FAWE Annual Report 1997

1997 -

Annu-at-Report '

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Partnerships in Capacity uilding -.I

Foru for African WOIU! n ucationalists (FAWE)

About FAWE The FOnJm for African Women Educationalists ([\\\"10) is a partnership ofAfricau women cabinet ministers, womenrice chancellorsofuniversitiesand oihersenior women policy makers who assume leadership fo r education planning and implementation in their countries. There are 58 fullmembers from 50African countries, 25 maleassociate members and 31 Xational Chapters, 25 established and 6 in fo rmation. ~~\\\"E was founded in 1992 andregistered in Kenya as a panAfrican:\GO in 1993. E\\\l,'s activities arccoordinated bya small Secretariat based in Xairobi and headed by an Executive Directnr. FA\\'E's mission isto help ensurethat women andgirls arc an integral part of the intellectual and technical resource base needed fo r the survivai and prosperity of Africa. The goal is to close the gender gap in education at all levels. FA\\'E uses its forum as an intellectual resource to assist in the development of national capabilities to erolre. tryout and improre strategies with the potential to accelerate female participationineducation, more towardthe realization of Education For All ( H~\) and achieve gender equity in education. £\\\F.·s programme activities help Forum members to analyse. plan. guide and implement investment in the education sector to redress gender imbalances. The work programmeencompasses threefocusedlines of work: • Fortification of E\WE membership roles and Xational Chapters • Strategic resource planning and preventing wastage in education systems • Strengthening femaleleadership at the tertiary lcve! ....md threearC'JS that cutacross theselines ofwork: • Experimentation and demonstration • Advocac, infonnation and dissemination • Building and strengthening partnerships for change ~~\WE 's outreach at the national level is through xauonal Chapters and in partnership with local. national, regional and international organizations. Activities are supported by a wide range of donor partners and concerned individuals.

FAWE Annual Report 1997

Contentg Letter from the Chair

Highlights of 1997

1997 - AYear for Partnerships in Capacity Building

Partnerships with Xational Chapters

Partnerships through Strategic Resource Planning

Partnerships with Communities

Partnerships wuh Donors - Thoughts from Dakar

Partnerships with Academia

Partnerships with the Media

Partnerships for Change

From the Executive Director... The Challenge for 1998 - The Sustainability of FA\\'E ....... 19 Financial Report from Price Waterhouse

Independent Auditors' Report by Deloitte & Touche

Appendixes Associate Members

40 42

Executive Committee

Technical Committee

Xational Chapters

Secretariat Staff

List of Acronyms

.47

Members of the General Assembly

FORl .Il I'OR AFRICA\ WO\IE\ EDt (;\TI0 \ ' L1SlS (FAWE)

l Zth Floor. tnternauonal House. ' lama \gin3 Street Box 1:H6H• Xai rnhi. Kenya

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Tl'1: 2;+2 -:lj05;! .

For infonnation on how you or your organization can participate in or supportFA\\'E's efforts tosupport girls' and women's education in Africa, contact E\\\F., 1'0. Box 53168, Xairobi, Kenya.

F~l\

21-1-1-2 10"09

Email:fawr@fawe.org

LEmR FROM THE CHAIR

Dear FA\VE Partners. 1997 has been dubbed the year of partnersbips andcapacity buliding for E\\\'E. It has been a year during which we have tried to redefine these two terms, which are much used in development circles, One ofthe founding principles ofFAWE was the need for partnerships and panicipationthe need to bring together different skills ofdifferent stakeholders for in- 2 creased outreach andcapacity for addressing the diverse issues in girls' education, E\\\'Ebelieves that apart from identijl'ing and creating suitable partnerships. it is necessary to encourage andsupport partners to remain committed 10 the FA\\'E mandate and to take action at individual andorganizational levels. Capacity building then becomes a priority as committed partners need to develop the capability to pave the way for meaningful interventions and innovations. F,\WEpartners include ministries ofeducation. universities. communities. ~GOs. donors and the media. Through its Xational Chapters. FA\\'E is involved in efforts to build strong andeffective partnerships with these stakeholders and with the girls themselves. FA\\'E tries to instil self-confidence in girls to articulate their own prohlems in a manner that may lead to desired action. F,\WElakes this opportunity to thank all its partners for working with us during 199~ in the process ofcapacity building for girls' education in Africa and the achievement ofEducation For All. This Annual Report provides a bird's eye view ofthe multiple interventions taking place in FAWE member countries. interventions that are making a difference through effective partnerships andcapacity building. Single-handedly, FAWE cannot achieve success or comprehensively address the issues in female education. The consensus andcommitment ofall interested parties must be consistently cultivated anddeveloped. We look forward 10 working with you all during 1998.

Gennet Zetride

\ Iinister ofEducation. Ethiopia Chair, ~I\WE

2 _ ..

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HIGHLIGHTS OF

1997

Acti vitie s of FAWE National Chapters: The commissioning of a comm unity lib rary in Ghana by exec utive committee member: Hon. Vida Yeboah.

Partnerships- with Communities; The Award winners of the Agathe Uwilingiyimana Prize pose with H.E. Anna Thiam (seventh from right) in Dakar.

FAWE Demon stration Grants Programme: Break timefor students at the FAWE Girls ' Schoo! in Sierra Leone.

Partnership s with Donors: Hon. Aicha Bah. FAIVE \'Ice Chairperson with Jean Luois Sarbib, \'Ice President. The lVorld Bank

Partnerships with Girl s: A Girl speaks 0 11/

Partnership s with Communities : The Queen Mother with school girls in a FA IVE Ghana community library.

1997 - A YEAR FOR PARTNERSHIPS AND

CAPACllY BUILDING

..Partnerships..... "capacity building..... These terms have become the latest buzz words in development assistance programmes. Butpartnersbips and capacity building aremore than buzz words to FA'ii'E, they areat the core ofactivities that are sweeping the African continent in the effort to open the doors ofeducation to women and girls. FA'ii'E's partnerships begin with its own National Chapters and continue through relationships with communities, donors, academia, the media and NGOs concerned with education. Getting girls into school, keeping them there and ensuring that they perform well, require the combined strengths ofpartnerships ofall shapes and sizes, as isclearly evident in this Annual Report.

Partnerships with National Chapters

The strength of FA'ii'E's National Chapters begins with the rich diversity and commitment of , their membership. In 1997 much hard work went into strengthening and enhancing that foundation. One avenue for building the capacity of FA'ii'E's National Chapters was that of holding four subregional workshops that focused specifically on developing skills and capabilities at the local level in gender sensitization, communication and dissemination , proposal writing and development, and monitoring and evaluation. These workshops brought together representatives ofthe 2; National Chapters tolearn together and share their diverseexperiences in girls' and women's education acrossAfrica. The workshops were held in Accra, Lusaka, Addis Ababa and Conakry, representing anglophone West Africa, Southern Africa, EasternAfrica and francophone Africa, respectively. The objectives ofthe subregional workshops were toexchange experiences among the National Chapters within the subregion and to strengthen local capacities. Partnerships were developed that cutacross national and regional levels. The impact ofthese workshops was evident inthe dynamism and enthusiasm with which the country teams learned from each other. The newly established Chapters picked uptips and techniques from the better established on how to create support structures by collaborating with government, community leaders and donor representatives/partners in their own countries. Aproduct of this dynamism is the yearly work programme that each country team began to work on right there at the workshop sites. The challenge now facing FA'ii'E is to maintain continuous support of National Chapters to enhance the skills developed at the workshops, maintain the enthusiasm and monitor the implementation ofthe work plans. Another important achievement was the common understanding that participants gained ofthe FA'ii'E mandate and the work programme through which the mandate is translated into action 'at both regional and Chapter level. Many National Chapters are now able to select the lines ofwork that they want toconcentrate on, tomake the most oflocal capacities and interests, andyet remain in harmony with the FA'ii'E mandate, and with each other. The National Chapters realized during the workshops that one oftheir strengths was the array ofexisting human resource capacityalready available tothem.This ranged from traditional leaders in Ghana to women 's professional groups in Madagascar. Some National Chapters had only women as full members. Others, like Uganda, had both men and women. Zambia has created FA'ii'E provincial Chapters. Ghana has started Junior Clubs in primary schools where young girls can learn the importance oftheir education at a very early age. One person in each National Chapter has been designated as the communication focal point. Most focal points come from the media because they wanted to playa more significant role inhighlighting factors that affect the education ofgirls and women. Participation by members of the media is a direct result of FA'ii'E's intensive efforts to involve the media, described in more detail in this report.

At theendofevery workshop participants recommended a varteiy ofactions. Two notahle suggestions under consideration by FAWE were: • To organize a in depth training workshops for trainers to develop even funher the skills impaned to participants. • To ensure that there are follow-up programme activities after the workshop at regional and national levels. Participants also expressed the need to create newpannerships inorder tobuild a critical mass ofpeople andorganizations interested in theeducation of girls and women 10 ensure that the issue remains a priority on national development agendas,

Partnerships through Strategic Resource Planning "It ispossibleto institute cost-effectire reforms. tbrougbcost-sbifting.

cost-sharing and reallocations, soas to reduce educational costs to bousebolds, raise tbe quality ofeducation and increase tbe number ofchildren in scbools."

Subregional workshop progr.unmes

• Gender sensitization - which cuts across all theother topics • Proposal writing and development- to enhance skills in developing proposals that attract funding andserve as planning tools • Dissemination techniques - to help in communication andadvocacy • Alonltorlng, evaluation and adjustment- to ensure that projects keep on the right track, achieve what they set out to do and are adapted to suit changing circumstances.

One ofthe premises on which FAWE was founded was the recognition ofthe need for political will andcommitment. Commitment, however, must bebased onworkable policy options. FAWE acknowledges commitment as the first step in creating a policy environment that makes it possible to achieve gender equity ineducation.To that end. FAWE works closely with ministriesofeducation Avariety oftraining methods were used in the workshops. The most common were to create mechanisms for bringing about the necessary changes. Onesuch mechanism isthe initiative, Girls'Education:Partnership plenary presentations, group exercises. for StrategicResourcePlanning III Africa, whichheganin 199;. Known discussions and case studies. In plenary, as SRP. this programme is supponed by a variety of donors and has a joint country groups presented a situation secretariat comprising FAWE and the Economic Development Institute (EDI) analysis ofgirls' education intheircountry oftheWorld Bank. The first activity under the SRPinitiative consisted ofpilot using the data from The National Score studies carried out in 1996 in three pilot countries-e-Ethlopia. Gui nea and Card (another FAWE initiative). During Tanzania. The research fundings were disseminated within the countries in specialized group training, oneparticipant late 1996 and early 199i . and regionally in mid 199i . More countries are from each National Chapter participated in signing up for the programme, and participating countries are using study oneofthe four specialized training groups. Evaluation exercises were an integral pan findings to inform their education policies. 111e interest generated in the project derives from the value ofthe studies, ofthe training in the sub-groups. which seek to identify barriers to girls' education and alternative scenarios for increasing the effectiveness ofresource allocation. The studies in the three pilot countries were guided by four questions: • What are the reasons for low enrollment, low retention and low achievement? • How do these reasons affect boys andgirls differently? • What are the policy options that might increase gender equity? • What are the cost implications ofthose policies? These are questions each African country needs to answer. Country studies Carried out by national teams with technical training and assistance from the Institute of Development Studies (IDS), University ofSussex, the studies were completed inOctober 1996. The lead researcher ineach national team attended a three-month training course at IDS prior tothe data collection. The fieldwork included surveys andfocus group discussions with school personnel, pupils andparents,aswell asgirls who had dropped out ofschoolor never enrolled.

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STRATEGIC RESOURCE PLANNING EXAMPLES O F POLICY OPTIONS

Ethi0..eia

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Provide incentives to rura l girls

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Create multi-gra de cl asses in rura l areas

Tanzania • •

p rog ram mes Tra in tea c hers

• • •

Provid e c hild c a re c entres Establish doub le shift syste m

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Create flexib le school regulations

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Ca mpaign using mass med ia

Provide comp ulsory educa tion

I •

Protec t poor groups by reducing direct and opportunity costs of education

Institu tionalize scho ol fe ed ing

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Guinea

Train school committees to collec t and ma na g e school contributio ns

~ ~ ~

• •

Institutiona lize school feeding p rog rammes

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education to parents

•• I

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Inc lud e more women on school committees

~ I

Reduce age o f first enro lment from seven ~I Revise the cu rricu lum

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Provid e more in-service training

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Use loc ally made construc tio n ma te rials

. •

I. •

Provid e p re-school facilities to free girls from care for siblings at home Adopt fleXible school schedules Reduce girls' wo rkload by instituting labour-saving technologies Reduce the official school starting age from seven to six years

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to six yea rs.

