FAWE Annual Report 2005

Forum for African Women Educationalists (FAWE) F A W E

Annual Report 2005

Â© FAWE January 2006 F A W E

Forum for African Women Educationalists (FAWE) FAWE House, Chania Avenue, off Wood Avenue, Kilimani P.O. Box 21394 00505 Ngong Road, Nairobi, Kenya Tel: (254 - 20) 3873131, 3873351, 3873359 Fax: (254 - 20) 3874150 Email: fawe@fawe.org Website: www.fawe.org ISBN No. 9966-908-59-5

Contents From the Executive Director

Highlights of 2005

Part 1: Overview

Part 2: Country Reports

Part 3: Financial Report Part 4: Looking Ahead

73 74

Annexes: Executive Committee Members Full Members Founding Members Prominent Women Educationalists Male Associate Members National Chapter Contact list List of Abbreviations

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From the Executive Director The year 2005 was significant to FAWE in a number of ways. First, it was the year by which the world was supposed to have reached the EFA target of achieving gender parity in primary and secondary education. Regrettably, even though some significant progress has been recorded, many countries, especially in Sub Prof. Penina Mlama Sahara Africa, are still far from Executive Director, FAWE reaching that goal sending the message that FAWE must step up its efforts in order for the EFA gender goals to be achieved even by 2015. Secondly, 2005 was the Beijing +10 year where an assessment of the implementation of the Beijing Platform of Action was undertaken. It was clear again that despite important gains, gender inequalities still persisted in many areas. The importance of education for women to overcome the gender constraints to development was emphasized. Thirdly, this was the last but one year of the FAWE Strategic Direction 2002-2006. A mid term review was therefore, called for to track the progress made in achieving the goals FAWE set for itself in this five-year plan. While significant achievements were highlighted by the review, it was also clear that our successes have led to demands for interventions in other areas and have brought up even more challenges in the area of gender equality in education. Fourthly, the year 2005 was a FAWE General Assembly year, which according to the FAWE constitution, is held once every three years. The Assembly, held in July, in Nairobi Kenya, brought together FAWE members and the FAWE partners to review progress in improving gender equality in education and to formulate strategies for future interventions. From the presentations at the General Assembly it was clear that many achievements had been made by the various FAWE chapters in improving access, retention and performance for girls. The members also had the opportunity to share the challenges their countries are facing in promoting gender equality in education. All these challenges strengthened FAWE’s resolve to close the gender gap in education through its various interventions. As will be seen in this report, FAWE continued to focus on the four key areas of its Strategic Direction namely; influencing education policy reform, advocacy, demonstrative interventions, and influencing replication and main-

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streaming of best practices. Great emphasis continued to be placed on strengthening the capacity of national chapters to effectively implement the FAWE mandate. The improved capacity of the chapters is evident in the increased interventions as reflected in this report. During 2005, three sub-regional assemblies were held where the national chapters had an opportunity to share their experiences on the work on the ground and to display the capacity they have developed over the years for implementing the FAWE mandate. Some of these achievements are recorded in the section on country activities in this report and cover interventions in all the four strategic objectives of FAWE mentioned above. Some milestones included FAWE Ghana’s launch of its FAWE FM Radio Station that currently reaches thousands of girls and parents. Another one is the introduction of gender studies as a core course for all students at Zimbabwe’s Midlands State University. During the year FAWE also developed a Gender Responsive Pedagogy model that seeks to revolutionalize teaching and learning processes to make them gender responsive. The model, which was developed through the active participation of teachers in FAWE Centres of Excellence, was piloted in three schools in Rwanda, Kenya and Tanzania with significantly positive results. A Teacher’ s handbook on Gender Responsive Pedagogy was also developed. In addition, two other teacher’s handbooks, one on “Transforming a School into a Gender Responsive Environment” and another on the “Empowerment of Girls using the TUSEME Model” were also developed and piloted in various schools. Another highlight was that the FAWE Resident Guest Researcher Programme (FRGRP) was launched in 2004, and produced its first batch of research reports on topical concerns in girls’ education. In 2005, much emphasis was placed on developing and institutionalizing a monitoring and evaluation system to allow the national chapters to systematically monitor the progress and impact of their programmes. As we enter the year 2006, we carry with us the sad fact that the EFA target for eliminating gender disparities in primary and secondary education has not yet been reached. Whereas we join the rest of the world to decry this fact, we know that, through our interventions as FAWE, we have made significant advances towards that goal. Our achievements of 2005 will give us the fuel and strength to continue to fight for the right of the girls of Africa to access good quality education and we know that with the support of our partners at all levels, we cannot fail to move forward.

Highlights of 2005 General Assembly FAWE’s 6th General Assembly was held in Nairobi on 15 – 17 July 2005. The theme of the assembly was: Reflecting on Achievements in Promoting Girls’ Education in Africa. Prior to this, three Sub-Regional

The General Assembly brought together the entire FAWE membership.

Sub-Region

General Assemblies were held in Kenya, Malawi, and Burkina Faso. The aim of these

Eastern Africa

Venue

Nairobi, Kenya

Date

6 – 7 April

membership of FAWE. The members comprise African Ministers of Education, ViceChancellors, and prominent women educationalists. They meet to exercise their governance function and elect an Executive Committee. They are joined by representatives of the national chapters, donor agencies, communities and FAWE’s girls to review progress and chart the way forward for FAWE during discussions of pertinent themes in the girls’ education. To-date, FAWE has organised the following six General Assemblies: 1. September 1992 - Belagio, Italy. The Founding General Assembly. Theme: “Status of Girls’ Education in Sub-Saharan Africa”. 2. June 1994 - Belagio, Italy. Theme: “Focus on FAWE’s Mandate and Membership”. 3. July 1996 - Nanyuki, Kenya. Theme: “Girls’ Education in Africa: Translating Policy into Action”.

NCs present Ethiopia, Burundi, Comoros, Rwanda, Kenya, Madagascar, Uganda, Tanzania, Zanzibar

Malawi, Zambia, Swaziland, Namibia, Zimbabwe, Seychelles Benin, Burkina Faso, Cameroon, Gambia, Guinea, Central and West Ouagadougou, 9 - 11 May Chad, Senegal, Mali, Nigeria, Liberia, Niger, Gabon, Africa Burkina Faso Ghana, Sierra Leone, Togo 4. July 1999 - Nairobi, Kenya. Theme: Sub-regional assemblies was to give the “Challenges to the Education of Girls and national chapters the opportunity to share Women in the Next Millennium”. experiences on the achievements, challenges and lessons emerging from their work in the last three years (2002-2004) and their efforts to improve the participation of girls in education. The sub-regional assemblies were held as shown in the table: Southern Africa

Lilongwe, Malawi

21 – 22 April

FAWE’s General Assemblies The FAWE General Assembly is a constitutionally mandated gathering of the entire

FAWE Sub-regional General Assemblies were held prior to the 6th FAWE General Assembly

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5. July 2002 - Nairobi, Kenya. Theme: “EFA: FAWE’s Action at the Grassroots”. 6. July 2005 - Nairobi, Kenya. Theme: “Reflecting on Achievements in Promoting Girls’ Education in Africa”. With a strong conviction that girls must participate fully in the analysis of problems that affect them and in devising and implementing solutions to these problems, FAWE general assemblies include a Girls’ Forum. During the assemblies, exhibitions were displayed. The main achievements from the four Strategic Objectives were clearly portrayed.

FAWE delegation at Beijing +10 meeting in New York, USA.

International Meetings FAWE advanced its advocacy campaigns and activities regionally and internationally through participation in meetings and conferences. At the Beijing +10 meeting in New York in March 2005, FAWE organised a parallel session where the Tuseme Empowerment of girls Module was presented and discussed. Governance of FAWE organisation The statutory meetings (executive and technical committee meetings) were organised and held according to the constitution. The meetings included FAWE’s 6th General Assembly

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as well as the 30th, 31st and 32nd Executive Committee (EC) meetings. FAWE Resident Guest Researcher Programme (FRGRP) The FAWE Resident Guest Researcher Programme (FRGRP), launched in 2004, provides short-term grants to selected guest researchers from universities in Africa to conduct 3-month research, based on themes identified by FAWE each year. In 2005, the first group of researchers completed their research and produced three research reports (now in press), namely: 1. A Conceptual Model for Intervention Strategies Towards Gender Equality in Science and Mathematics Using Constructivist-based Teaching Strategy (Dr. Augustinah N. Duyilemi, Adekunle Ajasin University, Nigeria). 2. The Status of Women in University Functioning: A Case of Three Universities in Africa (Dr. Edith M. Okiria, Makerere University, Uganda). 3. Gender Differentials in Science and Technology (Dr. Peter O. Ogunjuyigbe, Obafemi Awolowo University, Nigeria). Four awards were granted for the 2005 programme covering the following topics: Theme I: Challenges of Reducing the Impact of HIV/AIDS on Girls’ Education The challenges of reducing the impact of HIV/AIDS on girls’ dropout rate in primary education in Tanzania: An assessment of the effectiveness of the current efforts and methods (Dr. Aggrey Raphael Kihombo, Mzumbe University, Tanzania). Theme II: Sexual Harassment/Gender Violence in Institutions of Higher Learning Sexual harassment in institutions of higher learning: Using the victims, the harassers and

other stakeholders to develop a training manual for the empowerment of female university students (Prof. Obert P. Ndawi: Midlands State University, Gweru, Zimbabwe). Theme III: The Status of Girls’ Education in Sub-Saharan Africa: Five Years After Dakar Cultural and environmental influences on the education of girls in Mbororo Community in Cameroon (Dr. Yuh Euphrasia, University of Buea, Buea, Cameroon). Theme IV: Female traders’ access to literacy in numbers and its impact on family commerce (Prof. Kifleyesus Abbebe, University of Asmara, Asmara, Eritrea).

The last Donors’ Consortium held at FAWE House in Nairobi.

Donors Consortium The 3rd FAWE Donors Consortium was held at FAWE House, Kenya. Eleven donors committed themselves to support the financial requirements specified in the Strategic Plan. The two evaluators contracted to conduct the FAWE Mid-Term Review also attended the meeting. Five FAWE National Chapter representatives (from Swaziland, Uganda, Burkina Faso, Kenya, and Tanzania) also attended. After the meeting, participants had the opportunity to visit FAWE Kenya programmes on the ground.

Strengthening of the 14 NCs To address training needs within the 14 NCs, three modules were developed. These included Tuseme Teachers’ Handbook, Teachers’ Handbook on Gender Responsive Pedagogy, and Handbook for Education Practitioners on Gender Responsive School. The National Chapters continued to grow in strength. Capacity building of the first batch of 14 NCs was advanced. Three NCs (Malawi, Mali, and Swaziland) held their General Assemblies, where they reviewed the implementation of the work programmes and activities. Some chapters elected new Executive Committee members. Grants A total of 47 grants were awarded to the national chapters. They included: • Conflict grants. These are granted awarded to the national chapters to increase access for the girls who are affected by the conflicts. A total of 5 grants were awarded. • Science, Mathematics, and Technology (SMT) grants. These are grants awarded to promote girls’ participation in SMT subjects. A total of 11 grants were awarded. • General access grants. These are grants awarded by FAWE to the national chapters to improve access to education for needy and disadvantaged girls. A total of 3 grants were awarded. • Bursary grants. These grants are awarded to the very needy girls to enable them access education. The targeted girls include the orphans and the bright girls. A total of 3 bursaries were awarded. • Higher education grants. These grants are awarded to universities to undertake action research on 4 main themes that affect girls and women. These themes include gender Annual Report 05

47 grants were granted to National Chapters, in 2005, to enhance access and retention for girls.

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responsive policies; curriculum development; management system; and SMT.A total of 20 grants were awarded. Agathe Awards. These grants are awarded to national chapters that show locally based innovative strategies that promote girls’ access to education. 2 grants were awarded. FAME Prize. These grants are awarded to female journalists who promote girls’ access to education. Only 1 grant was awarded. Girls’ clubs. These grants are awarded to national chapters to enhance girls’ empowerment programmes within their clubs. A total of 2 grants were awarded. Tuseme empowerment grant. This grant is awarded to empower girls to speak out. 1 grant was awarded.

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Part 1: Overview One year before the completion of FAWE’s 2002–2006 Strategic Plan, activities targeted increasing access in 18 national chapters and strengthening the other 14. Further efforts were made in ensuring that the capacity of the national chapter personnel was enhanced for efficient implemen-tation of the programmes, especially at the grassroots levels. The national chapters’ primary tasks were based on FAWE’s four main strategic objectives, which were also categorised into four programmatic objectives (see below for details). FAWE’s Strategic Objectives 1. Influencing policy formulation, planning, implementation, monitoring and evaluation in favour of increasing access, improving retention and enhancing the performance of girls. 2. Building public awareness and consensus on the social and economic advantages of girls’ education through advocacy. 3. Demonstrating, through interventions on the ground, how to achieve increased access, improved retention and better performance of girls. 4. Influencing replication and mainstreaming of best practices from the demonstration interventions into broader national education policy and practice.

Programmatic Objectives 1. To increase access particularly of rural girls, the very poor, the geographically and culturally isolated and marginalized. 2. To continue to stimulate policy reform particularly ensuring gender provision in EFA and Education policies and plans. 3. To strengthen the capacity of 14 national chapters to acquire skills needed to promote girls’ access, retention, and performance. 4. To influence the replication and mainstreaming of practices in girls’ education into the national education systems and practice.

The following section of the report provides a brief overview of the region-wide implementation and accomplishments of the strategic objectives.

Objective 1: Influencing Policy Reform FAWE continued to address its first strategic objective: stimulating policy reforms, particularly ensuring gender provision in EFA and Education policies and plans. This was achieved through the following specific activities: • Organisation of national membership forums for NCs to strategise on their contribution towards the achievement of the EFA gender goals. As a result, membership forums on EFA and achievement of gender goals were held in three NCs – Kenya (one forum), Tanzania (two forums), and Gambia (one forum). In Kenya, the policy forum addressed “Girls’ Education Investment Strategy”, while Tanzania’s forums looked at “Enhancing Regional Sensitisation Programmes”. Gambia’s forum spearheaded the “Development of a Re-entry Policy”. • FAWE continued the analysis of National Education Plans and Policies and EFA plans for gender responsiveness. This was achieved through policy dialogue, consultations and involvement in policy formulation processes. The analysis of EFA and national education plans were undertaken and gender gaps identified for two NCs – Gambia and Mozambique. Gambia’s document was on “Gender Responsive Education Policy 2004 – 2015”, while Mozambique addressed “Gender Issues on Girls’ Education”. Results of the analysis were shared with gender focal points and EFA taskforce in five NCs (Zambia, Kenya, Burkina Faso, Guinea, and Namibia). FAWE Resident Guest Researcher Programme In 2004, a total of three action researches

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were commissioned and completed. In 2005, four new grants were awarded for researchers from Zimbabwe, Eritrea, Tanzania, and Cameroon. The already completed works include, “Gender Differentials in Science and Technology”, “The Status of Women in University Functioning: A Case of Three Universities in Africa”, and “A Conceptual Model for Intervention Strategies Towards Gender Equality in Science and Mathematics using Constructivist-based Teaching Strategy”. One of the 2005 researchers from Zimbabwe commenced his study in November entitled: “Sexual Harassment in Institutions of Higher Learning: Using the Victims, the Harassers and other Stakeholders to Develop a Training Manual for the Empowerment of Female University Students”. Commencement of the research was marked by a presentation of the research proposal to a cross-section of people from FAWE and other organisations as part of a peer review mechanism. Sub-regional General Assemblies FAWE sub-regional General Assemblies were held in Kenya, Malawi, and Burkina Faso. The six representatives elected from the subregional general assemblies participated at the FAWE 6th General Assembly and presented reports on national chapter achievements. Objective 2: Advocacy Just like in 2004, FAWE sought strongly to reach both the policymakers and the grassroots persons. Key activities adopted to make this objective come true included: documentation and dissemination of best practices, production of advocacy materials, production of training modules, and participation in international meetings. These are summarised below. Advocacy Training In one of the initiatives to advance advocacy skills among the national chapter staff and members, FAWE, in collaboration with Department for International Development 8

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Local community audience during the closing ceremony of DFID/FAWE Advocacy, Workshop in Maputo, Mozambique.

(DFID), conducted training programmes for four national chapter members in advocacy on girls’ education. A total of 87 members benefited from the training (Mozambique – 20; Malawi – 12; Rwanda – 20; and Zambia – 35). Manuals were developed for the training and are in the process of being published.

Best Practices In her efforts to document and disseminate best practices, FAWE initiated a study to determine the status of the best practices so as to package them for multi-media dissemination. As a result, a framework for documenting the achievements of FAWE NCs’ best practices in achieving EFA gender goals for 2002-2005 was developed and sent to all the NCs to enhance reporting. Publications The production and dissemination of advocacy materials was key. These materials were produced and disseminated so as to increase awareness on the value of girls’ education. The main materials produced included: • The FAWE Newsletter Vol. 13, Number 1, 2, and 3 (French and English). Both number 1 and 2 was a combined volume entitled “FAWE Strides towards achieving EFA goals”. It featured FAWE Kenya’s efforts to enhance girls’ education through the United Nations Girls’ Education Initiative (UNGEI). It showed the advocacy cam-

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paigns conducted in Rwanda by the First Lady, Jeannette Kagame, as well as the activities of the “Stop AIDS clubs” of Burundi. A section was dedicated to addressing the efforts to replicate and mainstream sexual maturation management in Uganda, and scaling up of Tuseme and Centres of Excellence in Tanzania. No 3 entitled “Speaking out – Girls’ Voices” served the double purpose of highlighting the voices of girls and presenting some of the fruits of the Tuseme approach to girls’ empowerment. Tuseme is a Kiswahili word for ‘Let us speak out”. It summarises a concept that has become an obvious best practice in girls’ education. Girls have voiced their thanks and recognition to FAWE, which has instilled into them skills about life. FAWE 2004 Annual Report. Newsletter produced by 10 NCs (Burkina Faso, Chad, Namibia, Malawi, Rwanda, Zambia, Uganda, Ethiopia, Ghana and Guinea) and a video produced on FAWE’s Uganda Bursary Scheme. Radio, TV, and newspapers were used. In Tanzania, a total of 20 MPs and 150 community members participated in a press conference that tackled problems facing girls’ education. In Malawi, on three different occasions, the Malawi National Television hosted the FAWEMA chair and coordinator as guests in phone-in television talk shows on girls’ education. Various documents and materials on education were disseminated to all NCs.

Modules Three modules that were developed are: • Tuseme Teachers’ Handbook • Teachers’ Handbook on Gender Responsive Pedagogy • Handbook for Education Practitioners on Gender Responsive School

Empowering Youth Through Tuseme “Let Us Speak Out” A Teacher’s Handbook The purpose of TUSEME Teacher’s Handbook is to equip the teacher with the necessary knowledge and skills to facilitate the introduction and running of TUSEME in the school to empower girls and boys in their social and academic development. The Handbook is divided into three sections:

The first section (Units 1 – 2) provides an introduction to the TUSEME process, including its historical background and objectives. It explains the preliminaries and preparatory steps that the teacher has to undertake to ensure that TUSEME is properly introduced in the schools and is accepted by all stakeholders.

Participants in a data analysis discussion, TUSEME TOT Regional workshop, in Addis Ababa, Ethiopia.

The second section (Units 3 – 6) explains why it was necessary to establish TUSEME. It highlights the fact that in most countries in sub-Saharan Africa, girls are not empowered to speak out for their rights. The section, therefore, discusses the various factors behind this lack of empowerment that include socialisation, cultural values and practices. The section further discusses issues related to gender and empowerment, teacher gender responsiveness, gender responsive school management system, empowerment and cultural identity – all of which have a bearing on the empowerment of girls.

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The third section (Units 7 – 17) provides a detailed account of how to undertake the 12 stages of the TUSEME process. These stages include: preliminaries, familiarisation, data collection, data analysis, theatre creation, theatre performance, post-performance discussion, action plan, training into life skills for action, creation of TUSEME clubs, taking action to solve the problems, monitoring and evaluation. Gender Responsive Pedagogy A Teacher’s Handbook

This handbook has been designed as a practical guide to make teaching and learning processes gender responsive. It explores the various ways of making the teaching and learning processes respond to the specific needs of girls and boys. The handbook is a contribution to the on-going debate on how to improve quality in education provision. What happens in the teaching and learning processes in the classroom is critical to the quality of education. Quality cannot be achieved without addressing the gender dimension. The Handbook, therefore, is a step towards developing a gender responsive pedagogy. It is designed as a practical teacher’s guide that can be used in the day-to-day teaching to make it more gender responsive. It will assist teachers to acquire deeper insights on gender responsive pedagogy and develop classroom practices that are gender friendly. Specifically,

the handbook has the following objectives: • To equip teachers with knowledge, skills and attitudes for gender responsive pedagogy. • To enable teachers to develop and use gender responsive methodologies that ensure equal participation of both girls and boys in teaching and learning processes. • To assist school management to mainstream gender issues at the school level. As such, it is hoped that this handbook will enable teachers to use gender responsive pedagogy that will respond to the needs of learners, both girls and boys. In the long run, gender responsive pedagogy should bear positive fruits in terms of closing the gender gap in education.

The Gender Responsive School – The FAWE Centre of Excellence Model – A Handbook for Education Practitioners This handbook is a tool to guide education practitioners on how to transform an ordinary school into a Gender Responsive School using the FAWE Centre of Excellence (COE) model.

The handbook is divided into three sections: Background This section provides background information on what a Gender Responsive School is, and gives an overview of the process of transforming an ordinary school into a gender responsive one. Section I: Preparatory Phase This section gives a step-by-step account of the preparatory activities required before embarking on the transformation process.

Section II: Transforming an ordinary school into a Gender Responsive School – the COE Model The teacher gender responsive awareness is central to girls’ and boys’ participation in learning process.

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This section provides a step-by-step approach to transforming an ordinary school into an environment that is academically, socially and physically gender responsive. Exhibitions A series of exhibitions were organised during the 3rd Donors’ Consortium Meeting in Nairobi; the Beijing +10 in New York; the 6th FAWE General Assembly in Nairobi; the FAWE Fund raising evening graced by HE Graca Machel; the 32nd FAWE Executive Committee; and 2nd Management Committee meetings in Nairobi. The main documents displayed were the FAWE News, Annual Reports, COE materials, posters and all the FAWE best practices booklets and CDs.

FAWE posters exhibited during the 6th General Assembly in Nairobi.

Website FAWE is in the process of updating its website, which is meant to be full-fledged interactive and dynamic and wholly database driven in early February 2006. The address still remains – www.fawe.org. It is full of new publications and documents, details of FAWE membership and governance, posters, and programmatic activities within the National Chapters. International meetings Internationally, FAWE sought to influence and increase universal campaigns on girls’ education. The participants presented papers and

actively participated in key issues (see below).

FAWE ON THE INTERNATIONAL SCENE

Communication for Education Development (COMED) ADEA Working Group In February, FAWE hosted the steering committee meeting of the ADEA Working group on Communication for Education Development in Nairobi, Kenya.

Beijing +10 FAWE participated in the UN-organised Beijing +10 meeting in New York in March. A parallel session was organised where Tuseme Process was presented. ADEA Working Group on Science, Mathematics and Technology (SMT) This meeting was organised by ADEA and Kenya’s Ministry of Education. It was held at the Holiday Inn in Nairobi in March.

UNICEF Water and Sanitation UNICEF organised this meeting in New York in April. The aim of the meeting was to address education, especially girls’ education in relation to water and sanitation. ADEA Steering Committee Meetings and Seminars FAWE participated in the 2005 ADEA Steering Committee meetings and seminars. The meeting was held in Paris in May. Commonwealth of Learning (COL) Board Meeting COL’s meeting was held in June in Vancouver, Canada, where FAWE’s Executive Director is a member. UNECA Sub-Regional Workshop on Mainstreaming Women’s Rights in Education The UNECA/AU/Human Rights Commission organised this meeting in Kigali, Rwanda in October. Annual Report 05

Media In order to advance media coverage of its activities, FAWE continued to adopt a multimedia approach in its advocacy activities. Media linkages were strengthened, while the practitioners’ commitment solidified to ensure positive coverage of female education. Key achievements during the year included production of print articles and radio/television stories or drama programmes that support girls’ education. The FAWE Award for Media Excellence (FAME) was implemented in Mali.

Information Dissemination To enhance repository of vital information on girls’ education, FAWE Resource Centre was continuously updated with information, including books, DVDs, CDs, journals, and pamphlets. Existing databases, including national and regional statistics and results of research on education and other relevant information on female education from other partners, were updated.

Partnership FAWE strengthened the existing partnerships and created new ones. The NCs also continued to enhance activities through strengthening of their partnerships with governments, agencies, universities, education agencies, NGOs, and donors. The main partners included UNICEF and UNESCO. Objective 3: Demonstrative Interventions FAWE implemented various demonstrative interventions through the national chapters. They included the award of 47 grants:

Enhanced Access in Conflict Countries FAWE endeavoured to increase access through provision of grants to address conflict situations. During the year, a total of five national chapters (Sierra Leone, Burundi, Guinea, Swaziland and Nigeria) received grants to address challenges to girls’ education in conflict situations. In Guinea, for example, a total of 293 needy girls within the fish12

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ing villages were given school uniforms, books and bags. In Burundi, a mechanism was initiated to increase access to education for girls within the conflict-prone area of Bubanza Province.

