ile the quali tat ive case stu dy a pproach was helpful for in-depth explo ration of the relevant iss ues and problems.

Anal ys is of the research find ing s shows q uite clearly that althou gh wo men in Ethio pia and Tanzan ia constitu te a major human resource and a target popul ati on for development program mes, they are disad van taged in relation to men. Most of the progra mm es offered do not adequ ately equ ip wo men with the practical knowledge and skills need ed to mak e them more functiona l and producti ve in their hou seholds and commu nities.

The research findin gs furt her showed that the existing NFE ed ucat ion centres canno t now accommoda te the needs and interests of women and out-of-school girls. NFE centres arc few, urban-orient e.'1.:1 and enrol Vl'ry few child ren, mainl y boys.

Although NFE cen tres for basic educat ion had ad eq uate oppor tun ities, they are characterized by low pa rticip atio n due to lac k of resources, irre levant cur ricu la, shortage of teachers and insufficient learning mat erials.

With regard to the impact of N FE programmes, analysis of the research findi ngs has d emonst rated quite clearl y that the im pact of the alt ernative modes of ed ucation d elivery in the face of the huge demand has been minimal. The programmes have had so me impact on the behaviour of girls and have ena bled them to improve their lega l literacy as well as acquire vocational skills an d overcome trauma associated wi th 1IlV/ AIDS. In some centres in Ethiopia and Tanzan ia, NFE programmes had enabled girls to change th eir atti tude s towards so me voca tiona l skills that are traditiona lly regarded as ma scu line such as motor/ au tom cchani cs, electrical wiring and carpen try O n strategies for expand ing basic education, the research findings showed thai the govern ments of the two roun tries Ethio pia and Tanzania - are committed to policy ba sed education sector reform and development aimed at improving basic ed uca tion oppo rtunities for all. The govern ments, in collaboration with NGOs and local commu nities, hav e determined to en sure access to quality NFE to adu lts and ou t-ofschool youths, especially girl s and women.

The Iwo governments recognize tha t despite efforts 10 make educat ion accessib le to a ll, girls and wo me n in marginalized po pu lation s ha ve not had equitable access to educa tion . For example, the ed ucation and training po licies in the two countries identify so me policy objectives and guidelines for promoting basic education opportunities i:llllOng girls and wo men. However, these policies are not backed by rea listic action p lans and resources. Addition ally, the strategies d o not specify acti on plan s for improving basic ed ucation op portu n ities for girls and women . c-

National Chapter Activities in Interventions B URKI N A F,\SO - Trained 159 gir ls in managem ent of small bu siness in its voca tiona l tra ining pro ject of soa p making and frui t and vegeta ble d ryi ng. Con tinued to manage their resource and train ing centre fur less for tuna te girls under the non-forma l education re search project, which focu sed. on literacy for 9-1 5-year-old girls. Facilitated the enrolment of 30 girl s in first grade. Imp lemented a ba sic literacy progr a mme for 30 women. Participated. in the FAWE regional pilot p rogramme un HIV/ AIDS. BURUNDI - Undertook a research in girls' education in collaboration w ith the local UN OI' office. Implemente d an HIV/ AIDS sensi tiza tion project, as one of the eight pilot FAWE co untries, th rough the Stop H IV/ AIDs Clubs for girl s in second a ry schools.

CAM EROOS - As one of the eight pilot FAWE co un tries, implemented a n H IV/ AIDS sens itiza tion project to provide knowledge and information on the subject. Impl em ented rem edi a l cla sses within the FEMSA project to increa se girl s' partic ipation in science a nd mathe matics. Trained 80 girls and 10 trainers selected from teac hers, co mm unities, a dmin istra tive a uthorit ies a nd role mod els from the sou thern province of Cameroon.

ETtIIO ]'I A - Impleme nted an d co mp leted the EDDI scholarsh ip fun d du ring the year 2001, from wh ich a total of 1,300 students have benefited . Participated in and facilita ted a no n-formal ed uca tion wo rksho p on the di sse mination of the research on " Mov ing beyond the Cla ssroom". Co ntinued wit h their resea rch project on girls with d isabilities in colla bora tion with the University of Ad dis Ababa.

Im plemented the th ird Aga thc Uwilingiyirnana Award, which honuurs innovative achievements in fema le ed uca tion. In this case th e Special Support Program me (SSP), which cove rs all le vels of ed uca tion from ele mentary through h igh to unive rsity as wel l as a d ult liter acy pro gr am mes, wa s su pported. The Women 's Associa tion of Tigrai, a local NCO used thi s SSP intervention mod e l for high school studen ts contributing to improved scores by female students a fter use uf the model.

GARON - As one of th e eight pilot FAWE co untries, par ticipa ted in the

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regional project by implementin g an HIV/ AIIJS project that focu ses un imparting to tr ainers the skills to pro vide HIV / AIDS tra ining to othe rs.

GAMBI A <Init ia ted an d suppor ted 28 mot hers' dubs through which women are empowered to send their girls to school th rou gh provis ion of a sma ll ca p ita l for income-ge nerating activities such as so ap ma king, gardening. poul try ra isin g and sheep fatten ing, thereby improvin g the qu ali ty of the ir own lives an d tha t of th eir gir ls due to the increased pu rch asing power to se nd them to school: part icipan ts a lso go into the co mm unities and se ns itize other pa ren ts to se nd thei r d augh te rs to school. Focused on improving the perform an ce a nd participation of girls in mat hemat ics through science clinics held in the course of the year. Conducted a tracer study on the Reme dia l Instruction for Fema le Teach ers (RIFT) project . Distributed 2,600 be d nets to ten schools to minimize ma laria especia lly for the girls. Issued perrnethrin to schools for the d ipping of bed ne ts .

GH A NA -Tmplemented the fo urth Agathe Uwilingiyimana Award, for an ad vocacy song to pro mote the ed uca tion of the girl -chi ld . The song is tit led " Fa Wo Ba Baa Ko Sukuu", which tra nsla tes " Ta ke you r da ughter to school ". It focu ses on the joint responsib ility of fa the r a nd mother in e ns uring that the y bo th bear the burden of looking a fter th eir da ughter' s ed ucat ion. Th e song has become a po pula r and powerful a dvocac y too l G UI NI: A - O rga nized th e trai ning of 1,700 seconda ry teachers of five comm unes in Cona kry on "The responsib ility of tea ch er s in the ed ucation of girls". Trai ned 40 chapter mem ber s on HIV/ AIDS as we ll as on the Cu lture of Peace. Collected examination result s of girl s to facilitate identification of girls requiring remed ial classes .

Klo: NYA -Tm plemen tcd a comm unity se nsitization proj ect in Mbeere.

As one of th e e ight pilot FAWE co untries, mo unted an HIV/ AIDS p roject tha t trained teachers and pC('r co unsellors fro m 32 schools in Thi ka Dist rict. Co ntinued the operation of the Cen tre of Excellence described earlie r.

M AIl AG ASCAH - Im ple mented a project on Applicatio n of Children's Rights project through a FAWE Tech nica l Comm ittee grant tha t ai ms

to provide bir th certifica tes, \vhich are <l requirement to accessing pri mary edu cati on.

M Ail - Supported a Vocationa l Tra ining Centre for ou t-of-sch ool gi rls in Ma kc nd iana, a project that prov ides girls with skills for basic literacy a nd income generating.

MO/ AMRJIJUl: : - Built the capacity of NCOs wo rking in basic education in relat ing to the med ia.

NAMIBI A- As one of the eight pilot FAWE co untries, implem en ted an HI VI AIDS sens itiza tion project. Worked with the ma rginalized San commu nity to l.'llcourage them to send the ir gir l-child ren to sch ool.

NIGtKI A- Implemented a voca tiona l tra ining projec t imparti ng skills such as tie an d dy e, soap ma king, cooke ry, a nd basic lite racy to st reet girls.

RWANOA- Ina ugu rated the Centre of Excel lence as reported earli er.

SENEGAL- Also ina ugura ted a Centre of Excelle nce.

SIl~ R K A l HlNf: - O rganized nine pea ce wor ks hops for peace monitors, tra ine rs, activists and peace cu rricu lum de ve lopers . Contin ued to imp lem en t the ra pe victims progr amme, as well as the programme for survivors of gender based violence. Ma naged skills tra ining centres for p regnant girls, mot he rs a nd war affected fema le victi ms at both Gra fton a nd Kcnem a: 366 girls were e nrolled . Co ntinued ma nagin g girls' primary schools, a pre-school for boys and girls, and th e Women's Rapid Ed ucation Cen tres . Coo rdi na ted a reproductive health programme for adolescen ts and ad m inistered a school feed ing pro gra mm e for girls.

SOUTII A.¡KICA- In colla boration with Pen insula Tcc hnikon an d the University of Techn ology in Syd ney, Aus tral ia, organize d Wome n Profession al Developmen t Pro gr amme (WEX DEV) wor ksho ps for women executives on ca reer development, planning a nd administra tion . It is ai med a t helping women fill senior positio ns.

