FAWE Annual Report 2003

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Forum for African Women Educationalists(FAWE)

FAWE House - Chania Avenue, Off Wood Avenue PO Box 21394 00505 Ngong Ro2d, Nairobi, Kenya Tel: (254 020) 5 3351,573359,573131 Fax: (254 020) 574150 Email: fawc:@fawe.org

Website: www.fawe.org

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Contents 2

From the Executi ve Director Highligh ts o f 2003 Part O ne - Prog ram me O verview Part Two - Country Repo rt s Part T hree - Financial Repo rt Part Four - Loo king Ahead

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Annexes Executive Committee FA\'i'E Full Members Founding Mcrnbcrs Prominent \Yo men Educationalists female Associate Xlembers Male Associate Xlcmbcrs Na tional Ch ap ter Contact List Regional Secretariat Staff List of Abbreviations

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The Forum fo r Africa1l Women Educationalists is a pan-African non-goYernment organization, founded in 1992, whose goal is to inc rease access, improve retention and enhance the quality of education for girls and women in Africa. E-\\X'E's members are African women ministers of education, permanem secretaries and university vice chancellors who come togethe r to wield thei r positions and intluence in pursuit of FA\X'E's goal.

FA\X'E 's missio n is to wo rk at continental, natio na l an d local levels. together with pa rt ners, to create positive soci eta l attitudes, policies and practices that p romote equity for girls in terms of access, retention, performance and quality by intluencing the transformation of education systems in Africa, To put the goal into operation, FA\'\"E has facilitated the establishment o f :\ational Chap te rs in 32 countries ac ross the co n tinent.

FA\\'E's strategic direction for 2002-2006 calls for action in four key areas: Educatio n po licy Ad vocacv D emonstration in terve ntio ns • Replicatio n and main streaming Und er pinning the se is a fo cus o n capacity b uilding at both reg io na l and nat ional levels. Part icular attention is gi\'en to de velo ping the skills of X atio nal Chapters to intluence po licy fo rmulatio n, impleme nta tion and monitoring th rough advocacy, and to demonstrate what wo rks. T he ultimate aim is to in tluence gove mrne nts to re plicate and mai nstream such best pract ices, w ith an ove rall emp hasis o n actio n o n th e g ro und in line with Ed ucation For All go als, FA\X'E is suppo rted by a variety of age ncie s, fo undations and o th er dono r partners.

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From t e Executive Direc or wo years into the implementation o f the FAWE Strategic Plan 2002 -2006 , FA\'('E ' scored significant achievements towards addressing the constraints to girls' edu cation in sub-Saharan Africa. \'('ith th e year 2005 just around the corner (the D akar EFA target for elimin ating gender di sparities in primar y and seco ndary edu cation) FAW'E has jo ined hands with other players to step up efforts th at wo uld lead to more action o n the ground to improve gi rls' acces s, retentio n and performance. To achieve this goal, FA\\'E atta ched even g reater urgency to strengthening the capacity o f FA\X'E National Chapters, wh ich are the heart o f th e actio n o n the grou nd. This included enhancing capa bilities in poli cy dialogue, advocacy, programme planning and implementation and reso urce mobilization.

Indeed, this report reflects increased activities by National Chapte rs in tackling the gender co nstraints to girls' education.

E-\\\ 'E's preoccupation with in tl uencing education po licies and plans towards ge nder responsivene ss continued , with a significant number of National Chapters becoming active memb ers o f the national Educ ation for All policy formulatio n pro cesses. It is g ratifying to note the increased levels o f attentio n to gender in educati on policies and plans. FA\X"E will continue to press for higher levels o f gend er-re sp onsiven ess o f educatio n policies and plans, especially in relatio n to gender budge ting wh ich is still lacking.

The innovative holistic d em onstrative intervention o f th e FA\X'E Cent res o f Excellence .has reached maturity where concrete achievements in imp rovin g girls' acces s, retention and performance are now clearly discernible. The achievemen ts in the Centres o f Exce llence in the first phase scho o ls in Rwanda, Ken ya, Tanzania and Senegal. which are schools in disadvantaged areas, include improved academic performance fo r the girls, raised levels of gender re spon siveness in teaching, school inte raction and management systems, and increased suppOrt for girls' education from community members, as well as their active participatio n in the o peratio ns of the scho ols. As an evaluato r was to ld when she visited the K ajiado Centre o f Excellence in Ke nya, "Fo r the first time the M aasai men actua lly went to school ho lding han ds with their daugh ters

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to regi ster them in school", Communities in the Sen egal and Tanzania Centres have mobilized financi al and mater ial support fo r the schools as well as assisted to curb dro p out .

Gi rls' empowerment programmes in the Centres of Excellence have resu lted in high levels o f self-co nfidence and asse rtiveness in the girls, and teachers' interactio ns with the students is much more ge nder-respon sive.

FAWE is en co uraged by th is positive develop ment and the interest already shown by several minis tries o f education to replicate this demonstrative interven tio n. In 2003 , FAWE, in collaboration with ministries o f education in Namibia, The Gambia, Tanzania and Ken va, established four new Cent res of Excellence. FA\\'E will continue holding ministerial consultations to influence mo re countries to scale up and mainstream this successful inte rventi on.

As " ill be not ed in the repo rt, all FA\\'E National Chapters have unde rtaken a variety of activities towards prom o ting access, retention and perfo rmance. Bursaries for needy girls, girls' club s, HI \' / ,\ ID S club s, T USE :-'I E (sp eak 011') clubs , reading circle s, peer coun selling, community gender sensitization, info rmal educati on for school dropout s and support to girls traumatized by war are so me exa mp les of such activiti es. The Chapters should, indeed, be saluted for their passio n and commi tment to improv e th e status of girls' educatio n in Africa.

Another highlight of the year was the stre ngthe ning o f the partnerships th ro ugh the establishment o f the FAWE Donors Consortium, which brings together ten of FAWE's major D o no r Partner s fo r both sustained funding and intellectua l discourse o n the develo pments and challenges to girls' edu catio n. It is o ur hope that mo re donor partners will join this Conso rtium to furthe r enhance the partnership. which is critical to overcomi ng the cha llenge s before us.

As we move toward s th e year 2005, FA\X'E will join hands with other stakeholders ro take stock of the levels o f achievement in imp roving the participatio n of girls in education. But most importa nt, FAWE will step up its effo rts tow ards caralysing more action o n the g ro und and giv ing the girls of A frica the o pportunity for quality edu cation. This they de ser ve, and this is the ir undisputable right.

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Highlights of 2003 (Speak 0'(1) reached more and more FAWE girls. The community of the ~[gugu Cent re of Exce llence in Tanzania extended the process to five primary schools from which the centre get s its stude nts. Th e Tusem e programm e was rep licated in the D erartu Tulu secondary school in Ethiopia and in Xluthetheni High School, Mach akos, Kenya. Tu seme workshops encourage girls to speak o ut o n matters that affect them , as well as to sho w wh at they are capable o f achievi ng,

Eight Nati on al Chapters (Burkina Faso, Chad, G hana, Ken ya, N am ibia, Rwand a, Za m bia, Zimbabwe) co nducted co mmunity-based sensitizatio n wo rksho ps and campaigns to empow er co mmunities o n how to approach po licy issues, analyse gender gaps and address causes o f low enrolment o f gi rls in the schools.

A FA\X'E D onors Co nsortium was established with ten don ors (The Rockefeller Foundation, SID A/Swed en , The \\ 'orld Bank, Netherland s, Norway Mini str y of Foreign Affairs, Finland Minisrrv of Foreign Affairs, Ireland Aid, D FID, UN ICE F, Denmark) committi ng to suppo rt the financial requireme nts speci fied in the Strategic Plan. Specific activities leading to the esta blishm ent of an End owment Fund were also started, wh ile seve ral consu ltations were made with po ssible new dono rs and pro ject propo sals were prepa red for new fundi ng.

The Science Camps, a be st practice identified fro m FE;\ISA (Female Education in Mat hem atics, and Scien ce in Africa) were replicated at the national level

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by X ational Chapters in co llaboration with ministries of education in five countries - Came roo n. Burkina Faso, Swaziland , Uganda and Za mbia.

Six N ational Chapters - Burundi. Gh ana, Liberia, Sierra Leone, Swaziland and Togo - underto ok activities to imp rove acce ss and to monitor Education For All implementation for gender-respon siven ess.

N amibia and Th e G ambia joined the cadre of co untries with Centres o f Excellence. The ministries o f educatio n in Ken ya and Tanzania. which have existing Cent res, requested Fi\\\'E to co llabo rate with them to replicate the concept in o ther schools. A sec o nd Cent re was started at Athwana Mixed Secondary School in Mer u district, Ken ya, and at Lufilyo Seconda ry School in Rungwe District, Tanz ania. These bring the number of Centre s of Excellence to eight so far.

The process o f strengt hening 14 ~ ational Chapters was continual including X ational Chapter profilin g and identification o f strengths and weaknesses o f each N arion al Ch apter. Capacity building through technical

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assistance was undertaken . Several Na tional Chapter general assemblies were held, Chapter memb erships were reinvigorated, and financial suppo rt was extended for administration and interventions o n the ground.

Eigh teen Xational Cha pters (Benin, Bur undi, Cameroon, Como ros, Gabon, Gh ana, Liberia. Mad agascar, Senegal, ~iger, Xigeria , Seychelles. Sierra Leone, South Africa, Swaziland, Togo, Zanzibar, Zimbabwe) were targeted to increase access. particularlyo f rural girls, urban slum and/o r street girls, the very poor, and girls from geog raphically and culturally isolated o r marginalized co mmunities. The Chapters implemented bursary schemes, sensitized their co mmunities, enhanced access to S),IT subjects, and networked with community-based and non goyernment organizatio ns that also promote girls' education. Six Xational Chapters received demon stration and in terven tio n grams to increase activi ties for improving girls' access to school at the grassroo ts level. This is a co mpe titive fund available to the 19 focal X atio nal Chapters.

D uring the year, II countrie s (Burkina Faso, Ethiopia.

Gambia, Ghan a, Kenya, ~amibia, Rwanda, Senegal, Sierra Leone, L gand a, and Zimbabwe) received bursarv and scholarship funds. Some o f these were from the ED D I fund, while others were from E\\\' E o fti ee.

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FAWE strategic objectives: • Influencing policy formulation, planning, implementation, monitoring and evaluation in favour of increasing access, improving retention and enhancing performance of girls. • Building public awareness and consensus on the social and economic advantages of girls' education through advocacy. • D emonstrating, through interventions on the ground, how to achieve increased access, improved retention and better performance of girls.

Influencing replication and mains treaming of best practices from the demonstration interventions into broader national education policy and practice.

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Part One- Overview was the second rear o f the implementation o f FA\\'E's Strategic Plan for 2002-2006, The centrepiece of the plan - increasing acces s in 18 Xational Ch apters and stre ngthening 14 National Ch apt ers - is well und er way. The emphasis was on building National Ch apt er capacity fo r effective implementation o f the FA\,'E manda te at th e local level, so as to magnify the impact o n the ground.

Over the reporting period. E-\\YE's activities were based on irs four main strategic o b jectives - influencing education polic y reform, advocacy, demonstr ative interventio ns, and influencing replication and mainstreaming o f best practices. L' nderpinning the se was a concerted focu s on capacity building at both regional and national levels. Part icular attention was given to de veloping the skills of X ationa l Ch ap ters to in tluen ce policy fo rm ulation. im plem en tatio n and mo nitori ng. advocacv, and de mo n strating what works. T he ultimate aim was to intl uencc governments to replicate and mainst ream best practices. with an ove rall emphasis on Education For All goa k T his section provid es a brief o ver view of regionwide accomplishments in pursuit of th e FA\\1: stra tegic objectives.

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Objective 1: Stimulating Policy Reform Policy reform is essential to the education al changes

F;\\,'E is striving to attain in sub-Saharan Africa . H ere is where the fort/III in E-\\, 'E's name comes into play. To press

ventures to achieve Education For All goals, Int ernally, E-\\, 'E facilitated statutory meetings, o rganized national me mbership forum s and brought Cha pters tog ethe r for learning and sharing policy ob jectives, Key achie vements for the yea r include: I\ stro ng sho wing at the ADEA Biennial 2003 meeting in Mauririus in ~ O\· emb er. The theme of th e meeting, theQ uestfor Quali!J--LeamillgfrolllthrAfdcon E.-,p r17·tJlCf. gavc F:\\,'E the chance to exhibit-its ow n quest fo r quality b~- focusing on the Centres of Excellence as models of quality educational facilities for girl s. 35 delegates attended the E-\\\'E Session including representatives from six Centres of Excellence (see b»..... for deta;ls), r\ panel presentation on girls' education at th e Southern Africa D evelo pm ent Communi", (S,-\DC) Policy Forum in Zanzibar in Augu st, T he forum brou ght to~ et h c r permanent secretaries of the S:\ DC countries to discuss developments in education in the region and F \\\E had the o ppo rt unity to dialogu e o n ge nder in ed ucation in th ose countries.

App lication o f the gender-mainstr eaming tool developed in 2002 - Tbe ABC of C mder Responsire Ed" cal;oll Policies - Guidallcefi r fllla!rsis alldplallning. T he booklet was used to ensure tha t ge nde r issues are fullv incorporated into EE-\ national action pla ns.

Organization o f Xarional Chapter membe rship meetings. presentation of papers at international fo rums and participation in enhancing- globalle'\-el campaigns on girls' education policy issues.

fo r policy change E-\\\"E pro vides a platform and a mec hanism for its mem bers and its ::\atio nal Chapters to wor k to in fl uence natio nal p rocesses. In 2003, activities to thi s end included trainin g in ge nder rnain strcaming, monitoring th e ge nd er respon siven ess o f ed ucatio n plans, collating data o n the status o f girls' education and wo rking to intlue nce policy at the global level.

E-\\\"E X ation al Chapters and the Regio nal Secret ariat documented and di sseminated bes t practice s so as to intluence their replicatio n and main strearning, At both regional and national levels F.r\\\·E coordinated. m oni to red and evaluated programmes for girls' educatio n, and in all o f the se sought to create partner ships and collaborative

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ADEA BIENNIAL 2003 MEETING The Association for the Development of Education in Africa conducts a general meeting every second year that has become one of the most important gatherings of education practitioners on the continent. This year's meeting convened in Mauritius on 3- 6 December centered around the theme, "The Quest for Quality-Learning from the African Experience", Alongside the ministerial level conclaves, FAWE and other agenciess gathered to present their own activities and lobby for support of specific issues.

FAWE mounted a major exhibition of its own vehicle for attaining quality - the Centres of Excellence - to share experiences on how to transform an ordinary school into a high quality institution.

FAWE's presentations highlighted the Centres' holistic integrated package, which recognizes the importance of ensuring that gender responsiveness permeates the entire educational environment. The FAWE Centres in Kenya, Rwanda, Senegal and Tanzania provided practical examples of the components of the package. Teaching methodologies and approaches were drawn from Kenya, for example, while student participation and empowerment were based on experiences of the Rwanda and Senegal COEs. Tanzania supplied an example of a workable partnership with communities.

In addition to the se activities, FA\YE accelerated its action towards achieving EFA goa ls and analysis o f E FA plan s in 17 countries. Eight of the 18 EE-\ action plan s received at the C",ESCO /BREDA o ftice bv Februar v 2003 were from countries with E-\\X"E ~ ation al Chapters.

An analysis o f the se eigh t count ry plan s showed tha t the co untri es that participated in the FA\\'E gendermain streaming programmes had more gende r-related activities in their plan s. These activitie s included information , community mobilization, capacity building, safety and security for g-irls. favourable school enviro nme nt. recruitment o f women teachers, and suppo rt and incentive measures such as pr ov ision o f bursaries and textb ook s.

Strategic partnership s and networks with o rganizations involved in polic y formulation for girls' education were strengthened . A study on Re-Ent ry Policy

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for Ado lescent Mo thers was conducted. Meetings, forums and exhibitions were organized, including a forum o n EFA convened by the Guinea Chapter and FA\\'E Kcnva's workshop on gender mainstreaming in CPE and EFA .

FAWE ON THE INTERNATIONAL SCENE ADEA meetings The ADEA Steering Committee met twice during the year, in Maseru, Lesotho, in April and in Paris, France, in October.

Two consecutive meetings were held in May (23- 29) in Libreville, Gabon. The first was the ADENInternational Agency Team and Task Force on Education (IAn) and HIVI AIDS Technical Experts Seminar. The second was the SubRegional Ministerial Conference for Central Africa, which looked at "Effective Responses to the HIV/AIDS Pandemic in the Education Sector - from Analysis to Action". The ADEAAfrica Journalism Award Jury met at FAWE House, Nairobi, on 4-6 June, with the FAWE Execulive Director in attendance. FAWE was represented at the ADEA meeting on quality education held in Paris from 30 June to 3 July.

The ADEA Biennial was convened in Mauritius in December, where FAWE held its own side Session.

EFA meetings The first EFA meeting of the year - the Experts Meeting on Cultural Policies and EFA - organized by the Swedish Commission for UNESCO was held in Libreville, Gabon, on 11-14 May. A second meeting -Investment Options in EFA: Addressing Gender and Other Disparities - was held in Ouagadougou, Burkina Faso, on 25-27 June. UNICEF organized the meeting. The third meeting of the Working Group on Education for All was held in Nairobi. FAWE attended all three meetings.

UNESCO meetings Du ring the year, UNESCO organized three meetings in which FAWE was invited to participate. The first meeting the 32nd Session of the General Conference of UNESCO was held from 29 September to 17 October in Paris. The second was held from 19 to24 October in Bangkok, Thailand. The last meeting - Experts Group Meeting on the ew Partnersnip forAfrica's Development (NEPAD}UNESCO - 'gathered in Paris on 1(}-12 December.

P r Commonwealth of Learning (COL) Board Meetings FAWE was also represented atthe two COL Board meetings held during the year. The first meeting was held In Vancouver, Canada, in April. The second, in Edinburgh, Scotland, in October, combined the COL Board Meeting and the Commonwealth Ministers of Education Meeting.

Other meetings included: .

International Youth Foundation (IYF) Board Meeting, Washington , D.C., March.

ADEAlWorld Bank Institute meeting with SEIA Uganda Conference on Secondary Education, Kampala, Uganda, June.

Africa Regional Training Conference on Tertiary Education, organized by the World Bank, Accra , Ghana, 23 - 25 September.

SADC Policy Forum, Zanzibar, 25-27 August.

O bjective 2: Advo cacy Advocacy goes hand in hand with policy refor m - an d reform m ay no t ha ppe n unless an d until an aware pu blic learns to press fo r change. The aim o f FA\\~E 's advocacy initiatives was to fully infl uence g()\¡ernmenrs - often . throu gh actio n at th e co m munity leve l - to implemen t activities th at wo uld en han ce girls' education throughou t th e continent. In order to reach acro ss the co ntine nt, 14 foca l N arion al Ch apters (Burkina Faso, Cam eroon, Chad, Comoros, Ethiopia, Gambia, Ghana, Ken ya, Rwanda, Sierra Leone, Togo, Uganda, Z am bia, Z im ba bwe) endeavo ured to touch a wide ran ge of individuals, so cieties, o rganiz atio ns - and of course policy m aker s - to build a constituency fo r girls' ed ucation. In addition to such outreach, at the regional level advo cacy activities too k shape in a variety of me dia acti vities, includin g: Website: A visit to www.fawe. arg reveals an attract ive an d user-friendly venue for finding the latest in fo rma tio n about FA\\'E and issues related to girls' education. The web site co nt ains all the FAWE pub lications and documents, details of its membership and governance, posters, and

prog rammatic activities within th e National Chap te rs, be sides providi ng usefu l link s to o ther part ners that p romote girls' education.