Access Grants In 2005, three access grants were awarded to three national chapters (Swaziland, Benin, and Cameroon) to address specific needs affecting girls’ access to education. In Cameroon, the grant was to increase retention of girls in schools within institutions accommodating the FAWE clubs, while in Benin, the grant was to strengthen the network of journalists for campaign in girls’ education. Grants Awarded Conflict Grants General Access SMT Bursary Girls’ club FAME Award Agathe Higher Education

National Chapters Burundi, Sierra Leone, Swaziland, Guinea, and Nigeria Cameroon, Swaziland, and Benin Burkina Faso, Cameroon, Malawi, Mozambique, Rwanda, Zambia, Swaziland, Tanzania, Uganda, Zanzibar and Zimbabwe Benin, Mozambique and Rwanda Benin and Mozambique Mali Burkina Faso and Kenya Benin, Cameroon, Ghana, Kenya, Malawi, Nigeria, South Africa, Tanzania, Uganda, and Zimbabwe

Improving Girls’ Participation in Science, Mathematics, and Technology (SMT) SMT grants were provided to eleven national chapters (Burkina Faso, Cameroon, Malawi, Mozambique, Rwanda, Zambia, Swaziland, Tanzania, Uganda, Zanzibar, and Zimbabwe) to promote SMT through the science camps. The camps included innovative practical and problem solving sessions, site visits to local industries, and selection of instructors and resource persons for the respective NCs. The exhibitions showed the great potential of the girls, including analytical skills, leadership potential, innovativeness, and self-confidence.

A total of 500 girls and 90 teachers were reached in the process. FAWE developed a new SMT Programme for 2005-08 to cover SMT gender responsive pedagogy and science camps. To advance SMT in secondary schools, teacher in-service training in gender responsive SMT teaching methodologies was held in five NCs (Cameroon, Kenya, Mozambique, Tanzania, and Uganda). In addition, capacity building for teachers was held in Kenya and Tanzania. 24 teachers, including four school principals, attended it. This culminated in the first sensitisation seminar for 86 parents (48 women and 38 men) in Kenya, and 24 primary and secondary school teachers from 12 schools in Tanzania. SMT PROGRAMME To ensure integration of the SMT programme into the education system within the selected 12 NCs (based on the Female Education in Mathematics and Science in Africa - FEMSA), FAWE developed a new framework to ensure effective implementation of SMT activities. Among the planned and already ongoing activities include science camps/clubs, SMT clubs, science newsletters, teacher capacity building, guidance and counselling manuals, study tours, gender sensitisation, and school resource centres. The following countries implemented the SMT programmes in specific unique ways:

Cameroon The chapter endeavoured to increase girls’ access to education through policy dialogue and girls’ related activities in SMT. As a result, 3,000 girls participated in three training sessions. The aim of the session was to seek assistance of some 20 politicians and government officials to contribute to girls’ education. In addition, 27 girls from seven clubs participated in Olympiad in Yaoundé. Kenya A capacity building workshop was organised for teachers of SMT from the five project

Girls’ education is the reason of FAWE existence.

schools. The head teacher and four other teachers represented each school. A total of 24 teachers (12 female and 12 males) attended. The workshop lasted three days and was held at the Kenya Institute of Education. Participants included curriculum developers at the institute, members from the Computer for Schools Organisation (CSO), FAWEK members, and Strengthening Mathematics and Sciences in Secondary Education (SMASSE) group.

Malawi A baseline survey was conducted in two education districts – Mwanza (Southern region) and Mzimba North (Northern region) – with an aim to establish the status of girls’ participation and performance in SMT subjects at primary and secondary school levels. The sample frame included 20 primary schools (10 in Mwanza and 10 in Mzimba North), and 10 secondary schools (five in Mwanza and five in Mzimba North), 99 primary school teachers, 31 secondary school teachers, and 950 primary school pupils. The survey revealed the actual performance and participation of girls in SMT subjects in the two districts and suggested solutions to some of the problems identified. Mali Two hundred science books were distributed in Massa Makan School, ECICA, and Fily Dabo School. Each of these establishments

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has a FAWE club. Within each establishment, 35 books were given to the pupils while the teachers received five books. The books provided to the school establishments had been recommended by the Ministry of Education. Rwanda A SMT camp was organised for students at FAWE Girls’ school. A total of 115 Girls from Senior 2, the head teacher and six other teachers participated.

Swaziland The chapter supported and mentored girls from a number of schools in their SMT project work in July and August. The girls presented their work at a National SMT contest where one of the FAWESWA primary school-based SMT club presented their project: “Science across Africa”. As a result of this presentation, the chapter obtained first prize in the club category.

Tanzania The chapter conducted some training for the teachers on Gender Responsive Pedagogy on SMT to 24 teachers, including teachers from Mgugu, Mafinga and Lufilyo COE. SMT teaching and learning materials were then developed after the workshop. Uganda In order to promote science subjects among the students, the chapter compiled guidelines for the SMT project. They invited lecture presenters, mentors and science promoters who encouraged the girls to undertake the subjects. To ensure that this took effect, they initiated a process of policy formulation for compulsory science. To enhance the SMT programme, the chapter facilitated a science fair in Bubulo primary school. The project has successfully been implemented and performance has been recorded from the schools. Zambia The chapter produced and aired 13 series of interschool SMT TV quiz competitions. As a 14

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result, 36 pupils (four per province) participated in the programme. To foster the development and implementation of gender responsive school environments, the chapter developed, printed and distributed guidelines for gender responsive school environments. A total of 200 publications on girl-friendly school environments were received from UNICEF. To motivate girls’ participation in SMT subjects, thirteen episodes of the highly competitive SMT Tele-quiz were filmed in a space of two days, using the BBC “Weakest Link” Model. The 36 Grade 11 girls and boys who contested were drawn from both public and private schools and represented all the nine provinces. Weekly broadcasts commenced in mid October, and adverts to publicise the programme were distributed to schools. In addition, the District Chapters conducted a threeweek tuition in 54 Remedial Learning Centres for Grade 7, 9, and 12 girls during the August/September holidays. Similarly, in order to support the SMT programme and activities, the chapter supported school-based SMT activities through the promotion of teaching and learning using locally available resources (TALULAR) methodologies for 300 pupils. This exercise exposed 300 girls and boys to gender sensitive pedagogical approaches and TALULAR in teaching/learning SMT subjects. As a result, 10 high school SMT schools were selected and 20 SMT teachers identified to oversee SMT activities. A total of 300 pupils were selected to participate in the selected SMT activities. The chapter also developed a template for use in documenting best teaching practices in SMT subjects, especially to girls. As a result, a SMT team was identified to oversee the implementation of this.

Zanzibar The chapter’s Science Camp was held for 40 girls from 8 schools from Zanzibar and Pemba Islands. Higher Education Grants A total of 20 grants were awarded to universi-

ties to undertake action research on four main themes: gender responsive policies, curriculum development, management systems (staffing, recruitment, and sexual harassment), and SMT. The studies have commenced and are anticipated for completion in 2006. The research findings will be used to develop programmes within the universities to address the issues affecting the female university students. The box below shows the list of the awarded proposals:

PROPOSALS AWARDED Universities from sub-Saharan Africa were invited to submit project proposals in gender responsive policies, curriculum development, and management systems (staffing, recruitment, sexual harassment) as well as SMT. Out of the 140 proposals received and reviewed by a panel of experts, the following 20 were awarded: • Promoting Gender Equality at KIST – Kigali Institute of Science and Technology (KIST) • Beyond Access: Experiences of Women Participation in Higher Education in Tanzania – University of Dar es Salaam • The Formulation, Implementation and Evaluation of Gender Responsive University Policies on Sexual Harassment – Pretoria • Strategies for Enhancing Women’s English and Communication Skills for Upward Mobility – Islamic University of Uganda • Improved Access through Development of Strategies for Retention and Performance of Girls and Women in Higher Education in Cameroon – Ngaoundere • The Women in Research and Leadership Leverage (WIRLL) Programme – KwaZuluNatal • Addressing Gender Challenges in Management Systems, Recruitment, and Staff Development at the University of Nsukka, Nigeria – Nsukka, Nigeria • Combating Sexual Harassment at MSU Midlands State University

• Combating Sexual Harassment in Nigerian Universities: An Action Oriented and Policy Intervention Study – Obafemi Awolowo, Nigeria • Making Her Bolder: Empowering the Nigerian Female Undergraduates against Sexual Harassment through Assertiveness and Negotiation Skills Training – Ibadan, Nigeria • A Communication Strategy for Combating Sexual Harassment in Kenyan Universities to Enhance Academic Performance and Career Development – Daystar University • Combating Sexual Harassment on Campus: Creating a Safe and Gender Sensitive Environment at Chancellor College – University of Malawi • Sexual Harassment of Female Students in Nigerian Universities: Empirical Evidence and Solutions – Michael Okpara University of Agriculture, Nigeria • Examining the Persistence of Sexual Harassment in Higher Learning Institutions in Africa: A Case Study of four Universities in Tanzania – Mzumbe University, Tanzania • Sexual Harassment: A Case Study of the University of Benin, Nigeria – University of Benin, Nigeria • Gender-based Potential Benefits and Weaknesses of E-Learning Technology in Higher Learning Institutions of Tanzania: The Case of Participation of Female Students in Science, Mathematics and Technology Disciplines – Sokoine University of Agriculture, Tanzania • Factors Affecting Access, Retention and Performance of Female University Students in Mathematics and Science-oriented Courses in Kenya – Kenyatta University, Kenya • Establishment of a Foundation Course in Agricultural Studies – Women’s University in Africa, Zimbabwe • The Impact of Role Modelling on the Performance of Nigeria Female Undergraduates in Science, Mathematics

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and Technology – Adekunle Ajasin University, Nigeria • Empowerment of Female Students in SMT Disciplines in Tertiary Institutions in Ghana: A Case Study of Kumasi Metropolis – Kwame Nkrumah Institute of Science and Technology, Ghana Capacity Building through the Girls’ Clubs A total of 11 ongoing grants for girls’ clubs activities were monitored. 120 schools and institutions were supported, while over 6,500

A girl campaigning for TUSEME Club leadership.

girls benefited from the club-related activities. The activities included life skills, empowerment techniques, guidance and counselling, and theatre performance among others. See table for details.

Enhancing Access Through Bursary Grants A total of three bursaries (USD 30,000) were awarded to FAWE Rwanda, Benin and Mozambique. The aim of the funds was to assist the grossly disadvantaged girls to access school, stay there and ultimately perform well. Besides this, a total of 11 NCs continued to implement the bursary programme (Tanzania – 20, Burkina Faso – 33, Guinea – 16, Kenya – 8, Ethiopia – 16, Mali – 30, Rwanda – 13, Mozambique – 21, Togo – 20, Nigeria – 18, and Namibia – 10). So far, 9,512 girls in difficult circumstances have received bursaries and are currently in school (see box 16

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below). Some NCs (Ethiopia, Malawi, Namibia, Rwanda, Uganda, Zambia) also received bursaries from other donors.

BURSARY FUNDS FAWE’s (and the National Chapters) main agenda is to assist the marginalised and disadvantaged girls access school, stay there, as well as excel and join the job market. The assistance includes school fees and other school expenses. Since FAWE cannot accomplish this alone, other partners have been encouraged to assist in this worthy course. As a result, some donors and partners have joined hands with FAWE. For example, the Education for Development and Democracy Initiative (EDDI) continued to support selected NCs to administer the bursary grants. These included: Ethiopia FAWE Ethiopia, in collaboration with EDDI, awarded a total of 750 bursaries to the disadvantaged girls in 22 secondary schools in the republic.

Kenya In collaboration with USAID, through the EDDI programme, the chapter assisted a total of 1,500 girls. National Chapter Namibia Kenya Guinea Mali Uganda Mozambique Burkina Faso Zambia Liberia Togo Zimbabwe TOTAL

DETAILS OF GIRLS’ CLUBS School/Institutions Number reached supported Girls Boys 5 30 5 130 20 5 21 10 5 50 20 5 500 9 400 17 4,500 14 75 10 250 35 10 500 120 6,456 50

Number of teachers reached 20 10

30 150 30 240

Malawi FAWE Malawi awarded 22 bursaries to needy girls. Five of these were in universities and the rest in secondary schools.

Namibia Besides the FAWE bursary scheme, the chapter solicited funds from USAID and the MoE. The US Ambassador launched AEI-AGSP scholarship programme in July. Through this initiative, a total of 319 vulnerable children were assisted to access and be retained in schools. The targeted children were mainly orphans. Nigeria The chapter initiated negotiations with the Ambassadors Girls Scholarship Programme (AGSP) on the EDDI Programme. They held discussions with the World Education Incorporated (WEI) on the possibility of partnering with them in the proposed AGSP. Progress has been made in the partnership.

Rwanda Through this programme, a total of 1,500 girls have benefited. There is also evidence of improvement in their academic performance. To ensure that head teachers understood the scholarship programme, a workshop for teachers was held. Besides, the scholarship beneficiaries were also equipped with life skills that ensured they stayed in school and succeeded.

Sierra Leone The chapter implemented the Ambassador’s Girls’ Scholarship Programme (AGSP) in 2 districts – Kenema and Kailahun. So far, the programme services 600 recipients. The programme addressed students’ needs, such as the purchase of school learning materials, textbooks for four core subjects (English, Mathematics, Social Studies, and Science), a packet of 80-page exercise books, school bags and a pair of socks. The programme targets the primary school girls and aims to track

their progress until they take the primary school examination for entrance into the Junior Secondary School.

Uganda A total of 1,155 bursaries were awarded in 2005. They were funded by AEI – US Ambassador’s Girls’ Scholarship Programme, The Development Cooperation Ireland (DCI), FAWE, district local councils, NGOs and other stakeholders. The FAWE bursaries were awarded to girls with disability, to increase their chances of transiting to post-primary level. Ten girls were supported. This scholarship has revealed the grossly inadequate facilities for blind, deaf and wheelchair bound pupils and students. FAWEU instituted a mentoring component to the scholarship programme to ensure maximum benefit from it. Because girls selected on the scholarship programme are needy and many have family problems, or no family members caring for them, it was inevitable to provide additional support for them to cope and excel. The programme also has a focus on HIV/AIDS awareness and mitigation, as well as community involvement in programme activities. Zambia The chapter awarded 3,410 bursaries. Out of these, African Education Initiative (AEI) supported 1,765 girls through the Winrock International programme. Another 169 Grade 8 - 12 girls and boys received support from Family Health International (FHI) in collaboration with the Youth Net. The Technical Education Pool supported 56 more girls, while seven were supported through the FAWEZA Girls Endowment Fund (GEF). The seven girls supported through the GEF were drawn from the University of Zambia, Evelyn Hone College, National Institute of Public Administration (NIPA), National In-service Training College (NISTICOL), and David Livingstone Teacher Training College (DLTTC).

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Zanzibar FAWE Zanzibar implemented the bursary scheme in collaboration with the EDDI programme. As a result, 256 girls benefited.

Agathe Award FAWE rewarded three chapters for innovations that promote girls’ education. As a result, a total of 1,126 girls (Guinea – 826, Kenya – 300, and Burkina Faso – 3 communities) were reached through community initiatives that emanated from the grants. Kenya’s innovation was known as “Booking girls against early marriage in Maasai Community”.

FAME Award FAWE rewarded four female journalists in Mali for promoting girls’ access, through the FAWE Award for Media Excellence (FAME) Award. So far, FAWE has rewarded 16 female journalists within four NCs: FAWE Ethiopia (4), Mali (4), and Kenya (4). The impact created by these female journalists is still being followed up. Administrative Support A total of 28 NCs - all the 14 NCs under strengthening programme and 14 NCs under access programme -[Burundi, Cameroon, Comoros, Gabon, Ghana, Nigeria, Liberia, Sierra Leone, Seychelles, Senegal, Swaziland, Togo, Zanzibar, and Zimbabwe] received administrative support towards the end of 2004. Two new NC coordinators were

FAWE little schoolgirls during a Vision Workshop for LINSAN COE in Guinea.

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hired in Madagascar and Benin, as well as the FAWE Attached Technical Assistant (FATA) Programme Officer in Senegal.

Training of Trainers Workshop A Tuseme empowerment of girls TOT was held in nine NCs (Chad, Ethiopia, Guinea, Kenya, Liberia, Malawi, Namibia, Rwanda, Zambia). The training ranged from empowerment of girls to nurturing the effectiveness of national chapters and COE modules. A total of 316 teachers and 641 students were trained. Tuseme workshops were held in 10 schools. A total of 3,400 girls were reached and 10 clubs established. During the workshops, the participants are taken through a six-step approach (see the box below): THE TUSEME PROCESS FOR THE VISION WORKSHOP

The Tuseme process for the Vision Workshop follows six (6) steps: familiarisation, data collection, data analysis, theatre creation, theatre performance and post performance discussion.

Step 1. Familiarisation Familiarisation is observing and exploring different aspects of the school in order to understand the working environment – social, physical, and academic. Step 2. Data Collection Data collection is the process of gathering information on problems and issues, within and out of school, related to academic and social development of both boys and girls.

Step 3. Data Analysis Data analysis is the examination and discussion of the collected data in order to seek deeper understanding of the issues and problems, the root causes, effects and possible solutions. The problems are compiled into one list and similar problems clustered together. Later, the problems are prioritised and the

major issues selected for analysis. The matrix below can be used for data analysis: Step 4. Theatre Creation Theatre creation is a process where the participants translate the problems they have identified and analysed, and the solutions identified into theatre performances. By now, the participants have already analysed, clustered and prioritised the main issues that affect the academic and social development of both girls and boys. At this stage, they move to the theatre creation. The participants themselves identify the theatrical forms they are most familiar with, and the ones that they want to use to communicate their views on the identified problems. The artistic forms to be used in this theatrical performance can include drama, dance, song, story telling, rap, poetry, recitations,etc. Step 5. Theatre Performance The theatre performance medium is selected

Communicating without offending through theatre performance.

Data Analysis Matrix Problem

Root causes

Girls dropping out Negative cultural of school due to practices early marriage Illiteracy Poverty

Effects

because of its effectiveness in communicating issues without causing offence. The fact that one is assuming another role makes the performer a neutral messenger. In addition, the entertainment characteristic of the theatre makes it possible for the audience to absorb the message in a pleasing manner. Difficult subjects â&#x20AC;&#x201C; such as sexual harassment of students by their teachers, forced marriage of girls by their fathers, or bad leadership at the school â&#x20AC;&#x201C; can be handled by the participants without fear. The theatre performance also gives voice to young people, which are denied to them by the African cultural practices that dictate that young people cannot challenge adults. Step 6. Post Performance Discussion Following the post performance discussion, a committee should be selected to develop the Action Plan. This committee should have representatives from all stakeholders, disaggregated by sex (students, teachers, community members, PTA and School Board). The Head Teacher chairs this committee, which should not exceed 10-12 members for effectiveness.

FATA Programme To enhance the strengthening programme of the NCs, FAWE initiated the FAWE Attached Technical Assistant (FATA) Programme. A skilled Programme Officer was hired for two years to build the capacity of the NC coordinators in specific fields (e.g. resource mobilisation, proposal writing, monitoring and evaluation, etc). During the year, three FATA Programme Officers were recruited in Uganda, Senegal and Zambia. They received Solutions

Responsible person Early pregnancies Sensitising the Community leadPoor health community to stop ers, parents, Illiteracy the practice of school manageearly marriage ment, teachers, Empowering the and students. girls to fight for their rights. Annual Report 05

induction at the FAWE Secretariat in Nairobi and commenced work. So far, there are 12 FATA Programme Officers (Burkina Faso, Chad, Ethiopia, Gambia, Guinea, Kenya, Mozambique, Namibia, Senegal, Tanzania, Uganda, and Zambia). They regularly received the block grants for the enhancement of the national chapter capacity building activities.

Centres of Excellence (COEs) FAWE worked in 10 COEs within 7 NCs. These represent the on-going COEs and include FAWE Girls’ School (Rwanda), Grand Diourbel (Senegal), Kajiado and Athwana (Kenya), Mgugu, Lufilyo and Mafinga secondary schools (Tanzania), Hage Geingob (Namibia), Sambang Upper Basic School (Gambia), and Dipeo Primary School (Burkina Faso). Within the FAWE COEs, a total of 175 girls benefited from the bursary scheme. This is a special bursary awarded to the COEs to enhance access among the poor girls within these centres. The table below shows the distribution of the bursaries within these COEs: Centre of Number of Excellence beneficiaries Hage Geingob – Namibia 15 Lufilyo – Tanzania 15 Mgugu – Tanzania 58 Mafinga – Tanzania 20 AIC Kajiado – Kenya 37 Athwana – Kenya 30 Sambang Upper Basic – Gambia 96 FAWE Girls School – Rwanda 6 TOTAL 277

A memorandum of understanding was signed with Guinea’s ministry of education for a new COE known as Linsan. A vision workshop was held from 21 to25 November. The NC members were trained in skills for transforming an ordinary school into a gender responsive environment. Skills imparted to the members and participants included: gender 20

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responsive school management; consultation and stakeholders consensus building on a shared vision for gender responsive schools; proposal writing and resource mobilisation; assessment of schools for gender responsiveness physically, academically and socially; mobilisation of community towards provision of gender responsive infrastructure; gender responsive teaching methodologies and teaching and learning materials; guidance and counselling; networking with the MOE at all levels - national, regional, district; empowerment of girls in life skills, including protection against HIV/AIDS; analysis of policy documents for gender responsiveness (Education Bill, Budgetary Allocation, etc); and project coordination, monitoring and evaluation. Inter-chapter Visits As a result of the inter-chapter visits to Ghana and Zambia organised the previous year, five NCs (Zanzibar, Zimbabwe, Gabon, Malawi, and Mozambique) made efforts to practically implement what they learnt. Zanzibar implemented Back to Back Programme, Zimbabwe adopted the Reading Circles, Gabon adopted Grassroots Advocacy, Malawi adopted Safe clubs; while Malawi and Mozambique adopted the establishment of sub-branches. Objective 4: Replication and Mainstreaming of Best Practices As part of her mandate and goals, FAWE collaborated with ministries of education in NCs to ensure that policy reforms and negotiations were advanced, and that all the NC’s best practices were identified, replicated and mainstreamed in the main ministries. Both the COE and Tuseme were mainstreamed in Tanzania and Kenya, while Burkina Faso mainstreamed Girls’ Education Day. The Burkina Faso’s 10-Year Development Plan on Basic Education aims at placing special emphasis on girls’ education. The Girls’ Education Day is marked for celebrations nationally every year on 9th October.

In Tanzania, both Tuseme and COE best practices were mainstreamed. Four policy forums (for curriculum developers and head teachers) were also held for mainstreaming. As a result, 17 resource persons were trained on mainstreaming Tuseme. A further 50 head teachers and 100 teachers from 50 schools were trained in Tuseme as part of the mainstreaming process. A mainstreaming officer was appointed to oversee the process, while a Technical Committee for mainstreaming was set up. In Kenya, the Tuseme approach to empowering girls grew in influence to encourage girls to speak out on matters that affect them as well as show what they were capable of achieving. A policy forum was held that focused on “Girls’ Education Investment Strategy”, while three best practices – Tuseme, COE, and Sexual Maturation - were also mainstreamed.

In her efforts to mainstream sexual maturation management in the chapter, FAWE Uganda decided to assist the disadvantages girls by implementing a sexual maturation management project in 60 Ugandan primary schools (12 from each of the 5 pilot districts). They held consultative meetings with district and local leaders, as well as with school administrators. Senior female and male teachers were trained in sexual maturation management and on how to set up Teen Clubs. A total of 49 schools, out of the 60, have built new latrines with funding from the government and partners. Sanitary towels were distributed to schools. The education sector review committee decided to include emergency sanitary pads in First-Aid Kits for schools.

Monitoring and Evaluation FAWE facilitated the initiation of the M&E training workshops for four NCs (Uganda, Namibia, Ethiopia, and Malawi). The main themes of the training included introduction to M&E; Development of M&E indicators; Introduction to M&E Plan; and M&E System. The NCs were assisted in developing key indicators for monitoring their programmes, as well as in drawing operational M&E plans to ensure timely collection of quality data. Results prove that the NCs already trained are making significant progress towards M&E. To enhance training outcome, M&E training tools and manuals were developed and trial run at the Regional Secretariat with the Programme Officers before testing at the NCs. Similarly, a draft M&E system manual for FAWE based on a 10-Step Approach was developed. It shows FAWE’s status on all the implemented activities and the existing gaps that the 2006 Work Programme seeks to address.

In Senegal, efforts were made to mainstream gender in the education system. The Ministry of Education facilitated the training of 44 education practitioners (inspectorate staff from the 11 regions) to act as trainers.