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Reduce the private direct costs at

Encourage expansion of the private sector in education Inc rea se learning resources

• •

Improve physica l facilities in schools

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Provid e incentive for teachers

• • •

Use double shifts

Revise the langua ge policy

Prom ot e gender awareness campaigns Revise textbooks for gender sensitivity

r--

Supplemented bya review and synthesis ofearlierwork on gender and education. the SUIWyS were designed to identify the main constraints affecting the education of girls particularly in each pilot country: The rese-arch teams collected and analvseda large amount of information on enrollment trends. educational indicators. costs and expenditures. Thedata were usedto identify policyoptionsavailableto the government ineach country. and to specify the cost and resource implicationsofalternative policyoptions. One ofthe most important fin dings from the three pilot countries was that within existingeducational settings.

it is possible to institute cost-effectire reforms. tbrongb cost-shifting. cost-sharing and reallocations,soastoreduce educational costs to bousebolds. misetbe quafi~J' ofeducation and increase tbe number ofchildren in schools. All of the pilot reports concluded that in order to achieve Education For All. school quality must improve. Policy options to achieve this include expanded provision oftextbooks, improved teacher training. better wages and conditions of service for teachers, and targeted scholarships for girls or poor children generally. National dissemination seminars Each pilot country' held a national seminar during which thefindings ofthe study werediscussed with practitioners and stakeholders. Ethiopia held its seminar in December 1996, while the Guinea and Tanzania seminars were held in February and April 1997. respectively: In each case, participants were dr.IIITI from allover the country' and included representatives from different are-as of government, XGOs, donor partners and other stakeholders. Some of the policyoptions are shown on the previous page. Some recommendations tabled at the Ethiopian seminar, such as abolition of school fees at the primarylevel, flexibilityoftimetables andstrategies forreducingculturalimpediments to schooling. were adopted unanimouslyfo r implementation at national, zonal andcommunity levels, Others, such as provision of incentives for needy girls and multi-grade classes. were accepted with minor amendments. School feeding programmes, provisionofchild-care options and compulsory' primary' education were thought to require further consideration and debate. Someof the recommendations were alreadybeing implemented in specific provinces. In Guinea, promisingpolicyoptionstoimprove access to education included completing schools already under construction and building more schools near homes. Others were instituting multi-grade teachingin situationswhere classes are few and reducingdirectcosts of education to parents. The seminar recognized the necessity of reducing opportunitycost of girls' education byinstituting labour saving technologies that would reduce the need for girls' labourin the home. Policyoptions identified forTanzania included the reduction of direct costs to parents, building more schools, and curriculum and examination reform. The dissemination process at national level enhanced the concept of ownership of research results and strategies for overcoming identified problems. Regional dissemination seminar Inorderto share the findings more widelylIith practitionersinothercountries, a regional seminar washeld inKampala injune 1997.Theseminarattracted participants fromEthiopia, Ghana. Guinea. Kenya. ~Ialalli. ~Iali, Senegal. Tanzania, Uganda and Zambia, as well as representatives from the Institute ofDevelopment Studies, Sussex (lOS), Japan International Cooperation Agency OICA), the Rockefeller Foundation, uXlcn: LJiI'ESCO and the World Bank, amongothers. Outing the seminar, itwas clear that capacity building has to become an integral part ofthe SRP process not only at the individual b el. but also at the institutional b el. Aconsultant was cnmmissioned to visit several institutions in Africa to determine the types ofinstitutions that can be strengthened to take up the challenges of capaciry building in the long term.

Enthusiasm. integration and expansion Among the most significant achievements in 1997 was the enthusiasm generated during the national seminars and the consequent integration of recommended policy options into the mainstream of the education sector. The partnership has been expanded to include six more countries-Ghana. Malawi. Mali, Senegal, Uganda and Zambia. Their country teams began research training at Sussex early in 1998 and will be in the field by mid year-facing the challenge ofdiscovering even more innovative approaches to equitable resource allocation.

Partnerships with Communities Communities and parents playa crucial role in the education of girls and women. FAWE has recognized the needfor the involvement, commitment and participation ofall stakeholders in female education in order to ensure sustainability. One of the ways in which ~;\WE involves communities across the continent in promoting girls' education is by recognizing innovative, experimental achievements in female education in Africa. Recognition comes in two forms, through the Agathe Lwtlingiyimana Awards for Innovators and through the demonstrationand innovation grants programme. The Agathe Uwillnglyimana Awards Administered by FA\VE xauonal Chapters, the Agathe Lwilingiyimana Award is in honour and memory ofthe late Prime Minister of Rwanda, Agathe Uwillngiyi mana. a foundin g member of FA\VE. The award, launched in 1996 in three pilot countries, Ghana, Kenya and Malawi, has been an effective avenue for garneringcommunity SUPP011 at the national level fo r the FA\\'E mandate. The 56,000 cash prize that comes wuh the recognition isdivided between theproject (60%) and the initiator ofthe project (40%). During 1997 , the Agathe LwilingiyimanaAward was presented to innovative projects in eight countries- two francophone and six anglophone. These were Burkina Faso, Ethiopia, Ghana. Guinea, Kenya, Malalli, Sierra Leone and Zambia. The award-wining projects form a cross-section of the concerns of communitiesacross the continent who are working to ensure the success of girls' education in Africa. The Agathe l.wilingivimana Award is an example ofhow a small prize can galvanize interest around girls' education by mobilizing community involvement in identifying award recipients andadvocatingfor girls' education. During the year profiles of Prize winning projects were compiled andIIidell' disseminated. The ultimate objective is to ensure expansion and successful Honouring innovative Achievements replication ofgood practice. in Female Education in Africa

TbAGATHE UWILINGI

\ANA

Demonstration and innovation grants programme Localinitiative andexperimentation are critical clements ofliable policies for female education. Through the demonstration and innovation grants programme. H\\'E tries to stimulate local experimentation to improve the education ofwomen andgirls. .\ctions recognized through the programme include innovations in opening upaccess toschools. boosting academic achievement. training teachers and changing parents' attitudes. Improving school safety, school equipment andfi nancial management are othergrant project initiatives. Grants for :\1 such projects have been awarded since 1992, with 15 completed and 12 disseminated by the end of 1997. All grants are given on a competitive basis. Grant proposals come froma lIide range ofpartnersinvolved ineducation: ministries ofeducation. H\\'E Xational Chapters. \GOs. women's organizations. universities andindividuals,

•

The demonstration and innovation grants programme takes an integrated approach by the mixture ofadvocacv, innovation, policy review and analysis, research and capacity building interventions throughout sub-Saharan Africa. The grants respond to needs identified by the country This approach has proved to be effective and presents a comprehensive package for providing home grown solutions to problems in the education ofgirls. Profiles of selected demon stration and innnvatiun g••mts

Agathe Uwilingiyimana Awards -

Tbe 1997 Auurds addressed community concerns about tbe foltoicing Issues: Porerty - bysubsidizing educational programmes. Fsso ; SIfIIIIA LEOSE

Vtcttms of social, physic»! and sexual abuse - through provision oflife-changingeducation and health servicesto destitute girls and adolescentcommercialsex workers. KEn.., ZHIBL< Lillks betueen non-formal education and the mainstream

- by emphasizing strong community and parental involvement and Grants for adrocacy the use ofthe mother tongue asthe first language oflearning. BLlIKl.\. The Gbu n a \ational Chapter convened a f.lso workshop to enhance the awareness ofGhanaian policy makers and implementers, as well as the The disabled girl-child - through skills training for young girls public, of factors that militate against high er fo r income generation. SIEII/IA LEOSE enrollment, retention and performance ofgirls in school. Focusing on different levels and target Inroloing mothers in tbe actire management ofschools groups, the Chapter W;L~ able toprovoke a national focu s on problems of girls' education and to get - through Mothers' Associationsthat monitor school enrolment and various points ofview onsolutions tothe problem. attendance, specifically for girls. BL'ilKJ.'Vt FMO Workshop deliberations were used to prepare a policyposition paper and toformulate proposals Quality maternity care - to mothers, inclnding adolescent fo r in-depth systematic studies on gender and mothers, through a "self-help" community-based project. Mill"] education. A grant to the Ministry of Education in Functional literacy and income gen eration for tromen 's Seycbelles enabled creation ofa team ofgender groups - asanindirect way ofexpanding access toschooling. GIIIEA trainers in the areas of education, curriculum development, research and administration. A Community inrolrement and support III proridtng recommendationwas submitted to the ministryto boarding facillties for rural secondary-school girls set up a gender sensitization unit and comrniuee through affirmative action for girlswho would have had to drop out to revi ew and develop gender responsive because ofthe lack ofsuch facilities. Ettnoeu curriculum materials. In Cbnd , asa result ofa grant supportinga national seminar on girls, schooling and female educational opportunity, the ~Iinist!"! · ofEducation set upanaction plan for gender mobilization and sensitization ofcommunityopinion leaders through targeted seminars andmedia campaigns. The idea is toalter Chad's schooling rates, which in 1992 were 3i %for girls against 80. i% for boys. Profiles of women role models and a four-minute video to promote girls' education were produced in Kenya . The grant-supported booklets and posters on women in public life areprobably the first oftheir kind inKenyan documentation history The booklets areinsimple, interesting form and the information has potential for use in a textbook or children 's book. The song ofthe four-min ute video was translated into many languages spoken throughout subSaharan Africa-French,Swahili, Lingala,Mandiga, Fula, Xhosa,Zulu. 199i witnessed increased use of the song in the national media. The FAWE song will continue to be the basis ofa trial social marketing campaign that includes info-mercials, essay competitions, road shows, calendars and other publicity materials such as posters and flyers.

Grants for strategic resource planning The CAMFED Bursary scheme in Zimbabtre has supported 120 girls in rural areas of the country who would otherwise have been unable to go to secondary school. Girls to be helped are chosen by a local committee ofcommunity workers, parents, head teachers and teachers at local primaryschools. The active participation ofthe community in the programme raises localawareness of the problemofgirls' exclusion fromeducation, resulting in girls becoming more visible. The success of girls in the programme is challenging entrenched views about girls' low academiccapability in relationto boys. Retention rates have beenhigh. with only one girl dropping out due to pregnancy Success is due to the multi-faceted support measures made availabletoselectedgirls,theseconstitutea package offunding, social support,counselling and an enabling school environment. Grants for policy rerietr and analysis The Uganda Association ofUniversity Women (UALW), whose main objective is to uplift the statusofgirls' education and improve women's role indecision making, used grant support to participate activelyin the debate on the White Paper on education. Aworkshop to develop an appropriate educationpolicy inthe country wasattended byministries ofeducation and women's affairs, institutions ofhigher learning, women parliamentarians,and donors. The report ofthe workshop provides guidelinesfor similar workshops in other countries interestedindesigning a participatory systemfor education policy processes.Theguidelines were sharedwidely within the FAWE membership. Agrant-funded case study of Cheha District, Ethiopia , looked into trends in school participation and performance. The study documented a range ofcultural, social, economic. political and school related factors that contribute to the low participation ofgirls in primary schools in the district. The Ministry of Education in Ethiopia agreed to take up the study's policy recommendations, including gender training, support to poor children, provision of fuel-efficient cooking technology (to reduce the burden of household chores) and literacy programmes for parents. Among other things, the study found that 48%ofschool-age girls are attending school, but 53%drop out before completing the primary level. All school directors inthe district aremen, asare83%ofteachers. There were only four women teachers inthe six schools surveyed. Some 64%ofparents with children in school prefer to send boys to school rather than girls. The main reasons given by teachers for drop-out among girls are heavy household work, petty business activities and marriage. Most parents-81 %- do not believe that there is a gender factorin the cost ofschooling for boys and girls-they say there is no difference in the cost. In 1997 a project proposal was submitted to FAWE that aims to increase girls' enrolment, completion and performance through the implementation of a package of support measures. Project activities will be integrated into the broader SRP activities being implemented bythe education sector.

crants for uomen at tertiary level ill edu cation Little progress has been made to date toincrease the number ofwomen represented inscience and technology inSouthernAfrican countries. Asurvey bythe Third World Organizatton for women Scientists (TWOWS), done on pilot scale in seven southern African countries, collected data from governmentdepartments, educational and researchinstitutions, employers, and non-government organizations in Botswana, Lesotho, Malawi, Mozambique, Swaziland, Zimbabwe andZambia. Findings indicated that governments were not seriously committed to enhancing female participation even though objectives about equality ofopportunity mayexist on paper. Results ofthe study were discussedduring a regional dissemination seminar with all the stakeholdersineducation. Among others, the study recommendedthat women's awareness ofscience based careers should be strengthened and that countries should keep annual data that could be desegregated bygender. The project is to be replicatedin West Africa.

•

Many ofthe problems facing women academics and researchersat the tertiary level are gender related. These range from institutional hosuhty to women because oftheir gender, to researchers' concerns about including gender analysis intheir work. The Equal Opportunities Research Project (EaRP) , based at the University of Cape Town, South Africa, used FAWE grant support to lay the groundwork for establishment in 1996 of the Africa Gender Institute at [;CT. The objective ofthe Institute is to provide a nurturing environment in which women from allover Africa can develop themselves academically. This grant represents real institutional development at work. During 1997, personnel from the Institute provided support to FAWE training programmes and also participated in the planning of the FAWE vicechancellors' Work Programme.

