FAWE Strategic Plan 2013-2017

FAWE Strategic Plan 2013–2017

Enabling positive change in girls’ education in Africa www.fawe.org

Vision A world in which all African girls have access to education, perform well and complete their studies and gender disparities in education are eliminated.

Mission To promote gender equity and equality in education in Africa by fostering positive policies, practices and attitudes towards girls’ education.

Enabling positive change in girls’ education in Africa

Table of contents Vision Mission List of Abbreviations & Acronyms A Word from the Executive Director Introduction About FAWE Fawe Interventions The importance and challenges of girls’ education FAWE’s strategy 2013–2017 FAWE Governance Structure Strategic Plan- Outcome Results Framework

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List of abbreviations and acronyms FAWE FAWERS

GRP ICT MDGs MoE MoU NGO SMT TVET UN UNESCO

UNGEI UNICEF

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Forum for African Women Educationalists Forum for African Women Educationalists Regional Secretariat Gender Responsive Pedagogy Information, Communication and Technology Millennium Development Goals Ministry of Education Memorandum of Understanding Non-governmental organisation Science, Mathematics and Technology Technical /Vocational Education and Training United Nations United Nations Educational, Scientific and Cultural Organisation United Nations Girls’ Education Initiative United Nations Children’s Fund

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Enabling positive change in girls’ education in Africa

A Word from the Executive Director Twenty-one years after its founding, FAWE remains focused and consistent in pursuance of the goal to close the gender gap in education at all levels.

Over the years, FAWE has shared a special partnership with Ministries of Education (MOEs); founded on a mutual concern over the hundreds of thousands of girls and women in Africa who are still excluded from enjoying their rights to education, especially at the post-primary level.

A number of National Chapters that have signed memoranda of understanding with Ministries of Education have had uninhibited access to national policy and planning processes, thereby influencing reform from the centre. As a consequence, FAWE has made an immense contribution to the progress that many sub-Saharan Africa countries have made towards achieving gender equality in education.

Policy interventions to ensure free and compulsory primary education for all, re-admit adolescent mothers into school, and support girls’ science, mathematics and technology (SMT) education, among others; equity programmes that address girls and women’s peculiar situations in education; as well as evident shifts in attitudes and social practices towards girls’ education, all bear traces of FAWE’s work across Africa.

Notwithstanding these achievements, a number of factors still keep many girls out of the classroom; poverty, gender biased attitudes and practices, the disease burden, gender-based violence, conflict, and unfavourable teaching and learning conditions being the most persistent. Clearly, unless special strategies and actions are put in place, gender equality goal will continue to evade most Africa countries.

As a strategy to reach more girls within the disadvantaged regions of sub-Saharan Africa, FAWE continues to form strong partnerships with organisations and agencies at the continental, national and local levFAWE Strategic Plan | 2013–2017

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els. FAWE National Chapters in all 33 sub-Saharan African countries have joined national coalitions and sub-regional networks to advocate, mentor and share their expertise to not only increase girls’ educational access, retention and improve learning outcomes, but also to make the campaign for gender equality more impact. It is in that regard that in the twenty-one years of its existence, FAWE has worked strategically to mobilise partners within such coalitions and network to amplify their voices to get Africa African governments provide quality education to all, with a particular emphasis on accelerating girls’ education. FAWE has been a front-runner in the promotion of gender equality and equity in education, thus progressively fulfilling its mission at all levels.

This Strategic Plan 2013-2017 provide for FAWE, an opportunity to consolidate the results of the work and results attained in the past twenty-one years; to attend to new issues that were posing a fresh threat to girls’ education – increase in the rate of violence against girls, the escalation of political violence, food insecurity, HIV and AIDS, etc. The Plan is the product of extensive consultations within the FAWE network, FAWE stakeholders, including members, Ministries of Education, funding partners and FAWE staff at regional and national levels. It was developed against the milieu that African governments and funding partners will continue prioritising the gender equality agenda, and that the demand for girls’ education will be fuelled by raised awareness on the perceived benefits of educating girls. FAWE believes in its membership and the former beneficiaries of its gender responsive interventions; we acknowledge that through strengthened partnerships, FAWE will maintain the momentum to foster equal and quality education for African girls at all levels. In conclusion I believe that FAWE has a strong enough foundation for it to create the desired result to achieving gender equity and equality in the education systems of most sub-Saharan African countries.

