FAWE Annual Report 2006

F A W E

2006 Annual Report

Forum for African Women Educationalists (FAWE)

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 2) 3873131, 3873351, 3873359, 3874178, 3874199 Fax: (254 2) 3874150 Email: fawe@fawe.org Website: www.fawe.org

Contents From the Executive Director .................................................................... 1 Highlights of 2006 ...................................................................................... 3 Part 1: Overview ...................................................................................... 6 Part 2: Country Reports ........................................................................ 14 Part 3: Financial Report ......................................................................... 72 Part 4: Looking Ahead ........................................................................... 73 Challenges .................................................................................. 73 The Way Forward ...................................................................... 74

Annexes ..................................................................................................... 76 Executive Committee Members .............................................. 76 Full Members ............................................................................. 76 Founding Members ................................................................... 77 Prominent Women Educationalists ......................................... 77 Female Associate Members ...................................................... 78 Male Associate Members .......................................................... 78 National Chapter Contact List ................................................. 79 Regional Secretariat Staff .......................................................... 81 List of Abbreviations ................................................................. 81

C O N T E N T S

From the Executive Director The year 2006 is of significance to FAWE because it is the final year of the FAWE’s Revised Strategic Direction (2002-06). As we look back at the last five years of our work, we get a number of messages.

The first message is that our work has not been in vain because the levels of gender awareness among education policy makers and practitioners are much higher today than at the beginning of the strategic plan in 2002. The need to address the barriers to girls’ education is no longer a matter for debate. Indeed, today it is the education officials themselves who are at the forefront in pointing out the gender gaps in education. We take pride of the fact that FAWE has been a contributing factor to this positive trend.

The second message is the indication that the interventions we have undertaken in the various areas to improve girls’ access, retention and performance have borne some encouraging fruits in improving girls’ Prof. Penina Mlama education in Sub Sahara Africa. There are significant achievements from Executive Director, FAWE the work undertaken in each of the four strategic objectives on which the strategic plan was premised.

Under our major objective to influence education policy in favour of girls, apart from raising the gender awareness mentioned above, FAWE through its national chapters has significantly influenced the mainstreaming of gender in education policies and plans. Our review of all national education policies and plans in Sub Sahara Africa in 2002 had shown disturbing absence of gender responsiveness. Today, most of these policies and plans display encouraging attention to gender.

Specific policy provisions and strategies to improve girls’ participation in education are evident in most education policy documents. These include commitments and strategies to increase girls’ enrolment, providing scholarships to needy girls, allowing girls who get pregnant to come back to school after delivery, ensuring safety and security of girls through construction of schools close to homes or provision of boarding facilities, review of curricula for gender responsiveness, training of teachers into gender responsiveness, increasing the number of female teachers to provide role models and provision of gender responsive school environment including separate toilets for boys and girls.

Under our second objective to garner public support for girls’ education through advocacy, the last five years have witnessed tremendous growth in the our partnership with parents and communities and the coming together of minds on the necessity to send girls to school and to support their retention and achievement. As is the case with policy makers, communities’ awareness on the importance of girl’s education has increased significantly in the past five years. We have had the joy of witnessing parents, chiefs and other opinion leaders responding to our advocacy through taking action to curb barriers to girls’ education such as early marriage, teenage pregnancies or poverty.

The implementation of our third objective, which is to demonstrate what works in eliminating barriers to girls’ education, our work has been most rewarding. Not only have we managed to reach thousands of girls, teachers and communities through these interventions, some important best practices in promoting girls’ education have also emerged out of our efforts. The major ones include FAWE’s model on how to transform a school to become gender responsive academically,

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socially and physically through the FAWE Centre of Excellence model.

The second one is the Gender Responsive Pedagogy model and the third is the Empowerment of Youth for Gender responsiveness through the TUSEME model. These best practices, for which teachers’ handbooks have been developed, have been adopted in various countries and hundreds of teachers are already using them in addressing gender constraints to education at the school and community level.