Partnerships with donors - Thoughts from Dakar Sustained attention to issues in girls' education requires strong. lasuog partnerships-with ministers ofeducation, donorpartners, national and international non-government organizations. FAWEconvened a one-day ministerial consultation fo r these and other players immediately preceding the Association for the Developmentof Education in Africa (ADEA) Biennial, heldin October 1997 in Dakar, Senegal. TheDakar MinisterialConsultation brought together 1;0 participants from African governments, thedonor community, the international community andthe FAWE membership. The primary purpose wasto disseminate the findings ofsevenstudies oncurbing wastage in education systems. The studies were done in Botswana, Ghana, Kenya, Mala\\i , Mozambique, Sao Tome and Principe and Zanzibar. The Consultation also provided a forum for sharing the experiences of the three countries that participated in Phase I ofthe Strategic Resource Planning (SRP) project. An important challenge to FAWE and its partners, according to the participants in the Consultation, is todevelopstrategies to make the partnerships sustainable. Partners must consider that: • Interdependence, not dependence, is the key-and must be recognized by both donors and recipients. • There needs to be a shared vision, notably one in which gender equity is seen as a key foundation for the future. • The ownership of information resides in the individual, organization, region or country that creates it. Every effo rt should be made to see that the nationals of African countries are involved in data collection and knowledge creation, . • There is need tosustain confidence between donors and grantees based on transparency and accountability TheConsultation notedsigns ofinvigoration in Africa, butcautioned that there isa need to nurture home-grown solutions to local problems. Partners at the meeting reinforced their confidence in FAWE's mandate, as the study results provided evidence ofthe strategic role of the education ofwomen and girlsin thedevelopment and prosperity ofAfrica. The participants also agreed that Africans-researchers and politicians-must take the responsibility for changing the perceptions that partners have ofAfrica. At the same time, an appeal was made to funding agencies to provide support to prograrnrnes, rather than projects, and to hand over to FAWE the responsibility to develop and implement a sound work plan with the ultimate aim ofworking toward sustainahility in the long term. The need to articulate a vision for Africa in the next millennium was reiterated. Politicians must develop a shared vision with each other and adopt a more global view ofAfrica's problems. Revitalization of institutions is crucial if Africa is to become self-sufficient. More

12 If

emphasis on dissemination ofinfonnation is required. in order to reduce dependence on the Xorth. Systematic use ofall resources and especiallyhuman resources is needed. particularly the youth. Africa has to be in the driving seat and develop strategies for sustainable development in the third millennium. The need for dialogue and partnership cannot be over-emphasized. The new partnerships-e-with parents, with girls-are critical. Partnerships among institutions in the continent are key, and FA\'i'E will continue to work closely with international partners toensure that the gains made are not lost.

FAWE PARTl\'ERSHIP \'i1T11 Tas POPULATIONCOUNCil. One' of FAWE's primary concerns is the prevention ofwastage for girls and women at all levels of education. Wastage in education continues to be one of the biggest challenges facing African governments. To address this concern, FA\'i'E joined with The Population Council to facilitate the development and implementation of the "Schooling and the Experience ofAdolescents in Kenya" project with theKenya Ministry ofEducation. The first step was to undertake a study with the following objectives: o To assess the quality ofadolescent schooling experiences from the point ofview of: • developing cognitive competencies

• enhancing gender equity To assess the effects ofschool quality on: • enrolment, drop-out, exam results • early sexual activity andpremarital pregnancy

Adissemination seminar of the findings of the study was organized in Nairobi in August 1997. The overall objective ofthe seminar was the dissemination ofthe preliminary findings ofthe project for the purposes ofreceiving from the participants: o Feedback on these findings and their interpretation

Recommendations on what the next steps in the process should be

The participants were assigned to three groups, and each group was assigned a topic for deliberation. These topics were: o The school environment Girls' perfonnance at national level

Reproductive health issues

After the seminar, itwas decided that FAWE and The Population Council would begiven the mandate touse the recommendations made by the participants tocome up with a declaration that would sum up the way forward and form a commitment for future action.

Partnerships with Academia For the development ofeducation from primary to tertiary levels, and particularly for thesuccessful revitalization ofuniversities, girls and women must become the agents and be at the centre ofthe change process. Cooperation with tertiary level institutions for the advancement offemale education is so important that it is one ofthe major platforms ofFAWE's Work Programme.

•

Partnerships at the continental level with the Association of African Universities (AAU) What happens when the foremost international :-IGO in the field ofeducation for women and girls inAfrica teams up with the premier institution ofAfrican universities? FA\VE and the AAU arehoping that their combined forces will yieldtremendous synergy inthe struggle tolevel the educational pla}ing field. The collaboration between FAWE and AAUstarted inJanuary 1997, attheimpetus ofthe FAWE university-based members. Meetingin their regularsession, the members reiterated the need for FAWE to work closelywith the AAU to mainstream gender concerns at the university level-itwas clear that workingoutside ofAAUwould result in isolated activitieswithout much impact. FAWE sent Dr. Kabunda Kayongo, a member ofthe Executive Committee, to present a paper at the AAU GeneralConference in Lusaka inJanuary. Interestin the paper sparkeda meeting between theAAU Secretary General, Prof. Narciso Matos, andmembers of the FAWE Executive Committee and university-based membersattending the ADEA biennial conference in Dakar. The meeting was attended by 17 people drawn from the FAWE Executive Committee, university-based members and theSecretariat. Members recognized that education and knowledge are increasingly the primary engines of socioeconomic development and improvement ofconditions oflife, and determined that FAWE and the AAUshonld bnild a coalition and jointly contribnte to the renaissance ofAfrica. To underscore their joint commitment and translate it into concrete action , FAWE and AAUdecided to develop a programme of activities for which each would take core responsibility, or, where appropriate, work alongside C'Jch other, establish regular consultations andjointly seekfunding. In view ofthe forthcoming World Conference on IIigher Edncation to be convened by U]\'ESCO in October 1998 and organized in partnership with a number of international and non-government organizations, FAWE and AAUdecided to build a strategic alliance to ensure that Africa's contribution to the conference reflects the key position ofgender issues inAfrican education. Bythe end ofthe year, FAWE and AAUagreed toinitiate collaboration inthree areas: • Asurvey ofaffirmative action gender programmes • Profiles offemale experts and their skills • Ajoint paper for the World Conference on Higher Edncation FAWE and AAU will continne to explore the best ways to maintain commitment and dialogue between them, and to work in a true partnership. To ensure the implementation of the planned activities theywill consider establishing a joint steering committee with the mandate of overseeing the implementation of the joint programme. Other proposed actions include the use of the networks and connections of each organization to sensitize all relevant stakeholders, in particular AAUmember universities and staff, and African governments, to secure fun ds for the programme.

14.

Proposed FAWE-AAUjoint programme of action FAWE and AAUare exploring joint action in the following areas, among others: • . Institutional auditsatAfrican universities to identify affirmative action initiatives to promote participationofgirlsand women, gender sensitive employment,andpolicies, practices and procedures to prevent sexual harassmentand other problems that influence tbe access andsuccess offemale members ofthe institutions. • Aprogramme to create a woman friendly environment on university campuses, which should include strategies to improve the awarenessanddetermination ofleadership to tackle problems such assexual harassment, and other factorshinderingaccess or compounding drop-out rates amonggirls, impeding the choice ofcertain careers or career progress by women. The Southern African University Initiative against Sexual Harassment will act as an important stepping-stone for an extended continental programme, • Special funds to support ongoing successful gender programmes. Among these are actions to strengthen the participation of gi rls and women in science and technology degree courses; specialized workshops and seminars for women on research methodology, proposal Writing, access tosources offunding for given subjectareas, and grants and scholarships for women to complete their graduate research work and write their theses in African campuses. • Information campaigns andcareer counselling units at university and secondary school levels. • Compilation of data base of African experts, particularly female, and involvement of these experts preferentially in the studies, surveys, training workshops and seminars to be carried out. The data base would build on those ofthe Association ofAfrican Women for Research & Development (AAWORD), theAfrican Gender Institute (AGO scorecard, the FE~ISA data base and directoryof women in science and technology Africa Gender Institute The Africa Gender Institute, established in 1996 at the L'niversity of Cape Town, partly as : result ofa FA\VE research initiative, awarded its first associateships in 1997.Ten women schol ars fro mallover Africa were assisted to continue their academic research. Since irs creation AGI has participated in national dialogues and debates and is involved in partnerships ant variousactivities promoting the integration ofgender equity in policy frameworks. In addition AGI is currently hosting the secretariat for the South Africa National Chapter. FA\l;'E's partner ship with AGI·continued during the year with plans to design a programme for training womer researchers in proposal writing and development.

Partnerships with the Media Mass media have long demonstrated their capacity to change people's perceptions. FAWE rec ognizes the role ofthe media as agents ofchange and seeks to harness the power ofthe mas media in itsefforts toadvance theeducation ofgirls inAfrica. During 1997, tl\WEstrengthener its partnership with the media by: • Supporting media practitioners efforts to improve coverage of female education. • Launching FAME, the FA\l;'E Award for Media Excellence, that initiallytargets women journalists in Ghana, Kenya, South Africa and Senegal. • Developing partnerships with leading pan-African media organizations, including URTN. and the West African Newsmedia and Development Centre (WANAD) . • Disseminating a targeted handout for journalists.

Support to media practitioners

â&#x20AC;˘

FAWE's partnership with the media, which began in earnest during a media workshop in 1996, is bearing fruit. Areview ofprogress in Kenya in 1997 indicates an increase inthe number ofarticles tackling female education issues. and more indepth andanalytical approaches by journalists. Xational Chapters hare established links with media practitioners in order to effectively address cases highlighted in the media. Links with mediapractitioners atthe national level have led to the wide dissemination ofthe FAWE song "Send your girl-child toschool"-on both audio andvideo cassettes-iu Ghana, Mal:l\\i, Zambia, Senegal,SierraLeone and Guinea. In other efforts, FA\'i'E supported the participation ofthe media focal point from the FAWE Lganda Chapter to the GASAT Africa Conference. FAWE has sought to build the capacity of its xauonal Chapters for more effective interaction with media practitioners in order to increase and improve coverage offemale education issues. The FAWE Award for ~Iedia Excellence (FA.\IE)

The power of partnerships with the media Participants in the Southern Africa subregional workshop in Lusaka were invited to discuss the Agaihe Uwili ngiyimana Award on Zambian national television. After a presentation on the background of the award, the general public was invited to telephone the televi sion station with their questions. Many people called in, with the majority of the questions coming from men. Acommon query was why girls' education was still an issue in Africa, On the day after the broadcast. there were numerous requests from peoplewishingtoattend the workshop. Local journalists, who had previously paidlittle attention, also cameto corer the wor kshop after the television session.

The success ofthe initiative and strategies that FAWE develops in redressing gender imbalances in education partly depends on media coverage of women's issues in general . Recognizing the crucial role of the media in development, the FAWE Award fo r Media Excellence (FAME) seeks to recognize African women Lmedia practitioners who hare effectively addressed female education aod development issues, while inspiring upcoming women journalists and publicizing positive role models to inspire girls to join careers in the media. The award consists of US$2 ,000, ao award certificate and a commemorative plaque. The award is administered by FA\VE Xational Chapters, which enlist the technical support of media practilioners io the selection process. An initial rouod of pilot countries was identified in 1997; the first awards will be presented in 1998. Collaboration with media organizations During 1997, FAWE entered into a working partnershipwith URTNA to disseminate the FA\'i'E film Education Is tmportant-s-Tbe Girls Knou: It in a regular andsystematicmanner as part ofURTXA"s programme exchange operation with uational TV statious all over Africa. FA\'i'E also sponsored a prize for both television (TV) and radio in the URTXA Screen Competition, which receives entries from African film-makers and producers from a wide range ofAfrican countries, Of the 70 entries fo r awards from 7 donors (G1iDp, OAU, lLOPI IPEC, Deutsche WelVfranstel, ECA and ~~\\'i'E), 20%were for the FA\\'E award, which focused on girls' education inAfrica. A new working partnership was established during 1997 with the West African Netcsmedtn and Derelopment Centre (WA~AD), with headquarters in Cotonou, Benin, for the provision of training for members of FA\'i'E Xational Chapters. Aconsultant from the agency provided basic training for francophone Nauonal Chapters in the mainstreaming of gender issues in communications, media management, development ofcommunication materials, anddissemination techniques and strategies. Targeted handout for journalists Ahandout for journalists entitled EducatingGirls-Our Future isat Stake was developed in collaboration with the Economic Development Institute (EDI) of the World Bank and widely disseminated in E\\\'E member-countries. The handout urges media practitioners to inform

--'

,...

their communities about initiatires that might affect them, explaining their implications and long-term costs and benefits and providing sound, up-to-date information. The handout alsc provides references for furth er reading. The FAIl"EResou r ce Cen tre continued to serveas a base for disseminating nationa and research statistics, research fi ndings, and other relevant information on female educatior --, in Africa for media practitioners.