Hendrina C. Doroba Executive Director 6

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Enabling positive change in girls’ education in Africa

FAWE Strategic Plan 2013-2017 FAWE is the pan-African non-governmental organisation (NGO) led

by African women working towards equality and equity in education across the continent. We engage with governments, schools, and communities to develop and implement policies and practices that promote girls’ education.

This is an exciting time for FAWE as we embark on our new strategy.

We invite you to join us in making our vision a reality, enabling African girls to access quality education, complete their learning, and in so doing accelerate the continent’s development.

Introduction Since 1992 FAWE has been working to promote girls’ education in Africa. Through our network of 34 National Chapters coordinated by a Regional Secretariat we have made significant progress. For example, over the past seven years we have trained over 20,000 teachers in our Gender-Responsive Pedagogy, enabling them to adopt teaching practices that are responsive to the needs of girls.

Inspite of the gains achieved to promoting girls education in Africa, millions of girls in sub-Saharan Africa remain out of school. This not only puts these girls at a disadvantage, it also undermines wider efforts to address all aspects of the social, and economic development of Africa.

Throughout the period of FAWE’s 3rd Strategic Plan (2013-2017), FAWE will focus on supporting to improve the lives of women and girls by tackling the challenges that still persists. By working with students, parents, educators, and religious and traditional leaders, we will identify structures, systems, and behaviours that facilitate girls’ learning and implement high-impact interventions. We will continue to engage with the ministries of education to implement effective gender-responsive education policies and plans. We will remain FAWE Strategic Plan | 2013–2017

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sensitive to the work of our partner organisations by ensuring that our activities are complementary and reinforcing to promote quality learning for women and girls education in Africa. Above all, we believe that the future of the women and girls’ is in their own hands. We will support the FAWE beneficiaries and other female leaders in Africa to act as role models in order to inspire a new generation of women realise their potential.

This strategy 2013-2017, builds on what we have learned during our previous strategic plan (2008-2012) – to enable African women and girls access quality education and perform well. This intervention requires a holistic approach. Therefore, we will collaborate with likeminded actors and key players in this sector. Our target partners will include families, communities, religious and traditional leaders, local and regional authorities, national governments and the girls themselves.

The partnership is particularly important in combining our efforts to keep girls in school and ensuring high-quality learning outcomes.1 Reviews of our work have highlighted the need to guarantee relevance and excellence in our activities - to scale-up and mainstream our interventions in all interventions relating to education in Africa; to strengthen our community, advocacy interventions, and improve on our knowledge base by documenting our learning and good practices ; to enhance our engagement in advocacy and policy influencing; as well as to ensure our work remains relevant in line with the global emerging trends and the post 2015 Millennium Development Goal agenda.2 Evaluations of our existing work have also highlighted the importance of strengthening the relationships within the FAWE network and the 1 FAWE Research Series, “Strengthening gender research to improve girls’ and women’s education in Africa”.

2 Assie-Lumumba, N.; Konate, K. 2011. Formative Mid-Term Review of the Implementation of FAWE’s Strategic Plan 2008-2010.

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need to diversify our funding base. In addition, the evaluations highlighted the need to improve on the FAWE governance structure and the internal working relationship within the network as well as enhance and improve on our monitoring and evaluation systems.3 This strategy development process included extensive stakeholder consultation - regional workshops and in-country consultations with National Chapters as well as interviews with partner organisations, funders, and other key strategic stakeholders. The consultations reiterated the challenges African women and girls are confronted with to improve access, retention, and performance in school. It also underscored the continuing need for FAWE’s engagement to contribute towards addressing these challenges. Feedback from our stakeholders also emphasised the need for us to conduct studies that captures the learning derived from our interventions and to document and disseminate them. In addition, emphasis was made for us to continue to engage with the governments in the countries in which we operate in order to ensure that the challenges which hinder African women and girls’ access and quality learning and retention in school are addressed. The feedback also recommended the need for FAWE to build on its strength in the areas of its intervention and improve on these for scaling-up the interventions. In order for FAWE to do this, it was proposed that FAWE needs to strengthen its internal network and also complement the work of other actors working to promote girls’ education.

A draft strategy was presented to key stakeholders at the Rockefeller Foundation Conference Centre in Bellagio in September 2012. Following their feedback this strategy was finalised in October 2012.

3 Kivolonzi, P. 2009. FAWE resource mobilisation and implementation plan; Namuddu, K. A keynote address to the 8th FAWE General Assembly, 28–29 July 2011, Nairobi, Kenya; Smith, S. 2011. A review of FAWE governance.