TANZANIA- Worked on the FAWE Cen tre of Excellen ce Progra mme as reported earlier. Implemented an Internationa l La bo ur O rgan ization (ILO) Child Labou r project. Targeted school. villag e and government officials for re-training on Ed uca tion Ge nder Pla nning, Managemen t, Monitor ing an d Eval ua tion .

TOGO - Impleme nted a n I flV/ AIDS se nsi tization project as one of the eight pilot FAWE co untries . Provid ed input on girls' e d ucation d u ring the G ECA-Ed uca tion workshop on Co n tinuous Training of Teache rs.

UGANOA - Co lla borated with UI': ICEF on a project for crea ting a childfriendly lea rn ing e nvi ronment for girls. Impleme nted a projec t to " Bridge the ru ra l- urban and gender ga p" tha t twi ns best perfor m ing schools w ith p ilot d isad va ntaged schools thro ugh sha ring of best practices. Through its life skills project, tra ined a tota l of 73 teach ers representati ve of 14 schools in the use of the SARA co mmunicat ion s materi als to im part life skills to adolescents in schools. Exp anded the FAWEU bursa ry sche me to 190 girls from Zll in Yea r 2000, with the substa ntia l cont ribu tion of the American Am bassador 's O ffice in Kampala . Implemented the All iance set of int ervention s in Uga nda.

ZAM RIA- As one of the eight pilot FAWE co un tries, implemented a n HIV/ AIDS project that has involved the tra nslation of Ministry of Ed ucation bookle ts on HIV/ AIDS into four local languages for di stribution to basic and com munity schools. Printed three se ts of books on Aga thc Uwih ngiyim a na Prize w inne rs, all of w hich docume nt strategies to militate against HIVI AIDS. Lau nched the Read ing Circles Program me a t Lusaka Gi rls, prompting a number of requests to ex te nd the progra m me to more schools. Th e programille cons ists of mentors identified two grades higher than each grade le ve l to hel p enha nce the rea ding skills of especia lly girls.

Z IMBAIIWE- As one of the eigh t pil ot FAWE co un tries, implemen ted a n III V / AIDS p roject. Implement ed a project that focuses on impro ving writing skills of girls known as the Warre n Park Writ ing Cl ubs for Girls. Undertoo k a research pr oject on th e Impact of Sexua l Ma tu ration on Girl s' Learning.

Empowering Girls African girls arc often socialized according to traditional norms to be quie t. submissive shadows of their outspoken, articu late brot hers. Helping them break out of this subordinate role is an essential step in ensuring that they can make the most of the educational opportunities offered them-and that they crea te opportunities for themsel ves . It frequently boi ls down to sim p le lack of self-confidence and sense of se lf-worth.

G irls Clu bs Ou tspo ken articul ate yo ung wo men a re thus key prod ucts of the Ce ntre of Excellen ce program me as a who le, a nd wit hin the Centres or a t other ven ues of the Gi rls' Cl ubs. G irls' forums such as the TUSEME Festi val in Tan zania and the TUVUGE clu bs for 24 schools in Rwanda a rc exa mp les of actio ns to l'mpOWl'r gi rls.

The efforts to create cond ucive school environ men ts an d

supportive comm unity structures, including guidance and counselling desks, launched in the previous year, remained high on the agenda for 2001 . The package of in tervent ions that co nst itute the Cent res' p rogramme co nti nued to attract a lot of i nterest from FAWE partners as a co ncrete ap proach to an d best pract ice in gi rls' educa tion . Girls from all four centres participated a t the ADEA Bie nn ial a nd mad e a substantial co ntribu tion .

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A Co nd ucive Sc hoo l Environment To fur ther support the crea tio n of a conducive school environmen t, steps wen' taker. to improve teachers' skills, especially in science, mathematics and techno logy (SM¡I) .

Teachers were also made aware of gender issues through a sensitization workshop in Mgugu . To boost performance in Rwanda, the academic performance of the school was reviewed, including through classroom observations. and discussions held wit h teac hers on improving teacher /lea rne r interaction .

O ne aspec t of the Cen tres' p rogra mm e that merits spec ial a ttentio n is the questi on of sustaina bility in terms of pa rticipation of the co mm uni ties in the four hos t co unt ries. Todate, the impact of the in vol vemen t a nd increasi ng co mmitmen t of these co m munities in taking over the p rocess('s has been

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considerable . The increasing o w ne rsh ip of the programmes , for exa m p le by the cou nci llors in Mgugu or the Chiefs in Kajiado, is vivid a s ju dge d by their activities in these Centres. As the Cen tres of Excellence evol ve, FAWE's has begun to focu s on the challen ge of the g ir ls' performance a s the next logi cal s te p.

National Chapter Activities in Empowering Girls BURKINA FA'tO - Provid ed school material s including 2UU uniform s and 200 school ba gs to girls. Follo wed up girls' club activities. Rece ived and adm inistered the Education for Democracy and De velopment Initiative (ED0 1) scholarsh ip programmt', throu gh which they rea ched 53 girls.

CHAP - Organ ized a G irls' Forum uniting Y6 girls, 32 an imator s a nd members of FORET Executive Co mmittee. Submit ted a work plan for girl s' clu b activities to UNCEF fo r su pport.

EI'IIIOI'IA - Administered the bur sa ry sche me suppo rted by EDDI .

De veloped a G irls Mentoring Prog ramm e that provid es ro le model s for female stude nts with the aim of making substa ntia l po siti ve change s both cult urally and attitudinally in th e fem ale studen ts.

GABOr.; - Sensi tized girls in five ed uca tio na l institutions using th e " FAWE Tree of Life" .

GAMBIA - O rgani zed scie nce clinics for girls and launched a Schola rship Direct ory and Ca reer Reso urce Manual. Set up 51 FAWE clubs in schools.

GUI NEA - Ad ministered a scholarship p rogramme for 977 girls supported by EDDI. Provided tutoring/ me ntoring for 2,000 gi rls.

Orga nized a gi rls' conference on Hlv/ AIDS an d remedial cla sses in science and mathematics for btXJ girl s.

Kr.NYA - Set up a g uida nce and counselling desk at the FAWE Ce ntre of Excellence in Kajia do and at Kileleshwa Primary School.

MAI.AWI- Administered the bu rsary sche me supported by UNESCO, which has g reatly assisted in providing a co.i. ss to school as well as improving retention.

MAll - Administered their bursary sche me for girls.

NIGERIA - Orga nized reading culture competitions fo r girls at the

seco ndary leve l.

RWANDA- Mobilized fund s to provide 11 scholars hips for need y girls.

Continu ed to imp lement girls' clubs, th e TUVUGE Clubs, which held the Tuvu ge Festi val.

SENEGAL - Organized th e first meeting under the E rec//met' Clubs p rogra mme, which targets beneficiaries of FAWE bursaries with acti vities to increa se girls' aspirations and responsibility, cultiva te a desire for excellence, instil knowled ge of challenges to girls' ed uca tion, and increase retention and im prove performan ce.

SIII{RA LWNt - Administered its bursary prog ramme for girls.

Fac ilita ted the establishment of FAWE Girls' Clubs and coo rd ina ted a co unsel ling prog rammeTANZA \lIA- Admini stered the FAWE bursary for gir ls. Particip a ted at the TUSEME- "S peak Ou t" - festi val fo r girl s.

UCAr\DA-Tmplem ented a life skills prog ra m me, a s well as a mentorin g prog ra mme for girls. Co ntinue d to implement the FAWE schola rsh ip prog ramme for girls.

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Crea ted a network for girls' safety under their re-entry policy. Facilitated the Girls' Allia nce for Female Education (GA FE), a girls' su pport net work in learning a nd tra ining institution s. Organized train ing of trainers for pff'r men tors in life skills an d HIV/ ATDS ed ucation and mounted "Girls' Career Wee k" in three p rovincial cha pters.

ZANZIBAR - Organi zed a girls' forum to pro vide girls with a n opportunity to di scuss issues affecting their ed ucation .

ZIMHAIWIlE - Established Girls' Clubs and coord inated the sponsorsh ip program me for girls' education. Set up guidance and counselling desks to prov ide girls with inform ation on d ifferent careers possibilities.

Enhancing Strategic Partnerships Dyn amic pa rtneri ng is the key to an y success FAWE ca n claim.

Duri ng 2001. FAWE con tinued to develop par tnershi ps wit h govern men ts, uni versities, NCOs and CBOs to elicit su ppor t towa rds the effective imp lementa tion an d mon itoring of genderresp on sive policies. Thro ug h part icipation in intern ati onal, region al and nati onal for um s on ed uca tion, FAWE also kep t girls' ed uca tion on the agenda .