The emergence of the best practices has greatly facilitated our last objective of replicating and mainstreaming best practices in girls’ education in national education systems. Mainstreaming FAWE’s best practices in the national education systems has taken place in Kenya, Tanzania, and Senegal. In Tanzania, the Ministry of Education has mainstreamed the TUSEME Girls’ Empowerment and the Centres of Excellence models into its Secondary Education Development Programme (2004-2009). Over one hundred teachers have been trained into the skill for empowering girls and boys for gender equality through the TUSEME model as well as into the Gender Responsive Pedagogy model. In Kenya, the ministry of education has mainstreamed the FAWE Centres of Excellence (COEs), TUSEME and management of Sexual Maturation into the Kenya Education Sector Programme (KESP, 2005-2010). Seventy-two schools to be transformed into Centres of Excellence have been identified and training of teachers on the Gender Responsive Pedagogy model and TUSEME undertaken in collaboration with FAWE Kenya. In Senegal the ministry of education embarked on a nation-wide programme to mainstream gender in the education system.

A total of 45 school inspectors, 40 curriculum developers and 115 teachers have been trained into mainstreaming gender in education.

The Gender Responsive Pedagogy model is also in the process of being mainstreamed in pre-service training at the Ambo Teachers’ College in Ethiopia, The Cheick Ante Diop University in Sénégal and the Dar es Salaam College of Education (DUCE) in Tanzania.

The third message is that much as we celebrate these achievements, challenges still abound in the attainment of gender equality in education. The world’s failure to reach the EFA and MD gender goal of eliminating gender disparities in primary and secondary education was an affirmation of the formidable challenges before us. The structures that churn out the barriers to girls’ education and foster gender inequalities in all spheres of life are still largely intact. We sincerely believe however, that the lessons learnt from both our achievements and the challenges we faced in the first Strategic Plan will lead us in coming up with more sharply defined directions and objectives and spur us into more concerted effort to eliminate gender disparities in our education systems and in our societies at large.

We have no doubt that the commitment and zeal of our national chapters plus the strong partnerships we have built with ministries of education, communities and development partners, will enable us to achieve much more beyond what we have accomplished in the just ended strategic plan.

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Highlights of 2006 FAWE Roundtable Meeting, Nairobi FAWE organized a roundtable meeting in Nairobi in January. The meeting aimed at charting the way forward in response to the FAWE Mid-Term Review Report. Dr. Richard Sack, a consultant, prepared a synopsis and synthesis of the report and facilitated the roundtable. The discussion on the way forward was based on the four major areas emerging from the report as follows: • Monitoring and evaluation • Transparency and selection criteria • Relations between the Regional Secretariat and the National Chapters • Capacity building in the Regional Secretariat and the National Chapters This roundtable meeting was expected to inform the Lilongwe roundtable (pre-donors consortium meeting) and help move the process of the discussion one step forward in the overall effort to chart out the way forward for FAWE and to provide the stakeholders with an opportunity to have an input into the next FAWE Strategic Plan 2007-2012.

4th FAWE Donors’ Consortium Meeting The 4th FAWE Donors’ Consortium Meeting was held in Capital Hill Hotel, Lilongwe from 6th – 8th March. It brought together ten (10) donor representatives from NORAD, UNICEF/ ESARO, World Bank, ADEA, The Rockefeller Foundation, SIDA, UNESCO, UNICEF/ WCARO and Ireland Aid. The purpose of the meeting was to assess the extent of activity implementation of the 2005 Work Programme, as well as to deliberate on funding commitment for 2006. The Minister for Education gave the welcoming remarks. The meeting gave the donors the opportunity to visit one of the demonstrative interventions at Mitundu Secondary School.