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The 2013-2017 plan was thus set out in two parts as follows: Part 1 introduces FAWE; our longer-term vision, mission and values; the context in which we are working; and the challenges we face.

Part 2 discusses our strategic aim, two strategic objectives and two supporting objectives. Complimented by the intended outcomes for each objective, the activities we will undertake, and interventions we will take to measure our success.

“Until equal numbers of girls and boys are in school, it will be impossible to build the knowledge necessary to eradicate poverty and hunger, combat disease and ensure environmental sustainability. Millions of children and women will continue to die needlessly, placing the rest of the development agenda at risk.” UNICEF; 2005. Millennium Development Goals.

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About FAWE Our vision: FAWE exists to create a world in which all African women and girls have access to education, perform well, and complete their studies, and where gender disparities in education are eliminated.

Our mission: We do this by promoting gender equity and equality in education in Africa by fostering positive policies, practices, and attitudes towards girls’ education.

Our values: FAWE is committed to promoting gender equity, equality, and high-quality educational learning outcomes. We honour and respect the rights and beliefs of our beneficiaries, partners, communities, and staff. We promote and support diversity, working together to meet our common goals. We recognise that the provision of girls’ education is a collective responsibility, and that African governments are the sole custodians of education provision; thus complementing their efforts to promote quality education and learning for all. FAWE values professionalism, accountability, and integrity. We are passionate about results, and are dedicated in everything we do.

Our approach – For US by US: We are proud to be at the forefront of the movement of Africans leading African development. Our unique insight into the issues for African girls and communities allows us to develop tailored, sustainable, and gender-responsive interventions that work. We focus on mobilising financial and human resources within Africa by working with African communities, businesses, philanthropists, and FAWE beneficiaries.

FAWE’s history: Founded by five African women ministers of education4 and supported by development partners within the Association for the Development of Education in Africa,5 the FAWE network was set up to enable the exchange of experiences, explore alternatives, 4 The late Hon Vida Yeboah of Ghana, Hon Simone de Comarmond of Seychelles, Hon Paulette Missambo of Gabon, Hon Dr Fay Chung of Zimbabwe, and Hon Alice Tiendrebéogo of Burkina Faso.

5 Rockefeller Foundation, Commonwealth Secretariat, and SIDA.

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and engaging to influence policies that promotes girls’ education.

In the beginning, FAWE’s efforts were focused on popularising the value of girls’ education and advocacy to ensure girls’ education was on the policy agenda at national and international levels. This was followed by a refocus to influence action to reduce gender disparities in access, retention, and performance through demonstrative interventions.

Today the FAWE network comprises 34 semi-autonomous National Chapters, across sub-Saharan Africa, coordinated by a Regional Secretariat based in Nairobi, Kenya. We are an integral part of the education movement in Africa, and an authority on girls’ schooling in Africa. FAWE is represented at global and national education forums, including the United Nations Girls’ Education Initiative (UNGEI) Global Advisory Committee, the Commonwealth Gender Plan of Work Monitoring Group, and the Global Campaign for Education.

In 1994 FAWE was awarded the UNESCO Comenius Medal, and in 2008 the Henry R Kravis Prize in Leadership - both in recognition of our exemplary work in championing the cause of girls’ education in Africa. In 2011 FAWE received the Clinton Global Initiative Award in recognition of our work in addressing challenges in girls’ education. In 2012 the Global Journal ranked FAWE 49th out of the world’s top 100 NGOs. Selected from a long list of 1,000 possible NGOs from across the world, the organisation was ranked fourth out of seven African NGOs included in the Top 100 ranking.

It is through credible action in promoting gender equity and equality in education that FAWE has acquired such an impressive track record of success. We have played a central role in promoting the importance of girls’ education in many countries, successfully contributing to the integration of gender in education sector policies and plans.

This is coupled with the implementation of practical interventions to support girls’ education.

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FAWE INTERVENTIONS These interventions include: • FAWE’s comprehensive scholarship packages, which enable bright students from poor backgrounds to enrol in school, stay on to complete the school cycle at all levels, and perform well in national examinations.6 • FAWE’s Tuseme (Let us Speak Out) youth empowerment model, which enhances girls’ self-esteem, leadership, social and life skills, and promotes a positive attitude amongst boys towards girls’ education. Tuseme plays a key role in raising girls’ knowledge about their sexual and reproductive health to enable them to make informed decisions about their sexual and reproductive health.

