FAWE Annual Report 2004

Annual Report 2004

F A W E

Forum for African Women Educationalists (FAWE)

© January 2005

F A W E

Forum for African Women Educationalists (FAWE) FAWE House, Chania Avenue off Wood Avenue, Kilimani P.O. Box 21394 00505 Ngong Road, Nairobi, Kenya Tel: (254 - 020) 573131, 573351, 573359 Fax: (254 - 020) 574150 Email: fawe@fawe.org Website: www.fawe.org

ISBN No. 9966-908-35-8

Contents 1

Highlights of 2004

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Part One - Overview Objective 1: Stimulating Policy Objective 2: Advocacy Objective 3: Demonstration Interventions Objective 4: Replication and Mainstreaming of Best Practices

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Part Two - Country Reports

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Part Three - Financial Report

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Part Four - Looking Ahead Challenges

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Annexes Founding Members Executive Committee Members Full Members: Prominent Women Educationalists : Female Associate Members : Male Associate Members National Chapter Contact List Regional Secretariat Staff List of Abbreviations

C O N T E N T S

From the Executive Director The year 2004 marked the midway into FAWE’s Strategic Plan for 2002–2006. As can be seen from this report, FAWE and its national chapters have recorded significant accomplishments towards improving the participation of girls in education in Sub Sahara Africa.

Activities at all levels continued to focus on FAWE’s four main strategic objectives – influencing education policy reform, advocacy, demonstrative interventions, and influencing replication and mainstreaming of best practices. Like in the previous years, FAWE sought to influence education policy reform through provision of platforms and mechanisms for its members and its National Chapters to influence national education processes. This included policy consultations and dialogue, monitoring and analysis of EFA plans and education plans for gender responsiveness, organizing national membership forums on EFA, and commissioning research on pertinent girls’ education issues. Advocacy for girls education especially at community level was stepped up and demonstrative interventions undertaken to show what can be done to improve access, performance and retention.

The highlights for the year included the Regional Ministerial Consultation on scaling up best practices in girls’ education. FAWE and its partners put on the table thirteen best practices and dialogued with ministers of education, directors of planning and officers in charge of gender in ministry of education from twenty seven countries in Sub Sahara Africa. A point was driven home that there was enough proven cases of what works in addressing the challenges to girls’ education through the various existing practical interventions in different parts of Africa. As such, ministries of education can use these experiences to take what seems to be a difficult step to move from policy to action on the ground. It is encouraging to note that some countries have gone ahead to mainstream some of the FAWE best practices tabled at that meeting. Tanzania has mainstreamed the empowerment of girls through TUSEME and the Centres of Excellence in its Secondary Education Development Programme 2004 -2009. Kenya and Uganda have also mainstreamed strategies to address sexual maturation in their national education plans.

The FAWE Resident Guest Researcher Programme (FRGRP) was launched during the year. This action research programme is meant to provide an opportunity for scholars to research into issues of significance to girls’ education and guide FAWE into the areas that require intervention. The first batch of three guest researchers was taken on board.

A major achievement at the Higher education level was the collaboration with the Midlands State University in Zimbabwe that led to the introduction of gender studies as a compulsory course for all students in that University. A gender module was developed and lecturers from all faculties trained on the module. This is the first co-educational university in Sub Sahara Africa to have gender studies as a core course for all its students. Our eyes are focused on Midlands University as a pioneer and a source of knowledge and inspiration for other universities in Africa.

In 2003, the FAWE Centres of Excellence were highlighted as having started to show positive results in terms of improving girls’ access, performance and retention. The year 2004 saw more Centres being started bringing the total so far to ten. The girls from the FAWE Centres of Excellence continue to achieve good results academically and in their overall personal development.

The empowerment of girls through TUSEME programme reached new heights with the training of trainers from twelve countries across Africa. These trainers are currently in the process of spreading the TUSEME process to schools in their countries. It is envisaged that by next year, hundreds of girls will have been empowered through this programme.

The emphasis on strengthening national chapters with the capacity to implement the FAWE mandate on the ground continued. Some chapters have become quite strong in terms of the ability to influence policy, to raise community awareness, to demonstrate what works in solving problems in girls education and to mobilize resources for their various activities. Since some chapters have gained a lot of useful experiences in these areas, it was decided that national chapters visit each other and learn from each others experiences. Two inter-chapter visits for six chapters each to Ghana and Zambia were undertaken. The twelve chapters who participated have used the lessons learnt to strengthen their own work.

As will be noted in this report, FAWE national chapters have continued to undertaken a variety of activities to improve girls’ access, retention and performance.

As we enter the year 2005, which is the EFA target year for eliminating gender disparities in primary and secondary education, we join the rest of the world to decry the fact that this target has not been reached. However, as FAWE, we know that, through our various interventions, we have significantly advanced the efforts towards that goal. We shall continue to raise the banner for girls’ education and in collaboration with our partners at the global, national and local level, work hard to make gender equality in education a reality.

Highlights of 2004 A Technical Workshop and Policy Consultation on Scaling Up Good Practices in Girls’ Education in Sub-Saharan Africa held in Nairobi in June reviewed a number of interventions to promote girls’ education and made recommendations for scaling them up.

About 150 participants from 27 countries attended, representing ministries of education, NGOs, civil society and donor agencies. The meeting was organized by a partnership of six institutions including the African Development Bank, the Commonwealth Secretariat, FAWE, UNESCO, UNICEF and the World Bank, with FAWE as the lead organizer. A total of ten best practices were documented, published, presented and disseminated.

FAWE Regional Secretariat organized an international training of trainers workshop on the Tuseme process on 22–24 November.

Representatives from National Chapters in Malawi, Zambia, Kenya, Ethiopia, Namibia, Zimbabwe and Rwanda participated. The objective was to develop a core group of trainers with skills to carry out girls’ empowerment activities through the Tuseme process.

Another regional training of trainers workshop conducted in Guinea in May for four countries – Burkina Faso, Guinea, Chad and Mali – trained 19 chapter members.

The FAWE Resident Guest Researcher Programme (FRGRP) was launched. This programme provides short-term grants to selected researchers from universities to conduct three-month action research on themes identified by FAWE. The Technical Committee selected three proposals from the 15 submitted. The studies are meant to commence before February 2005.

The FAWE Donors Consortium met in Lusaka, Zambia in February with 11 donors (The Rockefeller Foundation, Swedish International Development Agency, The World Bank, Netherlands Ministry of Foreign Affairs, Royal Norwegian Ministry of Foreign Affairs, NORAD, Finland Ministry of Foreign Affairs, Ireland Aid, Department for International Development, UNICEF, and United States Agency for International Development) committing to support the financial requirements specified in the Strategic Plan. Representatives from five FAWE National Chapters (Ethiopia, Cameroon, Sierra Leone, Namibia, Zambia) also attended. Participants had the opportunity to visit FAWE Zambia activities.

Two new Centres of Excellence came on stream in 2004. Burkina Faso joined the cadre of countries with Centres of Excellence and Tanzania added its third Centre. Vision workshops at Burkina Faso’s Dipeo Primary School and Tanzania’s Mafinga High School mobilized community involvement and drew action plans for the schools.

These bring the number of Centres of Excellence to ten so far.

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National Chapters continued to grow in strength. The regional office maintained its focus on capacity building of a selection of 14 National Chapters. Eight National Chapters held their General Assemblies where they reviewed the implementation of the work programmes and activities, and some chapters elected new Executive Committee members. In addition, to ensure effective implementation of national activities, the competency levels of National Chapter Coordinators from 23 chapters were evaluated.

The FAWE Secretariat disbursed a total of 57 grants to National Chapters. The grants included seven grants for bursary funds, three for higher education, four for Agathe Awards and three for FAME prizes. There were also 18 grants for inter-chapter visits by 18 NCs to Zambia, Ghana, Zanzibar, and Malawi, SMT grants to 11 NCs, and 11 other grants to increase access.

Three inter-chapter visits were conducted to Zambia, Ghana and Zanzibar. The visits to Zambia and Ghana each involved seven subregional chapters in discussions and reviews of each other’s successes and experiences. Three chapters (Kenya, Cameroon and Swaziland) visited Zanzibar to attend the science camp and chart out techniques for promoting science learning.

A regional Centres of Excellence meeting was held in Tanzania for representatives of all the eight then existing Centres. The objective of the meeting was to revisit activities implemented at the Centres and draw action plans for further implementation.

The first phase of the three-year plan 2004/2006 for the FAWE Science, Mathematics and Technology (SMT) Programme witnessed a flurry of activities that included science camps, training of teachers in SMT teaching methodologies, establishment of databases for monitoring SMT activities, and the provision of teaching and learning materials to girls in many schools.

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Part One – Overview Midway through FAWE’s Strategic Plan for 2002–2006, emphasis hinged on increasing access in 18 National Chapters and strengthening 14 National Chapters. Capacity building of the chapters aimed to ensure the effective implementation of the FAWE mandate from national to local levels.

The primary tasks were based on FAWE’s four main strategic objectives – influencing education policy reform, advocacy, demonstration interventions, and influencing replication and mainstreaming of best practices. FAWE’s concerted focus on capacity building mainly at the National Chapter levels gave particular attention to developing the skills of National Chapters.

Through the National Chapters FAWE sought to influence policy formulation, implementation and monitoring, and to document and disseminate what works in girls’ education. The ultimate aim is to influence governments to replicate and mainstream best practices, with an overall emphasis on Education for All goals, a vision that received added impetus during the June Consultation on Scaling Up Good Practices in Girls’ Education held in Nairobi. This section of the report provides a brief overview of these and other region-wide accomplishments in pursuit of the strategic objectives.

Objective 1: Stimulating Policy Reform To press for policy reform, FAWE provides a platform and a mechanism for its members and its National Chapters to influence national processes. In 2004, the main activities were policy consultation and dialogue, monitoring and analysing EFA plans for gender responsiveness, organizing national membership forums for the chapters on EFA, and commissioning research on girls’ education through the establishment of the FAWE Resident Guest Researcher Programme (FRGRP).

FAWE and FAWE National Chapters documented and disseminated best practices so as to influence their replication and mainstreaming. At both subregional levels FAWE sought to create partnerships and collaborative ventures to achieve Education for All goals. Internally, FAWE facilitated statutory meetings, organized national membership forums, and brought chapters together for learning and sharing policy objectives.

Key achievements for the year include: • An international meeting on Scaling Up Good Practices in Girls’ Education in Africa held in Nairobi in June. As a result of this meeting, Kenya and Tanzania are already taking steps towards

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FAWE strategic objectives • To influence policy formulation, planning, implementation, monitoring and evaluation in favour of increasing access, improving retention and enhancing performance of girls.

• To build public awareness and consensus on the social and economic advantages of girls’ education through advocacy.

• To demonstrate, through interventions on the ground, how to achieve increased access, improved retention and better performance of girls.

• To influence replication and mainstreaming of best practices from the demonstration interventions into broader national education policy and practice.

mainstreaming and scaling up good practices in girls’ education.

Tanzania is now mainstreaming the Centres of Excellence in 50 secondary schools and Tuseme programmes in all secondary schools.

• A number of national forums targeted policies on girls’ education. These forums had significant impacts on the members and stakeholders. For example, FAWE Mali participated in the elaboration of a strategy document on “Accelerating girls’ education in Mali” in August 2004.

• Monitoring progress on EFA through membership forums for six National Chapters (Ethiopia, Kenya, Tanzania, Burkina Faso, Malawi, and Gambia). This included a review of NC involvement in EFA gender goals and increase access, retention and performance among girls in all school levels.

Objective 2: Advocacy With the 2005 gender parity deadline looming, the advocacy strategy for 2004 took a two-pronged approach in order to serve the policy as well as the grassroots level. Main activities included production of advocacy tools, organization of advocacy trainings and workshops, participation at international meetings, collaboration with the media and other communication vectors, and dissemination of knowledge of best practices (informed advocacy).

As in the previous year, FAWE National Chapters endeavoured to touch a wide range of individuals, communities, organizations and of course policy makers to build a constituency for girls’ education.

These are summarised below.

International Meetings: Globally, FAWE made efforts to influence and enhance global level campaigns on girls’ education. This was achieved through presentation of papers or other participation in international forums. (see box below).

Community Sensitization Campaigns: Ten National Chapters (Burkina Faso, Chad, Ethiopia, Malawi, Mozambique, Kenya, Namibia, Rwanda, Sierra Leone and Zambia) conducted communitybased sensitization workshops and campaigns to empower women to approach policy issues, analyse gender gaps and address causes of low enrolment of girls in the schools. In Burkina Faso, a total of 600 people participated in a community sensitization workshop that planned ways of advancing advocacy issues within the region.

Malawi established and trained 100 mothers groups in disadvantaged schools in community sensitization efforts to enhance girls’ access to schools.

Website: FAWE updated its website – www.fawe.org with new publications and documents, details of its membership and governance, posters, and programmatic activities within the National Chapters. A number of National Chapters either launched

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or upgraded their own websites. One of these was FAWE Rwanda.

Their website – www.fawerwa.org.rw has useful materials available.

FAWE ON THE INTERNATIONAL SCENE Communication for Education Development (COMED) Programme: FAWE attended the steering committee meeting on Communication for Education Development in Oslo, Norway, and a conference on Education Quality in Bergen, Norway, in September. During the seminar, consultations were made to enhance the EFA agenda.

International Conference on Education (ICE): UNESCO’s International Bureau of Education organized the 47th International Conference on Education (ICE) in Geneva in September where FAWE participated and presented a paper on achievement on girls’ education. The theme of the conference was Quality Education for All Young People: Challenges, trends and priorities. The focus was on the age group from 12 to 18/20 years. Teachers and students from FAWE chapters in Senegal, Rwanda and Uganda attended. Among other questions the conference asked: What priority strategies may be implemented to guarantee quality education for all young people?

ADEA Steering Committee: Two ADEA steering committee meetings were held in Kigali, Rwanda and Geneva. During these meetings, FAWE’s input as part of the Committee was significant and included the meeting of the Bureau of Ministers and of the Working Group leaders and coordinators. An associated seminar addressed several questions,including:WhereisAfricainrelationtotheEFAgoals?Whatcontributionsare being made by the policy dialogue that has been promoted by ADEA (in particular at the level of the African ministries)?The seminar tasked the Steering Committee to conduct anin-depthexaminationoftheresultsachievedbyAfricancountriessince2000.

Working Group on EFA: The 5th meeting of the UNESCO Working Group on EFA discussededucationdataandstatisticsformonitoringprogress,externalfundingforEFA and civil society engagement in EFA after Dakar. The meeting later provided feedback on the Interim Report on Primary Education prepared by the Millennium Development Goals Task Force on Education and Gender Equality. FAWE presented a paper at this meeting onitscontributiontogirls’education.

GCE World Assembly: FAWE participated in the GCE World Assembly meeting in Johannesburg, South Africa, on 1–4 December. The theme for the Assembly was Quality Public Education for All. Myth or Reality? The conference focused on attaining gender equalitygoalsinbasiceducationby2005,withsub-themesonadulteducation,conflicts, donorfinancing,disability,earlychildhoodeducationandHIV/AIDSeducation.

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Publications: FAWE continued its advocacy campaign through publication of new print products. The main publications included FAWE best practices booklets and FAWE News. The booklets included: • Addressing Sexual Maturation in Relation to Education of Girls – Uganda • Protecting Girls in School from HIV/AIDS – Kenya • Tuseme (Speak Out) Empowerment of Girls – Tanzania • Creating a Conducive School Environment – FAWE Centres of Excellence in Kenya, Rwanda, Senegal, Tanzania • Re-entry for Adolescent School Girl Mothers – Zambia • Experiences in the Provision of Girls’ Education in Conflict Situations – Sierra Leone • Review of National Education Policies and Plans for Potential for Scaling up Good Practices in Girls’ Education • Engaging the Window of Hope: Protecting Girls in School from HIV/AIDS – Ghana Three issues of FAWE News (Vol. 11 No. 4 and Vol. 12 No. 1 and 2) were produced and translated into French and disseminated to all the National Chapters. The theme of Volume 11 No. 4 was Girls’ Education at the grassroots – Communities as agents of change.

This issue looked at how communities are mobilized, what they can accomplish once mobilization has been conducted, and some of the lessons learnt from community mobilization process. The issue also looked at the formation of FAWE Centres of Excellence. The two-inone second issue – Volume 12 Nos. 1 and 2 focused on Scaling Up Good Practices in Girls’ Education. This issue elaborated on the approaches to mainstream the interventions (the best practices) identified and how to enhance local ownership and their sustainability.

Besides these publications, FAWE also routinely disseminated educational materials to all the National Chapters. The aim of this was to improve the resource centres of the Chapters. Eight National Chapters (Burkina Faso, Chad, Namibia, Rwanda, Uganda, Ethiopia, Ghana, Guinea) produced and disseminated their newsletters to other National Chapters.

Exhibitions: FAWE organized a series of exhibitions among which were displayed during the Scaling Up meeting in Nairobi (June 2004), International Youth Foundation and Rockefeller Foundation meetings in FAWE House, Nairobi, and the Donors Consortium in Zambia. The main documents for exhibition included copies of the FAWE News (plus selected chapter newsletters), Centre of Excellence reference materials, and all the FAWE best practices booklets and CDs. Media: FAWE adopted a multi-media approach in its advocacy activities. It strengthened media linkages and solidified media practitioners’ commitment to positive coverage of female education. Production of print articles and radio/television stories

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or drama programmes that support girls’ education were among the main activities implemented. In Mali, for example, radio talk shows addressed girls’ performance in SMT subjects, adolescent reproductive health, pregnancy and early marriage. The FAWE Award for Media Excellence (FAME) was implemented in three National Chapters – Burkina Faso, Kenya and Ethiopia – and the best journalists awarded.

Information Dissemination: The FAWE Resource Centre has the specific objective of collecting and disseminating information on girls’ education in Africa. During the year, the Resource Centre updated the existing database, including national and regional statistics and results of research on education and other relevant information on female education, making this information easily accessible to users and stakeholders.

Partnerships: The National Chapters continued to enhance activities by forming partnerships with governments, agencies, universities, education agencies, NGOs and donors. Government agencies that were very useful included the Ministries of Education.

Objective 3: Demonstration Interventions Demonstration activities for the year targeted all the National Chapters. A total of 57 grants were provided to the chapters. These grants included: 7 bursaries, 3 grants for higher education, 4 Agathe Awards, 3 FAME Prizes, 18 grants for 4 inter-chapter visits (by 18 NCs) to Zambia, Ghana, Zanzibar and Malawi, SMT grants to 11 NCs, and 11 other Access grants. The following table shows the distribution of grants awarded to the National Chapters. The access grant awards are detailed in the box.

Type of grant awarded

by FAWE

National Chapters

Bursary

Mali,Tanzania,Liberia,Nigeria,Rwanda,Zanzibar, Zimbabwe

Higher Education

Zimbabwe(MidlandStateUniversity),Ethiopia(tohold the 1st Steering Committee of SUWIA, Ghana to hold intensiveremediallearningforgirls’entryintotertiary institutions

Agathe Uwilingiyimana Award

Mali, Guinea, Kenya, Burkina Faso

FAWE Award for Media Excellence (FAME)

Ethiopia, Burkina Faso, Kenya

SMT

Burkina Faso, Cameroon, Kenya, Malawi, Mozambique, Swaziland, Mali, Uganda, Zambia, Zanzibar,Tanzania

Other grants to increase access

Cameroon, Comoros, Gabon, Guinea, Mali, Liberia,Malawi,SierraLeone,Togo,Zambia, Zimbabwe

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Among other achievements the following stand out: • Inter-chapter visits: Four inter-chapter visits were conducted to Zambia, Ghana, Sierra Leone and Zanzibar (see box).