Infonnalion networks FAWE is to networking and planning collaborative activities with otber organisations using information and communication technologies--ICTs. ICTs hale revolutionized theway information is gathered and disseminated. The use of e-mail has made communication with FA\\'E chapters in Uganda, Ghana andSouth Africa as wei as theFrancophone Bureau in Guinea very efficient. With electronic networks we can receive anddisseminate information and "talk" to many people faster than via any other communication medium. We subscribe to listservs, the most widespread form ofelectronic network. "A listserre allouspeople to sende-mailto oneaddress. irbereupon tbeir message is copied and sent to al!oftbe otber subscribers to tbematllist. In tbis 11 '(1)', people trbo bareman)' different kindsofe-mailaccess canparticipate in discussions

Partnerships for Change An important elementof ~:\\\'E 's strength is its ability to linl various social, political, technical and administrative actor. in education and other sectors. Partnership building involve activeparticipation inpan-African and international meeting to ensure that gender concerns remain high on the agenda of development sectors and programmes. Throughout 199' E\\\'E facili tated and encouraged its members to participaj and represent ~:\\\1, at a wide range of national, regiona and international fo rums.

togetber. .. The listserv thereforealsofunctionsasa notice-board.OR" is one network of :iGOs working to promote women in science andtechnology that we subscribed to in 1997. Arecent conference ofAfrican information professionals, at which FAWE participated, noted that there were no electronic networks within Africa that disseminated gender information from and for Africa. This concern generated the Gender in Africa Information Xetwork, popularly calied G.\l:i. This nell' network, launched by information professionals, disseminates gender information freely within thecontinent. GAI:i isa listserv off'GOs working on gender issues inAfrica. Members ofthenetwork post information such as pnblications' llsts, conference information, full text articles, etc. FA\\'E is proud to be pan of G.\l:i as it is a project of the African Gender Insitilne at the University of Cape TOI\ll . AGI was founded through a FAWE grant to UCT. Through GAIN , FAWE can disseminate information simultaneously to, and receive information from , over 21 :\GOs located in all four subregions ofsub-SaharanAfrica. FA\\'E is exploring use of the Internet. We found outthat a numberof panner organizationsalreadyhadwebpages and thata FA\\'E presence on the web would be possible through these organizations. Information about FAWE can therefore be found on sites such as the World Bank, UlI'ESCO, U:\ICEF andCIVICUS.

For girls (and children) ~:\WE's

position asa force info rmulating reliableintervention in girls' education was highlighted at a number of meeting: including the U"ICEF Education Cluster steering committe on girls' education programme in Africa. the Zimbahw ~lini stl1' ofEducationand c.-I..\mm meeting on wastage issue: and the Global Dialogue on Girls' Education in Bellagio. Ital To promote science, maths and technology F,\\\'Eorganize the Gender and Science and Technology (GASAT) conferenc in ~Ialalli in which ~nls.\ and ArcUST participated. FA\\'E partnership with AFCI.IST and the Xational Museurns ( Kenya's Children's Science ~I useu m promotes awareness. the educational importance of children's toys, emphasi zin the contribution play can make to scientific. mathematic: and technological learning. F.\\\'EÂˇs concern for the welfare of all children, panicular thosecaught in armedcontlicts, was emphasizedwith link:lg' among governments. IiGOs and other organizations an individuals at the Regional Summit on Children's Right .....- - - - - - - - - - - - - - - - - - - - - ' Education and Development, held in Ouagadougou, and tl A\PPC\.\/OALl Continental Conference on Children in Situations of Armed Conflict, held Addis Ababa, In the status of women FA\\'Econtinued to build i15 partnerships with national. regional and international \GOs in lir with recommendationsmadeat the fourth U~ World Conference on Women. FA\\'E spearhead. the implementation of the African and Global Platforms for Action in the Education Sector. the 41st session ofthe Commissionon theStatus ofWomen (New York) and lj:\ESCO Conferen. on Women and Girls (Arusha), ~AWE emphasized the role education must play to enhance tI status of women. A keyacnvtty was a technical workshop held in August in \airobi to asse

the progress ofimplementing the Platform in the area ofeducation. At the Ul'\ESCO International Seminar on Promoting Empowerment ofWomen through Adult Learning, held inThailand, FAWE was instrumental inlobbying for the mainstreaming of gender in thematic areas ofthe ;th International Conference on Adult Education. Reaching beyond sub-Saharan Africa, FAWE took a major step to forge alliances with XGOs at the ARAB XGOs Conference, Calro With governments and inter-government organizations

â&#x20AC;˘

FAWE also welcomed face-to-face interaction with donor andgovernment representatives. Donor partners who met with FAWE included Carnegie Corporation, the Rockefeller Foundation, XORAD, the World Bank, FIN\IDA and the French Ministry ofCooperation. In recognition of its special role and achievements, FAWE was accorded "observer" status with UNESCO andspecial status with the OAU. These positions were sought in order to ensure sustained interest in andconcerted efforts toimprove the education ofgirls andwomen in Africa. As a result of FAWE's participation at the OAU 66th Council of Ministers in Harare, FAWE was able to have a special meeting with Africa's first ladies. At the 13th Commonwealth Education Ministers Conference and parallel NGO convention in Gaborone, Botswana, FA\VE documented the value ofgirls' education. Finally, participation atthe UNESCO General Assembly, in Paris,yielded the Director General'scommitment tosupport the FAWE Bursary Fund. UNESCO also agreed to provide financial support to the National Chapters. In higher education The alliance with AAU to mainstream gender concerns in higher education was enhanced at the 9th General Conference in Lusaka, and in Dakar at the African regional preparatory consultation to the World Conference on Higher Education. In special education . Recognizing that special education is often sidelined, FAWE participated in the conference on Education for Learners with Special Educational Needs, held in South Africa, andemphasized the importance oftargeting girls with disabllities as a special category. Sponsorship was also accorded to one of FA\VE's role models, Ms. Josephine Sinyo, a lawyer who is blind, to the Forum for Leadership Training ofWomen with Disabilities, Maryland USA. Teachers The alliance with teachers was strengthened with the dissemination ofthe headteachers' handout, which FAWE uses togenerate the support ofthe teaching profession. This was done atthe [W I Ul'\ESCO conference on the impact ofstructural adjustment on teachers, held in Senegal, and at the Kenya Secondary Schooilleads Association Conference. Training in gender sensitizing for teachers and education policy makers in Southern Africa was conducted in Malawi using the Gender Sensitization Modules.

1'6

FRO~I 11IE EXECL'TIYE DIRECTOR•••

The Challenge for 1998 - The sustainahility of fAWE Capacity building forlong-term sustainability ofE\WE activities was a major preoccupation of the Executive Commiuee and the Secretariat throughout 1997. Among the strategies identified for sustainabillty is the creation ofstrong Iinlss tritb mintstries ofedncatton. Besides working closely with female-headed ministries ofeducation and universities inAfrica. H\\'E continued to nurture working partnerships with male ministers of education. This effort seeks to enlarge the pool of support for the FAWE mandate at the policy-making level. It also intends to ensure that proven strategies for accelerating the education of girls andwomen. find their direct way into the mainstream, This isa surestrategy for long-term sustainabtliry ofFA\\'E's activities, The J\ linisterial Consultation held in October 1997 in Dakar focused on building the capacity ofAfrican ministers of education forgreater atiention to issues affecting girls' education. The enriching information sharing achieved at this consultation resulted in new requests from male ministers who wish to work with FAWE onspecific gender themes in education . FAWE also invested in a stud)' on the issue oflonger-term sustainablltty ofFAWE carried out by Price Waterhouse andAssociates Ltd.. Interim recommendatinns hare been made among which is the need to target African governments for supportto FA\\'E Xational Chapters, for example through in-kind contributions such asoffice space andland. This study also recommended the creation ofanendowment fund. 1I0w todeal with the high rate ofmobility inAfrican political appointments inview ofthe emerging vulnerability ofwomen ministers inAfrica was another issue emerging as a concern for sustainability It is now clear that a FA\\'E member does not lose interest in andcommitment to girls' education just because she ceases to be a minister ofeducation, or a minister at all. The commitment demonstrated by members totheFA\\'E cause. especially at the national level. points to the need to retain membership even after the individual ceases to hold ministerial office. On the other hand, it is also clear that FAWE activities at the national level should not depend on the fortunes ofan individual's political office. Hence the need for tbe creation of strong.functioningNational Chapters whose membership is drawn from a broad spectrum of practitioners and civil society, able and willing to work wuh the official bureaucracy in education. The subregional training workshops held in 1997 aimed to build the capacity of Chapter members for effective implementation ofthe FA\\'E mandate. Etfective Xational Chapters continue to emerge as the most dependable mechanism for the sustainahiliry of FAWE activities andwork programme. FA\\'E's sustainability also depends on continued rerietr and possible adjustment of tbe FAlrI' missionand mandate, goals, objectives, andimplementation strategies. to ensure they remain valid, unique, realistic and strategic. This role continued to be undertaken with thoroughness by the FA\VE Technical and Executive Committees. The capacity of tbe Secretariat to interpret the decisions of these comminees into actionable programmes. to delegate to andguide the work of\ational Chapters in the implementation process. is also a major factor in ensuring sustainability The year 199- witnessed several efforts to build the capacity ofthe Secretariat staff forthis important role. Among such efforts was staff training in strategic planning andtotal quality management (TQ~I) facilitated by Messrs Price Waterhouse in February. The challenge ofremaining attractire to donor partners is a majorareaofconcern. Close consultations were held with FA\\'E donorpartners throughout 19'r. Briefing sessions

•

were held for the Rockefeller Foundation Board ofTrustees, CID.\ (headquarters and Xairobi staff), anddonor representatives attending the ADEA Biennial inOctober 1997 inDakar. Among these were the French ~linislI! ' ofCooperation, DA.'\1DA. H:'\:'\IDA. The World Bank. the Royal Xorwegian Ministry ofCooperation, U:'\ESCO. U:'\ICEF andthe Xetherlands )linistry ofForeign Affairs. Consultations with donorpartners focus on cultivation ofa common vision and mutually shared concern fo r girls' education. andinformation on the FAWE strategy and priorities. FA\VE recognizes the need for properresource management as a prerequisite fordonor partners' confidence. During 1997, the Secretariat, in collaboration with Price Waterhouse I.td., initiated a programme of SUPPOl1 to National Chapters to streamline fi nancial accountability through provision ofguidelines and on-the-job training foraccountingofficers. Du ring 1998, this support wil] be extended to cover all !\ational Chapters. FAWE is privileged towork within the umbrella ofADEA, whose membership is committed to the education ofgirls and women in Africa.

Eddab Gacbukia Executive Director

WITIl ApPRECIATIOS TO OUR DO:"OR PART:"ERS••• ~i\WE

is grateful fo r the financial and moral support of the following foundations, agencies, corporations andothers, as well as individual well-wishers: • • • • • • • • • • • • • • • • • • • • • • • • •

African Academy ofScience (AAS) Association for the Development ofEducation in Africa (ADEA) Canadian International Development Agency (CIDA) Carnegie Corporation ofXew York DA:'\1DA FL'\:'\IDA Ford Foundation The French Ministry ofCooperation HEDCO (Irish Aid) International Development Research Centre (lDRC) Ministry of Foreign Affairs, the Netherlands Norwegian Agency for Development Cooperation (NORAD) The Royal Norwegian Ministry of Foreign Affairs The Population Council The Rockefeller Foundation SAWOP (Seychelles FA\\'E Xational Chapter) Swedish International Development Corporation (SIDA) Swiss Development Corporation United Methodtst Church - Global Board ofMinistries United Xations Children's Fund (UNICEF) United Xations Educational, Scientific and Cultural Organisation ([j!\ESCO) United Xations Fund for Women (U!\IFEM) United Nations Fund for Population Activities (UI'lFPA) United States Agency for International Development (USAID) The World Bank

Financial Report Price Waterhouse

FlN~"ClAL

REPORT TO THE EXECUTIVE COMMITTEE OF

FORUM FOR AFRICAJ'I WOMEN EDCCATIONALISTS

We have reviewed the income and expenditure report for FA"'E for the period ended 3I December 1997. We confirm that the anached audited income and expenditure report is in agreement with the books ofaccount.

In accordance with the terms of our engagement, we prepared the accounts by extracting figures from the accounting records and making appropriate enquiries from the Finance Manager.

This work is substantially less in scope than an examination in accordance with generally accepted auditing standards, the objective ofwhich is the expression ofan opinion regarding thefinancial statements taken as a whole. Accordingly, we do not express such an opinion.

Price Waterhouse

1998

FORUM FOR AFRICAN WOMfu'l/ EDUCATIONAUSTS . FINANQAL REPORT YEAR ENDED 31 DECEMBER 199i ABBREVL\TlONS USED

Unrest

Unrestricted Funds

Restr

Restricted Funds

NIY

New York

ADEASECRT

Association for the Development ofEducation in Africa

SDC

Swiss Development Corporation

Pop Counc

Population Council

AAS

African Academy ofSciences

KCO

Kenya Country Office

MIN OF FA

Ministry ofForeign Affairs

UNESCO

United Nations Education, Scientific andCultural Organisation

UNICEF

United Nations Children's Fund

ClDA

Canadian International Development Agency

SlDA

Swedish International Development Agency

DANlDA

Danish International Development Agency

F1NNlDA

Finnish International Development Agency

Forum for African WOl11cn Educationalists (FAWE) Statements of Receipts and Expenditure January I 10 December ., I 1')')7 Figures in US$ DETAILS

Carnegie CorpNY

Unreslr.