• FAWE’s Gender-Responsive Pedagogy (GRP) develops the skills of teachers and school administrators, supporting them in attending to the specific needs of girls and boys. Since 2005 over 20,000 teachers have benefited from FAWE’s GRP training which contributed the improvement in girls’ retention and performance.

• FAWE’s Science, Mathematics and Technology (SMT) programme. Since 2005 over 15,000 students have benefited from this programme, resulting in higher rates of girls’ participation in SMT subjects, improved test scores for girls, improved attitudes amongst teachers towards girls’ abilities, and positive attitudinal change amongst girls towards these subjects.

• FAWE’s mothers’ clubs, which enable women to advocate at the grassroots level, mobilise community support, and raise awareness on the socio-economic benefits of girls’ education.

6 Every year about 17,000 girls and boys benefit from FAWE’s bursary support.

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• FAWE’s Technical and Vocational Education and Training (TVET) - “Economic Empowerment of Girls in Post-Conflict Situations through Vocational Training” which provides out-of-school girls with the opportunity to acquire technical, vocational and entrepreneurship skills traditionally reserved for males and incorporates entrepreneurship training and grants provision to graduates who cannot enter the formal employment sector. TVET also provides scholarships for continuing education, establishes strategic alliances among key stakeholders, facilitate the creation of graduates’ associations, and conduct policy advocacy and community mobilization activities.

“Girls’ education is so inextricably linked with the other facets of human development that to make it a priority is to also make change on a range of other fronts, from health and status of women to early childhood care, from nutrition, water and sanitation to community empowerment, from reduction of child labour and other forms of exploitation to the peaceful resolution of conflicts.”

UNICEF, 2004, “The state of the world’s children”, UNICEF,New York.

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The importance and challenges of girls’ education Girls’ education has repeatedly been proven to have a multiplier effect, with positive sustainable impact beyond the education of the individual, contributing to the achievement of all the Education for All (EFA) and Millennium Development Goals (MDGs). Its centrality to all aspects of development means girls’ education will continue to be a relevant issue in the development agenda when the MDGs come to an end in 2015.

• Educating a girl means she will be three times less likely to contract HIV7 .

• Each additional year of maternal education can reduce the risk of child death by 7 per cent to 9 per cent.8 • An extra year of schooling for girls reduces fertility rates by 5 to 10 per cent.9 This eases the demand on public services, slows pressures on the environment, and helps balance natural resource use.

• Educating a girl means she is likely to earn an income up to 25 per cent higher than a non-educated girl, of which she will invest up to 90 per cent in her family.10 • Low- and middle-income countries lose around $92 billion each year by not educating girls to the same standard as boys. Brookings Institute Global Compact of Learning 2011 Report11 Even though the case for girls’ education is beyond doubt today, sub-Saharan Africa still accounts for 50 per cent of all out-of-school boys and girls. In 47 out of 54 African countries, girls have less than a 50 per cent chance of completing primary education.12 In 1990 38 million children in sub-Saharan Africa were out of school. In 2010 their number totalled 31 million, of which 54 per cent (16.3 million) 7 Women and the MDGs, Africa Progress Panel, 2010 8 UNESCO, Institute for Statistics 9 UNICEF. 1996. The state of the world’s children. New York: UNICEF. 10 Africa Progress Panel, Women and the MDGs in Africa, 2010.

11 Brookings. 2010. Achieving the Millennium Development Goals, Education is the key missing link.

12 UNESCO. 2012. Key messages and data on girls’ and women’s education and literacy

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were girls.13 Today 55 per cent of African women still cannot read or write.14 “Educating women is an important tool for reducing child hunger…a cross country analysis of 63 countries found that educational gains in women’s education accounted for 43% of all progress in reducing child malnutrition.” Brookings Institute Global Compact of Learning 2011 Report.

There are many reasons for this, and every African girl’s situation is different. In many communities poverty and customary and cultural traditional attitudes prevail, and girls are expected to stay at home, help with domestic chores, and care for relatives. In some communities teenage pregnancy and early marriage causes girls to drop out of school. Many families cannot afford to send their girls to school and pay for books and related expenses. Sometimes poverty leads girls to give sexual favours in exchange or to pay for school requisites or household needs, which accounts for a number of pregnancies. Lack of sanitary towels can also often prevent teenage girls from attending school. Where schools are a long way from their homes, the journey can put girls off going: pupils’ routes to school have been reputed as dangerous. Sexual and gender-based violence make girls vulnerable, and this is exacerbated where male teachers and classmates take advantage and harass girls sexually. Once at school there may not be adequate toilet facilities for girls, and the teaching methodology may favour boys. Whilst many governments integrate the promotion of girls’ education into policies, it remains a challenge to translate the policies into practice.