Partnership with Govern men ts The ma jor emp hasis wa s colla borati on on the EFA p rocess for mainst reaming gender in nat ion al ac tion plans. The EFA team s in selected co untries (Ethiopia , Guinea, Kenya , Mali, Malawi, Tanzania, Senegal, Uganda an d Za mbia) inclu de offici als fro m the Mini stry o f Education, particu larl y the EFA focal poin t. This to ap proach the EFA process has fur ther enhanced pa rtnership wi th govern men ts.

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Consultations on Stra tegic Resou rce Plan ning also contin ued in the course of th e year in nine" coun tries. Activities in Mali, Senega l, and Uganda were supported to tran slate and d issemina te the resul ts of their SRI' resea rch stu dies into more user-friend ly forms.

Partnerships with Universities Abdo u Moum ouni University in Niger, University of Dar es Salaa m in Tan zania, Makarere Univ ersity in Uganda, University of Swaziland an d Kenyatta Univers ity rem ain impor tan t academ ic pa rtne rs in the effort to mai nstrea m ge nde r concerns and create a cond ucive en vironmen t for fema le participat ion. In the course of the period un der review, FAWE's participation in international forums continued with the aim of holding di alogue with uni ver sities, networking and sha ring expe riences on fema le educa tion issues in high er educa tion. F,I\WE's Execu tive Director presented a paper on Ge nder Eq uity at the University Level at the Ford Fou nd at ion meeting on Innovat ion s in Higher Ed uca tion held in Nairob i. In Novem ber 2001, FAWE also par ticipated at an Intern ation al Co nference on Higher Education held in Na irobi, whose theme was Tran sformation of High er Ed ucation, Man agement an d Leadership for Efficacy in Africa .

Ot her par tnerships with universi ties yielde d the following pu blications from FAWE-commissioned research stud ies: • Female Participat ion in African Universities: Issu es of Concern and Possible Action • Popularizin g Gender: A Case Study of Makerere University • Struct ura l Cha nges and Equa l Opportunity for All: A Case Study of the University of Dar es Salaa m • Ge nder Sens itive Qua lita tive Data: Samp le Co llection Instru men t for Afr ican Un iversi ties

Statistical Overview on Gi rls' Educa tion at the Universi ty Level • Sexual Harassment: A Case Study of the University of Na tal, South Africa

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FAWE pa rticipa ted actively at the Association of African Universities (AAU) Co nference, 5-9 February 2001, at which these pu blished pa pers were d isse mina ted . A delegation of nin e uni versity peopl e includ ing the FAWE Cha ir represented fAWE .

Partnership with Agencies A number of partners give finan cial su pport to FAWE: The Association for the Development of Ed ucat ion in Afr ica (ADEA), FINN IDA, Internationa l Developm en t Research Cen tre (IDRC), the French Govern ment throu gh ADEA, the Rockefeller Found ation, World Bank, Sida, UN ICEF, USAID/ Advance Africa, UNESCO, an d the Royal Norwegian Govern men t. The pa rtners di scussed below are those who assisted FAWE ac tivities both financially and tech nically.

• UNI CEf: LlHUlCIz of the Girls' Edu cation Monement in Africa. t~ Kflllll',,!I7, 15-17 Augu....' 20()1: FAWE partne red with UN ICEF to lau nch the Network for G irls' Ed ucation Movement (GEM). FAWE's key respon sibil ity was orga nizi ng and coordinating the Experts Session on day 2 (16 Aug us t 200-1).

The objective of the Expe rts Sess ion was to d iscuss key thematic issu es on girls' edu cation. FAWE also played a ~ major role in setting up the exh ibition at the con ference. Nine ministers of education were present, includ ing senior ministry of ed uca tion officials, as well as yo u th and civil society representati ves fro m var ious Africa n countries.

The Experts Session comp rised fou r pa rallel sessi ons ,. cha ired by min isters of educa tio n. These sessions ad d ressed ,.

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the issues of HIV/ AIDS a nd ge nde r, creating a conducive learnin g en vironment. mobilizing communities for gender eq uity, and d ecentralization and budgeting for girls' ed ucation. Th e ac tion points from the Experts Sess ion fed into th e sess ion for the ministers and formed an integral part of the pla tform for action, which ela bora tes 11 Action Points to be un dertaken as follow up to the G EM . These action poi nts are: Involve girls in decision making Fight p overt y and exploitative labour Promote peace ed ucation Empower girls th rough life skills ed ucation Eliminate harmful cultural practices Take affirmati ve action in SMT and ICT Use mentors Make learning gender-res ponsive Suppo rt girls with spec ial needs Increase ed ucation and health bud gets Focu s on q uali ty The ou tcome of the GEM conference was prese nted to seven head s of state du ring the SMART Partnership Meeting (Kampala, Ugand a, 18-21 Augu st 2(01). Similar ly, the Presid en t of Uga nda was to presen t the ou tcome of GEM at the United Na tions General Assembly Spec ial Sess ion on Child ren to be held in New York.

Th rou gh the pa rtnershi p with UN ICEF, FAWE also contributed to the Gender, Sexuality and HI V/ AIDS meeting in Blantyre, Malawi. FAWE also atte nded the AGEl and UNG El meetings in 2001.

• Atll'ance Africa: FAWE' collaboration with Man agem ent Sciences for Health (MSH)/ Advance Africa Project continued

in 2001. Early in the year f AWE participated in the Yo ung Adult Reproductive Healt h State of the Art Training Co u rse (presented by the PO LI CY Project), held in February in Abuja, Nigeria. And Advance Africa collaborated with FAWE to introdu ce reproductive health within the context of the ongo ing I II\'/ AIDS pi lot projects in eigh t FAWEcha pters. In add ition, FAWE attended the two consortium group meetings (CMG) as a mem ber of the conso rtium to give technical inpu t into th e work of Advance Africa, as we ll as a pprove the activities for 2001. The collaboration has become increasingly integrat ed into the work and progra mml' activities of the National Chapters • UNE SCO: The EFA p rocess is a particu lar concern of the UN ESCO partn ership. Among other acti vities wen' the NCO consultatio n on the globa l initiat ive at UN ESCO headquarters in Pari s in March 2001 a nd the African Cong ress on Girls' Science Educat ion, in which FEMSA part icipated . The th ree mee tings convened by UNESCO in Paris in September, October and December 2001 provided the opportu nity to firmly esta blish the pa rtnership toward s the EFA process. As men tioned earlier, FAWE signed the memorandum of und erstanding on EFA with UNESCO/BREDA .

• \Vo rld Bank: The Centres of Excellence project was part ially funded by the World Bank. To gauge the value added. the Bank commissioned an external eva luation, which focused on the various compone nts and showed the potential of the Centres' programme . The eva lua tion repo rt also underl ined the need to fur ther build the ca paci ties o f the Nat iona l Cha p ters for sustai nabil ity of the FAWE mandate.

Partnersh ips with C o m m u n ities

The par tnershi ps FAWE has created throu gh the Cen tres of Excellence have opened our eyes anew to the importance of link ing up with the co mmunities in girls' educat ion .

Ad dit ionally, FAWE has see n a grow th in the ability of the cha p ters to link wi th partners at the local level and throu gh that to mobilize res ou rces. These partners at the local level are listed in t he accompa nying section.

National Cha pter Activities in Partnerships BlJKKINAFA'>() - Worked closel y with the Assoc iation of African Profes sionals in Conun un lcation (APAq, OSEO, Foundation Suka.

Coo pe ra tion Sub.'.>C, USAID, UN ICEF and the Pres to n Education Fund for Cirb- .

BURUNDI - Participated in the mid -term re view by UNOP, held a mee ting with UNI FE~t. partklpation in methodology workshop on African Girl s Edu cation Initiative (AGEl) and sent their C hapter Chair to part ic ipat e.. at FAWE Execu tive Committee meeting (lu ne 2001).

CAMEROOS - Partnered with Ul\:ESCO, UN ICEF, Ministry of Ed ucation, Peace Corps a nd Association of Woml'n Engi neers.

CHAD- Workt,>J in collabora tion with Oxfam. UNICEF and The Rockefeller Fou nd a tion .

ETHIOPIA- Workl-oJ wit h USA ID, \Vinrock International. \Vinrock Eth iopi a, Ministry of Educa tion , PAC r. British Co unci l, a nd the African Development funk.

G ABOS - Established pa rt ne rships with UNFPA, UN ICEF, Mo ve ment for Fa mi ly Wd l-llt.>i ng (MG BEF). Society for Mid wifery (ASF), National Commi ttee fur Peace an d Development (CON AFEPAD), and the Mo vement for Youth a t the C ross roads.

GAM81A - Colla bora ted closely with UN ICEF, Globa l Movement on Advancement of Women in Africa, Peace Corps, Roman Ca tholic Secre ta riat, Department of Sta te fur Ed uca tion Plannin g Unit a nd Child Pro tection Alliance.