SOME REGIONAL POLICY INITIATIVES Enhancement of EFA Goals FAWE has been striving to meet the EFA goal of ensuring that by 2015 all children, particularly girls, children in difficuU circumstances and those belonging to ethnic minorities, have access to, and complete, free and compulsory primary education of good quality. Collection, collation and analysis of the statistics on girls' education from the ministries of education were undertaken during Regional Secretariat missions to ten countries (Ethiopia, Kenya, Uberia, Namibia, Rwanda, Senegal, Sierra Leone, Swaziland, Tanzania, zambia). The data analysis revealed gender gaps that must be addressed byspecific policy actions. The National Chapters are still in the process of completing the collection of available statistics, policies, plans and other documents needed foranalysing girls' education trends.

Capacity Building on SWAP Process This training meeting organized byUNICEFlEastern and Southern Africa Regional Office (ESARO) in August 2003 intended to build the capacity of participants in the sector wide approach to programming (SWAP). The FAWE Secretariat and FAWE National Chapters from Ethiopia.

Kenya, Rwanda and zambia took part. The main motivation of SWAP is to set priorities and improve the efficiency of resources and external support to achieve education sector goals.

The training process started with a review ofthe sector in order to identify the challenges, issues and hence policy priorities that will drive education in the coming years. The review exercise was followed by the development of a sector strategic plan that was intended to guide the operations of all partners. \

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Publications: Print media are im port ant as well. T he q uarrerly m agazine , FAIrE "'", ,s, co ntinued its in-depth coyerage o f issu es pertinent to the educatio n of girls and wo me n in sub-Saha ran Africa. T he first two issues o f the year were co m bined into o ne bum per editio n cove ring th e them e: "Engendering E FA - Is A frica o n Tr ack?" To add ress thi s que stion, the m agazine foc used on gende r pariII' as a key land ma rk on th e road to E FA, addressed ways o f mainsrreaming gender int o national EFA actio n pla ns, and loo ked at the special case o f conflict an d post contlict situ atio ns. The third issue raised G irls' Voices in support o f S.\lT srudies. This issue featured co m ments bv girls th em selve s on the im po rt ance o f lea rning marh s and science. It revisited the FE.\IS,-\ initiative and explored the co rrelatio n among teache rs, curricula and parents in aid of girls' S.\ IT ed ucation. T he final issue looked at Girls' E ducation at the Grassroots - Com munities as agents of chang e. The central concern was how to ens ure effective co m munity involvement in the implementation o f girls' ed ucatio n ini tiatives.

Exhib itio ns : E-\WE's participation in local, na tio nal and international m eeti ngs o ften included displa ys and exhibitions of acti vities acro ss the continent, T he biggest exhibition of the ~Tar was at the \ DEA Bien nial meeting In Mauritius, where F\\\"E's portrayal of material" on its ( entre, of Excellence attracted signiticant attention. This c non offered, aluable reference pOJnts for in-depth .ns of E\\\ I' CaE and how the centre could

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be replicated. Some countries (Kenya and Tanzania) requ ested the establish ment of other COEs. Media: FA\\ 'E Na tional Chapters participated in radio talks and T V inte rviews, as well as coverage of girb ' ed ucatio n issues in local daily newspapers. This medi a exposure boosted FA\\'E 's partnerships with other o rgamzatlons, G end er mainstreaming: T he booklet, The ABC of Gender Responsi ve Educatio n Policies, was circ ulated all =--:ational Ch apte rs for adoption. T his to ol pro vide s use ful guidelines o n how to assess and imp lement Ed ucation for All actio n plans.

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Objective 3 : Demonstration Interventions FA\,'E 's demonstration activities fo r the ~'ea r targe ted 18 · .atio nal Chap ters: Benin, Buru ndi . Came roo n, Comoro Gabo n, Gha na, Liberia, .\Iadag ascar, Sen egal, ~iger, :\' igeria, Seychelle s, Sierr a Leo ne. South. Ytrica. Svcazilan.

Togo, Zan zibar and Zim babwe.

T he Regio nal Secr etariat provided financial and administrative support to the 18 ~ ational Chapters assisted with documentation and dissemination { f '")L practices, and facilitated the coordinati n. monitor . . f1 cv aluation of Chapter activ ities, Iniri. to. l: 1"'angL 1 ~ bursarv schemes rc communitv sen it' anon P" rc enhanced cnls" access tt S.\IT subject , and lob' ir c support of communirv-based and non go, ernmcn organizations that .11500 promote girls' education.

-\ sum man' of the kev achievements include": • A D em o nstratio n and Interve ntio n fund was put in place and made availa ble to the 18 L .ational Chapter Eleven Chapters applied for grants and six were acce pted for sup po rt, T he g rants ba-, c contributed t an inc rease in activities to improve girls' access to school at the grass roots level.

• Bur sar y fun ds to talling C SSI48,535 were distributee 1- Chapters (Burkina Faso, Bur und i, E thio pia, T he Gam bia, Ghana, Guinea, Kenya, Malawi, Namibia, J.

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r Rwanda, Sen egal, Sierra Leone, Swaziland , Tog o, Ugand a, Z ambia, Z imba bwe).

Eig ht National Chap ters (Bu rkina Faso, Chad, Ghan a, K enya, Na mibia , Rwand a, Zambia, Z imbabwe) co nducte d co mmunity-ba sed sensitizatio n wo rk shops and cam paigns to em power wo men o n how to ap p roa ch policy issue s, analyse gender ga ps, and address causes o f low en ro lme nt o f girls in the schools.

T he evalua tio n of th e Femal e Education in Math s an d Scien ce in A frica (Fp ;l ISi\) p ro ject was co mpleted, yielding concrete reco m mend atio ns on how to mai nstr eam FE~ r S A best practices effectively to increase girls' access to S ~ rT subjects. ~ational Chapters conducted science camps in co llaboratio n with ministries of education in five countries Cameroon, Burkina Faso, Swaziland, Cganda and Zambia. A total of 498 girls participated in these camps. In addition, a subregional science camp was organized in D ecember in Senegal with four ~ational Chapters (Bu rkina Faso, Senegal, Chad and :>lali) partlclpatmg.

Ten National Chapters (Burkina Faso, Cameroon, Kenya, Xlalawi, Xfali, Mo zam biq ue, Swaziland, Tanzania, Cganda, Zambia) came together to develop their S:>IT programme for 2004-2006, and to translate the p rogramme into their individual Chapter plans fo r 200 4.

Six Xa tional Chap ters (Bur und i, Cameroon, Ghana, Sierra Leo ne, Swazilan d, Cga nda) unde rtook acti vit ies to imp rove access and effe ctive moni toring o f E FA impleme n tatio n for ge nde r-responsiveness and contributed to the d evelo pmen t of E FA national actio n plans. Activities rang ed from o rga niz ing na tio na l ca mpa igns for E FA and tra ining wo rk shops for sta ff and local people, to giving b ursaries and lear ning materials to financ ially disadvantaged girls and sup po rting girls rescu ed fro m war regio ns. T he Chapt er s also built teacher cap acity for imp rove d gender-resp onsive teaching methodologies and d isseminated S~ lT- sp ecitic teac hing and learning materia ls, and fo llowed up on data co llection an d usc,

Bursary Funds Nearly all FAWE National Chapters maintain some kind of programme to assist needy girls with school fees and other school expenses. Some of these are supported by the Education for Development and Democracy Initiative (EDDI) administered by the US Ambassadors in their countries.

(Some EDDI programmes are phasing out, to be repiaced by the African Education initiative - AEI.) Other funds come from a variety of sources, including local fund raising initiatives. Here is a sample of Chapter efforts in this area.

THE GAMBIA: One of the most significant achievements of the past year was the acquisition of US$40,000 fromEDDI. These funds provide scholarships and mentoring under the girls' empowerment component, enabl ing FAWEGAM to sponsor 478 girls, organize a Career Day for 107 girls countrywide in region 4 and hold a talk on "Take Our Daughters to Work" at the same venue. Two other career days were organized for 60 students, together with hands-on computer experience. The objective was to encourage the girls to participate in all subjects, particularly science and maths, expose themto available jobs, and motivate them to persevere in their education.

GHANA: Intensive fund raising mobilized support for needy girls at post-basic school level. The Chapter organized intensive remedial classes during vacalions involving the awards of 120 scholarships. The scholarship beneficiaries who completed their final examinations in 2003 also received career guidance and counselling, and training in life skills and community leadership. The Chapter launched appeals for support for needy students on their new website.

Under the access programme, an additional 35 girlswere given bursaries.

KENYA: The EDDI project has so far aided 158 girls whose performances were enhanced when they received the bursary assistance. Teachers confirmed that most of the girls became more psychologically and emotionally more stable once they were assured of their school fees. They were more focused, determined and confident to face life challenges. The project was scheduled t9 end in December, but the bursaries are likely to continue through AEI.

A mentoring workshop was conducted on 11 -14 Mayfor 39 EDDI girls with their teachers. The main objectives were to create a forum where girls could meet each other and share experiences, while Chapter members and teachers mentored them to develop self-esteem and confidence; provide material, emotional, psychological and spiritual support . The workshop also helped create a support system for girls with special needs, e.g., orphans, the deaf and physically disabled, and provided training in life skills, adolescent sexuality and reproductive health.

RWANDA: The Chapter continued to provide bursaries to very needy girls, bringing the total to 293 so far. Support included mentoring activities and a four-day workshop organized for all EDDI beneficiaries. A successful attempt to lobby for more scholarship funds brought in a total of US$10,000, thus enabling even more girls to enjoy access to education. The girls are motivated to perform noticeably better in school. ' SIERRA LEONE: A total of 22 recipients in junior secondary schools and teachers training colleges benefited from the FAWE scholarships programme. The 11 girls in junior secondary schools received the prestigious Excellence Award, while ten teachers at the Kissy Grassroots Centres received scholarships donated by David Anderson Trust.

TOGO: Pending the end of the EDDI programme and its replacement by the AEI bursary scheme, the Chapter held a workshop to assess the management status of the EDDI programme - protocols used in selecting needy students, amount to be disbursed, etc. Fifty bursaries (25 for primary and 25 for secondary school students) were awarded in Savanes and Plateau Regions.

UGANDA: The programme received a grant of US$600,000 for the period July 2003-September 2004. This is part of an "Appreciation Award" from the US Government to Uganda for the excellent implementation of the last grant. The grant targeted over 500 girls to access secondary education.

Besides, FAWEU instituted a Scholarship Board of prominent Ugandans to support girls' education who were willing to participate in fund raising efforts to leverage the award.

A National Scholarship Task Force was formed to replace the former committee, and administration of the scholarship

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was decentralized by fonming district task forces to ensur representation and transparen-cy. Publicity for the scholarships was intensified through articles in the New Vision and Monitor news-papers, as well as over the radii A total of 156 girls were awarded scholarships and place! in the selected schools in 2003. Ofthese, 66 had either n enrolled in any school or had opted for a cheaper one du, to lack of resources. In addition to 84 continuing beneficiaries, 240 girls were enabled to access secondar education and 11 completed theirA-level.

SMT Science & ICT Clinics Five Chapters took steps to emphasize science. maths ~ technology learning, as well as the use of information r communication technolo-gies. The intent was to help g understand that science is part of evervday life. and [() reachers become familiar with gender responsive methodologies for presenting the knowledge more effecrivelv. The eva luation of the Female Education in Maths and Science in Africa ( r E ~ I S i\) project carried c during the previous year offered some interesting suggestions for best practice. Among these was the yah of conventional science fairs, which bring students together to display demonstrations of scientific princip In response. 9 Chapters held local science camp~. a some convened events lasting several days. It was clear the camps would achieve much if organized annuallyespecially in the same month. The enthusiasm of the participants made it obvious that girls can indeed learn

Part One - Ov SMT sub jects! Science camps sho uld be mainstt eam ed into the curriculum so th at all students have the o p po rtu nity to bring out their hidden talents, Besides Burkina Faso.

Camero on and Swaziland the following countries also conducted science camps.

Gambia: Science camps o rga nized in Januar y 2003 provided ha nds-on learning ex pe rie nces fo r so me 80 girls over a five-d av sess ion.

Ke nya : 1\ science camp o rgan ized at the Central Prim ar v School, Kirui, on 12-13 Februarv drew a total of 11 primary schools from within the neighbourhood. Pupils, teac he rs and education officers we re exposed [0 materials on science, mathematics and technical subjects. Act ivities included strengthening the teaching of S.\ IT in various schools, guidance and counselling: and life skills training for the pupils. and discussions following the screening of videos. 1\ panel discussion on careers, presentation of FE~IS:\ badges and forma tion of F E ~ISA clubs rounded out the prog ramme.

Uganda: E-\\\"EC organized a X ario nal Science Camp at Gayaza H igh Schoo l for rural dis adva ntage d schools on 16 September. T he theme of the camp, which int roduced appropriate methodologies ior approaching S~ IT subjects, was The Value of Science and Mat hs to Community Life and the Ro le of \\"o m en. T he idea was to demonstrate to participant s the relevan ce o f S:\IT in so lving bo th daily an d fut ure p ro blems in the lives o f the lear ners. X arratives. brai nstorming . "ideo shows and drama, experiments. study rou rs, lectures, q uestio n and answer sess ions, critical incident techniq ues, and sho rt plays and ene rgizers were all used to capture the att ention of participants. r\ to tal 180 girls and 16 bo vs in pri mar y and "0" leve l senior secondary school, along with 23 teachers, particip ated in the science camp. which also prodded stu dy tips and hands-on complltcr and labo rato ry exp erienc es. The Chapter also facilitated science fairs at Fairway Prirnarv and Bu bulo Gi rls Schools in Mb ale d istr ict, Pupils and students exhibited science knowledge and pro jects that were co mmu nity linked and invited parents and education managers to participate.

Zam bia: G rant s we re given to two p rovi ncial Cha pte rs Lusaka and Copperbelt - fo r hosting and facilitating the S~ IT Teachers' Expos ition held OR ~-8 July, as well as for the pre-selecti on of entries. Other national branches also received g rams for participation in the Ex po, which provided a fo rum for teachers to exchange knowledge, in for ma tion, experiences and inn ovative approaches in teachi ng S~[T subjects and in moti vating girls to learn S~IT. It brou ght to ge ther 146 S~[T teachers from all ove r the counrrv T he Zambia N ationa! Secretariat, in conjunction with the Central Chapter, also organized a six-dar Girls S~IT Camp for 99 grade 8 and 10 girls from all the nine provinces and. te n from former F E~I S;\ schools. T he expe rie nces were aime d at stim ulati ng th eir inte res t in learning S ~ IT subjects and ultimately improving thei r learning achieve-ments. besides exposing them to innovative teaching: approaches. particularly the T.-\Ll'I.,-\R me thodology, wh ich promotes the use o f loca llr available reso urces. The best teacher s at the S:-IT E xpo we re selected to tea ch the girls at the S ~[ T Girls Camp, Objective 4 : Replication and Mainst reaming of Best Practices Since E\\X'E's inte rve ntio ns intend. to show what works in im proving access. retent io n and pe rfo rmance. the re is stro ng emphas is o n co llaboration with m inistries o f ed ucation to en sure that policy statements are implem ented, Fc\\,'E an d E-\\,'E :" atio nal Cha p ters co ndu cte d dialogue with poli cy' m aker s, planners and practitio ne rs to intluence replication and m ain stream ing o f be st practices.

As noted above, Namibia and. The G ambia joined th e cadre o f countries with Centres of Excell en ce. The mini stries of educatio n in Ken ya and Tan zan ia. which have existing Cent res. req uested F:\\\'E to coll aborate with th em to replicate th e concept in other schools. New Centres got started at Athwana Mixed Secondarv School in .\Ier u Di strict , Ken ya. and at Lufil yo Secondary Sch o ol in Rungwe Di strict, Tan zan ia. T he se bri ng the number o f Centres o f Exc ellence to eight so far.

The Tuseme approach to empowering girls continued to grow in influence . The community of the .\-lgugu Centre o f Excellence in Tanzania extended the proc ess to five primary schools from which the Centre gets its students.

The Tuseme programme was also replicated in the Derarru Tu lu seco ndary school in Erhi opia and in Muth etheni High School, Machakos, Kenya. Tu serne workshops enc ourage girls to speak out o n matters that affect th em as well as show what they are capable o f achie ving.

Centres of Excellence The FAWE Centres of Excellence (COEs) focus on the specific compo-nents FAWE has found to be essential to ensuring the quality of girls' education while at the same time making significant progress interms of access and retention. The package focuses on teaching methodologies and approaches, teacher-student interaction, student participation and empowerment for better learning, and adequate infrastructure. Community involvement in school activities is essential, as is a strong emphasis on participation in science and mathematics and access to information! communication technology.

Teacher-student ratios are kept to manageable limits, while sufficient supplies of fextbooks and other teaching and learning resources are made available. A significant component is empowering the girls - specific measures to instil in them the self-confidence theyneed to make the most oftheireducational opportunities, and their lives.

There is also emphasis on gender-sensitive administration and teaching, guidance and counselling, science and information technology, and bursary support.

Essential strategies for implementing the package are the involvement of all stakeholders - students, parents, communities, teachers, school administrators, education departments, donors - and capacity building and sensitization and skill training for all stakeholders, individually and in groups.

The total package requires the full commitment of the policy and school communities. But experience to date indicates that the infusion of resources and changes in attitudes embodied in the Centre of Excellence concept yield outstanding results - girls (and boys) who are well educated, articulate, dynamic and thoughtful, with the

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potential to make the most oftheirown lives and take th rightful place in the development of their country.

FAWE started its Centre of Excellence programme i 1999. Two new Centres of Excellence got under waythi year, in The Gambia and Namibia, joining those in Keny Rwanda, Senegal and Tanzania, and initial community mobilization exercises were held for additional Centres Kenya and Tanzania. Negotiations for opening a Centre Ethiopia are in the final stages.

Capacity Building and Organizational Developmei Capacirv building applies to rhe Regional Secretariat a National Chapters alike and shapes the ability to deliv the strategic plan. Fourteen National Chapters were t focal points o f FA\X'E's strengthening programme de the year. The capacity building aimed at four major al nurturing effective ~ arional Chapter management. ef engagement with policy makers and communities, str to promote acces s at grassroots level, and demonsrra interventions to promote retention and performance through the establishment of centres of excellence. ,; exercise to identify the strengths and weaknesses of focal Chapters was carried OUt to guide the provisior assistance.

FA\X'E Atrached Technical Ass istance (FAT A) Programme Officers were appointed in Th e G ambit Kenya, Malawi and :'\amibia . Ot her support involve provision o f technical and fin an cial support to the Na tional Chapters, imp lementation of work plans b the Centre o f Excellence model. and organization c regional meetings on the Centres. It also incorporan do cumentation and dissemination of best practices, coordination. mo nitoring and evaluation of activirie . within the focal Chapters.

At the regional level, the Secretariat srrcngthen c own capacity by recruiting addit ional staff with skill relevan t to the strategic plan objectives. training exi: staff for impleme ntation of the plan, and ensuring the svsrems were in place for improved coordinatio l.l ati~nal Chapters. Membership was reinvigo rated : governance of the organization im proved.