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Part 2: Country Reports BENIN POLICY The Benin country chapter coordinated all its activities through a hired coordinator. The new coordinator embarked on a thorough follow up of all the chapter activities. General Assembly The chapter participated in the sub-Regional General Assembly that took place in Burkina Faso in May. This was a prelude to the main General Assembly (6th FAWE GA) held in Nairobi in July. This meeting brought together participants from the Ministry of Primary and Secondary Education. Research A study was conducted based on a compilation of the annual statistical directory for the school year 2002 – 2003. The aim of this was to select the chapter’s zones of possible interventions. Emphasis was put on the weaker communities in terms of girls’ education. Following this research, the chapter drew an action plan for follow up.

of professional tools for adoption and use. In November, the chapter also took part in the launching of communication guidelines on policy communication; preparation, funding and strategic election campaign; definition of specific and clear roles and responsibilities for the military within the political party; and leadership, management and good governance. All these guidelines were elaborated with the aim of promoting women and encouraging their strong mobilisation and participation in decision-making tasks at the local level, national, and international levels. DEMONSTRATIVE INTERVENTIONS Girls’ Clubs The chapter facilitated the creation of two girls’ clubs in both the Future College in Cotonou, and the General Teachers’ College in Akodéha. In her efforts to improve girls’ empowerment, the chapter facilitated the creation of a girls’ club in the Junior Secondary School, where a total of 200 girls in Akodéha benefited.

ADVOCACY Advocacy Campaigns The chapter took part in the World Campaign for Education for All (EFA). It received posters and folders from the ministry of education head office for the campaign. Various activities were also jointly implemented with the National Coalition for the EFA.

Partnerships The chapter formed stronger partnerships with other NGOs and also held a working session with a female movement based in Port Novo. This movement bears the name of “Rossignols Affranchis” and seeks to publicise the chapter nationally as well as internationally. They also requested the chapter for a meeting to share ideas and experiences aimed at advancing girls’ education.

Workshops The Benin chapter took part in a seminar organised by the Network for the Integration of Female NGOs and Associations (RIFONGA). The teachers held a workshop in August with the theme focusing on the development

POLICY Awareness campaigns In order to influence the development and the adoption of girls’ education policy aimed at

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BURKINA FASO

increasing access and improve retention and performance, the Burkina Faso chapter, in collaboration with the school inspectors, organised an annual educational lecture for the primary school teachers in August in Ouahigouya. A total of 400 inspectors were present. The inspectors offered to collaborate with the chapter in matters pertaining to girls’ education. Memorandum of Understanding The chapter signed a MoU with UNICEF to implement several activities on girls’ education. ADVOCACY Advocacy Campaigns In order to build their advocacy capacity and create a consensus with the students (girls and boys), decision makers, the parents and the local communities, the chapter organised a meeting with the DPEF for the preparation of the chapter’s advocacy programme for the 2005-06. The chapter also organised a development session by UNAPESB on the role of parents in the education of their daughters. DEMONSTRATIVE INTERVENTIONS Special Training The chapter promoted the creation of gender responsive learning environment within the school. A Parents’ Day was organised. Its theme was “Supervision of the Students at Home”. Literacy courses were also offered for women. A total of 680 women were enrolled in Ouga, Tougan, Dassuy, and Garango. A total of 397 women passed to Grade 2, while 211 received certificates of competence. They are currently fully literate. Mothers’ Education The chapter adopted a unique method of try-

ing to reach the girls. They adopted the usage of the mothers’ education as support to the education of the girls. The main themes covered were family planning, rights of the women, financial and emotional management. The provinces covered were Boulgou and Kouritenga, where a total of 796 women were registered. A total of 397 women passed from level 1 to level 2. Out of these, 147 women graduated. Resource Centre development Some 30 girls from the Ouagadougou Resource Centre had training on human rights. The Association of Burkina Faso Human Rights group organised the meeting. A total of 39 dressmakers and hairdressers completed their training. In addition, the chapter embarked on the education of 34 girl mothers within the Tougan region. The fight against child trafficking was one of the themes. As a result, the girl mothers organised their own income generating activities. A total of 13,200,000 CFA (USD 26,400) was generated and deposited in their bank account.

FAWE School girls in a SMT laboratory.

Girls’ clubs During the year, the chapter’s girls’ club within Bobo Dioulasso conducted several activities. Annual Report 05

The activities included: monthly manufacture of soap liquids, a General Assembly; organisation of a lecture on the sales and marketing techniques and lecture/debates on the HIV/AIDS, Sexually-transmitted infections (STIs), and adolescence. COE To promote sustainability of the programmes, the FAWE members were trained in management tips, including the management of the Dipeo Centre of Excellence. The chapter mobilised resources to construct toilets and the school library. The construction was practically finished and commissioned in September. There were also efforts exerted to revive the protocol earlier agreed upon by the chapter and Ministry of Education (MEBA). CAPACITY BUILDING The chapter aimed at ensuring the growth of the number of personnel for an effective management of the programmes. To achieve this, the chair of the chapter participated in the workshop on women leadership development in August. This workshop was organised by the Centre for Democratic Governance (GAR). A total of 13 FAWE members attended.

BURUNDI

POLICY FAWE Burundi actively participated in the preparation of a sensitisation workshop for the development of the National Gender Policy. The principal purpose of this workshop was to ensure that all the girls’ education gaps existing within the policy documents were addressed. The chapter actively supported the “Gender project” within the Ministry of Social Services, as well as the promotion of 24

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women recruitment within the ministry frameworks. Memorandum of Understanding FAWE Burundi intensified their follow-up for the signing of the memorandum of understanding between them and the Ministry of Education (MINEDUC). So far, the MoU has been signed, thus making great steps in its efforts to combat problems facing the girls as well as to promote their education. The chapter also works directly with the ministry officials. Through this MoU, the chapter aggressively advocated for development of clear policy on the education of girls in the country. They also encouraged the ministry authorities to revise the school regulations to favour the teenage mothers. Database Development Due to increased levels of activities within the chapter, FAWE Burundi embarked on a database development on the status of girls in the country. The aim of the database is to act as evidence during their advocacy campaigns for policy change and dialogue with the government. EFA Campaign FAWE Burundi actively participated in the preparations for the EFA campaigns during the World Education for All Campaign. During the celebrations, stakeholders (especially government officials) were sensitised and reminded on the importance of education in general and for the girls in particular. Following this campaign, the chapter brought up-to-date statistical data from the Ministry of Planning to facilitate their advocacy campaigns. In addition, the Ministry of Education was challenged to address girls’ education issues. This culminated in their quick action in the development of the EFA National Action Plan.

General Assembly The chapter organised their General Assembly where exchange of ideas and development of new work strategies were devised. During the meeting, election of the new Executive Committee was conducted. Sub-regional General Assembly FAWE Burundi attended a FAWE subRegional General Assembly and presented their report on the three-year achievements. A representative from the chapter was selected to represent the sub-Region in the FAWE’s 6th General Assembly held in July in Nairobi. The chapter continued with regular follow up of the girls, especially the bursary recipients within the regions of Kanyosha and Kamesa. ADVOCACY Media In order to promote their advocacy programmes, FAWE Burundi participated in the production of a radio programme. As a result of this broadcast, the listeners were sensitised on matters affecting girls. The chapter plans for more transmissions. In addition, the chapter continued with the production of newspapers that detail their activities and act as resource mobilisation tools. The chapter also organised four live transmissions on matters affecting girls and their access to education over the local “Ijambo” TV. Through this, the public was informed on the value and prospects for educating girls. Advocacy Materials To advance their advocacy campaigns through the print media, FAWE Burundi drafted articles for inclusion in the local newspaper “Tujijuke”. The local community was informed and sensitised on key questions facing the promotion of the girls’ right to education.

Sara Communication Initiative Within the framework of the Sara Communication Initiative (SCI) project, FAWE Burundi revised their Annual Action Plan and advanced the development of a project for submission to UNICEF for funding. Through this funding, the Action Plan was revised, and the project carried out. DEMONSTRATIVE INTERVENTIONS Sensitisation Programmes In her pursuit to execute the project on “Expansion of networks to address the prevention and reduction of HIV/AIDS and STIs”, the chapter carried out campaigns within the northern regions of the country. Training of the second team of teachers was also held in April, and this led to an increase in the number of trained teachers in counselling. To advance awareness about AIDS pandemic in the country, the Stop AIDS club was initiated in four provinces: Karusi, Kirundo, Muyinga and Ngozi. Furthermore, to contribute to the reduction of HIV/AIDS and STIs among women, FAWE Burundi made follow-up for the financing of a research on “Socio-economic support in favour of women with multiple partners in the provinces of Ngozi, Bujumbura, and its environs”. The chapter continued with the implementation of the HIV/AIDS awareness creation programme. During these programmes, the chapter strengthened the existing networks in the prevention of the pandemic in 68 Primary schools in the AGEI provinces. Award for Best Candidates FAWE Burundi initiated a programme to award prizes to the best schoolgirls in the National Examinations. Due to this initiative, more girls have been encouraged to improve the performances and to tackle problems posAnnual Report 05

itively. It has also led to the stimulation of a culture of excellence. The chapter still looks for more funds to keep the programme sustainable. FAME Award FAWE Burundi facilitated the FAME award among all the members. The award was aimed at rewarding female journalists of the country who produced articles (in both print and electronic media) aimed at promoting girls’ access to education. Through this initiative, the media was stimulated and started reporting on girls’ issues. Partnerships FAWE Burundi established stronger collaboration with NGOs and other partners working on girls’ education. They also participated in seminars and meetings organised by partners and donors, where key decisions affecting girls’ education were discussed and addressed. Among the seminars attended included: Launch of the UNGEI-Burundi chapter, validation of the retrospective studies within the Ministry of Planning; and seminar on the validation of the Pre-school Education Programme.

CAMEROON

ADVOCACY In order to increase the percentage rate of school going girls, the chapter conducted a sensitisation campaign. They participated in four planning meetings on advocacy strategies. During these meetings, the agenda and procedures for reaching more girls were developed. For example, a pilot project centre within Etam-Kouma managed to access 150 girls who were then rehabilitated. 26

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Campaigns The chapter participated in the World Education Campaign (La Campagne Mondiale pour l’Education – CME) celebrations. The campaign called for the inclusion of out-ofclassroom learning. It also called for dialogue with teacher training organisations and teaching unions to ensure that teachers had the training, skills and confidence to provide outof-classroom learning. A total of 20 policymakers and 3,000 girls attended the celebrations. DEMONSTRATIVE INTERVENTIONS SMT The promotion of SMT was advanced through training of the girls on how to approach SMT questions. This was conducted apart from the usual Olympiad competitions. During the year, the inter-clubs competitions on science projects and innovations by the girls were held in Yaoundé, where the already established seven clubs (27 girls) participated. Through SMT activities, a total of 3,000 girls were reached through their participation in the competitions. Girls’ clubs In order to improve girls’ access, retention and performance, the chapter awarded bursaries to 25 girls, while 1,000 other students were enrolled in the clubs. Another 15 prizes were awarded to the best students in three schools.

CHAD

POLICY Participation in EFA process The chapter actively participated in the Ministry of Education (MoE) agenda aimed at addressing Education for All (EFA) goals. To advance these goals, the chapter was regularly invited to the meetings, special sessions,

workshops and seminars organised by the Ministry of National Education. Sub-regional General Assembly The chapter took part in the sub-Regional General Assembly of the West Africa and Central African chapters. From this assembly, representatives from FAWE Burkina Faso and Chad were elected to represent the Region at the 6th FAWE General Assembly in Nairobi in July. Meetings In partnership with other NGOs and active education partners, the chapter participated in the General Meeting organised by the Ministry of Education to revise the basic textbooks. ADVOCACY Action Plan The chapter developed an Action Plan of their education programme in collaboration with UNICEF. The aim was to enhance girls’ education in the conflict zones through the establishment of girls’ clubs. The chapter also sought to enhance their active participation in advocacy agenda through celebration of the Week of the Female Associations. During this weeklong celebration, special attention was paid to girls’ education, thus resulting in better visibility of the chapter nationally. In addition, in order to initiate advocacy activities that target the socially and economically disadvantaged girls, the chapter conducted a recruitment effort for the new local community leaders for advocacy. Advocacy Campaigns To propel the activities of the Global Campaign for Education, the chapter, through the FAWE Attached Technical Assistant (FATA) officer, distributed some training kits.

These kits included newsletters, advocacy materials, and pouches of education documents. Subsequently, national chapter members were also trained on resource mobilisation. Advocacy campaigns on public awareness on the value of girls’ education were promoted. This resulted in better knowledge of the chapter activities by the general public, especially by the community leaders in Mandelia and Fadjé who pledged to support the chapter. Commemoration Days FAWE Chad organised meetings to prepare for the annual Global Campaign for Education. The objective of the first meeting was to forge partnerships with the National Education Office. Three main activities were targeted: encouraging the politicians to address the issues facing girls in the schools, advancement of national engagement on girls’ education agenda, and soliciting support from the country president. As a result, a campaign was held under the theme: “Educate to end poverty”. The campaign was also held in Mandelia, Massaguet and N’Djaména. Participants included government personnel, parents, development partners, and school pupils. The chapter also speeded up the preparation and organisation for the National Week of the Chadian Women (SENAFET). During the celebrations, three girls’ clubs were represented. The clubs presented various activities such as: songs, sketches, drama, poems, and conference debates. The talks were on topics such as Adolescent Reproductive Health (ARH), HIV/AIDS, teenage pregnancies, obstacles facing girls, the role of the woman employees in the workplaces, and life skills.

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Girls’ Clubs The Kabalaye partner schools, in collaboration with their girls’ clubs, organised a joint festival for their end of year celebrations. The girls at the celebrations presented plays on forced marriage, well founded girls’ education, and violence in the educational circle. These were later followed by poems, recitations and dances that focused on HIV/AIDS and prostitution. Participants included Ministry of Education (MoE) personnel, local community and administration, local NGOs, parents, teachers, and students. In addition, FAWE Chad continued to implement Tuseme activities within the established five schools Partnerships The chapter forged new partnerships with United Nations Development Programme (UNDP), World Food Programme (WFP), National Council of Cooperatives (CNC), Ministry of Social Action (MASF), and Programme Support for the Education Sector Reforms in Chad (PARSET). DEMONSTRATIVE INTERVENTIONS Educational Support A team made up of some executive committee members (i.e. Assistant Executive Secretary, FAWE Chad Administrative Assistant, and the Inspector of Basic Education for Madiago) visited Fadjé Community School where they donated materials to the teachers. The materials donated included: table, blackboard, chair, two plaits, coloured and white chalks, books, and a bicycle. In Mandelia, the girls’ clubs, in both primary and secondary schools, also received club materials. Tuseme Training After the launch in Félix Eboué School in 28

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December 2004, the chapter implemented the Tuseme girls’ empowerment programme through the training of members. A total of 100 students and 10 club matrons participated in these trainings and were equipped with the whole Tuseme girls’ empowerment process. Four schools (Amriguébé Girls’, Mandelia, Chagoua I, and Habena schools) were trained in April and May. In addition, the community leaders were also supported through capacity building programmes and awareness creation on girls’ education. The latter was instrumental in allowing the community to participate in the operation of the schools (as external overseers). As such, these leaders have adopted support programmes to ensure good working conditions in the schools. Girls’ Clubs Five members of the chapter embarked on the initiatives to strengthen and restructure the girls’ clubs within Mandelia. Launching was done for the already existing clubs within the primary schools, while efforts were made towards initiating such clubs in the secondary schools. In April 50 girls from Amriguébé were trained, while another 50 girls from Mandelia School and Fadjé also benefited.

COMOROS

POLICY Plan of Action To enhance sustainable implementation of programmes, the chapter participated in the development of the National Action Plan (2005-07) for the promotion of girls’ education. The plan addresses girls’ education issues and opportunities. This was done in partnership with the Ministry of National Education and Autonomous Islands.

Engagement of policymakers Some policymakers visited 15 schools within the Comoros Archipelago. The policymakers embarked on efforts geared towards the promotion of girls’ education, including bids to help support and finance the construction of school structures. As a result, the Chinese, South African, and Libyan Embassies were approached for assistance and they showed interest in supporting the chapter. ADVOCACY Advocacy Campaigns The chapter actively participated in the launch of the International Movement for Girls’ Education in Comoros. This campaign was organised in partnership with the Ministry of National Education and Autonomous Islands. The aim was to address the suppression of primary school fees. As a result, the students are currently exempted from such inscriptions in Ngazidja and Mohéli. FAWE Comoros made efforts towards the creation of partnership with the General Delegation of the Human Rights of the Comoros. Through this partnership, women were sensitised on the importance of gender equality, followed by aggressive awareness campaigns on basic children’s rights. Celebrations The chapter celebrated the International Women’s Day on 8th March. Partners, parents, local community leaders, and the general community body attended the celebrations. Of particular interest was the representation of the three Comoros villages from each island: Bandralamahale in Anjouan, Djoiezi in Mohéli, and Bandramadji in Mainland Comoros. Through these celebration campaigns, a significant part of the local community was sensitised on the importance of gender equality in the education system.

Media and awareness campaigns FAWE Comoros established dynamic partnership with the media (radio and television), the local community, and the general public. Through this partnership, regular radio and TV transmissions on key issues regarding girls’ education were addressed. Sensitisation meetings and lecture debates to tackle issues on girls’ education were held in the affected regions. The media – radio and television covered all proceedings in the whole archipelago. The theme of the lecture was “educate to end poverty”. Results indicated that several communities were sensitised and realised the importance of educating the girls in order to reduce poverty. DEMONSTRATIVE INTERVENTIONS Girls’ Clubs Three girls’ clubs were created. These clubs work in collaboration with their respective subchapters within FAWE Comoros Sensitisation Programme Framework. The main activities within the framework include community sensitisation through conferences, campaigns, seminars, debates, dialogues, and workshops. Within these clubs, girls are exposed to life skills on the fight against HIV/AIDS and STIs, the importance of girls’ education for development, as well as organisation for remedial courses in order to improve the performance of identified weak girls. The remedial sessions have led to significant improvement in the performance of concerned girls. Besides regular club activities, the club matrons also organised educational tours and theatre plays for the girls. These targeted key areas that affect girls in their pursuit of education.

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ETHIOPIA POLICY Meeting with the Ministry of Education (MoE) The FAWE Ethiopia chapter contacted the MoE and discussed the possibility of active collaboration between them and the ministry. A formal meeting was organised where collaboration was advanced. As part of the collaboration, the chapter attended the 5th Annual Conference on Women Education Forum organised by the MoE in July in Dire Dawa. Through this conference, the participants analysed the current status of women education in higher learning institutions. Strategies for addressing the needs are under consideration.

A girl presenting data in a TUSEME TOT Workshop.

ADVOCACY Membership Registration The chapter undertook an initiative to increase the chapter’s membership registration by distributing a special format to potential members during various seminar and workshop sessions. In addition, a baseline data format was developed and distributed to all the sub-chapters. Data is already being obtained and analysed. Advocacy Materials The chapter’s advocacy printed document – 30

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TIMMAR magazine is already prepared and disseminated to all the stakeholders. The chapter also produced wallets and pens and distributed them to the main stakeholders. Research The consultant submitted the draft research reports on “Needs assessment” and the “Identification of gaps and problems of female teacher trainees in six regional Teachers Training Institutes and Colleges”. These were later reviewed following a workshop conducted in September. The comments were later forwarded for incorporation in the final report. A total of 24 participants engaged in education and gender from different development agencies and NGOs, including UNICEF and MoE, attended the workshop. In addition, Jimma University Ambo College initiated a project proposal on “Minimising academic dismissal of female students”. This proposal was finalised and submitted for approval by FAWE Regional Secretariat. DEMONSTRATIVE INTERVENSIONS Bursary FAWE Ethiopia, in collaboration with EDDI, sought to increase access, retention and performance of disadvantaged girls through bursary. Through this partnership, a total of 750 female students in 22 secondary schools were supported through tutorial and mentoring services.

GABON

ADVOCACY Sensitisation Campaigns FAWE Gabon embarked on an aggressive programme to sensitise the girls on early pregnancies and the fight against HIV/AIDS. These activities were carried out in schools

within Libreville Zone. Following this effort, four other girls’ committees were born in significant zones and the girls have commenced empowerment programmes. DEMONSTRATIVE INTERVENSIONS Bursary An evaluation meeting was organised to follow up on the status of the FAWE bursary scheme. This meeting made it possible to access progress reports from the schools, as well as give a clear situation about the schools. A total of five girls (especially those weak in science subjects) benefited from the FAWE bursaries. In addition, through a series of negotiations with the Winrock International (WI), the chapter managed to solicit USD 22,000 towards the bursary scheme. This amount was then distributed to 200 girls within selected rural primary schools. Training The chapter participated in a training workshop for the education personnel. The workshop was aimed at tackling HIV/AIDS, and was organised by the National Plan to fight AIDS (PNLS). The chapter also participated in a seminar organised by UNICEF on the protection of the rights of children.

GAMBIA

POLICY Re-entry Programme As part of the FAWEGAM/UNICEF agreement for 2005/6, the chapter worked with Department of State for Education (DOSE) to produce a re-entry policy. Within this agreement, DOSE is mandated to ensure clear articulation and implementation of education policies and programmes, while chapter seeks to follow up on the girls and the schools identified for action.

Mainstreaming EFA into Policies and Plans The FATA officer’s involvement in the production of the Millennium Development Goals (MDGs) Report for the Gambia as well as the Common Country Assessment for the United Nations provided the opportunity for the chapter to mainstream girls’ education concern into the National Plans. The MDG report recognised the low enrolment of girls at senior secondary level. Consequently, higher education for girls was highlighted as a development priority for the country. Likewise, the United Nations Common Country Assessment (UNCCA) Report listed higher education for girls as one of the development priorities for the year 2005. Given that the UNCCA is a preparatory tool for United Nations Development Assistant Framework (UNDAF), the chapter has developed good working relations with the UNDAF. ADVOCACY FAWE Gambia enhanced their advocacy campaigns within the local community and school environment. The campaigns focused on girls’ education and sought to address issues directly affecting them. Through this campaign, a total of 100 club members (mainly girls) benefited from advocacy training in Regions II and III. These are the regions adversely affected by reduced enrolment among girls in schools. Following these campaigns, the targeted girls gained skills in: How to study, How to develop self-esteem and How to be assertive. DEMONSTRATIVE INTERVENTION Sambang Centre of Excellence The results of the West African Examination Council (WASS) examinations for the Grade 9 students were received and the performance was good. Out of the 43 students who sat the Annual Report 05

exams, 14 were girls. The best performance for the girls was in Agricultural Science. The COE currently has a new head teacher following the resignation of the former head. The Ambassadors Girls’ Scholarship Programme (AGSP) During the year, the programme kicked off in full gear. A total of 700 girls in Region Two (semi rural areas) were selected to benefit from the programme. A new bank account was opened for the fund and D 1,523,957 (USD 54,041) was provided for programme implementation. The scholarship covered books, shoes, bags, sanitary towels, fees, two sets of uniforms, and stationery. The programme covers several areas within the chapter. For example, the American Embassy (represented by the Ambassador), in collaboration with DOSE and FAWEGAM launched the AGSP in Sibanor in September - to run for four years. The activity received wide media coverage as part of advocacy strategies. Voluntary Assistance During the year, the chapter benefited from Peace Corps benevolence by having a volunteer attached to the project for two years. The volunteer’s task was to assist the chapter in building database operating skills for the scholarship trust fund, as well as assisting in the operations of the FAWE senior secondary scholarship fund and computer skills. This was done such that the chapter currently manages their own database. Research The chapter undertook a survey known as the Social and Health Assessment (SHA). This survey was commissioned by Gambia College and it consisted of scales for measuring behaviours, beliefs, feelings, and perceptions. 32

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The survey - which had been administered to samples of youth in the United States, Central America, Egypt and Central Europe - was applied to the chapter to provide a picture of its youth, what they do, how they feel and what they believe in.

GHANA

POLICY Policy Meetings The FAWE Ghana chapter held a meeting with the Technical Committee for the Economic Community of West African States (ECOWAS) Sub-Regional Programme to influence formulation and adoption of educational policies on girls’ education, so as to increase access and improve retention and performance. This followed an invitation by the Girls’ Education Unit after appreciating the role of FAWE in curbing girls’ education challenges. As a result, the meeting paved ways for further opportunities for the chapter to participate in dialogue at higher levels. Such dialogue is anticipated to facilitate promotion of policies in support of girls’ education in the chapter. ADVOCACY Media In order to build public awareness and consensus on the social and economic advantages of girls’ education through advocacy, the chapter commissioned the FAWE FM Radio 105.9. Over 500 participants from districts and communities in coverage area were present. Already, the people in the targeted five districts are tuning in to the test transmissions, made up of mainly advocacy songs. Trial tests were run using extracts from the girls’ presentations. The aim of using this strategy was to seek to encourage the girls, especially those engaged in the pineapple plantations.

Networks and Partnerships The chapter sought to create and sustain partnership with governments, donors, universities, NGOs, communities and other partners in education for effective implementation of programmes that improve girls’ education. Phase 1 briefing meeting on the chapter’s Strategic Plan for 2005-07 was held. Participants included focal contact persons (officers-in-charge), resource centre assistants, library assistants, district girls’ education officers, collaborating NGOs, the School Health Education Programme (SHEP) coordinators, guidance and counselling coordinators, directors of education, and district assembly members. Discussions in response to the Ministry of Education’s request to reproduce and use FAWE Ghana videos on HIV/AIDS were finalised and production commenced. DEMONSTRATIVE INTERVENSIONS Awareness Creation Campaigns The chapter organised “Circuit Management Team” meeting, quiz competitions and presentation of exercise books under FAWE Ghana and Winrock International’s community–based innovation project. This project was aimed at undertaking and supporting experimental and innovative demonstration programmes aimed at increasing girls’ participation in education so as to reduce child labour through education. A total of 1,150 pupils in the project area received homework exercise books, obliging the teachers to give homework to the students. As a result of the campaigns, all the 19 schools in the educational circuit introduced library time in their timetables. To supplement this, two other schools have initiated the “The Silence Hour” programme in which every pupil spares about 30 minutes for reading before official classes begin.

