CHAPTER: ALUMNI SPOTLIGHT

FAWE’s alumni never cease to amaze us with their remarkable achievements. In the year 2022, we were delighted to welcome two outstanding alumni from Tanzania and The Gambia to their respective chapter boards. This unique opportunity allowed them to continue their journey of giving back to FAWE, just as they were once supported by the organization.

We also take great pride in the accomplishments of Clement Kaponda, an esteemed FAWE alumni from Zambia, who was nominated as the youth leader for one of our valued partners, the Global Partnership for Education. His dedication and leadership are truly inspiring.

To foster continuous growth and advancement among our alumni, FAWE organized a special webinar on 8th September 2022, focusing on personal branding for career development. It was heartwarming to see 37 alumni actively participating and providing positive feedback about how the webinar helped them redefine their personal brand to align with current job market needs and requirements.

On 11th October 2022, FAWE joined forces with esteemed partners including VVOB, UNESCO GEM Report, and AFECN to host a captivating webinar on universal access to basic education completion and foundational learning. Our talented alumni took the lead in moderating and coordinating the event, showcasing their expertise and commitment. During the webinar, we collectively acknowledged the existing gaps in Early Childhood Education (ECE) workforce and emphasized the importance of collaborative efforts to address the challenges faced at the ECE level

FAWE cherishes and celebrates the exceptional achievements and contributions of our alumni, as they continue to inspire us and create a positive impact in the field of education.

Annah Hodhera

“It is important to have people believe in you. With this support, what you can achieve is limitless,” Ronnie Coleman once said and I can relate. I was orphaned at the age of 10 when I was about to complete my Grade Six in 2009 and that’s when FAWE Zimbabwe (FAWEZI) chipped in and supported me until I completed my primary and secondary education. My results were always exceptional because I was supported in all angles and I worked very hard with determination. With the support of the entire FAWEZI Secretariat, I managed to smoothly pursue my Bachelor of Business Studies Honors Degree in Management and I graduated in December 2021. I am currently working as an Administrative Assistant at Zimbabwe Health Interventions, one of the best humanitarian organizations operating in our country. Supporting the Finance, Operations and Administration Departments as a Graduate Trainee has enabled me to tremendously develop personally and professionally. Currently I am planning to commence my Master of Science in Logistics and Supply Chain Management degree in 2024. My profound gratitude goes to FAWEZI for helping me discover the phoenix I am and supporting me all the way to ensure that all of my dreams come true.”

FAWE alumni Clement Kaponda becomes

GPE youth leader.

Source GPE/ https://www.globalpartnership.org/financing-2025/ youth-leaders

FAWE alumni Clement Kaponda was in 2022 selected as a Global Partnership for education (GPE) youth leader. GPE youth leaders are young education activists based in GPE partner and donor countries. They are raising awareness of the barriers to education and aiming to increase the ambition of leaders for financing education and development. They are supporting GPE’s financing campaign to transform education systems in their countries and around the world.

Clement Kaponda is passionate about Climate Change and education. He is the Co-Founder of Alliance for World Change (AWC); a non-profit organization led by youths formed to champion Climate change advocacy focused on marginalized groups in Zambia. Through AWC, he has initiated various projects, including the formation of “Twikatane Clubs” meaning unity. Members of these clubs receive training from AWC on basic climate change education and go on to sensitize fellow pupils and their communities on the importance of promoting behaviours that mitigate climate change such as tree planting and environmental protection. Clement is currently in his final year of Master of Science in Peace, Leadership and Conflict Resolution from the University of Zambia.

Cheka Omary

“FAWE sponsored me to study at Mgugu Secondary school at a time when I was in need of financial as well as psychological support because I was an orphan. FAWE’s support was a great comfort to me because it relieved the worries I had thinking about who was going to pay for my school fees.

As a student at Mgugu Secondary School, I was an active member of the “TUSEME” Club; Let us speak out programme which built my self-confidence, assertiveness and good leadership skills. TUSEME made me believe in myself and empowered me to demand for my rights.

