FAWE Annual Report English

FAWE Annual Report 2020

FAWE Annual Report 2020

Table of Contents

Executive Summary iv Acknowledgements vi Preamble vii Acronyms viii 1.0 Enabling girls access education and economic empowerment 10 1.1 Enabling access to quality education 10 1.2 Empowerment of women through skills acquisition 11 2.0 FAWE’s demonstrative models on girls’ education 14 2.1 Enhancing girls’ participation and innovation in STEM Education 14 2.2 Gender Responsive Pedagogy (GRP) Model Scale-up 17 2.3 Tuseme ‘Let’s Speak Out’ Model 18 2.4 Advocacy and policy engagement 18 3.0 Strong institutional capacity for FAWE to deliver on its mandate 23 3.1 Good Corporate Governance 24 The Forum for African Women Educationalists (FAWE) is a membershipbased pan-African Non-Governmental Organisation that operates through 34 National Chapters in sub-Saharan Africa to promote girls’ and women’s education. FAWE’s vision, mission and goal are all resolute on the well-being of girls’ education. In order to accomplish its mission of ‘promoting gender equity and equality in education in Africa’ FAWE uses a holistic four-pronged approach.

3.2 Strengthened Capacity of the Network 24 3.3 Resource Mobilization 25 3.4 Finance 27 4.0 Strengthened Research and Knowledge management function 27

Our network comprises 34 semi-autonomous National Chapters based in 33 countries across sub-Saharan Africa. FAWE’s Regional Secretariat is based in Nairobi, Kenya.

4.1 Monitoring, Reporting, Evaluation and Learning (MERL) strengthened 28

Benin, Burkina Faso, Burundi, Cameroon, Chad, Comoros, Congo, Ethiopia, Gabon, Ghana, Guinea, Kenya, Liberia, Madagascar, Malawi, Mali, Mozambique, Namibia, Nigeria, R.D. Congo, Rwanda, Senegal, Seychelles, Sierra Leone, Somalia, Southern Sudan, Swaziland, Tanzania, The Gambia, Togo, Uganda, Zambia, Zanzibar and Zimbabwe.

4.3 Communication and publications for visibility 29

4.2 Research and Documentation 28

5.0 Learnings from 2020 30

COPYRIGHT: This publication may not be reproduced for any purposes without prior written permission from FAWE. FAWE cannot be held responsible for any inaccuracies. Parts of this publication may be copied for use in research, advocacy and education, provided that the source is acknowledged. ©FAWE Forum for African Women Educationalists (FAWE).

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FAWE Annual Report 2020

FAWE Annual Report 2020

Executive Summary

Acknowledgements

The Annual Report 2020 highlights achievements from January to December, in line with the key outputs for 2020; in tandem with the key result areas in the FAWE 2019-2023 Strategic Plan. FAWE is proud to report that despite the enormous challenges caused by the COVID-19 pandemic, she managed to make notable progress to empower girls and women in Africa, as highlighted in the sections that follow.

This Report was initiated and coordinated by the Forum for African Women Educationalist (FAWE) Regional Secretariat (RS); led by the Executive Director, Mrs. Martha R.L Muhwezi. The Regional Secretariat would like to thank the FAWE Executive Board, which played a key role in providing strategic guidance and support, in a year that was particularly challenging. We would like to thank each of our thirty four National Chapters for their time, energy and enthusiasm towards advancing women and girls’ education. The implementation of activities by FAWE and her network were made possible by the generous financial support of various partners. We are very grateful for their financial support and advice that enabled us play a key role in promoting girls’ and women’s education, across Africa. We would also like to acknowledge the continuous support from colleagues at the African Union (AU).

FAWE enabled vulnerable girls and young women to access and continue their education at all levels, and went a step further to address the challenges they were facing as a result of the complexities arising out of the COVID-19 pandemic. Access and quality education were largely realized through: availing scholarships for secondary and university education; a bridging programme towards accessing higher education in Uganda, and on-line and distance education. Additional support was offered through: mentoring, counselling and relief packages; to ensure that students did not drop out or lose hope of resuming schools when their governments reopen learning institutions. Congruently, while 2020 was a year of economic hardships, largely fueled by the COVID-19 pandemic, FAWE equipped women with skills that resulted in increased household incomes. This economic empowerment intervention, implemented mainly in Mali and Zanzibar, had both public and private uptake and has immense lessons towards closing the gender gap and addressing poverty among women in Africa. Addressing poverty is perhaps needed now, more than ever before, owing to the economic shockwaves arising from the COVID-19 pandemic (ECA, 2021)1.

In 2020, there was global consensus regarding the importance of Science, Technology and Innovation (STI) in education. Several countries including those in sub Saharan Africa (SSA) embraced online learning; following the closure of education institutions as a result of the Corona virus disease of 2019 (COVID 19) pandemic. Lessons drawn from FAWE’s Science Technology Engineering and Mathematics (STEM) innovations, from 11 countries across Africa, therefore bring invaluable learning with regard to: digital e-learning, teacher and learner innovative, in genderresponsive and girl-friendly environments. The report further highlights solutions to the challenges confronting female students, in addition to enabling teachers and students access to educational materials well beyond textbooks. Subsequently, these lessons will be useful, as several countries adopt digital technologies, during the COVID-19 and

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post-COVID-19 era.

The year in review further underscores the importance of gender responsive programming and interventions, as a very defining factor in ensuring inclusiveness and leaving no one behind; as per the commitment of Agenda 2030 and Agenda 2064.

This is especially important in addressing particularly difficult and challenging situations like: socio-cultural norms; gender stereo types; sexual reproductive health and rights (SRHR); gender based violence (GBV), school related gender based violence (SRGBV); child marriages; teenage pregnancy; truancy and school dropout and education in emergency and conflict and post-conflict situations.

Appreciation goes out to the whole FAWE Regional Secretariat team: the Executive Director, Mrs. Martha R.L Muhwezi, the Deputy Executive Director Teresa Omondi and Juliet Kimotho, Kelvin Omwansa, Julie Khamati, Michael Onguss and Emily Buyaki, who worked tirelessly on this report.

The team captured invaluable lessons on: regional advocacy and policy engagement on issues pertinent to women and girls’ empowerment and education; FAWE’s impactful and life-changing demonstrable models; enhancing research, communication and monitoring, evaluation and learning and ensuring good corporate governance and institutional capability, in the year under review.

We are very grateful for their financial support and advice that enabled us play a key role in promoting girls’ and women’s education, across Africa.

Across the board, building on her interventions, and through information gathered through international and regional networks; FAWE consolidated her research and advocacy; addressing both existing and emergent issues; with the aim of closing gaps affecting women and girls’ rights and education. These advocacy efforts made use of available platforms, strategic partnerships and were consistently reinforced through sharing of experiences and lessons learned. Overall, in the year under review, FAWE remained active, relevant, and financially stable at the secretariat; and continued networking with and supporting her national Chapters. A number of activities were successfully implemented across the FAWE network, despite the pandemic that paralyzed the education sector globally and in Africa, leading to closure of learning institutions, banning of public gatherings and saw an introduction of travel restrictions. Important lessons learned are highlighted in the report and will be instrumental towards informing FAWE’s interventions in 2021.

Martha R.L Muhwezi Executive Director.

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FAWE Annual Report 2020

Preamble

Acronyms

The COVID-19 pandemic, which is referred to as the largest disruption of education systems in history, hit the world in early 2020. Amid these unprecedented challenges, Forum for African Women Educationalists (FAWE), had to re-align her strategies to meet emerging new challenges. This report focusses on the lessons learned and challenges registered in 2020, specifically within FAWE’s four strategic objectives, guided by: The 2030 Agenda for Sustainable Development, (Agenda 2030); The Continental Agenda: Agenda 2064: The Africa We Want (Agenda 2064) and; The Continental Education Strategy for Africa (CESA 2016-2025) along with the Education Sector plans of the 34 African countries in which her Chapters are based.