New Centres of Excellence In collaboration with the Ministry of Education, FAWE Zambia and Chad launched new Centres of Excellence at Kamulanga Secondary School and Kelo School respectively. Following the launch, vision workshops were conducted. The participants at the workshop

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included MoE personnel, local community leaders, parents, teachers, and students. This brings the total number of FAWE COEs to twelve.

ADEA Biennial in Libreville, Gabon FAWE participated in the 2006 biennial meeting of the Association for the Development of Education in Africa (ADEA), which took place in Libreville, Gabon, from 27 to 31 March 2006 under the theme of Effective Learning, and Effective Education and Training Systems.

FAWE organized a session on “Equipping Teachers with Skills in Gender Responsive Teaching and Learning”, within the framework of the gender responsive pedagogy model.

In addition, FAWE presented videos on gender responsive pedagogy recorded at AIC Kajiado Primary School, Kenya; FAWE Girls’ School, Rwanda; and Mgugu Secondary School, Tanzania. The meeting was attended by Ministers of Education and Training, highlevel representatives of multilateral and bilateral organizations working in the field of development, representatives of NGOs, researchers, practitioners, and other educational professionals in sub-Saharan Africa. After the meeting, and the side sessions, the Ministers of Education for Swaziland, Uganda, Zanzibar and Malawi expressed keen interest to have the Modules adopted in their educational systems. They took copies for further discussions at home.

FAWE Executive Committee Meetings The 33rd and 34th FAWE Executive Committee meetings were conducted in June and November in Kigali, Rwanda and Naivasha Kenya respectively. The agenda included a round table meeting on the Midterm report of the existing Strategic Plan, with a special emphasis on the way forward for the next Strategic Plan. The latter EC meeting reviewed the FAWE 2007 Work Programme and Budget and approved it. .

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Mainstreaming FAWE Best Practices The mainstreaming process was advanced in Kenya, Tanzania, and Senegal. In Kenya, extensive work with the Ministry of Education was realized. FAWE Kenya co-chaired the development of the Gender and Education Policy Draft, which has provided for the mainstreaming of Tuseme and Gender Responsive Pedagogy. Besides, the Kenya’s Education Sector Strategy was drafted to guide the implementation of gender provisions in the Kenya Education Sector Support Programme 2005–2010 (Gender Investment Programme). In Tanzania, the Technical Committee conducted 3 meetings on mainstreaming of TUSEME, followed by development and approval of the Action Plans by the MoE. Follow-up on the 2 best practices – Tuseme empowerment and COE were being mainstreamed. Training of teachers and headteachers from 44 schools into empowerment of youth for gender equality using TUSEME was undertaken.

In-Service Teacher Training on Gender Responsive Pedagogy In-service teacher training on the skills for a gender responsive school was undertaken at schools in 5 national Chapters COEs – Burkina Faso’s Dipeo, Gambia’s Sambang, Kenya’s Athwana, Tanzania’s Mafinga, and Zambia’s Kamulanga. Action Plans were developed and are currently being implemented at the COEs. Sub-Regional Monitoring and Evaluation Training In order to keep track and evaluate the effectiveness and impact of the activities for FAWE in improving access, retention and performance for girls according to the FAWE Revised Strategic Direction 2002 – 2006, FAWE ensured that most of their national Chapter staff were equipped with relevant skills on M&E. A total of four sub-regional workshops were conducted in Mozambique, Mali, Burundi, and Liberia. A total of 69 persons were trained in these workshops. Out of these, 19 were national Chapter coordinators, 26 were NC Programme Officers, while 24 were resource persons.

These resource persons were picked from the national Chapters by the Executive Committee, and were meant to assist the Chapters in monitoring the implementation of activities (See Table 1 for details).