Gl:INEA - Established linkages with UNICEF, USAID, Peace Cor ps, United Sta tes Embassy and the Mini stry of Educat ion.

K EN YA - Worked with UN ICEF, PI-'dCC Corps, FEMSA, Christian Churches Educa tion Association. Kenya As sociat ion of Profession a l

Co unse llors, Ministry of Edu cation Task Force on Ind iscipl ine and Unrest in Schools, Elimu Yetu Coal itio n, World Vie w Ken ya, Girl Ch ild Netw ork, Women Researchers Ken ya, Popu lation Co uncil, Na tiona l Co uncil of Ch urches of Kenya a nd Highridgc Teachers College.

M U Awl - Worked with UN ICEF, Civ il Sod dy Co m m ittee on Educati on, Christian Service Co mm ission and Violenc e Against Women Network.

N IGER - Worked closely with the Minist ry of Edu cati on and UNESC O. N IGERIA - Strengthe ned partne rshi ps with the Minist ry of Edu cation and Women Affairs as we ll as the Minist ry of Informa tion.

RWANDA- Continued to work closely with three universit y st ud ent associa tions, as w ell as Side, US/\IO. UN HC R, Minist ry of Educa tion, the Ministry of Gender a nd Women in Dev elo pme nt and Pro-Femmes .

SIERRA LEO~ E - Partnered with UN ICEF, Wl'St Africa n Network for Peace Build ing (\VANEl') , USAID, Internat ional Rescue Co mmittee, UN HCR, Ro bert Cheshire Founda tion. Woml'll 'S Commission for Refugee Wom en a nd Children. New York, United Na tions Armed Mission in Sierra Leone (UNAMS IL), Plan lntcmationol, l\tSF Holl and, Ministry of Edu ca tion, Mini stry of Socia l Wdfare, Con der and Chil d ren's Affai rs, Assoc iation of University Woml-'n, World Rehabilitati on Fund, World Food Pro gramme, 1\O RA D, Children in Crisis UK, a nd the Global Fund for Women and World Vision.

SOUTH AFRICA - Co llabo rated with USAID, Ford Foundation and WIDTECH .

TAN7.ANIA - Established. partnerships with the Intern a tiona l Labour O rga niza tion (ILO) and the Globa l Fund fur Women.

TOGO - Worked w ith the Sta tistical Bureau, Regiona l Office for Edu cation and the Peace Corps .

UGANDA - Continued. to strengthen its col la bora tion with USAID, UN ICEF. IT Kids Internat iona l and women COIllWCI..

ZAMRI A- Worked with the Ministry of Comm unity Development and Social Services, NORAO, World Bank, Ox fam, Pla n Interna tional, Peace Corps, Sa bre Founda tion a nd UNESCO. ZIM RA8WE- f AWE Z imbabwe worked wit h the Rockefeller Foundation, Self-Help Develop men t Fou ndation, Pla n Internat ional and the Gi rl Ch ild Forum .

Strengthening Organization al Ca pacity The organi zati on of FAWE consists of a Genera l Assembly, an Executive Com mit tee tha t convenes commi ttees such as the Technical Com m ittee, and its network of Natio na l Cha p ters as the prim ary mea ns for fulfilling its mandat e at the grassroots.

The Regiona l Secre taria t coord inates the wo rk of FAWE. For the w hole to operat e effectively, each of the component pa rts must be strong. Developing its ow n institu tion al capacity for sustainable effectiveness is th erefore a n im portant preoccupation . In 2001 FAWE took mea su res at alllevels to im prove its a bility to meet its mand ate..

FAW E Execu tive Co mmittee Thro ugh its biannual stat utory m eetings, the FAWE Executi ve Com mittee played its governa nce role of ad visin g and app rovi ng the wo rk of FAWE. The two meetings, in Jun e and

November, guided the wo rk of the Secretariat on: • The integration of the ADEA pro jects (FEMSA, Alliance a nd SRP) into the FAWE wor k programme • The establish ment of a n en dowmen t fund • The Revised Strategic Direction for FA\VE 2002- 2006, • The Work Programme 2002 • Proposals on the revision of the FAWE Co ns titution • Activit ies toward s the Fifth General Assembly Mem bers re presented FAWE in various inte rnatio na l forums.

The Executive Co mmittee mem ber s are kept informed of FAWE activ ities thro ugh a mon thl y po uch. To boost the partne rship wi th male Associat e Mem be rs, a speci al Newsletter was ded icated to mal e mem bers - Girl,, ' Education: Ml'Il Mllkl'tl Dijli'rc!lcc (Volu me 9, Number 3).

Regional Secretariat Managem ent and ad ministrative sy ste ms we re strengthened as the Secreta riat con tinued to im plem ent and enhan ce its compu terized finan cial sys tem . Secretaria t progra mme staff received tra inin g th rou gh wor ksh ops. Staff of the Co mmun ication section we re train ed in . . . .'ebsi te manage ment throu gh pa rticipa ting at the Afri can Comp u ting an d Telecommun icat ion Workshop in joh annesburg, So uth Africa in July a nd Aug us t 2001, and in Na mibia in Nove mber 2001.

Fu nd Raisin g Su pport to fun d raising activities included prep aration of fund raising pa ckages . In ord er to e ns ure the contin ued flow of fund ing to implemen t the Work Programme, the Executive Director undertook missions to widen the resource base.

Contacts were made with DFID, CIDA, ACBF, U ND I~ AfDB, UNICEF and UN ESCO. Neg otiations for add itiona l multi-year

â&#x20AC;˘ funding were held with World Bank, Sida, and the governments of Norway and Finland. DFiD has come on board to support FAWE Nat iona l Chapters. A fund raising mission to the \Vorld Bank, sched u led for September, had to be postponed due to the September 11 event.

Other efforts towards achieving sustainability Me ongoing.

The Secretariat ha s actively raised funds for the construction of FAWE's uwn office building. Letters have been submitted to donors, ins titu tions and individual friends of FAWE, with encouraging responSl.'S 50 far. The construction of the building is under way.

Technical Co mm ittee The 13th Technical Committee meeting was successfully facilitated . The award of grants streamlined and the programme is now more focused and in line with FAWE' s aim to achieve more concrete, demonstrable and replicable impact.

National C hapte rs As the frontline of FAWE activities, capacity building of National Chap ters is essential. Among the tools developed and especially piloted in 2001 are modules in participatory methodolog ies, gender sensitization, and programme planning, monitoring. eva luation and fund raising-plus a module on peace ed ucation in collaboration with UNESCO. FAWE administered gran ts to strengthen the institutiona l ca pacity of the Na tional C hapters to su pport salaries, rent and equipment maintena nce. For enhanced in stitutiona l capaci ty bu ildi ng of the chapters, FAWE piloted the following too ls in Rwand a, Kenya, a nd Tanzania in November 2001 : Peace Training Manu a l. Advocacy Mo du le, Pro gram me Plann ing, Monitor ing, Evaluation and Fu nd Raising Modu le, and. Gender

Sensitization Module. They are intended for use w ith stud ents, teachers and communi ties as well as me mbers of th e FAW E chapters in those coun tries.

Nationa l Chapter Activities in Stre ngt hening Organizational Capacity Burkina Faso - Organized training for 15 members of their Executive Committee in the areas of gender, ed ucation and development.

B U R U ~ D1 - Recruited a new Nationa l Coordinator for the chapter.

CAMF.ROO!\ - Held their Ceneral Assemb ly in September.

CIIAD - Held their second Gene ral A..sernbly in April . Participated in training in the arm of communication and project proposal writing organized by CEllAE CU.1\,101l0S - Held their first General Assembly in january, which was attended by the regional Secretarial.

EIItIOI'lA - Held their General Assembly in june. eARO"" - Recruited a new National Coordinator and Secretary.

Purchased office equipment and furniture and recruited an animator for counselling of girls and women.

K I:." YA - Organized for the sail' of "l-shirts for resource mobilization. held their second General Assembly in July, and participated at the FAWE Ghana meeting for inter-chapter collaboration to address Sexual Maturation and Menstrua tion in Schools.

MAlJAGASCAIl. - Organized Chapter DdYS to stre ngthen the capacity of members in financial ma nagement, accou nting, databases.

MALAWI - Recruited a new National Coordinator.

MOlAMRIQUE - Held their General Assembly in May, NAM IRIA - Organ ized their General Assembly in Aug ust.

R WANDA - Facilitated an ongoing in-house professio nal development programme at the FAWE Centre of Excellence and de veloped a financial accounting sys te rn.

SnR RA L EONI: - Successfully launched five additional subchapters.

T A N ZA NI A - Developed a Gender Manage ment Trainin g Manu al. Held their Gene ral Assembly in Novem ber.

Togo - Established a FAWE Togo bra nch in Kar a Region . Initiated activities for set ting up additio nal su bcha pters.

Uganda - Trai ned members in IT skills and acquired a second Toyota Hi lu x picku p.