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The Secretariat spearheaded the development and pr od uction of a uniform grants criteri a for adop tion by all National Chapters. T he Technical Committee, which has responsibility for reviewing and revising funding proposals submitted by the National Chapters, reco gnized the need for the guidelines. Print and electronic copies o f the final Grants Guidelines in En glish and French were then sent to all th e National Chapters to promote access.

Partnerships: To enhance its activitie s, the Secretariat received significant backing and collaboration of suppo rtive partnerships. Partners included communities and key stakeholders, donors, and friends in the implementers of girls' edu cation. Nurruring tho se partnership s was a FAWE preoccupation across the continent.

The FAWE Donors Consortium The Donor Partners who have committed to the consortium are: The Rockefeller Foundation SidalSweden The World Bank Netherlands Norway Ministry of Foreign Affairs Finland Ministry of Foreign Affairs Ireland Aid DFID UNICEF Denmark

Capacity Building and Organizational Development: T he 26'h and 27'h sessions of the Executive Co mmittee were convened du ring the year. The first of the se was held in Addis Ababa, E thiopia, on 19-20 June, hosted by the FAWE Ethiopia National Chapter. The second meeting was held in Nairo bi, Ken ya, on 13-14 November. Six National Chapter General Assembli es were held - in Burkina Faso, Chad, Zambia, Mali, Tan zania and Uganda.

D onors: At the regional level, FAWE ceme nte d enduri ng relationship s with several funding partners by joining them in establi shing a FAWE D onors Co nsortium with ten donor s committing to suppo rt the finan cial requi rem ents specified in th e Strategic Plan for 2002-2006. Specific activities leading to the establishment o f an Endowment Fund were also started, while several con sultations were made with po ssible new do nors and project pro po sals for new fundi ng were prepared . The first meeting of the FAWE D onor s Consortium convened at FA\,(!E H ouse in N airobi, on 21 February. Besides the donor pa rtn er s the ms elves, pa rticipants in the meeting inclu ded Secre tariat staff, Executive Committ ee representatives, and five FA\VE Na tional Chapter coordinators (Z ambia, Malawi, Mozambique, Rwand a, Ken ya).

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a tional and local levels are both where the struggle to cha nge girls' prospect s for quality education must take place, and wh ere it will ultimately have the g reates t imp act within communities. FA\\'E X ation al Ch apter s are at the front line in the struggle. H ere we present a Chaprer-by-Chaprer sum ma ty o f the highlights of local and natio nal achievemcnts of th e yea r.,It is g ratifyi ng to sec how well some o f the Chapters arc coming up to speed even as the bett er established Chapters continue their stro ng programmes.

T his ou tco me is a di rect result of a lot of hard work based on the speci fi c ap proach taken in the Strategic Plan to build the capacity o f th e X ational Chapters in a systematic, targeted manner. T he emph asis was o n increased ge nder m ainstream ing into EFA policies and pl ans, and de mo nstration o f best pr actices in girls' education.

BURKINA FASO Influencing Po licy Reform The Chapter held a joint wo rkshop with U:--: lC E F and the \\"o rld Bank in June 2003 to launch the initia tives fo r the 2005 E FA goals. \\"ith Peace Corps support, E-\\\'E Burkina conducted a general assembly o n the basic education review, This meeting also elected ot he r m embers of the Stee ring Committee. A general capacity bu ilding fo r non-government and community-ba sed o rganizatio ns active in education was conducted. T he guiding the me for the initiative was "Impro ve the Quality o f Par ticipati on in Education", Ad vocacy FA\X'E Burkina advanced its ad voc acy o b jective in several ways. A national campaign fo r all ed ucationalists was launched in the city o f Bobo Dioulasso in April 2003 . All th e national VTA members participated, with the Association of Afr ican \'\'o men Pro fessio nals. local community members and F,\\\"E Burkina Faso as the key players. The theme for the campaign was "Vio lence against \X'o m en and G irls in School s" .

A to tal o f LSS 50 was awarded to the top ten girls in primary scho ols wh ere FA\'(E o pera tes. In additio n, some 12 best girls in science and rnarhs in Bogod ogo School

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were awarded prizes. and th e Girls' Club released rwo issues o f its new slett er during the year.

Demonstrat ion Interventions T he Chapter o rganize d its seco nd science camp in col ratio n with the :lIOE in August. T he camp was well attended by both students and teachers. T he intent w: enhance perform ance in S:\lT sub jects oye r as many schoo ls as possible. In Korn and jari Di strict, an inreg r: project on wo men's liter acy was initiated. In the pron furniture and clothes were donated to the targeted 14 schools under E-\\, 'E support. And finally, E-\\'i"E Bu was awarded l"SS I0,000 towards bursaries for rhe net students, Non-forma l educatio n activit ies for the ~'ear enga an aggressi"e tight against girls' dropout. To give girl~ possibility to continue learni ng. they were trained in Ii skills and other areas . Besides the dropout girls, the p g ramme targeted girls who wo rked as market trade rs house-helps (m aids). These girls were encouraged to • eveni ng classes whe re they were taug ht various subjer Ouagadougou. training in S..\ IT and French was orgar for the girl dropouts; 18 out of the 28 girls in the trai passed their national examinations.

Tr aining and resource centres were established in Dioulasso and Ouagad ou gou to help tight violence a! wo m en and girl dropouts. In additio n to th ese centre Girl s' Clu bs were estab lished in both seconda rv scho and at th e university. An o pen day for the reso urce ce in Bogod ogo att racted several agencies, inclu ding the :lIOE, U1\ IC E F, OSEO, th e local community and ad trati on , as well as the girls. To mak e th e da y suCCCSSfl girls present ed poems and performed plays and skits.

Session s conducted during the year trained teach, gender issues and men rored community members or: ad vocacy and literacy m atters. Xlorh er s of th e sup pa girls were assisted to initiate inco me-generating: activi Capacity Buildi ng and O rga nizatio nal Developme F,-\\'i'E Burkina membe rs participated in s and the se rariat wo rkshops during the year. T he main themes t~ wo rkshops included Evaluation of Pr o jects by local 1 and Violence agains t \,'o men and G irls. D uring the,'

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sho ps the member s were trained on basic accounts and women's rights, the latter being facilitated by women lawyer s. A fur the r workshop on Sexual Ha rassmen t in the Schools was co nduc ted .

An inter-governmental agen cy o f the francop hone countries co nducted training on human rights for wo men.

The countries involved were Mali, Benin, Niger and Burkina Faso.

FA\'('E Burkina establi shed relationships with a "ide range o f D on o r Partner s, local commurti ties and CBOs whose interest is to in fluen ce activities on the ground.

Initiatives such as the Mothers' Clubs attracted a lot of support. O ther partners included wom en lawyers, Peace Corp s, Associatio n for Promoting N on-Formal Educatio n, N ation al Council Fighting H I\'; Associatio n for Women Professionals in Ed ucation, Ministr y of Educatio n and Literacy, and Mini stry o f Secondary, H igher and Scien tific Research. The also co llaborates wi th th e T EA group (Marbayassa) to facilitate action to address vio lence against women and girls.

CAMEROON Demonstration Interventions FAWE Cameroo n con ducted a science cam p in Bafoussam to enhance girls' co n fide nce in S:>IT. T he Chapter also reinforced the cap acity o f members for integrating adolescent reproductive health issues into their activities. A s part of this effort members participated in seminars in D akar, Senegal, fro m 28 April to 16 Mal' and in Lome, Togo, on 4-28 Augus t. From th ese meetings, a project prop o sal was drafted to integrate adolescent rep roductive health into education institutions.

Cap acity Building and Organizational Development O ther efforts to mobilize fund s were also advanced to ensu re that financing would be available for Ch ap ter activities, Targeted were the stakeho lders and membe rs.

CHAD Influencing Policy Reform FAWE Chad par ticipated in a specific seminar charged with

th e task o f valida ting the report o f a study on G ender Equality in Educa tio n.

Advocacy Facilitation o f Gi rls' Clubs in N'Dj ame na and Mand ella and participation in a nati onal radio bro adcast helped explain the mandate o f FA\1C'E in the country, and especiall y the role o f girls in society.

Demonstration Interventions To enhance girls' co nfidence in reproductive health, FAWE Chad orgartized a debate on adole scent reproductive health withi n the seco ndary schools. O ne o f the newl y establishe d schools (Asomption) orga rtized an open day to show their commitm ent to the adva ncement o f EFA go als. The Chapter also organized a training session for the teachers and parents of students at Kelo and Ati, where UNICEF operates. T he them e o f the trairting was ge nde r Issues.

Teachers within the community schools also underwe nt trairting to ensu re that they fully understood the students and the community they were working with.

In o ther activities, the Chapter ensu red that as many girls as possible got access to income-ge nerating activities, primarily so ap making using local ma terials. Several girls were trained on this and are currently ge tting so me money from the sales. One school within the regio n (Mandelia) was supported through the donation of a bicycle, furrtiture and chalkboa rds. This school was chosen because o f its lon g distance fro m the city centre, wh ich greatly hind er s accessibility. Flowing from this initiative, the govern ment launched a programme to cater for the sch ools within the nomadic areas. An d, the Chapter organi zed a national action plan to curb alcoh olism in the school system.

Po ssible strategies were elaborated and better ways sought for de aling with the problem.

FA\X'E Chad facilitated a capa city building wo rkshop for NGO s and CBOs that are active in education , and participated in other meetings in Mali on EFA to complement thi s effort. The Chapter also participated in the review o f the education program me and in the development o f yout hs and young children. Finally, the Chapter co nducted a region al guidance and co unselling wo rksho p for the youth in Afric a tha t att racted boys and girls from all ove r the region.

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Capacity Building and Organizational D evel o pment T he ge neral assembly for FA\,'E Chad convened o n 24 ~ r ay and elected office bearers. There was a drastic cha nge in th e compo sition o f th e Bo ard m embers (fro m one pe rson to th ree new councillors). To enhance th e function ing of the, an Office Messenger was recruited .

FA\YE Chad collaborated with C~ESCO Paris to o rganize the =' ation al Progr am m e o n Capacity Building for ~GOs and civil soc iety o rganizations, C~IC E F suppo rt ed the establishment of Girls' Clubs and provided co m plements for teachers' salaries th at had been provided bv th e loc al community th rough the PT.-\ members, O ne o f the new G irls' Clubs was launched in D ecem ber 20m ,

COMOROS Advocacy FA\\'E Comoros conduc ted a serie s of sensitizat ion workshops that targeted th e promoti on of girls' ed ucat ion at all levels. The ventu re reached all the villages in the country. Meetings wer e held in sch ools, while awareness crea tio n o f girls and thei r pa rents was emphasized . The sub secto rs within the Chapt er were revived and officials elected. This was achieved throu gh a series of school-based debates for girls. A G irls' Club was fo rmed and mento rs fo r the girls were identifi ed and the Ch ap ter celebrated the D ,,' of the Afr ican Chi ld, Capacity Buildin g and Organizational Development To enhanc e impl em entation o f activities, the Chapter recruited a Coordinator. As a result of this, consultatio ns o n a pl an o f action were und ertaken and the Execu tive Committee for the Chapter was co nstituted .

ETHIOPIA Advocacy FA\X'ETH advanced their ndvocacv progr am me th rough a well-organized press release to Rad io Fa ria and releases in

the weekly newspaper. ---ldd.s Zena. The radio programme deta iled the ac tivities initiated bv women with respect ro girls' ed ucation, whi le the weekly newspaper explained the

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role of the Chapter in education in Ethiopia, Chapter members also participated in local advocacy events. T E-\\\'ETH coordinator presented a paper o n "The Ex ence o f O ther Countries in Promoting Girls' Ed uca ti.

Pr imary Level" at a svrnp os ium on girls' ed ucatio n he Bahir Dar citv of Amhara Region al State in June, Th e coordinator also pa rticipated in a train ing o f trainers' workshop on H um an Tr afficking, HI\'j .-\IDS and G i Ed ucation co nducted ior high school teachers in Add Aba ba o n 25-29 Augus t. Here she presented a paper G lim pse Assess m en t o f th e Probl em o f Girls' Ed uca in Ethiop ia", D emonstration Interventions \\'ith suppo rt irom th e Regional Office, E-\\\'ET H C( ducred a three-day trai ning wo rks hop on Srrengthe nir Girls' Clubs on 9-11 June. Reso urce pe rsons came frc Kenya and Tanzania. and 150 stu dents (bo th boys ant and Girls' Clu b coordi nators fro m fi ve high schools i Ethiopia atte nded. T he wo rkshop was organized as a resp on se to a str ong plea sent by thes e ~..jrls to help rl th eir efforts to sensitize their communities o n the irn: ranee o f girls' education and the nega tive impacts of practices like early ma rriage, abd uctio n and female ge muti lation.

Higher education is not left our in Ethiopia. D uri 2002 /03 academic year, 160 female students from th.

Facultv, o f Science o f Addis Ababa Unive rsirv and 1" , stud ents o f Dill a Co llege of Southern L nive rsitv \\' CI awarded bursaries and pocket mon ey. T he fund s wen obtained frum the \\'o m t n Affairs D epart ment o f th Prime Minister's O ffice.

Ca pacity Building and Organizational Developme T he Annual \Yo rk Review and Evaluation Session. in ing representatives o f th e 28 scholarship. backed higl schools and the G overnment al Education Bureau, w: co nd ucted in Ad am a citv in Sept ember. This mc ctiru held in conjunction with p.-\rT lrhiopias \\'rap .l¡p Seminar \\orkshop on Tutoria crvrces .ind School ( In addition. the F \\X"ET J J Project ( trfic r presented paper on "Hlusrra ivc l nc. n l (H:n<:: tlllg 'cc rivnies" -\n exrraordin.u- nucun-; If r: \\\ I: I' thiopiu's g

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assembly was held in Addis Ababa on 12 April. The purpose o f the meeting was to review, discuss and corn ment on the bylaws o f the National Chapter, which had been submitted to the Ministry o f Justice for registration.

A new Finance Officer joined the Chapter staff. Her recruitment greatly enhanced record keeping of all sch olarship s awarded to the girls, besi des development o f a detailed data compiling guide/ forma t for use in the 28 high schools supported by the Chapter.

FAWETH ho sted the 26th EC Meeting in Addis Ababa on 19-20 June 2003, while a consultative meeting nourished stronger ties berween th e Chapter and USAID. The USAID Mission's Assistant Administrator for Africa and the N ational Chapter coordinator reviewed strategies to fur ther strengthen the E thio pia progr amme.

G,IVYI~

Advocacy Tbe Voitt of FA IFIEGAM, the Chapter new slett er, was an important vehicle for advocacy. The newsletter provided girls and oth er interested partners the foru m fo r speaking up and ch am pioning th e cause of female education, effectively servi ng as a tool and medium for public sensitizatio n on girls' education . The newsletter clearly captivated the girl s' in tere st as reflected in th e large number o f articles received for publication. The girls them selves co ntributed articles about issues affecting the m and their educatio n (e.g., the imp ortance o f girls' ed ucation, prob lem s and effects o f ea rly ma rriage , teen age pre gnancy and appreciation for the ED D I spo nso rship sche me).

)em o nstratio n Interven tions \\\ "EG.\\[ launched 21 Xlothcrs' Clubs during the vear. icing-iog the nu mber of su ch clubs to 8 1. The rationale fo r these clubs wa s to p ro mo te girls' education within cornrnunines where th e nee d fo r girls' education is critical. Communi ty em powermen t and sensitization progummes were initia rcd within each club. Mem ber s or the clubs we re encouraged to giye moral su p pOrt to the schools and to support the educ atio n o f their daught ers. T he highlights o f the discu ssions included int ro ductio n o f FA\\"EG A'\ !; the importance of education, and th at o f girls in pa rticular; the

role o f parents in the ed ucation of their children; the need to mobilize", empower and educate mothers in support of girls' edu cation; and the need to monitor progress of girls in school.

At the sam e time the Mothers Clubs were formally launched they were provided with seed monel' to enhance their capa ciry for generating additional inco me to support the education o f their daughters. Each club was given seed monel' of 04,000 (USSI 82). Established clubs were visited to monitor progress.

Focal Points Worlubop: An annual consultative meeting of all Focal Points (i.e., teachers in charge o f the FAWE Clubs in the schools) was organized for 60 teachers. The purpose of the meeting was to review previous activities, . assess pertinent issues discussed at the All-Girls Conference and assist the teachers map o u t an appropriate acti on plan for the year.

Ce ntre of ExceI.Iencc: A visio n wo rkshop in May thi s year at the new Centre of Exc ellence - Sambang Uppe r Basic School in Central River D ivi sion - clarified Centre of Excellence concepts and drafted an action plan fo r the school. The workshop used the Tuserne process through which the participants came up with a common vision for the Centre. The stro ng collaboration with the Depareme nt of State for Education (DOSE) was evide nt in their participation in all the processes. And to show their co mmitment, the local communities co nstruc ted a fence around the building.

G irls' Clubs: The national All-G irls Co nference , organized centrally, att racted the particip ation o f abo ut 60 schools.

Anothe r con ference, organized by N usrat Senior Secondary School, drew participant s from ot her schools in the area in Regions 1 and 11 under the theme " Part nership in D evelopment" . T he emphasis of the conference s was on creating awaren ess about HI V/ AIDS and related issues, enab ling girls to actively particip ate in community ne tworking so as to achieve tar gets and set o bjectives, and mentoring girls (0 particip ate in fund raising activities, be inn ov ative and come up with good ideas with regards to their education.

C apacity Building and Organizational Development In October, a FÂŁ\\X'E Att ached Techn ical Assista nt (FATA) was appo inted as a means o f strengthening the Ch ap ter.

T he ofticer began add ressing her term s o f reference throu gh implementing programmes and building capa cities.

GHANA Influencing Policy Reform Im proving the knowl edge base tor policy making was the aim o f a series o f research activities to demo nstrate the extent o f problems in girls' education. One of the key achieveme nts incl uded mainstreaming the outcome o f three research st udies undertaken by E-\\X'E G hana: "Sexual Maturatio n and Menstrual Hygiene ~ I an agemen t" , "Adolescent Girl s' Knowledge about HI V/ .-\10 5" , and "Life Skills" , The idea was to ens ure the information was placed to intluence policy formulation as well as plan s for interventions. Besides thi s. a baseline study into " Xegative Practice s and Custo ms T hat Constitu te Barriers to Girl s' Education and Sexual Health and General \X-elfare" was initiated to pro vide deep er insigh ts into specific practices to facilitate prepa ratio n of a strategic model for communication and advocacy.

Advocacy Major achievements during the year included gaining authorizatio n for the operation o f FAKE F"l radio and celeb rating th e Chapter's tenth anni versary. The latter was . observed by th e publication o f a spe cial tenth annive rsary

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editi on o f the Chapter new sletter highligh ting E-\\X'E G hana's acuviues. achie vements and ch allenges ove r the past decade, T he reloc ated radio studios were completed to receive transmittlng C(IUipme nt and ope ratio ns are set to begin in the :"\ew Year.