INTER-CHAPTER VISITS Zambia (23–31 May)Besides the host, the chapters that participated were Malawi, Mozambique, Burundi, Tanzania, Zanzibar and Zimbabwe. Each chapter sent two representatives, who shared experiences on: • Strategiesforensuringhighnationalvisibility,improvedmembership,andharmoniousinteractionwith the Executive Committee and the Secretariat: They reported on the support received from the MOE on key policies like re-entry and learning circles, besides the development of memorandums of understanding with the respective ministry. The MOUs gave them a very high profile with the ministry as wellaswithdonors.

• Howparticipatingchapterimplementedtheirprogrammes(i.e.,Back-to-Back,Re-entry,Bursary, Remedial Learning, SAFE Clubs, Learning Cycles).

• Fundraisingstrategies: Representatives ofDFIDandUSAIDstressedthatforachaptertoraisefunds, itmustfirststudytrendsindonorsupportinthatcountry,establishagoodrapportwiththesector ministryandpursueaveryvigoroussystemofaddressingtheissueoffundraisinginternally.

Ghana (19–26 September)The chapters attending were Gabon, The Gambia, Guinea, Mali and Togo, plus thehost.Tworepresentatives fromeachchapterattended theevent,whichintended toreinforce the chapters’ organizational capacity and programme implementation through experience sharing. The visit was followed by the launch of the FAWE Network for the Western and Central Africa. Discussions focused on: • The magnitude of FAWE Ghana’s accomplishments and how the chapter has developed and coordinateditsprogrammeactivitiesontheground.

• The role of information and its communication right down to the grassroots, as well as communication withtheothersub-chapters.

• Strategicresourcemobilization,includingtipsonhumanandfinancialresourcemobilization.Asthe chaptersgrowbiggerandwider,thereisneedtobalancetheactivitieswithresourceavailability.

• Decentralizationwithinthechapters.Thechapterslearnedthevalueofdecentralizingmostoftheir activities.Thiswasseentoenhanceimplementationofplannedactivities,andtheinvaluablesupportof thetraditionalleadersinthechapter’sprogrammeactivities • The role of Focal Points and FAWE clubs in enhancing girls’ school performance. This was seen as a veryeffectivewayofreachingmoregirls,especiallyinruralareas(e.g.,withinthepineappleplantation areas of Ghana).

Zanzibar (28 November – 4 December) Cameroon, Kenya and Swaziland participated. The purpose was toenrichtheprocessofsciencecampasabestpracticeforFAWEZanzibar,sinceitwasthefirsttimefor thechaptertoorganizesuchanactivityandforthechapterstobrainstormonthedocumentationofthis practice.Themainachievementsfromthevisitincluded: • Establishment of an initial SMT network of the four chapters to work on their common goal of increasing girls’participationinSMT. • The rich exchange of programme experiences even outside SMT. • Informationonplanningandexecutingasciencecamp:theneedtoconsiderthetypeofactivities, durationofeachactivityandtheabilityoftheparticipantsinperformingtheactivities.Theneedto monitortheprogressoftheparticipantsofsciencecampsoastoevaluatetheimpactofthetrainings.

AlltheparticipatingchaptershavealreadystartedexchanginginformationincludingreportsonSMT activities.FAWESwazilandisservingasfocalpointandsecretariatoftheSMTnetwork.

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Capacity building for girls’ empowerment: FAWE Regional Secretariat organized two international workshops on the Girls’ Empowerment (Tuseme) process in two regions – Western and Eastern Africa. The Western Africa Region workshop was held in Conakry in May 2004 for four countries – Mali, Guinea, Chad and Burkina Faso while the Eastern Africa Region was held on 22–24 November. Seven countries in Eastern Africa – Malawi, Zambia, Kenya, Ethiopia, Namibia, Zimbabwe and Rwanda – attended the workshop. The main objective was to develop a core group of trainers with skills to carry out girls’ empowerment activities through the Tuseme process. The topics covered by the workshop hinged on the background information of Tuseme. All the nine steps of Tuseme – preliminaries, familiarization, data collection, data analysis, theatre creation, performance, postperformance discussions and action plan – were covered. At the end of the workshop, each chapter developed an action plan for their country.

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Introduction to gender studies in higher education: Midland State University (MSU) in Zimbabwe used a FAWE grant to develop a gender module for training student teachers and to conduct a training of trainers’ workshop. This module was introduced as a core course for all students at the MSU (not just the Faculty of Education). The workshop targeted all the staff with skills to teach the gender studies module. See box for course details.

INTRODUCTION TO GENDER STUDIES Training Module for Student TeachersWhat the module is about Theaimofthismoduleistoraisegenderawarenessinteachertraineesandtoimpartsufficientbasic knowledge and skills to enable them to teach using gender-sensitive methodologies. The teacher is also expectedtocontributetoagender-sensitive schoolatmosphere.Thisentailsempoweringpupils(both boys and girls) and, where possible, the community to understand gender, accept gender challenges and create a gender-sensitive community Content of the Module The module is divided into nine units, each one covering a distinct aspect of gender awareness and application: 1. Understanding Gender – This unit presents the rationale for gender studies, asking the question, What isgender?

2. Analysing Issues from a Gender Perspective – Here the module presents a framework for gender analysis–theprocessofassessingthegendersuitabilityandsensitivityofthecurriculum,teaching/ learningmaterials,classroominteraction,schoolstructures(physicalandadministrative),and educationpolicies.

3. Identifying Gender Issues in Education in Zimbabwe – The intent here is to determine how gender issuesconstraineducationofbothgirlsandboysinZimbabwe.Itconsidersstereotypesinsubject allocation, the impact of HIV and AIDS, and the content and implementation of the government’s genderpolicy.

4. Combating Gender Constraints in Zimbabwe – The unit essentially addresses the question, How can theeducationsystem–specificallyschools–fightgenderconstraints?Thisentailsanunderstanding

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ofpolicyatnational,schoolandclassroomlevel,andoftheneedforaccesstoandunderstandingof policy.

5. Applying Gender-Responsiveness in the Teaching/Learning Processes – Gender responsiveness all too often ends at the classroom door if teachers are not well versed in empowering methodology. This unit tells them how to do it.6. Empowering Girls – And Boys – Zeroing in at an individual level, the unit asks, What is empowerment – and why should boys and girls be empowered? The unit describes what should be done using the Tuseme (Speak out girls’ empowerment) model from Tanzania.

7. Creating a Gender-Responsive School Environment – This unit moves out of the classroom to the wider school environment. It looks at issues related to empowering the staff and management, changing thepupils,changingthephysicalenvironment,andchangingrelationshipswithintheschool.Thisunitis based on the FAWE Centres of Excellence model.

8. Conducting Gender Research – The unit guides learners to take initiatives as teachers in gender research and in teaching gender. Action research on gender is an important part of the unit – and a required component of the course.

9. Monitoring and Evaluating from a Gender Perspective – Gender equity in education is the goal of educationpolicy,andshouldbetheobjectiveofallplayersintheimplementationofthepolicy.Knowing where one started and what the indicators of success are requires monitoring progress at every phase ofimplementationandevaluatingachievementatspecificintervals.Thisunitdiscussesissuesrelatedto monitoringandevaluationrequirements.

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Increasing access through bursaries: Seven National Chapters (Liberia, Mali Tanzania, Nigeria, Zanzibar and Cameroon) received bursary funds totalling US$70,000 from the FAWE Secretariat. The aim of the bursary funds is to assist girls to have access to school, stay in and perform well. Some chapters also received bursaries from other sources besides FAWE.

Enhancing Access to Education through Scholarships A big preoccupation of FAWE and the National Chapters is to assist needy and disadvantaged girls with school fees and other school expenses. The Education for Development and Democracy Initiative (EDDI) continuedtosupportNationalChapterstoadministerthebursarygrants.Thefollowingisabriefofthisand other bursary grant support (excluding FAWE).

Burkina Faso: The chapter awarded a total of 285 bursaries from EDDI that were distributed in 12 areas ofthecountry.Thisgrantcateredfor13studentsfromtheremotestareasofthechapteras wellasthemostdisadvantagedgirls.Inaddition,thisbursaryprojectgrantwasusedinthe training of seven members of the Steering Committee on Simplified Accountancy. Another 40 project staff members and 15 godmothers were trained. The chapter concluded the implementation of this grant through a detailed data processing training camp where 13 bursarybeneficiariesweretrained.

Ethiopia: The chapter implemented the EDDI Scholarship Programme as well as the USAID/PACT sponsored scholarship and tutorial service programme in 25 high schools. This programme cateredfor1,380girlstudentsfollowingtheagreementsinthePACT-EthiopiaStrategic Action Grant Agreement.

The Gambia: To enhance funds availability, the chapter attended a meeting of The Jammeh Foundation forpeace,wheretheylobbiedforandreceivedscholarshipforsixuniversitygirlswhowere earliergivenatwo-yearscholarshipfromEDDIfunds.

Malawi: Thechaptersupported10needysecondaryschoolgirlsand14tertiarygirlsindifferent collegesofthecountrythroughtheirbursaryscheme.Mostofthesegirlsareorphaned.

Theyarecurrentlyperformingverywellintheirstudies Rwanda: Thechapteroffered293bursaries,supportedthementoringactivitiesandlaterorganizeda four-dayworkshopofallEDDIbeneficiaries.Thechapteralsosecured15scholarshipsfor

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Uganda:

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girls at the FAWE School from individuals, the Inyana group and the Roston Lottery Club of USA. The chapter has managed to renew the African Education Initiative (AEI) scholarship programme granted by USAID in Kigali, which has so far funded 1,500 girls this year alone. The chapter increased beneficiary schools in the programme from 11 to 48 andwillcontinueworkingwithAEIforatleastfouryears.Undertheprogramme,the chapter organized and jointly held a selection of beneficiaries with the MOE, USAID and the US government and increased the mentors from 22 to 96.

Thechapterdevelopedabeneficiaries’database,thefinalEDDIendofprojectreport 2003–2004, and a documentary on EDDI mentoring activities for 2003–2004. They trained 28 FAWEU members in mentoring skills and attached 328 beneficiaries to individual mentorsforone-to-onementoring.

Science camps were held in Burkina Faso, Cameroon, Swaziland, Uganda, Zambia, Zanzibar and Tanzania to highlight their potential for increasing girls’ interest, participation and performance in SMT subjects. The camps included innovative practicals and problem solving sessions, site visits to local industries, and selection of instructors and resource persons for the respective National Chapters. The exhibitions showed the great potential of the girls including analytical skills, leadership potential, innovativeness and self-confidence.

Improving Girls’ Participation in SMT The Female Education in Mathematics and Science in Africa (FEMSA) project that ran from 1996 to 2001 and covered some 12 countries left a legacy of best practices across the continent. Many of these were integrated into the FAWE work programme, including science camps/clubs, SMT clubs, science newsletters,teachercapacitybuilding,guidanceandcounselingmanuals,studytours,gender sensitization,andschoolresourcecentres.In2004,theNationalChaptersusedthefindingsofthe evaluationoftheFEMSAprojecttoimplementsimilarSMTprojectsintheircountries.

Burkina Faso The3rdNationalScienceCampwasheldinAugust.Atotalof36girlsparticipated.

Besidesscientifictraining,thecampfeaturedlifeskillstraining,lecturesfromwomen scientistsandrolemodels,healthtalks,andavisittoOuagadougouBotanicalPark.At thecloseofthecamp,participantsprioritizedtheactivitiesthatimpressedthem.Their favourites were the laboratory experiments, computer science sessions and meetings withtherolemodels.Therolemodelsincludedengineers,pharmacists,jurists, journalistsandauniversityprofessor.PartnerslikeUNICEF,PeaceCorpsandthe World Bank attended.

Cameroon Cameroon’s science camp ran from 16 to 28 August at Buea and attracted 36 girls from the chapter’s pilot SMT schools. Ten teachers including the Science Camp Coordinator facilitatedtheactivities,whosetheme,“Scienceeducationforgirls”,involvedthe developmentofrelevantprojectsbythegirls.Outstandingprojectswereawarded prizestomotivatethegirlsinSMT.Theparticipantsvisitedindustrialinstitutionsand hadtheopportunitytochatwithrolemodelsinvariousSMTareas.Participants includedtheMinistryofEducationandtheViceChancelloroftheUniversityof Buea.Other SMT activities in Cameroon included the development of a database for monitoringactivities.ThechapterconductedresearchinSouth-EastProvinceongirls’ educationingeneralandspecificallytheirparticipationinSMT.Datawerecollected fromteninstitutions(eightofwhicharebilingual).Theresultsoftheanalysiswereused intheselectionofthegirlswhoparticipatedinthechapter’ssciencecamp.Over35 teachers were trained in SMT teaching methodologies.

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Malawi

Kenya

Zambia

Zanzibar

Tanzania

The chapter conducted consultative meeting with the Mwanza District Education Management Team in June to introduce the FAWEMA SMT project and to determine the educationdivisionsofthedistrict.Theteamwantedtofindoutthenumberofgovernment aided secondary schools in the district, the number of zones and their respective number of primary schools; and to take stock of the number of schools with science clubs. The district has two full secondary schools and seven community day secondary school, plus 111primaryschools.

Seven chapter members participated in a baseline survey of SMT programmes in five schools. The chapter undertook the site assessment, developed and piloted survey tools, andcollecteddataforthebaselinestudy.Dataanalysisisunderway.

The chapter held a science camp for 96 girls. An evaluation by the participants showed that90%hadtheirexpectationsfulfilled.Agreatnumberoftheparticipantsindicatedtheir interestintheeducationaltourswiththetourtotheSchoolofEngineeringatUNZAbeing themostinteresting.Afurther97%oftheparticipantsindicatedSMTrelatedprofessionsas theircareerchoice.

Kenya, Cameroon, Swaziland and Zanzibar (host) participated in Zanzibar’s SMT Camp in December. The chapter’s main SMT objectives included provision of necessary textbooks and supplementary materials for learning science and mathematics in two pilot schools.

Besides, the chapter purchased laboratory equipment and conducted a science teachers’ workshopthattrained28scienceteachersingirl-friendlytechniques.

Inadditiontotheseinter-chaptervisits,FAWETanzaniaincollaborationwiththeMinistryof Education and Culture also organized a science camp. Both Kenya and Rwanda Chapters participatedinthiscamp.

Capacity Building and Organizational Development As in the previous year, FAWE’s capacity building aimed at four major areas: effective National Chapter management, effective engagement with policy makers and communities, strategies to promote access at grassroots level, and demonstration interventions to promote retention and performance through the establishment of centres of excellence. More FAWE Attached Technical Assistance (FATA) Programme Officers were appointed in Burkina Faso, Chad, Ethiopia and Guinea and received induction in Nairobi before commencing work.

At the regional level, the Secretariat strengthened its own capacity by recruiting additional staff with skills relevant to the strategic plan objectives, training existing staff for implementation of the plan, and ensuring that all the systems were in place for improved coordination of the National Chapters. Membership was reinvigorated and governance of the organization improved. During the year, a full evaluation of the competency levels of National Chapter Coordinators was conducted by KPMG. The aim of the evaluation was to gauge the strengths of the Coordinators and identify areas that need improvement. Follow up on these is planned for 2005.

The 28th and 29th sessions of the FAWE Executive Committee convened during the year. The first of these was held in Burkina Faso in June, hosted by the FAWE Burkina Faso National Chapter.

The second meeting was held in Nairobi, Kenya, in November.

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The second regional level Donors Consortium convened in Lusaka, Zambia, on 22 February. Participating were the Rockefeller Foundation, the Swedish International Development Agency (Sida), The World Bank, Netherlands Ministry of Foreign Affairs, Royal Norwegian Ministry of Education, Finland Ministry of Foreign Affairs, Ireland Aid, Department for International Development (DFID), UNICEF, USAID and OXFAM. FAWE presented the previous year’s Implementation Report and the 2004 Work Programme. New pledges were received from some participating donors, and a site visit was made to FAWE Zambia projects. Besides the donor partners themselves, participants in the meeting included Regional Secretariat staff, Executive Committee representatives and five FAWE National Chapter coordinators (Zambia, Ethiopia, Sierra Leone, Namibia and Cameroon).

Objective 4: Replication and Mainstreaming of Best Practices FAWE collaborated with ministries of education to ensure that official policy provided for National Chapter replication and mainstreaming of best practices.

An international meeting on Scaling Up Good Practices in Girls’ Education in Africa was held in Nairobi in June. The objectives of the consultation were to share information on what works in girls’ education; to explore factors that promote or constrain scaling up; to recommend strategies and models for systematic mainstreaming and scaling up; and to strategize on advocacy for scaling up good practices. Participants in the meeting included 150 people from 27 countries representing governments, gender officers, NGOs, civil society and development agencies. A total of 13 good practices in girls’ education were presented. Other presentations included: systemic implications for scaling up and mainstreaming; national perspectives on issues of concern to governments relating to scaling up and mainstreaming; and country action plans on scaling up and mainstreaming selected good practices. As a result of this meeting, Kenya and Tanzania are already taking steps towards mainstreaming and scaling up good practices in girls’ education.

SCALING UP GOOD PRACTICES IN GIRLS’ EDUCATION Actions by governments and agencies in the past five years have created both the climate and the structures for more rapid progress towards meeting the EFA target and the Millennium Development Goal of gender parity and gender equality in basic education by 2005. The due date is at hand, and in view of the urgency of meetingthegoal,FAWEtooktheleadinorganizingapolicyconsultationwithintheUnitedNation’sGirls’ EducationInitiative(UNGEI)toexplorestrategiesforscalingupgoodpracticesingirls’educationinsubSaharan Africa. The organizing partnership for this meeting included the World Bank, UNICEF, UNESCO, the Commonwealth Secretariat and the African Development Bank (AfDB). Other participants were the DepartmentforInternationalDevelopment(DFID),IrishDepartmentofForeignAffairs,theRockefellerFoundation, the Canadian government, Netherlands Ministry of Foreign Affairs and the UK Commission for Africa.

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ParticipantsincludeddirectorsofplanningandofficialsinchargeofgenderfromMinistriesofEducation in27countriesinsub-SaharanAfrica,representativesofthecivilsociety,andNGOsincludingPlan International, CARE International, CIEFFA, ANCEFA, ERNWACA, along with the Association of African Universities (AAU) and the Association for the Development of Education in Africa (ADEA). The media through Communication for Education and Development (COMED) were present as well as representatives of FAWE National Chapters from 20 countries.

Manyinnovativeandsuccessfulinterventionswerepresented.Issuesidentifiedascriticaltoscalingup included:politicalcommitment;rights-basedandequity-orientedenvironment;socialmarketingstrategyto createreceptivity;rememberingthatgoodinitiativesforgirlsalsobenefitboys;partnershipsatalllevels; intensifiedhumanandfinancialresources;attentiontomultifacetedinterventions;andmonitoringand evaluationfrompilotbaselinetoscalingup.

TheConsultationconcludedwithallpartnersandparticipantsawarethat2005marksthefirststocktaking oftheeffectsofinterventionsundertakentoenhancegirls’participationineducation.Recommendationsfor the way forward covered several areas: • Mainstreamandscaleupgoodpracticesingirls’educationinexistingplans.

• Developcountryspecificandtechnicallyfeasiblemodelsforsystemicmainstreamingandscalingupof goodpractices.

• Supportrelevantexistingregionalorganizationsandnetworksengagedintheissue.

• Share outcomes of the workshops with policy makers to garner support for the mainstreaming and scalingupofgoodpractices.

Asforthepracticalquestionofhowtogoaboutscalingup,themainsuggestionsatthenationallevel includedconductingneedsassessments,identifyingappropriatestrategies,assessingresourcerequirements,implementingtheprojectinphases,continuallymonitoringprogress,reformingandrevisingwhere necessary,ensuringparticipationofallstakeholdersingirls’educationinitiativesanddefininggeneric frameworkstosuitdifferentenvironments.