ACERWC ADEA AU AU/CIEFFA AUWGDD CDI CESA CIES COE COVID-19 CSE CSO DRC EAC EACSOF ECOWAS EiE FAWE FAWE Kenya FAWE Malawi GAA GBV GENCED GES4CESA GIMAC GRP ICT IGA IICBA IOME KS4P LGIHE MEMPROW M&E MOE MREL MTR NC OCA RS SRHR STEAM STEM TVET UNGEI UNESCO USD WACSOF WPP YOCEL

More girls are going to school and staying in school than ever before, however, marked disparities underpinned by gender and other excluding factors have persisted (Plan International, UNICEF and UN Women, (2020)2. In 2020, these were exacerbated by the COVID-19 pandemic that struck the world at the beginning of the year. By August 2020, the pandemic had affected nearly 1.6 billion learners in more than 190 countries across all continents, largely through closure of schools and other learning spaces. Additionally, it had impacted 94 percent of the world’s student population, up to 99 per cent in low and lowermiddle income countries (UNDP, 2020)3. In Africa, the pandemic heavily affected the socio economic status and education of the most vulnerable children, youth, and adults; especially girls, young women, those living in poor or rural areas, refugees, displaced persons and persons with disabilities. The pandemic exacerbated already existing disparities and threatening to undo gains made in the area of education.

Throughout 2020, despite the global, regional and country level challenges, FAWE continued to work tirelessly within her mandate, to empower girls and women in Africa with skills, values and competencies to achieve their full potential. At the regional front, FAWE channeled her efforts towards advocating for African governments to establish policies that will ensure that all learners, particularly girls, get a chance to enroll back in school after the

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FAWE Annual Report 2020

pandemic. Through her interventions, there were valuable lessons learned that could advise the establishment of responsive policy frameworks, under the prevailing continental and global circumstances. Some notable areas of learning include: using distance learning as a stop gap measure; gender responsiveness and innovation as important reinforcing factors in girls’ Science Technology and Mathematics (STEM) education; the importance of mitigating gender based violence (GBV) and school related gender based violence (SRGBV); addressing adolescent reproductive health issues affecting girls; sharing best practices and sustaining strategic partnerships, even during the most challenging of times. It is therefore our hope that this report will be used by regional governments, national line ministries, development partners and other education stakeholders to draw lessons for scale up, replication and programming in the COVID-19 and post COVID -19 era.

Hon. Simone De Comarmond, FAWE Board Chairperson

African Committee of Experts on the Rights and Welfare of the Child Association for the Development of Education in Africa African Union African Union/ Centre for Girls and Women’s Education in Africa African Union Women, Gender and Development Directorate Community Development Initiative Continental Education Strategy for Africa (CESA 16-25) Comparative and International Education Society Centre of Excellence Corona virus disease of 2019 Comprehensive Sexuality Education Civil Society Organisation Democratic Republic of Congo East African Community East African Civil Society Organizations’ Forum Economic Community of West African States Education in Emergencies Forum for African Women Educationalists FAWEK FAWEMA Girls Advocacy Alliance Gender based violence Gender Center for Empowering Development Gender Equality Strategy for Continental Education Strategy for Africa Gender is my Agenda Campaign Gender Responsive Pedagogy Information Communication Technology Income Generating Activities International Institute for Capacity Building in Africa Integrated Online M&E Kenya Skills for Prosperity programme Luigi Giussani Institute of Higher Education Mentoring and Empowering Programme for Young Women Monitoring and Evaluation Ministries of Education Monitoring, Reporting, Evaluation and Learning Mid-term review National Chapter (s) Organizational Capacity Assessment Regional Secretariat Sexual Reproductive Health and Rights Science, Technology, Engineering, Arts and Mathematics Science Technology Engineering and Mathematics Technical and Vocational Educational and Training Organization United Nations Girls’ Education Initiative United Nations Educational, Scientific and Cultural United States dollar West African Civil Society Forum Women in Political Participation Youth Coalition for Education in Liberia

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FAWE Annual Report 2020

01 Enabling girls access education and economic empowerment

FAWE Annual Report 2020

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Enabling girls access education and economic empowerment 1.0

Enabling girls access education and economic empowerment

In 2020, with few exceptions, schools were closed countrywide across Africa, Asia, and Latin America. This put additional stress on education systems in developing countries; many of which are struggling to provide quality education for all. Closing schools had adverse effects on learning; threatening to roll back enrollment and learning gains in education. Amid these unforeseen challenges, FAWE focused on using different strategies to enable her beneficiaries continue accessing quality education. FAWE’s efforts are outlined in the sections that follow.

1.1

Enabling access to quality education

FAWE executes various scholarships (comprehensive and partial), through her Scholarship Programme. The Programme aim is to enable bright students from underprivileged backgrounds to enroll, stay in school, complete the school trajectory and transition to the world of work. In 2020, FAWE continued supporting students through scholarships offered at secondary and higher education level. However, she made adjustments to fit into the changing education landscape, arising out of the COVID-19 pandemic. Table 1 shows the various scholarships and number of students supported per country of study.

Table 1: Students by country of study supported through the FAWE Scholarship Programme in 2020

STUDENTS BY COUNTRY

OF STUDY SUPPORTED THROUGH THE FAWE SCHOLARSHIP PROGRAMME IN 2020

Girls and boys supported to access quality education in Ethiopia Ethiopia

526

Number of students supported at tertiary level Rwanda

1349

Students awarded scholarships to India to per-sue higher education

Number of successful Nominees for post graduate scholarship under commonwealth in UK 8

Uganda

274

India

7

United Kingdom

24

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FAWE Annual Report 2020

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FAWE Annual Report 2020

Enabling girls access education and economic empowerment The majority of the 1761 students supported in 2020 were undertaking studies in the three FAWE Chapters of Ethiopia, Rwanda and Uganda; while seven were destined for the July 2020 intake at the Koneru Lakshmaiah University in India. Additionally, 24 girls were nominated by FAWE for the Commonwealth post-graduate scholarships, tenable in the United Kingdom. The Programme, however, suffered some setbacks due to the COVID-19 pandemic. As a result, 52 scholars from Rwanda and 138 from Ethiopia, respectively, had to delay graduation and higher education access until 2021.

Despite convolutions due to COVID-19, FAWE made adjustments to ensure students got the most out of the Programme. In Uganda, 60 scholars were enrolled into bridging courses, to enable them attain necessary entry requirements needed for enrolment to degree/diploma courses in Science disciplines. The Bridging Programme in Uganda is a flagship programme executed by FAWE and MasterCard Foundation. Its aim is to support students from disadvantaged districts transition to higher education programmes. So far, four universities in Uganda have expressed interest in taking up the Bridging Programme and integrating it into their curriculum. In light of the prevailing circumstances at the time, this initiative was very timely, especially for the target students from extremely disadvantaged backgrounds.

In addition to direct scholarship support, FAWE went a step further to address the challenges scholars were facing, as a result of the complexities arising out of the COVID-19 pandemic. FAWE provided a total of 1679 scholars (330 Uganda, 823 Rwanda, and 526 Ethiopia) with a stipend to cater for their basic needs during the pandemic. Congruently, scholars were able to continue learning, in line with the times through: on-line classes in Rwanda; support from subject specialists in Ethiopia and research in Uganda. Additionally, the stipend boosted family income and some scholars were able to set up Income generating activities (IGAs). Other support included, housing support for 12 scholars in Ethiopia, who could not travel home after school closure due to COVID-19.

Scholars on the Extended Orientation Programme, who were due to access higher education in 2020, had their hope kept alive through camaraderie and remaining in touch while they were at home during the pandemic. Across the board, scholars received mentorship and counselling; in order to mitigate the psychological, emotional and physical effects of the pandemic. These adjustments further ensured that students did not drop out, or lose hope of resuming schools when their governments re-open learning institutions.