GUINEA POLICY FAWE Guinea chapter experienced excellent relations with the policy makers in the education sector. This was made possible through the already signed Memorandum of Understanding (MoU). During 2005, the chapter continued to strengthen this relationship in order to play a key role in the EFA Task force. The chapter has strengthened its partnership with the Equity Committees in the Ministry of Education, as well as with the Ministry for Social Affairs, which deals with early childhood education. These ministries commenced their support programmes to the chapter through posting of teachers. The chapter also signed an agreement with the Canadian Embassy for support of its programmes. It advanced partnership with key stakeholders, including government officials and other FAWE Guinea members. Later in the year, the chapter influenced the signing of a protocol between FAWE and the Ministry of Education for the creation of a Centre of Excellence in Linsan, Kindia Region. The COE has been established and subsequent programmes planned.

Local community mobilization for LINSAN COE in Guinea.

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ADVOCACY New Partnerships The chapter launched a new advocacy partnership by undertaking advocacy for girls’ education jointly with the First Lady and the wives of senior government officials. The aim of this was influence policy issues through these women. The chapter continued to strengthen strategic partnership with UNICEF, UNESCO-BREDA, Plan International and ActionAid. Advocacy and Sensitisation Campaigns Once again, the chapter was at the forefront of organising the Global Week of Action, which brought together key stakeholders in girls’ education. Partnership with UNICEF was strengthened to promote advocacy efforts in Marefinya area, while sensitisation campaigns were jointly undertaken in some four regions that had the lowest enrolment rates. As a result of the effort, the chapter was presented with an award for its service to girls’ education. In addition, the chapter was at the forefront of the celebration of Girl Child Day on 27 June, where five secondary schoolgirls were awarded prizes within Forécariah region. Sensitization and awareness efforts were heightened on the efforts to combat HIV/AIDS on girls’ education. In order to reach the remotest areas with innovations that attract girls to school, the chapter also launched the 4th Round of the Agathe Uwilingiyimana Award. DEMONSTRATIVE INTERVENTION Access to girls in fishing villages In her efforts to reach the remotest areas of the republic, especially the fishing villages, the chapter distributed school provisions, such as school bags and textbooks to the children. As a result, a total of 200 poor girls from the 34

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target villages were reached, supported, and enrolled in schools. Girls’ empowerment through Tuseme Having trained a core group of trainers, the Tuseme girls’ empowerment process was undertaken. This included training in five schools, where five girls’ clubs were formed. In a second training activity, 10 teachers, half of them female, were trained in the Tuseme girls’ empowerment process. During the year, a total of 31 students (21 girls) were trained. Capacity building activities The chapter conducted training that targeted members of the school community (parents’ associations, school administration, religious associations and community groupings) in order to garner their support for girls’ education. A total of 150 teachers and 15 parents’ association members benefited through these training.

KENYA

POLICY Gender Responsive Policy Documents In the efforts to advance policy dialogue with key policymakers, FAWE Kenya chapter participated in the development of Kenya Educational Sessional Paper (KESP) No 1: 2005. This paper details gender issues and how to deal with girls’ education in general. In particular, three of the FAWE best practices have been mainstreamed into the KESP. These best practices included Centres of Excellence, Tuseme, and Sexual Maturation Management. In addition, the chapter participated in the development of by-laws to protect the children (particularly the girl-child).

Re-entry Policy FAWE Kenya chapter reviewed, improved and disseminated guidelines on implementing reentry policy. The aim of this is to ensure access to education for girls, especially teenage mothers who have desire to get back to school.

Girls with their teacher during the 6th FAWE General Assembly in Nairobi.

Policy Forums FAWE Kenya continues to co-chair the United Nations Girls’ Education Initiative (UNGEI) – Kenya Initiative. In this capacity, the chapter was at the forefront in the organisation of the Girls’ Investment Forum (GIF), jointly coordinated with the Ministry of Education. During the implementation of programmes within this forum, the partners pledged their support to girls’ education programmes within the Kenya Education Sector Plan. ADVOCACY The FAME Award Ceremony This ceremony was held in February at the Nairobi Safari Club. Journalists, FAWE Kenya members and partners were in attendance. The ceremony was held to recognise the work done by female journalists in their effort to cover girls’ education issues in both the print and electronic media. The winner of the print

category was from the East African Standard newspaper, while that from the electronic category was from the Kenya Television Network (KTN). A total of 80 guests attended the function. The Agathe Award Ceremony This was held to coincide with the International Women’s Day, which is celebrated annually on 8th March. The ceremony was held at the Nairobi Safari Club to honour individuals with girls’-driven innovations. Participants were drawn from the civil society organisations, government ministries, FAWE Kenya members and media houses. A total of 100 participants attended the event (including 20 girls from Naningoi and a similar number from Nginda Girls’ School). The winning project was Naningoi Girls’ School that caters for disadvantaged girls among the Maasai community. These girls are usually in danger of early marriage. The innovator, Margery Kabuya, is the Regional Director of the Christian Children’s Fund (CCF). Launching the Machakos FAWEK Branch In order to demonstrate on the ground how to achieve increased access, retention and performance, the chapter launched the Machakos FAWEK Branch. A total of 50 participants attended the function and schools identified for strengthening programmes. Meetings The chapter was invited by UNICEF ESARO to attend a meeting on the status of girls’ education in the Eastern African region. The meeting was held in Kampala, Uganda, from 28th January to 4th February 2005. FAWE national chapters, UNICEF Country office representatives and donor partners attended the meeting. In this meeting, the chapter presentAnnual Report 05

ed a paper on their efforts to curb girls’ dropouts from schools. DEMONSTRATIVE INTERVENTIONS The SMT Project A three-day capacity building workshop was organised at the Kenya Institute of Education for SMT teachers from the five project schools. A total of 24 teachers (12 female and 12 male) attended – including the head teacher and four other teachers from each school. Facilitators included curriculum developers at the institute, Computer for Schools Organisation resource persons, FAWE Kenya members, and Strengthening Mathematics and Sciences in Secondary Education (SMASSE) group. The objective of the workshop was to sensitise SMT teachers on gender responsive methods of teaching. The topics covered included: overview of FAWE Kenya and SMT Project, outcome of the baseline survey, sharing of experiences in SMT teaching, the revised 8-4-4 SMT curriculum, gender issues in education and SMT, emerging issues in education e.g. HIV/AIDS and drug abuse, counselling and life skills, sourcing for resource materials in SMT, formulation of SMT clubs, and development of action plans. As a result of the workshop, each school developed an action plan. The action plan is currently being implemented to cover the following specific areas: sensitising other teachers and parents within the school on the importance of SMT, establishing SMT clubs, institutionalising of remedial teaching; and monitoring visits to find out how well schools are implementing the action plans. The chapter endeavoured to ensure that the parents embraced the SMT programme. This 36

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was promoted through aggressive sensitisation programmes. In March, a one-day meeting was held at Gathungururu Girls’ School, where 86 parents (48 female and 38 male) and 11 teachers (9 female and 2 male) attended. Management of Sexual Maturation and Hygienic Menstruation Practices The chapter continued to implement the sexual maturation programme in the two project sites – Bondo and Nairobi. The main activities implemented within the year included monitoring visits by focal officers, operationalisation of the gender clubs, and a series of essay competitions, project evaluation, and cleanliness awards. In order to improve sexual maturation and hygienic menstruation practices among the girls, the chapter organised some events targeting girls and boys. A total of 200 girls and 100 boys participated in essay competition, whereby 30 winners were selected. Besides this, the chapter trained peer counselors in the selected schools. So far, five peer counselling clubs have become fully operational. Bursary Besides FAWE’s bursary, the chapter in collaboration with EDDI, managed to assist 1,500 girls. Besides, the chapter also awarded scholarships to over 50 girls countrywide to access education. Strengthening Girls’ Clubs Various girls’ clubs continued to receive support from the chapter. The pending project activities, including monitoring visits and evaluation of project activities were conducted. The donor partners present at the FAWE Donors Consortium in Nairobi in February visited the project site and witnessed the peer

counselling clubs in Madaraka Primary and Mary Hill Secondary schools. Centres of Excellence (COEs) FAWE Kenya’s COEs continued to implement their programmes. The main activities carried out included the construction of dormitories and sanitation facilities at Athwana High School, as well as the organisation of a workshop on gender responsive teaching for teachers at AIC Kajiado Girls School. A total of 20 teachers (17 female and 3 male) attended the workshop. Nineteen girls were awarded bursaries at the Athwana Centre of Excellence. For the first time a girl was elected as the Head Girl, which demonstrates the increased empowerment of the girls. The Athwana COE also hosted the Tuseme Training of Trainers workshop, where 30 teachers from 10 schools across the country were trained in the Tuseme Process. The Dormitory for 40 girls is now complete thus ensuring girls’ continued retention and improved performance. The performance has continued to improve with the mean score rising from 4.5 (out of 12) in 2003 to 4.8 in 2005. Girls’ access in the school has increased from 40 in 2003 to 159 in 2005. To ensure that the girls’ empowerment process was effective, a total of 79 girls were counseled on the dangers of Female Genital Mutilation (FGM). After the training and counseling, they were passed through an alternative rite of passage instead of the actual FGM. Furthermore, due to the training in guidance and counseling and Tuseme empowerment programme, the relationship between the teachers and students in the school has greatly improved. The teachers now freely offer additional academic support to weak students on a regular basis.

At the Kajiado Centre of Excellence, the theme for the year was gender responsive pedagogy. The year started with training for the teachers in Gender Responsive Pedagogy. The training covered strategies of making all aspects of their teaching (teaching methodologies, teaching materials, language use, classroom set up) more responsive to the needs of the girls. The teachers, consequently, produced and implemented their own Action Plan that was tailored to meet girls’ needs. The result of their work was documented in a video for sharing with other education stakeholders.

LIBERIA

ADVOCACY Consultative and sensitization meetings FAWE Liberia chapter conducted consultative and planning meetings with community members in five urban low-income and rural communities. In the process, a total of 250 community dwellers were sensitised, thereby increasing parental demand for the support of girls’ education. The electronic and print media have been engaged in the chapter’s work and have been covering girls’ education activities in earnest. DEMONSTRATIVE INTERVENTIONS Girls’ Clubs To enhance girls’ participation in clubs, the chapter established ten girls’ clubs in ten schools and commenced preparation and planning for the launching of the same. A further 150 teachers attended a TOT in gender capacity building. Sensitization Campaigns To increase girls’ enrolment and retention to basic quality education, the chapter organised Annual Report 05

training workshops for the teachers and main stakeholders. A total of 150 teachers were trained in Rapid Needs Assessment, and are currently training others on the same. So far, a total of 250 people have been sensitised. The chapter also coordinated consultative and planning meetings with school authorities, teachers, and district education officers (from the Ministry of Education) from three counties. The meetings were aimed at focusing attention to girls’ education issues that have persisted over the years. These included dropout rates due to teenage pregnancy, and poor performance leading to repetition. Capacity Building FAWE Liberia chapter participated in a 10-day gender capacity building workshop sponsored by United Nations Development Fund for Women (UNIFEM). Besides this workshop, the chapter also participated in another capacity building workshop organised for Oxfam GB partners. Themes tackled included donor-partner relationships, HIV/AIDS, education models for conflict and post-conflict situations, and financial management. As a result of these workshops, the staff capacity was built to effectively and efficiently perform the activities of the organisation. The chapter conducted rapid needs assessment of schools and communities. After this exercise, some field officers were recruited and further consultative and planning meetings held with school authorities, teachers, and district education officers.

MALAWI

POLICY Constitution Review Task Force During the Annual General Assembly held in February, FAWE Malawi (FAWEMA) members 38

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felt that there was need to review the chapter’s constitution. With the funding from Open Society Initiative for Southern Africa (OSISA), a consultant (lawyer) was hired to revise and update the old constitution. A six-member committee was also later formed to coordinate the constitutional review exercise. The process has been completed and the document made ready for publication. Creation of District Committees Due to the need for the chapter to reach the girls at the grassroots level, the chapter established district committees in the three regions of the chapter – Southern, Central, and Northern. The Southern Region included Chikwawa, Chiradzulu and Mangochi. The Central Region included Mchinji, Nkhotakota and Lilongwe Rural East, while the Northern Region covered Nkhatabay, Rumphi and Mzimba South. As a result of these committees, the implementation and monitoring of the chapter’s activities is now relatively easier as the committee members are fully engaged in the activities in their districts. Communication link between the beneficiaries and the secretariat has been enhanced, as well as consistency in activity reporting. The chapter’s visibility has been enhanced due to ease in accessibility to information generated and distributed by the chapter secretariat. Re–entry Policy FAWEMA developed guidelines to share with the government and other stakeholders. The aim of this was to come up with a comprehensive and clear government policy on re–entry. Through this, the chapter now has a position with regard to the policy of teenage mothers. The chapter also leads the Civil Society Organisation team tasked with addressing reentry policy issues. The main challenge facing

the chapter is to have the policy guidelines adopted and implemented by the government. Memorandum of Understanding (MoU) FAWEMA held a series of meetings with the Minister for Education. Part of the deliberations included facilitation of the signing of the MoU. The ministry also gave the chapter the freedom to identify an office space within the Ministry of Education buildings in Lilongwe. They advised FAWEMA to pursue policies aimed at harmonising selection procedures in secondary schools, especially for girls. The Minister showed significant levels of willingness to introduce FAWEMA to women Parliamentary Caucus. Membership Drives To advocate and lobby for influential women of Malawi to become FAWEMA members, the chapter ensured that they expanded the coverage of their membership. This was achieved through holding of a series of three meetings in the three regions of the country. The chapter is devising methods of engaging the community – especially influential women. ADVOCACY Baseline Study A baseline survey was conducted in two education districts – Mwanza (Southern region) and Mzimba North (Northern region) with an aim to establish the status of girls’ participation and performance in SMT subjects at primary and secondary school levels. The sample frame included 20 primary schools (10 in Mwanza and 10 in Mzimba North), and 10 secondary schools (5 in Mwanza and 5 in Mzimba North), 99 primary school teachers, 31 secondary school teachers, and 950 primary school pupils. The survey revealed the actual performance and participation of girls in

SMT subjects in the two districts, and suggested solutions to some of the problems identified. The performance of girls in SMT was dismal. The chapter has embarked on a strategy to address SMT issues, mainly through holding of educative science camps. Education Campaign In order to achieve Education for All by 2015, focusing on the Millennium Development Goals (MDG), various stakeholders were mobilised to discuss various issues affecting access to and retention of children in school. The stakeholders promised to take action and have commenced some actions such as rural sensitization programmes. A total of 12 districts launched Global Campaign for Education (GCE) in April, which also culminated in an increased enrolment of pupils in schools. The main challenge facing the chapter in its endeavours for education campaigns is the lack of follow up mechanisms to keep track on the progress of the readmitted pupils. Processes are in place to ensure that this is achieved. Empowerment In order for the local community to speak their minds in promoting girl child education on radio, both the primary school girls and boys were engaged in open debate with their parents, community members and the chapter representatives. Among the main themes captured included radio call-in debates on harmful cultural practices and hunger within the country. The call-in debates attracted several girls from all the regions. Their questions were addressed while further information was availed for them within the FAWEMA secretariat.

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Advocacy materials Fliers and posters were produced and distributed to key stakeholders. A total of 4,000 flyers and posters - with messages targeting the need to educate the girl child, preventing violence against girls and re-examining the harmful cultural practices - were produced. Unfortunately, most posters were given without awareness campaign as a back up. A total of 130 T-shirts with messages of girls’ empowerment were printed and distributed. Media FAWEMA created and advanced the awareness on the need to educate the girl child. This was facilitated through “call in TV” programmes. A total of 23 programmes were conducted. In addition, 24 newspaper articles addressing issues affecting girls’ education appeared in the official national newspapers. Through these media avenues, most of the issues affecting the girls in their efforts to acquire education were brought to the limelight. The main challenges with print media is that very few people buy or read the newspapers, while majority of the people do not understand English as a medium of communication. In order to address these gaps, the chapter has decided to explore other campaign strategies besides the print media. The chapter currently uses the local language to reach a wider population. DEMONSTRATIVE INTERVENTIONS Science Camp The chapter conducted two science camps in the Northern and Southern regions. The camps were held in Mwanza and Ekwendeni girls’ secondary schools. The objectives of the camps were to strengthen existing best practices in SMT at both primary and secondary levels of education, and to establish and 40

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maintain support mechanism in primary and secondary schools to facilitate increased girls’ participation and understanding of SMT topics. The specific activities undertaken included encouraging all the students to easily identify problematic areas in science and mathematics. The girls readily identified problem topics that were carefully addressed by the 30 teachers who attended. Over 400 girls were in attendance. Joyful Learning Workshop The chapter conducted joyful learning workshop in conjunction with the Ministry of Education in the Southern Region. In this programme, the learner is taken through the concept pertaining to a subject and steps needed to enjoy learning that subject. In addition, the aim of the joyful learning workshop was to train 33 District Education Managers (DEMS), 6 Educations Division Managers, 9 NGOs on Girls education Movement (GEM), 119 Primary Education Advisors (PEAs), as well as 152 teachers (74 females and 78 males. The training themes included joyful learning methodologies using rights-based approach and gender-sensitive teaching and learning methods. They were equipped with strategies for creating gender-sensitive learning environment for both boys and girls and sensitised on the rights–based approaches to the teaching and learning process. To ensure that the students maintained good health, the teachers were equipped with knowledge and teaching skills in health, nutrition and hygiene, and maintenance of hygiene standards in schools. Tuseme Training of Trainers (ToT) Workshop The Tuseme ToT workshop was held in May at Mitundu Secondary School, Lilongwe Rural East District. Mrs. Matilda Kabuye, the

Director of Education Methods and Advisory Services in the MoE, officially opened the workshop. The main purpose of the meeting was to launch Tuseme girls’ empowerment process in the chapter, form Tuseme club at Mitundu Secondary School and to train teachers before introducing Tuseme clubs in their schools that currently have a total enrolment of 573 students (359 boys, 214 girls). The participants were taken through the nine steps of the Tuseme empowerment process [preliminaries, familiarisation, data collection, data analysis, theatre performance, post performance discussion, action plan, and formation of Tuseme clubs], after which they developed Action Plans for their schools.

A girl contributing on data analyzed in a TUSEME TOT Workshop.

Bursary In order to improve access, retention, performance and achievement of girls through the provision of bursaries, the chapter provided bursaries to 22 girls (from FAWE grants). Out of these, 2 girls dropped out due to teenage pregnancy. However, they are being followed up for re-entry programme. Some challenges faced by the chapter included problematic monitoring of the beneficiaries, dropout cases, as well as poor beneficiary performance.

Mentoring Programme The chapter conducted general mentoring and peer mentoring to improve the well being of the girl child and enable them make informed choices, resist negative pressure, build selfesteem, discuss issues openly and freely and avoid risky behaviour. Through this mechanism, the chapter offered guidance and counselling to Students’ Alliance for Female Education (SAFE) club members. Girls were encouraged to speak out, identify their problems, seek solutions to the problems, and create a forum for the girls to address their problems. In addition, FAWEMA trained 681 girls and 115 boys on gender issues, established 11 Tuseme clubs, and trained 796 students in theatre creation. Launch of Poly-FAWE Club Poly-FAWEMA Club was officially launched in June at Polytechnic College in Blantyre with 360 participants. The club is aimed at encouraging the girls in their education through organised school competitions. The club also facilitates activities that identify hindrances to girls’ education and suggests solutions to the problems. So far, the chapter established FAWEMA clubs in two primary schools and one secondary school. They raised funds, through car wash, to print T- shirts. A total of K 3,000 (USD 26) was raised. They also organised a walk in May to fund raise for the launch of the club, whereby a total of K 19,000 (USD 165) was raised. School Improvement Plan (SIP) Following the funding secured from CareMalawi, the FAWE Malawi chapter carried out Sector Investor Project (SIP) in Chikwawa District. The aims of the project were to enhance the capacity of FAWEMA members in programme implementation, equip the comAnnual Report 05

munity leaders with knowledge and skills that facilitates the promotion of girl-child education, equip women with knowledge and skills on strategies for creating a conducive learning environment of their daughters at school and at home, and to monitor and evaluate programme activities. With regard to the SIP project, the chapter implemented several activities to meet the objectives. It trained key leaders on how to conduct SIP (Participatory Rural Appraisal – PRA), conducted 12 SIP (PRA) meetings in the entire zone, and established six mothergroups for each school community. They also conducted training for the six mother groups and conducted follow up visits in four schools – Chagambatuka, Jeke, Phimbi and Mitengo. As a result, the chapter has been able to intervene in: • Addressing cases of early marriages arranged by parents/guardians and sensitising them to take their daughters to school. • Combating child labour. • Tackling cases of teachers’ mode of dressing. • Training mothers to provide quality guidance and counseling to the girls. Girls Education Movement (GEM) The chapter, in collaboration with the government and UNICEF’s Basic Education Programme, organised and conducted a oneday sensitisation campaign meetings for the establishment of GEM and the formation of GEM Advisory Committees in the three regions of Malawi. The purpose of the sensitisation meetings was to bring awareness to key people in the education sector throughout the country on GEM in Africa as part of the global Girls Education Initiative and to launch 42

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GEM networks. The objectives of GEM sensitisation meetings were to: • State the background information of GEM. • Explain the challenges/constraints the girl child faces in relation to education in Malawi. • Explain strategies that the government has put in place in order to respond to these challenges. • Discuss terms of reference for the GEM Advisory Committees at different levels of education. • Develop Plan of Action for the implementation of Advisory Committees. Participants in the workshop included 33 district education Managers, 6 education division managers, 3 regional youth officers, 16 selected civil society organisations, 12 in -school youths, and 3 out of school youths. As a result of this workshop, approximately 110-targeted population was reached. More than 67 young girls were exposed and interacted freely with women and men professionals. Life experiences were freely shared between the pupils and the professionals regarding how the latter struggled to be what they are today. This created hope in the hearts of the schoolgirls and made them feel that they could make it. CAPACITY BUILDING As part of the chapters’ capacity building programmes, FAWEMA organised a series of training sessions. The community members and leaders were equipped with knowledge and skills to enable them participate in school management and cohort tracking. A total of 30 mother groups were trained and are currently making progress towards addressing the negative attitudes of educating the girl child. The main challenge facing the chapter is the high levels of illiteracy among the members of the

mother groups as well as lack of legal rights to effectively carry out their activities. In seeking to enhance the managerial capacity of the chapter, a total of 39 women and 8 men from the secretariat and Executive Committee members were trained in monitoring and evaluation, financial management, proposal writing, and leadership and governance. This effort has led to significant improvement in managerial skills of the chapter members. Formation and Training of Regional Committee Members With funding from DFID, the chapter conducted a capacity building project with a view of strengthening the operational capacity of FAWEMA members. Specific emphasis was on how to effectively manage their resources and influence gender mainstreaming within civil society, and government education projects and programmes. As a result of this training, the chapter established the committees with a membership of 34 from the three regions of the country. The governance and leadership training targeted six staff, 10 executive committee members and 20 taskforce leaders. As a result, with the establishment of regional committees, the chapter has managed to touch base with the grassroots and countrywide. Gender Training Workshop The chapter attended a gender-training workshop held at the Department of Teacher Education (DTED). The goal of the training was to build the capacities of the desk officers on gender concepts, gender analysis, gender mainstreaming and human rights. Monitoring and Evaluation FAWEMA’s efforts to ensure quality monitoring and evaluation were advanced. The chapter

developed their own M&E plans and set of indicators. The training assisted the chapter to operationalised the M&E system to enhance the quality and frequency of reporting. This included an overview of what monitoring and evaluation meant. A total of nine FAWEMA members were trained in during the M&E workshop. REPLICATION AND MAINSTREAMING To strategise on how partnerships and networks can effectively contribute towards rapid scaling up of rights based child-friendly schools for Africa, FAWEMA facilitated consensus building on the model of child-friendly schools on the continent. As a result, action plans were developed and the chapter chosen to take the lead in advocacy and social mobilisation strategy.

MALI

POLICY General Assembly The General Assembly was held in which new Executive Committee (EC) members were elected. These included Executive President, Secretary General, Communications Secretary, and General Treasurer. A total of 11 members were elected as shown below: EC Members Elected Executive President Mrs. Samassekou Kankou Traore Secretary General Mrs. Camara Maïmouna Coulibaly Assistant General Secretary Mrs. Diaye Astou Keita Secretary of Programmes Mrs. Ouandé SOUMARE Assistant Secretary of Programmes Mrs. Coulibaly Sira Tamboura Annual Report 05

Communications Secretary Mrs. Ky Anita Avoids Assistant Communication Secretary Mr. Adama DEMBELE Organising Secretary Mr. Fanta Mady Keita Assistant Organising Secretary Mrs. Sidibe Biba Niambele General Treasurer Mrs. Goundiam Maïmouna Diakite Assistant General Treasurer Mrs. Toure Malon Diawara

A TUSEME Girls’ club meeting in Mali.