Being a FAWE Tanzania (FAWETZ) Alumni and also as FAWETZ board member, I represented FAWETZ in a learning visit for the re-entry model advocacy team from NGOs and education top officials in Zanzibar. I also joined the same team in presenting the lessons learnt on the implementation of the re-entry model to the Members of Parliament and decision makers from three ministries (Ministry of Education Science and Technology - (MOEST), Ministry of Community Development, Gender, Women and Special Groups; and Ministry of President Office Regional Administration and Local Government - PORALG).

I am currently the Chairperson of the FAWETZ Alumni where I have and continue to mobilize my fellow alumni members to join the WhatsApp group I formed so that together we can support fellow girls to acquire education for development.

I would like to advise young girls to believe in themselves and not underestimate themselves academically.”

CHAPTER: SETTING THE PACE FOR GIRLS’ EDUCATION AGENDA IN AFRICA THROUGH RESEARCH AND EVIDENCE GENERATION.

The FAWE monitoring and evaluation teams truly had their hands full during the reporting period, and their dedication is commendable. In the year 2022, we successfully finalized the HEAP Mid-Term Review (MTR) report in January, marking a significant milestone. The insights and recommendations from this review are already being implemented, contributing to the continuous improvement of our programs.

One remarkable outcome of the review is the expansion of the Higher Education Access Centers (HEAC) and the exciting digitization of the extended orientation program. These advancements will enhance our ability to reach and support even more students in their educational journey.

Additionally, we successfully completed the MidTerm review of our 2019-2023 Strategic Plan. This important report underwent a thorough validation process involving representatives from the FAWE National Chapters and the FAWE Africa board. The key findings and recommendations from this review have already set us on a path of progress. For instance, recognizing the importance of investing in research, we are determined to increase our efforts in this area. Furthermore, we are actively expanding our resource mobilization unit to meet the growing needs of our organization.

It is worth mentioning that the study’s insightful recommendations will guide us in drafting the next strategy for the years 2024 to 2028. This forward-thinking approach ensures that we stay aligned with our mission and continue to make a positive impact on the lives of girls and women across Africa.

We express our heartfelt appreciation to the diligent monitoring and evaluation teams for their valuable work in assessing our progress and guiding our future endeavours. Their efforts contribute significantly to the growth and effectiveness of FAWE.

In the reporting year, FAWE successfully completed the end term evaluation of a NORAD funded project that was implemented in Mali and Zanzibar. One of the key recommendations of the report is the replication of the success of the project to other FAWE chapters.

FAWE has embraced a wonderful opportunity to enhance its visibility and meet the requirements of the Dutch government’s grant by publishing on the International Aid Transparency Initiative (IATI). This step not only increases our transparency but also allows us to showcase our impactful work to a wider audience. Moreover, publishing on IATI is an essential prerequisite for securing future grants from the Dutch government, opening doors to even more possibilities for collaboration and positive change.

In the spirit of collaboration and support, the FAWE Regional Secretariat (RS) team embarked on a series of visits and quarterly monitoring visits to the FAWE Chapters. These visits serve as invaluable opportunities for the RS team to provide guidance and assistance in the implementation of our programs. We believe in the strength of our Chapters and through these monitoring visits, we aim to offer the necessary support to ensure their continued success. Notably, the visits made to Senegal, Mozambique, Liberia, and Tanzania exemplify our commitment to fostering strong partnerships and providing meaningful assistance to our Chapters.

These visits are more than just monitoring exercises; they are expressions of our unwavering support and dedication to the collective mission of FAWE. By working hand in hand with our Chapters, we create an environment of collaboration and shared learning, empowering us to make a lasting impact on the lives of girls and women in these countries.

HEAP success stories From Despair to Success

Miriat Nangobi

We extend our gratitude to the FAWE RS team for their tireless efforts in conducting these visits and for their commitment to supporting and guiding our Chapters. It is through their dedication that we can continue to uplift and empower young women across Africa.

Uganda, Buyende District - FAWE Uganda Chapter

“The FAWE Uganda HEAP scholarship marked the beginning of transformation in my life. Through a call I was told I had been successful for the FAWE Uganda/ Mastercard scholarship to pursue a Bachelors degree of science in Agriculture from Busitema University and was required to report to Mbarara University of Science and Technology for the extended orientation program. I couldn’t believe I was to join university; my mum was so nervous on my behalf.