Zambia - Held th eir thi rd General Assembly in Augu st Zimbabwe - Participated at the FAWE Gh ana or ganized meeting for inter-chapter colla boratio n to ad dress Sexual Maturation and Men struation in Schools.

Monitoring and Evaluating FAWE Work FAWE's in stitu tion a l reportin g mechanism s facili tated the rev iew of activities from t he nati on a l to the regi on al leve l, as we ll as wi thin the Secreta ria t itself. Site visits to N ationa l Chap ter pro grammes a lso p rovi ded useful info rmatio n o n cha llenges on the ground .

Tools for Mo nitori ng FAWE Activities Th e pe rformance mon itoring mat ri x for the im plementation of th e w or k prog ram me provided for the co llect ion of q uar terly reports from th e sections within the Secretariat a nd from the chapters. O ther techniq u es fo r mo nit or ing aspects of the FAWE Work Prog ram me inclu d e m eet ings with m a n age rs on a one- too ne basis to mo nito r wee kly pe rfo rmance a t t he Secret ar iat.

Monitoring Na tio nal Cha pters by the Reg ional Secretariat Visits we re mad e to five National Chapters during 2001. The object ive of the missions was to offer the chap ters technical assistance, bridge the communication divid e between the Secret ariat and the chapters. and monitor and evaluate cha pter activ ities . The visits to chapters underscored the ma jor struc tural problems of the Na tional Cha pters and conv inced the Secretariat to take concrete steps to address related problems to enable the chapters to contribute effec tively to the EFA proCl'SS on the ground at the national level.

Footnotes EtllJiJl'il1. Gl1I11/11. GUilll'll. Ai"/~'1I1. MJ//mf'/: Atillt; Ru',Jl/lItl. S.71I'},';l/. lIX''''.!''. !

Tanzania, Zambia lllt,,,,, lin' morr 'illil'itit~ J1l NlllliwlI! 011/1'11>"" 1It11 rq1l.JrII'j 011 Jur I" tlll"jill'I I/lil l Ilny lllli't" IIill ,.;ub",illl'lllhl"lr ,m mlill rql('rl.;/i'r 2ml. nit'!! /1I1lI."'t',,1 i"ji'nll" lt im u rllld l an' u.'l'" III 111," n1'orl. 77/l:V (""(''''I'ri'''t, lI't'fitlt';{""X 01111'1,',...: Elllli'I"'I.

GI"''''I, (,"UMI, All1/lIlI'l: Al' lh l~VI1)Jda. Tanzania. Zambia EII"i'plfl, C!Jf1Ilil. CUI/ll'Il, Al" l llit'l; Af' llt; St.'IlIX,11, l~\'fmdtl" 1im::ll1l1iJ, Zatttbia.

SO"'I' d lll/'II'r " dll'll1i~ "/~If " .'1 /'1 ' n'!>/,rll'd {>t'('(lU.~ ' tlit ' (flllp l a ... did /1('1 ._'IIbmit Ihl'l r ''''/fI1iI1 n1>/lr l.-'ji,r lOO!, on lilliI'.

PART TWO -

T he relative weights of incomes by source of funds are shown by percentages in the chart below.

SUMMARY FINANCIAL REPORT

US$

Th is bri ef report summa rizes FAWE 's income and expendi tures for 200 1. Th e Audit Report 2002 provides full deta ils of FAWE's fina nc ial tran saction s for the yea r.

0 Government and

Income

25%

As at I Jan uary 200 1, the operating fund balance from FY 2000 was US$2 ,710,498 . As at 3 1 December 200 I, a total o f lJS S3,035,0 58 had been raised in suppo rt of the planned activities. Most of the grant fund s were received towards the end of the fourth quarter of the year. The total expenditure for the period I January to 3 1 December 200 1 stood at US$2,5 2 1,929. Th e low level of funds utilization was d ue to the fact that the grant funds a llocat ed for impl em entation of activities for 200 l wcre not rec eived unt il toward s the end of the year. FAWE's fund s dur ing the yea r cam e from the following so urces, as shown in the tab le be low.

Grant funds from d ono rs for FY 2001 Government and government agen cies Foundations and corporations O ther sou rces

US$

2, 1R6,659

750,000

72%

â&#x20AC;˘

Foundat ions a nd coor pora nons

0 Other SOUfCl'S

Expenditure The tota l expenditure of US$2,52 1,929 was incurred in the implem en tation of the strategic obj ectives listed below: Strategic objective Policy and da ta analysis

Advocacy Empowerment of girls

Opening balance bl f from FY 2000

98.399 3,035,058 2,7 10,498

'lu ta l operating funds

5,745.556

Strengt he ning organi zational capac ity

Subtotal

C ovc rn nu-nt Agl'ncics

3%

Intervent ions Partn ersh ips Monitoring and evaluation

Tota l

Expenditure 55,05 6 100,785 309,609 404,872 322 ,6 13 1,302,296 26,6 1X

2.521,82 9

PART THREE - THE CHALLENGES OF 2001

•

Committed memb ership A no ther cha lleng e has been find ing effect ive ways of keeping a co mmit ted me mbersh ip at all lev els.

Thi s incl udes s ustaining the good ra ppo rt with the ma le mi nisters enlisted thro ugh the ministerial co nsultation s 10 help I-AWE make an e ffective contrib utio n tu Education for A ll hy 2005 and 20 15. At the regio nal level. the "A WE me mbership has shrunk d ue to co nstan t changes in min isteria l po sitio ns. The do r mancy of som e existing members has al so contribute d to a certain lack of vitality o f FA\\'E mem bership at bot h regi o nal und nati o nal level s.

•

S tructure Natio na l Cha pters struggle with issues suc h as the

Th e chall enges faced by FAW E during 200 1 can be summ arized in the follo wi ng way:

•

•

A /JI::AI " r;/-"p g raduated beyond lite status 01 U i,rJ,d"K Gmul'.The last AD EA S teer ing Comm inee meet ing. in May 200 1 in Mad agascar. decided that the A DEA Working Group for Fema le Parti cipatio n had gra duated beyond the status of a working grou p. Th is dec isio n presented FAWE wi th the cha llenge of continui ng to p urs ue g irls' ed ucation in A DEA outside the status of a working grou p.

legacy of a structure tha t cannot d eliver the c urrent requ ired ou tcomes. Th is is because at the nat ionalleve l the membe rship is vo luntary an d some members lack the com mi tme nt req uired 10 im plement and mon itor prog rammes in g irls' education. The ca pacity and expertise o f members to un dertake ad voc acy to Infl uence po licy. fundrais ing. and pro gramme im ple mentatio n is o ften lack ing. Among other things. the c hapte rs m ust add ress the fo llo w ing : Coordina tors Alt ho ug h the FAW E Natio na l C ha pters have secreta riats. the perfo rman ce o f some coord ina tors is negati vel y a ffcc n..xt by the lack o f performa nce oft he Natio na l Exec utive Co m mittee. Moreo ver. the co ndit ions und er w hic h coo rd inators were origi na lly recruit ed by the Na tiona l Exec utive Com mittees have c hanged. and so me ca n not live up to the current cha lleng es em ergi ng from the evol ution o f the org aniza tio n w ithin the co ntex t o f g lo ba l trends.

Integ ration of FE,USA, SRP and A lliance. The role of ensuring tha i proj ect s were effectively closed. bo th ad min istrat ively a nd ~ programmaucall y. and thai the bes t practi ces emanat ing from them were integrated intu FAWE activities has been a c hallenge.

These ac tivities requ ired coordination at both regional an d na tionallevels . Th e integration o f FEM SA. S Rr and Alliance at the level of the Natio na l Chapters re main s a c ha llenge. as the proj ects were initiated independent ly of eac h ot he r, lend ing to d isjointed pro gramme act ivities.

•

Buildill!.: th e capacity t~r FAW/;" N atio nal Chaplc·r.\' to a leve l tha t they can he a sig nifica nt part of the EFA process at the natio nal leve l rema ins a major chall enac. In essence. this means enabling the FAWE Natio na l Chaptt.::rs-lo analyse ed uca tio n po licy, and im plem ent and monitor poli cy and progra m mes that have potential to increase access, reten tion and quality of g irls' ed ucation.

•

C opacity 10 IIwhili:.efillld.\ T111.:n: is a lso the cha llcngc o f streng thening the capac ity o f Nationa l C hapters' to mob ilize

funds and of expanding and diversify ing the funding base at the regional level.

â&#x20AC;˘

Reorientation ofthe Regional Secretariat. FAWF. as an organization has evolved considerabl y since the launch of the Strategic Plan in 2000. The challenge has been the reorientat ion of the Regional Secretariat to suit the expanded programmes emerging from this evolution. This includes increasing the number of programme staff' to coo rdinate the expa nded programm es and providing the relevan t skills trainin g.

â&#x20AC;˘

Sustainability continues to be a major challenge for FAWE. At the forefront is the challenge of expanding the resou rce base of the organi zation at both the region al and the national levels.