Centres of Excellence: During the year, new Centres of Excellence got started at Dipeo Primary School in Burkina Faso and Mafinga High School in Tanzania – Burkina’s first and Tanzania’s third. These bring the number of Centres of Excellence to ten so far. Three Vision Workshops were conducted in Dipeo, Lufilyo and Mafinga.

Earlier in the year, a workshop on revisiting the COE Concept was done in Tanzania and was attended by representatives from all the eight COEs. In Kenya, the replication of COE at Athwana yielded fruits with an increase of enrolment of girls from 46 in 2003 to 102 in 2004 – an increase of 120%. In Tanzania, two COEs were replicated in Lufilyo and Mafinga.

Tuseme (Speak Out): The Tuseme approach to empowering girls continued to grow in influence to encourage girls to speak out on matters that affected them as well as show what they were capable of achieving. In Rwanda, the Chapter presented the Tuseme process to more stakeholders, to university women student associations, and clubs. They organized National Student Festival on Girls’ education and decided to include primary schools in the programme. The Chapter trained 19 teachers to facilitate Tuseme program in 19 schools in Gisenyi and Kigali Ngali provinces, besides a two-day training workshop. In Tanzania, a Tuseme sensitization workshop for five primary schools surrounding Mgugu COE was conducted in June. As a result of serious consultation with the chapter, the Ministry of Education and Culture decided to scale up Tuseme in all secondary schools in Tanzania and COE in 50 schools.

This is included and budgeted for in the secondary education development programme 2004 – 2009.

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Part Two – Country Reports Burkina Faso Policy A key activity here was preparation for and dissemination of the analysis of EFA and national education plans to all the stakeholders, including the gender focal points and EFA Taskforce. The chapter documented their best practices and established a functional partnership with the Ministry of Education following a meeting attended by other 30 beneficiaries. A follow-up meeting with the ministry covered the status of the EFA plan in the chapter, mainstreaming gender into the plan and the chapter’s involvement in EFA. The chapter organized a workshop on the development of the curriculum for non-formal education centres. They later participated in a meeting with the Minister for Basic Education that addressed the elimination of illiteracy among girls, while targeting the impact of activities undertaken to accelerate girls’ access to school. A training of trainers workshop was conducted to enhance good governance and establishment of high schools and professional centres. UNICEF organized an exchange visit aimed at adopting a minimum package of positive steps needed to accelerate girls’ education. The chapter fully participated in this event, as well as a workshop that addressed the detailed case studies of three innovative experiments undertaken earlier. This workshop, organized by the International Centre on the Education of Girls (CIEFFA), selected one satellite school as the best case.

Advocacy The chapter organized a membership forum, updated the advocacy and policy directions on girls’ education, and conducted a complete count of the status and kind of establishments supporting girls’ education. A total of 600 persons participated in the community sensitization meeting. For UNICEF and FAWE supported and participated in a massive campaign on girls’ education that led to an enrolment of 32,106 girls in Primary 1 and enabled FAWE to reach nine provinces with many poor girls. They also visited 16 schools of Komandjari Province where they distributed school stationery and Tshirts to all the girls there.

Training on gender issues was conducted for headmasters of surrounding schools, the critics and the godmothers of 15 establishments.

Information documents on girls clubs were published, as were posters to sensitize communities on the fight against HIV/AIDS. The 2004 FAME Award was organized and presented. The chapter also

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conducted key research in a number of areas, from the problems of girls’ education, girls’ schooling in Burkina (statistics, rate of schooling), and gender and education to NGOs and their contribution in development and the promotion of girls and women.

Other research looked at formal education in the reintegration of excluded girls, centres for children in difficulties and female education in SMT in Africa The chapter donated school stationery to ten best girls who performed well in the contest on excellence at the primary school in the provinces of intervention. They also gave prizes to the ten best former girls of the contest of excellence in secondary education in the scientific and technological disciplines.

Interventions The top priority of the chapter was to fight against dropout among girls through non-formal education of girls in difficult circumstances. They worked out and set up a programme of nonformal education to train these girls at local level in life skills, women’s rights and income-generating activities. As a result, 250 underprivileged girls were registered: 60 in the College’s Resource Centres in Ouagadougou and Bobo Dioulasso, 150 in Samandin and Nongremassom schools, and 40 with Tougan – a group that fights against the trafficking of domestic girls. OSEO and UNICEF finance these centres. Evening courses were organized and from these, 33 girls sat their certificate of primary education exams, with 25 of them passing very well. Of the 60 girls trained at the resource centre, 29 were attached in Ouagadougou and 26 in Bobo Dioulasso in aesthetics, electricity, car mechanics, masonry and hotel services. Another five girls were absorbed in their own workshop after receiving some credit assistance.

There are 30 girls’ clubs within the chapter with total membership of 2,500 members. The girls participated in the organization of days of excellence in scientific disciplines as well as in sensitization campaigns against gender violence and sexual harassment. Other achievements during the year included: sensitization campaigns on HIV/AIDS, reproductive health and technical studies for the girls; awareness meetings held to educate the girls on the importance of education, the dangers of forced marriage, women’s rights and value of scientific research; and encouragement of the girls to participate in income-generating activities.

The chapter awarded a total of 318 bursaries – 285 from EDDI while 33 from FAWE. In addition to the management of activities, the EDDI bursary project involved training seven members of the steering committee on simplified accountancy, plus training for 40 staff members and 15 godmothers. A training camp was organized where 13 bursary beneficiaries were trained on data processing

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Besides a science camp organized for 36 EDDI bursary beneficiaries, the chapter organized a workshop to train the godmothers on life skills, management of the FAWE clubs and techniques on group animation. As a result, a guide on the orientation of the godmothers on improving the girls’ clubs was developed. Following dialogue with the Permanent Secretary for Education, 32 girls were allowed to join BEPC and 29 re-admitted. The 3rd National Science Camp was held in August with a total of 36 girls participating.

Efforts to solicit funds for a literacy programme for 30 commercial women in Ouagadougou yielded support from a Swiss association that promotes non-formal education. The students study natural and social sciences, mathematics, and languages. A total of 58 girls were taught to read and write in Ouagadougou. 26 were assessed and 24 accepted. The chapter later received a request from UNICEF to implement the non-formal education programme in Sourou Province. This project is aimed at reducing child trafficking, which is rampant in this region.

Capacity Building A regional workshop for four National Chapters – Burkina Faso, Guinea, Mali and Chad – trained five chapter members who are currently replicating the Tuseme process. In addition, a forum on the theme “Nurturing the Effectiveness of National Chapters and Centre of Excellence (COE) module” reminded members and stakeholders of the contribution of FAWE and the COE module in enhancing access, retention and performance among disadvantaged girls.

The chapter participated in several other capacity building workshops. Key among these were a training workshop on policy analysis and curriculum development for NGOs and other active organizations in education; a workshop on the education of girls and women for the 2004/05 action plans (organized by the International Centre); training of 13 office members in advocacy techniques; and participation of two chapter members in the Ghana inter-chapter visit Partnerships The chapter’s main partners during the year included: Ministry of Basic Education and Literacy, UNICEF; OSEO, WILDAF (Women in Law in Africa); Peace Corps; The Association for the Promotion of NonFormal Education (APENF); African Professionals’ Association of Communication (APAC), Federation of Women Lawyers (FIDA), Ministry of Secondary and Upper Education and Scientific Research.

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Burundi Policy 2004 was an important policy year for FAWE Burundi. The chapter lodged a memorandum of understanding with the Ministry of National Education, and is optimistic that this document will be duly signed to initiate an even more aggressive campaign for girls’ education. Participation in the Evaluation of Beijing+10 activities was another major achievement, with the government commending the ensuing report. Still another highlight was being associated for the first time with the initiation and formulation of the UNFPA Country Programme. This marked an occasion to position the chapter alongside other traditional UNFPA partners, and especially to outline the activities for the chapter that may require technical and financial support of UNFPA. Among these were prevention of pregnancies among girls and the rehabilitation of girl-mothers in the schools.

UNFPA also requested the chapter to conduct a collaborative study to document best practices in ten provinces that are heavily affected by teenage pregnancy problems. The results of this study are expected to contribute significantly towards addressing girls’ education challenges. In addition, at the request of the government, FAWE Burundi took part in the validation of the National Gender Policy. The documents include “A Training Guide for Social Oganizers on the Study on Stigmatization and Discrimination of People Infected or Affected by HIV/AIDS” and “A Study on the Relationship between Gender Inequalities and HIV/ AIDS Propagation”.

In June, FAWE/Burundi collaborated with the Ministry of National Education, with the support of UNICEF, to organize a workshop on diffusion of the results of three research studies: “Sociological Study on the Obstacles of Girls’ Education in Burundi”, “Study on the Identification of Gender Stereotypes Existing in the Primary School Environment”, and “Study on the Situation of Batwa Children”. A total of 110 participants, including representatives of the civil society and the media, attended the launch of these studies.

The chapter held its General Assembly in February at which five new members were elected to the Executive Committee. The meeting also analysed the management report and the financial statement for 2004, and proposed a coherent work programme for 2005.

Advocacy A variety of media activities pressed the advocacy programme forward. Regular working sessions with the media and the private sector informed journalists on the chapter’s work programme down to the grassroots level. The chapter participated in a workshop at

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the United Nations Information Centre in Burundi in April that addressed the role of the media in sensitizing the populations.

Other advocacy activities were undertaken in collaboration with the Ndongozi newspaper, The Revival, School Radio Nderagakura, Agence Burundaise de Presse (ABP), Radio Isanganiro, RPA, Radio Culture, and Radio Bonesha FM. Broadcasts by the Nderagakura School Radio and Ijambo Studio, RTNB, highlighted chapter activities in the fight against teenage pregnancies. The chapter also sent articles to other media houses for dissemination countrywide, targeting a wide audience, particularly young people and rural communities. Besides these, the FAWE Burundi Newsletter was launched.

With the help of the Embassy of Belgium, the chapter initiated a two-year project on the launch of networks on the prevention of HIV/AIDS in 68 primary schools from four provinces. In addition, the African Girls’ Education Initiative (AGEI) Programme collaborated with FAWE Burundi to launch an aggressive implementation of programmes within the four provinces, which have high dropout rates among girls.

Interventions More than 70 participants working with teenagers were informed about the SARA communication tool in a collaborative venture with UNICEF and other partners. Booklets for teachers were prepared, tested in ten primary schools, and used for training 292 teachers (educational animators) and 292 peer educators. A modest grant from the chapter to the Stop AIDS club of Gisenyi College made it possible to reinforce the club in other schools through messages and sketches that encourage the youth to fight against this plague.

Partnerships The chapter took part in meetings and workshops convened by partners on education and gender. As a result of concerted efforts to mobilize funds, the World Bank, UNESCO, UNICEF, the US Embassy and UNFPA made pledges. Other donor partners are PNUD, ACORD and Action Aid. Besides, the chapter identified and honoured members who contributed to chapter’ activities. Among those honoured were universities, religious and political figures and civil society. The chapter initiated projects funded by NOVIB, UNESCO’s Primary Education Section, and UNAIDS.

Cameroon Policy All chapter stakeholders, local partners and various club members were represented at FAWE Cameroon’s General Assembly, which drew up a proposed action plan on re-entry of dropouts (due to pregnancy, fee defaulters, etc.)

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Advocacy To actively influence policy and the SMT training of girls, the chapter printed and distributed 500 calendars within the country.

The chapter also formed partnerships with local and international partners. Moreover, they took part in two meetings of decision makers at the national and international level, in particular the 2nd FAWE Donors Consortium held in Lusaka, Zambia, in February.

FAWECAM met with the World Bank for a dialogue with the Ministry of Education on the promotion of education within the disadvantaged areas of the country, and took part in the 19th edition of International Women’s Day on 8 March. 40 students joined the clubs in Yaounde. In the same way, the chapter submitted its demonstration of interest to take part in the World Campaign on Education. To this end FAWECAM was placed among the partners of this group.

Interventions Efforts to promote SMT involved supporting science clubs in schools. A working session was conducted with the aim of harmonizing the various action plans of science clubs proposed for eight schools. Moreover, the chapter supported the participation of the first five girls in the previous year’s national exams in the science camp in Senegal. The chapter adopted two modules on SMT: Girls’ Education Is Important: What Are the Obstacles? and Remedial Strategies on the Problems of Girls’ Education. The modules made it possible for the participants to establish the difference between gender and sex, to define the concepts of stereotypes that exist, to identify the obstacles or barriers to education of girls, and to put forward measures for alleviating these obstacles. Among the solutions adopted was the launch of FAWE clubs and the installation of a teachers’ office in one primary school.

A community sensitization meeting attracted local authorities, community leaders, teachers and parents for the launch of the Nkongmeyos III project. On the whole, 58 parents and 14 traditional and administrative authorities and community members attended and took part in the profitable debates on the problems faced by girls. This first activity made it possible to raise the main obstacles facing girls’ education in the locality. Among other things, the many cases of school dropouts and pregnancies were addressed and actions taken to encourage re-entry of these girl mothers.

The second phase of the activity involved the training of teachers and the launch of FAWE clubs. The training intended to enable the teachers to adopt non-discriminatory behaviour towards girls. The chapter also strove to create a framework that makes it possible for girls to express themselves more effectively and freely. A total of six teachers were trained on the topic: “Gender and SMT: The Case of Nkongmeyos III”.

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The chapter approached health education and the fight against HIV/AIDS through the FAWE Yaounde Clubs and educational talks marking International Women’s Day. Two Clubs of Mballa II and Essos College participated. The main topics covered included: the gender concept; knowledge about HIV/AIDS; and right behaviour needed by the girl/boy partnership in fighting against the plague. The chapter renewed its partnership with the Network for Adolescents and Youth in Africa (NAYA), and the Network of NGOs Concerned with Adolescent Reproductive Health.

Chad Policy FAWE Chad was another chapter that participated in the review and validation of its country’s EFA national action plan. They established functional clubs, advanced a community sensitization programme and conducted training on pedagogic interventions. The Chapter was involved in the preparation of the Chad Fast Track Initiative document as well as in the Global Campaign for Education as a leading member of the committee.

Advocacy The chapter strove to build consensus with the Ministry of Education to support girls’ education and build a financial base for girls’ education. The observance of National Week of the Chadian Woman organized by the chapter featured debates, songs, sketches and poems focusing on girls’ education. Key topics included Adolescent Reproductive Health (ARH), HIV/AIDS, early pregnancy, obstacles facing girls and the role of women in girls’ education.

Intervention FAWE Chad participated in the regional training of trainers workshop together with Burkina Faso, Guinea and Mali. The chapter has an active Girls’ Club.

Capacity Building The FATA Programme Officer was recruited and commenced work.

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Comoros Policy The chapter mobilized the executive committee to contribute towards girls’ education and to the creation of a steering committee to manage the activities implemented within the primary school education system.

Advocacy A public awareness campaign at the community level and in seven school establishments enhanced the knowledge of the communities about chapter activities and enlightened them on the value of educating girls. A sensitization meeting with students of Comoros University (at Moroni) was conducted. The chapter also created a subchapter club for Executives at Anjouan. A conference debate was conducted on the topics “The Education of the Girl” and “The Fight against All Forms of Abuses”. A theatre performance on the topic “To Educate the Girl” was also conducted. Through the media the chapter reached a large population of the community.

Classrooms were expanded and made conducive for girls. The local education authorities showed parents the value of girls’ education by disciplining those who sexually harassed girls and abused their children. As a result of this effort, OXFAM stepped out to support the community through a donation of USD 1,000 that was used in some development projects.

Intervention The chapter established a Girls’ Club in Ngazidja. Evening classes were held for girls taking “O” and “A” levels in the year. Debates were organized for the 8 March International Women’s Day celebrations.

Ethiopia Policy FAWE Ethiopia’s general assembly gathered a total of 70 Executive Committee members, subchapter members of the different regional states and other invited stakeholders for two days in Addis Ababa.

Most of the old EC members were replaced in the elections. Four of the seven newly elected EC members were from the Addis Ababa subchapter. The subchapter of Tigray Regional State also conducted its annual general assembly.

Advocacy The chapter distributed more than 7,000 exercise books to the 28 schools supported by the Ambassador Girls’ Support Programme (AGSP). During this ceremony, FAWE slogans and banners on girls’

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education were flown high. In addition, more than 200 file bags were distributed to the Technical Committees, Board members and Regional Education Bureau representatives in an effort to promote FAWE’s advocacy work. The chapter’s magazine, Timmar, was published, and to enhance media excellence in the country, the chapter began the process of awarding the FAWE Award for Media Excellence.

Interventions A special fund award from an NGO called BESO – facilitated by partner organization, PACT-Ethiopia and transacted through the chapter – saw Smart Arts Awards for HIV/AIDS presented to 12 selected schools with clubs that have contributed significantly in anti-HIV/AIDS campaigns. The awarded schools were picked from the regional states of Amhara, Somali and Afar. Nine of the selected schools were FAWE-Ethiopia managed AGSP schools while the other three were schools sponsored by two other NGOs working on education programme.

The bursary programme administered by the chapter maintained support for 1,380 girls, but the previous 28 AGSP high schools were condensed to 25 as a result of shifts of the scholarship students to a nearby academic college preparatory schools. The FAWE Regional office bursary grant supported 16 girl students in four new high schools. In collaboration with PACT-Ethiopia, the chapter conducted an annual work evaluation (wrap-up) seminar for the Technical Committee members of the 28 AGSP supported schools in September. A total of 140 participants were recorded. At the end of the seminar, Mini Media apparatus were distributed to the supported schools. A documentary film of the FAWE Ethiopia managed AGSP programme was completed.

The chapter observed Mothers’ Day on 20th May in a celebration at one of the schools with a girls’ club. Among the participants were the US Ambassador to Ethiopia, representatives of key Ethiopia partner organizations, parents, and AGSP and FAWE bursary beneficiaries.

FAWE Girls’ Clubs in five schools made significant contributions in enhancing participation of girl students in the various school clubs.

Key activities included girls’ empowerment, gender sensitization, and awareness raising among the school community and the surrounding population. The activities focused on fighting harmful traditional practices, promoting anti HIV/AIDS campaigns and inducing parents to send their girl-child to school.

Replication The chapter opened four additional subchapters, adding to the five opened in the previous year. An orientation on the goals and objectives of FAWE was presented, along with awareness raising on

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HIV/AIDS and difficulties faced by female students. The orientation also explored possible solutions for these problems.

Capacity Building A three-day training workshop on strengthening girls’ clubs was conducted for 120 participants. Following the workshop, a grant of US$5,000 was received from the FAWE Regional Office to cater for clubs at the five AGSP backed schools, which were selected as pilot projects for a period of three years. The Network of Ethiopian Women’s Associations (NEWA) conducted a two-day seminar on “Leadership and Gender”, while the chapter coordinator attended the 2nd FAWE donors’ consortium meeting in Lusaka, Zambia.

Gabon Interventions Six girls received bursaries from FAWE in a colourful award ceremony held at the chapter secretariat for students, parents, and girls’ clubs from different schools and education institution heads.

As a follow up from the first phase, a second phase of training gathered 60 girls in two high schools and four colleges of Libreville for three weeks of peer education. Through a series of lectures and other activities in partnership with specialists and leading medical doctors, the girls’ were informed of the gravity of the HIV/AIDS pandemic and its effects on the schoolgirl population. The emphasis of the training was largely on prevention strategies, as the chapter’s aim is to promote abstinence and behaviour change among the girls. Committees were set up for girls and women at the school level to kick off activities for the girls in school with the backing of the school management. UNICEF supported the peer training both financially and with other resources.

Advocacy The chapter collaborated with health personnel to conduct sensitization campaigns on teen pregnancies in the town of Port Gentil. The activities covered two primary and three secondary schools and reached a total of 653 girls. The school authorities have invited the chapter to visit the schools again in the next few months. The process of starting a chapter in this commercial capital has begun.