While at campus, FAWE Uganda paid all my tuition, funded my academic business projects, visited me every semester and gave me a stipend which made me concentrate and work hard academically. I thought of what to do besides class work to multiply my stipend and opted for a mobile money and cookies business. I was lucky to have my business perform well but I didn’t forget why I went to school. The business enabled me to cater for some of my siblings’ school fees back home who are currently in senior three. I also started banana farming and a piggery project back in the village during the pandemic which added onto my income source and experience in my field of study.

In my fourth year at school, I got an opportunity to carry out my research on seed quality together with the National Agriculture Semi - Arid research resources institute. I am happy to say that I am scheduled to publish my paper by the end of 2022. I am humbled to have graduated with a first-class degree in Bachelor of Science in Agriculture from Busitema University.

Thank you so much FAWE Uganda and Mastercard Foundation for taking me to school and wonderfully mentoring me.”

Cleophus Komujuni

Uganda, Kanungu District-FAWE Uganda Chapter.

“I completed my A ‘level in 2017 with 9 points in Biology, Chemistry and Mathematics (BCM). After receiving my results my hopes of joining higher education were all shattered because I failed to raise the points to go on government merit. Coming from a humble background, my dad could not raise the tuition fee required. With the support from FAWE Uganda my academic dream has been realized. Additionally, I have managed to renovate our old house, constructed a one door commercial house with electricity, started a mobile money service project at home to increase our savings, paid tuition for my young brother at Kyambogo University and a young girl from my village fees who is now in primary seven.

Thank you FAWE Uganda and Mastercard Foundation.”

CHAPTER: STAFF CORNER

FAWE Explores Opportunities for Scaling Up Early Childhood Education (ECE).

Beverly Mumbo, Programme Officer, FAWE

In 2019, a beautiful collaboration blossomed between FAWE and VVOB, resulting in the creation of the empowering GRP4ECE workbook. This remarkable workbook was designed with a heartfelt purpose - to empower pre-school teachers and school leaders to challenge harmful gender stereotypes. It aimed to create a safe space where these stereotypes could be effectively confronted and dismantled, allowing young minds to flourish without limitations.

However, fate had other plans, as the unexpected arrival of the COVID-19 pandemic disrupted our carefully laid-out programs, including academic activities. But in the face of adversity, FAWE never lost sight of its mission. When a glimmer of normalcy returned in 2022, we wasted no time in resuming our dedicated efforts to scale up our work in Early Childhood Care and Education (ECCE). We saw this as an opportunity to seize the moment and maximize our participation in ECCE programs. With great enthusiasm, FAWE submitted an abstract titled “Early Childhood Care and Education in Times of Crisis: Best Practice and Advocacy Opportunities” to the prestigious World Conference on Early Childhood Care and Education in Tashkent, Uzbekistan. This remarkable opportunity not only filled us with excitement but also placed FAWE at the forefront of ECCE advocacy and curriculum development. It was a chance to showcase our unwavering commitment to early childhood education and the transformative power it holds.

But the journey did not end there. In yet another delightful collaboration, FAWE partnered with VVOB and Plan International to submit an abstract titled “Advancing Gender Equality in and through Early Childhood Education.” This submission paved the way for a virtual presentation at the esteemed Comparative and International Education Society Conference on 15th February 2023. We are eagerly anticipating this event as it offers us a platform to share our valuable insights and contribute to the advancement of gender equality in ECCE.

Looking ahead, we are filled with anticipation for the vibrant activities and incredible opportunities that lie ahead in our pursuit of nurturing the ECCE docket within FAWE and advancing ECCE across Africa. Together, we will continue to sow the seeds of change, ensuring that every child receives a loving and inclusive early education that sets the stage for a brighter future.

THE EFFECTIVENESS OF SCHOOL RE-ENTRY POLICIES FOR TEENAGE MOTHERS IN AFRICA: WHAT WORKS?