ADVOCACY Celebrations The chapter played an active part in the celebration of the Global Campaign for Education (GCE) Week. The main theme during the celebration aimed at the elimination of disparity between girls and boys, and was entitled: “We promised to attain the girl-boy parity by 2005, where are we?” This challenge has made the chapter to devise mechanisms of seeking to bridge this existing gender gap. DEMONSTRATIVE INTERVENTION Science, Mathematics, and Technology (SMT) Materials A total of 200 science books were distributed in the various schools namely: Massa Makan, 44

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Technical College, ECICA, Fily Dabo and Niomi E School. Each of these establishments has a FAWE club, and within each establishment, 35 Ministry of Education recommended books were given to the pupils and five books to the teachers. Similarly, for three weeks in April, the chapter organised a computer course for 100 girls within the FAWE Clubs. These courses included formal training and practical computer lessons on basic packages – e.g. Microsoft Word and Excel, Internet search using Google search engine, as well as sending and receiving e-mail using Yahoo. Later in the year, more than 250 girls in the final grades received a three-week remedial training to further equip them for their final examinations. The main areas tackled included: Physics, Mathematics, Chemistry, Industry, and Economics. Workshops FAWE Mali participated in several Workshops and activities both at the local and external levels. Among the workshops included: Date 17 – 20 January

Themes ENWARCA/ROCARE Workshop on Higher Education 10 – 12 February Care International Education Commemoration Days in Mali 24 – 25 May Validation of the National Policy Document for girls’ Education. The workshop was organised in collaboration with UNICEF and the Ministry of Education 4 – 5 April ENWARCA/ROCARE Workshop on education in the regions of conflict

24 – 30 April 9 – 11 May

23 – 27 May

Participation in the various Education Sub-regional FAWE General Assembly for Western and Central Africa held in Ouagadougou Workshop on the Strategic Development of Programmes. These included projects funded by US DOL and Care International – Mali

Makandiana Centre At the Makandiana Centre, mothers and girls are actively engaged in small-scale business of selling foodstuffs and fruits. The centre has equipped the girls and women with various competences for their reintegration into the society. Efforts are underway to link up the centre with other markets outside the city. In order to provide literacy and life skills for out of school rural girls, especially within the region, the Makandiana Project was advanced. Through this project, a total of 42 girls were trained in functional literacy, Mathematics, Reproductive Health, French, and General Hygiene. Another 169 women members of the cooperative were trained in food preservation skills. Bursary During the year, 140 girls profited from the bursary programme in Mali. However, the chapter aims to widen the programme through the support of other partners. The performance of the beneficiaries has been enhanced. For example, three beneficiaries from Point G School passed their exams and were promoted to Grade 7. In addition, an agreement was made between FAWE Mali and the Pan African Women Observatory (OPF) to facili-

tate the enrolment of girls in Grade 1. As a result, 27 poor girls were enrolled. The chapter also recruited another 29 girls for bursary support. Agathe Award Since its launch in 1996 at the FAWE regional office, the FAWE Mali chapter organised its first edition of the prize in 2001. The 2nd Agathe Award was based on consolidating the recommendations emanating from the conclusions of a study financed by the chapter in 2000. The study focused on the teaching profession for women in Mali. Thus, FAWE Mali decided to encourage teaching models, considering the fact that these models have direct impact on girls’ access and retention within the school through their positive influence. The award was organised under the topic: “Contents of Teaching Models at the Primary Level within the Public Schools of Bamako District ". The contest targeted the first three primary school teachers who excelled in their teaching styles within the district. These teachers also showed exemplary behaviour and performance that in turn contributed to the improvement of the schools’ success rates, as well as enhanced performance among the children in general and the girls in particular. After thorough vetting of the 12 contestants, the jury selected the first contestants for the prizes. The three prize winners were: Mrs. Komotiné Diarra from Mamadou Diarra Secondary School, Mrs. Madeleine Thera from Boulkassoumbougou School, and Mrs. Mariam Bagayoko from Southern Kalabancoura A School. The handing-over of the prize was made on 8th March during the festivities to commemoAnnual Report 05

rate the International Women’s Day. Key MoE personnel, including Mr. Adama Samassekou, Minister for National Education and president of the Academy of the African Languages, attended. Others included the SecretaryGeneral of the Ministry for the Promotion of the Women, Children and the Family, representatives from other national departments, and teachers. During the Agathe prize presentations and the celebration of the International Women’s Day, girls from the various girls’ clubs presented poems and plays. A member of the girls’ clubs recites a poem to the audience during the Agathe prize presentation and celebration of the International Women’s Day Tuseme The chapter followed up the action points cited during the Tuseme training workshop conducted towards the end of 2004. This workshop brought together girls from FAWE Clubs in Niomi C, D, E, F, II and I. Other key participants included girls from Grades 7, 8, and 9, head teachers, local facilitators, chapter coordinator, and FAWE regional secretariat. The main objectives of this workshop were to equip the pupils, particularly the girls, with the competences for identifying and solving their problems, analyse the problems and to find the solutions, as well as to express themselves with confidence. In April, a total of 70 students (50 girls and 20 boys) from Massa Makan Diabaté College, in collaboration with the chapter, benefited from another training in Tuseme empowerment process facilitated by the teachers who had earlier on received training on the same. During the three-day training, the students, especially from Grade 11, learned how to 46

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cope with their physical, social and academic environment. They developed an action plan to guide them in their strategies to improve their study conditions.

MOZAMBIQUE

POLICY Policy Review The chapter undertook a policy review of girls’ education in Mozambique. The paper sought to advocate the review of policy document to identify and address the needed changes in girls’ education policy through the Ministry of Education and the parliamentarians. The first draft of the survey was presented and discussed by both the chapter members and the consultant before being presented to the Parliamentarians. Memorandum of Understanding (MoU) The chapter drafted and signed a MoU with the Ministry of Education (MoE). This MoU is currently in use. As part of the activities in the MoU, the chapter currently participates in the MoE annual review meetings where their views regarding girls’ education issues are addressed.

FAWE School girls in Maputo, Mozambique.

Position paper

A position paper aimed at ensuring practical and strategic actions on gender and girl’s education was developed. This paper – Action Plan for the Reduction of Absolute Poverty (PARPA 2) targeted policymakers within the chapter and ensured that it was strategically and practically gender-responsive. It was based on the premise that when poverty hits, it is the mothers and girls who are hard hit. Meeting The chapter embarked on initiatives to ensure that the parliamentarians were aware of the existing gender disparity in each province and that they were actively involved in advocating policy change in favour of girls’ and women education. As a result of this initiative, a briefing document was prepared and discussed with parliamentarians. ADVOCACY Training An advocacy and gender training of FAWE Mozambique (FAWEMO) provincial nucleus members was conducted in Inhambane and Sofala provinces. A total of 48 participants (28 women and 20 men) were trained, while two provincial nuclei were established. Each provincial nucleus is made up of 20 members, comprising community leaders, and the MoE provincial and district technicians. To advance this, the chapter has put in place strategies of training the provincial committee members in participatory assessment, planning, project design, implementation and monitoring, and resource mobilisation and management. So far the chapter has assisted the provincial committee members in designing and implementing advocacy activity plans. Further on, the chapter organised training in gender responsive methodologies for 32 teachers. A training module on the same was produced and is currently in use.

Chapter Nucleus The chapter advanced the establishment of their Provincial Nucleus in Gaza and the training of its members and other stakeholders in advocacy skills. As a result, 20 participants were trained, and they included three district education directors and five school directors. Advocacy Materials Leaflets and T-shirts were produced to advance advocacy within the chapter. A total of 1,000 leaflets were produced and disseminated to the stakeholders. In addition, 500 Tshirts were also printed and distributed. Efforts are being made to design the messages using the local language so as to reach wider population. More partnership is also being forged to facilitate wider communication and to reach more audience. DEMONSTRATIVE INTERVENTIONS Bursary Scheme The bursary scheme was established in four schools within Maputo province. Guidelines and tools to assist the chapter in efforts to measure changes and achievements were developed and are in use. The identification and selection of beneficiaries was advanced. As a result, 21 girls were reached and benefited from the bursary, while a database for the programme as well as data collection instruments was developed. Girls’ Clubs Girls’ clubs were established in Maputo and Gaza provinces following specific school visits. Over 400 students were recruited and directly involved in the club activities. To enhance club activities, three basic instruments were developed: guidelines for girls’ club management, matrix for planning and reporting, and a list of core activities. Further Annual Report 05

efforts have been initiated to mobilise resources to provide seed funds for the clubs, while girls have been mobilised and encouraged to prioritise activities that can be developed with low financial resources. CAPACITY BUILDING Implementation seminar The chapter organised and held a national seminar to reflect on the implementation of the chapter’s strategic plan at both the provincial and district levels. 17 participants (14 women and 3 men) from seven provinces participated in the seminar. From this seminar, guidelines were produced to allow the implementation of the FAWEMO Strategic Plan at both the provincial and district levels. The strategic plan’s backbone is the enhancement of access to education by girls in the disadvantaged provinces. Sub-Regional DFID End Project Seminar As part of the DFID advocacy programme, FAWE Regional Secretariat facilitated the end of project seminar in the chapter. A total of 10 participants (8 women and 2 men) from four other national chapters (Mozambique, Zambia, Malawi, and Rwanda) participated. The chapter also shared the experiences gained from the DFID programme. The main areas found helpful included institutional capacity development and monitoring advocacy programmes on the ground. The chapter, therefore, initiated a network and partnershipstrengthening programme with other partners.

NAMIBIA

POLICY Involvement in EFA Process In order to influence formulation and adoption of policies on girls’ education and to increase 48

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access and improve retention and performance, FAWE Namibia (FAWENA) chapter sought to reach more policymakers. Efforts to address policies that are gender-sensitive were augmented by ensuring that they served in taskforces, such as EFA and the Namibian Coalition on United Nations Literacy Decade (UNLD). The chapter also aggressively approached policymakers to become FAWENA members. Out of this effort, some parliamentarians, including the Deputy Minister for Education, registered as FAWENA members.

Participants discussing the Plan of Action in a TUSEME TOT Workshop.

HIV/AIDS FAWENA made efforts to ensure that all the components of HIV/AIDS related issues were incorporated in the country’s HIV/AIDS Policy. This strategy focused on the establishment of working groups to tackle HIV/AIDS issues in the education sector, as well as conduct a survey to find out why people still indulged in risky sexual behaviour. To advance this programme, the chapter attended the RACCOC meeting whose main objective was to review the HIV/AIDS Policy. The chapter was selected to serve as a working group on the steering committee on national level for HIV/AIDS Education Sector Committee based on the

2004 – 2009 Medium Term Plan. Through these initiatives, awareness was raised on the effects of HIV/AIDS on girls’ education. Realistic feedback was gathered from each work age group where the research was conducted. The findings from the research are being used as a reference tool for the advancement of the proposed HIV/AIDS Policy. ADVOCACY FAWENA Branch In order to build public awareness and consensus on the social and economic advantage of girls’ education through advocacy, the chapter launched the FAWENA Kavango Regional Branch. The 50 participants who attended the launch received T-shirts for advocacy purposes. The main objective of establishing this branch was to tackle specific issues faced by the girls in the region and to create national publicity. Both the national TV and radio covered the launch, thus helping raise awareness of the chapter’s existence in the different circuits represented. The Executive Committee, consisting of seven members, was established to carry on with the branch programmes. The Sister Magazine – one of the widely distributed and read papers - covered the session as well as the Girls’ Conference (which appeared as the lead story). Awareness Creation The chapter endeavoured to build public awareness and consensus on the social and economic advantages of girls’ education through advocacy. They made use of different forms of media: radio, TV, newsletters, calendars, T-shirts and caps, newspaper clips and adverts. They also invited the media to special events including the Tuseme ToT training.

In her efforts to cover the globe, the chapter launched their website and embarked on a FAWENA documentary that detailed all that the chapter has achieved since inception. Besides, the FAWENA newsletter was published and distributed to all the stakeholders, while fundraising activities was advanced through consultations with potential funders and donors. The donors’ consortium database was created to enhance this effort. DEMONSTRATIVE INTERVENTIONS In order to undertake and support experimental and innovative demonstration programmes to increase girls’ participation in education, the chapter implemented specific activities including COE, girls’ clubs, scholarships, workshoptraining on Tuseme girls’ empowerment process, establishment of Tuseme girls’ empowerment in 10 schools, mathematics and science extra classes, HIV/AIDS activities, capacity building, and social enterprise projects. Bursary FAWENA implemented the bursary scheme in three prongs – from FAWE regional office, United States Agency for International Development (USAID), and the MoE. The US Ambassador launched the African Education Initiative Ambassador Girls’ Education Programme (AEI-AGSP) in July to provide scholarships for the poor girls. The scheme has assisted 328 vulnerable children to access and be retained in schools (318 through AEI-AGSP, 9 orphans through FAWE RS, and 1 orphan through MoE strengthening funds). Of the 328 beneficiaries, only three dropout cases (from AEI) were reported during the year. To ensure that the scholarships programme’s initial goals and objectives were achieved, FAWENA, FAWE regional office, Annual Report 05

and USAID have advanced monitoring activities, whereby functional databases have been created for all the scholarship beneficiaries. Career Guidance and Counselling To give direction and enhance empowerment among all the students, the chapter organised sessions that allowed both boys and girls to identify the problems affecting their social educational lives. As a result, a camp known as Girls and Guys Leading Our World (CAMP GLOW) was organised for 80 students (40 girls and 40 boys), while aggressive gender awareness was raised and health - related issues discussed. Career options, personal strength and confidence among girls and boy were also addressed in greater details, thus allowing the students to make their choices. Tuseme Girls’ Empowerment To enhance empowerment among the girls, FAWENA carried out recruitment efforts for the Tuseme empowerment clubs. Recruitments were conducted and work commenced. Seven out of the 10 schools were later on trained in the Tuseme girls’ empowerment process, whereby a total of 540 Tuseme members were registered. Gender Sensitivity Training In order to raise gender sensitivity amongst teachers and school board members, the chapter conducted School Board training for all the COE members in April. The immediate result from the training was an increased involvement of school board members in the school affairs as well as deep concern on matters relating to girls’ education. In addition to this, FAWENA sought to enhance the teachers’ understanding on mentoring activities, budgeting, reporting and submission of the Action Plans. To implement this pro50

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gramme, the chapter conducted a mentoring workshop for 20 focal teachers for AEI Scholarship programme in September, leading to an observed improvement in the method of reporting both financial and narrative activities. Each school also came up with an operational Action Plan that was forwarded to FAWENA office for implementation and follow up. Mentoring for Girls To ensure that all the targeted girls were reasonably informed on Adolescent Reproductive Health (ARH), HIV/AIDS, study tips, rape and sexual abuse, the chapter conducted ARH and HIV/AIDS Conference for 200 girls and 50 teachers from 10 Windhoek schools in September. Through this workshop, the girls in attendance were well mentored by the speakers. Feedback from different schools showed the success of the conference. Centre of Excellence (COE) The chapter’s COE hosted the Tuseme girls’ empowerment (ToT) workshop in March that brought in a total of 27 teachers and 77 learners. Besides, Tuseme clubs were established in selected schools and girls registered in the clubs. Girls’ Clubs The girls’ clubs coordinators made specific visits to schools with such clubs to check their status. Action plans were developed to ensure continuity of the project in the target groups and at least five schools commenced preliminary work around the clubs. Besides, FAWENA advanced the education programme for the marginalised San girls. Specific training themes such as ARH, self-assertiveness, and HIV/AIDS were addressed. A total of 30 girls benefited from the training. These trainings

were conducted during the school vacations, and targeted mainly girls’ skills on reproductive health.

NIGERIA

POLICY Strategic Planning and Annual General Meeting A Strategic Planning and Annual General Meeting were held by FAWE Nigeria on the 27th of February to March 2nd. ActionAid and Commonwealth Educational Fund sponsored the meeting, held at Top-Rank Hotel, Abuja. All executives, zonal coordinators, and state chairmen from all the states attended the meeting. The Annual General Meeting (AGM) focused on the various projects planned for the year. The key facilitator for the meeting was Dr Osy Okanya – a social scientist, and currently working with Policy Analysis and Research Project (PARP). ADVOCACY Women Organisation for Representative National Conference (WORNACO) As part of the advocacy campaigns and strengthening programme to address the various issues affecting the Nigerian women and the economy, the chapter formed WORNACO. This was a result of the National Political Reform Conference, popularly known as CONFAB. During this meeting, it was observed that very few women were selected to attend – less than the stipulated 30% affirmation. As a result of this, prominent women, led by Prof Jadesola Akande, came together and formed this association. Later, a conference was held in Abuja in June and came up with the following recommendations: • The importance of girls’ education should be emphasised at all times and be given

•

• • • •

wide publicity through public enlightenment programme by private and public organisations. Policies on education should always be given a total implementation while effective monitoring and evaluation of the implementation of these policies be ensured. Educate parents and the general public to develop positive attitudes towards girls and women and promote girls’ education in SMT. The federal government should establish two secondary schools exclusively for girls in each of the states of the federation. Ways at improving teaching techniques at all levels of our institutions should be ensured. Effective utilisation of the media and enlarging the capacity for those organisations for gender-sensitivity. Enforcement and sanctions of existing women and child education laws and acts.

Anambra International Women Workshop The South–East zone organised a three-day workshop on women and the girl-child. The Anambra Branch, on realising the vibrant developmental changes that affect women and girls, organised a workshop that addressed girls’ and women issues. The main theme of the workshop included girls’ right to access and attainment of quality education that enables the disadvantaged group to achieve dignity as well as contribute to the sustainable development of the nation. The papers were presented on several issues, such as: Women and Adolescent; Women Law and Education; Adolescent and Vocational Education; Adolescent and Television Viewing; Women and Early Child Education; and women and skill-based education. Annual Report 05

DEMONSTRATIVE INTERVENTIONS Reading Culture Competition The competition was organised to help build the reading habit of the girl child and to improve their reading skills and scope in the school. It was carried out in seven selected states across the six zones (Lagos – 12; Osun – 4; Adamawa – 6; Taraba – 6; Niger – 4; Narrawa – 2; and Delta State – 41). This event was a pilot case and is scheduled to be an annual event where prizes would be given out to the winners. Through these competitions, a total of 75 girls were reached. Remedial classes The chapter organised coaching classes for 2nd year junior and senior secondary school girls during the school holidays to prepare them for their final examinations. A total of five states under each zone conducted these classes that focused on two key subjects – English and Mathematics. HIV/AIDS Awareness and Counselling talk In March, the chapter organised an HIV/AIDS awareness campaign for Niger, Kogi, and Nasarawa states. A total of 828 girls and 200 women attended. Present were also the local government officials, districts’ heads and the Paiko village head. Mrs. Mary Bawa – the coordinator of HIV/AIDS programme in Niger state, gave the lecture. The counselling talk on HIV/AIDS was conducted on 14th March at Lagos Anglican Girls’ Grammar School. During the talk, 60 girls from the senior secondary classes and their guidance counselors attended. The talk, given by Dr Abimbola Sowande, focused on life skills to address the disease. In Ondo State branch, the Senior Secondary School (SS3) girls of Fiwasaye Girls’ Grammar School in 52

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Akure received a talk on “Girls and HIV/AIDS”. A total of 68 girls and two female teachers were in attendance and participated. The main topics covered included: Prevention of HIV/AIDS, Safe Sex, Stigmatisation, Discrimination, and Care and Support for People living with AIDS (PLWAS). Another seminar and a film show on HIV/AIDS (Little Enjoyment) were organised in Ogun Branch, and was later followed by a play, “Another Challenge”, on how to prevent AIDS. Similarly, in Lagos State branch, guidance, counselling and career talk for secondary school girls at the Government Girls’ College in Agege was held in March, where a total of 70 students accompanied by their teachers from various schools were in attendance. The theme was on self-actualisation and the girls were made to repeat a specific slogan aimed at empowering them: “Say what you want to say; be what you want to be; and achieve what you want to achieve”. Bursary FAWE Nigeria’s bursary scheme has benefited 116 girls. The chapter’s Lagos state continued to work with the Ambassadors Girls Scholarship Programme (AGSP) on the EDDI Programme. To enhance this programme, the chapter held discussions with the World Education Incorporated (WEI) on the possibility of partnering with them in the proposed AGSP. This new AGSP aims at focusing on primary and junior secondary school girls. This is because it has been noticed that in spite of the Universal Basic Education (UBE), many girls are still dropping out of primary schools, and unable to transit to junior school. The new programme involves the communities in the Local Government whereby so far, 96 girls in Lagos state have benefited.

FAWE Nigeria continues with the Peace Corps Nigeria Alumni Foundation (PCNAF/FAWE) scholarship scheme. The four girls who won the scholarship in 2004 are now in their second year and are being monitored closely, while 16 girls (12 by FAWE and 4 by the chapter) were awarded the scholarship in 2005. The scheme is being spread across the 36 states to enable them access more girls. The chapter carried out an evaluation of their scholarship scheme and analysis is ongoing. Non-formal education In January, a workshop on skills acquisition was conducted for 48 girls who were also taught specific subjects, including Tie and Dye. Out of these, 10 have actively resorted to practising the acquired skills. This move has helped solve some problems of dropouts recurrent in the chapter.

RWANDA

POLICY Policy Meetings In order to develop appropriate gender teaching methodologies, FAWE Rwanda (FAWERwa) chapter organised a meeting that tackled teachers’ policy. There were gaps within the education policy document on teacher recruitments. After reviewing the document, the chapter made recommendations to the government who have also ensured that more female teachers are strongly considered while recruiting teachers. Membership in Taskforce The chapter identified and selected consultants and drafted the terms of reference (TOR) to enhance the commencement of policy formulation process. Since the chapter is a member of a taskforce for developing gender

in the education sub-sector policy, efforts have been made by the chapter to air FAWE issues. So far, the taskforce has held three meetings that have sought to address gender issues within the education sector. With this initiative, a good base has been laid for addressing specific gender - related issues in education. ADVOCACY Training The chapter strived to ensure that the staff became good advocates for girls. This was achieved through training of staff and teachers in advocacy conducted by an expert from FAWE Regional Secretariat in Nairobi. Advocacy Materials In order to create awareness of FAWE Rwanda’s activities and key issues on girl’s education, the chapter collected articles and worked on the FAWE Rwanda quarterly newsletter ‘FAWE News’, which was published and disseminated to stakeholders. Media The chapter organised and participated in radio and TV programmes. Emphasis during these sessions was on main factors that greatly hinder girls’ access and retention in schools. Programmes included discussions by girls themselves as well as questions and answer sessions. Sensitisation Campaign The chapter embarked on a sensitisation programme for the all the stakeholders (parents, police officers, teachers, students and ParentTeachers’ Association (PTA) representatives). Specifically, the girls were empowered on how to protect themselves. The campaign was on the dangers of sexual and gender-based vioAnnual Report 05

lence, and HIV/AIDS and related consequences. DEMONSTRATIVE INTERVENTION Bursary To ensure the smooth running of the African Education Initiative (AEI) programme, the chapter held discussions with the AEI officials who officially mandated them to implement the AEI programme. As a result, a total of 1,500 girls benefited and their performance are closely being monitored. A workshop for head teachers was held to ensure that they understood the scholarship programme. Besides the workshop for teachers, the bursary beneficiaries were also assembled for a workshop in three schools (ESI Rwamagana (Kibungo), St. Vicent Muhoza (Ruhengeri) and ESND Karubanda (Butare). The aim of the workshop was to equip the scholarship beneficiaries with life skills that ensured they stayed in school and performed well. Mentoring, Guidance and Counselling Workshop The chapter held a two-day mentoring training workshop for 96 mentors in life skills, counselling, reproductive health and HIV/AIDS. The mentors have so far visited various schools so as to empower girls. There are good responses from the schools already visited in terms of behaviour change. The chapter endeavoured to expand the programme to three additional provinces by conducting a two-day workshop for mentors. As a result, 60 teachers were trained in guidance and counselling. Tuseme Girlsâ&#x20AC;&#x2122; Empowerment The chapter developed a core group of cohorts in clubs with skills to carry out girlsâ&#x20AC;&#x2122; empowerment activities. As a result, seven out of 11 schools launched Tuseme empower54

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ment clubs. Consequently, a ToT workshop was organised to pave ways for expanding the programme to other schools.

FAWE School girls in Rwanda.

Centres of Excellence FAWERWA COE continued to implement its programmes. The main activities carried out included the construction of sanitation facilities and provision of textbooks, as well as the organisation of a workshop on gender responsive teaching for the COE teachers. A total of 29 teachers (12 female and 17 male) attended the workshop.

SENEGAL

ADVOCACY Advocacy Campaigns In February, FAWE Senegal chapter participated in an educational forum organised by the coalition for the promotion of EFA. The main methods adopted included conferences, debates, written communication, as well as production of reports. DEMONSTRATIVE INTERVENTION In order to enhance the retention of girls in the schools, the chapter organised and conducted Global Training on Female Genital Mutilation (FGM). This training led to the

enhancement of activities of the 159 Excellence Club members. Through this training, the chapter experienced increased exchange of knowledge and experiences that pertain to FGM. This training led to the identification of key questions posed at the global level concerning this vice. Training of Trainers (ToT) The chapter organised a TOT on the children’s rights, the promotion of the rehabilitation of the abandoned children, and the fight against HIV/AIDS. This workshop was organised in collaboration with Save the Children – Sweden from January 25 to 28. A total of 22 focal point persons and eight members of the chapter were present. As a result of this workshop, the focal points were better informed on children’s rights as well as on the United Nations Convention on the Rights of the African Child. Bursary Scheme FAWE Senegal focused on the welfare of the girls within the schools, and thus adopted several efforts that targeted the improvement of their performance and achievement. Award of bursaries was identified as one of the ways of addressing the status of the performance of the girls. So far, a total of 659 bursaries have benefited. Meetings Among the meetings organised or attended by the chapter included a conference with the Austrian Embassy. The chapter also organised specific exposure tours, conferences, and debates (especially on violence against children).