Table 1: Representation at the Sub-Regional monitoring and evaluation training Venue

National Chapters

Mozambique

Tanzania, Kenya, Zanzibar, Mozambique, Zimbabwe, Zambia

6

6

6

18

Benin, Mali, Guinea, Chad, Burkina Faso, Senegal, Togo, Gabon

7

9

8

24

Burundi

Comoros, Cameroon, Burundi, Madagascar

3

4

5

12

Liberia

Ghana, Liberia, Gambia, Nigeria, Sierra Leone

3

5

7

15

19

24

26

69

Mali

TOTAL

5

Number & Type of participants NC Resource NC Programme Coordinator persons Officers

TOTAL

Part 1: Overview

Box 1: FAWE’s Strategic and Programatic Objectives FAWE’s Strategic Objectives 1. Influencing policy formulation, planning, implementation, monitoring and evaluation in favour of increasing access, improving retention and enhancing the performance of girls.

2. Building public awareness and consensus on the social and economic advantages of girls’ education through advocacy.

3. Demonstrating, through interventions on the ground, how to achieve increased access, improved retention of girls in school and better performance of girl in school.

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

The year 2006 is the last year for FAWE’s Strategic Plan (2002 –2006). In developing this Plan, FAWE was informed by lessons and best practices that have emerged from its work over the last ten years and, more importantly, the realization that progress towards implementation of the EFA goals as spelt out in the Dakar Framework for Action need to be greatly accelerated.

FAWE still actively grapples with the enormous challenge of ensuring accelerated action on the ground as a means not only to increased access for girls to schools, but also access to quality education, complete Programmatic Objectives 1. To increase access particularly of rural girls, retention, and quality performance. The the very poor, the geographically and culturally activities for 2006 targeted increasing isolated and marginalized. access in 18 national Chapters and 2. To continue to stimulate policy reform strengthening the other 14. Further efforts particularly ensuring gender provision in EFA were made in ensuring that the capacity of and Education policies and plans.

3. To strengthen the capacity of 14 national the national Chapter personnel was Chapters to acquire skills needed to promote enhanced for efficient implementation of girls’ access, retention, and performance. the programmes, especially monitoring 4. To influence the replication and mainstreaming and evaluation. The national Chapters’ of practices in girls’ education into the national primary tasks were based on FAWE’s four education systems and practice. main strategic objectives, which were also categorized into four programmatic objectives (see box 1 for details).

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

Objective 1: Influencing Policy Reform FAWE continued to stimulate policy reform particularly by ensuring gender provision in EFA and education policies and plans. The following achievements were realized: Review of Policy Documents A gender review of all policy documents was undertaken. Opportunities and gaps were identified and shared with stakeholders at a workshop. The Draft Gender and Education Policy has been formulated and shared with stakeholders. Implementation strategies for the policy have also been developed. For example, the Rwanda Education Policy was reviewed for gender responsiveness under the ANCEFA Programme, thus making available the draft of the Gender in Education Policy. Similarly, in Malawi and Zambia, the analysis of gender gaps and opportunities in national policy documents was undertaken and reports submitted to stakeholders.

FAWE Resident Guest Researcher Programme (FRGRP) The FAWE Resident Guest Researcher Programme (FRGRP), launched in 2004, is a programme that provides short-term grants to selected guest researchers from universities

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in Africa to conduct 3-month action research, based on themes identified by FAWE, each year. The first phase of the programme, initiated in 2004, has produced three research reports now in press. These include: 1. The Status of Women in University Functioning: A Case of Three Universities in Africa by Dr. Edith M. Okiria from Makerere University, Uganda.

2. A Conceptual Model for Intervention Strategies Towards Gender Equality in Science and Mathematics Using Constructivist-based Teaching Strategy by Dr. Augustinah N. Duyilemi from Adenkule Ajasin University, Nigeria.

3. Gender Differentials in Science and Technology by Dr. Peter O. Ogunjuyigbe from Obafemi Awolowo University, Nigeria.

For the 2005 – 2006 period, three awards were granted and all the studies completed and submitted to FRGRP panel of reviewers for assessment. The table is a summary of the studies already completed.