â&#x20AC;˘

Clwllgittg gtobat environment. Finally. a co ntinuing challenge is to keep up with the changing globa l environment and to continually monitor the strategic direction of FAWE to accommodate these changes and thereby to ensure the mainstreaming of gender issues in education for impact at the grassroots.

• PART FOUR - THE WAY FORWARD The Revised FAWE Strategic Direc tion 2002-2006 was crafted during the last two quarters of 2001.1n th is revised plan, FAWE demonstra tes wha t interventions work for girls' ed uca tion . Th e aim is to infl uence govern ments to re pl icat e and mainstream best practice. Thi s is accompanied by policy ana lysis to identi fy the pol icy gi.1ps.

The p riorities for 2002 revolve around these four major a reas: policy, advocacy, in terventions, and replication and rna instreaming. Underlying all these is capacity building at national and regi onal levels to accomplish the following strategic objecti ves: • To influence the for mu lation, adoption, implementa tio n and monitoring of ed uca tional policies on girls' ed uca tion in order to increase access, improve ret enti on and enha nce perfor ma nce.

• To undertake advocacy ill all levels for support a nd ac tion to improve girls' pa rticipa tion in ed uca tion.

• To undertake and su p port d emonstration inter ventions thai improve girls' access, retention a nd pe rfor mance.

• To influence replication an d ma ins treami ng of bes t pract ices .

Of particular conce rn is capacity building a t the na tional level. To be effective, Notional Chap ters must de velop sk ills to infl uence po licy form ulatio n, w ith spec ific reference to the process of mainstreaming ge nder int o the Ed uca tion For All Na tional Action Plans. Thi s should includ e skills for impl ementi ng and monitoring the plans for impact. Building the

ca pacity and strengthe ning the Na tiona l Cha pters has thus become crucial, especially in advocacy to infl uence policy, fun d raising, and programme im plementation. Capaci ty bu ilding ,... iIl be done in colla bora tion wi th key pa rtners includ ing mi nist ries of ed ucation and other educat ion and developme nt collabora tors.

The ov erall em phasis in this w ay for ward is on action on the ground in line w ith Ed uca tion For All goals.

ANNEX A: FAWE MEMBERS FAWE FUU . MEMBERS TIlE FAWE EXEC UTIVE COMMITT EE Pres ident (FAWE), Unive rsite Abdou Moumouni de Nia mey, Niger Prof. Boul i Ali Dia llo li on . Clara Boh itilc Dep uty Mini ster of Basic Education and Culture, Wind hoek. Namib ia Han . Dr. Evelyn Kandakai Mini ste r for Ed ucat ion. Monrovia. Liberia Senior Deputy Director o f Ed ucation & Human Resource Development, Na iro bi. Ken ya Mrs. Elaine Muk uru Ms. Beatrice Mukubaranga Vice Rec tor. Kigali Institute of Educa tion . Kigali Rwanda Registrar, University of Agr iculture-Ab co kuta . Ogun State. Nige ria Mrs. Bisi Soboycjo Ms. Sebtuu Nass e r Com miss ioner of Education, Dep artment o f Ed uca tion .Za nz fba r Mme. Marie Bwimana Directrice du Service Nationalc d'Alphubcti sarion . Mini stcr c d e l' Edu cation Nationalc. Burundi li on. Ann-Therese N' Dong Jatta Secre tary o f State for Educat io n. Department o f S tate for Education . Banjul, T he Gam bia Dr. Jeanne Razafi angy Dina Dircctcur Ge nera l de la Popul ation ct de la Condition Feminin e. A nta nanar ivo. Mad aga scar

I

I

, â&#x20AC;˘

FO UNOING MEMBERS Dr. Fay Chung lion . Simone de Co marmond lion . Paulett e Missambo lion . A lice Tiendrcbcogo Hon . Vida Ycboah, M P

Director. Institute of Ca pac ity Building, UN ESCO . Ethiopia Min ister ofTourism . Seychelles Secretary of State, Ga bon Chair, FAWE Burkina Faso. Burk ina Faso Coord inator, FAWE Gh an a Chapter. Ghana

OTlIER FULL MEMBERS Hon . Namirem be Bitam azire Pro f. Florida Karan i Pro f. Leah Marangu Pro f. Lydia Mak hubu Pro f. Rosalin d Mutua Dr. Doroth y Njeuma

Min ister of State in Primary Education , Uganda Depu ty Vice C hancellor, Univers ity o f Nairo bi. Ken ya Vice Cha ncellor. Africa Naz aren e Universit y, Ken ya Vice Chancel lor. Uni versity of Swaziland, Swaziland Ex-Deputy Vice C ha nce llor. Jomo Kcnyatta Unive rsity o f Ag ric ult ure, Ken ya Vice Chancel lor. Uni versity o f Buca. Cameroon

â&#x20AC;˘

Prof. Jadcsola Akandc Hon . Christine Aruoako-Nuama Chie f (M rs) Veronica Iya bo An isulowo Ms . Eleonore Marg ucr ittc Ner ine lion . Pat ience A. Adow Pro f. Nco M athabe Hon. Es i Sut herland-A ddy

Executive Director. Wom en & La w, Nigeria Min ister for Land s and Forestry. Ghana Fortn er Mini ster of State for Edu cation. Nigeria Anci en Sccrctairc d 'Etat a I' Enscigncmcnt. S uperieur Maitre de Toliara. Antana ri... o, Madagascar Mini ster for Eas tern Regional , Koforidua, Ghana Dean of Students. Rond ebosch. South Africa Research Fell ow, Univers ity of Ghana. Ghana

Ms . Macsuzy M endon Prof. Elizabeth C. Murnba Mrs. Mwatumu Malalc ll on .Gcnn ct Zewidc M rs. Naomi Wangai Mme. Francisca Espito Santo Mrs. Ba rbara C hilu ngwa Mme . Mon aicha Mohaya Pro f. Mwaikam bo Hon . Lydia M. R. Arthur Br ito

Direct or Gene ral. Ed uca tio n Man agern cm . Seychelles Dep uty Vice Chancel lor. University o f Za m bia. Za mb ia Permanent Sec retary. Ministry of Edu cation and Culture Tan zania Mini ster of Education . Ethiopia Director of Education. Ken ya Vice Minis tra da Ed ucac au para 0 Ensino G eral . Angola Perman ent Secretary, Min istry of Educatio n. Zambia Sccrctairc Gcncralc . Ministrc de l'Educat ion Nationalc. Comoros Vice Chan cellor, The Hubert Memori al Univ ers ity, Tanzan ia Minister for High er Educat ion. Sc ience and Technology, Maputo. Mozamb ique

PRO\II l\I: I'iT WO~I E l\ EIlUC AT IOl\ALlSTS Dr. Eddah Ga chukia Dr. J Thuli Nhl cn gctfwa J . , / Dr. Rosina Aku a Ach eamyong ./ Dr. Sheila P. Wam ahi u Mme . Vaohi ta Andrianari son Dr. Mcri a Damalisy No wa- Phiri ..l" Ms. Otti lie Gret e A bra hams ./ Mme. Mari e Jose Bigcndako -" Ms. Elizab eth Gnanvo J

Education Con su ltant. FAWE Found ing Executive Director, Kenya Nat ional Curr iculum Cen tre. Manziru . Swa zi land C/o FAW E Ghana. Accra. Ghana Executi ve Di rect o r. Women Ed ucation Res earchers o f Kenya. airobi Lot I I- E II D Amp andrianomb y o u Antanariv o. Mad agascar C/o FAWE Mal awi C hap ter. Blantyre. Mala w i C/o FAW E Na mibia . Mini stry o f Basic Educat io n and C ultu re. Windhoek . Namibia Univcrsi tc du Burundi, Bujumbura, Burundi Profcsscur-A ssistant de Droit Privc . A f' Univers ite Nationale du Benin ( FASJE P/ENA) Mai trc-Assistantc du CAMES Prcsidcnte de I'A ssoc iat ion des Femmes de l'Education du Cotonou. Benin