Sensitization campaigns also reminded girls and parents of the importance of education and the fight against HIV/AIDS. During these campaigns, girls are constantly encouraged to remain in school, which requires them not only to work hard but to also excel especially in the area of SMT up to university level.

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Partnerships In view of the changes that took place at the Ministry of Education, the chapter took steps to meet the new team so as to establish a strong partnership with it.

The Gambia Policy There were a number of occasions during the year for contributing to policy development. At the Annual Education Sector Review organized by Department of State for Education, the chapter presented a report and shared their experiences with other stakeholders. They also attended the West Africa Network for Peace Building regional consultative meeting where a proposal for networking was developed. Later in the year, a consultative meeting on the protocol on human and women’s rights was organized and a gender activism team established. FAWE was selected a member of this team. Preparation for the analysis of EFA and national education plans was made and results of the analysis shared with gender focal points and the EFA Taskforce.

The chapter launched a successful forum to increase membership, updated its advocacy and policy directions in girls’ education, and held its 5th General Assembly at the TANGO Secretariat. The new Executive Committee elected by the assembly immediately launched a campaign to solicit funds for the proposed FAWEGAM headquarters building. The members made pledges and donations amounting to US$30,000.

Advocacy The chapter recorded increased community participation in their activities and documented their best practices. They organized a vision workshop for members where action plans were drafted. In collaboration with UNFPA, they conducted the Population Day celebration in Tendaba and attended the opening ceremony of the Women’s Exhibition during the 22 July Anniversary. They accompanied others in the meeting of stakeholders at the Vice President’s office on the imminent locust invasion of The Gambia and donated US$ 67 (D2,000) towards the fight against the menace.

A meeting conducted with a visiting consultant at the United States Embassy devised the way forward on the EDDI scholarship programme for basic education.

Interventions The chapter increased its awareness campaigns and enhanced girls’ participation in SMT subjects through staff training. For example, two staff of the chapter participated in training on Centres of Excellence in Dar es Salaam. A situation analysis (strengths/ weaknesses/opportunities/threats – SWOT) of the chapter was conducted and a strategic plan for 2002–2006 spelt out. To increase

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access and retention, the chapter set up FAWE Clubs at Kalagi Upper Basic. This has widened the knowledge of girls on their rights.

A gender training workshop was held in Sambang Centre of Excellence. The immediate result of the workshop was a widened horizon of the teachers with respect to gender issues. It also led to a creation of a more gender sensitive methodology in the teachers’ teaching styles. The Centre’s infrastructure was improved with the construction of toilet blocks and a multipurpose centre. The SMT clinic for girls, held in Mansakonko, trained 76 girls on basic SMT concepts. Three new Mothers’ Clubs were launched in Lower River Division and provided with seed money to increase their income generation base.

Capacity Building Training of focal points on mentoring, report writing, and monitoring and evaluation was conducted. Through this, they developed a monitoring and evaluation framework for monitoring girls in schools.

Partnerships The chapter participated in the launch of the Organization of African First Ladies against AIDS (OAFLAA), as well as in the development of a Forum of Entrepreneurship and Informal Sector Development in The Gambia. They attended the meeting of the Alliance for Action on School Feeding, Health and Basic Education for the Sahel 2003–2015 Programme. They later took part in the training package organized by UNICEF on funding and disbursement criteria, while a meeting with Peace Corps developed a tracking system for the 2004 SMT programme. To enhance funds availability, the chapter attended a meeting of The Jammeh Foundation for Peace where they successfully lobbied for scholarships for six university girls earlier given two-year scholarships from EDDI funds.

Ghana Advocacy To influence policy, the chapter organized an advocacy workshop to introduce the Winrock International supported project, CommunityBased Innovations to Reduce Child Labour through Education. The activity involved educating communities about the negative effects of child labour and strengthening commitment to formal education for all.

The chapter succeeded in building public awareness and consensus on the social and economic advantages of girls’ education through advocacy. They achieved this through preparation of instruments to undertake baseline studies for the Integrated Community-Based Pilot Project to Reduce Child Labour through Strengthening of Formal and Non-Formal Education in the Nsaba Educational Circuit.

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Interventions To undertake and support experimental and innovative demonstration programmes to increase girls’ participation in education, the chapter organized a review workshop for trainers of peer educators for HIV/AIDS and the training of trainers for peer educators in adolescent sexuality development. After the training, the resource persons and peer educators were able to review activities already implemented and to chart a way forward. In addition, a group of Junior Club members were trained to record songs for use as advocacy jingles for HIV/AIDS, streetism and child labour on radio.

To build its own organizational capacity to implement programmes that promote girls’ education, the chapter held meetings with resource persons to discuss internal monitoring reports for follow-up remedial at the grassroots level. They also conducted training of three FAWE Ghana staff in radio broadcasting at Radio Broadcast Development Foundation. The trained staff are ready to operate the FAWE Ghana FM station.

FAWE Ghana hosted the second inter-chapter visit for the year for six National Chapters (Burkina Faso, Gabon, The Gambia, Guinea, Mali, Togo) on 19–26 September. Each chapter had two representatives. The visit acquainted participants with the decentralization of the host chapter activities and its approach to advocacy, with the idea of possible replication within the visiting chapters.

Partnerships The chapter established strong partnerships with a number of donors and managed to raise US$24,758 for their activities. The main donors included Winrock International (USA), Rockefeller Foundation, and Ghana AIDS Respond Fund (GARFUND). Discussions were held with UNICEF-Ghana regarding support for FAWE Ghana chapter activities. As a result of this, a memorandum of understanding was prepared and is ready for signing.

Guinea Policy FAWE Guinea participated in policy dialogue a National Taskforce to follow the recommendation of the forum on girls’ education. In addition, the chapter took part in various forums on girls’ education including policy consultation on scaling up best practices in girls’ education. They also organized the global campaign on EFA activities in Guinea, participated in UNICEF Initiative on accelerating girls’ education, and joined in the forum on Millennium Development Goal (MDG), FTI and EFA.

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Advocacy The FAWE Guinea chapter advocacy agenda received a fresh impetus to its activities in 2004. The chapter moved rapidly to award the Agathe Uwilingiyimana Prize for the third time. This year the prize was given to AGUIS – the Association Guineen d’assistance souale for its work in promoting girls’ education. In addition, FAWE Guinea participated in the International Women’s Day and World AIDS Day celebrations. The chapter also produced advocacy materials, newsletters, calendars and T-shirts for its advocacy campaigns.

Intervention Through the bursary scheme, the Chapter was able to support 16 girls this year. The girls will be supported to the end of the cycle. In addition, the chapter’s girls’ clubs in five schools received support for their activities (US$ 1,000 each).

Regional training of trainers on girls’ empowerment (Tuseme): FAWE Guinea played host to the regional training of trainers’ workshop, which brought together participants from four countries (Burkina Faso, Chad, Guinea and Mali). Seven participants from Guinea participated in the workshop. The Tuseme programme is being expanded to 5 schools in each country.

Inter Chapter visit to Ghana: FAWE Guinea participated in an interchapter visit to Ghana during which National Chapters shared their experiences in programme implementation. FAWE Guinea is incorporating the lessons learnt from Ghana in strengthening its regional chapters.

Capacity Building The FAWE Guinea Chapter benefited from the FAWE Attached Technical Assistance Programme. A block grant from the Regional Secretariat supported capacity building activities such as

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strengthening the regional chapters. A capacity building workshop was held for 80 members from the regions this year. The chapter also held its general assembly and elected a new executive committee. In addition the chapter recruited a new Coordinator and moved to a more spacious and secure office location.

Kenya Policy FAWE Kenya’s policy dialogue has been enhanced this year with the Chapter’s participation in various policy forums. These have included participation in mainstreaming gender in the EFA Action Plan as well as in the development of the Sessional Paper on Education. FAWEK also spearheaded the launching of the UNGEIKenya Initiative in close collaboration with UNICEF and 70 participants of the civil society, government ministries. FAWE Kenya is now chair of the Girl-Child Network in Kenya. FAWEK has also highlighted the issue of sanitation for girls and led the campaign for a tax waiver on sanitary towels.

Organizational Capacity Building: The Chapter benefited from the FAWE Attached Technical Assistance Programme. The Chapter has since received two block grants under the programme. The Chapter has relocated to more spacious offices and improved its internal operation systems. They also developed a five-year strategic plan this year.

The chapter’s Biannual General Assembly convened during the year and elected a new Executive Committee whose inaugural meeting co-opted three other members to represent special needs within the chapter and to represent the media. As a quick means of influencing policy reform, the chapter documented its best practices for presentation at the Scaling Up meeting in June in Nairobi. Two practices were documented and published: “Addressing HIV/AIDS in Relation to Girls’ Education” and “Transforming an Ordinary School into a Centre of Excellence.”.

Advocacy The FAWE Award for Media Excellence was conducted, the second time FAWEK has presented the award. The search for candidates began in June and selection process was completed in November.

Likewise, the Agathe Uwilingiyimana Prize was launched in August. The chapter has short-listed five candidates and is conducting field visits for the final assessment. Media coverage helped publicize chapter activities. Both major daily newspapers covered several events such as the launch of FAME and the Agathe Prize, while four radio and television stations also gave the chapter extensive coverage.

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Three new branches were launched in three districts – Maragua, Embu and Nyeri. Various stakeholders and partners including provincial administration, religious leaders, opinion leaders and the media attended the launches. An aggressive awareness campaign organized in Central Province reached a total of 600 people. A partners’ meeting shortly followed this for 100 members.

The chapter used the celebration of International Women’s Day on 8 March to honour the top national primary and secondary examination girls from 2003. Awards included a cash voucher, a FAWE-Kenya T-shirt, a congratulatory letter and a success card.

As part of its partnership drive, the chapter conducted a capacity building workshop on Documentation and Report Writing. This was followed by a second workshop with Basic Education Fellowship (BEF) partners from Tanzania that aimed to evaluate the impact of BEF projects. The chapter also attended two meetings organized by the International Labour Organization in Kenya for education stakeholders. Other partners included MOE, UNICEF, UNESCO, UNGEI, Peace Corps, Elimu Yetu Coalition (EYC) and the Girl Child Network (GCN).

Demonstrative Interventions The Kajiado Centre of Excellence maintained its emphasis on reaching girls marginalized by early marriage cultural practices. A total of 31 girls rescued from early marriage received bursaries over the past year at the COE. The TUSEME Clubs participated in forums during International Women’s Day and the Day of the African Child, while guidance and counselling desk continued to operate. The school also played host to the visit of the board of the International Youth Foundation.

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Kenya’s second Centre of Excellence at Athwana registered a 121% increase in enrolment from 46 in 2003 to 102 in 2004. Teachers at the Centre were trained in guidance and counselling, which has resulted in improved relationships between students and teachers and increased motivation among teachers. Five students from the Centre participated in a Regional Science Camp in Tanzania along with students from Rwanda. An additional girls’ dormitory is now completed, ready for occupation for the next intake. Community support is evident in the construction of one classroom since the inception of the Centre and contributions to the construction of the dormitory. Clubs in the school are now operational. The COE hosted members of the FAWE Executive Committee during their visit to Kenya in November. Twenty girls received bursaries at the school this year.

Other bursary support went to eight girls in secondary schools for the full cycle. Besides, the chapter also sponsors 163 students through EDDI scheme.

MBEERE GIRL-CHILD EDUCATION PROJECT (MGCEP) – PHASE III CAREKenyahasfundedthisprojectforthelastthreeyears.Thekeyprojectactivitiesweretailoredto consolidateongoingactivitiesintheseventargetedprojectschoolsinSiakagoDivision,MbeereDistrict.The activitiesinclude: • Building the capacity of the project implementers and project teachers in assessment, M&E, guidance and counselling, and HIV/AIDS. • PurchasinglearningmaterialsfortheGirls’Clubssuchasstationeryandsupplementaryreaders.

• Strengtheningclublibrariesasawayofinculcatingareadingcultureintheschool.

• Providingseedgrantsforincome-generatingactivities.

• Monitoringandevaluatingactivities.

• Documentingtheproject.

Another major intervention was the strengthening of Girls’ Clubs.

FAWEK received a grant of US$5,000 to strengthen ongoing Girls’ Clubs in three primary schools and one secondary school in Thika Municipality and one from a low-income area in Nairobi. The primary schools were participants in FAWEK’s earlier project to establish HIV/AIDS peer counselling clubs. Major activities in this period included a situation analysis of the status of girls/gender clubs, training of peer counsellors, supplying materials for the gender clubs and development of action plans. Each school was expected to reactivate club activities and document the voices of the club/members. The clubs were expected to reach all in the school through drama, skits, debate, talk shows and peer counselling.

For the SMT Programme FAWEK worked with five schools. The year’s major activities included: site visits to focus schools to introduce the project, development and piloting of instruments for the baseline survey, conducting the baseline survey, and preliminary data collection and analysis.

The chapter received funding from the Rockefeller Foundation for the Sexual Maturation and Hygienic Menstruation Practices

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project, which entered its second phase with a focus on creating awareness on the impact of sexual maturation and menstruation on adolescents’ learning processes. Formal training using advocacy materials was conducted for all teachers in targeted schools, school committees, representatives of the parents’ body, and boys and girls. The activities included the development of a training of trainers manual and subsequent training workshops for a total of 20 teachers from ten schools in Nairobi and Bondo District. The trained teachers later conducted two-day trainings for other teachers and 30 parents per school. All the members of the school committees as well as parents were trained.

Liberia Advocacy A total of 50 media personnel were trained and sensitized on strategies for raising awareness among the community. The chapter is supporting 15 schools through training and the creation of a girlfriendly environment. The chapter hosted an awareness workshop for students, teachers, and school communities on HIV/AIDS. Interventions The chapter’s proposal for a bursary scheme was funded by the FAWE Regional Secretariat. Components of the bursary include tuition, uniforms, teaching and learning and materials, and the sanitary needs for the girls. Other activities included the establishment of girls clubs and health clubs as well as the identification of female counsellors at the schools. Basic learning and teaching materials were provided. FAWE Liberia activities also include the training of girls in adolescent reproductive health and hygiene management and efforts to get girls who dropped as a result of the country’s crises back to school. Target groups in the sensitization campaigns include parents, communities, and girls and boys themselves. In a bit of cross-chapter fertilization, FAWE Liberia uses the FAWE Ghana video advocacy tool, “Broken Chains”, in its advocacy campaigns.

Malawi Policy To influence policy reform, FAWE Malawi sat on the EFA Taskforce where the curriculum review of the Education Act was advanced.

They participated in sensitizing government ministry officials on the need for implementing gender-sensitive policies (for example a reentry policy), as well as in monitoring government expenditure on education through the Civil Society Coalition on Basic Education.

During the year, the chapter conducted consultative meetings with three district education management teams to introduce FAWEMA

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and brief the teams on the SMT project the chapter intended to initiate in Mwanza District in collaboration with the Ministry of Education.

The chapter’s 2003 AGM was held in January and new office bearers in the executive committee (EC) and board of trustees were elected. The task force groups were reactivated and action plans for 2004 developed.

Advocacy The Global Campaign for Education Week that the nation hosted in April 2004 was an opportunity for the chapter to join other civil society organizations to press for better education for Malawi’s children. Preparations for the event included meetings with partner organizations to develop the programme for the week around the theme, “Children Missing Out Education”.

Membership mobilization continued through awareness meetings in primary and secondary schools in the central and northern regions of the country. In the northern region the awareness campaigns were conducted by the district education management teams earlier sensitized on FAWEMA through the networking meetings of the chapter as well as through joint review meetings with Ministry of Education officials. Chapter membership has increased from 80 to over 220. Twenty members were registered in November alone.

FAWEMA GIRLS’ CLUBS Mzuzu University: Mzuzu University FAWEMA Club is very vibrant, with 56 active student members and 10 staffmembersdespiteitsgeographicalisolationfrommoredevelopedpartsofMalawi.Itholdsregularclub meetings and has conducted three outreach meetings. During the last semester of the year, they invited a gynaecologist from Mzuzu Central Hospital to give a talk to club members.

Nyambadwe Lions FAWEMA Club: This club has gained popularity especially since the club members conductedaneducationaltourtoMalawiTelevisionoffices.Thegirlsmetwiththerolemodelswhomotivated themtoattainhighereducation.

Ndirande Primary School and St. Mary’s Secondary School FAWEMA Clubs: These two clubs, which arebeneficiariesofFAWEclubgrants,continuedtobeveryactivewithwideandgrowingparticipationfrom members. For example, St. Mary’s Secondary School FAWEMA club, located in Zomba, managed to procure aradiocassetteplayerandastillcamerathathavebecomeveryhelpfultoclubactivities.

Mponda School Science Club: Members of Mponda club, also known as FAWEMA Science Club, engaged inseveralactivities: • Paper recycling: Club members make paper pulp from waste materials collected from educational institutions and other government departments. They turn the pulp into chart papers, envelopes and exercise books that are useful during science lessons. They also use the pulp for making models such as a human heart, jaws and the digestive system, plus counters and geometrical shapes that are effectiveSMTteachingaids.

• Remedial lessons: Teachers within the chapter have been trained to handle students who are weak in SMT subjects.

• Cooperativelearning:Incooperativelearning,pupilsareputintoworkinggroupstopreparejoint assignments. The completed work is then presented for correction.

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The chapter also took advantage of its participation in the five-day CONGOMA week to present its activities. CONGOMA is an umbrella organization for all non-government organizations in the country.

The aim of the week was to bring CONGOMA activities to the attention of the public. Every NGO was asked to organize an exhibition.

Interventions A total of 110 district education managers, primary education advisors and teachers from 12 districts received training on childcentred and gender sensitive approaches. Another 80 school committees, school heads and youth from four districts were trained as HIV/AIDS educators. The chapter established and trained 100 “Mother Groups” at disadvantaged schools in counselling sensitization for community support for girls’ education.

Access grants from FAWE Regional enabled the chapter to assist girls’ clubs in five schools in the country. Most of these clubs were passive due to lack of resources, but have been reactivated and are doing well. Among the activities undertaken within the clubs are role modelling and awareness campaigns that have led to an increase in membership (currently 73). The chapter also hosted a seminar on peer education training as part of capacity building for its members and other invited youths from the National Youth Council (NYC) and Eye of the Child. The two-day training covered sexuality and reproductive health, youth guidance and counselling, and voluntary counselling and testing (VCT). A total of 70 participants attended, including key facilitators (see box for other clubs).

A guidance and counselling workshop served seven teachers, along with 15 students trained as peer counsellors. Some of the major subjects covered were adolescent psychology, gender and science, guidance and counselling, and science for development. The workshop was an eye opener for both teachers and students who are in leadership positions in the club.

Capacity Building A four-day training of trainers workshop equipped 24 primary school head teachers to impart gender sensitive teaching and joyful learning skills to other teachers in their schools. Following this training, 240 women and 12 village headmen from the established mother groups were trained.

A one-day workshop was also held to develop a question bank for SMT that would be used to formulate monthly tests for competitions for both primary and secondary school pupils. Participants comprised primary and secondary school teachers.

A two-day workshop on cooperate governance and leadership for executive committee members, taskforce leaders and secretariat staff was also conducted. A further one-day capacity building

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workshop on strategic planning was held. The workshop was funded

by Open Society Initiatives for Southern Africa (OSISA) and aimed at finalizing the capacity building process that started last year in Mangochi. In addition, the chapter conducted a three-day training workshop on proposal writing for ten national executive committee members, six taskforce leaders, five staff and six FAWEMA members from the north and central regions of the country. After the workshop the members and taskforce leaders embarked on the exercise of finalizing the OSISA funded capacity building strategic plan.

Replication and Mainstreaming To influence scaling up of best practices the chapter focused on FEMSA interventions in some schools; translated and distributed 7,800 copies of Sara comics in primary schools of 12 districts; and facilitated formation of clubs at Chancellor College and Mzuzu University, one secondary school, and three primary schools. The chapter has established subchapters in one of the two zones in Mwanza district to enhance implementation of SMT subjects for primary and secondary school girls. A one-day workshop organized for science teachers in the zone resolved to form taskforce committees responsible for open days for science activities and inter-zonal education visits.