Additionally, for purposes of learning and possible replication across the project countries, FAWE in partnership with Association for the Development of Education in Africa (ADEA) and United Nations Educational Scientific and Cultural Organization (UNESCO), in a phased manner, documented innovative ideas that promote girls’ and women’s education. Phase I focused on girls’ education at secondary level and Phase II looked at promoting female teachers’ participation in hard to reach areas. Phase III centered on a tracer study of successes in Phase I, drawn from Senegal, Sierra Leone and Zimbabwe. The Impacts of Phase I of the intervention were effectively documented and disseminated to the respective line Ministries of Education; as well as other education stakeholders and like-minded organizations.

1.2

Empowerment of women through skills acquisition

In order to economically empower girls and women, FAWE implements programmes that focus on skills enhancement through Technical Vocational Education and Training (TVET) and provision of entrepreneurial training. FAWE incorporates a sustainability component into both the TVET and entrepreneurial training through, partnering with TVET institutions and other organizations; providing seed grants to support business start-ups and enrolling the girls and women into business incubation centres for further support. This support has led to economic empowerment at individual and community level with important lessons learned. This is especially important at a time when the economic burden on girls and women has increased, owing to the COVID-19

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A beneficiary of the sea weed farming project in Zanzibar pandemic that has affected small scale enterprise, jobs and other sources of income and livelihood.

1.2.1 Skills development, practical additional support and sustainability Under this reporting period, FAWE equipped out of school girls in Mali and Zanzibar with employable skills in green energy and sea weed farming respectively. Four hundred girls, 250 in Mali and 150 in Zanzibar, completed training. All 400 went through an internship in their respective fields; so as to enable them put in practice the skills acquired and also get some level of exposure. An additional, 250 girls and young women were recruited in to the sea-weed farming programme and are currently being trained.

Correspondingly, FAWE received support from different sectors including the private sector which particularly offered a lot of support in Mali.

Based on testimonials received, overall, there was good project uptake and ownership in both

FAWE EQUIPPED OUT OF SCHOOL GIRLS WITH EMPLOYABLE SKILLS IN GREEN ENERGY AND SEA WEED FARMING

Mali

250

250

Zanzibar

150

Girls and young women were recruited in to the sea-weed farming programme and are currently being trained 11

FAWE Annual Report 2020

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Enabling girls access education and economic empowerment

FAWE Annual Report 2020

01

Enabling girls access education and economic empowerment

Mali and Zanzibar. In addition, students in Uganda and Rwanda were trained on entrepreneurship and this led to 147 scholars (102 in Uganda and 45 in Rwanda) establishing and expanding their already existing income generating activities (IGAs). As a result, the scholars reported increased income levels in their households and employment opportunities within their communities, thus contributing towards reduction in poverty levels.

In 2020, when the community Shekhas came looking for young women who were out of school but were interested in acquiring seaweed farming skills, I had lost hope of going back to school. After completing form four in 2018, I had dropped out of school, due to financial constraints. With no hope, my days were largely spent, helping with chores and caring for siblings. Sometimes I learned how to draw and plait hair. Things started to change in 2020, when I did an interview, passed and was enrolled to the Amani TVET center in Matemwe.

In 2020, FAWE proactively secured a follow-up programme opportunity that will build upon the lessons learned and improve the design of the current TVET project. The project will integrate additional aspects of the FAWE TVET model, such as the gender responsive pedagogy (GRP) and Tuseme ; in order to build capacity around gender, life skills, group dynamics and other areas. As FAWE awaits the donors’ feedback on the plan and implementation, she is optimistic that the project which is expected to run for 7 years, should yield good results and raise several lessons around economic empowerment for girls and women. FAWE further entered into partnership with five organizations; to improve skill levels, employment rates and productivity of women, low-income youth and persons with disabilities; at Higher Education (HE) and Technical Vocational Education and Training (TVET) institutions. So far the consortium partners have established their roles, expectations and implementation plan. The programme is expected to run for two and a half years and again, FAWE hopes to draw valuable lessons from it.

Overall, the key achievements of this intervention were the elements of wider reach and sustainability. In Zanzibar, FAWE worked with partner TVET institutions, which customized a course curriculum design for non-traditional seaweed farming with new methods and incorporated it into their teaching curriculum. This will ensure both sustainability and wider reach of non-traditional seaweed farming, using new methods.

Additionally, in Mali, 170 out of the 250 trainees who finished their industrial attachment are currently enrolled in a business incubation centre. Here, they receive training and coaching on entrepreneurship, leadership, partnership development and other topical areas key to sustainability.

Through the support received, two trainees set-up their business and 24 others were working on procedures of setting up their businesses, organized as groups rather than individuals. All in all, FAWE managed to secure 300 incubation scholarships for the project, these will benefit the trainees of Bamako and Bougouni. Owing to the importance of sustainability and wider reach; discussions were underway to secure incubation opportunities for the Kayes trainees who had no placements in 2020.

1.2.2 Project beneficiary testimonies As part of good practice and in order to empower and give a voice to the young people she works with; FAWE encourages them to speak out and share their experiences. In 2020, FAWE caught up with Amina Omar Kitwana, a 23 year old from Matemwe, Zanzibar. Amina, who was a student at the Amani TVET center in Matemwe, shares her experience below.

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Amina Kitwana in orangish printed hijab seated next to her classmates during one of FAWE’s monitoring visits in Matemwe

“Sea weed farming, creates better conditions for Amina”

At the TVET center, a whole new world was opened up for me. Eager to learn; I acquired knowledge about: where to find seaweed; various diseases it can cause and how to swim and survive in the sea and to protect myself against sea animals. I was literary a new person. FAWE Zanzibar had purchased life jackets and shoes to use as protective gear during our sea weed farming activities. The biggest benefit for me however, was learning techniques of making soap and oil from seaweed. Our trainers split us into four groups; two in the southern region and two in the northern region. Best of all, we were given start up incentives such as ropes and sticks to set up our farming structures. We were ultimately ready to go and practice our newly acquired skills in our communities.

Today, my friends and I look forward to earning from our mature seaweed, through making hair oil and soap. A 300ml bottle of liquid oil will earn us 2000Tshs and there is a ready market in homes, villages, markets and hotels. I am extremely excited and plan to use some of the money from the sales to pay tuition fees and buy schoolbooks for my siblings.

To crown it all, we have a lot of encouragement from our mothers and community elders to carry on with our farming activities.

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FAWE Annual Report 2020

02 FAWE’s demonstrative models on girls’ education

FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education 2.0

FAWE’s demonstrative models on girls’ education

As one of her eight sustainability principles, FAWE learns from her tested models on what works in promoting girls and women’s education and skills enhancement, and consolidates them for adaptation and scale up. Models that FAWE has developed and kept improving upon over the years include among others: Gender Responsive Pedagogy (GRP), Tuseme “Let’s Speak Out”, Mothers’ clubs, Centers of Excellence (COE), TVET, Mentorship, and STEM. In 2020, FAWE used these models to address various and often complex issues such as: low enrolment of girls in STEM subjects; teacher-centred and gender insensitive or biased pedagogy; lack of life skills and 20th century skills; issues of Sexual Reproductive Health and Rights (SRHR) and violence in and around schools. These models which are tested, continue to attract multiple stakeholders and as was proved during the COVID-19 period, they are adaptable and can be implemented in a sustainable manner, within the changing education and sustainable development landscape.

2.1

Enhancing girls’ participation and innovation in STEM Education

Women representation in STEM remains low globally, with the situation worse in sub Saharan Africa.