Table 2: Action research already undertaken Theme Theme 1: Challenges of Reducing Impact of HIV/AIDS on Girls’ Education

Title of Study The Challenges of reducing the impact of HIV/AIDS on Girls’ Dropout Rate in Primary Education in Tanzania: An Assessment of the Effectiveness of the Current Efforts and Methods

Details of Author Dr. Aggrey Raphael Kihombo Senior lecturerDepartment of Economics Mzumbe University Morogoro, Tanzania

Theme 2: Sexual Harassment/ Gender Violence in Institutions of Higher Learning

Sexual Harassment in Institutions of Higher Learning: Using the victims, the harassers and other stakeholders to develop a training manual for the Empowerment of Female students

Prof. Obert P Ndawi, Faculty of Education Midlands State University P.O. Bag 9055 Gweru, Zimbabwe

Theme 3: The status of Girls’ Education in sub-Saharan Africa: Five Years After Dakar

Cultural and Environmental Influences Dr. Yuh Euphrasia Faculty of on the Education of Girls in Mbororo EducationDepartment of Community in Cameroon Educational Psychology University of Buea, Buea, Cameroon

ADEA Biennale Meeting The 2006 Biennale of Education was held in Libreville, Gabon, March 27-31. The theme of the meeting was Characteristics, Conditions and Factors underlying Effective Schools and Literacy and Early Childhood Development Programs. These Biennial Meetings are the high point of the activities and life of the Association. The main objective of the meetings is to encourage and sustain frank and open discussions between African ministers of education, development agencies, and other education professionals. This year’s meeting built on lessons learned during the previous Biennale. It was envisaged that through this meeting, more exploration on how African education systems could improve the quality of education would yield fruits. FAWE’s presence has been paramount in these meetings.

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Objective 2: Advocacy Advocacy Materials As part of the advocacy campaign towards the promotion and advancement of girls’ education, several advocacy materials were published and disseminated by the Regional Secretariat and the National Chapters. Among the titles produced were: English version of FAWE News on Tuseme – Vol. 13 No.4; French version of “Speaking Out: Girls’ Voices” – Vol. 13 No.3; FAWE Ethiopia Newsletter ‘TIMMAR’; FAWE Namibia Newsletter; and FAWE Zimbabwe Journal. FAWE’s latest version of the newsletter – Vol. 14 No. 1&2 echoed loudly FAWE’s intentions of Making Visible the Invisible. For example, the passing of the Sexual Offences Bill into law in Kenya was seen to have a direct influence towards the achievement of EFA goals.

Exhibitions A series of exhibitions were organised during the 4th Donors’ Consortium Meeting in Lilongwe, Malawi; the 33rd and 34th FAWE Executive Committee meetings in Kigali, Rwanda and Naivasha, Kenya respectively; and 3rd and 4th Management Committee meetings in Rwanda and Kenya. The main documents displayed were the FAWE News, Annual Reports, COE materials, posters and all the FAWE best practices booklets and CDs. Website FAWE has advanced the process of updating its website, which is meant to be full-fledged, interactive and dynamic and wholly database driven. The address still remains – www.fawe.org. It is full of new publications and documents, details of FAWE membership and governance, posters, and programmatic activities within the National Chapters.

International meetings Internationally, FAWE sought to influence and increase universal campaigns on girls’ education. The participants presented papers and actively participated in key issues (see Table 3 on next page).

Information Dissemination FAWE’s resource centre was continuously updated with information, including books, DVDs, CDs, journals, and pamphlets. New documents were acquired and disseminated to the national Chapters. In addition, the existing databases, including national and regional statistics and results of research on education and other relevant information on female education from other partners, were updated.

Partnership A lot of efforts were made by FAWE to strengthen the existing partnerships and create new ones. At the NC level, the members continued to enhance activities through strengthening of their partnerships with governments, agencies, universities, education agencies, NGOs, and donors. The main partners were UNICEF, Plan International and UNESCO.