Partnerships The chapter conducted an orientation visit for some of the main donors, UN agencies and working partners in the country. The aim of the exercise was to introduce the chapter’s new set up and activities to the donors. The partners were greatly helpful as they gave the chapter useful hints on project implementation and reporting. The chapter has enhanced donor relationships through relocation to an accessible location (Lilongwe). The chapter has so far managed to receive grants from its key donors – UNICEF, DFID, OSISA, CARE Malawi and the FAWE Regional Office.

Mali Policy Throughout the year, FAWE Mali influenced policy reform through a series of activities: revisiting and revising the curriculum on gender issues; serving on the national committee on the advancement of EFA; holding a gender census according to the plan of action; and contributing towards the development of a manual to be used within all the non-formal education sectors. The manual, for both students (instruction book and workbook) and teachers, has been printed and disseminated. The chapter has a good relationship with the Ministry of Education and is in the process of obtaining a memorandum of understanding. The chapter is also part of the EFA Technical Committee, the only agency or donor partner to be on this committee.

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Advocacy Advocacy efforts included Girls’ Education Day, which attracted over 1,000 girls and was covered by TV, radio, and local and international newspapers. For the Pan-African Women’s Day observances, chapter members conducted a campaign with the theme of Girls’ Education. They collaborated with the media in the organization of radio talks and TV programmes besides organizing a monthly TV competition where best students from selected schools received prizes. In collaboration with UNICEF, a workshop was organized in September to document the national policy for the support of girls’ education, followed by two education days to influence all policy makers and key personnel within the government to advance girls’ education initiatives. The chapter actively coordinated radio and TV talks, for a total of three radio talk shows and one TV debate on access, retention and performance. Themes included girls’ performance in science subjects, adolescent reproductive health, pregnancy and early marriage.

Interventions Some 45 children (grades 1–6) from low-income families received bursaries that enabled them to enrol in school. The effort of supporting these disadvantaged girls drew FAWE Mali a certificate of commendation from the government and has received such publicity that both the Ministry of Social Development and Ministry of Education have taken the idea to scale it up. The Office of the First Lady has also started a Children’s Foundation that supports over 2,000 disadvantaged children.

The Makandiana Vocational Centre, which provides vocational and literacy training, currently has 180 girls, distributed in three cohorts of 60 students aged 9–15 years. The chapter started the centre to address the threat of high levels of illiteracy among Malian girls and women. Another empowerment scheme developed by the chapter is a cooperative society for Makandiana women.

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The 154-member society has been a very strong and active supporter of the Makandiana Centre. For example during the year, they contributed 5 million Malian CFA (US$10,000) towards the development of the Centre. Members of the cooperative (154 members) received a cheque of US$2,000 to support them in their activity of credit saving.

The chapter attended the regional training of trainers on girls’ empowerment held in Conakry in May. In December, the chapter held a TOT Tuseme workshop at Niomi School in Bamako as a basis for spreading the clubs to five schools.

Girls’ Clubs operate in five schools within the suburbs of Bamako.

The activities include role modelling, girls’ education day and open days on various topics like women’s rights. During the year, the clubs held an open day on the subject “HIV/AIDS” for children from all the other clubs.

Within the SMT framework, the chapter organized a major science workshop in October to commemorate the fourth Girls’ Education Day in the country. Participants included senior education personnel, teachers, partners of the schools and several pupils – over 1,000 people including at least 60 education personnel. The theme of the workshop was “Girls and Sciences: Challenges and Opportunities”.

Demonstrations mounted by girls participating in the workshop included an electrical current assembly (in series and parallel); the effects of electrical current (calorific, magnetic, mechanical and chemical); the action of calcium carbide; simple molecules and isomer molecules in chain, function and optical positions; and manufacture of banana flavour and food syrups. A computer room for data processing was opened during the workshop. The aim of this was to initiate the 7 to 14-year old girls into computer basics and to show them the various parts. Another feature of the workshop was the opportunity for girls to meet with role models – women scientists, engineers, professors, directors of industrial structures, etc., who exchanged their experiences with the girls.

Replication and Mainstreaming The chapter was also represented in the Policy Consultation on Scaling up Good Practices held in Nairobi.

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Mozambique Policy A subregional meeting on EFA was organized in collaboration with the Mozambican Network on EFA (MNEFA) as well as a week of action on EFA. In December FAWEMO organized its General Assembly and took the opportunity to review its constitution and the specified roles and responsibilities of the Board, Secretariat, National Coordinator and members. The FAWE/DFID midterm review was organized.

Advocacy An advocacy plan was developed and submitted to OSISA and DFID for resource mobilization. The FAWEMO strategic plan was launched in four provinces.

Interventions In September, FAWE Mozambique contracted an expert to conduct a baseline survey in six schools (three each in Nampula and Zambezia provinces). The aim of the survey was to determine the status of participation of girls in SMT in the last three years (2001– 2003). Data collection targeted access, retention, performance, availability of laboratories and equipment, and the availability of SMT teachers and learning materials. Several training workshops were organized on themes such as sensitization of parents on girls’ education and club activities; and terms of reference for clubs.

Parents, teachers, heads of schools, club coordinators, gender units and students were involved. Of particular note was a seminar on adolescent reproductive health in which 25 people from all the ten Mozambican Provinces and Maputo City participated. Finally, Girls’ Club activities in eight schools of Maputo and Cabo Delgado Provinces ranged from small vegetable gardens and sewing to football, cultural activities, theatre for development, and chats about gender issues and HIV/AIDS.

Namibia Policy and Advocacy FAWE Namibia is active in EFA planning and the national affirmative action plan process and attended a two-day stakeholders’ meeting on the review of the implementation of the Beijing Platform for Action. The chapter participated in the policy consultation on scaling up good practices. They also held their general assembly, participated in radio talks and shows, and produced the chapter newsletters, T-shirts, bumper stickers and pamphlets.

Interventions FAWENA’s bursary programme supports 105 girls throughout the country. To achieve this, the chapter received support from the EDDI/USAID Ambassadors Scholarship Programme as well as from

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FAWE Regional Office. The bursaries cover school fees, computer classes, school uniforms and related expenses, examination fees, and stationery. The EDDI scholarship programme currently sponsors San and Ovahimba girls from seven schools around Namibia. In addition, the guidance and counselling services in the school were strengthened with specific emphasis on addressing HIV/AIDS. The services also included motivation and career guidance.

An annual girls conference sponsored by FAWENA encourages and empowers girls from marginalized communities in their education.

In May a total of 46 San girls from five different schools participated in the mentoring programme. They interacted with Namibian organizations and worked together to address issues such as HIV/ AIDS, early marriage, poverty and reproductive health. In cooperation with the FAWE initiative to support girls to speak out, the chapter funded and assisted five schools in their endeavour to organize and run their clubs. Training for both teachers and learners focused on what was called the “good grief club”, to explore gender related attitudes and assumptions. As a result of this club, there was a recognizable change in general attitude, performance and class participation especially from girls.

A three-day gender sensitization workshop was held in March for the Centre of Excellence teachers. The teachers drew up an action plan to tackle problems on girls’ performance, attendance, parental involvement and teacher/student relationships. Among the strategies adopted to promote community sensitization and active participation efforts was to oblige parents to check and sign their children’s books.

Nigeria Policy The fifth annual general meeting of the chapter was held in Akure, Ondo State, on the theme “Protecting the Girl-Child from HIV/AIDS through Education”. Students and staff from seven schools attended, as well as delegates from the FAWE Nigeria state chapters. The Action Aid/Commonwealth Education Fund supported the meeting. Various projects were undertaken to achieve the objectives of EFA with the idea that life is a continuing learning process, and the process must begin early in order to have the desired impact.

Advocacy International Women’s Day was celebrated on 8 March in collaboration with the Zonta International Club of Lagos, Women Law Development Centre Nigeria, and AAWORD Nigeria with a seminar at Queen’s College, Lagos. Two guest speakers and six girls secondary schools were invited.

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Interventions In collaboration with the Peace Corps Nigeria Alumni Foundation (PCNAF), a US-based foundation, FAWE Nigeria presented scholarship awards to six needy girls, one from each geo-political zone of Nigeria for the final three years. The scheme began with the 2003/04 academic session and the chapter has nearly concluded the processing of the 2004/05 awards. The chapter is poised to give out 12 scholarships; five of these will be sponsored by PCNAF while the remaining seven girls will be sponsored by FAWE Nigeria for the next three years.

Partnerships FAWE Nigeria is a member of the Civil Society Association for Education for All (CSACEFA), and collaborates with UNICEF for the actualization of the EFA goals. As noted, the chapter anticipates further collaboration with the Peace Corps Nigeria Alumni Foundation for the next three years.

Rwanda Policy Issues on girls’ education continue to feature highly on the Rwandan Ministry of Education’s agenda. This is due in no small part to the efforts of FAWE Rwanda, which has increased awareness and consensus on girls’ education, helped identify key issues, and enhanced focus in the planning of girls’ education in the country of Rwanda. In addition, a girls’ education perspective continues to be voiced in various forums in the country. The chapter helped finalize the 2004 implementation plan. It also participated in the joint midterm education review by a number of MOE donors that included the World Bank, DFID, UNICEF and Sida.

The chapter also worked closely with the Ministry of Gender and Women’s Development, meaning that girls’ education now features highly on the priority lists of both MOE and Ministry of Gender. The national coordinator of the chapter is also a director with the MOE and as such participates in all the ministry’s weekly managerial and policy meetings. This contributed to the successful lobbying with MOE to nominate the coordinator as a director on the board of the Rwanda Development Gateway Foundation (RDGF). This is an organization that promotes information and communications technology (ICT) in education and is based in the MOE headquarters. RDGF promised to develop a website for the chapter, which has since been effected – www.fawerwa.org.rw The chapter participated in numerous workshops, one of which was organized by the Ministry of Gender and Women’s Development in conjunction with UNIFEM and the Rwandan Women’s Caucus.

Partnership with UNICEF has widely promoted girls’ education and created awareness on the overall need to educate the girl-child.

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People are now able to observe the gaps with more partners coming in to help promote the chapter’s activities.

Advocacy FAWE Rwanda aimed at building a strong national and international network to address gender issues in Rwanda. Several meetings were held with key partners, including DFID, Sida, UNICEF, EDDI, the US Embassy, CIDA, Christian Aid, PROFEMME and PACFA, to coordinate actions in girls’ education while also making relevant contacts with the MOE to realize the same strategy.

A successful national festival with the theme Science and Technology for Girls gathered 37 schools countrywide.

Subsequently, the chapter published and distributed a newsletter, brochures and posters on the same theme.

The Rwandan First Lady led a massive campaign on girls’ education, with the chapter playing a central role and the chapter coordinator sitting on the technical and organizing committee. Various prominent women in both the private and public sectors including parliamentarians, scientists and directors of various firms served as noteworthy role models during the festival. The chapter chair and a student from FAWE Girls School were among panellists who discussed girls’ education. Other panellists included respective ministers of education and gender. The campaign also involved partners like UNICEF, MIGEPROF. MOE, PROFEMME, PACFA, women parliamentarians, senators and directors.

In collaboration with the World Bank and the Global Nomads Organization, the chapter organized and conducted a video conference with the chapter’s Centre of Excellence, on one hand, and several schools in the USA on the other. This exposed girls to advanced technology in communication and opened new horizons as some established contacts with their newly found American friends.

A documentary film on best practices and interventions was supported by UNESCO to promote girls’ education. The documentary was later relayed to a vast audience during the international summit for ministers of education and other stakeholders in Geneva, Switzerland. Two girls from the Centre of Excellence also participated at this meeting. The documentary was produced and sponsored by the International Bureau of Education, an arm of UNESCO based in Geneva, Switzerland.

The chapter published and distributed a booklet about Dr. Mamphela Ramphele’s landmark visit to the FAWE School. It also published the EDDI scholarship recipients, updated the FAWE Rwanda brochure, held a mentors workshop and produced its quarterly newsletter. To increase the visibility of issues of girls’ education and chapter activities, the organization has continued to produce and air radio programmes twice per month. The chapter

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has at the same time introduced the latest accounting software to facilitate its financial reporting and systems management.

Universities The University Women Students Associations in Rwanda remain valuable allies. During the year, the chapter worked with universities to create a conducive atmosphere for girls in higher education, among other things advocating for affirmative action in science disciplines at Rwandan institutions of higher learning. It is also working closely with women students associations in the country’s universities through mentoring and role modelling activities in secondary schools.

Interventions The chapter solicited funds to expand the Centre of Excellence programmes. As a result, two more dormitories and two toilet blocks were built through FAWE Secretariat’s support. The MOE pledged to build one toilet block and the FAWE Regional Office contributed science books worth US$10,000. The chapter facilitated the twinning of FAWE Girls’ School with schools in Canada and USA. This helped expose the girls to various key facets in the local and international arena including relations with different cultures and exposure to new technology like tele-conferencing.

An SMT training and gender sensitization workshop was held for teachers, ministry officials, the entire staff of FAWE Girls’ School, two teachers from each of the five schools around Kigali city and prefects from FAWE Girls’ School. The workshop imparted skills for handling gender issues in science and technology and knowledge on measures to encourage girls to pursue the subjects. Specific strategies and commitments were taken to improve the teaching of girls in science fields. The State Minister of Education, an acclaimed woman scientist, served as the consummate role model.

Other activities included talks among girls on academic expectations, discipline, health issues, and civic and social responsibilities, as well as a two-week training of two teachers in information technology at the Kigali Institute of Science and Technology with funding from World Link. The chapter further lobbied for the training of an extra 15 teachers with sponsorship from the Rwanda Development Gateway Foundation.

To enhance its Tuseme (Speak Out) Programmes, the chapter organized a National Student Festival on Girls’ Education and decided to include primary schools in the programme. A two-day workshop was conducted to train teachers on Tuseme processes and activities for them to begin TUSEME junior clubs in 19 pilot primary schools. The chapter also updated the Tuseme manual, facilitated the preparation of a gender manual for use by teachers in schools and managed to renew the Nabo ni Abana project with UNICEF. This project targets primary schools though the Tuseme programme.

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The chapter set up guidance and counselling mentoring systems in schools, and organized workshops and identified mentors for the African Education Initiative (AEI) scholarship programme. It has already trained 96 university women students on guidance and counselling. They are expected to mentor girls in 48 secondary schools. Another 20 mentors were trained on crisis management in a one-day workshop to enable them to settle and counsel Burundian refugees in Kigali, Ngali and Butare provinces. A meeting with head teachers from 48 secondary schools discussed girls’ performance and management of scholarship programmes.

Bursary Bursary grants from the FAWE Secretariat enabled the chapter to support a total of 13 girls.

Capacity Building The chapter aimed to streamline its governance structure by holding regular executive committee meetings, participating in national and international meetings, and ensuring continuing interaction with FAWE Regional headquarters, MOE and other partners. Many training courses also helped enhance chapter capacity. DFID provided some funding for capacity building.

The chapter’s annual general assembly met on 26 August with the aim of mobilizing more members and strengthening its working relationship with women university students through their associations. The assembly also brought together stakeholders from various prefectures and teachers from several secondary schools with the aim of decentralizing the activities of the organization.

Partners The activities of FAWE Rwanda were made possible by the support of its partners, who included MOE, DFID, Sida, UNICEF, MIGEPOF, UNIFEM, FAWE Regional Office, ORINFOR, CIDA, Cisco Learning Institute, Voluntary Services Overseas, and Christian Aid.

Sierra Leone Policy The Freetown Branch with support from Action Aid conducted a series of workshops on Sierra Leone’s poverty reduction strategy paper. The draft PRSP had a whole chapter dedicated to women’s issues. FAWE was called upon to carry out sensitization workshops on the importance of this document. A one-day workshop to prepare for this function was held at the Secretariat for staff and the community on training of trainers and participatory learning.

The chapter successfully held its 5th General Assembly on 21–23 March 2004. Twenty-four senior secondary school girls were awarded the Scholastic Excellence Scholarship. One of the

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recommendations at the General Assembly was to decentralize the national administration of FAWE-Sierra Leone. Acting on this decision the chapter appointed four regional supervisors from the national executive officers to serve the FAWE branches within their area of operations. Terms of reference for these officers were drawn and work commenced.

Advocacy The chapter advocated strongly for the cessation of violence against girls and women, collaborating closely with the Family Support Unit of the Sierra Leone Police and other human rights based groups to sensitize communities on the prevention of sexual and gender-based violence. Ten branches took part in different discussions.

Sensitization on the importance of girls’ education continued to be emphasized in all the branches. HIV/AIDS awareness was included in the curriculum of the skills training centres and schools. Children in Crises (CiC)/FAWE HIV/AIDS Unit conducted interviews for trainers on HIV/AIDS awareness to train community members and teachers in Kissy – Freetown Rural East and Kambia in the Northern Province.

Ten branches took part in different discussions highlighting the work of FAWE in their localities and how girls and women have benefited from FAWE’s programmes. National executive officers, members of FAWE Peace Club in schools and beneficiaries of FAWE also took part.

Interventions The Koidu Centre’s first graduation ceremony, held on 19 April 2004, saw 26 graduands in tailoring, gara tie-dyeing and masonry. Four other girls’ training centres have been opened in Koidu over the last three years. The skills training centre was transferred to a village 12 miles from Koidu town that had no facilities for girls’ education. The Secretariat still awaits Ministry of Education, Science and Technology approval of funding for FAWE’s educational institutions.

The Penina Skills Training Centre-Kabala, named after Prof. Penina Mlama, was opened on 13 June 2004. The centre has registered 150 learners in a variety of skill areas: tailoring (92), agriculture (35) and masonry (23). All learners also receive basic literacy and numeracy training, group and individual counselling, and information on reproductive health. Besides the classes, the centre operates a crèche programme for 50 babies of the learners.

FAWE Sierra Leone’s educational programmes include pre-primary, formal and non-formal primary education and skills training. Two branches provided formal primary education, while pre-primary education for 238 children operated in four branches. Crèche services were available for girl mothers who are in educational institutions operated by some of the branches. The chapter continued its collaboration with the Kissy Grassroots Women Organization in the management of rapid education centres in Kissy.

Nineteen branches operate skills training centres in their various

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localities. In addition to craft skills trainees receive tuition in basic literacy and numeracy.

The national secretariat’s income-generating schemes are in full swing as a means to help fund its various programmes. So far five income-generating areas are operational with services available to the public. The Computer Training Programme offers a unique study in computing with a one-to-one use of a computer in a cool atmosphere. The Crèche/Day Care Service for babies and toddlers features a trained and qualified nurse and two nurse aides.

Defenders Hall, an all-purpose venue, is rented out for seminars, wedding receptions, workshops, etc. The Canteen, under the supervision of an experienced caterer, offers food and drinks to the secretariat staff and the public, while the Tailoring Unit produces school uniforms and street clothes for the public.

The Makeni Branch conducted psychosocial and trauma counselling workshops in six chiefdoms in Bombali District. The Moyamba Branch successfully undertook trauma counselling for 1,260 beneficiaries in Moyamba District with support from Plan-Sierra Leone. Tikonko Branch had a leadership training workshop targeting 50 beneficiaries, while the Port Loko Branch ran a six-week teacher training workshop for 70 non-formal primary education facilitators in the Port Loko District. The Koidu Branch carried out a genderbased violence workshop targeting 35 beneficiaries.

Partnerships The main partners for the chapter include Plan-Sierra Leone, UNICEF, Children in Crises (CiC)-Italy, DFID, WFP, FAWE Regional Secretariat, and branch activities/monthly subscriptions.