FAWE, through her network continued to address this issue; using a multi stakeholder and multifaceted approach. The approach drew on strategies which included among others: mentorship, exposition, sharing opportunities, encouraging female learners and teachers to take part in the special programmes, building capacity in digital technologies and e learning and; ultimately using the demonstrable model to push for policy reform. In 2020, STEM related interventions were implemented in Burkina Faso, Gabon, Gambia, Kenya, Madagascar, Nigeria, Mali, Namibia, Somalia, Tanzania and Uganda.

Science Teachers’ training on Digital Pedagogy

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FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education Across the countries, interventions took on various girl-centred, innovative and exciting initiatives; to encourage girls take up the STEM related subjects. In Madagascar 14 STEM clubs were established and STEM competitions were organized; while in Tanzania, select STEM teachers were trained on gender responsive STEM pedagogical approaches. Young scholars in Kenya and Nigeria, were equipped with Computer Science and Artificial Intelligence [coding] skills. In addition, given the significance of the Science, Technology, Engineering, Arts and Mathematics (STEAM) programme run in Kenya and the advocacy by the like-minded partners, the Ministry of Education in Kenya agreed to revise the Information Communication Technology (ICT) policy, to integrate guidelines on STEAM. Finally, across the implementing countries, FAWE conducted orientation, for select schools, under specific projects, into use of on online teaching platforms including but not limited to Teams, Zoom and Webex. Again, this was quite relevant, given the prevailing circumstances of closure of education institutions in the early part of 2020.

2.1.1

The 2nd International Conference on Girls’ Education in Africa

FAWE hosted the 2nd International Conference on Girls’ Education in Africa; on 18th and 19th November 2020; under the theme “Towards Effective Approaches for girls’ engagement and excellence: Preparing African girls for the 21st century skills”. The conference, which is hosted every three years was held virtually due to restrictions brought about by the pandemic. Even then, the conference brought together a broad range of participants including: Ministers of Education from Togo, Gambia, Sierra-Leone; representatives from Uganda, Zambia; UN agencies; development partners; representatives from the African Union; civil society organizations, academics, researchers, educationalists, teachers, students and members of the media. At the end of day two, there was the agreed position for the different stakeholders to work toward gender parity in STEM subjects. Proposed key actions include: financing, closing policy gaps by developing and

FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education

“I used to cry to persuade my parents to pay my school fees. Dad is now happy with my performance and is encouraging me to do Sciences at A-level, which I am ready to. Today many girls have abandoned Humanity courses to do Sciences because the community stereotypes are being dealt with in the STEM project through the STEM club.” influencing policies that support STEM for girls and developing programmes that will support girls to participate in STEM. The resolutions were also captured in the outcome documents that will be shared during the AU Summit at deliberation on Education for girls in Africa.

During the conference, H.E. Irere Claudette (inset), Minister for State in Charge of ICT and TVET, Rwanda and a FAWE alumni, launched both the FAWE e-learning platform www.elearning.fawe.org and the STEM booklet bearing profiles of successful female scientists. Other high profile guests that graced the conference include: Mr. Arthur Makara, Commissioner Science, Technology, Innovation Advancement and Outreach, Ministry of Science, Technology and Innovations, Uganda; Hon. Dr David Moinina Sengeh, Minister for Basic and Senior Secondary Education, Sierra Leone and Prof.

Sarah Agbor, Commissioner African Union Human Resources Sciences and Technology (AUHRST).

2.1.2 Training and capacity building In the same vein of increasing participation of girls in STEM based subjects, 3100 students (1,960 females and 1,140 males) were trained on digital skills with the aim of enhancing their capacity in coding and programming. The training was geared towards raising the learners’ interest in and uptake of STEM subjects, specifically Information Communication Technology (ICT) and was to culminate in inter school competitions. However, given the interruptions of the school calendar brought about by the advent of COVID-19, progress on training more students and holding competitions was put on hold. This was with a view of conducting the activity in the upcoming years, as soon as the situation normalizes. Furthermore, 185 (101 female and 84 male) teachers from 20 predominantly girls’ schools were trained on digital skills, in order to enable them build and enhance the capacity of their students’ 21st Century skills sets. The trained teachers developed their own training schedules and curriculums which they used to administer the training. The training was further enhanced by the support of 100 youth who went through similar teacher training, with the aim of providing back stopping support for the teachers.

2.2

Students of State House Girls’ High School in the computer laboratory

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Gender Responsive Pedagogy (GRP) Model Scale-up

The FAWE GRP model aims at equipping educators with gender responsive pedagogical skills; in order to promote gender equity and equality in education. Through her network, FAWE continued to popularize the model among partners and educators for adoption, adaption and replication. In 2020, FAWE championed gender mainstreaming in the education systems by offering capacity building to select master trainers, teachers, tutors and lecturers on GRP in: Burkina Faso, Kenya, Malawi, Mali, Senegal, Tanzania, Uganda and Zimbabwe. Consequently, FAWE Tanzania and FAWE Zimbabwe co-facilitated training in Zimbabwe involving: teachers, Ministry of Education representatives and FAWE Zimbabwe staff. In Uganda, FAWE conducted GRP refresher training for partner organizations including: AVSI Uganda and South Sudan; Oxfam Uganda and South Sudan; Uganda National Teachers’ Union (UNATU), Luigi Giussani Institute of Higher Education (LGIHE), CDI, and FAWE Uganda Chapter (FAWEU) staff. In addition, lectures and teachers from TVET

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FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education project Institutions and the project schools in Zanzibar and Senegal respectively, were equipped with GRP skills. This initiative will go a long way towards addressing gender issues in programming and at institutional level.

2.3

Tuseme ‘Let’s Speak Out’ Model

The FAWE Tuseme Model is an empowerment framework that FAWE has used over the years to enhance social and psychological skills of young people; focusing on enhancing their selfconfidence through performing arts. It has been implemented in various regions over the years and has country and regional impact variations; based on the prevailing situational context. The approach works through groups of young people; giving them agency to champion their rights.

Through the Tuseme clubs, they engage in: debates, roundtable discussions, music, dance, drama, public speaking, outreach activities, developmental skits, as well as guidance and counselling, all aimed at addressing issues that affect young people. Some key topics the clubs focus on include: SRHR, gender based violence, child marriage and teenage pregnancies, HIV/AIDS, leadership and significance of girls’ education. During the period under review, a number of such clubs were established across FAWE’s network including but not limited to; 45 in Tanzania, 25 in Democratic Republic of the Congo (DRC), 161 in Namibia and 5 in Zimbabwe. Notably, the Tuseme model has contributed to reduction in truancy and school dropout cases, improved performance, and has lowered teenage and child marriages. That many more organizations are incorporating Tuseme in their interventions is a clear indication that it is a viable model.

2.4

Advocacy and policy engagement

During what has been labelled as ‘The Pandemic year’ FAWE‘s advocacy efforts were extremely essential. The pandemic ushered in a spike in cases of teenage pregnancies, child marriage and

FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education domestic violence1. These was largely precipitated by the closure of educational institutions and general disconnection in learning. In addition, children and adults were being confined to the same often small spaces for long periods of time, amid increased hardship and fear of contracting the virus. Children, especially the vulnerable and those from under privileged backgrounds, were rendered more prone to abuse. This necessitated more innovate and new ways of protecting and boosting the survival of the girl child and other vulnerable children, with wider reach and in keeping with the COVID-19 situation.

2.4.1 Highlighting the plight of women and girls during the pandemic period FAWE embarked on a series of webinars and developed advocacy publications to highlight the plight of women and girls during the pandemic period. Consultative meetings were held with Ministers of Education and key education stakeholders, to address the challenges learners were facing during the unprecedented times. As a way of adding credence to her advocacy and policy engagement, FAWE reached out to her beneficiaries and constituents to gather more evidence on the prevailing shortcomings during the pandemic period.