T he broadcastin g capability will facilitate other activities begun during the ye<1 including build ing awareness among grassroo ts imp l er s and policy maker s about the factors that affect enrolment. per sistence and achi eveme nt o f girls in 50 T he y used advocacy workshop s, 'TV and rad io discu and public forum s. But, no strange r to the bro adcas media, E-\\XE Ghana also conducted a discussion al adolescent maturation and men strual hygiene mana] that has been regularly featured un nationa l radio an D issem inatio n wo rkshops for the study on " 1'-:.0 edge of Adolescent G irls about HI \ ' / AIDS " were ( ized for over 100 stakeho lders from 1- distr icts. Fur achievements included hostin g a Col labo rative Foru EE-\ with specific reference to "Gender Equity: \\"h they?" About 64 sta keholders fro m the " IO E and tl Ghana Education Ser vice (G ES) and deve lopmen t I atte nded. A furrh er dissemination workshop o n the tu re, Causes and E ffects of Streetism" was organ ize the media, district rep resentatives and girls living in st reet s.

Another important thrust o f f'ÂŁ\\X'E G hana ani during the year was its focal district outreach. T he 0 was to organ ize partic ipatory workshops for selectee

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districts with low fema le enrolment and address problem s peculiar to the districts so as to enabl e focal point contact per sons to initiate grass roo ts ou treach pr ogr ammes that promote female educatio n. Key achieve ments includ ed sensitizatio n and training workshop s. For example, wo rkshops for cornmunitv leaders on "Developing Appropriate Communication Tools for Effective Grassro ot s Ad vocacy" were organized for 97 participants from 27 focal districts.

Participant s included Queen Morhers. religiou s leade rs, youth leaders and grassroots opinio n leade rs. .-\. series of advocacv and gender sensitization wo rkshops was also o rganized for 200 head teachers, Circui t Supervisors and D istrict G irls' Education Officers from 27 foc al distric ts to make them more responsive to suppo rti ng the education o f girls. This was followed by training work shop s for 180 co m munity campaign facilitato rs to prepare them for intensive grass roo ts advo cacy. To crow n this activity; a to tal of 27 D istrict Teams were resourced to begin int ensive advo cacy campaigns using the Chapter's Jlanlfa/ o/ Best Practices and Lessons Learnt in .4d/'oca~)' in

Supporr of Girls' Education.

Demonstration Interventions O ne driving objective oi FA\,'E Ghana is ro provide in formation, data and relevant stati stics o n girls' and women's issue s, especially for researchers. policy makers, implcmenters, partners and other stakehol ders. The idea is to advance advocacy, polic y planning and implementati on in support of girls' education. A to tal o f 17 community resource centres were given pac kages o f brochu res, posters and info rma tio n on life skills, HI\' / AID S and othe r issues per tinent to girls' edu cation. Six resource ce ntres were provided with computers and a new Chapter website was launched.

Training: T he Chapter set out to idcnri fy and implement intervention program mes that would h.1\'C a positive impact on community efforts to improve participation of girls in schools..-\5 a result of this goal, t-o0 trainee instructors in batik and tie-dye p roduction and dressmaking were graduated and sent to undertake training programme!' in one fA\\ E district, while six trainees graduated from the vocational training cen tre in another district. Another ten

new trainees were en rolled at the Leadership Tra ining Centre (LT C) in Accra to begin their leadership and skills training progr amme. Of the se, three were streamed into the ~ sab a Diaspora Community Secondary School. This school, whic h is a collaborative interventio n to pr ovid e seco nda ry education for brirls in depri ved rural educational circuits, held its first open and prize-giving day.

Dialogue with Girls and Media Outreach: To promo te th e aim of giving girls a voice today for the future, the Chapter undertook three main activities, T he key objective was to create a dia logue wi th girls bo th in and our o f school to tap their perception s about the facto rs that nega tively or positively affect ed their enrolment , per sistence and achievement in school and to share the outcomes with other stakeho lders. T he first activity was a series o f leade rshi p rraining wo rkshops organized ior 250 Ju nio r Club members and their resource persons fro m 27 focal dist ricts. This was followed by a study workshop for selec ted adolescent girls living in the stree ts of Acc ra to ascertai n the nature, causes and effects o f "s treetism", where several girls were sensitized about HIV / AIDS . In the process, oye r 200 girls, including FAWE Junior Club members and FA\\'E scho larship ben eficiari es, were trained as trainers of pee r educators for HI V/ AIDS. T he in fo rmatio n on streetisrn was presented in a special dissemi nation work shop and packaged for medi a and other stakeholders to exp ose the nature, cau ses and effects o f being in the streets. The general public, including media , :\"GO s, CBOs and o the rs engag ed in awareness about HI \' / AIDS, were also late r invi ted to the launch of the training o f ado lescents as peer edu cators, Capaci ty Building and Organizational D evelopment Capacirv building: o f the Chapter inte nded to train the F\\YE staff, mem ber s and collaborators to ensure effective coordination, planning, implementation and monitoring- of the overall F \\'(E objectives, T he kcv achievements included successful training of 2- F \\\"E district teams.

These ream" learned to usc effectiv c communication tools for mobilizing concrete grassroots support for girls' education. To enhance: con flict resolution, two more E\\\ E resource persons were trained. A manual of best

practices and lesson s learnt in grassroots advocacy to suppo rt girls' education was developed and is currently being ado pted.

N etworking formed a vital goal for the Chapter withi n the year, spurring activities to fo rm partnerships and linkages with public and private organizations, media and o the r FA\X'E partners to share idea s and lesso ns learnt. T he exchange o f informatio n and experiences on problem s militating against girls' education helped document feasible efforts to improve the situ atio n. The Roc kefeller Fo undation provided fun ding (1.:S5258,OOO) to im plement a twoyear programme in Training o f Ado lescents as Peer Educato rs in Ad olescent Sexu ality D evelo pment: Linking Research Findings to Action. Beside s, the Chapter received fun ding from th e Minisrrv o f Social \,'elfare and Employment for an ad vocacy compon ent on streetism. >-:egotiation s to i mp leme~t a sub-project o f \'¡inrock's Community-Ba sed Inno vatio ns to Red uce Child Labo ur through Education (CIRCLE) are almo st complete.

GUINEA Policy T he FAKE Guinea Chapter (F EG E-\\,-E) held a forum o n EFA and particularly on ensuring the gender provi sion s in the EFA action plan. An analvsis of the draft EFA report revealed that G uinea is one of the coun tries whe re the plan is more gender respon sive. In addition, the Chapter was invoked in the Xlinistr y of Education process of developi ng the specific polic y for girls' edu cation .

Ad vocacy Both print and elecrroni c media are important to the FA\,'E Guinea Chap ter's effons to highlight issue s in girls' education . The Chapter published its own newslett er as a forum for prom oting these issues Demo nstrative Interventions Under the ED D I programme the Ch apter ga\'e bursaries to 105 girls. In addi tion, FA\\'E Guinea o rga nized rem edial classes for examination candidates in eight prefectures and ga\-e learning materials to children in 16 prefectures. Fl\\\¡E Guinea Girls' Clubs continued to op erate in schools.

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Capacity bui lding for FAK E G uinea Chapter mer included training o n addressing HI V! AIDS issues an, the culture of peace.

Partnership T he FAKE G uinea Ch ap ter has a close partnersh ip" the Ministr v of Education , the Mini str v o f Social ,-\ft the Pro moti o n of \,'omen and Early Child hood, as " the Mini strv of Health. O th er progr am matic and D o Partn ers include U1\ ICEF, CSA ID, SOBRAGUI , 1\ < and ACD I, along with C1\ HC R, O xfarn and Save thr Children.

KENYA Influencing Policy Reform Immediately upon being in stalled , th e new Ken ya G, mem elec ted in D ecember 2002 honoured its electio campaign pledge to provide free primary education i order to meet E E-\ goals. As a result o f th is co mmit over 1.3 million previcuslv un -enrolled children join schoo ls all over the co untry. The decision presented FA\,'EK with the o ppo rtunity to play a subs tantive I the process o f implemenration. One key challenge i: ensure that girls are appropriately represented in the order. FA\, 'EK convened a workshop to review the plan o n 25-26 March 2003 and then met with the -" I of Educatio n o n 13-14 May 2003 .

Two separate sessions in gender mainstreaming EFA process were held during the year, one for a cc g ro up o f ten Chapter membe rs and th e o ther for 21 people from the -"Iinistry of Education. The intenti to develop a cad re capable of deali ng with the Educ Seeror Review within the Ministry o f Education an , recommending changes within the policy framewo r Gender issues in the National Action Plan and Sect Strategic Plan were also addressed.

Advocacy To enha nce advocacv, FA\,'EK orga nized a Girl s' I tion D ay to celebrate the high achievers on nationa nation s for Kenya Ce rrifica re o f Secondar y Educat Kenva . Certi ficate o f Primar .v Educ ation. .\ total o i

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scho o ls were invited and performed gender responsive 50ng5, poems, d an ce s and skits, wh ile th e gi rl5 wh o had exce lled received prizes and sha red th eir exp er iences with ot hers. r.-\\'\"E K activelv used the p rim and electronic media to di scu ss issues on girl -child education, In particular. th e Chapter participated in rad io talks o n Farnilv F:'> I (th e programme "She' ) and K ameme F:'>I (th e programme "Pro m inent \\ o men"} In addi tio n, artic les on sexual maturatio n and h ~'gienic menstruation practices were published In the D'Ii!J .\"alio" an d EaJl .~ ~/Ji(llll Slal/d,uY{ I1C\\ "' pape rs. An other art icle on guiddin<:s (JO readm ission policv for girls who drop out o f school because of pregnancy was also featured in the Dm!)' Xntion.

I m e r-scho ol competition was anot her vehicle for advocacv, f-\\, 'EI, and the D istrict Ed ucatio n O ffi ce organized competitions for Er\\," E p ro ject scho o ls in Xlbccre D istrict in June. The competition br ought together seven different schools with in the two divisions to provide a learning: forum for all neighbouring schools and enhance aware ness o f th e im po rt ance of girls' education. The da y of fun also pro mo ted healthy competition for excellence th rough s ong~. da nc e. p0(,;ms. skits. talk sh ows and dram a, \ward s and prizes were presented to the winninz scho o ls to motivate others.

Other activiti es also so ugh t to bring advo cac y to the grassroots IC\"d. Project sites targeted included Kitui, Xlbeere. Ro nd o, K a jiado. T haraka and :\"Jirobi districts.

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Demonstration Inte rventio ns Fi\\\"EK continued to establish new G irls' Club s ,IOJ stre ngt he n existin g o nes through development .md d issemination o f guideli nes for establish ing the clubs. \ t the moment, vib rant clubs exist in the E\\\T.. Cen tre t If Excellence in K a jiad o, th e se ve n p roje ct ..chOI 1 Vlbc cr c and 11 schools in Kirui. It is anticipa ted that l11{ l •. bwill be established in the p roj ect school... in 1''''' m, Bondo D istrict s five club s each. T h e club" art they create forum s for ,~lrJ" to build self-c. nf\ .... self-est eem, besi de s t, nh InClr 1 T t, ut:\ I I see king behavio ur. T he R Cll ll '1.1 cere .m F:-\\\'EI, to begin wo rk on Tuscmc Llub il Girls in .\lachakos and \ t!1\\'3..rna ~t:cl)nd II' 'vlcru in Xlav 20()3, The Mbeere Girl-Child Education Project I't.d" II: C,\RE-Kenya fun ded thi.. protect \\ 1t tllohlt providing qu alit y education. rmor. 1\ InL rete: n. enhancing perfor mance r. tc o sc 'en t.iruct make them model schools, The nrojecr :11 etc,' and six, which were prone to \ cr ~p on ric Capacit y building work hop -, were he o t t: community leaders and pareN . Reference mathematics. Kisw.lh ill. l. nuiish and clcnct:' ~ .... n to the teachers as well as stocked 10 the libr.ir . T ""pr the reading: culture amo ng: pupils and l .....ist in lnncua,«. development in the two affected classes. "ton hi JUI-;, Were supplied. Inco me-gene rating act ivities we re p romoted through provision o f seed g r:lnt5 to interested p,uenrs. To crown the activities. an int er -sch o ol compctiuor- on gen der responsive poems, sonu-. skit s. drama and dane \\ a.. held and schools wit hin the D iv ieton »arucipatcd Project fun d ing ended If' Jr.c.2 ;, n n conducted inl ulv .2tlll3 t!:lTl1erclJ vie md t- Cl c' n r rpro ject man aaem e nr. lpl:r. ( C II n I n r The evaluatio n found r t t "e rC experienced more stable nr h .i nce than the other c , ind icated that the .takcf U u nr I change towards the <ch.«.l I ccc following th e onmnizcd sc I' ( t "I { J p rr nun "l run.tr . It W:1S also observed rha r three ,t rl l seven pro]u,:r school..

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had adopted income-generating pro jects, and in two o f these th ree . parents came to learn from th e stu dents how to far m the rangelands, which are usually non-cultivable.

FA\'{'EK ha s submitted a propo sal for fun ding th e third phase o f this project to CARE -I(, wh ich ha s promised to give a to tal of USSI 5,ooO for th e phase, The FAWE Centre of Excellence - Ale Girls Primary School, Kajiado District. In 2003 , 75 girls at the Centre received bursaries from FA\'\'E . The girls were also exposed to IT through the availabilirv o f 17 co mpu ters. A Tusem e wo rksho p was held and G irls' Clubs stre ngthened. D uring th e year, teachers wer e trained o n S,\IT, IT, gender respo nsive teaching method s, guid ance and counselling, and chi ldcentred teaching.

E-\\'{'E K visited the Cent re o f Excellence on 18 July 2003 to give a motivation al talk to girls in classes 7 and 8.

The talk co vered four themes, G oal Sett ing, Boy/G irl Relation ships, HI\'/ .-\1OS, and Drug Use and Abuse. T he panel o f th ree m em ber s fro m th e FA\'{'EK Secretariat had a pr od uctive rime wi th the girls. A session was set where the girls wat ched two videos fro m the Sara Communication Initi ative, "C ho ices" and "The Trap" . to reinfo rce th e presentations made. E-\\X"E K was also invited by the Centre to pa rticipate in pra yers o rganized for th e girls wh o were about to take the primary leaving exa minatio ns in X ovember. T he FA\\"E K national coordi nator was invited to enc ou rage th e girls. Her topic, " How to Overcome Examinati on Fear", was yery useful.

Capacity Buil di n g and O rgan iza tio nal Development Chapter activi ties were well coordinated as a result o f the regula r guidance o ffered by the Executive Co m mittee.

Q uarterly meetings were held regu larly and well attended.

So me o f the Ex ecuti ve Committee members also participated in the im pleme mation of pro ject activi ties.

E-\\'{'E K received tech nical, m oral and tinancia! support fro m th e E-\\'{'E Secretariat in 2003. Key support incl ud ed a visit by th e FA\'{'E Executive D irector and two Programme Officers in January to share FAWE's Str ategic Plan for 2003-2006 . A program me o fficer fo r the Chapter was recruited and took up th e position o n 1 N overnber.

The programme o fficer's key task includes technical

assis tance to strengt hen the nation al and o the r Ch for a period o f two years.

T he Chapter established go od partne rship s wi stakeho lders and don ors. CSA ID through its E D ! project supporte d the girls' men roring workshop I 11-14 ~[ay, a ventu re tha t also involved \\'inrock I tio nal , Kenya O ffice, and Peace Co rps Kenya. T hr was invited to atte nd the satellite conference com' the Office of the First Lad" (o.-\FLA) and was re by its national coo rdinato r and the Ch apt er chair.

Other part ner s include th e Rockefeller Found C -\ RE Kenya, as well as Action Aid Kenya, Girl ( X erwork. Elimu Yeru Coalition. the Commonwcn Education Fund. U:-': ICEF/ESA RO and U:-':ESC Adva nce Africa. \'{'ith in the gm' ern ment , th e Cha l collaborated with the Minisrrv o f Education . Scie Technolog y, Minisrr y o i Labo ur (D epartm ent oi Education), the Office of the President (X ational Control Council - NACC) and Ministry o f Healtl tio nal ,\ ID S/ ST D Control Programme - ~ .-\SC<

MALAWI Demonstration Interventions FA\'{'E~IA en sured that ~ [others G roups in prim scho ols in eight selected districts were establisher training of g roup members. T he aim of Mo thers to empower m others to take a lead role in SUppOl dau ghters' education at all levels by identifying P! tha t affect girls' education in the selected area aru ing so lutio ns; and sensitizing the co mmunity on I o f child ren, girls and women. T he gro ups are als. to be involved in identifying issue s and practices co ntravene the rights o f the girl-child in the horr munity and school; training the mo thers o n how and set prio rities for house chores and education girls ; and mobilizi ng the co m mu nity to improve ~ facilities where necessar y.

The Chapter also collaborated with Peace Cc organize a o ne-week camp for girls in Augu st, C: pa rticipants were encou raged to accept educatior priority in their daily life.

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In June, the Chapter trained Di strict Ed ucation ~[anag' ers (DE~I) and Primary Education Advi sor s (Pli.As) on joyful learning and child-centred gender sensitive teaching and learning processes, health, hYbTiene and nutrition.

"Participants were drawn from Likoma, Lilongwe. ~ tchi si, Mzirnba, Ka sungc and Mchinji. while the facilirators included two FA\"E Executive members, two DE~ [ s and the National Coo rdinato r. Appreciating the need to cre ate a gender sensitive learning environment, and realizing that their scho o ls were not as he althy and hvgienic as rh cv

should be, the officers prepared action plans to improve sanitation within the school environment.

Capacity Building and Organizational Development A major work shop to develop the F;\\\"E~[ I\ Strategic Plan began on 9- 11 April and reconvened on 22- 23 Sep tem ber.

The o bjec tive was to de velop a planning fram ewor k to en able the Chapte r to e ffi cien tlv and e ffe c rivelv carrr our its interventio ns in ad voca cy a~d in fl uen ce policy for the adva nceme nt o f girls' ed ucatio n in Malawi. ;\ draft plan was prod uced and is now awaiting final input from

stakeholders.

T he Chapter organized the OS IS,\ /E\ \\"I: Capacity Building \\ ' )fksho p on 18· ~O August. The work shop bro ught together three E-\\\"E Chapters, Malawi, Mozambique and Zambia. T he primary o bjective was for 0515.\ to assess the needs o f the th ree Chapters. The main outcomes included assessments of capacity b uild inu needs · . and pla ns o f action for each Chapter.

T he Chapter's m ain parmers are D F ID and l ':'(ICEF.

SEXUAL MATURATION

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One of the saddesl llings III lXlIlIe out of Sludies on why girts perform poorly iI school is the IildiIg that their own maturation process - coupled with i1sensitive school infrastructure- constrains them, In societies where (fro'Ssion of any bodiy function is taboo, girts - especiaIy those in rural areas - are sM1pIy not prepared for the begiooing of menstruation, Most cannot afford to poo:hase sanitary protection, and too many of their schools do not have decent, private latrines or even available wa er for

them tomanage their periods, They stay home on "those days", sometimes missing a week of school every month.

Periods aside. as their bodies mature they bealme the butt of tasteless jokes and comments - and sometimes outright abuse - from boys and male teachers that serve to erode their self-esteem. No wooderthey can't keep up, FAWE is attempting to meetlhis chaDenge head on, and worts to sensitize school managers and adllillistraluls about the problem. One of the key components of the Centres of Excellena! package, for example, is l!I1SIri1g that the schools have proper sanitation faciities and a ready supply of water. At the national level, FAWE Chapters are alsolaking direct action, Here we look at the aclivities of two, FAWE Uganda and FAWE Kenya, A study funded by the Rockefeler Foundation and carried out by Makerere University iI 2001 focused on the management of sexual maturation in schools iI Uganda, Key findings included widespread poor sri3y fdties. poor menslnJaI hygiene and lllalaagemenl iI schools, and lack of information and guidance for gRi, The study i tformed a pial project undertaken in 2003 in five FAWEU focus dislrids (Kiloga, Kisoro, Nebbi, Katakwi and KaIangaIa), with 20 pRnaIy schools from each cistrict sele:'ed III participate in the pial phase. A IDl3I of 133 women and men teachers and school depllties (47 women.