13 UNESCO, Institute for Statistics 14 UNESCO, Institute for Statistics

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FAWE’s strategy 2013–2017 During 2013 and 2017 FAWE will work towards achieving its vision by focusing on one overriding aim – “Enabling positive change in girls’ education”.

The issues of gender and education in Africa are complex but they can be addressed. Throughout the period of our Strategic Plan we will focus all our resources on “enabling positive change in girls’ education”. Our interventions will be tailored to individual contexts and challenges at the family, community, school, and national level. Our interventions will contribute towards enabling girls to access education, complete their studies, and perform well at all levels.

We will achieve this aim by focusing on two strategic objectives: Strategic objective #1: To enable girls across Africa to access high-quality education, complete schooling, and perform well at all levels.

Strategic objective #2: To ensure knowledge and learning of gender and education are managed and shared for the benefit of all working in this field.

Two supporting objectives will compliment the main two strategic and enable us to achieve our main strategic objectives: Supporting objective #3: To have a skilled, vibrant FAWE network with the capacity to deliver the strategic objectives.

Supporting objective #4: To have strong, productive partnerships with like-minded individuals, groups, and organisations committed to gender equity and equality in education.

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Our operational plan sets out in more detail how we will achieve each objective; the activities, responsibilities, outcomes and indicators for each objective and the timescale, organisational structure and budget we will need to achieve our strategic plan. This is a three-year operational plan and will be reviewed annually on a rolling basis. It guides our Regional Secretariat team and National Chapter plans, which in turn guide our individual work plans.

We will carry out mid- and end-of-term evaluations of our strategy to determine progress towards achieving our goals.

Strategic objective #1: To enable girls’ across Africa to access high-quality education, perform well at all levels and complete their schooling.

There are a range of interventions to support girls’ education but they are not coordinated. Schools, religious and traditional leaders are not working with parents, and often the voices of the girls themselves are overlooked. Enabling girls to access education and perform well requires joining up the actions of key actors which include families, communities, schools, local and regional authorities, national governments, and girls. FAWE will engage with these actors to help strengthen the enabling environment that supports girls’ to access high-quality education perform well and complete their schooling. Building on past reviews, we will identify our strengths around two key success factors and strengthen and improve on them. We have been successful in engaging with governments to develop gender-responsive policies and plans, but we know that changes in government priorities can hinder policies being implemented. We will nurture our existing relationships at the highest levels of government, connecting what is happening in communities and schools with regional and national government priorities.

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As there is a need for consistent messaging about gender and education, we will develop contribute towards ‘calls to action’ to prompt the support for girls’ education. We will ensure through our engagement with partners to ensure our messages are communicated to heighten awareness amongst specific target audience about the issues of girls’ education and their contributions towards our aim.

Outcomes of strategic objective #1: • FAWE network contributes to improved access, retention and performance for girls in Education; • National education policies and plans monitored for gender-responsiveness; • Girls’ education issues remain a priority on the African development agenda.

Indicators of success for strategic objective #1: • Percentage increase in access, attendance and participation rates among girls’ in the target communities; • Girls reporting positive experiences in schools; • Two gender responsive interventions supported by FAWE aimed at increasing access, retention and performance rates.

Activities for strategic objective #1: • Implement two FAWE interventions, strengthen their impact, and encourage other actors to scale them up.; • Engage with government and to ensure gender-responsive education policies are developed to support actions to improve girls’ education; • Facilitate support for girls’ education amongst strategic actors;

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Strategic objective #2: To ensure knowledge and learning of gender and education is coordinated and shared for the benefit of all working in this field.

Action research into and evidence of gender and education issues are fundamental for effective interventions. There are good practices on girls’ education within and outside FAWE’s scope of work and we will work with like minded partners to document our learning, combining what we know to improve on our interventions. We will do this by working with like-minded partners to share these learning through knowledge hubs. We will develop systematic approaches to capturing, recording, and documenting experiences and good practices. We will establish standardised and internationally recognised tools for collecting and analysing data and knowledge on gender and education in Africa. We will develop partnerships with academic institutions, governments and NGOs to carry out gender and education research. We will develop good practice guides which translate up to date research findings into accessible guides for practitioners.