2.4.2 Advocating for the observation of the rights of girls and women As a way of promoting women’s and girls’ rights, in a year that saw an escalation in sexual and gender based violence and the violation of other rights; FAWE joined hands with sub-regional Civil Society Organization (CSOs) for full ratification and reporting on the Maputo Protocol and other regional and sub-regional instruments. Key milestones included; advocating for the observation of the rights of girls and women by African Union Member States, through the ratification, domestication and reporting progress of the Maputo Protocol. FAWE supported CSOs in Ghana, Liberia and Uganda to produce a second round of scorecards evaluating their governments’ progress in implementing Articles 5, 6 and 12 of the Protocol. The Ghana and Liberia scorecards were launched in September, whilst the Uganda one was launched in December 2020. These scorecards will be used by the CSOs as advocacy tools to convince governments to address gaps in the realization of women and girls’ rights.

2.4.3 Fighting Gender Based Violence and promoting economic well-being of women and girls In translating policy into practice, in 2020, FAWE worked closely with Girls Advocacy Alliance (GAA) partner CSOs from Ghana, Liberia, and Uganda namely: Gender Center for Empowering Development (GENCED); Youth Coalition for Education in Liberia (YOCEL); Mentoring and Empowering Programme for Young Women (MEMPROW) and East African Civil Society Organizations’ Forum (EACSOF), to advocate for the elimination of GBV within East and West Africa. The GAA partners GENCED, YOCEL in collaboration with the West African Civil Society Forum (WASCOF) produced a good practices report on Economic Community of West African States (ECOWAS) and West Africa CSOs GBV interventions during the COVID-19 period. This was shared with ECOWAS Parliamentarians and ECOWAS Gender Directorate. The Parliamentarians committed to addressing GBV in the next ECOWAS ordinary parliamentary session, including considering advising governments on how to handle the integration of pregnant school going girls into state education systems.

Similarly, GENCED and YOCEL in collaboration with WASCOF produced a ten point ECOWAS policy advisory, calling upon the body to protect the rights of women and girls in West Africa around issues of: health, unpaid care work, ending GBV, economic wellbeing and, the livelihoods of those FAWE Executive Director Ms. Martha Muhwezi (right) alongside other delegates at a past GIMAC event

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1 http://www.crimeresearch.go.ke/wp-content/uploads/2020/12/Report-on-Protecting-the-Family-in-the-Time-of-Covid-19-Pandemic-Summary-ofFindings-and-Recommendations.pdf

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FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education

FAWE Annual Report 2020

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FAWE’s demonstrative models on girls’ education

in fragile settings during and beyond the COVID-19 pandemic. The policy document was shared with the ECOWAS Gender Directorate for consideration in the ongoing deliberations on COVID 19 response measures.

On the East African front, the East Africa Community (EAC) Gender Directorate conducted a study on hotspots of GBV crimes in the EAC region, with support from EACSOF, MEMPROW and FAWE. The study was completed and approved by the EAC secretariat. MEMPROW and the GBV coalition in Uganda, developed a petition on the increasing cases of GBV in the country.

As a result, the Parliamentary Gender Committee summoned the Ministry of Gender, Labour and Social Development, demanding an update on government plans on the matter. In a positive development, police apologized to the Kampala market women they had brutalized and President Yoweri Museveni of Uganda made a political acclamation; warning against increased cases of GBV in the country during the pandemic period.

2.4.4 Utilizing existing platforms, partner forums and networks for increased awareness Across 2020, FAWE utilized existing platforms, partner forums and networks for increased advocacy. She supported the Gender is my Agenda Campaign (GIMAC) to document CSOs’ contributions towards addressing issues arising out of the COVID-19 pandemic. The report dubbed ‘Helping Hands Initiative’ captured initiatives by 20 CSOs that helped cushion children, women and girls with incentives and services. Additionally, FAWE in partnership with GIMAC, launched an online campaign on COVID-19 Gender Responses. The campaign included African Union, CSOs, GIMAC Youth Network with the hashtag #COVID19GenderResponses. This attracted 1,685,856 impressions, and 46,139 people engaged with the campaign on Twitter. On Facebook, 681 people engaged with the campaign hashtag. In addition, the Campaign received financial support from Action Aid to continue up to December 2020.

FAWE in collaboration with the AU produced a ten-minute documentary on “Adopting new teaching strategies during and post COVID-19”. The video was published on FAWE social media pages during World Teachers’ Day and shared with education stakeholders in a UNESCO International Institute for Capacity Building in Africa (IICBA) webinar titled “Leading in crisis, reimagining the future”. The documentary production was aimed at creating awareness on the plight of teachers during the pandemic period, as well as offering recommendations on practical solutions for teaching during the period.

In May 2020 the AU youth envoy, through technical support from FAWE, appointed 2 GIMAC young women to the Africa Youth Front on Corona virus; charged with developing continental recommendations on curbing the pandemic. FAWE consolidated her relations with the AU Office of Youth Envoy, and as a result the pan African organization supported the office and African Union Women, Gender and Development Directorate (AUWGDD) to publish the first of its kind digital Sauti blog series publication on young women’s stories, featuring their testimonials in curbing COVID-19.

The blog series was aimed at encouraging young women in Africa to share their success stories on topical issues. A total of 25 stories were shortlisted for featuring. In addition, FAWE supported the AU Youth envoy to develop and launch a continental policy paper, on how COVID 19 has affected the youth in Africa. Congruently, FAWE in collaboration with the African Committee of Experts on the Rights and Welfare of the Child (ACERWC) CSOs’ forum, on 31st August 2020, held a side event on the rise of teenage pregnancies during COVID-19; at the 36th Session of the ACERWC. As a result, the issues of heightened teenage pregnancies were included in the CSOs statement to the 36th ACERWC ordinary meeting.

In October 2020, FAWE was nominated by the GIMAC youth network to the AU Youth Envoy Steering committee on Beijing + 25. The aim of the committee was to organize regional youth dialogues that would come up with an African Youth manifesto on Beijing +25. The GIMAC youth

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FAWE Advocacy Officer Ms. Juliet Kimotho (far left) and FAWE Executive Director Ms. Martha Muhwezi (center) together with other delegates pose for a photo at the 33rd GIMAC event network was co-hosted with the AU Youth Envoy the West Africa region youth dialogue on Beijing +25. Other dialogues that FAWE through the GIMAC youth network supported were those targeting youth from North, East West and Central Africa. As a result, on November 25th the AU Youth Envoy presented the Africa Young Women Beijing+25 Manifesto to the African Union Chairperson, whose compilation was a result of five regional consultations held with young women, Ministers, Ambassadors and partners with the participation of over 1500 young people from 45 African countries across the continent.

FAWE’s active presence and visibility across partner forums and networks increased; as evidenced through interactions with Gender is my Agenda Campaign (GIMAC). As chair of GIMAC, FAWE hosted the 35th and 36th GIMAC sessions. These included pre-session activities such as the GIMAC Young Women Advocacy and Policy-influencing workshop held on 2nd February 2020.

During this pre-session, 35 youth joined the network and gained knowledge on how the youth division and the Office of the Special Youth Envoy has contributed to “Silencing the guns in Africa.”

Likewise, on 3rd - 4th February 2020, FAWE hosted a panel session under the theme “The role of peace education in conflict resolution mechanisms.” Recommendations on how governments can leverage on education to prevent and curb conflict and armament in the continent, were included in the outcome statement to the African Union Women, Gender and Development Directorate (AUWGDD).

Other interactions included taking part in the development of a GIMAC position paper on the impact of COVID-19 on women and girls. Additionally, in partnership with Girls Not Brides, Global Partnership for Education, Plan International, and the African Union Good will Ambassador on Ending Child Marriage, FAWE developed a joint letter to the African Union on the impact of COVID-19 on girls. The letter, which was addressed to the AU Human Resources Science and Technology Commissioner Chair, highlighted the issues girls are facing during the pandemic period.

In partnership with United Nations Girls’ Education Initiative (UNGEI) partners, FAWE developed an online common messaging framework, to raise awareness on gender, education and COVID-19.