Swaziland Policy To influence policy formulation, planning and implementation in favour of quality education for girls, FAWE Swaziland (FAWESWA) ensured all research materials were compiled and submitted to the chapter offices. The six established girls empowerment clubs were an important part of this exercise, which led to a significant improvement in the girls’ skills in research, as well as documentation and communicating about the research processes and conclusions. Ten girls who completed school in 2003 were attached to the Swaziland Electricity Board whilst awaiting their school examination results. There is a possibility for some of the girls to acquire permanent training through the board and employment.

To influence replication and mainstreaming of best practices from the demonstration interventions into broader national education policy and practice, the chapter recognized the appointment of the

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minister of education as the first education minister to sensitize policy makers on the significance of girls’ education. The chapter also recognized the appointment of chapter members into key positions. For example, Professor Lydia Makhubu was appointed to the Senate and part of the country’s policy makers. The former FAWESWA Coordinator, Mrs. Thandi Shongwe, was also appointed a cabinet minister.

Advocacy A campaign to build public awareness and consensus on the social and economic advantages of girls’ education involved a one-day mentorship workshop organized in collaboration with Peace Corps Swaziland. Targeting the chapter’s bursary beneficiaries and featuring the US Ambassador as the guest of honour, the workshop provided a platform for the girls to work as a team and to think of what they can do as a group to help others. The main impact of the advocacy strategy was that more local communities were made aware of the support the chapter is providing to the girls especially now when the nation is faced with the plight of orphaned and vulnerable children. FAWESWA joined other educational stakeholders for an exhibition for all school leavers where school leavers were informed about FAWESWA activities and their role in the education of women and girls for development.

Interventions To demonstrate what works on the ground, the chapter organized a science camp where girls were guided through SMT extracurricular activities and presented with tokens and certificates of honour to the best performers in the SMT project. This has increased interest in being part of the FAWESWA empowerment clubs. Alongside the other two participating chapters one of the FAWESWA science camp expert facilitators also participated at the FAWE Zanzibar science camp.

Girls at secondary school received bursaries to complete a cycle of their education. The Minister of Education and the media made the official presentation of the grant. Five schools benefited from the Girls’ Club grant and some have identified projects to undertake.

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Tanzania Policy The Chapter acted rapidly on the ministerial request for the establishment of a third Centre of Excellence in the country. In addition, a meeting with the Director of Secondary Education in the Ministry of Education and Culture (MOEC) agreed on strategies for increasing girls’ performance in schools. Chapter members also participated in meetings with various stakeholders to address issues hindering girls’ enrolment in schools, such as re-entry after pregnancy.

Advocacy On the international scene the chapter participated as rapporteur of the Global Education Campaign on HIV/AIDS. They acted and still act as a member of the Steering Committee in the Early Childhood Development (ECD).

Interventions COE: A vision workshop was held in May at Lufilyo Secondary School, the second Centre of Excellence in Tanzania after Mgugu Secondary School. The workshop used a participatory approach, which calls for maximum participation of students, teachers, parents and civil society, to establish the vision for the centre. A total of 81 people took part in the exercise. Another vision workshop for the third Centre of Excellence – Mafinga High School – was conducted in October. The aim of the workshop was to develop a vision and an action plan for transforming the school into a COE. The Minister for Education and Culture opened the workshop. Other participants included parents, teachers, nonteaching staff, local community members, local government officials and representatives from the other Centres of Excellence in Tanzania.

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A Tuseme Sensitization Workshop for primary schools surrounding Mgugu Secondary School was conducted in June. A total of 74 students, teachers, parents and village leaders attended. True to the Tuseme process, the workshop aimed to empower the students to articulate and address matters affecting them. Personal development tools like speaking out, confidence building, selfesteem, critical thinking, leadership, decision making, and problem solving and other life skills were adopted.

The chapter currently supports 20 disadvantaged girls through its bursary programme.

Replication and Mainstreaming FAWE Tanzania committed itself to offer its partnership and support to the process of mainstreaming and scaling up Centres of Excellence and Tuseme. The chapter therefore organized a roundtable meeting with the Ministry of Education and Culture to follow up on this matter. As a result, the ministry decided to scale up Centres of Excellence in 50 secondary schools and TUSEME in all secondary schools. More to the point, funds for implementing the decision were included in the budget for the secondary education development programme 2004–2009.

Partnership FAWE Tanzania continued to work with strategic networks and partners, including Tanzanian Education Network (TEN), the Tanzania Early Childhood Network (TENCEN), and other NGOs like TGNP, TAMWA, and similar gender-based organizations.

Togo Advocacy The chapter developed a training module for girls and organized a working session with UNICEF to review the draft. To enhance community coverage and prepare for the World Campaign for Education, the chapter organized a mission to visit existing and prospective project areas in the country. In Savannas, where interventions are already in place, the delegation had a working session with the members where they described all activities undertaken and identified constraints. In the same way, the delegation held a working session with the Regional Manager of Education (DRE) for the Kara area to discuss the re-launch of the regional team. Within the Plates and Maritime regions, the delegation met other members where they discussed their activities and addressed the problems.

Interventions A strong girls’ club was initiated in LomÊ followed by a celebration during the organized cultural day. The girls participated actively in demonstrations, choreographic sketches, dances, songs and recitals

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where they shared their experiences and skills with other members of the community.

Academically weak girls found assistance through the chapter’s remedial classes initiative. A total of 55 girls, five of whom are former dropouts, greatly benefited from the extra classes during the year. The godmother for the group held discussions with the girls to address their personal problems. In other empowerment schemes, the chapter revived socio-educational and sporting activities, where the girls organized weekly meetings to produce plans and items for cultural days.

The bursary scheme continued to be given close attention though the chapter’s strong partnerships with Peace Corps and Winrock International. Fifty girls selected from the rural areas of Savannas (25) and Plates (25) benefited from the bursary scheme. To ensure that the bursaries were well implemented, the National Chapter Coordinator prepared a detailed procedure for monitoring the grants and sent it to the two areas. In addition, 20 other needy girls in two villages benefited from the FAWE bursary.

Partnerships To ensure a steady flow of funds, the chapter collaborated with Plan-Togo to develop a new project on girls’ education in Central Togo that will be supported by Plan.

Uganda Policy Membership at the national level currently stands at 374, many of whom gathered at the chapter’s General Assembly where the work plan and budget for 2005 were developed and approved.

In an effort to influence policy reforms, FAWE Uganda made significant contribution to the formulation of policy for sexual maturation management in primary schools. The chapter’s draft paper on “Growing up” was passed on to the parliamentary level and to the National Education Sector Review (April 2004).for mainstreaming. They followed this up through establishment of a functional Gender Desk. The main impact of this move is the MOE has used these findings in the development of its strategy to accelerate gender parity.

Further, as an active member of Ministry of Education’s Children at Risk Forum, the chapter also contributed to the formulation of a policy on vulnerable children, including those affected by war and conflict.

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Advocacy The 4th Sarah Ntiro Lecture and Award was held on 29 March–3 April 2004. The keynote speaker was Dr. Sarah E. Moten. The theme was “Affirmative Opportunities for Girls’ SMT Education in Africa: Mentoring Young People, Especially Girls in Conflict Areas of Uganda to Excel Against All Odds”. The activity focused on girls in areas.

Areas visited included a number of war-ravaged districts – Gulu (North), Tororo (East), Hima (West) and Kampala (Central). Three hundred girls from ten schools across Northern Uganda were present. Of these, 150 are beneficiaries of the EDDI scholarship.

Through concerted advocacy efforts by FAWEU, Ugandan parliamentarians have become more vocal on the issue of girls’ sanitary towels, in Parliamentary committees, sessions, media and constituencies. Parliament and donors tasked the Ministry of Education and Sports to design an education plan for five pilot districts. In collaboration with Cotton Products – a local supplier of sanitary pads, girls are encouraged to stay in school and complete their education. A pamphlet on sexual maturation management was produced and disseminated, and discussions are in process for translating the pamphlets into local languages to reach the grassroots more effectively.

To improve strategic partnerships for girls’ education, the chapter published articles on SMT in two of Uganda’s leading daily newspapers. Besides this, communication is ongoing on how to link schools in Uganda with other schools worldwide.

Interventions To address conflicts, the chapter enhanced education of girls affected by war. A total of 16 girls – mostly child-mothers – were supported to re-enter mainstream education or access vocational training. For example, four girls who are former abductees were enrolled in vocation institutions in Gulu. To facilitate and encourage girls’ participation in science education, 11 secondary and 24 primary school teachers were equipped with tips for girl-friendly

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science teaching. The chapter also helped 11 schools in three districts to organize science fairs. Half of all the participants in these events were girls.

During the year, FAWEU also oriented members on best practices following the Scaling Up conference, held in Nairobi in June, which featured Uganda’s sexual maturation activities. A total of 28 new mentors were trained to mentor and motivate targeted girls, while 90 FAWEU members were equipped to advance sexual maturation best practices. They provided technical support to the five pilot districts to adopt guidelines aimed at improving menstruation management and other adolescent issues.

Girls’ empowerment efforts were conducted to close the gender gap in education within the chapter. In connection with the Girls’ Education Movement, the chapter conducted training in Soroti and Kaberamaido to identify problems faced by girls in camps for displaced persons and together suggest possible solutions. As a result, they counselled girls affected by war to continue with their education. They also enrolled dropouts into primary and secondary schools. As a further activity, they plan to conduct an encouragement and training for parents in the conflict districts of Katakwi and Kitgum.

Three scholarships were awarded to physically disabled girls under the FAWE Nairobi grant. In addition, the chapter developed a beneficiaries database, the EDDI end of project report 2003–2004 and a documentary on EDDI mentoring activities for the same period. They trained 28 FAWEU members mentoring skills and attached 328 beneficiaries to individual mentors for one-to-one mentoring. So far, 755 scholarships have been awarded to students since July 2003 (S1-S6). Of these, 30.5% are from war-torn areas Northern Region, 28.3% are from Eastern, 18.9% from Western and 22.3% from Central. The chapter instituted a national scholarship board of eminent individuals responsible for overseeing the administration of the scholarship grants. The National Scholarship Taskforce includes individuals from four Uganda regions (Western, Northern, Eastern, and Central)

Zambia Policy The chapter participated in the review of the National Action Plan for EFA and the Education Bill with the idea of influencing government action to ensure that the Education Act responds to education needs of girls and women. Countering discriminatory clauses identified in the Bill, FAWEZAM presented a proposal to the MOE for specifically including clauses that promote equity in the development and provision of education. The chapter also lobbied for inclusion of women in national education commissions and for

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aligning customary and statutory laws on the age of consent and sexual rights.

The chapter’s Research and Programmes (R&P) Subcommittee also conducted an assessment of Zambia’s performance in implementing Goal 5 of EFA using data collected from provincial, district and school census information in six provinces. The study was used to lobby for policy on technical education for girls.

Advocacy FAWEZAM organized the Global Week of Action for EFA to lobby for compulsory basic education with the theme: No child left behind in education. Eight preparatory meetings held in conjunction with ZANEC and seven other NGOs set the programme for the week, which included a public speaking contest for high school pupils was held during the and a national essay competition for basic school pupils. Awards were presented to competition winners on the Day of the African Child.

The chapter organized an advocacy campaign against sexual abuse in training and learning institutions through SAFE Clubs. SAFE grants were awarded to 20 SAFE Clubs and 60 communication boxes were delivered. A further 69 Basic School SAFE overseers were trained on the management of SAFE Clubs, while sensitization campaigns at both regional and provincial level were conducted. To advance its advocacy programme, the chapter sought to sensitize female students on the importance of being role models and to create and support groups willing to serve in rural areas. The main task was to orient female students to the concept of role modelling. As a result, 11 groups of female and male student teachers met in secondary and basic Teacher Training Colleges and were sensitized on the benefit of working in rural areas.

Three issues of the chapter newsletter, plus brochures, posters and flyers were produced during the year. In terms of IEC material development and dissemination, the Youth Media submitted their four final copies of the Sara and the GEM crew videos, while a brochure on the Girls’ Endowment Fund underwent its final editing and is camera-ready for printing. The revised SAFE profile and guide booklet is also ready for printing. Southern, Copperbelt, Eastern and Western provinces used community radio to sensitize the community on the FPE policy and child defilement.

Lobby for the alignment of customary laws and statutory laws on the age of consent and sexual rights aimed to reduce incidents of gender based violence in and out of school. A fact sheet on sexual violations was translated into seven local languages, while meetings with 18 chiefs and communities collected views on customary law and statutory laws on female sexual rights. Eight partner organizations were involved: WILSA, WiLDAF, World Vision, KEPA, Girl Guides, YWCA, YMCA, ZANEC, Boy Empowerment and VSU. The

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chapter aggressively advocated against sexual abuse through the SAFE Clubs and learning and training institutions and communities through FAWE support to six model SAFE Clubs and UNESCO support to 18 YFC. The aim of this was to empower girls and boys with life skills to reduce sexual abuse and ensure they survive through the education cycle. Term 2 monitoring reports were received from 23 of the 118 SAFE schools. Thirty potential SAFE mentors were identified at the University of Zambia and other institutions and organizations, UNESCO supported youth-friendly information centres.

Interventions The programme for adolescent reproductive health education was expanded to 90 more PAGE basic schools and 34 high schools through training of peer and adult educators and provision of reproductive health services to adolescents. This push resulted in the training of the last 12 SAFE overseers identified in 2003 and identification and training of new set of 90 basic and 34 high school overseers. The chapter also promoted the Girls Education Movement (GEM) Agenda through the SAFE Clubs. Two mobile classes and school feeding for 79 orphans continued, while four videos on SARA and GEM were edited.

The chapter awarded bursaries to needy girls in six AGSP supported provinces. They delivered bursaries to Central, Lusaka and Southern for the remaining 453 pupils of the total 693 recipients. They also reviewed SSC reports from 19 of 58 AGSP schools. They also awarded bursaries to orphans and other vulnerable children in basic and high school pupils in Lusaka, Masaiti, Mongu, Livingstone,

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Serenje and Chipata. The last 28 pupils in Lusaka District were awarded the SCOPE-OVC bursaries.

Besides strengthening SAFE Clubs, the chapter provided HIV/AIDS information and youth friendly support services. A Technical Advisor and Senior Accountant were employed to facilitate the HIV/AIDS education project, and recruitment commenced for an HIV/AIDS and Advocacy Programme Manager and six FPPs for Lusaka, Central, Northwestern, Southern, Eastern and Copperbelt Provinces.

Remedial learning lessons were piloted in three centres per province for girls preparing for school leaving examinations. The three-week sessions were held in all provinces during the August– September holiday. A three-ton truck was purchased to serve as a mobile library for high schools in Lusaka to improve the reading culture and improve access to reading materials. Reading circles were supported in 30 schools, while 50 cupboards were made and reading materials provided.

A total of 95 girls who attended the national girls’ SMT camp in Lusaka went through a week of gender-sensitive hands-on SMT lessons and field trips to SMT oriented industries. In addition, the chapter conducted a vocational skills exchange programme for five rural “Back to Back” groups so as to strengthen capacity of communities to support girls’ education. Three mothers’ groups were identified in Mpika, Serenje and Namwala for training in skills and entrepreneurship. These districts were targeted because the “cattle wealth culture” mentality is common there and has encouraged early marriages.

Efforts to establish a FAWE Centre of Excellence in Ngwerere were advanced. A memorandum of understanding between the Ministry of Education and FAWE was prepared and is awaiting review by National Examination Council (NEC).

Capacity Building An in-depth assessment of skills, resources and knowledge needs for the chapter was conducted at the provincial and district level. The OSISA Capacity Building Initiative for FAWE National Chapters was initiated to develop strategic plans for Capacity Building. Provincial chapter members were trained on skills relevant to FAWEZA work and activities, while further capacity building was conducted at the National Secretariat to enhance staff effectiveness. The Senior Accountant visited three provinces to follow up on liquidations and teach the staff on basic accounting. Chapter members attended the Gender Mainstreaming and Behaviour Change Communication Courses as well as mainstreaming of gender in monitoring and evaluation workshop organized by NGOCC.

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Zanzibar Policy To seek to influence policy reforms, the chapter organized their General Assembly and elected new members. They also sought to re-establish their Secretariat through fresh membership recruitments and reopening of their office. As a result, more members came forward to join the chapter. They therefore reopened their office.

Interventions In response to the concern that girls’ participation and performance in science is relatively poor compared to boys, the Science, Mathematics and Technology Programme was introduced in the FAWE Zanzibar Chapter in 2004. Under this project the chapter purchased and distributed SMT equipment and teaching/learning materials for two pilot schools, one on Ugunja Island and one on Pemba. The schools have a total of 144 girls in their science classes.

A teachers workshop for 16 science teachers from the pilot schools and 12 from other schools that have opened new science classes took place on 20–24 September. The Former Chief Minister of the Revolutionary Government of Zanzibar who also is a known physicist and the founder of Science Camps in Zanzibar in the 1980s was the guest of Honour. The aim was that if each of the 28 teachers is teaching an average of 40 students, the chapter would reach out to 1,120 students both girls and boys. And if the same 28 teachers coming from a total of 17 different schools with an average of ten science teachers per school, the knowledge gained during the teachers workshop and imparted to fellow teachers, it can be assumed the number of students who have benefited from this activity is tremendous.

A science camp was held from 28 November to 4 December 2004 with the objectives of improving girls’ participation in science subjects, encouraging the girls to plan careers in science and mathematics, and opening up their minds for a wider outlook on life. Forty girls took part in this camp. They were shy and uncommunicative at the beginning, but day-by-day they opened up to each other and to their teachers. Individual skills were discovered; some are natural leaders who can draw people out of their shells to participate, but some are domineering, a skill which has to be directed into proper channels. Some developed inquiring skills wanting to learn more. All students gained basic skills in understanding computer mechanism.

Three chapters participated in the Science Camp to enrich the process as well as brainstorm on the documentation of Science camp as a best practice. The Minister of Education together with the ministry’s top officials and the First Lady were all very supportive of the Science Camp activities.

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A bursary grant enabled one student to participate in a one-year course in a College of Hotel Management. Students were encouraged to organize girls’ clubs to enable them to socialize and discuss freely all the issues related to their lives, and enhance their academic performance. As a result, the club in Suza was revived followed by a meeting with the interested students.

In Zanzibar English is introduced in the first year of school, not as a medium of instruction but as a subject. Only in Form I are pupils forced to read, write and listen to the teacher’s instruction in English. This is why results are poor because examinations are written in English and practically very few children understand the language well enough to understand all that is required of them.

Reading circles are one approach to dealing with this problem.

Children who are slow readers are grouped in reading circles of five pupils, each with a leader. The circles read, discuss and write reports on the book they read.

Another approach is remedial learning, which is organized tuition that takes in all those students who are weak in certain subjects.

Remedial classes were conducted in both town and district schools as required. The town schools usually conduct their tuitions in the evenings due to lack of space in the afternoons as most schools have two shifts in a day. Students are identified by their teachers (or schoolmates of SAFE clubs) and are then grouped according to their nearest centres and given tuition for the period of the vacation. Monitoring is done in the performance in their classes or in exams.

Zimbabwe Policy FAWEZI was co-opted into the steering committee that monitored the evaluation of the UNICEF Girls’ Education Pilot project. A stakeholders meeting was convened to review the findings and make recommendations to the government on matters of girls’ education.

A committee was set up to look at girls’ and women’s participation in science and technology, with recommendations from a stakeholders workshop presented to the responsible Ministry.

FAWEZI’s involvement in this has highlighted the plight of girls in terms of social stigma and gender insensitive educational resources, teachers included.

The chapter’s 2nd General Assembly convened on 21 May with 80 female members and 3 male members from eight provincial chapters. The 2004 plan of action prioritized organizational capacity building as the best approach to maximizing performance and strengths of FAWEZI. The National Secretariat in close liaison

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with the National Executive Committee coordinated the drawn up plans, budget and resource mobilization. It also facilitated national level activities and assisted provincial and district committees to implement and monitor programmes.