Fundamental to this will be the development of FAWE’s information and communication technology (ICT) capacity. We will develop an internal information and communication system to facilitate exchange of knowledge. Bearing in mind the challenges of internet access and connectivity, in some countries where we work, we will also explore low-tech solutions for information storage and analysis.

Outcomes for strategic objective #2: • Good practice within FAWE network on gender and education in Africa is documented and shared across the network • FAWE contributes to existing body of knowledge and practice around girls’ education in Africa; • Improved internal communication and data management systems across the FAWE network.

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Indicators of success for strategic objective #2: • Number and types of research and studies on good practices conducted, documented and shared within and outside FAWE to inform advocacy; • Internal communication system set up and operationalised across 10 FAWE Chapters; • Improved FAWE website system attracting increased access to FAWE website Activities for strategic objective #2: • To link with partners knowledge platforms to share studies and information, • To establish tools for collecting and analysing data on good practice in gender and education and share widely.

• To establish an internal ICT system to facilitate communication and knowledge exchange within the FAWE and outside the FAWE network.

Supporting objective #3: To have a skilled, vibrant FAWE network with the capacity to deliver the strategic aims and objectives of this Strategic Plan.

Whilst FAWE’s organisational structure of semi-autonomous National Chapters allows national interventions to be tailored to local contexts, it is important that we maintain a consistent practice across FAWE. Throughout the strategy period we will develop cross-network teams to support and strengthen the FAWE network. The internal sharing of knowledge and skills support will enhance the utilisation of internal skills within the network to support the Regional Secretariat and the National Chapters who struggle to operationalise their planned activities. As part of improving the efficiency of our internal network we will undertake an organisation-wide capacity audit and review of governance structure and ways of working.

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In order to fully support the FAWE network, we will utilise the skills of our diverse membership human resource base, to be more hands-on and engaged to contribute towards improving girls’ education. We will review our membership criteria to diversify the skills required to support the FAWE network effectively meet its objectives. Core to FAWE’s work is a belief in self-reliance and girls supporting each other. Through our work we will help facilitate the development of a generation of independent youths who have benefitted from FAWE and who share FAWE’s vision to commit to engage in giving back to support other beneficiaries aspiring into leadership as well as to their communities. We will facilitate the development of a strong movement of young generation of future leaders by encouraging those who have benefitted from FAWE in the past to give back and support those currently benefitting from FAWE. The past beneficiaries will be encouraged to act as role models and mentors for the current and future beneficiaries and as well as to contribute to the promotion of girls’ education in Africa.

Outcomes for supporting objective #3: • The FAWE network strengthened; • FAWE Alumni established and functional; • The FAWE membership mobilised to benefit girls’ education in Africa.

Indicators for supporting objective #3: • Increased number of diverse and active membership base with skills to support FAWE’s work • Improved communications and working relationships across the FAWE network; • Number of past beneficiaries identified and committed to support and give back to FAWE and the communities

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Activities for supporting objective #3: • Review and improve on the structure and membership and ascertain clarity of roles, responsibilities and expectations across the network operations; • Facilitate the development of the FAWE Alumni network; • Facilitate targeted technical support and capacity building of National Chapters; Supporting objective #4: To have strong, productive partnerships with like-minded individuals, groups, and organisations committed to gender equity and equality in education.

The challenges of promoting gender and education in Africa are complex for any individual organisation to tackle alone. This requires complimentarity of coordinated efforts and effective partnerships amongst government and non-government organisations, funders, donors, and other committed organisations and individuals.

Throughout the strategy period FAWE will aim to work in partnership with others to achieve its goal. These partnerships will require engaging with likeminded organisation and institutions like UNICEF, UNESCO, the African Union, Regional Economic Communities Ministries of Education, the Media and other strategic actors also supporting the promotion of gender and education in Africa. The target is not limited to large institution and bodies but also traditional and faith based leaders because of their role in influencing mind-sets, In addition, FAWE will nurture partnerships with influential and successful African women and men who can champion its FAWE cause and act as role models to African girls to achieve FAWE’s vision.

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FAWE will also identify and build productive partnerships with like-minded funding institutions and individual philanthropists interested in supporting FAWE’s cause. For the longer-term sustainability of our work we will diversify our income streams. We also strive to develop our capacity to identify innovative ways to mobile adequate resources for self sufficiency.