AockeleUer'

World Bank

FoundallOO

Unreslr.

Unreslr.& Restr

Balance BIF Grant Receipts

CIDA

Min 01F.A

Unrestr.

unresu

Netherlands" MlI'I of F.A

ADEA'"

UNESCO

Secretariat

Paris

unresn

Restr.

178.024 250,CNXl

575.439

400.000

648.971

430,693

128,370

187,918

« .294

101,370

146,138

UNICEF

SIDA

AAS

Population Coo«i

OANIOA

FINIDA

SOC

Oeer

Restr.

unresir.

Restr.

Unrestr.

Restr.

47,994

14,541

2,297 3,641

31,651

3.000 222.833

63.646

Total Funds 1997

541714 ,

2.9n,187

38.081

Other Income

27.660

27,860

Inlerest Earned

25.044

25,044

1225

1,225

117,nS

3,573,030

Exchange Galrvtoss TOTAL

250,000

575,439

400,000

825,995

430,693

128,370

289,288

190,432

47,994

31,651

14,541

5,938

222,833

38.081

le ss Tolal Expenditure

139,133

575,439

384.146

686,019

343.2n

128.370

289,288

149607

29,391

31,651

4,425

5,938

81.415

38,081

Nel ol Receipts over Expen

110,867

15,854

140,976

40825

18,603

10,11 6

141 ,418

87,41 6

3.000

7,447

3.000

11 0,328

2,893,621 679,409

REPRESENTED BY

Cash In !he Bank····

679,m 2,745

Petty Cash Deposits

14,166

Att-iances & Receivables

26,313

nJ,003

TOTAL

43,594

LessCreditors

679.409

Bearce of Commllled Funds

. KEY • • Funds from RFinclude US$ 566.000 lor General Support and USS 9,439 for a designated activity •• • The second instalment of the 1996Netherlands Ministry of Foreign AHairs grant to FAWE was received in January 1997

-v . Granl lundsreceivedfrom ADEA SECRETARIAT have been coolribuled by the followingdonors 1. USAID$50.000 + $ 167.916 (bil from 1996) 237.916 2. French Ministry 01Cooperation $ 18,000 3. DANIDA $10.000 4, Ministryof Dev. Corp (Netherlands) $ 23,370 $269.266

.... Cash intheBankincludes"short term deposits

C'Il

o.l

SIG\lFIC\.\TACCOl\Tl\G POLICIES

Basis of accounting The statement ofreceipts and payments is prepared ona cash basis. Expenses are recognised in the period in which they are paid while revenue is recognised in the period in which it is received. Fixed assets ~

Fixed assets are expensed in fullin the year ofpurchase.

Assets purchased to date aggregate as follows:

Motor vehicle Computers Office equipment Furniture and fittings

lSS 2;,681 76,780

36,m 83,6;3 222.591

ALLOCATlO\ Of LXI'E\DITURE

Restricted funds Anumber of donations were received with strict conditions or directions as to their application. These aretermed asrestricted funds. Restricted funds have been applied forthe purpose to which they were donated. Unrestricted funds Unrestricted funds have been utilised to advance thegeneral objectives ofFAWE in accordance with the 1997 work programme and budget. Detailed expenditure listing A detailed expenditure listing showing the breakdown between restricted and unrestricted funds by activity is included in Section 4. .t

C\SH BAJ..\.\CE

Separate bank accounts arenot maintained for different donors' funds. Consequently, the cash balance at 31 December 1997 represents balances ofvarious donors' funds. The total balance ofUS S679,779 as at 31 December 1997 was in the following banks: US $ ABN AMRO in London US $ account AMRO in:-Iairobi KShs account AB\ AMRO in \airobi US Saccount AB~

663,74 1 11 ,081 4,9; 7 679.779

24I

HRI.\\CE FRml BCDGET

Fortification ofFAWE membership roles Strategic Resource Planning Experimentation and Demonstration grants programme Strengthening female leadership at the tertiary level Advocacy information and dissentination Building and strengthening networks for change Programme associated costs General adntinistration TOTAL

Actual Expenditure US $

Revised Budget

639,092 193,948

630,000 470,000

(

9,092) 276,0:;2

482,1:;2

470,000

(

12,1;2)

32,879 443,m

9:;,000 462,000

62,1 21 18,66:;

94,677 733,086 274,4:;2 2,893,621

9:;,000 747,000 286,000 3,255,000

323 13,914 II ';48 361,379

Variances GS $

us $

:;. FORTIFICATlO\ OF FAWE ME~1BERSIIIP ROLES (l"SS 9.092) Meetings ofthe executive committee US$ 38,007 Three meetings and rwo sub-committee meetings of the executive committee were budgeted for during the year. While the three meetings took place, the sub-committee meetings intended for the purpose ofrecruitment ofsenior staff were rescheduled to take place alongside scheduled FA\I:'E meetings during the year. This ledto the savings ofUS$38,007 on this line. b) Strengthening FAWE National chapters (US$ 44,144) The FAWE National Chapters members were invited to participate in a Post Beijing Technical Workshop that reviewed progress and developed a work plan for implementation by NGOs. While the NGOs representatives paid their costs to this workshop, FAWE had to cover the COSL~ for Chapter members. The cost had not been budgeted as the Chapter members were not originaUy toattend the workshop. 6. STR\TEGIC Rt~~Ol"RCE PL\.\\I\G l"S. !-6.0:;2 Recruitment ofthe National Teams ofthe six phase two counlries was not finalised until endof theyear. Funds allocated for the National Teams training at the IDS, University ofSussex were not released as the training had to be scheduled to commence in January 1998.

E.\PERI~IE\TATlO\

..ISD DBIO\STR\TIO\ GR\.\TS PROGR\.\I~IE

rrs

I! .I ;2 )

In 1997, the main focus ofthe Work Programme was strengthening ofNational Chapters. Some Chapters benefited from both the Basic Planning Grant and Demonstration projects leading to an over-expenditure on this line.

STRE\GTIIE\I\G FDIALE !.F.\DERSIIIP AT TIlE TER1HRY l.EH!. l"SS 62.111

a) Leadership skill projects USS 32.012 .

Adirectory for research funding has been prepared as well as a handbook for creating an enabling environment for women lecturers and students at the tertiary level. This directory will be published anddisseminated during early 1998. b) FA\'i'E participation at the AGI US$ 22';00

â&#x20AC;˘

The preparatory actlvities for collection ofthe university Data Profile are underway. The questionnaire, data collection andanalysis will be carried out in the first half of 1998. 9. ADVOCACY. l\mIULUIO\ A\D

DlSSE~II\mO\

rs S 18.665

a) Media workshops USS 21 ,977 The media workshop scheduled for 1997 was postponed until early 1998. b) Gender SCnsitisation Activities (US$ 31.909) The main reason that led to an over-expenditure under this line was that FA\'i'E funded the preparatory activities lowards the GASAT Africa Conference hosted by FA\'i'EMA in October 1997. c) Film, Video andSong Translation US$ 24,127 Only partofthe funds allocated for the translation ofthe FA\'i'E film Education is Important The Girls Know It was disbursed. The balance will be disbursed in 1998 upon completion ofthis task. 10.

PROGRUI~IE

,\SSOCl \TEDCOSTS rs 13.91q

Funds budgeted for purchase ofan additional office car were re-allocated to programme activities (Post Beijing Technical Workshop) . 11. GE\ER\L ADMI\ISTRATlO\ I:S$II.5qH

Funds budgeted for purchase ofoffice equipment were re-allocated to programme activities (Demonstration Grants Programme) .

Forum for African Women Educationalists (FAWE) Expenditu re Anal ysis January I to Decemb er 3 1 1<){J7 ~g u rl'~ in USS BUDGET UNE

Carnegie

""""Ie<'

Co<pNY

Foondabon

toresn & Reslr.

Uoesr.

~ Min 01 F,A

ClDA

Bao'

Unrestr

Unreslr.

Restr

~lhedand5"

IDEA'" Seo'etarial

UNESCO

Mill o!FA UJlfeslr.

Reslr

Restr

UNICEF

SIDA

"""'boo Cou,""

DANI[}o\

FINIOA

0iI'Â«s

Total ErpendI\lte 1Jan-31Doc'97

Restr.

Unrest!

Restr

Unrestr.

Restr

Reslr

gesn

Besn ..Untesr

P".

~ed Experd hl e TlUI E.lp&nlilLte 1Jan-31 Dec '97

1Jan-31 Dec '96

Restr..Unrestr

Restr. & Unreslr

A. FORTIFICATION OFFAWE

MEMBERSHIPROlfS I, The GeoenII_

16UJ9

2. Meelrlgs ol1he Executive

eoo.n."

49,796

14,501

6,434

7,041

30,000

12,045 46,592 73,1 38

42.641 55,3>l

156, 161

6.066 16,902

106,469

206,90<

39.625

7,160

1,300

e,9\(

644

17,686

~ ,849

2.r~7

4,'"

1$,415

41,41 3

9,788

1,784

5,645 21,904

27,741

5,151

3,95 17,59

30,506

21 ,797

89,605

21,741

14M6:? 7,3lX 153,36

61,231

Assooale eerees

4,FAWE NaOORal QIaptets SUBTOTAL

",'"

1,100

3,413

1,127

6.051

7.831

11 1,993

150,000

63,916

43.7.

44,721 44,nl

15.690 5,930 21,620

200 21,315 24,748

400 400

5.415 15,4))

1 ,~ 1

132.955 394.144 639,092

130,000 350,000 630,000

147,706

2&.676

1,301

386,046

(515

>.227

9,46<

3200

2,074

35,740 73,706

35,000 350,000

15.605 65.425

64,502 2,074

193,94lI

85,000 470,000

200 81,230

320,000 150,00> 470,000

166,049 2ti2.125

2,988 2,500

35,000

4,707

27,39\

32.819

35,000 95,000

4,983 9,690

101,737

100,000

43.023 91,909 75,873 34,263 89,658 6,872 443,335

65,000 60,000 100,(0)

25,m 75.070 27,4ffi 43,334 6,332 85,041 8,165 271,510

B.STRATEGIC RESOURCE

1,"""" """"""'0"'q 2 SRP C<m~ PI""" 3 Pro,ects on Wastage in

0 0

Educa!lon Svslem

3,233

PLANNING

SUBTOTAL

16,637

3. Consu/IatlOn with

620 4,020

4,061

C. EXPERIMENTATION AND

OEIIOHS1llATlOH I, DemonstratlCWl Pfotects and Inn::Mll101l GrantsProgamme 2.Awards for Innovato!s SUBTOTAL

34,565

27,904

2,384

54,204

3U49

82,108

4,093 65,324

15.569 16,563 32,132

35,838

37, 100

5,028

13,420

1,021

7,163

36,859

37,100

12,191

969 14,389

6,383 6,383

4,375

9T1

0 4,315

382,069 100,083

'71

482,152

76,676

0. STREKGTMENINGFEMALE lEADERSHIP AT TERnARY lEVEL 1,200

1. Leade~ip $litiS profed

'I.. FAWE part~l~ allt1e AGI

1,788

2,500

25,COO

3. UnMYsrty based FAWE

-""""

1,349

SUBTOTAL

~S49

789 3,"

21 ,OS: 21 ,OS:

4,200 ,"00

0 450

1,788

E. AOVOCACY,INFORMATION AND DISSEMINATION I , Frarc:ophl:rle Bureau

385

21,917

927

11 ,82

12.440 14,731 12,155

11 ,"

3,732

6.417 2,632

20,55:

4,072 32,019

13,471

2 ..... ""..... 3.GendeI SensitIzation Activities 4.Video, nrTVSong Translation Dis 5. Inn Handoot p~ and Dis

11 6.6110

6. Nt'WS~ef, Role Model ProIlIeselc

7.ReSOlXCEl Centre & Database SUBTOTAL

4,117

24,556 3,862 65,995

1 15,~

890

701

77,234

74,099

1,639 13,426

7002

27,920

20,679

0 30,000 5,000

536

0 229 1,842 1,324

39,161

0 4,454

9,020 9,886 4,500

1,291

10,868

2,020

469 29,143

550

0 236 0

44,082

32,401

65,40

4,'"

920

2,000

''''

0 20,000 0 3,162 298 42.361

461 1,002

16 2,076

264

35,000 90,000 12,(0) 462,000

Forum for African Women Educationa lists (FAWE) Expenditure Ana lysis January 1 to December J I 1997 I WORK PROGRA~lMF

eamegoe BUDGET LINE

IMp NY

Rockeleler' FOIJIdabon

Unteslr

Unrestr. & Reslr

""" "'" tnrestr

e'DA

Unreslr.

Res"

Nelher'.a'lds" Min of FA

Mino!FA

AQEA'"

UNESCO

Secretarlal

Pans

Res"

Restr.