FAWE ASSOC IAT E \IEMB ERS - FDIAL E:

t~ t~ t~

bJI

t~

lJ t~

tj

¡

I

Ha n Chtist iana Thorpe Hen Margaret C lerke- Kwes ie

t I

I I I

,

Founding FAWE Chair. Sierra Leone

Ex-Depu ty Minister of Education, Ghana

FAWE ASSOCIATE \IEMBERS - MALE Minister of Higher Education. Vocational Training, Science and Technolo gy, Nam ibia Han Nahas Angula Ex-Chief Mini ster. The Revolutionary Governm en t of Zanzibar Han Mohammed Bilal Ex-Ministe r o f Higher Education. Scientific Research and Cu lture , Guinea Han Allau Bonire Diallo Ex-Dep uty Minister of Education, Ango la IIon Artur da Silva Julio Ex-Ministe r of Educat ion, Ken ya Hon Joseph Kamotho Ex-Min. de l' Educ ation de Base ct los Langues Nationalc, Cameroon Hon Robert Mbclla Mbapp c Ex-Permanent Secretary. Ministry of Education, Botswana Mr Peter Molosi Ex-Ministe r of Education . Uganda Han A m any a Mushega Ex-Permanent Secretary. Ministry of Agr iculture and Livestock, Kenya Professor Karcga Mutahi Executive Sec retary, ADEA. HEr, Paris Han Mamadou Ndoye Minister of Education, Mozambique Hon Arnalda Vale nte Nhavoto Han Amo orgun Parsuramcn Director General. UNESCO-BREDA, Reg ional Offi ce, Dakar, Senegal Ex-Minister of Educat ion and Culture, Seyc helles Han Patrick Pilla y Han M. Guih erme O. Viegas Dos Ram as, Mini ster of Education. Culture and Sports. Sao Tome et Principe Ex-Ministe r o f Basic Educa tion, Mali Han Adama Samassekou Mini ster of Bas ic Education and Lite racy, Burkina Faso Hon Seydou Bawaro Sanou Ex-Minister for Basic Education, Ghana Hon Harry Sawyerr Ex-Ministe r of National Education, Senegal Hon A ndre Sanko Ex-Ministe r o f Education. Zambia Hen Syamukay umbu K. Syamuj aye Ex-Minister for National Education and Scien tific Research, Guinea Hen Kozc Zoumanig ui Ex-Minister for Education and Human Resource and Developmen t, Ken ya Han Stephen Kalon zo Musyoka

FAWE TECHNICAL COMMITTEE MEMBERS Prof Elizabeth Annan-Yao Professor. Institute d' Ethn o- Sociologie ( IES), Univcrsi tc de Cocody, Co te d' Ivoirc Dr Badad Aly Douk ourc National Country Coo rdinator of SAGE Project/AED. Plan Internati onal. Guincc Dr Ulla Kann Regional Ed ucation Consu ltant, Sida, Wind hoe k, Namibia Mme Alice Tiendrebeogo Presidente, Association des Femmes Educatrices Developpement. Burkina Faso

, Prof A lmaz Eshctc Dr Catherine Adora Hoppers Dr John Nkinyang i Dr Ruth Teer-Tomaself Dr lisa Chifunyisc Ms Aisha Imam

Programme Coo rdinator. International Institute for Capacity Building in Africa. Ethiopia Human School of Research. So uth Africa Executive Sec retary, Intergovernme ntal Comm ittee , MINEDA F VII. Sou th Africa Acting Director. Cen tre for Culture and Media Studi es. Faculty of Humani ties. Universi ty of Natal.

South A tri ce Programme Manager. Educa tion, Save the Children. Harare, Zimbab we Executive Director. BAOB AB for Women 's Human Rights. Lagos. Nigeria

ANNEX

B:

NATIONAL CHAPTERS - LOCATIONS AND CONTACTS

AS FEB BENIN

M me £lisllbd1l C tI/lIIl 'O , Cha ir M ille Cossi Reine, Coordina tor As sociation des fem m es lit" r education d u Benin (ASFER) 06 BM 408, COWNOU, Benin Tel No . (229) 330873/ 310566/321995 Pax No. (229)350632/ 42 Email: CQu [constj tu @p.~n.inlnt.ili (or) ,.,i ~)' '8: ~)' tcd.hi ,r\'f{'r.Q[~ AFED 8URKINA FA50 If. f.. A lice Tiemlrebeogo, Chair

I

I

,

Mme Odette Nuibert llulym", Ctw ir FAWE Tchad Cha pter BP 11 26, N' D]A \ 1ENA , Tcha d Tel: (235) 51%SlJ FM', No. (235) 517465 Email: fOre l@intnc t.td

lW 581, O UAGA OOUGOU, Burkina Fa so TeI/ Fdx No. (226) 3W979/366268/36111 5 Email: .l fl...d @t."t.na trin. bf

FAWE CO M O RO S H .E. YI1II1lYII M oi"ded", Clleik /J, CJul ir

A1me Mane BwiJlJIIIIIl, Chair Chef d e Ca binet Minst cre d e I'Ed uca tio n d e l'Enseignemcnt d e Base ct d e I' Alphabetisa tion des A dultes BP 1990, BUJUMB URA. Burundi 'leI No . (257) 244635 Fax No. (257) 223755/ 2284n Ema iI:f,1wc-bu TU nd i@uSd.n-bu.net Mille An gelo Ndi hokubwayo. Coo rd ina to r I'AWE CAMEROON

,I

FAWE CHAD

Almr Mtlrgllcritt' Coulidiatu, Coor di nator Association Pern mes. Ed uca trices (>1 Developpcment (AFED)

FAIVE BURUNOI

I

FAWECAM Chapte r BP 7109, YAO UN D E, Ca m eroo n Tel No. (237) 230346/ 230788 Fa x N o. (237) 221873/230788/232855 Em a il: faweca rneicam net.c r n

II .E.lslllJt'1lt· Njole Tokpanou, Chair Mille [nlienne A"oko NgolUlIloJlIlK, Coordinator

Mm e MoiJJa!afillJll Djillim, Coo rdina to r FAWECOM Cha p ter B.P. 73, MOR O N I, Co moros Tel , (269) 7441n / 744 185 Fax No. (269) 74-l180 ,1d a TkaIJu i@h o tm,li l.cu m fa wccomwsnpt .km FAIVE CO T E D 'IVOIR E

Mill e LJjollkli Allge lille, Chair Atme Ceci le Emilie So ma Brou, Coordinator FAWE Co te d'I voi re Cha p ter 17 BP 551, ABIDJA N, e lite d'I voire '''' I/ Fa x (225) 219906 E-mail: akouadiowafricaonlinc.co.ci v

1

FAWF ETHIOPIA

,\I s Yelfign Workll. Chair l\ls u -« Mam o, Coordina tor Wo men Ed ucat ionalist Association (FAWE Eth io p ia)

Bole Road, Mega House 3 nJ Floor, Room No. 3 16 p. 0. Box 20H82 Code 1000 ADDIS ABABA. Ethiopia Tel:'io. (251)-1-50-1716 Fax No. (251)-1-50-1716/ 505233

1\1111i' Kadietou Diallo, Coordina to r Foru m des Educa tr iccs de Guinw (FEG) Imme u blc Boulbinet, Iacc a I'Olnc 2 ,'Ill<' Etage app a rtcmcnt 201 UP 3864 CO N AKRY, Cui ncc Tel : (224) 454323 / 454797 Fa x: (224)454797/451774 Ema il: fawcguiesyahoo.fr FAWEKENYA

Ema il: fawe .Ethiopiaettdecorn.nct.ct

M rs Elaine Mukuru, Chair Mrs SltiJ'lrm ll Gichagfl, Coord ina to r

AFEGGABON

FAWEK Chapter Kenya lnst itutc o f Education P O Box 525t,l7, NA IRO BI, Keny a Tel: 3749900-9, D irect: 37-17969

1\-1111(' Philomene Obillllg, Chair AInu' Georgette Ambollrotlet, Coordina tor Association d es Fem mes Educatnces du Gabon (A FEG ) B. P.2256, L1 UREVILLE, Gabon Tel N o . (241) 745926/m753 Fax No . (241) 775358

Tell Pax: 750083 Email: Iawckwiconnect .co.ke FAWE LIBERIA

FAWI LHANA Mrs Theodora Dalll.-II, Chair

ttan Vi,ltl Yeboalt. Coordinator FAWE Ghana Cha pter Behind Med ica Clinic Opposite Neopla n. Assembly I' lan l Achirnota-Accra P.O. Box C 1217 Cantonments, ACCRA 2. Ghana Tel No. (233) 2J-.106853 Fax No. (233) 21-406hH2 Ecrn ail: faweghwafriceonlinc.com.gh IT<. GUINEE Mill e HIldja Djenabou Sampil, Cha ir

"'5Comfo rt Badell-Mars/ral, Chair '\'ls £1/('1.1f1l H,,"y FAWE Liberia Cha pte r

omz.