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Box 2: FAWE’s participation on the international meetings FAWE ON THE INTERNATIONAL SCENE Review of AU Decade of Education: FAWE participated in the above meeting, organised by the African Union in Ethiopia, in January. The aim of this meeting was to conduct a detailed review of the AU Decade of Education document.

Association for the Development of Education in Africa (ADEA) Biennial Meeting: FAWE participated actively in the ADEA Biennial Meeting that was organised by ADEA and held in Gabon in March. During this meeting, Launch of UNGEI West Central Africa Region: In April, FAWE in collaboration with United Nations Girls’ Education Initiative (UNGEI) participated in the launch of the UNGEI West Central Africa Region. The launch was held in Dakar, Senegal.

EFA Meeting: Given that EFA is vital in FAWE’s programmes, FAWE participated in the EFA meeting held in Bergen in May. In this meeting, issues still impeding the success of girls’ education in sub-Saharan Africa were addressed.

Femme Africa Solidarité (FAS): In June, FAWE actively participated in the 8th Pre-Summit Consultative Meeting on Gender Mainstreaming in the AU. This meeting was held in the Gambia FAWE West African Chapters’ Meeting: In May, Plan International in collaboration with FAWE organised a strengthening programme that brought together all the FAWE West African Chapters. In this meeting, held in the Gambia, the Chapters tackled matters that had potential in improving partnerships and programme implementation.

Other meetings included: • Global Women’s Network on Action for Children in Jordan in May. • ANCEFA/FAWE Initiative Consultations in Tanzania in September.

• COL PCF4 in Jamaica in November.

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Objective 3: Demonstrative Interventions Since FAWE National Chapters are the engines that drive FAWE, a myriad activities aimed at increasing girls’ access were implemented.

These activities included provision of grants, community sensitization programmes, promotion of Science, Mathematics and Technology (SMT) subjects among girls and teachers, collaboration with NGOs engaged in promoting girls’ education, and support for countries in conflict or post-conflict situations.

The following is a summary of the achievements: Grants During this reporting period, four new grants were awarded to the National Chapters (NCs).

However, activities focused on monitoring the impact of already disbursed grants. Specific follow-up activities were advanced, including measuring the impact of the access grants earlier awarded. The grants that formed the focus of monitoring included Conflict Grant disbursed to Burundi, Sierra Leone, Guinea, and Nigeria; General Access awarded to Cameroon and Benin; and SMT grants disbursed to 11 Chapters – Tanzania, Malawi, Zambia, Zimbabwe, Mozambique, Kenya, Uganda, Mali, Cameroon, Burkina Faso, and Zanzibar.

SMT During the year, FAWE engaged in specific activities aimed at advancing SMT programmes in the 11 SMT countries. The activities included a follow-up on the 3 SMT frameworks on SMT Gender Responsive Pedagogy, organisation of gender responsive science camps, and development of SMT databases. As a result of this effort, 313 teachers from 10 NCs were trained in the FAWE SMT frameworks. These included Cameroon – 36, Malawi – 33, Tanzania – 38, Mozambique – 51, Kenya – 40, Mali – 16, Burkina – 21, Zimbabwe – 18, Zambia – 36, and Zanzibar – 24. After the training, all these teachers came up with action plans from which the NCs developed proposals for funding from FAWE.

Table 4: Higher Education Grants Chapter University Topic of Study Rwanda Kigali Institute of Technology (KIST) Promoting Gender Equality at KIST Uganda

Islamic University

Strategies for Enhancing Women’s English and Communication Skills for Upward Mobility

Ghana

Kwame Nkrumah University of Science and Technology

Towards Effective Role Modeling for Female Undergraduates in SMT Courses

Nigeria

Adenkule Ajasin University

Towards Effective role modelling for Female Undergraduates inSciemce, Mathematics and Technology (SMT) Courses

Tanzania

University of Dar es Salaam and

• Beyond Access: Experiance of Women Participation in Higher Education in Tanzania • Examining the Persistence of Sexual Harassment in Higher Learning Institutions in Africa: A Case Study of Four Universities in Tanzania

Mzumbe University

Higher Education Follow-up and monitoring of the Higher Education grants was advanced. For example, Mid-Term Activity Reports were received and the 2nd tranche of grant disbursed to 6 Universities within 5 national Chapters. (The details are as shown in Table 3 above).