Unrestr

UNICEF

SIDA

fIopulabon Council

DANIDA

FINIOA

AAS

01"'"

Total Expenditure ElOOgeted Experdture TOIaIExper'litlJle 1Jan·31Dec '97 I Jarl·3! Dec '97 1Jan·31 Dec '96

Bestr

Unrestr

Rest'

Besn

Res'

ReslJ' • Unreslr

F. BUILDING & STRENGTHENING

Reslr + Unresll

Restr &Unreslr

NETWORK FORCHANGE 1, FoIow 14110 8e¥'lg 2.Networkingon EFA

1.818

', JaIl

2,367 1,4.(2

2.261 1,667 5,592 9,520

3.320

13.709

23.391

1.498

9,139 35,850

2O,m

24,725 34.JaIl

1250

2~,OOO

16,794

35.000

31,210

3 Regonal and International

PrOjectsiWmsllops

11 ,516

2,505

SUBTOTAL

19,682

6,314

1,122 1,122

5,732 1250

35,606

35,000

31,044

94,677

95.000

" ,0<8

G. PROGRAMME ASSOCIATED COSTS 1.TedV'lIcal Commmee

5,768

413

1,310

5,149

'38

3,629

11 ,337

1,300

5,912

0 22,006

22,158 7,994 43,467 50,026

1,40

3.499

0 1,635

4,829 400

13,101

975

70,1'4

2200

13,287

1.015

0 0 130

'2tl7 31,249

28,501

2.ProceSSlrlQ of PrOfEld Proposal 3.EvaluatlOll and Morulonog

4 PrOlJarrme Travel 5 Prt931lY11ll Personnel Cosls

15,000

167.263

11.338 61 ,912

6 ~f"C)' &OtIice Opera!i«ls

15,088

59,126

3,424

7,EQ\JIPITlef11Purchase SUBTOTAL

19.301 301,406

'62

l ,1OS

76,911

10,545 lU.S87

9,153

30,088

108,643

6.312

43,782

1,579

114.001

521,51 5

351,162

622,924

271,359

128,370

260,117

149,606

25,672

22.918 3,443

46,214

7,804

26,361

5c4,018

TOTAL PROGR AMME BUDGET

0 0 0 0

627

36.619

35,000

32,964

1,727

0 0

34,021

25,lXXl

19,470

24,106

10,000

6,041

0 0

" .369

65,000

33.927

0 3,761

371 .979

377.lXXl

184,725

319

1,592

161 ,728

160.lXXl

0 940 38,081

1,592

40205 733,088

146.702 22,241

747,000

4.425

6,715

2,619,169

2,969.lXMl

«6.07tl 1,536.379

12,123

134,44\

137,001

123.149

8,186 20,309

26,427

29,000

8,119

16Q,868

166,000

131.26ll

2,7 13 2,113

15,000

8,505

15,IIOll

8,505

9.506 12,848

0 83 0 29.391

I ,m

0 0

0 4.740 0

10228

5,738

78.521

65.000

GENERAL AOMINISffiAnoN

SALARIES,WAGESAND STAFF BENEFITS

1. Salaries, Wages & Stat! benehls 2 Staff QeI.oeIopmenI

10,000

7,514

SUBTOTAL

20,000

' ,994 14,508

25,672

585 585

925

1,103

925

1,203

13,781

338 802

589 6.248

1,145 3,733

3.5"

1,121

855

1.585

5,951

825

8.267

1,475

10,912 38,512 53,924

3,500 6,386 32,983

19,572 35,531 63,095

575.439

364,146

686.019

B. CAPITALEXPENDITURE 1.0ll1CEl E~ FlJ'nittre and Fatn;jS

SUBTOTAL C, OFFICEEXPENSES 1.LocalTransplY1 &VeOCIe

RlKIrungCosts 2.OHice Rent and Services

4.802 5,131

3.0rllce ~

495

392

7,562

7,500

318

226 158

30,244

30,000

5,222 24,983

9,00l

7,500

6,142

2,117

19,973

10,000

16.014

44.023

40,000 105,000 286,000

35.268 81,629 227,4lJ2 1.763,781

l ,m

4 Coom.ncatoo.Postage.

Telepllooe, Telex /l, Fax

1,338

200

5 Insurance PoIlces, Professiooal

Fees. etc SUBT07Al

r..:l ~

TOTALGENERALADMINISTRATION GRA,.DTOTAL

5,131 25,131 139,133

3,963

4,942

11,901 65,919

8.862 29,171

343.m

128,370

289,288

149,607

29.391

402 402

2tIO

402 31,651

200 5,938

0 2,893 2,893 81.415

38,081

4.425

733 733 733 1.447

110,811 214.452 2,893,621

3,255.000

Independent Auditors Report REPORT OF TIlE AUDITORS TO TIlE ~lnIBEIt., OF FORUM FOR AFRlC.\\ WOME\EDCCATIO\ALlSTS (FAWE)

We hare audited the financial statements andhave obtained all the information andexplanations considered necessary for our audit. The financial statements are the responsibility of the management. Our responsibility is to express an opinion on the fi nancial statements based on our audit. We conducted our audit in accordance with generally accepted auditing standards. These standards require that we plan and perform the audit to obtain reasonable assurance as to whether the financialstatements arefree ofmaterialmisstatement. An auditincludes examining, on a test basis, evidence supporting the amounts and disclosures in the fin ancial statements, assessing the accounting principles used and significant estimates made by the management, and evaluating the overall financial statement presentation . In our opinion proper books ofaccount hare been kept byFAWE and the fi nancial statements, which are in agreement therewith, give a true and fair view of FA\\'E's state of affairs at j 1 December 1997 and of its income, expenditure and changes in fund balances for the year ended on that date.

DEW ITTE & TOCCIIE

J7 February 1998

FORl"M FORIFRICI\ wosux EDl"C.ITlO\,ILlSTS CmL\lITTEE ,\ lE.\1BERS.I\ D PROFESSIO\II. IIl\ ISERS !'.\Â£CLTIVE CO .\I~lIITEE ,\ ID IBERS lion Gennet Zewide (Ethiopian) - Chairperson 2 lion Aicha Bah (Guinean) - Vice -Chairperson :\ lion Vida Yeboah (Ghanian) - lion Secretary '1 lion Simone De Comarmond (Seychellois) - lion Treasurer ) II EGram ~Iachel (~Iozambican) - ~Iember 6 ProfLydia ,\ Iakhubu (Swazi) - Member ilion Paulette ~loussa\Ou- .\ lissambo (Gabonese) - ~Iember 8 Dr ~Iamphela Ramphele (South African) - Member 9 lion Alice Tiendrebeogo (Burkinabe) - ,\ Iember 10 ProfGrace Alele-wllliams (\igerian) - ~lember II lion Kabunda Kayongo (Zambian) - ~Iember 12 Dr Eddah Gachukia (Kenyan) - Secretary and Executive Director LEG.\L ADVISERS lIamilton, lIarrison & Matthews Queensway House

Mama :\ginaStreet POBox :\0:\:\" \airohi Kenya

mA.\CLI!. & MA\AGEME:\T A.D\1SERS Price Waterhouse Associates Limited Rattansi Educational Trust Building Koinange Street PO Box '1596:\ .\airobi Kenya AeDlTORS Deloille & Touche 'Ki rungii' Ring road, \\'estlands POBox '10092 ,\ airobi Kenya BI:\K.ERS I AB.\-A~IRO Bank 10I Moorgate ECm 6SB !.oudon 2

AB:\-AMRO Bank Xyercre Road I' 0 Box :\0262 .\airohi

fORDI fOR IfRIC\\ 110.\IE\ EDI ClTlOlUSTS IHLI.CE "'IIEET 51 DECE\IBER 19<)-

Xotes

FlXEIl .ISSETS CURRE\T ASSETS Debtors Bank balances and cash Fixed deposit

1997 [S5

1996 Ksh

",0,",79 682524

723,00.1

rS5

KSh

42,779,105

29,6;6 2;8,398 514,999

1,651,706 14,21 7,542 17.331591

4; ,316,258

605,0;5

53,180,659

2,752,376

61,.)59

5,574,959

2557,15;

C[ RRE\ T LIABILITIES Creditors and accruals

\ET CURRE\T ASSETS

679.409

42585,862

;41.714

29,80;,700

\ET ,ISSETS

679,409

42585,862

;41 ,714

29,80;,700

======= ========

======

========

679.409

42585,862

;41.714

29,80;,700

=======

========

======

========

REPRESE\TED BY: FU\D BALI..\CES

The financial statements were approved bythe Executive Committee on 16 February 1998 and were signed on its behalf by:

GE\\ET ZE\\1DE

EDDAII GAClIUKLI

) ) ) )

Chairperson

Executive Director

FORI. ,\ 1FOR .U'RIC\ \ \\OME\ EDlT.\TI0\\L1STS ST.\TE\IE\T OF rxccsu, L\PE\DITlRE .\\ D CIL\\GES 1\ Fl \D IHL\\CES FOR TIlE YF.\R E\DEll 31 DECEMBER 199-

1997

1996

Xotes

lSS

Ksh

2,977.187 25.043 27,860 U25

174522,702 1,468,021 1,6.13.1 53 71.809

lSS

KSh

I\COME Grant income Interest income Other income Gain on exchange

TOTAL

[\ CO~IE

1.759.930 100.438,325 20.774 1.185 5 62 4372 249508 808 46.115

1,785.884

101.919510

L\PE\DITlRE Fortification of ~I\WE membership roles and national chapters Strategic resource planning Experimentation and demonstration Strengthening female leadership at the tertiary level Advocacy, infonnation and dissemination Building and strengthening networks for change Programme associated costs General administration

639.093 193.948 482,152

37.463,632 I U69.232 28, 263,750

386.046 81 ,230 262,726

22,03 1,452 4,635,756 14,993,641

32.879

1.927,367

9.690

553,003

443355

25.98S,298

271570

15,4983 64

94.677 7:15.086 274.450

5549,967 42,975501 16.088.454

79,047 446,069 227.405

4511,175 25,456,9.15 12,977,776

2.893.620

169,624,005

1.76.1.781

100.658.100

1~'(l'E\Dm JRE

137.695

8.071.680

22,105

1.261.'110

f'UI\D BAIA."CES BROUGHT FOWARD

54[,71'1

29.805.700

519.611

29.079.'158

9 10

15 16

TOTALEXPE\UITlRE

I~,(W;S

[ :\ CO~I E

OVER

CUMl'LATIVE L'(CHA;"GE AD]lSTME\T FUND BAL\NCES CARRIED FORW\RD

4.706/182

6~9.4 09

42585.862

========

= = ======

(5:\5.1 68)

5'11.-14

29.805.-00

===== ====== =====

FORl"~1

FOR AFRlCA.I; WmlE.I; Wl"c.mm.\LISTS

:\OTES TO TIlE m .\.I ;cm SHTEME:\TS FOR TIlE )1,,\R E:\DED 51 DECHIBER 199" ORGA.'\ISATlO.'\ A.'\D .'\,\Tl"RE OF ACTIVITIES

The Forum for African Women Educationalists is a membership organization that brings together African women ministers in charge of national education systems, women vice chancellors ofAfrican universities and other senior women policy makers. Founded in 1992, and registered in Kenya asa Pan African .'\GO in 1995, FAWE has ;8 full members from 50 African countries including Zanzibar, 26 associate members comprising male ministers ofeducation and permanent secretaries, and 51 xauonal Chapters. As an unprecedented group of influential African women policy makers, FAWE is well positioned to stimulate broad policy reform and create a conducive environment for increasing parental demand for girls' education. Following the )omtien Statement of 1990, which declared that Education for All (EFA) and the achievement of gender equity in education by the year ZOOO should be the goal of signatory governments, fire women education ministers from Africa were motivated to begin deliberate and concerted efforts to achieve these goals in Africa. They firmly believed that women in decision-making positions had the potential to make a significant difference in the education and training ofwomen and girls intheir countries. In orderfor them to make such difference. however, itwould benecessary toput into place a mechanism that would. ona continuing basis, enable senior women education policy makers to talk to each other, share views. exchange experiences, explore alternatives and pool their intellectual resources. The formation of a network was clearly a priority. In addition to providing a forum for exchange ofideas, the network would support members and their institutions and strengthen their capacity toinfluence policy formulation and implementation. 2

ACCOl ':\TI:\G POLICIF-S (a)

BASIS OF ACCOL:\T1:\G

The Forum prepares its financial statements on the historical cost basis of accounting. (b)

FLXED ASSETS DEPRECIATlO:\

Fixed assets are written off to the income and expenditure account in the year ofacquisition. Afixed assets register ismaintained to keep control over them. (c)

GIl\.YfS

Grants areaccounted for asincome inthe financial statements when received.

(d)

TI{,\.-;SUTlO~

OF LOCAL CURRE~CY I~TO US DOLL\RS

For the purposes of preparation of these financial statements the following translation policy has been adopted: Transactions originatingin USDollars are statedatthe original USDollar amounts. 2 Other income and expenditure items are translatedat the average rates of exchange.