Advocacy The chapter was represented through an exhibition at the Zimbabwe International Book Fair at provincial and national level.

The Ministry of Education, Science and Culture was invited to officiate at training workshops.

Interventions Courtesy of the FAWE Access Grant, a gender responsiveness project designed to increase the participation of girls in education was implemented. As most gender disparities occur in disadvantaged areas, the project was focused on Epworth, a squatter settlement area that has now grown so big it has seven primary schools and three secondary schools. The project intends to improve the plight of the girl children in the area and encourage them to make positive contributions to the development of the settlement. Four gender training workshops were held between April and May for school heads and their deputies, teachers in charge and senior teachers plus a core team of two teachers per school. A total of 64 education practitioners including District Education Officers and 16 members of the local authority were trained on gender and education and an Epworth Project Coordinating Committee was set up to monitor the progress. At each of the ten schools, at least there is a FAWEZI related intervention, mainly SAFE clubs as adopted from FAWE Zambia One of the primary schools in Epworth has adopted FAWE Zambia’s concept of Back to Back, an intervention that strives to link the school and its community. With the approval of the District Education Officer and the School Head, the club already has 18 members. These young women, drawn from the surrounding homesteads, have started a baby wear knitting and sewing project.

Since most of them have children attending the school, it is their hope that the project will assist them to pay fees and even support other needy children in the school.

Twenty chapter members participated in the training of trainers workshop for the adolescent reproductive health project in August. The trained trainers from four provinces then facilitated the training of 42 district trainers. The Midlands, Gweru Urban District has further cascaded and trained 30 teachers from its eight districts. A total of 65,000 schoolchildren are anticipated to have been reached as the target population. Through the trainings, clubs have been set up and existing ones revived.

In collaboration with FAWE, Midlands State University (MSU) developed a Gender Module that will see the incorporation of Gender Studies as a core-course for the University. A workshop was

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held for 30 staff lecturers from the University to enable them to teach the gender courses. The Project also intends to establish a gender centre that will serve as a referral resource centre for the programme. FAWEZI appreciates the initiative as students who leave the university going into the schools will in fact be gender trained hence sensitive to both boys and girls in terms of their development and education.

The National Coordinator and three theatre for development experts attended the Tuseme Programme training workshop organized by FAWE in Nairobi, Kenya. This is designed to empower girls, and boys to speak out through theatre. Moreover, 121 primary school teachers were trained in basic counselling skills as a means of equipping them with the necessary skills to deal with vulnerable children. To ensure sustainability of the programme, the trained teachers came up with action plans for setting up or revive counselling desks at their schools. Provincial workshops were also held to sensitize local leaderships on issues of gender, girl education and HIV/AIDS. Capacity Building In May, FAWEZI joined five other National Chapters (Tanzania, Malawi, Zanzibar, Mozambique and Burundi) on an inter-chapter visit to Zambia. The objective of this initiative was to encourage other National Chapters to glean increased and improved strategies for increasing girls’ participation in education.

Partnerships FAWEZI participated during the Global Campaign for EFA week, and convened meetings with the UNICEF coordinated Education Working Group. The chapter’s main donors included Rockefeller Foundation, UNESCO, Save the Children (UK), FAWE Regional and Advance Africa.

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Part Three – Financial Report Statement of income, expenditure and changes in fund balances for the year ended 30 September 2004 (Audited accounts – FAWE financial year runs from 1st October to 30th September) INCOME 2004 US $ 3,407,522 4,536 8,239 74,348 81 3,494,726

KShs 272,601,760 362,880 659,120 5,947,840 6,480 279,578,080

640,491 211,301 793,361

51,239,280 16,904,080 63,468,880

286,976 485,059 124,092 61,549 2,602,829 11 (59,662)

22,958,080 38,807,993 9,927,360 4,923,920 208,229,593 (4,772,932)

38,416 2,924,952 574,018 43,705,099 59,423 4,524,402 16,669 1,269,159 2,973,902 226,429,626 42,080 5,125,482

Total expenditure 2,543,167 EXCESS OF INCOME OVER EXPENDITURE 951,561 Add fund balances brought forward 4,893,077 Exchange translation adjustment 10 Fund balances carried forward 5,844,638

203,456,661 76,121,579 373,131,792 14,704,869 463,958,080

3,015,982 231,555,108 834,514 843,112 4,049,965 313,584,403 - (2,724,675) 4,893,077 373,131,792

Grant income Interest income Other income Rent Income Gain/(loss) on exchange Total income

Notes 2

2003 US $ KShs 3,745,789 285,200,254 6,193 471,528 19,581 1,490,876 87,005 6,624,465 526 40,049 3,859,094 293,827,172

EXPENDITURE Expanding access Stimulating policy reform Strengthening national chapters Influencing replication and mainstreaming of best practices Human resource and administration Finance and resource mobilization Monitoring and evaluation Operating expenditure Decline in market value of property

3 4 5 6 7 8 9

873,480 301,622 1,110,274

66,505,806 22,965,167 84,535,041

The second Donors Consortium convened in Lusaka, Zambia on 22nd February. Besides the donor partners themselves, participants in the meeting included Secretariat staff, Executive Committee representatives, and five FAWE National Chapter coordinators (Zambia, Ethiopia, Sierra Leone, Cameroon).

Donor funds (as at 30 September 2004) Donor Source Amount (USD) Rockefeller Foundation 1,000,000 Sida 659,166 NORAD 632,864 Netherlands 550,000 Ford Foundation 480,728 World Bank 220,000

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Finland Ministry of Foreign Affairs Ireland Aid ADEA Commonwealth Secretariat Unicef Other sources TOTAL (USD)

218,001 131,458 40,000 22,292 3,013 87,204 4,044,726

By September 2004, a total of US$4,044,726 had been raised in support of the activities. The total expenditure for the period 1 January to 30 September 2004 stood at US$2,602,829. The details are as follows.

Funds mobilized (as at 30 September 2004)Grant Funds for FY 2004US$Government and government agencies2,476,794Foundations1,480,728Other sources87,204Total operating funds4,044,726

Govt and other agencies 61%

Foundations 37%

Other sources 2%

Expenditure (as at 30 September 2004)Strategic ObjectiveExpenditureObjective 1: Access640,191Objective 2: Influencing Policy Reform211,301Objective 3: Strengthening NCs793,361Objective 4: Replication and Mainstreaming286,976Human Resource and Administration485,059Finance & Resource Mobilization124,092Monitoring and Evaluation61,549TOTAL EXPENDITURE2,602,829 Commitments: October to December 2004 EXPENDITURE US$ Expanding access 651,319 Stimulating policy reform 79,006 Strengthening national chapters 269,358 Influencing replication and mainstreaming of best practices 7,863 Human resource and administration 187,311 Finance and resource mobilization 6,132 Monitoring and evaluation 15,087 Commitment January to March US$

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1,216,076

Ford Foundation Programme Strengthening Grants to National Chapters Access grants to national chapters FAWE External Evaluation FAWE national chapters Sub-Regional General Assembly Administration Costs including personnel costs

332,729 396,000 400,000 100,000 100,000 394,035

1,722,764

FAWE Reserve Funds Carried Forward funds

2,600,000 305,798

Funds balance

5,844,638

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Part Four – Looking Ahead Challenges The following are some of the challenges faced: Policy • Government policy: The challenge is how to effectively influence MOEs to make education and EFA policies and plans comprehensively gender responsive as well as to influence governments to translate policies and rhetoric on girls’ education into concrete action on the ground.

• Awareness among youths. The creation of conditions and methodologies for a circle of dialogue and action among all stakeholders involved in the education of adolescents has been tricky. The question is how to nurture and adequately manage these partnerships.

• Local community support: Articulation of the linkages between social change and the proposed objectives, contents, methods and structures of education is inadequate. Local community involvement, as documented in this report, is often dramatically effective but is still not sufficiently widespread. Activities to sensitize communities to the importance of EFA and of their own role in the process would appear to be many, but considered at a continental level they are too few and too disconnected.

Furthermore, reporting measures do not always accurately document community involvement so as to form a basis for dissemination and replication of best practice in this area.

Advocacy • Communication: Some National Chapters lack advocacy skills.

This has limited the potential for NCs to influence ministries of education and other stakeholders in favour of girls’ education.

• Sustainability of membership: This is a continual challenge to FAWE, since ministerial positions change with the political wind.

As such FAWE membership, which is made up of ministers and vice chancellors, keeps surging. Many members also do not display sufficient commitment to devote time to girls’ education.

• Concentration of projects: Most of the NCs activities are concentrated within the urban centres. Outreach programmes to the rural areas have been minimal in certain Chapters.

Interventions • Involvement of MOEs: Even as the Regional Secretariat and the various National Chapters attracted ministry-level support for activities on the ground, too often this support was reactive

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rather than proactive. The success and sustainability of EFA depend largely on the proactive, dynamic support and involvement of ministries of education. Our challenge always is to build that involvement.

• Capacity Building of National Chapter Coordinators: The key issue revolves around how to enable the current staff complement and governance structures at National Chapter level to respond to the needs and demands of the implementation of the FAWE strategic plan and the promotion of girls’ education.

This problem is at the root of the concerted capacity building endeavours outlined in this report, but remains in some chapters evident as shown by the following: o Inability to respond to correspondence and submit proposals for funding. o Poor quality of programme implementation and reporting. o Late submission of reports (financial and technical progress reports). o Lack of commitment and appropriate attitude towards FAWE work among some members. o Lack of capacity of many chapter coordinators. o Lack of visibility of some chapters at the national level.

Replication and Mainstreaming Ways and means need to be found to motivate governments to replicate and mainstream the best practices arising from the FAWE experience.

The Way Forward Through its work programme for 2005, FAWE will continue to promote girls’ education through its four main strategic objectives on policy, advocacy, demonstrative interventions, and replication and mainstreaming. Some of the areas within the strategic objectives that will continue to receive special focus include: Provision of Grants FAWE will continue to provide support for the chapters through provision of grants to increase access, retention and performance, especially in SMT subjects, countries in conflict situations and gender disparities in higher education. Other grants will support bursary funds, girls’ clubs, FAME and Agathe Awards.

Documentation Documentation and dissemination of best practices will continue to be addressed. This will be done in parallel with the proposed action research. Production of advocacy material (newsletters, videos, CDs etc) will continue.

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Membership FAWE will continue to enhance strengthening membership at regional and national levels to monitor progress in EFA and education plans. FAWE statutory meetings will continue to be facilitated to provide policy guidance to FAWE work.

Meetings and Workshops FAWE plans to continue with its participation in workshops, seminars, and other international forums and consultations on girls’ education. Among the key meetings are: Policy Dialogue for Dakar+5 and Beijing+10 Training Chapters’ personnel are targeted for training on resource mobilization, girl empowerment, programme implementation, governance, and communication skills, among others. Technical assistance including FATA will continue to be provided through recruitment, induction and evaluation.

Replication and Mainstreaming Activities to enhance chapter capacity to influencing replication and mainstreaming through policy dialogue at the national level will seek to mainstream gender in national education plans and policies.

FAWE will encourage the chapters to work closely with the ministries of education to conceptualize and develop country specific and technically feasible models for systematic mainstreaming and targeted scaling up of good practices in girls’ education. Efforts will be made to ensure that scaling up is incorporated into existing education action plans. In areas where plans have not yet been formulated, steps will be taken to ensure that they are developed and implemented.

Monitoring and Evaluation FAWE will put more capacity building in place, especially in monitoring and evaluation at the National Chapter level to ensure that data collection is done appropriately and on time based on the new M&E System developed.

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ANNEXES Founding Members Hon Vida Yeboah

Coordinator, FAWE Ghana Chapter, Behind Medica Clinic Opposite Neoplan, Assembly Plant, Achimota-Accra P O Box C 1217 Cantonments, ACCRA 2, Ghana, fawegh@AfricaOnline.Com.gh

Hon Simone de Comarmond

Minister of Tourism and Civil Aviation, Independence house P O Box 93, MAHE, Seychelles

Hon Paulette Missambo

Ministeredel’EtatChargedel’EducationNationaleetdela Condition Feminine, B P 06, LIBREVILLE, Gabon

Hon Alice Tiendrébéogo

Présidente, Association Femmes, Educatrices et Developpement (AFED), B P 581, OUAGADOUGOU, Burkina Faso, afed@cenatrin.bf

Dr Fay Chung

FAWE Executive Committee Member, 1 Ridge Road, Arondale, HARARE, Zimbabwe, fay_chung@yahoo.com

Executive Committee Members ProfBouliAliDiallo

Présidente, FAWE, Université Abdou Moumouni de Niamey B P 237, NIAMEY, Niger, dialloba@intnet.ne

HonClaraBohitile

Deputy Minister of Basic Education and Culture, Independence Ave & Luther St, Private Bag 13186, WINDHOEK, Namibia, cbohitile@mec.gov.na

Hon Dr Evelyn Kandakai

Ministry of Education, Room 413 EGW King Plaza Broad Street, P O Box 9012, MONROVIA, Liberia, dkandaka@yahoo.com

Dr J Thuli Nhlengetfwa

Chairperson, FAWE Swaziland, 2nd Floor Makabongwe Bldn Nkoseluliza Street, P O Box 276, MANZINI, Swaziland, thulinhlengetfwa@yahoo.com

Ms Beatrice Mukabaranga

Senator, Rwanda Republic, Kigali Institute of Education MoE, P O Box 5039, KIGALI, Rwanda, b_mukabaranga@yahoo.com

Dr, Eddah, Gachukia

Member, FAWE Executive Committee, Riara Road, NAIROBI, Kenya, gachukia@africaonline.co.ke

Prof E Mwaikambo

Vice Chancellor, The Hubert Memorial University (HKMU), Regent Estate, P O Box 65300, Dar es Salaam, Tanzania, v_c@hkmu.ac.tz;info@hkmu.ac.tz;secvc@hkmu.ac.tz

Hon Betty Akech

MinisterofStateforSecurity,UgandaRepublic,8TH Floor Embassy House, P O Box 7063, KAMPALA, Uganda, akech@yahoo.com

Hon Alice Tiendrébéogo

Présidente, Association Femmes, Educatrices et Developpement (AFED), B P 581, OUAGADOUGOU, Burkina Faso, afed@cenatrin.bf

Hon Anne-Therese N’Dong Jatta

Director, Division of Basic Education, UNESCO7 Place de Fontenoy 75352 Paris 07 SP, PARIS, France, at.ndong-jatta@unesco.org;anntherese220656@msn.com

Dr Fay Chung

FAWE Executive Committee Member, 1 Ridge Road, Arondale, HARARE, Zimbabwe, fay_chung@yahoo.com

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Full Members Hon Namirembe Bitamazire

MinisterofStateforPrimaryEducation,MinistryofEducation Embassy House, P O Box 7063, KAMPALA, Uganda, pmuzaale@education.go.ug

Mrs Mwatumu Malale

Ex Permanent Secretary, Ministry of Education and Culture, Magogoni Road, Box 9121, DSM, Tanzania, da_jassy@hotmail.com

Hon Gennet Zewide

Minister of Education, PO Box 1367, Addis Ababa, Ethiopia

Prof Leah Marangu

VC, Africa Nazarene University, P O Box 53067, NAIROBI, Kenya, anu@maf.org

ProfFloridaKarani

Ex Deputy vice Chancellor, University of Nairobi, P O Box 30197, NAIROBI, Kenya

Mrs Naomy Wangai

Ex Director of Education, Ministry of Education, Jogoo House, NAIROBI, Kenya

Mme Francisca Espirito Santos

Vice Ministra da Educacao para o Ensino Geral, Ministerio da Educacao e Cultura Caixa Postal 1281, LUANDA, Angola

Prof Lydia Makhubu

Ex Vice Chancellor, University of Swaziland, Kwaluseni Campus, Private Bag 4, KWALUSENI, Swaziland, lmakhubu@iafrica.sz

Prof Elizabeth Mumba

ExActingViceChancellor,SchoolofEducation,Universityof Zambia, P O Box 32379, LUSAKA, Zambia, emumba2003@yahoo.co.uk;emumba@zamtel.zm

Prof Dorothy Njeuma

Vice Chancellor, University of Buea, Box 63, South West Province, Buea, Cameroon, snjako@yahoo.com

Mrs Barbara Chilangwa

Ex Permanent Secretary, Ministry of Education, P O Box 50093, LUSAKA, Zambia

Mme Monaicha Cheikh Mohaya

Sécretaire Generale du Governement, Ex Ministre de l’Education Nationale, B P 2093, MORONI, République Fédérale Islamique des COMORES, apc@snpt.km

Ms Sebtuu Nassor

Commissioner of Education, Department of Education Vuga Kilele Square Shangani, P O Box 394, VUGA, Zanzibar, Edu@zanzinet.com;Jango@yahoo.com

Prof Olive Mugenda

Deputy Vice Chancellor, Finance, Planning and Development, Kenyatta University, P O Box 43844, NAIROBI 00100, Kenya, dvcfinance@wananchi.com

Dr Primrose Kurasha

Pro Vice Chancellor, Zimbabwe Open University, P O Box MP 1119Mount Pleasant, HARARE, ZIMBABWE, pkurasha@mweb.co.zw;kurasha@ecoweb.co.zw

Dr Beatrice Wabudeya

Minister of Higher Education, King George VI Way, Embassy House, P Box 7063, KAMPALA, Uganda, bwabudeya@yahoo.com

Hon HAMAN Adama Halimatou

Sécretaired’etatàl’Education,Ministèredel’EducationNationale, C/o FAWE Cameroun, YAOUNDE, Cameroun, sngabazogo@yahoo.fr

Prof Mary Okwakol

Vice Chancellor, Gulu University, C/o FAWEU, P O Box 24117, KAMPALA, Uganda, faweu@infocom.co.ug

Ms Bishagar Therese

MinistryofEducation,KigaliHealthInstitutePOBox3286, KIGALI, Rwanda, bishagara@yahoo.fr

Hon Prof Arthur M R A Lydia Brito

Minister of higher Education, Science and Technology, 770 Patrice Lumumba, MAPUTO, Mozambique, lidia.brito@mesct.gov.mz; oscar.basillo@mesct.gov.mz

Prof Rosalind Mutua

Vice chancellor, Kiriri Women’s University, Pamstech House, Westlands, NAIROBI, Kenya, kwust@tbm.co.ke

Hon Christine Churcher

Minister for the Girl-child Education, C/o FAWE Ghana, churcher@edughana.org

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Mrs Macsuzy Mondon

PS Ministry of Education and Youth, Technical & Further Education Division, Mont Fleuri, P O Box 48, MAHE, Seychelles, edups@seychelles.net

Dr Jeanne d’Arc MUJAWAMARIYA

Minister of State MoE, Science, Technology and Scientific Research, In Charge of Primary and Secondary Education, B P 622, KIGALI, Rwanda

Hon Naledi Pandor

MinisterforEducation,DepartmentofEducation,SolPlaatje House, 123 Schoeman Street, Pretoria 0002, South Africa

Ms Ruth Hiyob Mollel

Ministry of Science, Technology and Higher Education, Block No Jamhuri Street, P O Box2645, DAR ES SALAAM, Tanzania, ruth@intafrica.com

Hon Rosalie Kama Niamayoua

Ministère de l’Enseignement Primaire et Secondaire Chargé de l’alphabétisationBrazzaville–Centre-ville,RepubliqueduCongo

S E Mme Awa Gueye KEBEE

ExMinistredelafamilleetdelapetitieenfance,Building Administratif 6ème Etage, DAKAR, Republique du Sénegal

Hon Mrs Hajyi Bintu Ibrahim MOUSA MinisterofStateforEducation,FederalSecretariat, Annex3,3rdFloor, S E Mme Rafiatou KARIMOU