SIERRA LEONE POLICY Partnership and Collaboration with the MoE The chapter currently works closely with the Ministry of Education. The ministry approved 15 primary schools for financial support. The chapter participated in the United Nations Girls Education Initiative (UNGEI) training workshop and conference where the focus was on increased enrolment in schools after the conflicts. In addition, the chapter cochaired a conference on girls’ education with the ministry. This meeting triggered off the revival process of the chapter’s relationship with the ministry. From the meetings, the chapter was required by the ministry to regularly update them on matters related to the existing action plan. It was also agreed that the ministry and FAWE organise and hold regular quarterly meetings so as to enhance information sharing. ADVOCACY Action Research The chapter commissioned a research in June on rape victims’ reparation. Two researchers, a legal practitioner and a crisis counsellor were hired. The objective of the research was to get first hand information on what benefits rape victims of the war had received from FAWE and what the government had done or planned to do in the future for such victims. As a sample, two victims – among the many who had benefited from FAWE through the Grafton Training Centre, and are now gainfully employed in the canteen at the National Secretariat – were interviewed. Following the research, an association of rape victims was established. Annual Report 05

The 10th Anniversary Celebrations The chapter celebrated their 10th Anniversary in March. The theme of the celebrations was “Food security and education for all: No child should go to school hungry.” Participants at the celebration included government ministers, top civil servants, and members of the diplomatic and consular corps, representative of UN agencies, prominent personalities, school children and members of FAWE. The guest of honour was His Excellency, the President. During the celebrations, the induction ceremony of 27 full members, one associate member, and five honorary members was done by the FAWE founding chair. The president of the republic also unveiled a memorial plaque dedicated to the memory of 10 girls killed during the war. The Food Security and Nutrition Awareness Education Competition During the 10th anniversary celebrations, the chapter organised the food security and nutrition awareness education campaign and competition. The competition was launched on 23rd March at the British Council building. The aim of the competition was to ensure that all the branches contributed to the food security mission. A task force comprising some Ministry of Agriculture, Forestry and Food Security professionals; representatives from FAO and the Institute of Agricultural Research; representative from the Njala University College (Home Economics department); and two officers from FAWE was formed. Award for best performance The chapter advanced the efforts to award the best performing schoolgirls at the Basic Education Certificate Examination (BECE). Plans have been put in place to boost and 56

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sustain the education of the girl-child. For example, the chapter requested assistance from West African Examination Council (WAEC) to provide examination data on performance, especially for the girls to enhance establishment of criteria in identifying girls’ schools with the best performance in each subject. This strategy was aimed at bringing some schools – that have hitherto been left unrecognised – to the forefront. DEMONSTRATIVE INTERVENTIONS SMT The chapter upgraded three vocational centres in Waterloo, Makeni, and Tikonko into junior technical and vocational secondary schools for girls. The chapter uses these schools as an entry point into SMT programme set to be launched in order to address the poor results in these subjects. Bursary The chapter implemented the Ambassador’s Girls’ Scholarship Programme (AGSP) in Kenema and Kailahun districts. So far, the programme services 600 recipients. The programme addressed students’ needs, such as the purchase of school learning materials, textbooks for four core subjects (English, Mathematics, Social Studies, and Science), and a packet of 80-page exercise books, school bags and a pair of socks. The programme targets the primary school girls and aims to track their progress until they take the primary school examination for entrance into the Junior Secondary School. Guidance and Counselling The chapter’s counselling unit was set up to provide psychosocial support for victims and survivors of human rights abuses. During the year, eight cases were reported at the unit.

Out of these, three girls urgently needed counselling to go back to school after dropping out, two were victims of gender-based violence, while the other three had suffered from domestic violence. In order to assist these victims, the chapter organised different, but specific counselling sessions. The girls who needed educational support were referred to the Education Manager who put them on scholarships. The survivors and victims of gender-based violence, domestic violence, and parental neglect and cruelty were referred to the Family Support Unit (FSU) where they received further support. The offender in the gender-based violence was invited to both the counselling unit and the FSU for counselling and to make statement. He requested for an out of court settlement and made a strong commitment to fully support his three daughters, whom he had neglected. A later follow up showed that he had complied with the agreement. HIV/AIDS Programme The chapter worked with the curriculum development and HIV/AIDS consultant from Nigeria. The consultant was sent by UK’s Child in Crisis (CiC) to look at the objectives, methodology and materials in the already prepared curriculum and lesson plans for classes three to six. The consultant and team also looked at the participatory training methodology for use in the training of teachers. As a result, the trainers were trained by the consultant on how to deliver each lesson developed in the curriculum. In May, the final draft of the HIV/AIDS curriculum titled, “My Life! My Choice! My Future!” was presented to the line ministries coordinator at the National AIDS Secretariat and to the Deputy Minister for Education I for final vetting and approval. The chapter project officers administered

baseline survey questionnaires to 10 health institutions in the Kissy Community with a view of collating the data of persons living with HIV/AIDS (PLWHAS). In addition, a training of 60 teachers in two locations in the Kissy community on HIV/AIDS education was conducted for two months (May and June). Crèche Unit This unit generated income and continued to provide quality service to single mothers and career women among the numerous patronages. To improve their situation, they were provided with opportunities to engage in other activities and learning while their children were taken care of by the social workers within FAWE. To enhance this programme, the chapter is equipped with child-friendly activities and nurturing facilities. So far, there are 48 babies in the crèche. In addition, these parents are exposed to some parenting skills and counselling every last Friday of the month. Non-formal Education The chapter continued to supervise the nonformal education programme for over-aged out of school children in Liberia. They actively partnered with the community-based NGOs, community members, and local chiefs. The chapter, in collaboration with UNICEF and the Community School project in Bombali District, initiated a project to improve access to 5,000 children, aged 6 – 14, through the non-formal primary education (NFPE) programme. A further 3,000 girls received assistance for further education within the hard hit Bombali District, while another 600 girls received bursaries in Kenema and Kailahun.

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REPLICATION AND MAINSTREAMING Strengthening of the branches There are five functional axes (with 24 district branches) within the chapter. The chapter’s branches are divided into axes, with an executive officer overseeing them. The main axes include: Axis Branches North/East Kabala, Koidu, Yengema, Magburaka, Makeni North Lungi, Lunsar, Kambia, Port Loko West Freetown, Waterloo, Goderich South/East Kenema, Daru, Bo, Taken, Potoru, Gobaru North/West Mile 91, Yonibana, Moyamba, Gbangbatoke, Mattru Jong, Mogbwemo This arrangement facilitated effective monitoring and closer follow up of the chapter activities. For example, Makeni, Moyamba and Port Loko branches implemented peace education, psychosocial trauma counselling and vocational skills training from funding provided by Plan Sierra Leone.

SWAZILAND

POLICY Meetings The Minister for Education nominated the national chapter coordinator to join the Education Commission of Enquiry as a member. This move created a platform and opportunity to make submissions of what the FAWE Swaziland (FAWESWA) chapter viewed as possible recommendations for the ministry to influence policy formulation and the implementation of programmes for increasing access, retention and performance of girls. The chapter further aggressively involved the 58

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Ministry of Education officer in the girls’ camp and other workshops. During these sessions, the chapter’s proposals were presented to the ministry for further discussion. They also participated in the development of the Strategic Plan for one of the Ministry of education’s organs Swaziland Health and Population Education (SHAPE). They used the opportunity to share the best practices for girls’ education. General Assembly In August the 26th, the chapter held a successful annual general meeting. All the chapter’s stakeholders and collaborators actively participated in the meeting, where the audited financial statement was also assessed. Key Ministry of Education officials, including the Regional Education Officer, attended the meeting. During the meeting, the chapter awarded the prominent women educationalists that have played a pivotal role in the establishment of FAWESWA. Research Between May and August, the chapter engaged two consultants in the research study for the grant on access to education. The study was done at a school that mainstreams special education. The main focus was on the girls with disability. The chapter was to extract the identified problems and challenges from the study so as to develop a proposal for the 2006 programme. A draft report on the baseline study on “Access to education for the physically and mentally challenged children at St. Joseph’s school” was completed. This study was done in collaboration with the Special Education Department of the Ministry of Education.

Committees The chapter was invited to participate in one of the government - commissioned enquiries. This inquiry looked at the issues of girls’ education. Besides, the chapter was also invited to be one of the focal points for the Gender Advisory Board in Southern Africa. ADVOCACY Presentations In order to raise awareness of HIV/AIDS, the chapter was invited by the United Nations Programme on HIV/AIDS (UNAIDS), through the Gender Desk at the Ministry of Home Affairs, to make a presentation to women parliamentarians on the impact of HIV/AIDS on girls and women in education and development. The National Executive of the Swaziland National Association of Teachers extended another invitation to the chapter. The presentation focused on the challenges faced by the girl-child in pursuit of education in the country. In July, the chapter was invited to present a paper on Women and ICT in Swaziland for all the stakeholders involved in the development of an ICT National Policy. The meeting was well attended. Media The chapter advanced their Information, education and communication radio spot messages on HIV/AIDS education, children’s rights education and the rights of the girl child. During the International Women’s Day celebrations, a thirty-minute programme that addressed the question “Why Women and Girls?” was aired by the local radio with collaboration from Swaziland Action Group Against Abuse (SWAGAA). To enhance wider advocacy about the 2005 International Women’s Day theme, the chapter developed messages that were flashed in the Manzini city electronic bulletin through out March.

DEMONSTRATIVE INTERVENTIONS Industrial Attachment The chapter placed three girls at a local college to undertake a two-year technical course. The course prepared them for employment as technicians at the Water Service Cooperation. There was evident support from the girls’ parents since they offered to pay the tuition fees for their girls.

FAWE girls in a Science Camp tour in Swaziland.

Girls’ Leadership and Empowerment Camp A total of three empowerment camps were held within the chapter through the support of Bristol Myers Squibb Foundation and the Swaziland Peace Corps. Out of the three camps, two were girls’ camps while the other was a boys’ camp. Through these empowerment camps, a strong and active girls’ organisation was established, with the aim of empowering the girls to handle life’s challenges. The main topics covered included: life skills education; communication skills; gender and development; how to start a club at school and at the community level; drug and alcohol abuse; positive living with HIV/AIDS; self-empowerment; reproductive health education; and career guidance and counselling. Besides, there were several presentations by women role models and ICT workplaces repAnnual Report 05

resentatives. Students were also trained on various themes, including developing new science projects for presentation at the schools and National Science Fair. The chapter also established an out-of school communitybased girls’ clubs in two of the communities where the chapter is implementing a project on HIV/AIDS capacity building for the community. SMT Programme and Science camp The chapter supported and mentored girls from a number of schools in their SMT project work in July and August. The girls presented their work at a National SMT contest, where one of the FAWESWA primary school-based SMT club presented their project on “Science across Africa”. As a result of this presentation, the chapter obtained first prize in the club category. In addition, the chapter organised a science camp from 25th to 29th April. As a result, over 80 girls from different schools attended the camp. The girls were encouraged to take a keen interest in SMT subjects and taught how to design projects for science competitions. Remedial Classes The chapter organised extra classes in Physics, Chemistry and Mathematics. A chapter member tutored these students during the April-May school holidays. Girls in conflict situations In August, the chapter started a new project on “Girls in Conflict Situations” and identified one school as a pilot project. The main issue at this school is sexual harassment, especially among girls.

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TANZANIA POLICY Memorandum of Understanding (MoU) Following various consultations, the FAWE Tanzania (FAWETZ) chapter has now signed a MoU with the Ministry of Education and Culture (MoEC) and is currently in place. Meetings The chapter organised a meeting with the MoEC on scaling up SMT and Tuseme girls’ empowerment process. The chapter led the meeting by presenting papers touching deeply on girls’ education. As a result, the Tuseme girls’ empowerment programme and COE were presented to a total of 5,000 teachers and MoEC officials countrywide.

Participants in a Gender Responsive Pedagogy Workshop in Tanzania.

Statutory Meetings The Annual General Meeting was successfully held. The chapter constitution was reviewed by the over 80 members in attendance followed by financial auditing of the chapter. Chapter Membership The chapter amended their constitution and updated their membership data. This was backed up by the creation of specific technical

committees. The amended constitution took into account the main changes of promoting girls’ education. A total of 102 active members were registered countrywide, whereas the updating of membership database was commenced. ADVOCACY Global Campaign for Education (GCE) The chapter coordinated the celebration of the Global Week of Action activities. Issues of Education for All formed the main basis of the campaigns. Media To advance advocacy programmes, the chapter organised and held a press conference on membership drive. It released a press statement for inclusion in the local dailies. As a result of the conference, new members started applying for consideration to FAWE membership. The process is still ongoing. Networking Linkage and networking with other NGOs like Tanzania Education Network, Tanzania Gender Network, Oxfam, and Care – was advanced. Strategies adopted to create such networks included a number of workshops and seminars. Specifically, a Tanzania Education Network (TENMET) workshop was conducted to review the 1995 Education and Training Policy. A Gender Festival was also held where FAWETZ had a chance to present their best practices – Tuseme empowerment and COE concept. DEMONSTRATIVE INTERVENTIONS Bursary An additional 15 needy students from Lufilyo were identified for bursary support. As a result of the bursary, the needy student beneficiaries were retained in the school without any of

them dropping out. There was also a recorded improvement in the girls’ performance. Centres of Excellence (COEs) In Mgugu, the teachers were trained in Gender Responsive Pedagogy. An Action Plan was developed and implemented, leading to a more friendly classroom environment for all students. In particular, the teachers have made their teaching and learning materials more gender-responsive. The SMT teachers were able to demonstrate their skills in gender responsive science teaching in a National Science Camp organised by the Ministry of Education and Culture. In Lufilyo COE, a new dormitory and a matron’s house were constructed. The school library is currently in use by the teachers. The students have been supplemented with recommended schoolbooks. The science teachers participated in the science camp and in a Training of Trainers workshop on Tuseme. In Mafinga COE, the chapter built a new hostel for 48 girls. Reports from end of term examinations showed some drastic improvement in the girls’ performance – attributable to the good learning environment created. REPLICATION AND MAINSTREAMING The chapter endeavoured to ensure that girls’ education strategies focused more on the good learning environment for optimum academic achievements. Following these efforts, both Tuseme and COE have been mainstreamed in the Secondary Education Programme (SEDP) document. Nationwide Training Following the mainstreaming of Tuseme empowerment programme in the SEDP docuAnnual Report 05

ment, specific steps towards the inclusion of Tuseme empowerment as one of the subjects taught in the secondary schools curriculum with the Tanzania Institute of Education was undertaken. As a result, a gender sensitisation of the national secondary school curriculum developers was undertaken and 85 persons were trained on gender concept. As part of the scaling up initiatives, the chapter conducted Training of Trainers for 20 Tuseme empowerment facilitators who were mainly drawn from the University of Dar es Salaam, FAWE Tanzania and MoEC. This team in turn conducted another training for 43 secondary schools and attracted three teachers from each school. A total of 173 participants (153 teachers and 20 MoEC personnel) attended the four-day workshop where they acquired Tuseme empowerment skills. This brings the total number of schools where Tuseme empowerment has been introduced within the Chapter to 70. In addition, a Taskforce comprising MoEC, University of Dar es Salaam and FAWE Tanzania has been created to follow up the mainstreaming of Tuseme empowerment in the education system.

TOGO

POLICY EFA Campaigns FAWE Togo endeavoured to influence formulation and adoption of girls’ education policy through finalisation of the EFA Action Plan. They also mobilised all the organisations working in girls’ education for the preparation of 2005 Global Campaign for Education, which ultimately resulted in giving the chapter wider visibility. A total of 10 organisations participated. 62

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Recruitment of new members The chapter initiated the sensitisation of community and potential members on the goals of FAWE. Through these campaigns, recruitment of new members was conducted. During the year, a total of 10 new members were recruited ADVOCACY Training The chapter reinforced the capacity of the members through training the Maritime Region members on FAWE’s Strategic Objectives. This training made the members understand FAWE better. Further sensitisation campaigns for the registration of new members went on in earnest. Besides, the chapter reinforced the planning capacity of the Central Region members, which has also been currently strengthened.. Research A research on violence in schools was commissioned and the report is available. DEMONSTRATIVE INTERVENTION Girls’ Clubs To ensure that girls were actively involved in the school activities, the chapter embarked on an empowerment programme to introduce the girls into the club activities. The club representatives were involved in the planning of activities meeting. As a result, the girls currently participate in the socio-educational activities, just like the boys. The performance of the girls has also been ameliorated. Passerelle Programme The chapter embarked on monitoring the Passerelle programme, which currently has 20 girls. As a result, the girls’ attendance rate and performance has been ameliorated. For

example, during the year, the performance of these girls increased by 73% compared to the previous year. This was combined with planning of activities with PLAN-TOGO, and included visiting the project schools. Godmothers Programme In addition, the training of the godmothers was advanced under the FAWE-UNICEF Club project. Through this project, the chapter initiated and empowered girls within 16 schools. A further training in counselling was conducted for the godmothers, who are presently consistently supervising the targeted girls in collaboration with the inspectors of higher education. So far, four school inspectors have been engaged in this work. Bursary FAWE Togo endeavoured to increase girls’ access to school through monitoring of all the bursary beneficiaries. The chapter embarked on monitoring the 20 awarded bursaries. So far, four monitoring visits have been conducted. In addition, a total of 85 girls were selected for the World Education Bursary. Teaching Curriculum Elaboration of the teachers training curricula was done. The teachers are currently capable of integrating gender into education. The teachers have adopted gender-sensitive teaching methodologies. Planning Sessions The chapter, in collaboration with Plan-Togo, engaged in a planning session for the new project known as "Girl Education". The activities included village visits to the project sites. A total of 35 different visits were conducted. Within the year, the chapter conducted training sessions of the agents for the execution of

the study on "violence in the schools". A total of 15 such agents were trained.

UGANDA

POLICY Strategies on EFA To contribute to the achievements of the EFA goals, FAWE Uganda chapter (FAWEU) targeted at ensuring that the strategy to accelerate gender parity was put in place, through the provision of guidelines. The chapter developed a strategy document that has been produced and disseminated. Compulsory Science in Schools In order to promote science subjects among the students, especially the girls, the chapter compiled guidelines for the SMT project. They invited lecture presenters, mentors and science promoters who encouraged the girls to undertake the subjects. To ensure that this took effect, they initiated a process of policy formulation for compulsory science, especially at the O-levels. This was further emphasised during the Week’s Campaign for Science Education held between May 29 and June 2. A total of 30 schools participated in this campaign. ADVOCACY SMT in Rural Schools To enhance girls’ participation in SMT, especially within the rural schools, FAWEU organised sessions where challenges to science education were highlighted and good experiences shared. In addition, the chapter monitored the impact of the project and planned a weeklong campaign. The aim of this was to increase participation and improve performance of the girls in these subjects. As a result, each of the 12 schools targeted within the Annual Report 05

community recorded an improved performance. Global Campaign for EFA FAWEU participated in the Global Campaign for EFA where they highlighted the theme: “Educate to end poverty”. The campaign was published in Volume 12 of the FAWEU Newsletter. Fifty pilot schools, 200 FAWEU members, 300 NGOs and CBOs, as well as 20 district education departments attended the campaign. Media Coverage For publicity and resource mobilisation, FAWEU organised a one-hour television programme on their work on the Wavamuno Broadcasting Station (WBS) in July. As a result of this coverage, the chapter received several calls from the viewers including students, for more information. Sexual Maturation Sexual maturation management in primary school was advanced in the chapter. Guidelines for sexual maturation management at primary school level were discussed and disseminated. DEMONSTRATIVE INTERVENTIONS Scholarships FAWEU implemented four sets of scholarships – Development Corporation Ireland (DCI), African Education Initiative (AEI) Ambassadors Girls’ Scholarship, FAWE scholarships for disabled girls, and individual sponsorships. Through these scholarships, 850 vulnerable girls have benefited. To ensure adequate management of the scholarships and enhance proper life skills among all the students, FAWEU instituted a mentoring programme where 53 mentors were trained on 64

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basic mentoring skills. These mentors have so far managed to reach 3,000 students (inclusive of all bursary recipients). Beneficiary reports have also been collected and analysed, while a reliable selection team is in place at the district levels. Seven selection meetings were conducted. DEVELOPMENT CORPORATION IRELAND (DCI) The DCI bursary programme is very actively implemented and the District Taskforce constituted in the Karamoja District. At the moment, the community members are fully aware of the availability of DCI scholarships. FAWEU organised a workshop for all the district stakeholders and community leaders. As a result, 144 individuals participated. In addition, 150 new bursaries were awarded to students from this district, while another 150 students were placed in the DCI schools. SMT FAWEU endeavoured to assist as many girls as possible to access resources to the SMT programme. The teachers were facilitated and equipped with modern teaching methods and motivational tips in handling SMT teaching. The required textbooks and science equipment were identified. A plan to procure them was made. The chapter also facilitated the science fair in Bubulo Primary School, where students from neighbouring schools participated. Literacy Programmes In their effort to improve the literacy levels at lower primary school, the chapter attempted to have more schools adopt Breakthrough to Literacy (BTL). During the year, schools within the targeted districts undertook activities aimed at enhancing the project.

Girls’ clubs There are viable clubs in five schools. Guidelines for the clubs have been developed and disseminated. Each club has registered members composed of girls in every grade. Activities within the clubs are tailored to suit the different categories (grades) of the girls. Girls Affected by Conflict The chapter has some cases of girls affected by conflicts. In order to increase their education opportunities and ensure that the girls had marketable skills, the chapter assisted 16 girls for both the school and vocational training. Linking Schools through Information Technology (IT) Giangukai To ensure that the rural schools accessed IT facilities, the chapter bought a computer for a rural school and linked the school with other schools in the UK, Senegal, Palestine and Italy. This has improved their linkages with the rest of the world. The students have had opportunity to learn about the different cultures of other people around the world. Girls’ Education Movement (GEM) To ensure that the programme reached as many girls as possible, FAWEU organised a workshop for young people in Pader, Kitgum, Gulu, Apac, and Lira Districts. A total of 25 young people were trained as trainers and are expected to reach their colleagues. The chapter elected an executive committee that worked together with FAWEU and UNICEF staff in the implementation of GEM activities. Through this committee, the following activities were undertaken during the year: • GEM training and psychosocial support activities for schools in five camps in each of the three districts.

• Some selected young facilitators, already trained, participated in the GEM training in Rwanda and also attended and participated in special meetings organised by UNGEI. • GEM also organised the youth reach-out workshop that brought together different partners from areas within and outside Kampala. • To enhance experience sharing, two of the young GEM club members (from both primary and secondary school) attended a girls’ leadership camp in Durban, South Africa. Later, two other girls attended a conference in Geneva, where they shared their experiences about GEM. Capacity Assessment Tools FAWEU developed a capacity development tool for strengthening the chapter and its branches. Through these tools, the chapter conducted a rapid assessment of the organisation’s capacity development needs, where three of the seven capacity assessment components – Management Practice, Human Resource Management, and Service Delivery – were applied. Organisational Development FAWEU ensured that a strong management, administrative, and financial systems and structures were in place. Administrative structures were reviewed, and job descriptions reviewed and precisely defined. As a result, administrative systems – such as staff meetings, preparation of minutes of meetings, and communication systems – were streamlined. The organisational chart was developed, and presented to the Executive Committee for discussion and approval.

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The chapter carried out monitoring visits in nine districts of Lira, Bugiri, Moroto Ntungamo, Pallisa, Kyenjojo, Kibale and Tororo. Within these districts, about 80% of the girls who had either dropped out or had had no access to school were readmitted. REPLICATION AND MAINSTREAMING Mainstreaming the Sexual Maturation Best Practices The chapter sought to implement sexual maturation as a good practice. This was achieved through sharing of the booklets with partners and project school. In particular, the Strategy to Accelerate Gender Parity was included as a best practice. Besides, the Ministry of Education included best practices in their guidelines to all primary schools in the country.