3 Balance sheet items are translated at the year-end rates.

FIXEDASSETS ~Iotor vehicles

CSS COST At I Jan 1997 Additions Disposals

K., h

2;.681 1.609.629

At 31December 1997 2;.681 1,609.629 ==;;==;; ;= = ;; = ;; =

Office equipment tss !ish CSS

Computers lish 3.-172.8;1 1.3395;0

Furnitureand fittings !ish CSS

36.010 2.2;7.028 962 60.296 (49;) (3 1.02;)

;;.-108 21.372

36.-177 2.286.299

76.780

4.812.-101

83.6;3

;,243.186

== ======== == = ======

====== =

==== ==

=======

63.007 20.().j6

3.9-19.1-10 l,29'1,046

The fixed asset, purchased during the year were written off to the income and expenditureaccount.

lSS

Total lish

180.106 11.288.6-18 -12.980 2.693.892 (49;) m02;)

222591 13.9;151; ==== ===

=======

Ksh

1996 lSS

Ksh

14.166 25 76 23.737

887.894 161...6 8 1,487.783

1; ,410 3.222 11 .024

847.876 177.278 606.;;2

40.479

2537.13;

29.6;6

1.63 1.706

====== ====== =

=======

1997 lSS DEBTORS Deposits lmprests Other debtors

8.\\K B.\L\\CES \\D C. \511 Bank balances AB\..,\,\IRO Bank - \ airobi liS Dollar Account AB\-AMRO Bank - Xairobi KSh Account AB\-.UIRO Bank - London US Dollar Account AB\-AMRO Bank-IORC US Dollar Account

4.9;7

310.694

8.463

46;.644

11 .081

69453 2

2.942

161.872

663,74 1 41,601,826

1,662

679,779 42,607,0; 2 Cash balances

241 ,82; 13,30;,478

2,745

172,0;1

682524 42.779.103 ========== == = =

91,44;

2; 4.892 14,024,439 3506

192,903

2;8.398 14.21 7.342

======

=======

FIXED DEPOSIT The fixed deposit held byAB\-'\'\IRO Bank. London, was liquidinted byyear end to faci litate rescheduling ofthe deposit funds byJanuary I, 1998.

CREDITORS Other creditors

Ksh

1996 US$

Ksh

305 71 13,023

1,91 6.1 23 816.2;3

4'1.91I 16,428

2.471.0;3 903,886

43594

2.732.376

61J39

3.37'1.939

====== =======

= ===::::=

==== ===

1997 USS

1997 LJSS

Ksh

10.000 18.000 2.\.:\70 ;0.000

;86.200 1.0;;.160 U69.9;0 2.9.\1.000

IOU 70

1996 lSS

Ksh

10.000

; 70.69;

1;0,000

8560A2;

; .942.:\10

160,000

9.13 1.120

1~. 6;;.00O

20.000 12;.000

I.I4U90 7,1 .\3.688

5;.000 2~ . 98;

I.997A.\5 1.'12;.881

I;U07 1.952 ; 51500

8.6.\; .Ql ; 110.2;8 .\0.:\52.4.18

GR\'\T l:"cmlE ADE,\ Secretariat D.-\.\IDA French Ministry ofCo-operation Ministry ofDevelopment - Netherlands USAID

Africun AcademyofSciences Carnegie Corporation CIDA D,,"\IDA FI:'IIDA Ford Foundation IIEDCO (Irish Aid ) International Development Research Centre (lDRC) Mi nistry ofForeign Affairs - xetherlands Population Council Rockefeller Foundation Royal Norwegian Ministry ofForeign Affairs SAWOI' SIIU U:"ESCO lnited Xations Children's Fund (Uii1CEF) The World Bank

2;0.000 4.\0.693 222.8.\.\ .\8.081

r .-4 l ' -n _' / , __ 'Â·1

l.\,062,470 2.252.:\08

~ ,1 6;

2.\7.694

128J 70 :\,641

75 2;,049

; 7; .~59

.13.752.2.'14

648,971

.\8.042.680

61 4.20; ;00

.\; ,O;2"m 28.;5;

.\1,6;1

1.8;;.:\82 8566.610

~2 .281

2 .~12 ,9; 6

24,0;;

U72.80 7

10,000 1;.000

;70.69; 8;6,04.\

=======

= = = = == =

1~6.158

2l.\ .~.\;

400.000

25,448.000

2,977.187

174';22,702

=======

FORTlFlCmO\ OF FAWE

~IEMBERSIIlP

ROLES A\1l \\TIO\,\L Cll\PTERS

General Assembly .\ I eeti n~s ofthe Executive Committee Consultation with associate members H\\T. Xational Chapters

111.995 1.12.956 59;.1;;

6.;65.050 - .-9., .881 15.10;.- 11

169.909 65.916 ;.51 ; 1;-.-06

9.6'16.622 .1.6; -.65; 15-.669 8.;19.50-

6.19.095

r .;61651

586.046

11.051.451

====== =

=======

19'r lSS

Ksb

rss

Ksh

55.7'10 - 5.-06 8;.501

1.095.0-9 '1.510.6;6 ; .955.50-

15.605 65.;15 100

890.570 5.-55.- -1 11.;1 ;

19'i6

STR\TEGIC RL~OLRCE PL\\\I\G Project monitoring policy SRI' country projects Projects on wastage in education systems

195.948

11 .569.1.12

8 U5O

4.655.i56

=== = = =

===== = =

===== =

=======

581 .069 100.085

22 .596,885 5.866.865

186,049 76.677

10,61 7,715 4..175,9 18

;81.151

18.165.750

161.716

======

=======

EXPERI~IE\TATIO\A\D DHIO\STlUTlO\

Demonstration projects Awards for innovators

======

1; ,995.6; I -

- -- -- -- -- -- --

STRE\GTIIE\I\G FEMALE LEADERSIIlP AT TilE TERTIARY LErEL Leadershipskills projects FAWE participation at AGI Universitybased FAWE members

1,988 2.500 17.59 1

175,1 57 1; 6.550 1.605.660

'I. -0-

168.626

4,985

11'4.577

52.879

1.927.567

9.690

====== =

= = = = = ==

======

555.00.,

45.013 91.909 75,875

5.965.1'15 1.511.008 5.587,706 4,447,675

26,222 75.070 17,406 45,535

1A96,476 4,11'4.107 1,56; ,0;7 2,'175.107

.14,265

2,008,497

6,.1., I

561307

89.658 6.871

J._JJ , /).

;02.857

85.042 8,164

; ,855.50; ; 65.91 6

445.5.,5

15,91'8.291'

271.5 70

15,498.564

== === ::::::

== = = ===

==== = =

=======

- - --

ADmCACY, I\FORMATIO\ A\D D1SSEMI\ATIO\ Francophone bureau workshop Gender sensitisation activities Film, video and songtranslation Information handouts, production and dissemination Xewsletter, role model profiles and other materials Resource center and data base ~Iedia

101 .i 57

1997

- )----,

1996

Ksh

["S5

Ksh

1.449..180 2,013.363 2,087,224

16,793 31.2 10 3 1.0~~

9;8..168 1.781.139 I. 77 1.666

;';49,967

79. 0~7 ======

'1';11 ,1 73

["SS BL:ILDI:\G A.\1l STRE:\GTIIE:\I:\G :\ET\\'ORKS FOR CIL\\GE

,I. . . ).

Follow up to Beijing Xetworking on EFA Regional and internalional projects

-'1 , 1... )

34..146 3; ,606 94,677 ======

--- - - --

=======

PROGR\.\IME ASSOCL\TED COSTS Technical cornnuttee meetings Processing of project proposals Evaluation and monitoring Programme travel Programme personnel costs Occupancy andoffice operations Equipment purchases

36,618 34,021 24,106 64..169 371.979 161. 728 40.26;

2,146';47 1.994.311

1.881 ,239 1.111.1 43 344.75 7 1.936, I96

.12,964 19.4-0

l.4 J3 ,09~

6. 0~ 1

3,773.3 11 21.80;,409 9,480,'1'); 2.560..154

33,927 18'1,72;

1O,;42 ,16~

1~6 . 701

11,572,1;3 1.269.28.1

22.241

733,086

42.973';01

446,069

2; ,4;6,93;

= = = = ==

==== ====

======

== === ==

160,116; 2,713 106,060 3.989 1123

9 . ~30. 082

131.268 8';0; 81.792

7 , ~,) 1.~ 0 0

GE\ERAL ADMI\ISTRATlO:\ Remuneration Capital expenditure Occupancyand office operations Audit fee - current - prioryear under-provision

1;9,036 6.217,237 233.113; 411,244

411;..1 76 4,667,828 2; 9,524 73,848

'1 ,; 4~

1.294

27~.'1 ;0

16,01111.434

227,403

12.977.776

= = = = ==

=======

== = = = =

=======

CI'MlU TlrE L\CIL\.\GE AD]["SDIE:\T The cumulative exchange adjustment arose as a result of using different rates ofexchange to translate transactions andopening net ;L,seIS expressed in ["S dollars as opposed to exchange rates ruling as at the year end.

nxn BAL\.\CES C\RRlED FOR\\:\RD Fund balances carried forward represent funds commilled during the period under review forwhich the related expenditurewas not incurred. and which has been carried fo rward to the subsequent period. CLJRRE:\CY TR.\.\SL\TIO:\ The rates oftranslation used pursuant to the accounting policy stated in note 2 are:

1996 Ksh Balance sheet - rear end rate - 1 ["S5 = Income and expenditure - average rate - I ["S5

62.6778 ;8.6200

PE:\SIO\ PL\.\ FA\\'E operates a pension plan fun ded through a local insurance company.

;;.0211 ; 7.069;

Appendix I FORl"~1 FOR AFRICA.\ WO.\IE.\ EDtc.mO.\ AI.ISTS Membership (Members of the General Assembly) lion. Gennet Zewide (Chair). ~I i nister for Education. Ethiopia Prof. Josephine Abiodun, Deputv Vice Chancellor. Obafemi .\11'01011'0 lniversity. .\igeria lion. Patience Moll': ~Iinister for Regional Coordinating Council , ex-Deputy ~li ni ster of Education. Ghana Prof. [adesola Akande. Executive Director ofWomen. Lawand Development Centre. President ofA\WORD. ex-Vice Chancellor. LagosState Lniversity. .\igeria Prof. Grace Alele-wtlhams, Professor of ~Iathematics Education. ex-ViceChancellor. lnl versitv of Benin. .\igeria lion. Veronica lvabode Anisulowo. Federal ~linister ofState for Education. .\igeria Hon. Aicha Bah. Director of Basic Education. t.\ E.~CO . Paris. ex-Minister of Pre-l'ruverstry Education and Professional Training. Guinea lion. .\. Bitamazire, ex-Minister of Education. Lganda lion. Clara Bohltile, Deputy Minister of 1I,",ic Education and Culture. .\amibia lion. Katherine Chipcrnbere. ex-Deputy ~lini ster of Education . Malawi lion. Fa)' Chung. Chief Education Cluster. [.\ICEE Xew York: ex-Minister of Education . Zimbabwe lion. Simone de Comarmond. ~lin;,ter of Tourism and Transport, ex-minister ofEducation, Seychelles. lion. Henriette Diabate, Professor. l'niversitv of Abidjan. ex-Minister ofCulture and Education. Cote dlvoire lion. Bouli Ali Diallo. Professor. l.niversity of Niamev, ex-Minister of Higher Education and Research. .\iger lion. Fatoumata Camara Diallo, Coordinator. African Development Bank (ADB) project on pnverty alleviation for women , ex-Secretary ofState for Basic Education. Mali Dr. jeanne Razafiangy Dina. Professor. I'niversity of Toliara, ex-Vice Chancellor. l.niversitv ofToliara. â&#x20AC;˘\Iadagascar Prof. Brenda Gourley, Vice Chancellor. I'niversitv of Xatal, South .\Irica lion. Satang jow, ~Iinister of Education. Gambia lion. Catherine Kainja. Memberof Parliament. Chair, FA\\'E~L\ . ex-Minister of Education. ~Iala\\i Prof. Florida Karani, Deputy Vice Chancellor. l.niversitv ofXairobi , Kenva lion. Kabunda Kayongo, Chair. FAWEZA. ex-MinisterofScience, Technology and \ocational Training, Zambia lion. Thenjiwe I.esabe. ~Iinister of.\ationalAffairs. Employment Creation andCooperatives, Minister ofEducation. Zimbabwe lion. Graca Machel, President. .\ational Commission of l'.\ESCO. ~I ozambique lion. Edna ~I adz ongwe. Deputy Speaker of Parliament.Zimbabwe Prof. Lydia .\ Iakhubu. Vice Chancellor. Cniversity ofSWaziland. Swaziland ~I s . Mwatumu Malale, Principal Secretary, Ministry ofGender. Tanzania Ms. Elizabeth Masiga, Permanent Secretary, ~lin istry ofTourism and Wildlife. Kenya Prof. Xeo Mathahe, Deputy Vice Chancellor, Lniversity of xorth West. South Africa lion. Gertrude Mongella. Consultant. ex- Secretary General. t.\ Founh World Conference on Women lion. Paulette ~I issam bo , Minister of.\ational Education and Women's Affairs. Gabon ~I rs . Beatrice ~Iu kabaranga. PermanentSecretary, ~linistry' of Education. Rwanda Mrs. Elaine Mukuru, Senior Deputy Director, ~lin istry' of Education, Kenya Prof. Rosalind Mutua, Deputy Vice Chancellor. Jomo Kenyaua Univcrsitv ofAgriculture, Kenva .\ Is. Sebtuu xassor, Director of Planning and Administration. ~Ii nistry' of Education. zanzibar lion. Agnes Xdetei, ex-Deputy ~li nister of Education, Kenya lion. Eleonore ~Iargueritte Xerine. Professor. Iniversity ofToliara, ex-Secretary' ofState for Higher Education. ~Iadaga.,car Prof. Dorothy Xjeuma, Vice Chancellor. lniversity of lIuC'J . Cameroon . Prof. Conceptia Ouinsou, Chai r. Department of Law, Lniversiry of lIenin, Benin Dr. ~l amphel a Ramphele, ~1lJ . Vice Chancellor. Universitv ofCape TOlin. South Africa Prof. June Sinclair. Vice Principal. l.niversitv ofthe Witwatersrand. South .\Irica