Ultimately, FAWE managed to draw on her expertise, networks, partnerships and lessons drawn from her programmes and stakeholders to draw wide attention to the issues of gender, education and COVID-19. This thereby enlisted support and cushioned women and girls all over Africa against

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FAWE Annual Report 2020

FAWE’s demonstrative models on girls’ education some of the pre-existing education and socio economic challenges and the shocks that were exuberated or came with the COVID-19 pandemic.

given that rural and marginalized young African women are largely not digitally connected and therefore missing out on the empowerment of the digital revolution.

2.4.5 Wins for FAWE: Adoption of the Gender Equality Strategy for CESA 16-25 and more

In 2020, FAWE established a partnership to draw attention to Young African Women’s struggles, advocacy and achievements in fighting the global COVID-19 pandemic. This was to amplify their voices and actions, as well as commission a paper to look at the impact of COVID-19 on Young People in Africa. Launched on International Women’s Day, the Young Feminist Blog (Sauti) will feature untold and underrepresented stories of young African diaspora and women from across Africa, showcasing their innovation and impact in the community in fighting COVID-19. Young women across the continent were invited to express themselves through writing, visual or audio/ video (short documentary) or any other creative means and artistic expressions. To showcase the impact of young women and female-led actions to address COVID-19, as well as the daily struggles and challenges young women are facing in the evolving COVID-19 pandemic situation.

With support from top Civil Society network, Gender is My Agenda Campaign (GIMAC), FAWE is currently reviewing the entries received and compiling the top 25 entries into a digital publication to document the stories of young women in Africa, within the continental COVID-19 response.

FAWE, in August 2020, participated in the AU CESA 2015-2025 inter cluster annual meeting. In collaboration with the African Union/ Centre for Girls and Women’s Education in Africa (AU/CIEFFA), FAWE cohosted breakout sessions for the AU Women and Girls CESA Cluster. As a result, FAWE and AU/CIEFFA consolidated the Women and Girls CESA Cluster work plan 2021 and submitted it to the AU Human Resources Science and Technology Directorate for consideration and monitoring.

Congruently, in September, FAWE joined the AU/CIEFFA in the launch of #AfricaEducatesHer campaign aimed at lobbying AU governments to ensure that all girls return to school. FAWE made a presentation on how she intends to support the continental campaign. In addition, FAWE was honored to submit an abstract to the panel discussion on Safe and Gender Equitable Schools; utilizing data, to catalyze advocacy and action on SRGBV and barriers to girls’ education in collaboration with: Together for Girls, USAID, UNESCO and UNGEI. The abstract was accepted and will be presented at the 65th Annual Conference of the Comparative and International Education Society (CIES) in Seattle, in June 2021.

Under the Institutional, capacity-building programme supported by Echidna Giving, FAWE Kenya (FAWEK) and FAWE Malawi (FAWEMA) managed to lobby Ministries of Education (MOE) to integrate recommendations from the Gender Equality Strategy for Continental Education Strategy for Africa (GES4CESA) into the ministry initiatives. This was done by: dissemination of national studies on the status of gender mainstreaming in education in Kenya and Malawi; production and circulation of 500 copies of GES4CESA Kenya policy briefs and IEC materials to FAWEK audiences including Ministry of Education staff, CSOs, teacher unions among others. As a result, FAWEMA and FAWEK were included in the MOE committee/caucus group, for Malawi and Kenya respectively that developed national guidelines on education during the COVID-19 pandemic period. FAWE Kenya was included in the Kenya National CESA Cluster committee. Similarly, the findings from the National study in Malawi were used to inform the Malawi National Education Sector Plan 2019-2024.

2.4.6 Girls and women’s issues considered in Education Sector plans In a bid to enhance the use of data to advocate for girls’ education, the Equal Measures project was initiated in October 2020 and will run until December 2021. With a focus on data-driven advocacy for girls’ Education in Emergencies (EiE) in Africa; the project kicked off with a survey on the use of data to advocate for girls’ education, conducted among 30 women rights organizations in Kenya. The survey analysis will be done by Equal Measures with the view of sharing results in January 2021. Results will be used to design a custom made training workshop, where specific WRO representatives will be trained on use of data to advocate for girls’ education and address the gaps identified by the WRO’s in the survey.

2.4.7 Sauti: The young African feminists’ voice in the fight against COVID-19 As the world grapples with COVID-19; gender disparity in the various sectors is being brought to the fore. Several studies have predicted an increase in cases of Gender-Based Violence (GBV), as a result of the lockdowns. Victims are often trapped with their abusers without adequate assistance.

Despite the urgent call from CSOs to ensure that women and girls’ rights are not undermined; there is very little across the continent to show that African governments are prioritizing girls’ and women’s rights, within the response framework on the COVID-19 pandemic. Within this context and given Africa’s huge youth population, the voice of young African feminists must be a crucial part of the conversation. Of particular concern are women and girls who are caught in the digital divide;

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03 Strong institutional capacity for FAWE to deliver on its mandate

FAWE Annual Report 2020

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Strong institutional capacity for FAWE to deliver on its mandate 3.0

Strong institutional capacity for FAWE to deliver on its mandate

To achieve her strategic objectives; it important that FAWE not only has systems but that she adheres to the highest levels of corporate governance; working through management, along with a highly resourceful and motivated staff. In 2020, institutional capacity was especially important during a year that posed challenges, due to the COVID-19 pandemic. However FAWE weathered the difficult times through good governance, adherence to the constitution, strict observance of the best financial management practices, continuous capacity assessment and by identifying networking, partnership and resource mobilization opportunities that aligned with FAWE’s strategic objectives.

3.1

Good Corporate Governance

FAWE held a 11th Sub-General Assembly that brought together 34 National Chapters to deliberate on issues affecting girls within their countries and strategies on how to strengthen chapters capacities on the FAWE mandate. This culminated into the 11th General Assembly that brought together all FAWE members to review achievements and re-strategize. The General Assembly was crowned by election of a new board; as per the constitutional requirements. The newly elected FAWE Africa board members1 will serve a term of 3 years in various capacities. The Executive Committee comprises eminent women educationalists, who will continue to push the agenda of girls’ education across Africa. In addition, in order to ensure that the secretariat is smoothly running and delivering on its mandate, the secretariat, through the Executive Director, provided a quarterly update on implementation of the annual work plan 2020 and sought guidance on matters pertaining to governance. As such, this ensured a common understanding at all levels of FAWE structures, hence enabling effective execution of her mandate, especially during the COVID-19 pandemic.

3.2

Strengthened Capacity of the Network

Capacity strengthening of the FAWE network is central to achieving her mandate across Africa. At FAWE, this is achieved through periodic organizational assessments that focus on: governance, human resource, resource mobilization, financial management, advocacy, external relations, project management and monitoring and evaluation. In the assessment conducted in 2020, findings revealed a variation in the levels of capacity among the FAWE Chapters. This necessitated FAWE developing an action plan that will guide addressing identified gaps as from 2021, key among them being resource mobilization. The findings were also utilized to enhance mentorship and learning across FAWE Chapters.

To complement the capacity assessment and provide required support to the national Chapters, FAWE Regional Secretariat (FAWE RS) staff undertook coaching/ training on strategic clarity.

Consequentially, the team revised the FAWE RS theory of change. The revised TOC will continue to guide FAWE RS programme design, advocacy, research and engagement with the national Chapters and donor community. This renewed capacity will be instrumental to supporting the national Chapters, to review of their theories of change. These cumulative efforts are expected to spur growth and accelerate efforts towards improving learning outcomes for girls across the continent.

3.3

Resource Mobilization

Resource mobilization is imperative to FAWE’s achieving her strategic objectives in order to 1 Chairperson / Présidente - Hon. Simone De Comarmond; Vice Chair / Vice Présidente - Prof. Sara Agbor; Honorary Treasurer/ Tresorière Honoraire - Prof. Genevieve Mwayuli; Honorary Secretary / Secretaire Honoraire; Dr. Emebet Mulegeta.Members 1.