86 men) were trained on sexual maIInlion mallagel'lll!lll issues. Trailing included a denlllll!o1lalio. on how III use sanlary pads..

The Chapter also Oiganized a Teens' Ca11J for pupils from five prinary schools iI each of the five pial dislrids.

Two gRi and one boy from each school were I E-ted III atIend the taqI iI the CXlIIlp3lry of theirteachers. The taqI idiessed skils. S3iilatioll i ,.,. uoe mellt. menslIUalion manage-ment (demon-sIIaIiIg use of a pad even iI the presence of boys) and 5elU1IeaIlh education.

To en5IR a hqIleve1 COill llitrlll!llllll lispEAl!/ the sience strI'WldiIg the issues of sexual mal1r.IIion Illal IiI!/l!IIIl!IIl, espeo iaIy menstruaIion iI schools, the Chapter also met ' MeniIels of Paiamel1t, ediralion managers, curmuily leaders and parents. Fathers were apprised of their respousilily to provide proledive saritJry ma1eriaIs. The CIJaPer also 3lMx:ated for cheaper sanitary

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protection materials. For example, at the beginning of this project. a packet of ten sanitary towels cost an average of Ush4,500 (USS2.3). Currently, the cost has fallen to Ush2,400 (USS1.3), and Is antlcipated to go down following a private sector company's willingness to supply the Chapter networU with the Items at Ushl,200 (USSO.61).

In Kenya, FAWEK Is Implementing a projectwith similar obJectives, also funded by the Rockefeller Foundation.

Phase 1of the project focused on the producllon of advocacy materlalt, which were pre-tested In five primary schools In Nairobi and five In Bondo district. Matenals Included brochures, audio and vldsotspes (audiocassette on sexual maturation and hygienic menstrual pracllces and a vldeo-cassette entitied "The Challenge"), flyers, exercise bookl, etc. The packege Incorporated a reusable prototype sanitary pad, along with a simple user's manual detailing the procass ofmaklng and using the pad. The cost of producllon vanes from Ksh34 (USSO.44) to Ksh46 (USSO.56) - thus maklng them very economical for all gins.

FAWEK has also made a good start at disseminating the matenals. The National Coordinator presented a paper entitled "The Impact of Sexual Maturation and Hygienic Pracllces on Participation In Education by Gins' at the fourth conference of the Kenya Association ofProfessional Counsellors (KAPC) on 2-4 September. Many participants have since called FAWEK to know mora about this project.

In addition, articles on saxual maturation and hygienic menstruation pracllces were published In the Dally Nation and East African Standard newspapers. These generated a lot ofInterest among school communities where FAWEK was Involved, and this feedback was built Into the materials.

MALI Policy Thl' F \\\ I \1 ( I ,lprl..l" I ,ICtIn.' 111 the F1- \ prf)cc~'" T h e ( haptcr .uso disscuunatcd the result.. o f the Str.ucurc

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collabor.mon wrth the Vhru rrv of Lduc.uion. 1 he m ('I)! iiI t r attended .1 sub reuional training held )\ Ydvnncc \tnc in "Youth and Reproductive Health I sues".

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Advocacy F:\\YE .'!ali celebrated Int ernatio nal \\ 'o men"s D ay wit gab fund uising dinner for girls' education in collabor with other p~1rtners. T he Chapter also organized a yo u debate on the theme "Adolescent Sexualitv and H I\ .\ ID 5' · and used the F.\ \\ "E song for advocac y in radk br oadcast s. The Chapter also parricipared In the Glob; Campaign for Education activities.

D emonstration Inrerventions \lali continued it" 111l:nloriog pro-!runmi.. ':01' ;1" 'c-ell :1" provi:..ion of bu rsaries for uirls.

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NAMIBIA In fluencing Policy Reform T \ \\'E_ \ co nducted a .e;cnder sensitization worksl».

It ... \\ "ind ho ek m ember s on 13 Februarv to "l n sitixc 11" bcrs nn how to ap p roach education policies, al1.11 -"L ~ g aps in the policies .ind find solutions to make ,10 Iml T he LC ~ .l l vssista ncc Centre in , ami h ia racilirared ttattended wo rksho p. T he m em ber s felt satisfied rbat t h.id caiued knowlcduc on policv issues.

Demons trat io n Interventions This relanvely ~"OtlIlg: Chapter ha s come on stronc, \\. prog r:lll1mc<; for .l!irls from m argina lized comnutrunc new entran t int o the Centre s o f E xcellen ce.

C en t re of Excellence. D uri ng the first qU:1ftn of ~Il I: \ \\ F an d -"amibia's .\lini srr y of Basic E d ucat io n, ~ .md Culture sign ed a m emorand um of unde rst and in establish th is new Centre of E xcellence in \\ indh. -el rtficial o p cninu o f the sch ool followed the snrnrna ( . IOl·. and a visio n wo rksho p dc tini nc commurur, expect.mons met in \pril. T h e new COF "uppon" , student population o f ..t96, ofwhom 2-.3 S:; p<:r cc uir!s. Fhe sch ool serves an extremely pOOl" "( uattcr co rnmunirv livinc in slum .. I In the outvkirt o~- the c.

Prio r til th e official launch of the schoc .1 th-e \ ision workshop was oruanizcd and attendee b, Kl <rakeholdcrs an d the mi nis te r fClf l .d ucauon. Culrur.

Spo rts. During the work hop. participant formcd r

1 --.-::1

and discussed key question s relate d to the Centre. The questions included: What is a COE? " 'hat should it have and what sho uld it do' \'(n at problem s hinder success? " 'hat are the root causes of the se problems? " 'hat are the effec ts o f these probl ems on girls' edu cation? Kh at are the so lutio ns to th ese problems and who are responsible for these solutions? The sugges ted solutions we re then dramatized using skits, songs, dances and poems. An action plan

secondary schools in W'indho ek attended. Extra training in ma thematics and physica l science was o ffered , notwithstanding acute budgetary con straints exp erien ced then , Th e teache rs observed that there was need to conduct more of these remedial classes for lon ger period s, since most girls

was drawn up to initiate operations for the COE.

T he Chapter executive members held consultations with the Region al Secretariat to assist them in strengthening the Chapter. In the process, a mem orandum o f unders tanding was signed in which FA\'¡E~A agreed to participate in the strengthening programme while continuing to implement their ongoing activities, A Prog ramme Office r was hired and commen ced her work in the office in June 2003. She

Ed uc atio n for San G irls: T he San are a ycry traditio nal society whose ancient hunting and gathe ring lifestyle rarely made it necessary for them to send their children - boys or girls - to school. T hey are becoming inc reasingly marginalized in modern Ii fe and recogn ize that formal education has some value, but their children need assistance to excel. One phase of FA\\- E~ A's assistance con-

had problems in S~IT, especially th ose in grades 10 and 12.

Capaciry Building an d Organiza tio nal Development

has greativ enha nced fund raising. T he

E-\KE~ ,-\

o ffice

relo cated to a bigger space. bought additional computers and stationery; and is currently more active.

sisted in an excursion trip by the girls to \X"indhoek. Tradition al Leader participated . T he girls were exposed to role models and were taken for a study tour wh ere they visited

In addi tion to the Mini srrv o f Basic Educatio n and SPOrt being an o ffi cial partner, FA\\ ¡E~A also networked

banks, busine sses and the museum, and met with the President o f the co untry_L'pon their arrival, the y attended an ado lesce nt reproductive health worksh op co nven ed by

with a number o f i'GOs to enhance their e fforts towa rds girls' education. T he ministry supported E FA activi ties that co ntinued consu ltatio ns between E\W 'Ei' A and the

the N amibian Girl -Child Organization. The visit had a

Directorate o f Adult Basic Education (D ABE). This consultati on , which also involved suppo rt from Ul" E SCO, was do ne to facilitate a literacy workshop planned for the San communit y. The Namibian Planned Parenthood As sociation (Nappa) conducted training in adolescent reproductive hea lth in September; the Progr amme Officer

positive impact on them, as they were very eager to ask que stions. T he President enc ou raged them to stay in

school, srud y ha rd, complete school and say "~O" to relationships.

A sec o nd aspe ct o f the prog ramme is vacatio n school; this year's session was conducted in ~[ ay with go,'ernment funding, Teachers from Volunteers in Service Overseas

(\'SO) and Peace Corp worked with local teache rs to share expe rience and expe rtise . A total of 38 grade 10 learn ers participated in revisio ns for mathematic s, physical scie nce,

attended and is cu rrently imp lementing wha t was learnt.

The " 'o rking Group of Indigeno us Mino rities in Southern Afric a (\'( 'I ~ ISA) donated ~SI ,OOO for the San excursion that en abled the girls to see a bit of the world outside their enviro nme nt.

geography and English subjects. Cross cutting issues like HI \ '! AID S, personal health and sexuality were discussed during aftern o on sess io ns, T he Chapter co o rdinator facilitated the process_Boys had se parate sess io ns with male teachers.

Extra Classes: T he second ex tra classes for g rade 10 and

12 girls started at D awid Bezuidenho ut in Sep tember 2003 . i\ tot al o f 60 grade In and 46 grade 12 girls fro m six

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RWANDA Influencing Policy Reform FA"'E Rwanda work s ver .v clo selv . with the Minisrrv. o f Education (:'-IO E) . T he Ministr v of G ender and \'(omen D evelopmen t. in conjunc tio n with C ~ I F E ~ f orga nized a work shop for the Rwa nd ese \,"o men's Caucus. T his close collaboration wit h the ~I O E ensu red that the issues of

girls' educatio n came high o n the ~I O E agenda and wer e furt her voiced in all the relevant fo rums in the country. It also nurtured the develop me nt o f good partnership with the ~I O E, which now co ns iders FA\, 'E Rwand a as a focal poi nt fo r all issue s related to girls edu catio n in the cou ntry and beyond , T he Chap ter mo bilized suppo rt from the Departm ent fo r Int ernation al D evelopment (U K) and th e ;--IO E to conduct a review of ge nder in education, to be supe rvi sed by the Chap ter o n behalf o f the ~ [O E, T he aim of the review was to provide th e basis for writing the girls' education sub sector po licy, FA\,'E Rwanda also secu red financial suppo rt from C :-':ICEF to review laws affec ting girls' education in Rwanda, and participated in th e ADEA meeti ng in Mauritiu s where a girl representin g th e Cent re o f Ex cellence gave a talk, Ad vocacy FA\, 'E Rwan da adva nced its advocacy campaigns thro ugh th e adoptio n o f four main str ategies: lobbying, networking, media co\"erage and women associatio ns. T he Chapter lobbied fo r and pa rtic ipated in the collec tio n, analysis and doc umen tation of da ta o n gender issue s in education, mee ting with researchers from vario us co unt ries/ o rganizations and prov iding th eir input o n the issue s of girls' education. In partic ular one study on tech nical edu cation in the country omitted the involvemen t of girls in technical educatio n: FA\,'E Rwanda lobbied to have thi s issue revisited and included in the final recommendation s, To build a stro nger national network to add ress gender issues and to coordin ate actions for girls' education, FA\X'E Rwand a o rganized several meeti ngs with.key partners: DFID, Sida, LJXIC EF, ED D I, C S Embassy, and Christian Aid . It also made relevant contacts with the ;\IOE fo r the same strategy and active ly developed and maintained contacts with other Afr ican countries. In one initiative, F.\\\'E Rwanda facilitated communication between Scottish and Rwandese schools, thus effecrively developing twinning relationships between the two countries. The Chapter facilitated scholarships for seven women to enable them to go to Scotland to pursue master's programmes.

E--\\\ 'l~ Rwanda co nt inued to use radio and TY programmes to inc rease the visibilitv of girls' educ atio n issues.

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26

Ir pub lished th ree issues o f the Chap ter news lette r, with mo re partic ipation from girl stude nts, T he Cha pter also o rganiz ed and facilitated a two-day writers' workshop to prepare a G end er in Educatio n ma nual. T he activity is o ngomg, A strategy for working with unive rsity women stude nts ' association s in Rwanda was put in place by o rganizing and hosting workshops o n ge nder and planning fo r th ese associations. Attended by individuals from 32 schools, the wo rkshops looked at gender in education, reprod uctive health, project management and Tuseme clubs, E-\\,'E Rwanda assisted the participants to create a netwo rk of \,'o men Students Association (\,'SA), bes ides facilitating the ir active role in FA\,'E ment o ring programmes, T he collaboratio n motivated mem ber s of W:SAs - and gave th em the skills - become mo re active as ro le models for the younger girls.

Demonstration Interventions Expansion and enhancement o f the programmes o f the Centre of Excellence, FA\\' E Girls Seco nda ry School, involved co nstruction of two new classrooms and two dormitories. Funding fo r a wate r proj ect at the school was received. The Chapter lo bbied fo r and received a donation o f ten co mp ute rs fro m the Foundatio n for D em ocracy in Africa (Miami. Flo rida, USA), thu s hooking the school on to the Internet, The Chapter further coordinated the start o f C ISCO Xerworking Academy, where teacher s were trained in in fo rma tio n tech nolog y.

Bursary assistan ce was availed to 94 students at the Ce nt re and IT was stro ngly promoted, A T useme worksho p was held, followed by girls' leader ship m eeting, Six of th e ten to p stude nts in 2003 were from the FA\,'E Centre.

Teacher training covered computer use, gender respo nsive teachi ng methodolo gies, gu idance and co unselling, and child-centred teaching. T he teachers were also exposed to regional and internatio nal meetings. Classrooms doubled to 18, whil e dormitories rose to 13 following aggre,,,j\-e resources and labour mobilization. The student population reached -20 in 2003 , up from 160 10 1999, Tu seme: T he T usem e Speak Our programmes continued to m ake an imp act o n Rwandcse girls. The Chapter pn.:-

r senre d the Tusem e proc ess to more sta keho lders, including new unive rsity wo me n students assoc iations and clubs, to empower them an d enable them to iden tify issues and plan for solutio ns. Replicatio n of T useme Clu bs to neighbouring schools was evident, and the T useme process became well understood and owned by more pe ople.

G uidance an d Co un selli ng: FA\\ 'E Rwanda set up guida nce and co unse lling m entoring systems in schools.

T he proc ess invo lved worksh o ps / sem ina rs with all mento rs to excha nge experie nces, m onito ring of the mentoring

activi ties, and links with National Curriculum Development Centre in charge of developing guidance and counselling scheme. ,A five-dar orientation of traine rs on guidance and counselling was h~ld, and a manual on basic guidance and counselling skills was compiled and trans lated. T his cffccrively integrated the FAW'E activi ty into national programmes, Capacity Building and Organizational Develop ment Regu lar Executive Committee mee tings were held, along with participation in national and internatio nal meetings.

Regular communication with the Regio nal Sec retariat, :\IO E and key stakeholders was en hanced. T his consultation, along with training co urses, led to smooth operations, efficie nt p rogr am m e implementation and transparency in the use of fund s. To strengthen its membe rship, FA\\' E Rwand a recruited new members and involved them in Chap ter act ivities like worksho ps an d semi na rs, making FA\\'E m o re wide ly apprecia ted in the cou ntr r.

Agg ressiye o n- the-job training, recruitm ent of an accountant and an assis tant pro ject o fficer as well as the evaluat io n of th e placem en t o f o ne VSO vo lunteer furt her enha nced capaci ty o f th e sec retariat. T he Cha pter's operational syste ms we re greatl y improv ed , th us more pa rtne rs sho wed a willingne ss to p ro vid e th eir sup port to th e prog ramm es.

FA\\'E Rwan da's parmer s include: ;' IOE, D epart ment for Intern atio nal D evelopm ent (D F ID) , Swed ish Int ern atio nal D evelo pment Cooperation Ag en cy (Sida), U1'IICE F, ;' IIGEPRO FE, U1'IIFE;'1, O RIN FO R, Canad ian Int ern ation al D evelo pment Agenc y (CI O A), C ISCO, Volun teer s in Ser vice O ve rsea s (VSO) and Ch ristian Aid.

SIERRA LEONE Advocacy FA\\ 'E Sierr a Leo ne co ntin ued to par ticipate in th e plan ning and activities o f the G lo bal Movemenr fo r Children Sierra Leone Partn ership, T he Ch apter's reso urc e centre remained a so urce of info rm atio n and assistance to stu dents in seconda ry, vo catio nal and tertiar y ins titutio ns researchi ng o n girls' edu cation and wo me n empowerme nt , HI V / AIDS, an d the impact of the war on rhe developmen t of the count ry. T he Cha pter ident ified school age dropouts for admission int o the FA\\'E School for G irls' in Fort Street and advocated stro ngly for a cessation of violence against girls an d women. T he Freeto wn Branch continued its work with child protection agencies and organized radio advocacy program mes on issues affecting girls' education and yo uths in gene ral.

Education for a culture of peace was a majo r theme of Ch apter activities. T he peace education and trauma counselling wo rkshops run by E-\\\'E Movam ba Branch gr eatly contributed towards peace building and reintegration of activit ies in Xlovarnba Di strict. T he branch conducted five peace-training workshops in all 14 chiefdoms within the district for religious leaders, opinion leaders, tra ditional leaders and FA\\'E Club membe rs.

Replication and Mainstceaming Acce ss to formal primary education was pro vided fo r 1,070 d isadvantaged girls in Makeni and Fr eetow n. Recipients included 984 girls in FA\\'E Prim ary School in Fort Street and 86 girl s in FA\\ :E Gi rls Pr im ary School in Maken i. As a result of this intervention, 39 girls at the For t Street School successfullv took the :0:ational Prim ary School Exami nation and are cu rrently in junior seco nda ry ~chools. Key activities that crow ned the year included the annual th anksgivin g service, an o pe n day an d exhibitio n o f chi ldren's wo rk, prize givi ng, and th e annu al Int er-H o use Sp o rts Meeting. A pilot programme - Pr ogr am me for Mat ure Learners (p RO ;'IAL) - for girls aged at leasr 13 is being implemenred bv FAWE G irls P rim arv School in Fort Street through ;ggressiye advocacy ca~paigns funded by CAU SE (Canada).

I~I' : I

I

~I ~ 27 ~,

N on- Fonnal Education: The Chap ter continued its collaboration with the Kissy Grassroots \'\'omen Organization in the management o f the Rapid Education Centres in Kiss y, Acc ess to non- fo rmal pri ma ry education W'3 5 pra. vided for 7,139 children in all the four regions in the country. The original seven centres wer e restructured int o three main centres. These schools currently p rovide acces s to educatio n for 2,918 disadva ntaged children (1,732 girls and 186 boys). There are atte m pts to transiti on the learners into formal primary schools.

Skill. Training Centra: Twelve centres were established to o ffer skills for pr egn ant girls, girl-mothers and waraffected females. The co urses o ffered include ba sic liter acy and nu rne rac)', agriculture, m asonry, carpentry, metal and wood wo rks, catering, reprodu ctive health , needlework and embroidery, and soap making. Cu rrently th ere are 756 trainees in these centres . Besides the se centres, ad ult literac y classes and agricultural activities were organized for "older women in five centres.