By Teresa Omondi - Adeitan, Deputy Executive Director, FAWE Africa

“I would like to go back to school but I do not have anyone to leave my son with. I also need money for his upkeep….. I can not raise any income while in school” Abigael* 15years old, Kenya.

Majority of African countries recorded high numbers of teenage pregnancies during the COVID 19 lockdown. In Kenya, more than 150,000 teenage girls became pregnant over a three-month period in 2020; a 40% increase in overall cases of teenage pregnancies . The numbers continue to increase, and countries faced with the dilemma of effective ways of supporting the teenage mothers and for some countries sexual and reproductive health services was not priority. Sadly, with lockdowns being uplifted and schools re-opened, there seems to be a blanket assumption that all the girls who got pregnant are ready to go back to school and therefore must return to school as long as the policies were favourable. Abigael’s statement is a call for deeper reflection on the rallying call for re-entry policies in Africa, she calls for strategies for knowledge and skills beyond strict primary and secondary education.

Undoubtedly, educated girls become educated women who effectively compete and have opportunities to play a critical role in the socio-economics, governance and democratic processes of their societies. The world, especially the Sub-Saharan Africa, was faced with major social economic and political changes that impacted on education for all. Teenage pregnancies became a deterring factor to the dream of girls and young women from eradicating poverty in Africa .

UNICEF reported that before the Covid-19 crisis, reliable information or data on early pregnancies and marriages was a challenge, however the current picture painted by available information is disturbing for many girls in the Sub-Saharan region. For example, the report shows that in Malawi, in July 2020 had a potential 35% increase in the number of girls aged between 10 and 19 impregnated in the first half of 2020 compared to the same time 2019; in Uganda, it is estimated that the number of adolescent pregnancies doubled in Nwoya district when comparing January to March and April to June 2020 trends. Once schools reopened, many governments had to address the plight of teenage mothers.

Findings from country reports commissioned by the Forum for African Women

Educationalists (FAWE) Africa, in Senegal, Malawi, Namibia, and Tanzania have outlined robust recommendations on re-entry policies for teenage mothers. The reports note that there is need for broad based awareness of the re-admission Policies which should ideally be driven through a multistakeholder approach involving relevant government representatives, civil society, school administrators, religious leaders and community-based/family structures. The reports also recommend government’s commitment in the implementation of the policies, for example, empowering district level officials to ensure schools re-admit girls who are interested to go back to school and provide friendly environment for these child mothers. One way of achieving friendly environments is institutionalizing comprehensive counselling programme for teenagers (boys and girls), mentors and other vulnerable groups in school. There is also an urgent need for a standardized curriculum for mentorship and a training programme for both teachers and pupil mentors.

As regards support to teenage mothers faced with the challenges similar to Abigael’s, FAWE reports recommend to the Ministries of Education to pay particular attention to child-headed households. What does it mean for them to return to school? What support systems can they access? It is inevitable that if psychosocial support is not given to such girls, they would definitely drop out of school to fend for and take care of their babies.

There are various approaches to proposed psychosocial support. One, for the girls ready and willing to go back to the formal primary and secondary school, in addition to counselling, schools may consider day care support for such girls and where possible support teenage mothers and their parents to have an income generating activity to support the baby and retain the teenage mother in school. FAWE has recently launched a pilot programme to not only support teenage mother to return to school but also run small scale businesses to provide basic needs. The programme also champions for gender responsive pedagogy training to support the teachers to meet the education needs of the teenage mothers in addition to the general school population.

Secondly, for girls who for various reasons are not comfortable to return to the formal primary and secondary school, FAWE champions for re-entry for tertiary education; Technical Voluntary Education Training – TVET. Teenage mothers can acquire knowledge and skills to better their lives achieved in a shorter time. FAWE supports TVET education for girls out of school. Re-entry policies must apply and be effectively considered for TVETS.

Thirdly, FAWE is moving away from the narrative that boys and men are the only perpetrators of teenage pregnancies. FAWE is also reaching out to boys and young men who have been trapped as teenage fathers. Both teenage boys and girls must be part of solution building. Boys can be community champions for appropriate and effective re-entry policies. Further, boys and young men must be community ambassadors to speak against retrogressive practices like child marriage and encourage girls to continue with their education.