Outcomes for supporting objective #4: • Increased number of strategic and funding partners engage with FAWE; • FAWE’s active presence and increased visibility across partner forums and network; • Improvement in FAWE’s diversified resource mobilisation strategy Indicators for supporting objective #4: • Number of MoUs and Funding agreements signed with strategic and funding partners; • Increased number of platforms, foras, regional and global dialogues in which FAWE is present and actively engaged in; • FAWE ‘s income stream increased and diversified to operationalise FAWE’s 2013-2017 strategic plan; Activities for supporting objective #4: • Develop a partnership strategy • Identify and engage with diverse like-minded strategic and funding partners; • Engage with partners to develop new models and scale-up existing interventions.

• Engage in discussions and dialogue on Education For All and Post 2015 MDGs

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FAWE Governance Structure FAWE Africa General Assembly Africa Executive Committee Executive Director Africa Partnership Director

Technical Adviser Programme(2)

Technical Adviser Knowledge Management

Programme Assistant

ICT Officer

Finance and Administration Manager

Accountant

Human Resource Officer

Office Assistants (2)

FAWE National Chapter Executive Committee

National Coordinator

NC Programme Coordinator

NC Finance & Admin Manager

Project Officers(s)

NC Support Staff

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NC Sub-National Offices

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FAWE network contributes to improved access, retention, completion and performance rates for girls in education

2 FAWE’s enhanced models contribute towards addressing emerging challenges in girls’ education in Africa

1.1

1.2

Expected Outcome

Collaborating partners FAWE RS MoE Strategic and funding partners including Foundations & private sectors FAWE beneficiaries

MoE Strategic and funding partners including Foundations & private sectors

Implementing agency FAWE National Chapters

FAWE National Chapters & the Regional Secretariat

Assumption & Risks National Chapters will be able to mobilise adequate resources to replicate or scale up gender responsive interventions.

Parents& communities will be supportive and send children to school.

There will be improved and adequate educational inputs (teachers, instructional materials, classrooms etc).

Partners will be willing to partner or scale-up FAWE’s work on girls education.

Source of verification National Examinations reports, class attendance registers, surveys/ commissioned study reports National Annual sector reports FAWE semi annual and annual reports GMR reports FAWE Annual reports Donors/ Partnerships reports testimonies from the beneficiaries & communities, MOE annual reports, school reports

Outcome indicators

% increase in access, attendance and participation rates among girls’ in the target communities # and type of gender responsive interventions implemented by FAWE National Chapters that are aimed at increasing access, retention and performance rates.

# improved models scaled up # and type of partnerships established to operationalise models results of improved models

Strategic Objective # 1: To enable girls’ across Africa to access high quality education, perform well at all levels and complete their schooling

Enabling positive change in girls’ education in African

Strategic Plan- Outcome Results Framework

Enabling positive change in girls’ education in Africa

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National Education policies and plans monitored for gender responsiveness

Girls education issues remain a priority on the African development agenda

1.3

1.4

FAWE National Chapters & partners

FAWE RS & National Chapters Network specialist and technical working groups

FAWE members and partners have the capacity and are committed to engage with governments and other policy makers Gender responsive budgeting will be integrated by all governments African govts are committed & priotise gender and education issues

MOE annual reports National government budgets Research study reports FAWE annual reports

RECs , regional and global conference agenda & reports MOE annual reports National government budgets FAWE annual reports

# of GR education policies developed # & type of issues raised and integrated into policy implmentation processes % increase in national budget allocation for girls education

# & type actions taken by African governments that addresses girls education issues on the African development agenda % increase in funding for girls’ education

FAWE beneficiaries Strategic partners.

Nat. education coalitions Girls’ edu. movements

FAWE-RS MoE Strategic partners , FAWE beneficiaries

Enabling positive change in girls’ education in Africa

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Good practice within FAWE network documented and shared to inform FAWE programming

FAWE contributes to existing body of knowledge/ practice around girls’ education in Africa

Improved communication and data management

2.1

2.2

2.3

Expected Outcome

Internal network system established Improved FAWE web- sites and other networking sites

Regular internet connectivity and access at the FAWE NCs & RS Staff using the internal networking system

FAWE National Chapters & the Regional Secretariat

Network providers and service providers

Partners Research Institutions CSOs engaged in advocacy work in Africa FAWE National Chapters & the Regional Secretariat

Platforms for sharing knowledge and experiences are accessible & girls education remains a priority development agenda for African governments

Conference reports Partner reports Research reports from partner institutions FAWE reports

# and type of gender issues identified through research and informs work around girls’ education # & type of FAWE publications produced and shared # of partners that FAWE links with to share knowledge on girls’ education

Central depository data system (ICT management framework).