Prof.Joy Kwesiga; Eastern Region Amicole Mbaye; Western Region Hon. Aïcha Bah Diallo; Western Region Hon.Madame Paulette Missambo; Central Region Anastasie Gasogo; Central Region Dr. Chikondi Opportunity Mpokosa; Southern Region

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FAWE Annual Report 2020

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Strong institutional capacity for FAWE to deliver on its mandate address girls’ education challenges within her network. Central to resource mobilization is the need to strengthen partnerships and establish consortia. In 2020, despite the challenging times, FAWE mobilized a total of USD 15 million, with over 75 % of these funds targeting SRHR related issues. This was achieved through the following partnerships.

Strong institutional capacity for FAWE to deliver on its mandate Table 3: Resource mobilization in 2020 by project and donor

RESOURCE MOBILIZATION IN 2020 BY PROJECT AND DONOR

Table 2: Funds available for implementation in the year 2020

FUNDS AVAILABLE

238,031

329,456

USD

3,807,047

USD

662,818

USD

2020 - 2021

2,250,500

USD

2016 - 2025

Improve access to tertiary education for academically talented and high potential students from hardest to reach communities in Uganda

198,352

USD

2018 - 2020

To support organizational strengthening for effective implementation of priorities

104,433

USD

2017 - 2020

Advocating for National Action to Protect Adolescent Girls’ Sexual and Reproductive Health Rights in Keya and Uganda

138,169

USD

2018 - 2020

Girls Advocacy Alliance Project – Regional Africa Programme

9,027

USD

2019 - 2020

Building capacity on Gender Responsive Education Sector Planning

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To provide technical assistance to improve the quality, relevance, equity, and cost-effectiveness of higher education (HE) and technical and vocational education and training (TVET) in Kenya

2021 – 2023

Enable leadership of MOE’s to incorporate gender into sector planning in Burkina Faso, Chad, Mali, Nigeria, Sierra Leone

Enhancing Women’s Political Participation in Africa

134,048

USD

2013 - 2023

Provides academically talented yet financially disadvantaged young people, particularly from Africa, with access to quality and relevant secondary and university education.

USD

2020 – 2023

2019 - 2021

Sustained business start-ups through enhance female youth employable skills

87,000

Euros

FOR IMPLEMENTATION IN THE YEAR 2020

3.1 million

Euros

2020 - 2021

4 million

Euros

2021 -2025

Support re-entry of 1000 child mothers out of school.

Operationalizing the concept of intersectionality in SRHR. Implemented in Ethiopia, Kenya, Rwanda, Uganda and Zambia

278,000

USD

2021 -2025

Adolescents exercise their right to live free from teenage pregnancy and child marriage, supported by civil society.

Implemented in Kenya, Mali, Uganda, Ethiopia, Malawi, Zambia, Burkina-Faso, Mozambique, Rwanda

2020 - 2021

Improving the participation and performance of girls in Science, Technology, Engineering and Mathematics (STEM) in Burkina Faso, Senegal and Togo

95,475

USD

313,207

CAD

2020 - 2023

171,010.92

CAD

2020 -2021

subcontracted by Fondation Paul Gerlin Larjoie

subcontracted by Equal Measures

Promote gender responsiveness in secondary schools and TVET in Burundi, DRC and Rwanda

Support women’s rights organizations in Kenya to effectively use data in advocacy for education

2020 - 2022

Strengthen FAWE’s capacity to implement her mission and vision. Implementers are FAWE Senegal, Tanzania, Malawi, Namibia, Liberia and Zambia

95,475

USD

500,000

USD

2020 - 2023

To provide technical assistance to improve the quality, relevance, equity, and cost-effectiveness of higher education (HE) and technical and vocational education and training (TVET) in Kenya

87,177

USD

2020 - 2021

Enable leadership of MOE’s to incorporate gender into sector planning in Burkina Faso, Chad, Mali, Nigeria, Sierra Leone

2020 - 2022

Strengthen FAWE’s capacity to implement her mission and vision.

Implementers are FAWE Senegal, Tanzania, Malawi, Namibia, Liberia and Zambia

641,500

Euros

2021 - 2023

Women Educators and Education of Girls in Africa Initiative in Burundi, Burkina Faso, Chad, Democratic Republic of Congo, Gabon, Guinea, Mali, Madagascar, Niger and Senegal.

3.4 Finance In 2020, FAWE received a total of United States dollars (USD) 6,031,975 to implement projects across her network; this was 60% of FAWE’s target of USD 10,034,527. In addition to the received funds, was a balance accrued of USD 2,188,568 from 2019. This brought the total funds available for implementation to USD 8,220,543, out of which a total of USD 5,799,471 was utilized. The balances accrued during the period under review and which will be utilized in 2021, was largely due to learning restrictions as a result of the COVID-19 pandemic.

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Strong institutional capacity for FAWE to deliver on its mandate 3.4.1 Annual Audit

FAWE Annual Report 2020

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FAWE’s annual audit for 2020 was carried out by Price Waterhouse Cooper. Key recommendation through the management letter are being assimilated, as part of good management practices.

Noted in the audit were the unqualified accounts, which is testament of FAWE’s prudent financial utilization mechanisms.

Strengthened Research and Knowledge Management function

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Strengthened Research and Knowledge management function 4.0

FAWE Annual Report 2020

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Strengthened Research and Knowledge management function

Strengthened Research and Knowledge management function

In 2020, research and knowledge management continued to be an inherent part of FAWE’s strategic approach, with activities centred on: situational analyses, research, monitoring and evaluation, and information sharing through a range of publications and outlets.

4.1

Monitoring, Reporting, Evaluation and Learning (MREL) strengthened

In the year 2020, FAWE made efforts towards standardizing her MREL function. An Integrated Online M&E (IOME) system for real time data capture was developed and the National Chapters oriented on its application. The system was piloted through the Network’s Organizational Capacity Assessment (OCA) yielding an 80% response rate and clarity on the internal strengths, weaknesses and priorities. FAWE further worked with the respective national Chapters on action plans to address the network’s priority issues in 2021. Similarly, paralysis resulting from COVID-19 impacts saw FAWE adapt digital monitoring and evaluation (M&E) approaches. Approximately 82% (1039/1268) of beneficiaries under the Scholars Programme were reached and the findings informed specific programme realignments e.g. translation and popularization of the Career Guidance Manual from English to Amharic, for better insights on career options.

In addition, under the Women in Political Participation (WPP) programme, FAWE commissioned two assessments, a situational analysis and policy briefs, for Kenya and Tanzania respectively. The findings will inform policy changes in the political landscape, with publication and dissemination scheduled for quarter 1, in 2021. During the same period, the Scholars’ Programme Midterm Review (MTR) was conducted and the findings rated the programme as a success. Key recommendations from the MTR exercise were considered for strengthening existing learning initiatives, alumni engagement and programme realignments across the implementing national Chapters in Ethiopia and Rwanda.

At the same time, milestones (outcomes) registered by partners in the implementation of Maputo Protocol and the African Youth Charter, under the Girls’ Advocacy programme, were noted and disseminated. Notably, the successes registered under the programme informed the renewal of five-year partnership, between Plan International and FAWE. Finally, FAWE is to integrate M&E functions across all new programmes and proposals. Some examples of earmarked new programmes include: Break Free, Intersectionality, Echidna Giving, and Kenya Skills for Prosperity (KS4P) programme.

4.2

Research and Documentation

The FAWE’s 2019-2023 Strategic Plan outlines research as one of the strategic areas and priorities.

Though the advent of COVID-19 had considerable negative impact on FAWE’s plans, multiple research related contributions and publications were registered. FAWE successfully documented volume 1 on life experiences of women in STEM across Africa.