ZAMBIA

POLICY Consultative Meeting The FAWE Zambia chapter (FAWEZA) held a National Consultative Meeting to disseminate a report on the chapter’s progress towards gender parity and equality. This policy dialogue with the government aimed at reforming policies and programmes that hinder the realisation of gender equality. It also developed strategies for accelerating progress towards goal 5 of EFA. The chapter distributed hard copies of their progress towards the EFA goal to the Research and Programmes Committee members for further analysis and review. The chapter was also invited to sit on Government and the Sector Advisory Groups (SAGs) for basic, high school and university. Information Dissemination The Research and Programmes sub-committee reviewed the report on Zambia’s progress 66

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in the two EFA goals – Universal Basic Education (UBE) and Gender Parity and Equality – in preparation for a national symposium on the situation of female education in Zambia. A desk analysis on the situation of education facilities and infrastructure for Children with Special Education Needs (CSEN) was initiated. A lecturer from University of Zambia’s (UNZA) Educational Sociology and Psychology (ESP) Unit undertook the study. The study targeted at providing solutions to gaps in special education provision. The results will feed into the Ministry of Education 2006 Annual Work Programme. Re-entry Policy FAWEZA held provincial meetings to orientate 216 high school heads, association chairpersons, District Education Standards Officer (DESO), and District Education Committee (DEC) members on the re-entry policy guidelines. A multi-media system was adopted in the orientation and sensitisation process for the education managers and the general public on the re-entry policy guidelines. A total of 200 copies of books on the re-entry guidelines were received from UNICEF. So far, a total of 180,000 girls have been re-admitted in schools. The main challenge is on how to deal with the stigmata of teenage mothers. Similarly, two members from each Provincial Chapter met with members of the Community Work and Advocacy Committee to familiarise them with the re-entry guidelines. Upon their return to their provincial sub-chapters, they started community radio discussions on the re-entry guidelines. Confirmation of the reentry on the Zambia Broadcasting Corporation (ZNBC) Radio 4 in Lusaka, Radio Mosi-oTunya in Livingstone and Radio Lyambai in Mongu has been received through the provincial reports.

ADVOCACY Media The chapter produced and aired 13 series of inter-school SMT TV quiz competitions. As a result, 36 pupils (four per province) participated in the programme. The chapter developed, printed and distributed guidelines for genderresponsive school environments. A total of 200 publications on girl – friendly school environments were received from UNICEF. Advocacy Materials In addition, a number of Information, Education, and Communication (IEC) materials have been submitted to UNICEF for the production of T-shirts, posters, stickers, brochures and badges. One thousand copies of the FAN Newsletter were printed and distributed to all schools hosting FAWEZA interventions and partner organisations. Provincial festivals were held in July in all the nine provinces to enable pupils to express their opinion on the issue of child labour. Sensitisation Workshop Thirteen weekly series of the television documentary “Building Bridges” exposed women role models, especially those who have excelled in their professional careers. The programme commenced in July. The 47 letters received from listeners so far have given positive feedback on the programme. The chapter has also managed to increase the media coverage of FAWEZA functions. This resulted in increased awareness of the chapter’s goals and objectives. Some media houses sought FAWEZA’s comments and used the chapter as a reference point on a number of issues relating to girls’ education. Strengthening Community Structures A 3-day Training of Trainers (ToT) workshop was held for nine Parents’ Teachers’ Association (PTA) chairpersons from the ben-

eficiary schools. A total of 18 District Education Managers (DEMs) and nine FAWEZA District Chapter members introduced the ToT to school budgeting and budget tracking. The trainees were expected to cascade the training to all FAWEZA – funded schools. A data entry clerk contracted for three months created a data bank for all FAWEZA data generated by school and provincial reports on FAWEZA interventions. The reports are currently being shared with MoE.

Life skills practice during a TUSEME Workshop.

DEMONSTRATIVE INTERVENTIONS Science, Mathematics, and Technology (SMT) To motivate girls’ participation in SMT subjects, thirteen episodes of the highly competitive SMT tele-quiz were filmed in two days, using the British Broadcasting Corporation (BBC) “Weakest Link” Model. The 36 Grade 11 girls and boys who contested were drawn from both public and private schools and represented all the nine provinces. Weekly broadcasts commenced in mid October. Advertisements to publicise the programme were distributed to schools. In addition, the district chapters conducted three-week tuition in 54 remedial learning centres for Grade 7, 9, and 12 girls during the August/September holidays.

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Similarly, in order to support the SMT programme and activities, the chapter supported school-based SMT activities through the promotion of Teaching and Learning Using Locally Available Resources (TALULAR) methodologies for 300 pupils. This exercise exposed 300 girls and boys to gender-sensitive pedagogical approaches and TALULAR in teaching/learning SMT subjects. As a result, 10 high school SMT schools were selected and 20 SMT teachers identified to oversee SMT activities. A total of 300 pupils were selected to participate in the selected SMT activities. The chapter also developed a template for use in documenting best teaching practices in SMT subjects, especially to girls. As a result, a SMT team was identified to oversee the implementation of this initiative. Remedial Learning In order to encourage weak girls to perform better, the chapter spread out remedial learning centres to 54 centres (compared to 27 centres in 2004), thus preparing the girls for school leaving examinations (Grade 7, 9, and 12). To enhance and expand the girls’ general knowledge (so as to improve their examination scores), reading materials were provided to the 54 centres. The initiative assisted 1,900 girls on strategies of handling difficult subjects. Mobile Library The chapter took drastic steps to restock and maintain their Lusaka Mobile Library schedules for 3,500 pupils in 12 Lusaka high schools and 46 reading circles in basic schools. In total, 3,312 reading books were provided for the reading circles programme. A total of 1,840 textbooks were donated to the remedial learning camps. Unlike the previous year (2004), a total of 5,750 reading circle books were distributed in 46 schools, while 2,590 textbooks and readers for the mobile 68

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library were acquired. This shows an improvement in the programme. In addition, 900 books were stocked in the mobile library, besides the 400 new art books. As a result of the increased book stock, book borrowing is now done on a fortnightly basis. Data on the end of term test scores in three subjects – English Mathematics and Biology – was collected to analyse trends in their learning achievement. Teachers’ Exposition The Teachers’ SMT Exposition was organised to enable SMT teachers exchange knowledge and teaching approaches. A total of 75 teachers who had gone through the provincial selection participated in the two-day event. During the Expo, the Minister for Education, who officiated, made a verbal commitment that the Ministry would partner with FAWEZA in supporting provincial level SMT expositions to be held prior to the national exposition to be organised by FAWEZA. A booklet on the best gender-sensitive teaching approaches that were captured is being compiled for publication. Contact information and summaries of all SMT participants’ presentations have been entered into the SMT Expo data bank for future reference. Programmes for Orphans and Vulnerable Children (OVCs) The mobile school teachers were equipped with skills to enable them handle the children rescued from the streets. In total, Lusaka Provincial Teachers Resource Centre trained five teachers in multi-grade teaching for four days. The participants also went through a session in the management of OVCs facilitated by a psychosocial trainer from Young Women Christian Association (YWCA). The two mobile schools – Chibolya and Kalingalinga – continued to enrol the street children. The enrolment stands at 89. In par-

ticular, Kalingalinga Mobile School integrated 10 girls into the mainstream at Development Aid from People to People (DAPP) Children’s Town School. UNICEF donated bicycles to the mobile schools. Bursary Scheme Through the chapter’s four different bursary programmes administered by the chapter, a total of 3,410 bursaries were awarded during the year. Compared to the previous year, the chapter awarded a total of 793 Ambassador Girls’ Support Programme (AGSP) scholarships, while 439 students benefited through the OVC. A total of 22 girls who were supported from the FAWE Regional Secretariat grant continued in schools. The box further illustrates the chapter’s sources of bursary support. Other bursaries African Education Initiative (AEI) The AEI supported a total of 1,765 girls through the Winrock International programme (AEI/WI). Family Health International (FHI) Another 169 Grade 8 - 12 girls and boys received support from the FHI in collaboration with the Youth Net. Technical Education Pool (TEP) This group supported 56 girls. FAWEZA Girls Endowment Fund (GEF). Through this initiative, a total of seven girls were supported. These beneficiaries were drawn from the University of Zambia, Evelyn Hone College, National Institute of Public Administration (NIPA), National In-service Training College (NISTICOL), and David Livingstone Teacher Training College (DLTTC).

Safety and Security Project FAWEZA solicited funds that were distributed to eight schools to create safe and secure lodging for the bursary recipients. The aim of this project was to support vulnerable girls to complete their education. As a result, the chapter started off by renting a “safe house” as well as engaging a “house mother” to chaperon the girls in the schools. In addition, construction work progressed in schools that had incomplete hostel structures in five schools. The completed girl’s hostel at Jembo High School provided bed space for 50 girls. A total of 24 bunk beds and 30 mattresses were delivered to Jembo Hostel and Ibolelo Safe house. Construction of hostels at Sanje High also progressed rapidly after the ceremony to lay the cornerstone in August. Solwezi Technical and Kyawama High construction work were also initiated and have reached advanced levels. Plans have been developed to get the profiles of all the girls living in “safe houses”, as well as receive reports from the Ministry of Education Building Officer. Students Alliance in Female Education (SAFE) Clubs FAWEZA launched and supported 230 SAFE Clubs in high and basic schools nationwide. The aim of this exercise was to raise HIV/AIDS awareness among girls and boys and to instill life skills in them. As a result, a total of 810 high school pupils were trained as peer educators. In addition, 7,560 female and male pupils were empowered with Adolescent Reproductive Health (ARH) education and life skills. In particular, the chapter launched SAFE –Tuseme empowerment programme at Kamulanga High school, where 75 students and 30 teachers from 10 Tuseme empowerment schools participated. Another 18 SAFE club overseers were also trained and provided with grants. Prior to the launch of 66 SAFE

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Clubs, 61 SAFE overseers were trained at three regional workshops (compared to 104 in 2004). Using districts clusters and schoolbased training, a total of 969 high school students (730 girls and 239 boys) were trained as peer educators and counsellors (compared to 177 in 2004), while approximately 218 boys and girls from 109 basic schools participated in three basic schools Regional SAFE Conventions where they were trained as SAFE peer leaders. Back-to-Back Programme FAWEZA sought to scale up the back-to-back programme to a total of 14 in the chapter. Compared to the previous year, another seven back-to-back groups were identified – bringing the number to 14. The mothers within these groups are trained to support OVCs and manage Early Childhood Care and Development (ECCD) programmes. The main challenge facing these mothers is the level of poverty in the area. The mothers are, therefore, lured into joining organisations that give them micro-credits. Plans have been advanced to train them in IGA and pre-school activities. CAPACITY BUILDING Enhancing Organisational Capacity The National Coordinator attended a seminar, “Peace Education”, in Dakar. The seminar included a two-day training on the Columbian “ESPERE” Model for integrating peace education in the school curriculum and recommended for piloting it in SAFE Clubs. Through participation in the government and civil social Education and Youth Sector Advisory Groups (SAGs) that are preparing the National Development Plan (NDP), FAWEZA was able to identify gender gaps in the plans and make recommendations to address them. Similarly, through the NGO Coordinating Council (NGOCC) membership, the chapter participat70

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ed in reviewing the Constitution Review Commission (CRC) report and Draft Constitution. In addition, the CRC invitation enabled FAWEZA to discuss issues pertaining to girls’ rights in education on national television and a round table consultation. Strengthen FAWEZA Internal Control Systems USAID contracted Deloitte and Touché to develop a systems and policy manual to guide internal operation and controls. FAWE hired a FAWE Attached Technical Assistant (FATA) programme officer to strengthen the capacity of FAWEZA, particularly through setting up the Centre of Excellence. Through the expanded partnership with Family Health International/Youth net (FHI/Youth net), three Focal Point Persons were engaged for a period of one year to coordinate FAWEZA activities, particularly bursary and SAFE Clubs in Luapula, Northern and Western provincial chapters. Monitoring and Evaluation To monitor FAWEZA programme activities and utilisation of resources in all the nine provinces, the chapter was assisted in developing indicators and monitoring tools for the SAFE Clubs, Reading Circles, Back-to-back Mothers’ project, and bursary programmes. Participation in Meetings FAWEZA participated in five National, three Regional, and two International EFA and girls’ education fora. Two managers participated in the FAWE Sub-regional General Assembly in Malawi, while a representative from the chapter also participated in Educational Quality Improvement Program (EQUIP) Gender Training.

ZANZIBAR POLICY In order to influence policy formulation, planning and implementation in favour of increasing access, improving retention and enhancing performance of girls, the FAWE Zanzibar chapter participated in the open debate in favour of inclusive education in Zanzibar schools. Two chapter members took part in the negotiations aimed at changing the education policy of the country. If successful, this will allow the students to have 10 years of compulsory education. Special emphasis is also given to the education of the physically and mentally handicapped students. ADVOCACY The chapter sought to build the general public awareness and consensus on the social and economic advantages of girls’ education through advocacy. This was undertaken through sensitisation campaigns for community leaders, parents, teachers, and students. The chapter also joined the Department of Adult Education (DAE) in their sensitisation efforts. Through this campaign, students who had never been to school and those who had dropped out in Micheweni Area, Pemba, (Mkia wa Ngombe) and Kijini Matemwe were identified and paid close attention to. A total of 30 girls aged 12 -16 who had never been to school or had dropped out were enrolled for the alternative class in Mkia wa Ngombe Pemba and 23 girls and seven boys in Kijini Matemwe. DEMONSTRATIVE INTERVENTION Income Generation To enhance their income base, some parents were sensitised and empowered through education programmes. This initiative targeted mainly the income generating groups. It led to

the opening up of four women income generating groups – two in Zanzibar Kijini Matemwe, and two in Pemba Micheweni Mkia wa Ngombe. As a result, the parents were motivated (and are still aggressive) to attend literacy classes. They have also been encouraged to work with their children in the schools. This has ensured closer monitoring of the children to ensure full attendance in school programmes. Feeding Programme In their endeavour to create an enabling and better learning environment for the girls, the chapter opened clubs in the Mazizini Hostel. Besides, they started a feeding programme in this area. A total of 171 students are already benefiting through the provision of, at least, one meal a day. Bursary FAWE Zanzibar implemented the bursary programme through the EDDI programme. Through this partnership, a total of 256 girls were awarded this AGSP Bursary. SMT The whole idea of SMT started with the former President, in the 1980s. Through a series of consultations and support from the government and other NGOs and agencies, the first camp was held in late 1980s under the facilitation of lecturers and tutors from the universities and colleges. In 2005, the chapter’s Science Camp was held for 40 girls from eight schools from Zanzibar and Pemba Islands. Another camp was held in Ungunja and was attended by 12 schools and 60 students.

ZIMBABWE

ADVOCACY Awareness Campaigns To showcase the FAWE Zimbabwe chapter Annual Report 05

(FAWEZI) between stakeholders and the general public, the chapter exhibited (for one week) at the Zimbabwe International Book Fair. This led to an increase in membership and influence among the school children.

Network The chapter attended a three-day UNICEF project start up orientation workshop. The aim of the workshop was to have a better understanding of the goal, objectives and expected results of the UNICEF-funded project within the context of the National Plan of Action for Orphans and Vulnerable Children. This initiative led to enhanced capacity of the chapter to implement, manage and monitor their projects. DEMONSTRATIVE INTERVENTIONS Training Workshops The chapter organised a training workshop for teachers and school development committee. The aim of this workshop was to train them in the rights-based approach to school planning. A total of 30 participants were trained. In addition, the chapter increased its visibility by launching and integrating Adolescent Sexual Reproductive Health (ASRH) Education with the District AIDS Action Committee activities in Buhera District. As a result, the FAWEZI Buhera District chapter members were equipped with knowledge and skills to equip adolescents with life skills. A total of 30 school heads and 10 girl peer educators were trained in ASRH.

Girls’ clubs To empower girls with life skills to survive through the education cycle, the chapter consolidated the efforts made in 2004 to promote girls’ participation in education in Epworth. As a result, they visited the already established girls’ clubs in three secondary schools in Epworth. SAFE Clubs To sensitise female students and orient the concept of role modeling, the chapter managed to reach out to the Harare Schools through the drama competitions. They supported the Belvedere Teachers’ College SAFE club inter-schools drama gala held on the Day of the African Child commemorations. This led to increased quality of female role models and enhanced awareness on child rights. REPLICATION AND MAINSTREAMING Replication of Tuseme To replicate the Tuseme girls’ empowerment process in nine schools, the chapter organised and held a two-day workshop in nine target secondary schools. A total of 5,000 students were trained in the Tuseme girls’ empowerment process and the Tuseme clubs were successfully launched.

Tuseme Empowerment Programme A three-day ToT workshop for teachers was held, and 30 teachers were trained in the Tuseme process. Due to this, the Tuseme girls’ empowerment process was piloted in 10 schools and has been successfully launched. So far, 488 Msiteli form two students were taken through the whole Tuseme girls’ empowerment process.

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FAWE Girls’ Club members in Zimbabwe.

Part 3: Financial Report During the 2005 calendar year (January December 2005), FAWE mobilised a total of USD 3,705,071 against a target of USD 4,850,000. However, the expenditure for the financial year (October 2004 - September 2005) was USD 4,113,931. The details are presented in the tables and chart below: Funds Mobilised (January - December 2005) Grant Funds for FY 2004 Government and government agencies Foundations Other sources Total operating funds

Government and government agencies 72%

Other sources 3%

US$ 2,670,891 913,820 120,360 3,705,071

Breakdown of funds mobilized (January - December 2005) Donor/Source of funds Amount (US$) ANCEFA 112,450 ADB 35,884 DFID 86,025 Netherlands 550,000 Rockefeller Foundation 760,000 UNESCO 94,000 Ireland Ministry of Foreign Affairs 130,665 NORAD 592,593 Sida 640,275 World Bank 250,000 Ministry of Foreign Affairs â&#x20AC;&#x201C; Finland 178,999 FAWE rents, interest and promotional items 120,360 TOTAL (USD) 3,705,071

Foundations 25%

Expenditure by Strategic Objective (October 2004 - September 2005) Strategic Objective Expenditure (US$) Objective 1: Access 1,199,456 Objective 2: Influencing Policy Reform 637,801 Objective 3: Strengthening National Chapters 1,462,680 Objective 4: Replication and Mainstreaming 105,967 Human Resources and Administration 441,840 Finance and Resource Mobilisation 101,618 Monitoring and Evaluation 164,569 TOTAL EXPENDITURE 4,113,931

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Part 4: Looking Ahead Challenges The challenges faced by FAWE during 2005 included the following: • Change within the top management team at Ministry of Education. This leads to fresh needs of orienting the new officials on the mission of FAWE. It takes time and resources and also delays the operationalisation of planned activities. • Internalization and operationalization of the Monitoring and Evaluation at the Regional Secretariat and National Chapter levels, coupled with timely data quality reporting. • Committed membership. Another challenge has been finding effective ways of keeping a committed membership at all levels. This includes sustaining the good rapport with the male ministers enlisted through the ministerial consultations to help FAWE make an effective contribution to gender parity and equality. The dormancy of some existing members has contributed to a certain lack of vitality of FAWE membership at both the regional and national levels. • Lack of adequate clout in the policy-making realm on the top government level so contributing actively to policy influence in NGO/Association-based levels. The capacity and expertise of members to undertake advocacy to influence policy, fundraising, and programme implementation is often lacking. • Effectively influencing MOEs to make Education and EFA policies and plans comprehensively gender-responsive as well as influencing governments to translate policies on girls’ education into concrete action on the ground. • Building the capacities of FAWE National Chapters to a level that they can be a significant part of the EFA process at the 74

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national level remains a major challenge. Impending activities include enabling the NCs to analyse education policy, and implement and monitor policy and programmes that have the potential to increase access, retention and quality of girls’ education. • Capacity building to mobilise funds. There is the challenge of strengthening the capacity of the NCs to mobilise resources and of expanding and diversifying the funding base at the regional level. • Sustainability continues to be a major challenge for FAWE. At the forefront is the challenge of expanding the resource base of the organisation at both the regional and the national levels. The Way Forward A year prior to the culmination of the FAWE Strategic Plan (2002-2006), FAWE still has a lot to accomplish. Among the key recommendations for the way forward include: • Strive to implement the set of recommendations proposed by the mid-term review during the mid-term evaluation. Some of the recommendations are already ongoing, while others that need to be re-defined will be addressed in the new Strategic Plan (2007-2011). • Internalise M&E within the regional office and the national chapters. It is needful to ensure that M&E is institutionalised. FAWE will ensure that data collection from the national chapters is done appropriately, uniformly, and on time-based on a new M&E system already developed. • Enhance activities geared towards increasing access to girls in SMT and higher education, and within conflict situations. More emphasis will be laid on female education in universities and mainstreaming SMT in

•

educational systems. Monitoring implementation of national education plans and policies for gender responsiveness (and development of gender responsive plans through mainstreaming gender in national education plans and policies). This will be supplemented by facilitation of Commissioned Action Research through the FAWE Resident Guest Researcher Programme (FRGRP). Stock taking of all grants already awarded to NCs to measure the impact of these grants and to ensure that original objectives of the grants were achieved. In addition, efforts will be taken in the maintenance of both the regional secretariat and national chapter databases and M&E system. In particular, all the chapters will be required to have clearly defined indicators for monitoring activities stipulated within the FAWE strategic objectives. Monitoring systems will be put in place in all the NCs to monitor bursary recipients beyond the secondary schools level. Conceptualise and develop country-specific and technically feasible models for systematic mainstreaming and targeted scaling up of good practices in girls’ education. Ensure that scaling up good practices is incorporated into existing action plans. In areas where plans have not been developed, there is need to ensure that they are developed and implemented. Strengthen the funding base within the national chapters through trainings, seminars, workshops, and other forms of capacity building. This is an important component of FAWE’s capacity building efforts. Intensify and expand demonstration interventions. FAWE will seek to replicate the best practices in other national chapters.

Examples of such replication will include setting up new centres of excellence, advancement of sexual maturation management practices, and Tuseme process.

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Annexes EXECUTIVE COMMITTEE MEMBERS Hon Simone de Comarmond Chairperson Former Minister of Tourism and Transport/Education La Misère , P.O. Box 510 MAHE, Seychelles Tel: 248 344158/34477, 248 515484 (Mobile) Fax: 248 344050 sdeco@seychelles.net nte.sedHon oc@ lhcyesl Mrs. Beth Mugo Vice Chairperson Assistant Minister for Education Ministry of Education Science and Technology Jogoo House NAIROBI, Kenya Tel: 254 20 318581 Hon Alice Tiendrebeogo Hon Secretary B P 581 OUAGADOUGOU, Burkina Faso 226 50 362215 Hse 50 361115 Mobile: 226 76645676 226 50 366 268 bfend.@ afirecnat astiendie@yahoo.fr Dr Emebet Mulugeta Hon Treasurer Senior Researcher and Associate Professor Institute of Gender Studies, Addis Ababa University Sidist Kilo Campus Social Science Building, Office No. 311 P.O. Box 150170 ADDIS ABABA, Ethiopia 251 9 220443/461974 Cell: 251 911-1220443 Office: 251 11 122 6083 251 11 122 3828 emebet_mulugeta@yahoo.com 76

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Prof Esther Mwaikambo Vice Chancellor The Hubert Memorial University (HKMU) Regent Estate P.O. Box 65300 DAR ES SALAAM, Tanzania 255 22 2700021/4 22 2775591 Dr Fay Chung 1 Ridge Road, Arondale HARARE, Zimbabwe 263-4-735219 Cell 263 91 415051 263 4 753653/752830 m o@ gncuh.ohayi f Hon Mme Francisca Espirito Santo Deputy Governor of Luanda Region Caixa Postal 1281 LUANDA, Angola 244 923 406742 ocm.ao@ nagotlsnteProf. f Mary Okwakol Deputy Vice Chancellor Gulu University C/o FAWE Uganda P.O. Box 24117 KAMPALA, Uganda 256 77 409735/006 41 567975 006 41 2587 25 guro.u@ M w fakolar Mme Bousso Sam Diack Député à l’Assemblée Nationale B P 86, Dakar Etoile PLACE SOWETO, Senegal 221 82 33880/8207468/6423159 221 823 9402 rHon fochnaydo.ubna@ .em lhotia Becky Ndjoze-Ojo Deputy Minister of Education Namibia Ministry of Basic Education & Culture Private Bag 13186 WINDHOEK, Namibia

(264) 61 224227/257662 (264) 61 2933342/67/2933111/2933143 Hon Rosalie Kama Niamayoua Ministère de l’Enseignement Primaire et Secondaire Chargé de L’alphabétisation B P 20-78, BRAZZAVILLE–Centre-ville, Republique du Congo 242 81 2539/66 55 43 242 812539 rfM @ 402aspe.ohay Prof Penina Mlama Executive Director FAWE FULL MEMBERS Hon. Namirembe Bitamazire Minister of State for Primary Education Ministry of Education, Embassy House PO Box 7063, KAMPALA, Uganda pmuzaale@education.go.ug Dr. Naomi Katunzi PS Ministry of Education DAR ES SALAAM, Tanzania Mrs. Mwatumu Malale Former PS Ministry of Education Box 9121, Magogoni Road, DAR ES SALAAM, Tanzania da_jassy@hotmail.com Hon. Gennet Zewide Minister of Education PO Box 1367, ADDIS ABABA, Ethiopia Prof. Leah Marangu VC, Africa Nazarene University PO Box 53067 NAIROBI, Kenya anu@maf.org

Prof. Florida Karani Deputy Vice-Chancellor University of Nairobi PO Box 30197 NAIROBI, Kenya Mrs. Naomy Wangai Director of Education Ministry of Education Jogoo House NAIROBI, Kenya Hon Mme Francisca Espirito Santo Deputy Governor of Luanda Region Caixa Postal 1281, LUANDA, Angola 244 923 406742 Prof. Lydia Makhubu Vice-Chancellor, University of Swaziland, Kwaluseni Campus, Private Bag 4 KWALUSENI, Swaziland lmakhubu@iafrica.sz Prof. Dorothy Njeuma Vice-Chancellor, University of Buea Box 63, South West Province BUEA, Cameroon snjako@yahoo.com Mrs. Barbara Chilangwa Permanent Secretary Ministry of Education PO Box 50093, LUSAKA, Zambia Mme. Monaicha Cheikh Mohaya Sécretaire Generale du Governement Ex Ministre de l’Education Nationale BP 2093, MORONI, République Fédérale Islamique des Comores apc@snpt.km