Efficiency of communication across the FAWE network # of operational links established between RS & FAWE NCs (intranet, email, financial management, HR etc.

MOE Research Institutions Like minded partners

FAWE National Chapters & the Regional Secretariat

Evidence of good practices on girls education is available Good quality information and data collected

FAWE annual reports Research reports FAWE NC websites and reports Conference, learning and sharing events reports by FAWE and other partners

# &type of information/data collected to inform practice within the FAWE network No. and type of action research conducted to inform FAWE’s programmes # & type of partnership established to support FAWE’s interventions; # of actors who have replicated FAWE’s interventions

Collaborating partners

Implementing agency

Assumption & Risks

Source of verification

Outcome indicators

Strategic Objective 2: To ensure knowledge and learning of gender and education are managed and shared for the benefit of all working in this field.

Knowledge Management

Enabling positive change in girls’ education in Africa

FAWE Strategic Plan | 2013–2017

FAWE network strengthened

FAWE Alumni established and functional

FAWE membership mobilised to benefit girls’ education in Africa

3.1

3.2

3.3

Expected Outcome

FAWE Strategic Plan | 2013–2017 FAWE activities reports FAWE General Assembly reports, membership register, FAWE membership profiles FAWE technical group reports.

FAWE membership is willing and committed to participate in FAWE activities

FAWE National Chapters & the Regional Secretariat

Educationalists African philanthropist Others with specialised skills

Former FAWE beneficiaries FAWE Regional Secretariat National Chapters

The FAWE Alumni will be willing to commit time to participate in the Alumni activities at different levels Adequate resources to set up the Alumni

Database of FAWE Alumni network beneficiaries Reports on the alumni activities

# of FAWE Alumni beneficiaries identified No of activities identified and developed by the Alumni Type of support provided by the FAWE Alumni network

# of FAWE members identified with relevant skills to support FAWE interventions # of FAWE members who are engaged in supporting FAWE activities Type of contributions by FAWE membership and other partners.

Strategic and funding partners, CSOs Respective governments

FAWE National Chapters & the Regional Secretariat

FAWE NCs will be able to mobilise adequate resources to cover their operations and projects costs FAWE NCs have the adequate skills to fully operate Internal network group able to fully function to support

Reports shared by NC’s with Rs and RS with NC’s, Reports uploaded on the FAWE Website, Timely and regular communication btn RS and the NC’s and feedback from RS to NC’s and vis versa, Reports by NC’s on representation of the RS by other NC members at different fora.

# of NCs engaging with and supporting each other # of NCs provide quality and regular reports and feedback to RS # & type of network groups set up # and level of operations of FAWE NCs and RS

Collaborating partners

Implementing agency

Assumption & Risks

Source of verification

Outcome indicators

Objective 3: To have a skilled, vibrant FAWE network with the capacity to deliver the strategic aim and objectives of this Strategic Plan.

Strengthening the FAWE Network

Enabling positive change in girls’ education in Africa

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4.1

FAWE’s partnership base diversified

Expected Outcome

# of interventions delivered with likeminded partners # of partners forums in which FAWE is engaged in Amount of funds mobilised towards the SP projected budget

Outcome indicators

Implementing agency FAWE National Chapters & the Regional Secretariat

Assumption & Risks The global financial situation will remain stable and philanthropists are willing to support and promote girls’ education.

That FAWE’s issues are a priority for partners and policy makers

Source of verification MOU documents, agreements website information, Information exchange, partner data base/reports FAWE financial reports

Objective 4: To build and nurture strong, productive partnerships with like-minded individuals, groups and organisations committed to gender equity and equality in education in Africa and globally.

Partnerships and Networking

African philanthropist, Foundation, private sector.

CSO International and national NGOs

Collaborating partners

Enabling positive change in girls’ education in Africa

FAWE Strategic Plan | 2013–2017

FAWE House, Chania Avenue, off Wood Avenue, Kilimani P.O Box 21394 - 00505, Ngong Road, Nairobi, Kenya Tel: +254 20 387 3232/3351 | Fax: +254 20 387 4150