Ministre des Enseignements primaire et secondaire 01 B P 10, Porto-Novo

Hon Ms Fatou Lamin-Fye

SecretaryofStateforEducation,DepartmentofStatefor Education,WillyThorpeBuilding

Hon Mrs Beth Mugo

AssistantMinisterofEducation,MinistryofEducation,Science and Technology

Prof Margaret Kamar

Deputy Vice Chancellor, Moi University

Hon Dr Naomi Katunzi

Permanent Secretary MinistryofEducationandCulture

Dr Hope Cynthia Sadza

Executive Chairperson of the Women's University in Africa Education Services Centre, P O Box MP 1222, Mount Pleasant, HARARE, Zimbawe, womunica@africaonline.co.zw

Prominent Women Educationalists Mme Josephine NTAHOBRI

Consultant, AGEIC/o FAWE Burundi, B P 1990, Bujumbura, BurundiFawe-burundi@usanbu.net; kigeme2000@yahoo.fr

Mme Salomé LESSE NGABA ZOGO National Inspector for EducationC/o FAWECAM, B P 5924, Yaounde, Cameroon, sngabazogo@yahoo.fr; ngabazogo@yahoo.fr Dr Meria Damalisy Nowa-Phiri

MinistryofHealthandPopulation, P O Box 30377, LILONGWE, Malawi

Dr Enala Tembo-Mwase

Dept of Paraclinical StudiesSchool of Veterinary MedicineThe University of ZambiaP O Box 32379, Lusaka, Zambiaemwase@vet.unza.za

Mme Bousso Samb /Diack

Députéà l’Assemblée NationaleAssémblée NationaleB P 86, Dakar Etoile, Place Soweto, Senegalndoubane@hotmail.com; mamebousso@yahoo.fr

Dr Rosina Akua Acheampong

EA 70/8 East Adenta, C/O Huge Ltd, P O Box 13534, ACCRA, Ghana

Mme Souley AissatouSecrétaire

Exécutif de la Commission Natioanale Nigérienne pour l’UNESCO, Commission Natioanale Nigérienne pour l’UNESCO, C/O FAWE Niger, NIAMEY, Niger, comnat@intnet.ne

Dr Emebet Mulegeta

Cordinator Centre for Research Training and information on Women in Development (CERTWID), Addis Ababa University, Sidist Kilo Campus Social Science Building, Office No. 315, P O Box 150170, ADDIS ABABA, Ethiopia, emebet_m@hotmail.com

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Female Associate Members Prof Jadesola Akande

Executive Director, Women Law and Nigeria

Chief (Mrs) Veronica Iyabo Anisulowo FormerMinisterofStateforEducation,Nigeria Ms Eleonore Margueritte Nerine

ANTANARIVO, MADAGASCAR

Hon Patience Adow KOFORIDUA

Ghana

Hon Christine Amoako-Nuama

Minister for lands and Forestry, Ghana

Prof Neo MathabeActing

Vice-chancellor and Principal, Technikon SA, Private Bag x6FLORIDA 1710, South Africa, nmathabe@tsa.ac.za

Hon Esi Sutherland-Addy

Research Fellow, University of Ghana, P O Box 165, LEGON, ACCRA, Ghana

Hon Christiana Thorpe

Founding chair, FAWE Sierra Leone, Freetown, Sierra Leone

Hon Margaret Clerke-Kwesie

Ex-Deputy Minister of Education, Ghana

Dr Mamphela Ramphele

Vice-President, The World Bank, Washington DC 20433USA

Hon Aicha Bah Diallo

Director, Division of Basic Education UNESCO, 7 Place de Fontenoy 75352 paris 07 SP, Paris, France

S E Fatoumata Camara Diallo

Presidente, AMASEF/FAWEBP E 1366, BAMAKO, Mali

S E Aminata TallPresidente

FAWE Senegal, 23 Rue Calmette, BP 6646, Dakar – Etoile, Senegal

H E Graça Machel

President of the national Commission of UNESCO, 45 Rue Egaz Moniz, Box 3670, Maputo, Mozambique

Male Associate Members Hon Kalonzo Musyoka

Minister for Natural Resources and Wildlife Management, Kenya

Karega Mutahi

Permanent Secretary, Ministry of Education, Kenya

Hon Mamadou Ndoye

ADEA Executive Secretary, The World Bank, 1818 H St. NW Washington DC 20433, USA

Hon Armoogum Parsuramen

Director UNESCO-BREDA Regional Office in Dakar, Senegal

Hon Amanya Mushega

Ex Minister of Education, Uganda

Hon Joseph Mungai

Minister of Education, United Republic of Tanzania, P O Box 9121, DAR ES SALAAM, Tanzania

Hon Dr Edward K Makubuya

Minister of Education and Sports, Republic of Uganda, Embassy House P O Box 7063, KAMPALA, Uganda

Hon Dr George Nga Mtafu

Minister of Education, Science and Technology, Republic of Malawi, Private Bag 328 Capital City, LILONGWE 3, Malawi

Hon Henry Kosgey

Ex Minister for Education, NAIROBI, Kenya

Prof Romain Munenzi

Minister of EducationB P 22, KIGALI, Rwanda

S E M Fidele Kentega

Ministere de l’Enseignement de base et de l’Alphabetisation, B P 1990, BUJUMBURA, Burundi

S E M Almany Fode Sylla

Ministere de l’Enseignement de de la Formation Professionnelle, B P 2201, CONAKRY

Hon Prof Moustapha Sourang

Ministre de l’Education, Republique du Senegal, B P 4025, DAKAR, Senegal

S E M Moustapha Dicko

Ministre de l’education Nationale, B P 71, BAMAKO, Mali

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NATIONAL CHAPTERS CONTACT LIST Association des femmes de l’éducation du Bénin (ASFEB), INE-Gbegamey 06 BP1408, Akpapba, COTONOU, Benin (229)-310566/321995

Comoros adarkaoui@hotmail.com; fawecom@snpt.km

Présidente

Ms Hirut Yibabe Coordinator Women Educationalist Association (FAWE Ethiopia) Bole Road, Mega House; 3rd Floor, Room No. 316 P. O. Box 20882 Code 1000 ADDIS ABABA, Ethiopia (251) 1-504716/ 505233 fawe.ethiopia@telecom.net.et

Présidente Mme SITTOU Raghadat Mohamed

Mme Elisabeth GNANVO-YEDEDJI (229)-330873 Fawe Bénin [fawe_benin@yahoo.com] Mme Marguerite Coulidiaty Coordinatrice FAWE Burkina Faso; BP 581 OUAGADOUGOU, Burkina Faso (226) 50 366268; MOE (226) 50 360979/300282

Mme Georgette Ambourouet Coordinatrice Association des Femmes Educatrices du Gabon (AFEG) B.P.2256, LIBREVILLE, Gabon (241) 775358/(241) 635777 ayingonephilomene@intertruc.zzn.com likassajulienne[julienne_likassa@yahoo.fr]

Présidente House: 361115: Mobile: 226 208026 afed@cenatrin.bf Mme Beatrice Nijebariko Coordinatrice BP 6382; Avenue De la Mission No.2 BUJUMBURA, Burundi (257) 244635; No. (257) 244635 E mail: fawe-burundi@usan-bu.net

Présidente Mme Philomene Ayingone Hon Vida Yeboah Coordinator FAWE Ghana Chapter; Behind Medica Clinic Opposite Neoplan, Assembly Plant, AchimotaAccra P.O. Box C 1217, Cantonments, ACCRA 2, Ghana (233) 21-406682/(233) 21-406853 fawegh@AfricaOnline.Com.gh Web: http://www.ghana.edu.gh

Présidente Mme Theodora Nisabwe Mme Salome Ngabazogo Coordinatrice FAWE Cameroon (FAWECAM) Immeuble de Maitre Nyaabia Rue No. 1068 Nlongkak; BP 7109, YAOUNDE, Cameroon (237) 22211206/2221873/ (237) 22211206 /2981439 rfyongue@yahoo.fr; fawecam_2002@yahoo.fr

Présidente Mrs Camilla Haldane-Lutterodt

Présidente Mme Rose Yongue

Mrs Shiphrah Gichaga Coordinator (Mr.EliudKinuthia,FATA) FAWE Kenya Chapter Lenana Road; P O Box 52597, NAIROBI, Kenya (254) 20 2736877/67/(254) 20 2736884 fawek@iconnect.co.ke

Mme Nandjingar Korite Monique Coordinatrice FAWE Tchad, BP 1120; Quartier Moursal, carré 11 Porte119(derrièrelaPostedeMoursal), N’DJAMENA, Chad (235) 519659 Email:foret@intnet.td or nekar_vick@hotmail.com

Chair Mrs Elaine Mukuru

Monsieur Kaissi Abdallah Coordinateur FAWE Comores (FAWECOM); (269) 735244/ (269) 735244 Immeuble l’IFERE de Ngazidja , B.P.2540,

Ms. Winifred Deline FAWE Liberia Chapter MinistryofEducation;4th Floor, UNESCO PIU P O Box 9012, MONROVIA, Liberia

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(231) 226416/ 227555/00037747513018 liberiafawe@yahoo.com

Mme Hima Fatimatou Coordinatrice FAWE Niger; B.P. 13727 NIAMEY, Niger (227) 733862/ 734286/(227) 734286/ 732876/ dialloba@intnet.ne

Présidente Mrs Comfort Marshall Ms Virginie Razafindravola Coordinatrice Lot 185, Cité Ambohipo; BP 652 Université de Mahajanga ANTANANARIVO, Madagascar (261) 20 2223897

Présidente ProfBouli-AliDiallo Ms. Adegbasan Adelola Patricia Coordinator FAWE Nigeria Chapter 8A Olukole Close, off Ajao Road, Surulere P O Box 167 Sabo Yaba, LAGOS, Nigeria (234) 1-5456243/(234) 1-5456243 vwldcng@yahoo.com fa wen [fawen2004@yahoo.com]

Présidente Dr. DINA Jeanne [dinaj@wanadoo.mg] Mrs Esther Msowoya, Coordinator Mrs Hellen Dzoole, FATA FAWE Malawi Chapter (FAWEMA) P.O. Box 30736, Capital City LILONGWE 3, Malawi Tel:(265)01-774-729 Fax: (265) 01-774-733 fawema@sdnp.org.mw

Présidente Mrs O Abisogun-Alo Hadja Ramatoulaye DIALLO Coordinatrice Mr. Mondjitaba Mamadou Diallo; FATA Forum des Educatrices de Guinée (FEG), Siege-Rez-de-Chaussee, Immeuble SENY, Quartier Tombo, ommune de Kaloum, B.P. 3864, CONAKRY, Guinée (224) 454797/451774/(224) 454323/ 454797 fawegui@yahoo.fr

Mme Maiga Kadiatou Baby Coordinatrice Association Malienne pour l’Appui à laScolarisationetàl’EducationdesFilles (FAWE/Mali) Immeuble MEME-ABK5, Hamdallaye, B.P.E.1366, BAMAKO, Mali (223) 2293619/c/o 2227767/2237117/ (223) 2293619 amasef.fawe@datatech.toolnet.org

Présidente Hadja Albertine FADIGA

Chair Mme Camara Diallo

Seychelles Association of Women Professionals SAWOP) P.O.Box737,Victoria, (248) 371252 MAHE, Seychelles sawop@seychelles.sc Web: www.seychelles.sc

Mrs Nacima Figia, Coordinator Mr Samuel E. Mangeia, FATA Fundação para o Desenvolvimento da Comunidade, Avenue Eduardo Mondlane, 1160m 1170 3 andar MAPUTO, Mozambique (258) 1-303975/082 886900/ 303975 fawemo@teledata.mz

Présidente Mme Macsuzy Mondon Chair: ps@eduhq.ed.sc; edups@seychelles.net

Ms Nadia Belete, Coordinator, FAWE Namibia Ms Neshani Andreas, FATA, FAWENA MinistryofBasicEducation&Culture, Private Bag 13186 WINDHOEK, Namibia (264) 61 224277/257662/ (264) 61 2933342/67/2933111/2933143 fawena@mec.gov.na; hgarises@mec.gov.na

Ms Odette Mukazi Mutanguha Coordinator FAWE Rwanda Chapter MinistryofEducationBuilding; 1st Floor, Room 101-103 P.O. Box 6703, KIGALI, Rwanda 250-5-87724/82162/250- 5-82514/87724/82162 fawerwa@rwanda1.com ; Web: www.fawerwa.org.rw Mme Laurence Marechal Ngom, Coordinatrice Présidente de la SN/FEA23 Rue Calmette; BP 6646

Chair Hon Clara Bohitile

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DAKAR-ETOILE, Sénégal (221) 8-224177; MOE (221) 8 218930/221463 fawe_senegal@yahoo.fr

fawegam@hotmail.com Mr. Philippe Dweggah Coordinator 42 Avenue de Calais à coté de la Pharmacie pour Tous BP 13077 LOME, Togo (228) 2224463; (228)-2216965; (228) 2214129 philippe DWEGGAH [phildweggah@hotmail.com]

Présidente S.E. Mme Aminata Tall Mrs. Teresa B.M. Sesay, Coordinator FAWE Sierra Leone; PMB 273; 83a Fort Street FREETOWN, Sierra Leone (232) 22 227076/225844 fawe-sl@sierratel.sl

Présidente Mme kekeli Jeanine Agounke kagounke@caramail.com Ms Florence Kanyike, Coordinator FAWE Uganda Chapter, Plot 38, Lumumba Avenue, Nakasero, P O Box 24117; Tel 006 41 236863 KAMPALA, Uganda admin@fawe.or.ug; faweu@infocom.co.ug Website: www.faweu.or.ug

Présidente Mrs Edith Kpendema

FAWE South Africa Chapter The Cottage, University of Cape Town, Private Bag, Rondebosch 7701, CAPE TOWN, South Africa (27) 21- 852142/(27) 21-6503254/ 6852142 fawesa@education.uct.ac.za; fawesa@protem.uct.ac.za

Mrs Daphne Chimuka, Coordinator FAWE Zambia Chapter House No. 6680, Chiwalamabwe Rd, Olympia Park, P O Box 37695 LUSAKA, Zambia Fax No. (260) 1-254139/ 232049 fawezam@zamnet.zm; daphnechimuka@hotmail.com

Ms Stella Nkosi, Coordinator 2nd Fl, Makabongwe Bldn Nkoseluliza Street PO Box 276, MANZINI, Swaziland 268-505-8266/ 268 505 9560/1 faweswa@africaonline.co.sz Chair: nom@uniswacc.uniswa.sz

Asma Ismail Nombamba Coordinator FAWE Zanzibar Chapter, C/oMinistryofEducation Department of Education, P O Box 573 ZANZIBAR 007 242 230266/239658 fawezan@zanlink.com; edu@zanzinet.com; mwatima@hotmail.com

President Dr J. Thuli Nhlengetfwa Ms Hermina Mkanula, Coordinator Mrs. Salome Anyoti, FATA FAWE Tanzania Chapter, Posta House Building 1st Floor Room No.101-102 Ohio/Ghana Street P.O. Box 63319 DAR ES SALAAM, Tanzania (255) 22 2760170/007 22 2122869/871/ 007 222 667231 FAWETZ@hotmail.com

Présidente Mrs. Rabia Hamdan Susan Guwiriro Coordinator FAWE Zimbabwe BelvedreTechnicalTeachers’College, 1 Harvard Road Belvedere, Harare (For DHL), Post Office, P O Box MP1058 Mount Pleasant HARARE, Zimbabwe fawez@africaonline.co.zw; snguwuriro@yahoo.com

Chair Mrs Mwatumu Malale Mrs Yvette Phillot Coordinator FAWE Gambia Chapter, FAWEGAM SecretariatGreaterBanjulat, 58 Garba Jahumpa Road, Bakau, NEW TOWN, Gambia (220)-4- 495036/397498/(220) –4-495037 kenfem_njie@yahoo.com;

Présidente Mrs. Irene Mkondoirene m Mndo [renemkondo@yahoo.com]

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REGIONAL SECRETARIAT STAFF Prof. Penina Mlama Dr. Mariama Sarr-Ceesay Lornah Murage Marema Dioum Rose Washika Simon Mbugua Enock Warinda NjeriOgolla Francis Kabue Joab Owiro LucyWairi LillianSiwolo Pauline Kamangara Caroline Ochieng ChristineKinyua ZeddielBundi DanielMutisya JosephMuiruri Agnes Murandah

ExecutiveDirector Programme Officer Programme Officer Programme Officer Programme Officer Human Resources and Administration Officer Programme Officer – Monitoring and Evaluation AdministrationAssistant–PoolLeader Accountant Graphic Designer/Desktop Publisher AdministrationAssistant AdministrationAssistant Secretary Secretary Secretary Clerk/Messenger Caretaker/Messenger Driver/Messenger Research/Conference Centre Assistant

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LIST OF ABBREVIATIONS ACORD AGEI AGSP ANCEFA APAC ARH BREDA CBO CiC CIDA CIEFFA CWA DEM DFID ECD EDDI EFAG ERNWACA ESARO EFA GCE GEM IGA FATA FAWE FEMSA FIDA GCE IEC JSC MIGEPROF M&E MOE&S NAP NC NGOCC NOVIB ORINFOR OSISA OXFAM PACFA PEA PEC PNUD PROFEMME PEDP PRSP RCP RLC

Agency for Cooperation and Research in Development AfricanGirls’EducationInitiative Ambassadors’ Girls’ Scholarship Program African Network Campaign on Education For All AfricanProfessionals’AssociationofCommunication Adolescentreproductivehealth Dakar Regional Office (Bureau Regionale – Dakar) (UNESCO) Community-based organization ChildreninCrisis Canadian International Development Agency International Centre on the Education of Girls and Women in Africa Community work and advocacy DistrictEducationManagers Department for International Development Early Childhood Development Education for Democracy and Development Initiative Education Funding Agencies Group Educational Research Network for Western and Central Africa Eastern and Southern Africa Regional Office EducationforAll Global Campaign on Education Girls Education Movement Income-generatingactivities FAWE Attached Technical Assistant Forum for African Women Educationalists Female Education in Mathematics and Science in Africa Federation of Women Lawyers Global Campaign on Education Information, education and communication Joint Steering Committee Ministry of Gender and Promotion of Family Monitoringandevaluation MinistryofEducationandSports Nationalactionplan NationalChapter Non-Governmental Organizations’ Coordinating Committee InstituteforPromotingCooperationwithDevelopingCountries Rwanda Bureau of Information OpenSocietyInitiativeforSouthernAfrica Oxford Committee for Famine Relief Protection And Care of Families Against HIV/AIDS Primary Education Advisors Professional Education Conference United Nations Development Programme Women’s Health Primary Education Development Programme Povertyreductionstrategypaper Reading Circles Programme Remedial Learning Camps

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RP OSISA SAFE Sida SM SMT SIPs SUWIA SWAP TAMWA TFD TGNP UNAIDS UNESCO UNFPA UNICEF UPE USAID VSO WiLDAF WILSA WSA YMCA YWCA ZANEC

Research and programmes OpenSocietyInitiativeforSouthernAfrica Students’AllianceforFemaleEducation Swedish International Development Cooperation Agency Sexual maturation Science, mathematics and technology Sector investor programmes Strengthening University Women in Africa Sector wide approach to programming Tanzania Media Women’s Association Theatre for development Tanzania Gender Networking Programme United Nations Programme on AIDS UnitedNationsEducational,Scientific,andCulturalOrganization United Nations Population Fund United Nations Children’s Fund Universalprimaryeducation United States Agency for International Development VillageServiceOrganization Women in Law and Development in Africa Women and the Law in Southern Africa Women students association Young Men Christian Association Young Women Christian Association Zambia National Education Coalition

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F A W E

Forum for African Women Educationalists (FAWE) FAWE House, Chania Avenue off Wood Avenue, Kilimani P.O. Box 21394 00505 Ngong Road, Nairobi, Kenya Tel: (254 - 020) 573131, 573351, 573359 Fax: (254 - 020) 574150 Email: fawe@fawe.org Website: www.fawe.org