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Ms. Sebtuu Nassor Commissioner of Education Department of Education Vuga Kilele Square Shangani PO Box 394, VUGA, Zanzibar Edu@zanzinet.com;Jango@yahoo.com Prof. Olive Mugenda Deputy Vice-Chancellor Finance, Planning and Development Kenyatta University PO Box 43844, NAIROBI 00100, Kenya dvcfinance@wananchi.com Dr. Primrose Kurasha Vice Chancellor Zimbabwe Open University PO Box MP 1119 Mount Pleasant HARARE, Zimbabwe pkurasha@mweb.co.zw; kurasha@ecoweb.co.zw Dr. Beatrice Wabudeya Minister of Higher Education King George VI Way, Embassy House PO Box 7063, KAMPALA, Uganda bwabudeya@yahoo.com Hon. Haman Adama Halimatou Sécretaire d’etat à l’Education Ministère de l’Education Nationale C/o FAWE Cameroun YAOUNDE, Cameroun sngabazogo@yahoo.fr Prof. Mary Okwakol Vice-Chancellor, Gulu University C/o FAWEU PO Box 24117, KAMPALA, Uganda faweu@infocom.co.ug 78

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Ms. Bishagar Therese Head, Kigali Health Institute PO Box 3286, KIGALI, Rwanda bishagara@yahoo.fr Hon. Prof. Arthur M R A Lydia Brito Former Minister of Higher Education, Science and Technology 770 Patrice Lumumba, MAPUTO, Mozambique lidia.brito@mesct.gov.mz; oscar.basillo@mesct.gov.mz Prof. Rosalind Mutua Vice-Chancellor Kiriri Women’s University, Pamstech House, Westlands, NAIROBI, Kenya kwust@tbm.co.ke Hon. Christine Churcher Minister for the Girl-child Education churcher@edughana.org c/o FAWE Ghana Mrs. Macsuzy Mondon Permanent Secretary, Ministry of Education and Youth, Technical & Further Education Division, Mont Fleuri PO Box 48, MAHE, Seychelles edups@seychelles.net Dr. Jeanne d’Arc Mujawamariya Minister of State MOE, Science, Technology and Scientific Research In Charge of Primary and Secondary Education BP 622, KIGALI, Rwanda Hon. Naledi Pandor Minister of Education Sol Plaatje House

123 Schoeman Street PRETORIA 0002, South Africa Ms. Ruth Hiyob Mollel Permanent Secretary, Ministry of Science, Technology and Higher Education, Block No Jamhuri Street PO Box 2645 DAR ES SALAAM, Tanzania ruth@intafrica.com Hon. Rosalie Kama Niamayoua Ministère de l’Enseignement Primaire et Secondaire Chargé de l’alphabétisation BRAZZAVILLE – CENTREVILLE Republique du Congo SE Mme. Awa Gueye KEBE Ministre de la famille et de la petitie enfance Building Administratif 6ème Etage DAKAR, Republique du Sénegal FOUNDING MEMBERS Hon. Vida Yeboah Coordinator, FAWE Ghana Chapter Behind Medica Clinic Opposite Neoplan, Assembly Plant Achimota-Accra PO Box C 1217 Cantonments ACCRA 2, Ghana fawegh@AfricaOnline.Com.gh Hon. Simone de Comarmond Former Minister of Education Independence House PO Box 93, MAHE, Seychelles Hon. Paulette Missambo Ex Ministre de l’Etat Charge de l’Education Nationale et de la Condition Feminine BP 06, LIBREVILLE, Gabon

Hon. Alice Tiendrébeogo Présidente, Association Femmes, Educatrices et Developpement (AFED) B P 581, OUAGADOUGOU, Burkina Faso afed@cenatrin.bf Dr. Fay Chung 1 Ridge Road, Arondale, HARARE, Zimbabwe fay_chung@yahoo.com PROMINENT WOMEN EDUCATIONALISTS Mme. Josephine Ntahobri Consultant, AGEI C/o FAWE Burundi BP 1990 BUJUMBURA, Burundi Fawe-burundi@usanbu.net; kigeme2000@yahoo.fr Mme. Salomé Lesse Ngaba Zogo National Inspector for Education C/o FAWECAM BP 5924, YAOUNDE, Cameroon sngabazogo@yahoo.fr; ngabazogo@yahoo.fr Dr. Meria Damalisy Nowa-Phiri Ministry of Health and Population PO Box 30377, LILONGWE, Malawi Dr. Enala Tembo-Mwase Dept of Paraclinical Studies School of Veterinary Medicine The University of Zambia PO Box 32379, LUSAKA, Zambia emwase@vet.unza.za Mme. Bousso Samb/Diack Députéà l’Assemblée Nationale Assémblée Nationale BP 86, Place Soweto DAKAR-ETOILE, Senegal Annual Report 05

ndoubane@hotmail.com; mamebousso@yahoo.fr Dr. Rosina Akua Acheampong EA 70/8 East Adenta C/O Huge Ltd. PO Box 13534 ACCRA, Ghana Mme. Souley Aissatou Secrétaire Exécutif de la Commission Natioanale Nigérienne pour l’UNESCO Commission Natioanale Nigérienne pour l’UNESCO C/O FAWE Niger NIAMEY, Niger comnat@intnet.ne Dr. Emebet Mulegeta Centre for Research Training and Information on Women in Development (CERTWID) Addis Ababa University, Sidist Kilo Campus Social Science Building, Office No. 315 PO Box 150170, ADDIS ABABA, Ethiopia emebet_m@hotmail.com FEMALE ASSOCIATE MEMBERS Prof. Jadesola Akande Executive Director Women Law and Nigeria Chief (Mrs.) Veronica Iyabo Anisulowo Former Minister of State for Education, Nigeria Ms. Eleonore Margueritte Nerine ANTANARIVO, Madagascar Hon. Patience Adow KOFORIDUA, Ghana Hon. Christine Amoako-Nuama Minister for lands and Forestry, Ghana 80

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Prof. Neo Mathabe Acting Vice-Chancellor and Principal Technikon SA, Private Bag x6, FLORIDA 1710, South Africa nmathabe@tsa.ac.za Hon. Esi Sutherland-Addy Research Fellow University of Ghana, PO Box 165 Legon ACCRA, Ghana Hon. Christiana Thorpe Founding Chair FAWE Sierra Leone FREETOWN, Sierra Leone Hon. Margaret Clerke-Kwesie Ex-Deputy Minister of Education Ghana Dr. Mamphela Ramphele Vice-President The World Bank 1818 H St. NW WASHINGTON, D.C. 20433, USA Hon. Aicha Bah Diallo Director, Division of Basic Education UNESCO 7 Place de Fontenoy 75352 PARIS 07 SP, France SE Fatoumata Camara Diallo Presidente AMASEF/FAWE BP E 1366, BAMAKO, Mali SE Aminata Tall Presidente, FAWE Senegal 23 Rue Calmette BP 6646, DAKAR-ETOILE, Senegal HE Graça Machel President of the National Commission of UNESCO

45 Rue Egaz Moniz, Box 3670 MAPUTO, Mozambique MALE ASSOCIATE MEMBERS Hon. Kalonzo Musyoka Former Minister for Education, Kenya Karega Mutahi Permanent Secretary Ministry of Education Kenya Hon. Mamadou Ndoye ADEA Executive Secretary The World Bank 1818 H St. NW WASHINGTON, D.C. 20433 USA Hon. Armoogum Parsuramen Former Minister of Education, Director UNESCO-BREDA Regional Office in DAKAR, Senegal Hon. Amanya Mushega Ex Minister of Education Uganda Hon. Joseph Mungai Minister of Education United Republic of Tanzania PO Box 9121, DAR ES SALAAM, Tanzania Hon. Dr. Edward K. Makubuya Former Minister of Education and Sports, Republic of Uganda Embassy House, PO Box 7063 KAMPALA, Uganda Hon. Dr. George Nga Mtafu Minister of Education, Science and

Technology Republic of Malawi Private Bag 328 Capital City LILONGWE 3, Malawi Hon. Henry Kosgey NAIROBI, Kenya Prof. Romain Munenzi Minister of Education BP 22 KIGALI, Rwanda SEM Fidele Kentega Ministere de l’Enseignement de base et de l’Alphabetisation BP 1990, Burundi SEM Almany Fode Sylla Ministere de l’Enseignement de la Formation Professionnelle BP 2201, CONAKRY, Guinea Hon. Prof Moustapha Sourang Ministre de l’Education Republique du Senegal BP 4025, DAKAR, Senegal SEM Moustapha Dicko Ministre de l’Education Nationale BP 71 BAMAKO, Mali NATIONAL CHAPTER CONTACT LIST BENIN Coordinatrice: Mme Rosemode P. Houssou Association des femmes de l’éducation du Bénin (ASFEB), INE-Gbegamey 06 BP1408, Akpapba, COTONOU, Benin (229)-039388/9950507205 fawe_benin@yahoo.com Présidente: Mme Elisabeth GNANVO-YEDEDJI (229)-330873 Annual Report 05

BURKINA FASO Coordinatrice: Mme Marguerite Coulidiaty, FAWE Burkina Faso; BP 581 OUAGADOUGOU, Burkina Faso (226) 50 366268; MOE (226) 50 360979/300282 coulidiatymarguerite@yahoo.fr; afed@cenatrin.bf Présidente: S.E. Alice Tiendrébéogo House: 361115; Mobile: 226 208026 BURUNDI Coordinatrice: Mme Beatrice Nijebariko, BP 6382; Avenue De la Mission No.2 BUJUMBURA, Burundi (257) 244635; No. (257) 244635 fawe-burundi@usan-bu.net Présidente: Mme Theodora Nisabwe CAMEROON Coordinatrice: Mme Salome Ngaba Zogo, FAWE Cameroon (FAWECAM) Immeuble Mah’dong Vetrnique, Rue Ne Essos; BP 31222, YAOUNDE 13, Cameroon (23722211206/2221873/(237)22211206/29814 39/2377710856, fawecam_2002@yahoo.fr Salomé Ngaba Zogo: sngabazogo@yahoo.fr Présidente: Mme Rose Yongue, rfyongue@yahoo.fr CHAD/TCHAD Coordinatrice: Ms Anastasie Dewa, Forum des Educatrices Tchadiennes (FORET/FAWE) Quartier Ambatsana 3ème Arrondissement, carré 07, rue 2086, porte 649 Coté Ouest de la Librairie la Source B.P 1120 N’DJAMENA, Chad - (235) 517465; 235 519659 foret@intnet.td or nekar_vick@hotmail.com Présidente: Mme Naimo Perside Beguy 82

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COMOROS Coordinateur: Monsieur Kaissi Abdallah, FAWE Comores (FAWECOM) (269) 735244 Immeuble l’IFERE de Ngazidja B.P. 2540, Comoros adarkaoui@hotmail.com; fawecom@snpt.km Présidente: Mme SITTOU Raghadat Mohamed ETHIOPIA Coordinator: Ms Roman Degefa Women Educationalist Association (FAWE Ethiopia) Bole Road, Mega House; 3rd Floor, Room No. 316, P. O. Box 20882 Code 1000 ADDIS ABABA, Ethiopia (251) 1-504716/ 505233 fawe.ethiopia@telecom.net.et; aynalemasheber@yahoo.com Chair: Dr. Emebet Mulegeta GABON Coordinatrice: Mme Georgette Ambourouet Association des Femmes Educatrices du Gabon (AFEG) B. P. 2256, LIBREVILLE, Gabon (241) 775358/(241) 635777 Likassa Julienne: julienne_likassa@yahoo.fr Présidente: Mme Philomene Ayingone aophilo@yahoo.fr; ayingonephilomene@intertruc.zzn.com GAMBIA FATA: Ms Emily Sarr FAWE Gambia Chapter, FAWEGAM Secretariat Greater Banjul at, 58 Garba Jahumpa Road, Bakau, NEW TOWN, Gambia (220)-4- 495036/397498/(220) –4-495037 kenfem_njie@yahoo.com; fawegam@hotmail.com Chair: Mrs. Asatou Combe-Njie

GHANA Coordinator: Hon Vida Yeboah Near FAWE FM 105.9, Fotobi (Nsawam- Aburi road), Eastern Region Accra, P.O. Box C 1217, Cantonments, ACCRA 2, Ghana, 233-21-(0) 81-91460, 233-21-(0) 81-91461 233-21-(0) 244-501067, 233-21-(0) 244-658017 fawegh@africaonline.com.gh http://www.ghana.edu.gh Chair: Mrs Camilla Haldane-Lutterodt GUINEA Coordinatrice: Hadja Ramatoulaye Diallo FATA: Mr. Mondjitaba Mamadou Diallo Forum des Educatrices de Guinée (FEG), Siege-Rez-de-Chaussee, Immeuble SENY, Quartier Tombo, Commune de Kaloum, B.P. 3864, CONAKRY, Guinée (224) 454797/451774/(224) 454323/454797 fawegui@yahoo.fr Présidente: Mme Hadja Albertine Fadiga KENYA FATA: Mr Eliud Kinuthia, FAWE Kenya Chapter Lenana Road; P O Box 52597, NAIROBI, Kenya (254) 20 2736877/67/(254) 20 2736884 fawek@fawek.org Chair: Mrs. Elaine Mukuru LIBERIA Coordinator: Ms. Winifred Deline, FAWE Liberia Chapter Ministry of Education; 4th Floor, UNESCO PIU P O Box 9012, MONROVIA, Liberia (231) 226416/ 227555/00037747513018 liberiafawe@yahoo.com Chair: Mrs Comfort Marshall

MADAGASCAR Coordinatrice: Ms Amarente Ranerason Antenne Nationale FAWE Madagascar Lot ii D 11 Mangakaray; BP 1489 ANTANANARIVO 101, Madagascar (261) 331251447 amarente onyx@yahoo.com Présidente: Dr. DINA Jeanne dinaj@wanadoo.mg MALAWI Coordinator: Mrs Esther Msowoya FAWE Malawi Chapter (FAWEMA) P.O. Box 30736 Capital City LILONGWE 3, Malawi Tel: (265) 01-774-729 Fax: (265) 01- 774-733 fawema@sdnp.org.mw Chair: Dr. Chrissie Chawanje-Mughogho MALI Coordinatrice: Mme Maiga Kadiatou Baby, Association Malienne pour l’Appui à la Scolarisation et à l'Education des Filles (AMASEF/FAWE) Immeuble MEME-ABK5, Hamdallaye, B. P. E. 1366, BAMAKO, Mali (223) 2293619/c/o 2227767/2237117/(223) 2293619 amasef.fawe@datatech.toolnet.org Présidente: SAMASSEKOU Kankou TRAORE. MOZAMBIQUE Coordinator: Mrs Nacima Figia, FATA: Mr. Samuel Mangeia, FAWE Mozambique Chapter, FDC, Avenue Eduardo Mondlane 1160m 1170, 3 Andar, MAPUTO, Mozambique Tel:(258) 1 430430/1 Mobile: 082886900 fawemo@teledata.mz Chair: Her Excellency Graca Machel

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NAMIBIA FATA: Ms Neshani Andreas Ministry of Basic Education & Culture, Private Bag 13186 WINDHOEK, Namibia (264) 61 224277/257662/(264) 61 2933342/67/2933111/2933143 fawena@mec.gov.na Chair: Hon Clara Bohitile NIGER Coordinatrice: Mme Hima Fatimatou FAWE Niger; B.P. 13727, NIAMEY, Niger (227) 733862/ 734286/732876 dialloba@intnet.ne Présidente: Prof Bouli-Ali Diallo NIGERIA Coordinator: Ms. Adegbasan Adelola Patricia FAWE Nigeria Chapter; 8A Olukole Close, off Ajao Road, Surulere P O Box 167 Sabo Yaba, LAGOS, Nigeria (234) 1-5456243 vwldcng@yahoo.com; fawen2004@yahoo.com Chair: Mrs O Abisogun-Alo (234)-8035051425 SEYCHELLES Seychelles Association of Women Professionals (SAWOP) P. O. Box 737, Victoria, (248) 371252 MAHE, Seychelles sawop@seychelles.sc Web: www.seychelles.sc Présidente: Mme Macsuzy Mondon ps@eduhq.ed.sc; edups@seychelles.net RWANDA Coordinator: Ms Odette Mukazi Mutanguha FAWE Rwanda Chapter Ministry of Education Building; 1st Floor, 84

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Room 101-103 P.O. Box 6703, KIGALI, Rwanda 250-5-87724/82162/250- 582514/87724/82162 fawerwa@rwanda1.com: www.fawerwa.org.rw Chair: Ms. Beatrice Mukabaranga SENEGAL Coordinatrice: Mme Laurence Marechal Ngom, Présidente de la SN/FEA 23 Rue Calmette; BP 6646, DAKAR-ETOILE, Sénégal (221) 8-224177; MOE (221) 8 218930/221463 fawe_senegal@yahoo.fr Présidente: Mme Bousso Sam Diack mamebousso@yahoo.fr (221) 5693449 SIERRA LEONE Coordinator: Mrs. Teresa B.M. Sesay FAWE Sierra Leone; PMB 273; 83a Fort Street FREETOWN, Sierra Leone (232) 22 227076/225844/76624597 fawe-sl@sierratel.sl Chair: Mrs Edith Kpendema SOUTH AFRICA FAWE South Africa Chapter The Cottage, University of Cape Town, Private Bag, Rondebosch 7701, CAPE TOWN, South Africa (27) 21- 852142/(27) 21-6503254/ 6852142 fawesa@education.uct.ac.za; fawesa@protem.uct.ac.za Chair: Ms Vuyisa Tanga SWAZILAND 2nd Fl, Swaziland Dairy Board Mahleka Street, P.O. Box 5852 MANZINI, Swaziland 268-505-8266/268 505 9560/1 faweswa@africaonline.co.sz

Chair: Dr J. Thuli Nhlengetfwa nom@uniswacc.uniswa.sz TANZANIA Coordinator: Ms Hermina Mkanula FATA: Mrs. Salome Anyoti FAWE Tanzania Chapter, Posta House Building 1st Floor Room No.101-102 Ohio/Ghana Street P.O. Box 63319, DAR ES SALAAM, Tanzania Tel: (255 22) 2667231/2122869/871 Fax: (255 22) 2760170 FAWETZ@posta.co.tz Chair: Mrs. Mwatumu Malale TOGO Coordinateur: Mr. Philippe Dweggah 42 Avenue de Calais à coté de la Pharmacie pour Tous, BP 13077 LOME, Togo (228) 2224463; (228)-2216965; (228) 2214129 phildweggah@hotmail.com Présidente: Mme Kekeli Jeanine Agounke kagounke@caramail.com UGANDA Coordinator: Ms Florence Kanyike FATA: Martha Muhwezi FAWE Uganda Chapter, Plot 38, Lumumba Avenue, Nakasero, P O Box 24117; Tel 006 41 236863 KAMPALA, Uganda faweu@infocom.co.ug; Website: www.faweu.or.ug Chair: Prof. Mary Okwakol ZAMBIA Coordinator: Mrs Daphne Chimuka, FATA: Elizabeth Mbewe FAWE Zambia Chapter House No. 6680, Chiwalamabwe Rd, Olympia Park, P O Box 37695 LUSAKA, Zambia

Fax No. (260) 1-254139/ 232049 fawezam@zamnet.zm; daphnechimuka@hotmail.com Chair: Ms Barbara Chilangwa ZANZIBAR Coordinator: Asma Ismail Nombamba FAWE Zanzibar Chapter, C/o Ministry of Education Department of Education, P O Box 573, ZANZIBAR 007 242 230266/239658 fawezan@zanlink.com; edu@zanzinet.com; mwatima@hotmail.com Chair: Mrs. Rabia Hamdan ZIMBABWE Coordinator: Susan Guwiriro, FAWE Zimbabwe Belvedre Technical Teachers’ College, 1 Harvard Road Belvedere, Harare (For DHL), Post Office, P O Box MP1058 Mount Pleasant, HARARE, Zimbabwe fawez@africaonline.co.zw; Mobile 263-11 435 575- Susan snguriro@yahoo.com Chair: Mrs. Irene Mkondo renemkondo@yahoo.com

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REGIONAL SECRETARIAT STAFF Prof. Penina Mlama Dr. Mariama Sarr-Ceesay Lornah Murage Marema Dioum Rose Washika Simon Mbugua Gabin Kifukiau Mabanzila Enock Warinda Joseph Nyabicha Francis Kabue Joab Owiro Lucy Wairi Dora Lumasia Pauline Kamangara Caroline Ochieng Christine Kinyua Zeddiel Bundi Daniel Mutisya Joseph Muiruri Agnes Murandah

Executive Director Programme Officer Programme Officer Programme Officer Programme Officer Human Resource and Administration Officer Communication Officer Programme Officer â&#x20AC;&#x201C; Monitoring and Evaluation Finance and Resource Mobilisation Officer Accountant Graphic Designer/Desktop Publisher Administrative Assistant Administrative Assistant Secretary Secretary Secretary Clerk/Driver/Messenger Caretaker Driver/Messenger Research/Conference Centre Assistant

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List of Abbreviations ADEA AEI AGEI AGSP ARH ASRH BREDA CBO CCF CIDA CIEFFA CME COE COL COMED CWA DAE DAPP DCI DEMs DESO DFID DPEF DTEO EBNF EC

Association for the Development of Education in Africa African Education Initiative African Girls’ Education Initiative Ambassador Girls’ Support Programme Adolescent Reproductive Health Adolescent Sexual Reproductive Health Dakar Regional Office (Bureau Regionale – Dakar) (UNESCO) Community-based organisation Christian Children’s Fund Canadian International Development Agency International Centre on the Education of Girls World Education Campaign (La Campagne Mondiale pour l’Education) Centre of Excellence Commonwealth of Learning Commission for Education Development Community work and advocacy Department of Adult Education Development Aid from People to People Development Corporation Ireland District Education Managers District Education Standards Officer Department for International Development Promotion de l’Education des Filles (Promotion of Girls’ Education) Department of Teachers’ Education L’Education de base non-formelle (Non-formal Basic Education) Executive Committee

ECCD ECOWAS EDDI EFAG EQUIP ESARO EFA GCE GEM IGA FATA FAME FAWE FEMSA FHI FRGRP FSU GAR GEF GEP GLOW IEC JSC KESP KIST M&E MASF MEBA

Early Childhood Care and Development Economic Community of West African States Education for Democracy and Development Initiative Education Funding Agencies Group Educational Quality Improvement Program Eastern and Southern Africa Regional Office Education for All Global Campaign on Education Girls Education Movement Income-generating activities FAWE Attached Technical Assistant FAWE Award for Media Excellence Forum for African Women Educationalists Female Education in Mathematics and Science in Africa Family Health International FAWE Resident Guest Researcher Programme Family Support Unit Centre for Democratic Governance Girls’ Endowment Fund Gender Equity Model Guys and Girls Leading Our World Information, Education and Communication Joint Steering Committee Kenya Educational Sessional Paper Kigali Institute of Science and Technology Monitoring and Evaluation Ministry of Social Action Ministry of Education

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MOE&C MOE&S MoU NAP NC NGOCC NIPA OPT OXFAM PARSET PEAs PEC PEDP PRSP RCP RLC RP OSISA SAFE SAGAA SAGs SCI SEDP SHA SHEP Sida SIP SM SMASSE SMT

Ministry of Education and Culture Ministry of Education and Sports Memorandum of Understanding National Action Plan National Chapter Non-Governmental Organisations’ Coordinating Committee National Institute of Public Administration Pan African Women Observatory Oxford Committee for Famine Relief Programme Support for the Education Sector Reforms in Chad Primary Education Advisors Professional Education Conference Primary Education Development Programme Poverty Reduction Strategy Paper Reading Circles Programme Remedial Learning Camps Research and programmes Open Society Initiative for Southern Africa Students’ Alliance for Female Education Swaziland Action Group Against Abuse The Sector Advisory Groups Sara Communication Initiative Secondary Education Programme Social Health Assessment School Health Education Programme Swedish International Development Cooperation Agency School Improvement Plan Sexual Maturation Strengthening Mathematics and Science in Secondary Education Science, Mathematics and

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Technology SIPs Sector Investor Programmes SWAP Sector Wide Approach to Programming TENMET Tanzania Education Network TFD Theatre for Development UBE Universal Basic Education UNAIDS United Nations Programme on HIV/AIDS UNCCA United Nations Common Country Assessment UNDAF United Nations Development Assistant Framework UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific, and Cultural Organisation UNFPA United Nations Population Fund UNGEI United Nations Girls’ Education Initiative UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund UNIFEM United Nations Development Fund for Women UNLD United Nations Literacy Decade UPE Universal Primary Education USAID United States Agency for International Development WAEC West African Examination Council WBS Wavamuno Broadcasting Service WEI World Education Incorporated WFP World Food Programme WORNACO Women Organisation for Representative National Conference WI Winrock International WIRLL Women in Research and Leadership Leverage WSA Women Students Association