In collaboration with Children in Crisis o f the Unit ed Ki ngd om, the Chapter is cu rrently training 310 facilitators drawn fro m non-formal pri mary school centres especially in th e rural areas. T he programme is de sign ed to assist with the education o f children affected by co nflict. In addition to this, the Chapter together with UN ICEF is training 150 teachers in Makeni to enhanc e non -formal education.

Capacity Building and Organizational Development The Chapter organized a one-day training on finance and funding for branch presidents, br anch liaison o fficers and heads o f units in the secretariat.

SE EGA!.

In8aencins Policy Rd'onn The success of the Centre o f Excellence at Grand Diourbel ha s had an impact on policy commitment at the nati on al level: In its ten-year education sector plan, MO E is using the COE concept for its proposed pro ject schools acr oss th e country.

Demonstration Interventions A series o f activ itie s was un dertaken to ensure th at the Centre o f Excellence at G rand D iourbel was up and runnin g. A two-day worksh op on teaching method ologies for teachers was organized. The Director o f Planning in th e Mini stry o f Education opened th e workshop. Besides this workshop, a community sensitization wo rkshop was cond ucted in D ecem ber and was attended by 98 participants. The objectives o f the workshop were to ge t the status o f the community involvement in the school activities, enhance this involvement and identify key activities for the community. Other facilities and res ources o ffered to the Centre of Excellence included book s and a cafeteria.

The new cafeteria was completed, handed over and is operatio nal. The textb ook s were purch ased to equip the schoo l library, and to en sure that the library m aterial s are adequa tely used th e students were trained o n use o f the libr arv, Two more teach ers were trained on management of th e libra ry and regulations for librar v use were developed.

The bursarv scheme also benefited 70 girls. In 2003. 66% of bo ys and 69°/0 of girls passed their final exams.

In flu encing Poli cy Reform F:\\X'ETZ organized a rwo-d av work shop for mainstreami;g 5:'\IT in which ¡25 people participated. T he aim was to advise the CEO to issue a circular on the establi shment o f 5.0IT Camps for both primar y and seco ndary schools; monitor the implementation o f plans at

~1 f;~4111

I

I

schoo l, district and regional levels: monitor the inclusion o f S~ lT camps in th e curriculum; mon itor gende r mainstreaming on S ~ IT Cam ps; and follow up on the impact o f S;\IT camps with respect to the performanc e o f

girls, Demonstration Interventions

T he Ce ntre o f E xcellenc e at ;\Igugu Secon dary School conducted S;\IT and gu idanc e and counselling workshops.

Following the demise of the foun ding headmistress, a new head fo r the school was recr uited and other teachers appoi nted. Remedial classes for candidates were ongoing and as a result, academic pe rformance o f the girls impr oved . For exam ple, Form II average mark incr eased from 27.62% in 2002 to 54.9 1Yo in 2003. A recent study co ndu cted also sho wed that there were no incident s of sexual harassment. \,'ithin the year, the local commun ity greatly assisted the school in ensuring that reten tio n of students was enhanced, A textbook management system was developed , teach ers were trained in IT and the sch ool database was upda ted . The Bur sary Committee was formed to en sure effective disbursement of the grants, Bursar y assistance was given to 2- girls. Tuseme club s are in place and girls are active in running school activities. \\ 'ithin the year, the local community gre atly assisted the school in ensu ring that retention of student s was enhanced. i\ textbook manage ment system was developed, teache rs were tra ined in IT and the school databa se was updated. The Cha pter is invol ved in the establishment o f the new CO E at Lufi lvo.

Ca pacity Building and Organizational Development T he Executive Co mmittee met o n 11 Febr uar y 1003 and deliberated on issues pertaining to the Chapter, T he Committee received the progress report of the ~ I~ugu Centre o f Excellence and voted that the Ch apter part icipate in the monthly radio pr ogramme, Breakfast D eb ate o n People and Policies. T he req uest to the Regional Secretariat for technical support unde r the E\T~-\ programme was awarded, and a new E\T \ staff was recruited.

Three students from L'niversirv of D ar es Salaam's Computer Science D ep artment had pr actical attachments .1T F \\\'ETZ during whi ch they trained Cha pter sta ff on

I

so ftwa re app lications. T hey also produced training man uals and crea ted a datab ase for zones and mem bership.

The Cha pter joined the Tanzania Education ~ etwor k (TE ~ / ;\ IET) in a coa lition with othe r ~GO s _ It also became a mem ber o f the ;\IOED /BE D C Techn ical Committee on Quality Improvement. It wo rked jointly with other non-government and community-based o rganizations to facilitate the G lobal Campaign for Education \Yeek o f Action under the theme H and s up for Girl , ' Education. T he Chapter participated in a financial monitoring: survey o rganized by T E:\~ I ET that focused on tracking: fund s disbursed by gove rnmen t for school committee capaci ty development and teachers' in-ser vice training unde r Primary Educatio n D evelopment Programme

(PE DP)_

TOGO Advocacy F.¡\\YE Togo participared in training member s in adolescent reproductive health . .-\ bo ut 20 female teachers were trained in [WO regions - Plateau and Sokode. Later on a wider training: was conducted and eight modules were tackled: F:\\\'E's visio n, mission and ob jectives: general concepts regardin g HI\" ~-\ I D S ; ge nde r issues and concep ts; vulnerabilitv of gende r wit h re'pect to HI \ -/ :\I DS; co m mu nication and advoca cy: stake ho lde rs' attitude change; life skills; and the planning and esta blishment o f E\\YE Clubs.

The Chapter collabo rated with UN ICEF to establish club s in three regions o f the country. To achieve this goal, a training module for the girls was develo ped , Several consultatio ns with targeted villagers we re m ade and as a

pared. In the area of Adidogome, a CuIrural D ay was o rganized. Clubs from all centres partic ipated and performed dances, recited poe ms, played football and engaged in constructive debates. Mo st o f the Chap te r activities were

result 16 village s in the th ree region s were reached .

O ther region al activities included con sultation s with female teachers in Central Region to access the suhChapters and grassroots leader s, as a result o f which a plan o f action is in place and the region now wo rks closely with the regional edu cation office. Within Maritime Region,

Demonstration Interventions The Chapter operates a special bridging programme for girls aged 6 to IS re ars, wh o form the larger part of the categor y of girls hired as house-helps (maids). The pro-

the Chapter ensu red that a functio nal o ffice was set up, to

gramme was de signed to acco m modate them and assist

be coor dinated by a pro fessor o f English in Tsevie School.

T he national chair also participated in co nsultative meetings to remind women of the value o f having their girls in school. There is a good relationship with the regional

them in readi ng and writi ng. Sessions begin at one o'clock in the afte rnoo n when the girls have usua lly completed

educatio n o ffice.

In Savanes Region, the Chapter developed an action plan and conducted research on po ssible ways o f ensurin g necessary suppo rt to realize the plan. Furthe r collaboration

with the region al repr esentative o f UN ICEF was enhanced and de liberatio ns were sent to the UNICEF Bureau. In addition, sensitizatio n o f the parents, students and teachers in schools was co nducted with an aim o f preventing srudent dropout fro m schools. O ne main handicap in Savanes is female ge nital mutilation (FGl\I), a practic e th at is "e ry commo n in the region . FAWE Togo established an o ffice where other NGOs and CBOs opposed to the rite could meet and d raft a plan of action.

And in Plateau Region the Chapter conducted a series of three trainings for fema le teachers as well as key stakeho lders. The aim was to mento r the participa nts on

captu red and are aired in the media.

the ir house chores.

FAWE Togo also supports needy stude nts through co llabo ration with the French o rganizatio n, RENOPEF, which deal s with the promotion o f fema le educa tion. So far 78 girls have been assisted and mento rs identified for them . H ealth services we re provided, incl uding vacci nation . against common diseases.

Capacity Building and Organiza tional Development The Regional Secretariat Programme Officer's visit to the Chap ter in October intended to validate the country

profile, assess the development of the project in improvin g acc ess , e nfo rce the N ational Chap ter ~I O U. establi sh clo ser

links between th e Chap ter and the Secretariat, and visit pro ject sites to assess the g round activities.

FAWE Togo establis hed a close partnership with the Peace Co rps to pr ovide bu rsaries for need y children.

how to add ress the issue o f girls' education. As a result o f the meetings, an o ffice was established and o ne of the

UGANDA

trained teachers fro m Catholic College became the coordinator. Parr of their achievements for the year included promoti on and establishment o f Gi rls' Clubs and research on co llection of fund s for the bu rsary scheme.

FA\\ 'E Togo also conducted trainings for teache rs at Ata kpame and Sokod e, wh ere girls' clubs were easily established during th e first semester. So far about 50 club s

Influencing Policy Reform FAWEU's membership o f the Ge nder Task Forc e in the Ministry o f Education and Sports (l\IOE&S) en abled the Chap ter to participate in a variety o f activities, including budgeting and develop ing guidelines for extra gender specific funding under the UPE progr amme, analysing EFA goals. and participating in the education secto r review.

Moreover, the Cha pter's status as the leading girls' educatio n N GO earned it a place in the Education Sector Review Stakeho lders' Co n ference. The reviews are the

have bee n se t up. Pee r sensitizatio n campaig ns o n the

necessity of girls' educatio n vis-a-vis ST Ds/ H IV/ AIDS was conducted and several yo uths from the country parti ci-

I~

30

I

policy and advisory arm of the sector, involving line mini st ries, don or agencies, education manager s and i"GOs. In the Novembe r review. the issue s of sexual maturation were a priority for discussion by the Gender Task Force and the Parliamenrarv Social Services Committee . T he se members had been lobbied by FA\\ 'Et; to tackle these matters. During the review, it was proposed that emergency sanitary pack s be included in the school scholastic materials under the Up E grant irom the :I[OE&S, In Februar y and :lIarch 2003 the Chapter was tasked to lead the girls' educatio n component o f the four regio nal workshops on CpE and EFA achievem ent. T he Chapter participated in the development o f guidelin es for a girlspecifi c fund under UpE, FA\\'EU also led the gende rmainstreaming workshops in the Xlinistr v's UIlE Regional Co nference in March. D uring this conferenc e, the Chapter highlighted the need for and value of enhanced girls' retention and performance especially in upper primary. as well as manageme nt o f sexual maturation . The cam paign for affordable sanitary napkins and the need to win ove r men to support th e cau se was shared with district stakeholder s, Xleanwhile, Ff\\\ 'EU held a consultative meetin g with Xlembcrs of Parliament (:Ill's) from five focal district s to seek their suppo rt in influencing education related policies.

T he :I[P s pled ged to suppo rt the project and were willing to participate in sensitizing the co mmunity while visiting their respective constituencies, \\'ith FA\,'EU's support. the ;\IPs agreed to analyse policies for gende r sensitivity and to ensu re tha t gove rnment policies on education were disseminated. impl emented in real terms and accountable to th e pe ople , And iinally, the Embassy of Ireland in K ampala tasked E\ \\'EU to provide technical support to five Rwcnzo ri districts to develop three-year strategic plan s for mains trea ming gende r and HI \' / A ID S into the education sector. The strategic plans set vision s and lon g-term strategies for achieving EFA . and identified areas that need bylaws and policy guidelines. The experience unearthed gaps in the policy environment that sparked o ff the need for a thorough study and pr ovision o f guidelines, FA\, 'EC undertoo k thi s stud,',

I

Advocacy FA\\'EU launc hed a campaign for access and --~ achievement o f girls in S:lIT edu cation, for which it took adva ntage -- o f the Sarah Xtiro Lectu re and Award to enhance advocacv. This - ... is a natio nal annual event cove red in nation al media - radio, television and print - to highligh t the gend er gap and regional imbalance s in the ed ucation secto r, and to advo cate fo r a L'nive rsirv for Science and Technol ogy for \'\'o men at Tororo. The campaign attracted do no r atte ntio n, leading to Educatio n Funding f\ genC\' G roup 's (E I'f\ G) requirem ent ior a strategv to address S:lIT education and a national workshop by the ~ Iinistry of Education and Sport, The FA\\ 'EC 0:ew sletter was used to highligh t girls' voices through the various pr ogrammes and was also po sted o n th e rede signed FA\\ "EC web site, E-m ails and inq uiries indicate that the new website has increased interest in FA\YEC , In preparation for the National VPE co nference, FA\'CE U took part in the sen sitizatio n media cam paign where th ey appeared on two radio programmes and one national television programme, The Ch apter also reported its own activities in the nati onal media, both br oadcast and print, Key themes during the se campaigns included: S:lIT promotion activities, the national science camp, school science days in Mbale Di strict, capacity building for science education in the USA, and Sarah N tiro's appea rance on Straight Talk Afric a.

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Demonstration Interventions The Girl s' Educa tion Xlovemenr (G E:ll), an initiative o f C:"ICEF launched in August 2001, has been the target for development into a programme bv I'A\YEt; involvin g bot h girls and bo ys (3: I), The objective of the movement is to

I~ I ¡¡

I

~I ~ 31 ~I~

equip girls and boys to mobilize against the gender gap in the education sector and to address gender related hin -

parity by 2005 and equality by 2015. The Asse mbly adopted a wor k plan based on four pr iority objectives:

drance s in the community.

research to influence the poli cy framework; advo cacy and girls' empowe r-roen r to close the gender gap in educatio n;

In 2002, with the suppo rt o f UN ICE F, the Chap ter trained 18 girls and 5 boys and Set up a G E~ I Secretariat at FA\X'EU. This year, the tr ainer s trained teachers, education manage rs, district leaders and studen ts

(0

im plemen t the

GEM agenda in 20 o f Uganda's 42 districts. The strength o f G E~I lies in the invol vement o f girls to initiate and im plement activities that promote their education, while boys acted as strategic allies and adults as the so urce o f

wisdom. T he GEM network sha res best pr actices amongst the mselves through infor mation technology. Four com pur ers were distributed to Nebbi, Masaka and Mb arara to facilitate pupils' exposure and acqui sition of skills in prep aration for the IT network. In additio n, the G El\1 facilitators devel oped a GE~I Resource Pack to facilitate scho o l activities, inclu ding facilitation skills.

FAWEU mortitoring vi sits to Masaka, Kibaale, Mbarara

and Nebbi revealed increased access to and reten tion o f girls in ed ucation. In these areas, GE~I membe rs mapped o ut the locatio ns wh ere dro pouts were and negoti ated their

enrolment . In so me schools, scho larships were established for needy students. The students themselve s, in turn, campaigned ( 0 sensitize their communities to suppo rt girls to acquire educatio n. The boys, wh o are "strategic allies" in

G EM, he lped girls in classroom work, voted them in scho ol electio ns and safeguarded the m from harassment.

The teachers also pro mised to help pu pils for m club s and improve class perfor mance.

GE~rs

success led to reque sts fo r training from private

schools and th e Teacher Training College Network. Carol Bellamy, the Executive Director of UN ICE F, invited one G E~ I girl to Geneva tor the launch of the Report on the Status o f the \'Co rld's Children. Two orher girls were also invited to share GE;\I experience in South Africa.

Cap acity Building and Organizational D evelopment FA\X'E D's 6th Annual General Assembly, on 31 .\Iay 2003, brough t together 73 members. The main foc us was on follow-up of the FAWE U strategic plan for achieving E FA goa ls in line with the G overnment o f Uganda go al of

32

demonstration models; and strategic partnerships for girls' educatio n. T he Assembly elected a new Executive Co mmitt ee of 11 members and acknowledged the commitment o f the out-goi ng EC. FA\\'EU mai ntained strong links with co rporate investo rs in suppOrt of girls' educatio n. These partnerships included: Century Bottling Company Lrd., Sugar Co rporation of Uganda Limited (Kakira), Cotton Produc ts Lim ited, ~ITN Uganda, Roofings Uga nda Limited , H ouse o f D awda, E agle Investm ents Limited , and Hima Cement Ind ustries. Among other partners were Rockefeller Foundation, US G overnment, Forum for E ducation NGOs in

Uganda (FENU), Embassy of Irel and, UN ICEF, and ~ ( embers and Friends o f FA\X'EU.

ZAMBIA Influencing Policy Reform FA\\'EZA, through the N ational Coo rdinator and Pro grammes Manager, sits on the E FA Task Force that is developing the N ational Action Plan for EFA. In addition, FAWEZA pa rtici pated in the 6th National Conven tio n (lndaba) whe re the girls' educatio n agenda was advanced.

Co mmunity wo rk and advocacy members have been

reviewing the Educatio n Bill for gender biases. T he result will be submitted in a symposium in 2004, Three research pro jects commenced early in the year were success fully concluded and the results disseminated

during the 4th G eneral Assemb ly in D ecember. T he srudies investigated: The perfor ma nce o f girls in former boys only techni cal high schools; the perfo rmance of girls in the School o f N atural Sciences at the Unive rsity of Za mbia; and the extent of girls' abuse in weekly boarding schools, Besides these srudies, FA\\'E N airobi commissioned a study on pro moti ng gi rls' ed ucation in Zambia through a re-entry policy for ado lescent mothers. T he study raised so me recommendatio ns that will contribute to effective policy implement atio n.

I

~

~5~~~~ii~~~i!l

Advocacy

awarene o n cthe To raise ss publi impo rrance o f girls' ed ucatio n, FA\'-EZ,\ produced and di stributed the ti cs! editio n o f its FA_'Y newsletter, a Fi\ \X¡EZ .\ brochure and a T:: -- =: - - - ' ::.=:=-: brieiing kit. The idea ~~~~==-_.- of all of the m was to gi\"e the ethos of ~...::-.;; ~ .:::.=-_.~ E\ \X'EZA. while th e ... -.. new sletter inte nds to =-::-;:0-_._ : t pr ovid e a fo rum fo r :::==-:=: =::,::.: '--' exchanging experi-

_._----

-- ._ -----

--:.:r..:.

Lu saka, five in Northern, and three each for the rest o f province s). The pur po se of the camps wa s to give extra tuition in preparatio n for school leaving ex ami nations. The national secretariat transferred g rams to all provincial

branches in August 2003 to suppo rt the seco nd phase o f the reme dial learning camps for girls in g rades [2 , 9 and 7.

In to tal, 2,673 girls rec eived tuition in preparatio n fo r school leaving exam inations.

Writing Tents and Reading Circles: T he national secretariat collaborated w ith the Lusaka branch to o rganize

\X'riting Tents fo r Lusaka P rovince school chi ldren aged 10-15 years, und er the theme: " Listen to me", T he children w rote sto ries or po em s based o n the ir ex pe riences and these are being co mpiled into a child ren's boo k, T he Chapter also o rganized o rientatio n for 38 teachers

in charge of Reading Circles on the gu idelines and man age-

ences. The Lusaka Chapter sensitized school communities in Chongwe on the free primary edu catio n policy and asse ssed the impact of the re-entry policy.

ment of the programme and distributed re ading materia ls

The Media: In collaboration with Yo uth Media, FA\X"EZA commenced rehe arsals fo r fou r televi sion shows

18 mo re are still being made.

Meanwhile, the national secretariat collaborated with

based on the Sara Communication Strateg y. Participating girls were drawn from Southern. Central and Lusaka pr ovinces. The sho ws were scheduled for bro adcast in

provincial branches in the o rg anizatio n of a national public

and cupboards to 15 basic schools Out of the 46 selected to participate in the Reading Circles Programm e. 1\ rota! of 13 cupboards and sets of books are awaiting delivery. while

December 2003 and January 2004. The Chapter abo

speaking contest for high school pu pils on 12 April. The event marked the end o f a national letter-writing competitio n for basic school pupils.

trained 25 young men and women from communi ty-based theatre g ro ups in \X'esrern, N orthwes tern and No rth ern

SAFE: Student s Allianc e for Female Education (SAF E)

provinces in th catrc-fo r-dcvelopmenr . Each group rece ived a small g ran t ( 0 sensitize schools and communities o n issues affecting girls' education in thei r communities.