The booklet is a fall back plan for young women in STEM, both for reference and mentorship wherever they face hurdles in the sector. In addition, FAWE did a tracer study on successes of the Most Significant Change stories (MSCs) that promote girls’ education at secondary level in Senegal, Sierra Leone and Zimbabwe. The findings were disseminated among education stakeholders in the respective countries for learning and possible replication.

FAWE developed policy briefs focusing on Comprehensive Sexuality Education (CSE), inclusive education as well as fact sheets on CSE. The content shaped advocacy agenda on the subject within the East Africa Community and the African Union Commission. The Uganda Sexuality Education Policy Brief prompted actors especially the SRHR Alliance to prioritize development of CSE implementation framework for the country.

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A student from St. Catherine SS Secondary School in Lira showcasing her innovation Bicycle Power Charging System Furthermore, FAWE ran an assessment to establish the extent to which her Network’s interventions align to the 2019-2023 Strategic Plan, challenges and opportunities. The findings disseminated at the 11th General Assembly established that FAWE national Chapters continue to drive the mother FAWE agenda, despite the wide spread financial constraints. Finally, FAWE took part in assessing the “Multifaceted Impacts of COVID 19 on SRHR practices in selected African Countries Ethiopia, Kenya, Rwanda, Uganda and Zambia. Through this effort, FAWE secured the Intersectionality Programme funding with WEMOS as the lead partner.

4.3

Communication and publications for visibility

The COVID-19 challenges notwithstanding, FAWE registered increased traffic on her online platforms. For example, the website registered 27,171 new users; Twitter 473 new followers; Facebook page reached more 15,000 and finally, up to 30 new subscribers came through via Mailchimp. Moreover, to strengthen the network’s visibility, 101 national Chapters (Tanzania, Gabon, Zanzibar, Congo Brazzaville, Burkina Faso, Mali, Liberia, Benin, Ghana and Malawi) were supported to develop and/or upgrade their websites. Consequently, all the NCs websites have been linked to the FAWE-RS website.

1

Benin, Burkina Faso, Congo, Gabon, Mali, Tanzania, Malawi, Benin, Ghana and Zanzibar

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FAWE Annual Report 2020

Strengthened Research and Knowledge management function During the same period, using Zoom, Webex or Teams platforms, FAWE successfully held key meetings virtually, including: FAWE’s 2nd International Girls Conference and FAWE’s General Assembly, among others. As a result of the meetings, the partners appreciated the need for including FAWE’s milestones in the education sector and having transformative education, targeted at equipping girls and women with the 21st century skills. Additionally, the volume one of STEM Booklet on successful women in STEM was launched.

Figure 2: FAWE’s online platforms activity in 2020

05 Learnings from 2020

FAWE’S ONLINE PLATFORMS ACTIVITY IN 2020

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New Users/ Followers/ Subscribers

27,076

473

275

30

Regular Users/ Reach/ Email Open

27,171

1,230

15,580

9,447

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Learnings from 2020 5.0

Learnings from 2020

Due to the complexity of gender constraints to female education, and the evolving political, sociocultural and economic landscape, efforts to advance girls’ education require that FAWE constantly engages in acquiring new knowledge. This is clearly reflected in FAWE’s approach that has a focus on research and learning from partnerships, networks and demonstrable models. Improved evidence and knowledge management on gender issues in education and documentation and shared learning, continue to be key FAWE result areas. Within this context, FAWE picked out specific key learnings from 2020, which she felt would be of value to her network in 2021 and leading up to the first year of the COVID-19 pandemic. These are highlighted in the section below.

1

Adopting new ways of working. While the move to remote working and online convening prompted by the COVID-19 pandemic worked quite well, it requires further coordination and building capacity in on line facilitation approaches that support and build trust and solidarity. Additionally, while learners adapted well to online interaction, growing global concerns around online safety for learners and the increasing threats of online violence against learners are areas that need to be taken into consideration.

2

Learning as a Network. FAWE continues to thrive as a network of 34 National Chapters, along with several other entities. There is no doubt that there is strength in drawing on the diversity, strengths and comparative advantage of various members of the FAWE network. This is not to disregard that the levels of capability and resources vary, with some FAWE Chapters requiring more support than others. However, even these capacity gaps and variations can be used as areas of learning. Thus, beyond concentrating on operational efficiencies within the secretariat and the national Chapters, more means shall be devised to strengthen members and encourage and enable them to share collective knowledge, tools and resources.

3

Understanding our added value and prioritising our activities and focus. In 2020, the importance of being a learning network was underscored through how we managed to stay afloat even in the most difficult of times. This was largely through drawing on our unique combination of skills and capacities, ultimately enabling us to make a difference in girls’ education across the continent. It is therefore important that as we look outward to build strategic partnerships, we also look inward and draw upon our diverse strengths and resources. Among some of the internal resources we can draw upon are Africa’s youth high populations and our own scholars, beneficiaries and alumni. We look to create structures to facilitate and bolster our inherent strengths as a network.

4

Practicing Individual Chapters accountability. Looking inward does not end at harnessing potential resources but also allows Individual Chapters the opportunity to improve their ability to understand their local operational contexts at their national, local government, institutional and even membership levels. An in-depth understanding of the local context is not only instrumental to programme design, implementation and sustainability but is key in organizational growth, programme expansion and resource mobilization. It is this principle of practicing individual accountability that enabled FAWE to continue operating meaningfully, during a time that was considered perhaps the most difficult to Education since World War II.

FAWE Annual Report 2020

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Learnings from 2020

5

The pandemic has necessitated changes in the way FAWE works. Inevitably, owing to the COVID-19 pandemic, there have been changes to the way education is delivered the world over and FAWE’s programmes have been no exception. FAWE has had to make adjustments in the way she interacts with the scholars; with more engagement happening online, on the phone and via email as opposed to face to face interaction.

Access to the internet and mobile phone will be a key part of ensuring that people remain connected during and in the post-pandemic period. However, as mentioned earlier, online safety will also be an area of concern going forward.

6

The toll of the pandemic on scholars. Adjustments to adverse effects due to COVID-19 pandemic did not end at ensuring that learning continued but laid emphasis on the best interests and overall well-being of the learner. FAWE ensured that the overall mental and emotional wellbeing of the learners was taken care of and was addressed. There is need to provide continuous psychosocial support and counselling for scholars who have felt the effect of the pandemic on their mental and emotional wellbeing. However, this lesson can be reviewed further, since with the increased incidents of GBV; when governments re-open schools; scholars are likely to need (additional) psycho social support.

7

Development of risk matrix. Based on the lessons learned regarding the largely adverse effects of the COVID-19 pandemic, there is need to develop a risk matrix that is updated on regular basis as a way of mitigating the adverse effect of the pandemic or other effects external to the project.

Endnotes 1

ECA. (2021). About nine out of ten extremely poor people in the world currently live in Africa, and ECA warns that COVID 19 will push an additional 5 to 29 million below the extreme poverty line. If the impact of the pandemic is not limited by 2021, an additional 59 million people could suffer the same fate, which would bring the total number of extremely poor Africans to 514 million people. https://reliefweb.int/report/world/if-covid19-impact-not-contained-2021-514-million-africans-may-fallbelow-extreme 2

3

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Plan International; UNICEF; UN Women. (2020) A New Era for Girls: Taking Stock of 25 Years of Progress, New York, Author. file:///D:/Christine/Documents/FAWE%20RS/Annual%20Report/A-New-era-for-girls-progress-reportEnglish_2020.pdf UNDP. (2020). Policy brief: Education during COVID and beyond. file:///D:/Christine/Documents/FAWE%20RS/Annual%20Report/Policy%20brief%20August_2020.pdf

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FAWE Annual Report 2020

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FAWE Annual Report 2020

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www.fawe.org

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