P OBo x MONRO VI A, Liberi a Fax Nt>. (23 1) 226-116/227555 Tel No. (231) 227555/226216/ 406

Email : fa w eliberiawyahco.comt FAWE MADAGASCAR

Dr f emme Dina Raza!iallgy, Chair Ms Virxill ie Razafindrauota , Coordinator Presi dcnte , Na tion ale de FEMf\lA D IES-FAWE Directcur d e Cabinet du Couvem e me nt Province Autono me Lot 185, Cite Amboh ipo

Av. Edvordo Mondlane, lloom 1170 fl,1APUfO. Mozambique Td No. (25B) I-H043tl/l Fax 1'>0. (25B) 1-422595/3tl3975 EOMil: fawemotcteledate.mz

Ai\ITA;..:ANA RlVO. Madagascar Fax: (261) 20 2223897 Tel: (261) 20 22 21848 Enldi1 -("dron~dt. mg fAWE MALAWI

Dr. Chrissie MwiyeriU'II, Chair Mrs Margaret Fabiano. Coordinator

11m. Clara Bohitile, Cha ir

FAWEMA Cha p te r C/o The Regional Education O ffice Pri vate Bag 3R6 BLANTYRE 3, Mala wi Td . No. (265) 672312 Fax No. (265) 672215 Ema il: fawemaessndp.org.m w

Ms Othite Lamberth, Coo rdina tor Mini stry o f Bas ic Education & Cu ltu re Pri va te Bag 13186 WINDIIOEK, Na m ib ia Td No. (264) 61 2933367 Fax No. (264) 61 224277 Ema il: fa wena wem is.rncc.gov.na

AMASEFMAlI

fAWE NIGER Prof Bouti Ali Diallo, Ctnu r

"'AWE NAMIBIA

M",e Fatoumata Camara Diallo, Chair Mm e Maiga Kadiatou Baby, Coordinator Association Ma tiennc pour I' Appui a la Scclarisation et des Fillt'S (AIvlASEF/ FAW E) Im meu ble M Et\lE-A BKS. Hamd all aye B. I' E. 1366, BAMA KO , Mal; Td lFax No. (223) 293619 Fax: (223) 227767/ 237117 Emai l: am asef.fawe@dalatE.Ch .toolnet.o rg

FAWE MOZAMBIQUE 11.£. Gram Mackel, Chair Ms Lidia Meque, Coordinator FAWE Mozambique Cha p ter c/o Dr. Marta Luis Cu mbi Coordenad ora d e Pro grnmas Fun d aca o pa ra 0 Desenvolvimentc da Com u nid ad e

Mille A iSSllta Si,liko ll M oesi, Coo rdinato r

a I'Ed ucation

FAWE N iger Chapter B.I' 13727, N IA MEY, I'i g'" Tel No. (227) 7.J.I2B6/73287hl 7J 2531 Fax No. (227) 733862 / 7.J.12B6 Email : d i.l1lohaginlnl.t.Ill. FAWE NIGERIA Prof [adesola Akande, Chair Mrs Marie Th erese Soj inrin, Coordinato r Pro f Akandc, Execu tive Director Women Law & Dev Centre 366 Mu rtala Mu ham m ed Way POBox 167Yabil LAGOS. Nigeria Tel No. (234) 1-867320/ B68041 Fax No. (234) 1- c/o (Chief Akande) 2635943

1

Email : wldcnfsinfowels. abs.nct

PMB273 83<1 Fort Street

I AWE IlWAND A fils Bea trice Alt1kllbara"ga, Chair ,\ l s Am,e GallOllgllyire, Coordinator FAWE Rw anda Chapter Mini stry of Educati o n Building P.O. Bo x 6703, KIGALI . Rwanda Fax : 825 14 Em ail: fawl.rwa~l rwa n J a te l l. rwa nlb l. com F;\WE SE EGA L H.E. Aminata Tall, Chair ,\ f lllt' Laurence Murechal NgoIII, Coordinator H .E. Tall, Prcsidente d e 1,1 SN/ FEA 2..1 RUl' Col me u c BP 6lH6, DAK AR-ETOILE, Seneg a l Tel No. (221) 8- 22~ 170/2332 13 Fax No. (221) 8-22~ 177 S,\WO I'S I::YC H I:Ll ES

Ms /Illliel.: BrIl, Cha ir i\ls Annicka Bru. Coordina tor Seychelles Association of Women Professionals (SAWO P) P. o. Bo x 737, Victoria MAllE, Seyc hel les Tel N o. (248) 225956 Fax No . (2~8) 2~172S Email : ~lW()P(~I)"l·)'(h~lll'S.~· [anickbrufeho tmail.rom

FREETOWN, Sierra Leone Tel No . (232) 22 227076/2258+1 Fa x No. (232) 22 -227763/22~ 39 Em ail : Fa we@sierr att·I.SL

fAWE SOUTH AFIlI CA M s Vl/yisll1imgd. Cha ir M s NOlfmik t'1o G'IWllbt', Coo rdina tor FAWESA Cha pter Room 637 Education Build ing Middle Ca mp us Universit y of Cape Town Rondebosch 7701 C APE TO W N, South Africa T,>l. No. (27) 21-650325<1/6502767/ 6865815 I;,I/ Fax 1"0. (27) 21-6852H2 E-ma il: faw csaaeducation.uct.ac.za FAWE SWAZILAND Mrs No rnccbo Simclane, Chair Mr s Tha nd i Shongw e, Coordinator FAWfSWA Cha p te r POBox 276, MANZINI. 5 w a ziland TeL 268 51 53768 Fax: 268-51-85276 / 2 Email: fawesw aeca frtcaonline.co.sz FAWE TANZANIA

Prof veniiana Masanja, Chair fAW[ S iER RA l EO:"JE Ms Aba tor Thomes, Chair Ms [oscphine N icole, Coo rdinator FA\VE Sierra Leone Chapter

R uth Kitundu. Coo rdina to r FAWE Tanz..a nia Cha p ter Kijito nyama Area (around Makurnbusho)

PO Box 63319, DAR ESSALALAM, Tanzania Te l No: 007 222 761737 Fax No, 007222760170 Email: tecosudaesefricaonlinc.co. tz FAWETOGO Mme Kekefi ieannine AgO/HI ke, Cha ir A HUEFA 42 Avenue de Calais a cote de la Ph arm acic pour 'Ious OP 13077, LO ME , Togo Tel, (228) 214129 Tel/Fa" (228) 224463 Fa" (228)-216965 Em ai l: fcto fawefehotrnail.corn FAWEUGANDA Mrs Ruth Kanuma, Chair M s Florence Kanyike, Coordin ator FA\VEU Chapter Plo t 38, Lurnumba Avenue Nakasero P O Box 24117, KAM PALA , Ugan da Fax No, 006 41 530412 Tel No, 006 41 258 725/ 00641 236863 Email: fawcueai nfocom.co.ug FAWEZAMBIA Ms Barbara Chilangum. Chair Mrs lJalllme Cbimuka, Coordinator f AWE Z A C ha p te r s- Floor, Impala H ouse Chachacha Road P O Box 37695, LUSAK A, Zam bia Tel Nos. Da phne (260) 1 220752 Barbara (260) 1 251291/250162/250855

Fax No. (260) 1-254139/ 232049 E-mail : fawezamwzamnet.zm (-'AWE ZANZIBAI{

M s Sebtuu N asser, Chair M s Nassar, Mini stry of Education Depa rt m ent of Education P O Bo x 57:1, Zanzibar Tel No. 007 242 230266/239658 Fax No. 1))7 242 232260/230344 Email: cdu@zanzinet.com

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ANNEX C: FAWE SECRETARIAT STAFF Pcniua Mlama. PhD Manama Sarr-Cccsay, PhD Florence Kirag u Nyamu. PhD Marcm a Diokban c Dio um . -t/Sc Christine Sidibc• .\lSc Lcmah M uragc, ,\lSI' Elil<lheth Larnu. BSe. CP'·1(K) Pat ric k Gic hira. BA. ACtS

This management team is assisted An thea Manassch. U Sc Franc is Kihue. CP.·UK) Mak au Ngol a. ,\fSc Lucy Wair i. IJA Nje ri Ogola. HEd Do ris Anyango . BEd

Joab Owtro. SA Nancy Th ion go C hristine Kin yua Pauline Kamangara Ca ro line Ochic ng Agnes Ga chu hi Zcddicl Bun di Danie l Mutisya C hris top her Kitavi

Executive Director Director of Planning & Programme Ad ministration Program mes Manager Programme O ffice r Programme O ffice r Co mmunications Ma nager Finance Man age r Personnel & Admini stration Ma nager by support staffconsisting of: Ass istant Programme Offi cer Accountant In formation. Edu cat ion and Co mmunications Asst. Manager Admini strative Assistant Ad ministrative Assistant Adm inistrati ve Assistant Desk T(Jp Publisher Executive Sec retary Co mmunications Sec retary Planning & Programme Administrution Sec retary Na tiona l C hapters Secreta ry Front Desk Sec reta ry

Driver/Messenger Driver/M essen ger Messenger

FE:\ ISA S taff Joe O 'Connor Floren ce Kimata, BEd

Regional Coord ina tor Ad ministrative Assistant

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Forum for Afri can Women Educationalists (FAWE) FAW E Hou se. Chanin Avenue, olTWood Avenue, Kilimani P.O. Box 21394 00 505, Ngong Road, Nairobi, Kenya

Tel: (254 2) 573131. 573351, 573359 Fax: (254 2) 57415Q Email: fawe@fawe.org Website: www.fawe.org