Demonstration Interventions r.\\\'EZ,-\;' [ provided fund, to supporr teaching and learning proces~es as well as promote child-to-child teach-

clubs, as a peer suppo rt mec hanism for peer m entoring and

ARH and child ren's rights ed ucatio n, wer e launched in 29 secondary and 70 bas ic schools. lEe mate rials, includ ing: Sara comics and po ste rs, were distributed. The GE~ 1 network and peer educators worked w ith the sec retariat and Professional Education Conference (PEC) in launching these clubs.

Three Chap ter members and one staff person participated in a regional training of trainers (fOT) workshop in

ing Ilearning approaches for exchange of knowledge, skills and information. C sing: hired trainers, the national secretariat trained 44 mem bers of the District \\'orking Committees in project management, report writing. gender mainstreaming and tina nee management in April. Other achievements fo r the period include 3:; two-week remedial

commenced ex pansion of training to the 90 basic school

lea rning camps during the August school holiday (six in

SAFE overseers, As a resul t, th us far the 13 trained AR H

~I

adolescent reproductive health In April , The TOT, also facilirated the training of some 29 teachers as S/\FE club overseers for targeted high schools. T he provincial teams

33

Part T

-

ed ucators man age SAFE Clubs and the " Communication Box" , to be used as a co m mu nication tool in schools with SAFE Clubs.

T he Ad vocacy Officer and peer ed ucato rs produced SAFE training m anu als and pu rchased th e Happ')", Hea/t0 ' andSafe ma nua l for distrib u-tio n to all S.-\FE school clubs .

They also produced and distribu ted SAFE T-shins, Sara ba ckpac ks and SA FE guidelines, and reprint ed the "Teachers' Code o f Conduct" for reference bv SAFE Clubs.

Ca paci ty Building and Organizational Development FA\'rEZA~rs nation al exec ut ive committee met five time s du ring th e year to approyc work plans and chart ways of c'ffective operation and implementation for the Provincial Cha p ters. Propo sed staff contracts and conditions of work were appraised , while the engagement of an Acc o unts Assistant was approved, A further appraisal of th e new financial reporting format and audit reports for 2001 /2002 was done. The Joint Steering Committee met in April , j ulv and OCtober: to approyc financial and tech nical reporting formats and review quarterly rep orts. A Peace Corps Volunteer was eng aged to be in charge o f ad vocacy and girls' me n to ring programmes, r The Pro vincial Chapters underwent o rientation to fully integrate the structure of FA\\"EZ.-\, while Assemblies and D istrict Chapters received gender sensitization training, Elections of Provincial Education Committees (PECs) were held in Jan uary /Febru ary.

The Ch apte r joined FA\,'E Malawi and FA\,'E Mozambiqu e in a cap acity bui lding strategic planning workshop organized by OS ISA in Xlalawi. FA\,'E Z A sent the :--:ation al Ch apter Cha irs fro m :--: orthern and Ce nt ral Regio ns, and the Cha ir o f the Research Co mmi ttee. Each pa rticipa ting Chap ter was taske d to do nation al level capacity assessment and planning, To mobilize support for girls' education. E-\\,'EZA made links beyo nd the school level to community groups that subsc ribed to its philoso phv, E-\\\"EZ.-\ acce ssed funds from O SISA and top up funds fro m the pool and from FA\, 'E to pu rchase a building fo r office accommodation and to run educa tio n prog rammes. \\'ith minor remodelling, this bu ilding was able to accommod ate two mo re class roo ms ant icipa ted to hos t le T ed ucatio n prog rams

r and the " 0" b -el bridgi~g programme. UN ICEF don ated a seco nd-hand sedan car, a laptop computer, o ffice ~u rni ­ tu re and a switchboa rd and suppo rt ed th e procurement o f a new four-wheel drive twin -cab pickup to facilitate the im pleme nta tio n o f G E" l/SC I programmes and monitormg.

T hro ugh its X o n-G over nmental O rganisatio ns' Co ordinating Committee _-G O CC) membership, E-\\\"EL-\ participated in fou r consultative and planning me etings o n future directions o f );GOCc. FA\,'EZA continued chairing the ed ucation );GO co alition (Z A); EC), th rou gh which the girls' education agenda received further att ention . Besides, F;\\'¡EZ .-\ held a DFID funded workshop to revi ew adv ocacy activities in the Ch apt er's annu al work plan. The Chapter also assessed its advocacv capacity at all levels and identified strategic stake holders in the pla ns.

T he F:\\\ 'E Award for "redia E xcellen ce (F;\.\l E) competition was co nd ucted. E-\~ IE seeks to strengthen partner ship with the media bv ho nouri ng th e effo rt s of media personnel in influencing positive public opinion to Issues of gende r and girls' education . T he pr ize-giving cere mo ny fo r th e female first prizewinner and two male seco nd and third prizewinners was held on 22 Ocr. ~ber.

ZIMBABWE Influencing Poli cy Reform FAW-EZ I, by virtue of being a member of the EF:\ forum, worked closely with the Mini str v of Educa tion, Spo rts and Cu lture as well as Save th e Chi ldren-U K co monitor prog ress towa rd mainstreaming gender into education for all.

Advocacy T he Chapter also worked with the Xational Association o f ); G O s C'_-\:--:G O ) to organize an );GO expo for 25-2September 2003. Close links were maintained with the Depart ment o f Gender as well as with Advance Africa.

Demonstration Interven tions F;\\'\'EZ I organized the implementation of the \\"arr en Park 5 Primary School Storybook. T he boo k, wh ich is

I

currently being printed with a production of 5.000 copies. will be displayed at the Zimbabwe Int ern atio nal Boo k Fair.

Besides this club. the form ation o f girls' clubs within the Chapter was aggrcssi\'cl~' pursued with signiticant success.

F.r\\X'EZ I continued to assist needy and disadvantaged girls through payment of school fees, tinding places in educational institutions. and guidance and counselling.

FA\\"E ZI also hosted the sub regional training on vouth reproductive health .

Capacity Build ing and Organizational Development The national office was strengthened through training workshops for the :\"ational Executive Committee, In addition, regio nal Chapter training for leaders was co nd ucted at the Advance Africa adolescent reprod uct ive health life skills workshop from 24 :' [arch to 12 April 2003 .

The purpose of the workshop was to train trainers at the provincial and district levels in the acquisition of life skills and knowledge in ARH education, The Chapter received funds from five main sources membership contributions (Z imS50,O(lO) , C:'\ ICEf' (C SS1,195,665), Advance Africa, the Minisrrv of Ho m e Affairs (Zimbabwe SI 9.9 million) and E\\\"E (C SS12,(00).

35

art hree - Fin ncialReport-

~

s at 01 Janu ary 2003, the ope rating fund balance from FY 2002 was USS4,049,965. B,¡ December 2003, a tota l of USS3,913,553 had been raised in suppo rt o f the activities, T he total expenditure for the period 01 Janua ry to 31 December 2003 stood at CSS2,968,439. T he details are as follows.

Funds mobilized In 2003 Grant Funds for FY 2003 Governments and government agencies Foundations Otber sources

US$ 2,280,739 1,450,000 182,814

Total operating funds

US$

3,91 3,553

Expenditure in 2003

Strategic Objective Objective 1: Access Objective 2: Influencing Policy RefolTn Objective 3: Strengthening NCs Objective 4: Replication and Mainstreaming Monitoring and Evaluation Finance & Resource Mobilization Administration TOTAL EXPENDITURE

FAWE Donor Partner.

Royal N orwegian G overnment, T he Rockefeller Foundation, The \'i'o rld Bank, Sida, Finland, Ireland Aid, Cl' ICEF, CS.-\ID/ Advance Africa, and C:--:ESCo.

~

36

I

Expenditure 833,910 72,670 1,049,643 127,628 205,072 54,414 625,102 2,968,439

Part Fou r - Looking Ahead , '~ cc_eler~t.ed" m~ght characte ri~~ the pace at acnvitv during the year - It not unders tate it - with man v ach ievem ents co mme ns urate with the effo rt. H ere at th e mid point o f the Strategic Plan L \ \\ E no res a number of challenges in rhe shifting environment in which it wo rks, challenge s that must be met as the Fo rum maps o ut the way forward for the remaind er of the plan peri od and bevo nd.

Advocacy • Communication: This is another key challenge to the attainmen t of EFA goals. In too m an y o f ou r co un tr ies the commu nicatio ns infrastructures do not yet fully sup po rt efficient co m mu nication ne two rks. In particular, the lack of reliable communication mechanisms among i"ational Chapter b ranches and between the branches and the national secretariats nee ds to be addressed .

•

CHALLENGES

trac king and management and assessing the impact of th e act ivitie s th at promote girls' education has be en ch allenging. This challenge still sticks out as we draw closer to ~-ear 2005 since all National Chapter Coordinators have to collect the necessary statistical data.

The key challe nges that aro se du ring the reporting period and arc likely to maintain a stubborn presence in 2004relate dircctlv, to sub-Saharan Africa's ability, to attain rhe 200S EFi\ go als, For FI\\\'E, the challenge s can be categori zed according to st rat egic o b jectives :

• Policy • Government policy: Intl uencing governmen ts

(0

translate policies and rheto ric on ,!:..rirls· education into concrete anion on the ground has been the major challenge. Rapid turnover of ministers and ~l) crnrnenr porn practitioners mean there is often little contlnUlty in police implement. tion. ()l11PII d t lack of resources. gm crnmenr action .n t 1L ag n-cnatc conttnentailevcl (0\\ ards achieving the 1.J \ g ndcr goab has been slow.

•

Local community support: Local commurutv involvement. while often dramaricall- effective.

I still not sufficienrlv widespread to boost zovcrnmensupport for girls' education activities on the ur -und.

Activities to sensitize communi tie, to the: Importance of EF.\ and of their 0\\ n role in the praces, \\ ould appear to be many. but considered on a continental level they are roo few and roo disconnected.

Furthermore, repo rting measures do not alwa~ s accu rately document community invo lvem en t so as to fo rm a basis fo r dissem inatio n and replication of best pr actic e in thi s area.

M on itoring and evaluation: Ensur ing effect ive g ran t

Com mitted membership: This remains a continual challenge to FA\\"E. since min isterial po sitions change with the po litic al wind, These changes make it difficult to realize the an ticipated suppo rt fro m the go\'e rnment.

Interventions

Inrolrement ofMOEs: liven a, the Regional Secretariat .md r u. .mous .ational Chapters attracted mirusrry level · til I f r . criv itic on the ground, too often this ~upport \\-\ rc em ~ rather than proactive, \'(here interventions h n L worked best, there l-ave been fully cngagL'd ministries ( f cduc tnon that not onlv l-ave not hesitated to become 111\ .lvcd. bur have often ,ought out FA\\"E's assistance.

The success and susrainabilirv of EE \ depend largely on the: pru cnv e. d~ namic support and involvement of mini tnt:" of education.

Replicatio n \\ .1~" and means need to be found to motivate government" to replicate the best practices arising from the F \\\ E experience, and whe re possible to provide :-upport. Too often innovative pilot p rojec ts are not scaled up to benefit the large num be rs of gi rls who still do not have access to girls' ed ucatio n.

7

Capacity Building and Organizati onal Development Internal systems. structures and support. from the regio nal level to the N ational Chapters. need co ntinued fine tuning , including: G rant tracking, manage ment and impact assessment, Monito ring and evaluatio n o f wor k prog ramme achieveme nts, especially at the national level and Reso urce mo bilizatio n To me et these challenges , and ot hers that \\;11 surely crop up in the years ah ead, FA\\ 'E itself must take care to remain proactive, o pe n to o ppo rtunity and willing ( 0 adjust cou rse whe re necessary.

T he following are th e key actio ns that will likely be needed in th e push towa rd the 2005 E FA goals and FA\\'E's strategic o bjectives: Strengthen the funding base within th e ~ ational Ch apt ers, FA\\'E will strive to streng then the ~ a tion al Chapters to improve their ow n fundin g base to suppOrt girls' educati on and associ ated activities.

D evelo p and implement sustainable strategies for rend ering EFA nation al actio n plans ge nder-res po nsive.

FAWE hopes to achi eve th is through aggressi,'e national and regional policy dialoguecampaigns and for ums.

Put more capacity building in place, especially in mo nitoring and evaluation at the National Chapter level . FAW E will ende avo ur to ensure tha t data collection from the N ational Chap ters are done ap pro priately and o n time, based on a new ~ 1& E System bei ng dev elop ed.

Intensify and expand the dem o nstration interventions.

FAWE will seek to replicat e th e be st p ractices in o ther N ational Chap ters and encou rage :\IO E s to scale up best p ractices in girls' education. Examples o f such replic ation will include se tting up o f new Cen tres o f Excellence.

I

EXECUTIVE COMMITIEE Prof, Bouli Ali Diallo Vice Presldente, UniversiteAbdou Moumouni de Niamey, Niger

Mrs, Mwatumu Malale Permanent Secretary, Ministry of Education and Culture, DAR ES SALAAM , Tanzania

Hon. Clara Bohilile Deputy Minister of Basic Education and Culture Independence Ave & Luther St. WINDHOEK, Namibia

Hon. Gennet Zewide Minister of Education, Ministry of Education, Addis Ababa, Ethiopia

Hen, Dr, Evelyn Kandakai Minister of Education, Ministry of Education, MONROVIA, Liberia Dr. J. Thuli Nhlengetfwa National Coordinator of Ted Tuner Foundations Project on HIV/Aids UN Foundation , MBABAN E, Swaziland Ms. Beatrice Mukabaranga Vice Rector, Kigali Institute of Education Ministry of Education, KIGALI, Rwanda Dr. Eddah Gachukia Member, FAWE Executive Committee, Riara Road, NAIROBI , Kenya Prof, Esther Mwaikambo Vice Chancellor, The Hubert Memorial University (HKMU), DAR ES SALAAM, Tanzania Hon. Betty Aketch Minister for Higher Education. Ministry of Education and Sports, KAMPALA, Uganda Hon. Alice Tiendrebeogo Presidente, Association Femmes, Educatrices et Developpement (AFED), OUAGADOUGOU, Burkina Faso Hon. Anne-Therese N'Dong Jatta Secretary of State for Education, Department of State for Education, BANJUL, Gambia

Dr, Primrose Kurasha Pro Vice Chancellor, Zimbabwe Open University, HARARE, ZIMBABWE Dr. Beatrice Wabudeya Minister of Higher Education, Ministry of Education, KAMPALA, Uganda

Prof. Leah Marangu Vice Chancellor, Africa Nazarene University, NAIROBI, Kenya

Hon. HAMAN Adama Halimatou Secretare d'etat a I'Education, Ministere de l'Education Nationale, YAOUNDE, Cameroun

Prof. Florida Karani Deputy vice Chancellor, University of Nairobi, NAI ROBI, Kenya

Prof. Mary Okwakol Vice Chancellor, Gulu University, KAMPALA, Uganda

Mrs. Naomy Wangai Director of Education, Ministry of Education, NAIROBI, Ken ya

Ms. Bishagara Therese Vice Rector, Kigali Health Institute, KIGALI, Rwanda

Mme. Francisca Espirito Santo Vice Ministra da Educacao para 0 Ensino Geral, Ministerio da Educacao e Cultura, LUANDA, Angola

Hon. Prof. Arthur M. R. A. Lydia Brito Minister of higher Education, Science and Technology, 770 Patrice Lumumba, MAPUTO, Mozambique

Prof. Lydia Makhubu Vice Chancellor, University of Swaziland, KWALUSENI, Swaziland

Prof. Rosalind Mutua Vice chancellor, Kiriri women's University, NAIROBI, Kenya

Prof. Elizabeth Mumba Ex Deputy Chancellor, University of Zambia, LUSAKA, Zambia

Hon. Christine Churcher Minister for Girls' Education, Ministry of Education Ghana, ACCRA, Ghana

Prof. Dorothy Njeuma Vice Chancellor, University of Buea, BUEA, Cameroon

Mrs. Macsuzy Mondon Permanent Secretary, Ministry of Education and Youth, Technical & Further Education Division, MAHE, Republic of Seychelles

Mrs. Barbara Chi langwa Permanent Secetary, Ministry of Education, LUSAKA, Zambia Mme. Monaicha Cheikh Mohaya Secretaire Generale du Govemement Ex Ministre de I'Education Nafionale.

MORONI. Republique Federale Islamique des COMORES

Dr, Fay Chung FAWE Executive Committee Member, 1 RidgeRoad, Arondale. HARARE, Zimbabwe

Ms. Sebtuu Nassor Commissioner of Education, Ministry od Educaiton, Zanzibar

FAWE FULL MEMBERS Hon Namirembe Bitamazire Minister of State for Primary Education, Ministry of Education, KAMPALA, Uganda

Prof. Olive Mugenda Deputy Vice Chancellor, Finance, Planning and Development Kenyatta University, NAIROBI, Kenya

FOUNDING MEMBERS Hon. Vida Yeboa Coordinator. FAWE Ghana Chapter, ACCRA 2, Ghana Hon. Simone De Comarmond Minister of Tourism and Civil Aviation, MAHE, Seychelles Hon. Paulette Missambo Ministere deI'Etat Charge deTransport, LIBREVILLE. Gabon

I

PROMINENT WOMEN EDUCATIONALISTS Mme, Josephine NTAHOBRI Consultant. African Girls' Education Initiative, BUJUMBURA, Burundi Mme, Salome LESSE NGABA ZOGO National Inspector for Education, C/o FAWECAM, YAOUNDE, CAMEROON Dr, Meria Damalisy Nowa·Phiri Ministry of Health and Population, ILONGWE, Malawi Dr. Enala Tembo·Mwase Dept of Paraclinical Studies, School of Veterinary MedicineThe University of Zambia, Lusaka, Zambia Mme. Bousso Samb /Diack Deputea l'Assernblee Nationale, Assemotee Nationale. Dakar, Senegal Dr. Rosina Akua Acheampong ACCRA. Ghana Mme. Souley Aissatou Secretaire Executif de la Commission Natioanale Nigerienne pour I'UNESCO, Commission Natioanale Nigerienne pour I'UN ESCO, NIAMEY, Niger Dr. Emebet Mulegeta Cordinator, Centre for Research Training and information on Women in Development (CERTWI D), ADDIS ABABA, Ethiopia FEMALE ASSOCIATE MEMBERS Prof. Jadesola Akan de Executive Director. Women Law and Nigeria, ABIUJA, Nigeria Chief(Mrs). Veronica Iyabo Anisulowo Former Minister of State for Education, Nigeria. ABUJA, Nigeria Ms. Eleonore Marguerilte Nerine ANTANARIVO, MADAGASCAR Hon. Patience Adow KOFORIDUA. Ghana Han. Christine Amoako·Nuama Minister for lands and Forestry, Ministry for Lands and Forestry, ACCRA, Ghana

Prof. Nea Mathabe Acting Vice-chancellor and Principal, Technikon SA, FLORIDA 1710, South Africa Hen, Esi Sutherland·Addy esearch Fellow, University of Ghana, LEGON, ACCRA, Ghana Hon. Christiana Thorpe Founding Chair, FAWE Sierra Leone.