Besides disbursement of second tranche of the grants, FAWE also ensured that other grants were disbursed to Dar es Salaam University College of Education (DUCE) for their preentry programme for female science students. As a result of this effort, reports were received from Tanzania on the project “Beyond Access: Experiences of Women Participation in Higher Education in Tanzania”.

Girls’ Clubs During the previous year, FAWE supported 120 schools and institutions and managed to reach upwards of 6,500 girls through the girls’ clubs activities. As a continuation of these activities, FAWE, through the NCs, conducted a series of girls’ empowerment programmes. The key activities included life skills, adolescent reproductive health, empowerment techniques, guidance and counseling, and theatre performance, among others.

Bursary Grants FAWE continued to focus on the provision of bursary to needy girls. A closer follow-up was done on the girls who had benefited earlier. However, only 6 NCs received additional bursary grants during the year and managed to assist 222 new girls. For example, Chad supported 15 girls, Ethiopia – 15, Malawi – 4, Kenya – 11 (including 4 from UNESCO), Zanzibar 167, and Tanzania 10 girls. FAWE Zanzibar managed to support more girls since their bursary scheme focused mainly on the provision of meals for hungry girls.

Centres of Excellence (COEs) FAWE still maintained and worked with the existing 10 COEs. In addition, two new COEs were initiated in Kamulanga in Lusaka, Zambia and another centre at Kelo, in Chad. A closer monitoring of the already disbursed bursary grants was done. A total of 282 girls

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were tracked and their performance noted. The table shows the details of the number of beneficiaries within these COEs within the past two years (See table below).

Centre of Excellence

Beneficiaries (2005)

Beneficiaries (2006)

Hage Geingob – Namibia

15

16

Lufilyo – Tanzania

15

24

Mgugu – Tanzania

58

43

Mafinga – Tanzania

20

30

AIC Kajiado – Kenya

37

37

Athwana – Kenya

30

30

Sambang Upper Basic – Gambia

69

96

FAWE Girls School – Rwanda

6

6

277

282

TOTAL

Gender Responsive Pedagogy A total of 65 teachers were trained into gender responsive pedagogy in Burkina Faso [7], Zambia [31], Kenya [19], and Gambia [8]. Following the training, these teachers decided to implement the skills acquired and embarked on the development of gender responsive lesson plans and teaching methodologies.

Situation Analysis Situation Analysis and Assessment of the schools for gender responsiveness was undertaken for COEs in Rwanda (FAWE Girls’ School), Burkina Faso (Dipeo), Namibia (Hage Geingob), Tanzania (Mgugu, Lufilyo and Mafinga) and Kenya (Kajiado and Athwana), followed by Action Plan development.

AGATHE FAWE continued with closer monitoring of the Agathe Awards for Kenya, Guinea, and Burkina Faso. All the 1,126 girls earlier reached through this award were contacted through their schools. This tracking has enhanced the status of the impact of the grant.

FAME Activities for the year focused on a closer follow-up of all the awards given. These awards are given as a token of hard work to female journalists who promote girls’ access. Closer collaboration with the 12 journalists (Kenya – 4; Ethiopia – 4; and Mali - 4) so far awarded for their efforts to promote girls’ education was ensured.

Administrative Support A total of 30 out of the 32 available administrative support grants were processed and wired to the NCs to cater for their operational costs. The 2 NC Coordinators hired for Kenya and Swaziland were inducted in Nairobi and have commenced work at their NCs. FAWE Madagascar, Malawi, Mozambique and Nigeria moved offices into new locations to enhance Secretariat accessibility (by partners and donors) and improve programme implementations.