Ms. Bisi Soboye]o, Registrar. Cniversfr, ofAgriculture - Abeokuta, Xigeria lion. Esi Sutherland-Addu Research Fellow, Institute ofAfrican Studies. Lniversity of Legon, Ghana ex-Deputy Minister for lIigher Education. Ghana lion. Aminata Tall. ~Iinister ofTechnical and Professional Training. Senegal lion. Christiana Thorpe. Chair. HIVE Sierra Leone Chapter. ex-Secretary ofSlate for Education. Sierra Leone lion. Alice Ilendrebeogo, Mmister forWomen's Affairs. ex-Minister of Basic Education. Burkina Faso lion. Isabelle Tokpanou. Secretary ofState for National Education. Cameroon Hon . Vida Yeboah, Memher of Parliament, Chair. HWE Ghana Chapter. ex-Mlnister of education. Ghana Hon . ,l is. Gladness Rarnadhani ~Iziray, Deputy Minister of Heath, ex-Minister of Education and Culture. Tanzania H.E. Specioza Wandir-a Kazibwe, Vice President ofL'ganda and ~Iinister ofAgriculture. Livestock and Culture. L'ganda Hon . ~Iargaret Clerke-Kwesie, ex-Deputy ~linister of Education . Ghana Prof. Leah Marangu, Vice Chancellor. Africa Nazarene Universiry, Xairobi, Kenya Mrs Tenagne Lemma. Yice President Ci\il Service College, Addis Ababa. Ethiopia Hon. Christine Amonko-Nuama, Minister for Education. Ghana Hon . G.T. Chiepe, ~Iinister for Education. Botswana Hon . E. Kandakai, Minister of Education, Liberia Hon. Costa Semedo. Minister of Education. Guinea Bissau Hon. .-lissatou Moumouni, ~linister of Education . :liger Hon. joyce ~Ipanga. ex-Mimster of Education, Uganda Secretariat Dr. Eddah Gachukia. Executive Director

)

Appendix II FO RU ~I

FORAFRICA.'.; WO.\IE\ ED[CATIO\ .\lISTS Associate Members

Hon. Xahas Angula, ~Ii nister of Higher Education. Vocational Training. Science andTechnology Xamibia lion. .\lohammed Ililal. Chief ~!inister. The Revolutionary Government ofZanzibar lion. Artur da Silva Julio. Deputy ~!i nister of Education. .\ngola lion. Joseph Karnotho, ~!inister of Education. Kenya lion. Omar Mapuri. Deputy Chief ~!i nister and ~!inister of Education, Zanzibar lIon. Robert .\ tbella ~Ibappe . •\linister of Basic Education and \ational Languages. Cameroon ~I r. Peter Molost. ex-Permanent Secretary. )!iniSII1' ofEducation. Botswana lion. Amanya .\l ushega. Mmister nf Education andSports, t.ganda Prof. Karega Mutahi. Permanent Secretary. .\!iniSII1· of.\gricuhure. Kenya Hon. Marnadou \ doye. Minister of Basic Education and Xational Languages. Senegal lion. Arnaldo Valente Xhavoto, Minister of Education. Mozambique Hon. Arnoorgun Parsuramen, Education PolicyAdvisor, The World Bank. ex-Minister of Education, Mauritiu» Hon. Patrick Pillav, )!inister of Education andCulture, Seychelles Hon. Seydou Bawaro Sanou, Minister of Basic Education and Literacy, Burkina Faso lion. HarrySawyerr, ex-Minister for Education. Ghana Hon. Peter AgborTahi, ~linisler of Higher Education. Infonnation and Scientific Research, Cameroon lion. Aliou Banire Diallo, ex-Minister ofHigher Education. SCientific Research and Culture. Guinea lion. M. Guilherme O. Viegas Dos Ramos. Minister of Education. Culture and Sports, Sao Tome er Principe lion. KozoZournarugui, )!inister for Tourism. ex-Minister forXational Education andScientific Research. Guinea lion.j uma Kapuya. )!inister of Education and Culture. Tanzania lion. Syamukayumbu K. Syarnujave, Minister for)!ines. ex-Minister of Education. Zambia lion. Fyson Kachala, Deputy Minister of Education. .\lal'l\\i lion. Brown Mpmganjira, Minister of Education. Malawi lion.Adama Samassekou, Ministerof Basic Education. ~Iali Hon. Andre Sonko, .\ Iinisier of National Education. Senegal lion. Dickson Matutu, ex-Deputy Minister of Education. Zambia

Appendix 1\' FORU~I FOR AFRICA.\' \VO~IE.\' EDUCATIO.\'ALISTS Technical Committee

I. Prof. Adesina Akinwurni, Coordinator, Social Science Research, International Institute of Tropical Agriculture (IlTA) , Cameroon 2. Prof. Christopher Colclough, Economist, Institute of Development Studies, University of Sussex, UK 3. Dr. Ibrahim Diop, Programme Coordinator, SmaIl Grants Programme, Union forAfrican Population Studies (UAPS) , Senegal 4. Dr. Karin Hyde, Sierra Leone,senior education researcher, formerly based atthe University ofMalawi ;. Dr Alice Kouadio, Director ofPlanning, Ministry ofEducation, Cote d'lvoire 6. Dr. Kabiru Kinyanjui, Senior Programme Officer, International Development Research Centre (lDRC) , Kenva 7. Dr. Ben Makau, Education Consultant, Research andEvaluation Associates, Kenya 8. Prof. Peninah Mlama, Chief Academic Officer, University ofDar es Salaam, Tanzania 9. Dr. Elizabeth Annan-Yao, Lecturer, Sociology Department, University of Abidjan , Cote d'lvoire 10. Dr. Ruth Teer-Tomaselli, Acting Director, Centre forCultural andMedia Studies, University of Natal, South Africa I I. Prof. Almaz Eshete, Education Programme Officer, UNICEF, Addis Ababa, Ethiopia 12. Dr. Ulla Kann, Education Advisor, ~linistry ofEducation, Xamibia 13. Dr. Lalla Ben Barka, Deputy Executive Secretary ofEconomic Commission for Africa (ECA) 14. Dr. Eddah Gachukia, Executive Director, FA'ii'E

FO Rr ~1

5. 4. ;. 6.

Appendix III FOR AFRIC\\ WmIE\ EDrCATlO\ALlSTS Executive Committee

lion. Gennet Zewide (Chair). ~linister of Education. Ethiopia Prof. Grace Alele-williams, Professor of Mathematics Education. Institute of Education, University of Lagos, \igeria lion. Aicha Bah, Directorof Basic Education, r\ESCO, France lion. Simone de Comarmond. Minister ofTourism and Transport, Seychelles lion. Dr. Kabunda Kayongo, Xational Coordinator. FA\\'EZA. Zambia Her Excellency, Graca Machel. President of the Xational Commission for C\ESCO, Mozambique

i . Prof. Lydia ~Iakhubu . \ice Chancellor.Cni\ersity ofSwaziland. Kwaluseni CanlPUS. Swaziland lion. Paulette Missambo, Minister of National Education and Women's Affairs, Gabon 9. Dr. Mamphela Ramphele, MD, Vice Chancellor, Lnlversiry ofCape Town, South Africa 10. lion. Alice Tiendrebeogo, Minister for Women's Affairs, Burkina Faso II. lion. Vida Yeboah, MP, Chair, FAWE Ghana Chapter, Ghana 12. Dr. Eddah Gachukia, Executtve Director, FAW'E

Tbe ExecutiteCommittee stembersduring tbere meeting ill December: [Seated left 10 rigbt) HOIl. Vida Yeboab (Secretary }, 11011. Gennet Zetride (Chair}, 11011. Alice Tiendrebeogo, (Standing left to rigbt) 11011. Kabunda K{~)'ollgo . Dr. Eddab Gacbuhia (Executire Director), 11011. AicOO Bob [ Vice-Cbair} . HOIl. Fa)' Cbung. HOIl. Ele()'II Kandaka! (Ohserrer}, (,1'01 ill Picture) Prof Grace Alele Williams. Prof iydtastakbubu. Prof stampbela Rampbele, Hon. Simone de Camarmond.

Appendix \' FORU~I

FOR AFRICA." \\'mIE~ EDIlCTIO~ .\LIST S

National Chapters

7. 8.

Benin Burkina Faso Cameroon Ethiopia Gabon Ghana Guinea Kenya

~Iala\\i

10.

~laIi

II.

Madagascar

12.

~1 07.ambique

26.

1,).

Xamibia il'igeria Rwanda Seychelles Senegal

-? -I .

Burundi COle d' Ivoire

28.

Liberia

29. 3D,

j\iger Chad Togo

2. 3.

;. 6.

14. I;.

16.

17.

18. 19. 20. 21. 22.

2J 24.

r -,.

Sierra Leone South Africa Swaziland The Gambia Tanzania Uganda Zambia Zimbabwe

:'iational Chapters in fonnation

31.

17 21

18 27 28

15 26 22 9 24

2.1;;

....- ......" . ..

Appendix \"I

FORml FOR AFRI CA." WO.\lE:'<\ E1J UCATIO.UUSTS (FAWE) TIle Secretariat Staff

Eddah Gachukia, PhD Mariarna Sarr-Ccesay, PhD Florence Kiragu .\ yamu. PhD Salome ~luigai . .\ISc Christine Sidibe. .\ISc Lornah ~lurage . ~ISc Elizabeth Lamu. BSc. CPA( K) Patrick Gichira, IlA. ACIS

Executive Director Director ofPlanning and Programme Administration Programmes '1anager Programme Officer Programme Officer Communications .\ Ianager Finance \tanager Personnel and Administration '1;mager

This management team is assisted by SUppoI1 staff comprising: Accounrant

Documentalist Administrauve Assistant Desk Top Publisher Executive Secretary Programme Secreta" , Bilingual Secretary Administrattve Secretary Front Desk Secretary Driver/Messenger Cleaner/vtessenger

, Tbe PrancophaneFAIrE Bureau ofCommuntcations isf ul(1' operational. Additional staff bare been recruited to carry' our actirities plannedfor tbe bureau. Prom left to rigbt are Sone (bi-lingual Secretary'). Afriend of tbe bureau. .lladeline.llaka Kaba (Bureau Coordinator). .itoussa (slessenger) and SOil' Xorstrou (Administration and Finance Officer).

4.5

ACRONYMS

AAU AAWORD ACCE ACmDE ADr~\

AGEl AGI A.\EFA BREDA CAMFED CEPARRED CIDA DASIDA ECo\V,\S ED!

H;\ EORP FAWEMA ~;\WESA

E\\\'EZA FEMED FEM\ET FEMSA (;ASAT G\P

HElleO ICCO IEC INZET MOE ilGO ;\ORAD PASA SAWOP SlDA SGP SRI' TMS-CWG

lCT UNESCO UNFPA UillCEF URT;liA USAlD WGFP

Association ofAfrican Universities Association ofAfrican Women for Research and Development African Council for Communication Education Action for Development Association for the Development of Education inAfrica African Girls' Education Initiative Africa-Wide Gender Institute Africa Xerwork on Education For All Dakar Regional Office (Bureau Regionale - Dakar) Cambridge Female Education Trust Pan African Studies & Research Centre in International Relations and Education for Development Canadian International Development Agency Danish International Development Agency Economic Community of West African States Economic Development Institute, World Bank Education For All Equal Opportunities Research Project ~;\WE Chapter in Malaw! FA\\'E Chapter in South Africa FA\\'E Chapter in Zambia Research Priorities for the Education ofGirls and Women inAfrica Project African Women 's Development & Communication Network Female Education in Mathematics and Science inAfrica Gender andScience and Technology Gross National Product Higher Education for Development Cooperation Inter-Church Organisation for Development Cooperation Information, Education and Communication Association for North-South Campaigns Ministry of Education Non-Government Organisation ;liorwegian Agency for Development Pan-African News Agency Seychelles Association ofWomen Professionals Swedish International Development Agency Small Grants Programme Strategic Resource Planning Teacher Management and Support - Country Working Groups University ofCape Town United Xations Educational. Scientific and Cultural Organisation United Nations Fund for Population Activities United xattons Children's Fund Union of Radio and Television Xetworks inAfrica United States Agency for International Development Working Group on Female Participation in Education

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