Freetown , Sierra Leone

Han. Amanya. Mushega Secretary General, East African Community, Arusha, Tanzania Han. Dr. Edward K. Makubuya Minister of Education and Sports. Republic of Uganda, KAMPALA, Uganda Hon. Dr. George Nga Mtafu Minister of Education, Science and Technology, Republic of Malawi, LILONGWE 3. Malawi

Hon. Margaret Clerke·Kwesie Ex-Deputy Minister of Education, ACCRA. Ghana

S, E. M. Fidele Kentega Ministere deI'Enseignement de base et de l'Alphabetisation, BUJUM BURA, Burkina Faso

Dr. Mamphela Ramphele Vice-President, The World Bank Washington DC 20433, WASHINGTON DC. USA

S. E. M. Almany Fade Sylla Ministere de I'Enseignement de de la Formation Professionnelle , B P 2201, CONAKRY, Guinea

Han. Aicha Bah Diallo Director. Division of Basic Education UNESCO. 7 Place de Fontenoy 75352 paris 07 SP. Paris, France

Hon. Prof. Moustapha Sourang Ministre de I'Educa!ion , Republique du Senegal, DAKAR Senegal

S E. Fatoumata Camara Dialla Presidente. AMASEF/FAWE, BAMAKO. Mali

S. E. M. Moustapha Dicko Ministre de I'education Nationale, BAMAKO, Mali.

S E. Aminata Tall Presidente, FAWE Senegal, DAKAR ETOILE , Senegal H E. Graca Machel President of the national Commission of UNESCO, 45 Rue Egaz Moniz PO Box 3670. Maputo, Mozambique MALE ASSOCIATE MEMBERS Hon. Katonzo Musyoka Minister of Foreign Affairs , Ministry of Foreign Affairs, Nairobi, Kenya Prof, Karega Mutahi Permanent Secretary. Ministy of Education, Science and Technology, Nairobi, Kenya Hon. Mamadou Ndoye ADEA Executive Secretary, ADEA. Paris, France Han. Armaagum Parsuramen Director UNESCO-BREDA Regional Office in Dakar. UNESCO BREDA, Dakar.

S~nega l

40

I ~·

NATIONAL CHAPTERS CONTACT LIST

Fax: 265 772431Tel: 265 7715501774869 Mobile:265 826832 FAWE MALAWI CHAPTER (FAWEMA) Clo The Regional Education OfficePrivate Bag 386, BLANTYRE 3, Malawi Mrs Stella Coordinator Mrs Helen Dzoole FAWEAttached Technical Assistant Fax No. (265) 1 6722 15, Tel. No. (265) 1 672312 or Sr Dambo - 83024 1, Email: fawema@sdnp.org.mw

Ms. Yelfign Worku Chairperson Tel: (251) 1 561494 WOMEN EDUCATIONALIST ASSOCIATION (FAWE ETHIOPIA) Bole Road , Me9a House3'dFloor, Room No. 316 P. O. Box 20882 Code 1000 ADDIS ABABA. Ethiopia Ms Hirut Yibabe Coordinator Fax No. (251)·1·504716/505233, MoE Fax: 251 1 550877 Tel No. (251)-1·504716 or MOE 111639/552922 Email:fawe.ethiopia@telecom.net.et

H.E. Graca Machel Chairperson FAWE MOZAMBIQUE CHAPTER c/o Dr. Marta Luis Cumbi Coordenadora de Programas Fundacao para 0 Desenvolvimento da Comunidade Av. Eduardo Mondlane 1160m 1170 3 andar, MAPUTO, Mozambique Ms Lidia Meque Coordinator Mobile: 2581 082324552, Fax No. (258) 1· 303975. Tel No. (258) 1-430430/1 Tel/Fax: 303975E·mail: fawemo@teledata.mz

Mrs. Camilla Haldane-Lutterodt Chairperson FAWE GHANA CHAPTER Behind Medica ClinicOpposite Neoplan, Assembly PlantAchimota-Accra P. O. Box C 1217 Cantonments.

ACCRA 2. Ghana Hon Vida Yeboah Coordinator Fax No. (233) 21-406682 E·mail: fawe9h@AfricaOnline.Com.gh Tel No. (233) 21-406853 Web: http://www.ghana.edu.gh Mrs. Elaine Mukuru Chairperson.

FAWE KENYA CHAPTER Kenya Institute of Education P OBox 52597. NAIROBI, Kenya Mrs Shiphrah Gichaga Coordinator Fax No. 3750083, Tel: 3749900·9 Ext.337 Direct: 3747969. Tel/Fax: 750083 Email: fawek@ iconnect.co.ke

Hon. Clara Bohitile Chairperson FAWE NAMIBIA CHAPTER Deputy Minister of Basic Education & Culture. Ministry of Basic Education & CulturePrivale Bag 13186WINDHOEK, Namibia.

Ms Ottilie Lamberth Coordinator Mobile: 0812624574, Fax No. (264) 61 224277/257662 Email: fawena@mec.gov.na Tel No. (264) 61 2933342/6729331111 2933143 C/o hgarises@mec.gov.na Hanna - 211893·5

Mrs. Comfort Bedell·Marshall Chairperson FAWE LIBERIA CHAPTER Ministry of Education, 4> Floor, UN ESCO PIU P OBox 9012. Monrovia. Liberia Ms Evelyn Barry Coordinator Fax No. (231)226416/227555 Tel No. 00037747513018 Email: liberiafawe@yahoo.com

Prof. Jadesola Akande ChairpersonTel: (234) 1 5456243 FAWE NIGERIA CHAPTER 8AOlukole Close. offAjao Road.

SurulereP 0 Box 167 Sabo Yaba.

Lagos. Nigena Fax No. (234) 1·5456243. Tel No. (234) 1· 5456243Email: wldcn@infoweb.abs.net

Dr. Chrissie Mwiyeriwa Chairperson

Mrs. Anne Lafortu ne Chairperson

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Fax: 248 241725, SEYCHELLES ASSOCIATION OF WOMEN PROFESSIONALS (SAWOP) P. O. Box 737Victoria. MAHE. Republic of Seychelles Ms Annicka Bru Coordinator Fax No. (248) 371252, Tel No. (248) 225956 Email: sawop@seychelles.scwww.seychelles.sc Ms. Beatrice Mukabaranga Chairperson Mobile: 250 08301517, Email: b mukabaranga@yahoo.com FAWE RWANDA CHAPTER Ministry of Education Building, 1" Floor, Room 101 ·103, P.O. Box 6703, KIGALI , Rwanda Ms Odette Mukazi Mutanguha Coordinator Tel/Fax 250·87724/82 162.

Tel/Fax 250·82514/87724 /82162 Email: fawerwa@rwanda1.com Ms. Vuyisa Tanga Chairperson FAWE SOUTH AFRICA CHAPTER The CottageUniversity of Cape Town , Pnvate Bag, Rondebosch 7701 , CAPE TOWN, South Africa Ms Nomnikelo Gqwabe Coordinator Thobeka September (Administrator) TellFax No. (27) 21·6852142, Email: fawesa@protem.uct.ac.za Tel. No. (27) 21·6503254E·mail: fawesa@education.uct.ac.za Dr. Nomcebo Simelane Chairperson Tel : 2685184011, Mobile:2686061996, Email: nom(a)uniswacc.uniswa.sz FAWE SWAZILAND CHAPTER POBox 276, Manzini, Swaziland Ms Stella Nkosi Coordinator Fax: 268·51 ·85276/2 , Tel: Office: 268 6119624 Email: faweswa@africaonline.co.sz Mrs. Mwantumu Malale Chairperson Fax: 007 222 410029 FAWE TANZANIA CHAPTER

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339 Kimweri AvenueMsasani Area PO Box 633 19, Dar es Salaam, Tanzania Ms Hermina Mkanula Coordinator Fax No. (255) 22 2760 170 From Nairobi dial:007 22 2760170, FAWETZ@hotmail.com Tel: 007 222 667231 . Email: tacosode@africaonline.co.tz

Tel/Fax: 007242239658, Mobile: 007747432200(Office), 00774129290(hse) FAWE ZANZIBAR CHAPTER C/o Ministry of Education, Department of Education P OBox 573, Zanzibar Tel No. 007 242 230266/239658, Email: edu@zanzinet.com.

Fax No. 007 242 232260/230344

Hon. Anne Ndong-Jalla Chairperson FAWE GAMBIA CHAPTER (FAWEGAM) SecretariatGreater Banjul at 58 Garba Jahumpa Road Bakau, New Town. The Gambia Mrs Ramatulie Secka Coordinator Fax No. (220) 495036/397498, Tel. Nos. (220) 495037 Email: kenfem_njie@yahoo.com fawegam@hotmail.com

Mme. Rose Yongue Presidente FAWE CAMEROON (FAWECAM) Immeuble de Maitre Nyaabia, Rue No. 1068 Nlongkak BP 7109, YAOUNDE, Cameroon Fax No. (237)- 22211206/2221873, Email: rfyongue@yahoo.fr Tel No. (237) 222 11206/2981439, Email: fawecam_2002@yahoo.fr

Ms. Edith Kpendema Chairperson FAWE SIERRA LEONE PMB 27383a Fort Street.

FREETOWN, Sierra Leone Christiana Thorpe Mobile: 232 22 76611525, Tel No. (232) 22 227076/225844 Email: fawe-sl@sierratel.sl

S.E. Moinaecha Cheikh Yahaya Presidente FAWE COMORES (FAWECOM) Immeuble l'ifere de Ngazidja, B.P. 73, Moroni, Comores, Comoros Mme, Moinafatima Djalim Coordinatrice Fax No. (269) 735244. Tel: (269) 735244, Email: adarkaoui@hotmail.com. fawecom@snpt.km

Mme. Elisabeth Gnanvo Presidente ASSOCIATION DES FEMMES DE L'EDUCATION DU BENIN (ASFEB) INE Gbegamey06 BP1408, Akpapba, COTONOU, Benin Mme. Cossi Reine Coordinator Fax No. 229 - 350632/42.

Tel No. (229)-330873/310566/321 995 Email: Courconstitu@planben .inlnet.bj. eligy@syfed.bj.refer.org

Ms. Barbara Chilangwa Chairperson FAWE ZAMBIA CH APTER House No. 6680, Chiwalamabwe Road, Olympia Park, POBo x 37695.

LUSAKA, Zambia Mrs Daphne Chimuka Coordinator Email:daphnechimuka@hotmail.com.

Fax No. (260) 1-2541 39/2 32049 Att: Barbara 253502, Tel Nos. (260) 1 Daphne 295482/97787405 Barbara 251291 250162 /250855233329 (Hse) E-mail: fawezam@zamnet.zm

Mme. Odelle Naibert Idayam Off: 235 519659, Mobile: 235 8410149 Presidente FAWE TCHAD BP 1120. Quartier Moursal. carre 11, Porte 119 (derriere la Poste de Moursal)N'djamena, Tchad, Chad Fax No. (235) 517465, (235) 519659, Email: foret@intnet.td of nekar_vick@hotmail.com

S.E. Alice Tiendrebeogo Presidente Hse: 36111 5, Mobile: 226 208026 ASSOCIATION FEMMES, ED UCATRICES ET DEVELOPPEMENT (AFED) BP 581 , OU AGADOUGOU , Burkina Faso Mme, Marguerite Coulidiaty

Ms. Sebtuu Nassor Chairperson

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Mme. Marie Bwimana FAWE BURUNDI Email: bwimarie@yahoo.fr Chef de CabinetMinistere de I'Educalion, deI'Enseignement de Base et de l'Alphabetisatlon des Adultes BP 1990, BUJUMBURA, Burundi Mme Angele Ndihokubwayo Coordinatrice Fax No. (257) 244634, Tel No. (257) 244635, Email: fawe-burundi@usan·bu.net

Mrs. Jane Juru Chairperson DL 725994, 734051·7 FAWE ZIMBABWE Physical Address: Belvedre Technical Teachers' Collegel Harvard Road, Belvedere, Harare (For DHL)Post Office Address: POBo x MP1058, Mount Pleasant, Harare, Zimbabwe Daisy, Admin. Sec. Fax No. (263)4741773, Treasurer's telefax:(263) 4 778171 , Tel No. (263) 4-741773 Email: fawez@africaonline.co. zw

Prof. Mary Okwakol Chairperson Emaii: MOkwakol@rafu.or.ug.

Mobile: 077409735 FAWE UGANDA CHAPTER Plot 38, Lumumba Avenue, Nakasero, PO Box 24 117, Kampala. Uganda Ms Florence Kanyike Coordinator Mobile: 006 77 487299, Fax No. 006 41 236863, Tel NO.006 41 258725/252258 E-mail: faweu@infocom.co.ug.

Website: www.faweu.oLug

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Coordinatrice Tel/Fax No. (226) 360979/366268, Tel/Fax No. (226) 366268 MOE (226) 360979/300282 Email: afed@cenatrin.bf

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Mme. Djouka Angeline Presidente FAWE COTE D'IVOIRE 17 BP 551 , Abidjan, Cole d'lvoire

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Mme. Cecile Emilie Soma Brou Coordina/rice .

Tel/Fax:(225) 219906Tel/Fax:225 44 1901.

Tel/Fa x No. (225) 219906 E-mail: angelinedjouka@yahoo.com Mme. PhilomeneA. Obiang Pn!sidente Tel: 24 1 255670 ASSOCIATION DES FEMMES EDUCATRICES DU GABON (AFEG) B. P. 2256. LIBREVILLE. Gabon Mme. Georgette Ambourouet Coordinatrice Fax No. (241) 775358, Tel No. (241) 635777 Email: ayingonephilomene@intertruc.zzn.com Dr. Jeanne Razafiangy Dina FAWE MADAGASCAR Presidente et Directeur de Cabinet du Gouvemerat. Province Autonome de Toliara Lot 185 Cite AmbohipoAntananarivo.

Hse: 261 20 9443775Tel: 261 209441595.

Mobile: 261 32 02564 14 Madagascar Ms. Virginie Razafindravola Coordinatrice BP 652. Universite de Mahajanga.

Fax: 261 2062 233 12.

Fax No. (261) 20 2223897.

Tel No. (261) 20 2221648.

Mobile: 26132 02564 14 E-mail: Cdrom@dts.mg.

Mme. Faloumala Camara Diallo La Presidente de la Commission Plaidoyer - Communication Tei: 223 237 117 ASSOCIATION MALIENNE POUR L'APPUI A LA SCOLARISATION ET A L'EDUCATION DES FILLES (AMASEFI FAWE) Immeuble MEME-ABK5. Hamdallaye.

B. P. E. 1366, BAMAKO. Mali Mme. Maiga Kadiatou Baby Coordinatrice Fax No. (223) 2293619 or clo 2227767/ 2237117 Ministry: Tel No. (223) 2293619.

Email: amasef.fawe@datatech.toolnet.org

Presidente etRecteurUniversite Abdou Moumouni de Niamey BP 237-10896, NIAM EY, FAWE Niger B.P. 13727. NIAMEY, Niger Mme. Aissata Sidikou Mossi Coordinatrice Fax No. (227) 733862/734286. Faculty of agronomy (2271 733 943 (temp). Tel No. (227) 734286/732876/732531 Email: dialloba@intnet.ne Mme. Hadja Djenabou Sampil Presidente .

FORUM DES EDUCATRICES DE GUINEE (FEG) Immeuble Boulbinet, face a I'ORTG 2 e-e Etage appartement 201 BP 3864 CONAKRY Mobile: 011 297869. Guines.

Fax No. (224) 454797/451774 , Tel No. 454323/454797 Email: fawegui@yahooJr S.E. Aminala Tall Presidente FAWE SENEGAL Fax:(221) 8236673/8226673. Tel: 8223694 Presidente de la SN/FEA. 23 Rue Calmette. BP 6646. DAKAR-ETOILE. Senegal Mme Laurence Marechal N90m Coordina/rice Bineta mobile: 5580729.

Fax No. (221) 8-224177, MOE (221) 8 218930/221 463 Tel No. (221) 8-224170/233213.

Email: fawe_senegal@yahoo.frMafakha Touremafakha@yahoo.fr Mme Kekeli Jeannine Agounke Presidente A.H.U.E.F.A. Tel hse: 228 2216965. Email: kagounke@caramail.com 42 Avenue de Calaisa cote de la Pharmacie pour Tous, BP 13077.

LOM E. Togo Tel/Fax No. (228) 2224463 Fax: (228)-2216965.

Tel. No. (228) 2214 129 Email: fetofawe@hotmail.com. phildweggah@caramail ,com, ahuefa@rdd.tg

Prof. Bouli Ali Diallo FAWE NIGER

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REGIONAL SECRETARIAT STAFF NAME Prof Penina Mlama Lornah Murage Dr Mariama Sarr-Ceesay Marema Dioum Rose Washika .Alex Kazongo Simon Mbugua Enock Warinda Njeri Ogolla Francis Kibue Joab Owiro Lucy Wairi Lillian Siwolo Pauline Kamangara Caroline Ochieng Christine Kinyua Zeddiel Bundi Daniel Mutisya Joseph Muiruri Agnes Murandah

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1-"

Position Executive Director Programme Officer Programme Officer Programme Officer Programme Officer Finance & Resource Mobilisation Officer Human Resources & Administration Officer Programme Officer- Monitoring & Evaluation Administration Assistant - Pool Leader Accountant Graphic Designer/Desktop Publisher Administration Assistant Administration Assistant Secretary Secretary Secretary Clerk/Messager Caretaker/Messager Driver Messenger Research/Conference Centre Assistant

LI ST OF ABBREVIATIONS ARH Adolescent reproductive health BREDA Dakar Regional Office (Bu reau Regionale - Dakar) (UNESCO) Community-based organization CBO Canadian International Development Agency CIDA Community work and advocacy CWA District Education Managers DEM Department for International Development DFID Education for Democracy and Development EDDI Initiative EFAG Education Funding Agencies Group ESARO Eastern and Southern Africa Regional Office EFA Education ForAll Girls Education Movement GEM Income-generating activities IGA FAWE Forum for African Women Educationalists FEMSA Female Education in Mathematics and Science in Africa Information, education and communication IEC Joint Steering Committee JSC M&E Monitoring and evaluation MOE&S Ministry of Education and Sports National action plan NAP National Chapter NC NGOCC Non-Governmental Organisations' Co-ordinating Committee PEA Primary Education Advisors Professional Education Conference PEC Primary Education Development Programme PEDP Reading Circles Programme RCP Remedial Learning Camps RLC Research and Programmes RP OSISA Open Society Initiative for Southern Africa Students' Alliance for Female Education SAFE Swedish International Development Agency Sida Sexual maturation SM Science, mathematics and technology SMT Sector investor programmes SIPs Sector wide approach to programming SWAP Theatre for development TFD UNICEF United Nations Children's Fund UPE Universal Primary Education USAI D United States Agency for International Development WSA Women students association

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FAWE Hou se - Chania Avenue, Off Wood Avenue PO Box 21394 00505 Ngong Road, Nairobi, Kenya Tel: (254 020) 573351, 573359, 573131 Fax: (254 020) 574150 Email: fawe@fawe.org Website: www.fawe.org

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FAWE House - Chania Avenue, Off Wood Avenue PO Box 21394 00505 Ngong Road, Nairobi, Kenya Tel: (254 020) 573351, 573359, 573131 Fax: (254 020) 574150 Email: fawe@fawe .org Website: www.fawe.org