Overall, it is a well-known fact that teenage pregnancies greatly reduce the chances of a girl completing her education and this contributes to the perpetuation of the cycle of poverty . Children born to mothers who do not complete their education are more likely to not fully pursue their own education . The onus is on all likeminded stakeholders to ensure that the policies proposed are appropriate and respond to the specific needs of the teenage mothers. The policies must not only ensure re-entry but should address factors that will ensure retention and transition to higher levels of education and/or desired socio-economic status.

CHAPTER: HEROINE CORNER

In 2022, FAWE experienced the unfortunate loss of two esteemed educationalists who had devoted their time, skills, and passion to uplift and empower African girls. These individuals made significant contributions to the field of education and played a vital role in advancing the mission of FAWE.

Their dedication and commitment to promoting girls’ education were truly inspiring. They left a lasting impact on the lives of countless young girls, helping them overcome barriers and pursue their educational aspirations. Their passion and expertise will be deeply missed within the FAWE community and the broader educational landscape.

Their legacy serves as a reminder of the immense value of their work and the importance of continuing their mission to provide quality education and opportunities for girls across Africa. FAWE honours their memory by carrying forward their vision, advocating for gender equality in education, and ensuring that every girl has the chance to fulfil her potential.

Although their physical presence may be gone, their spirit and influence will continue to guide and inspire us. Their contributions have left an indelible mark on the lives of those they touched, and their dedication will continue to shape the future of girls’ education in Africa. Their memory will always be cherished, and their passion for empowering girls will remain a guiding light for FAWE’s ongoing efforts to create a more equitable and inclusive world through education.

Remembering the Late Ms. Berthe Meda, Board Chair, FAWE Burkina Faso

Ms. Meda held the position of Acting Executive President and Vice-Chair of the FAWE Burkina Faso Board, where she played an instrumental role in advancing girls’ education. Her strong commitment to this cause was evident through her involvement in the establishment of AFED (Association des Femmes Educatrices des Developpement), which later evolved into the Forum for African Women Educationalists (FAWE) Burkina Faso.

As a retired education inspector, Ms. Meda was widely recognized for her unwavering dedication, tireless efforts, and exemplary sense of responsibility in promoting girls’ education. Her impact and contributions will forever be remembered, as she leaves behind a legacy marked by her exceptional qualities as a compassionate and caring individual.

We will cherish the memories of Ms. Meda and the profound influence she had on the lives of countless girls in Burkina Faso. Her passion for empowering girls through education will continue to inspire us as we carry forward her vision and work towards creating a more inclusive and equitable society.

Remembering Professor Christine Dranzoa, Board Chair, FAWE Africa (2014-2017)

Prof. Dranzoa held the esteemed position of ViceChancellor at Muni University, one of Uganda’s prominent public universities, until her passing. Her exceptional leadership guided the university as it grew to become the sixth largest in the country.

During her tenure as the Chair of the FAWE Africa Board from 2014 to 2017, Prof. Dranzoa wholeheartedly supported FAWE’s mission to promote gender equality in education across Africa. One of the notable achievements during this time was the development of the Gender Equality Strategy (GES4CESA) by FAWE, which offers comprehensive guidance for African Member States in integrating gender perspectives within the implementation of the Continental Education Strategy for Africa (CESA 2016-2025). Prof. Dranzoa played a significant role in driving this milestone forward, demonstrating her unwavering commitment to FAWE’s cause.

Beyond her leadership roles, Prof. Dranzoa was a revered mentor to many and a formidable advocate for girls’ rights. Throughout her life and career, she tirelessly championed for gender equality, emphasizing the importance of providing quality education and training opportunities for women and girls.

The impact of Prof. Dranzoa’s dedication and advocacy will continue to resonate within FAWE and beyond. Her legacy will inspire future generations to strive for gender equality in education and work towards creating a more inclusive society where every girl has the opportunity to thrive.

Read below messages of condolences from