Strengthening Programme Similarly, as part of the strengthening programme for the 14 NCs, activities were focused on 3-target areas, namely: functionality of the secretariat, governance, and implementation

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of programmes. Assessment of these NCs indicated that the secretariats have become functional since 8 out of the 14 NCs (Ethiopia, Chad, Burkina Faso, Kenya, Mali, Guinea, Mozambique, and Malawi) have functional secretariats. They are all equipped with functional telephones and facsimile machines, computers, and basic communication equipment. In addition, all the 14 NCs managed to acquire office space and basic facilities.

This has enhanced communication and implementation of activities. With regard to human resources, financial management, and communication systems, a total of 12 NCs have put in place all the necessary facilities and personnel (except Mali and Burkina Faso).

Similarly, 12 NCs (except Rwanda and Malawi) conducted their annual General Assemblies. All the NCs had functional ECs, whose structures were well laid out (except Mozambique).

Programme Planning In terms of programme planning, the NCs recorded significant achievements. All the 14 NCs now prepare annual work plans, based on their Strategic Plans. They also periodically submit quarterly and annual reports, although there has been some problem of quality and failure to meet the deadlines. Eleven NCs (except Mali, Namibia, and Chad) have functional Strategic Plans. These plans are carefully followed and used to develop annual work plans. 10 NCs have undertaken the demonstrative programme of Centres of Excellence (except Mali, Uganda, Malawi and Mozambique). All the 14 NCs have received training in M&E. The training included development of performance indicators, monitoring plans, data collection instruments and analysis methods, as well as basic skills into monitoring and evaluation. Five NCs (Ethiopia, Namibia, Uganda, Malawi, and Tanzania) were trained in 2005, and are already applying the M&E skills. Eleven NCs (Except Uganda, Gambia, and Mozambique) have undertaken the empowerment of girls’ demonstrative intervention – TUSEME. To enhance gender responsive teaching, teachers in 10 COEs were trained into GRP. The teachers that were trained are already applying the GRP in their teaching. Guinea will conduct the same training in December. Last, but not least, in order to accelerate training and speedy monitoring of activities within the NCs, a pool of Gender Responsive Pedagogy, TUSEME and COE resource persons were trained and are currently being used to train different NCs.

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Objective 4: Replication and Mainstreaming of Best Practices The main thrust of this objective is to influence the replication and mainstreaming of best practices in girls’ education into the national education systems and practice. During the year, FAWE managed to press for replication of their best practices in three national Chapters – Tanzania, Kenya and Senegal. In Tanzania, for example, the Technical Committee conducted 3 meetings on mainstreaming followed by development of action plan that was completed and approved by the Ministry of Education. This was followed by close monitoring of the 2 best practices (Tuseme empowerment and COE) being mainstreamed. In Kenya, Technical Team was established to support mainstreaming best practices in girls’ education. The Chapter also chaired the Technical Committee on Gender and Education Policy in Kenya, where the proposed policy draft was completed and shared with stakeholders. In total, 10 meetings of the Technical Committee were held, and the implementation strategy was developed. The Chapter, in collaboration with the Ministry of Education, kept a close follow-up on their 3 best practices – Tuseme, COE, and Sexual Maturation – that are currently being mainstreamed in the Gender and Education Policy. In Senegal, the Chapter and their Ministry of Education strived to mainstream gender in the education system. As a result of this effort, the MOE trained 44 education practitioners (Inspectorate from the 11 regions) who are meant to act as trainers within the whole education sector.

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Part 2: Country Reports Benin FAWE Benin, known also as the Association of Women Educationalists of Benin (ASFEB) has tried to promote girls’ and women’s education for development through: • Positively influencing formulation of education policies, their planning and implementation in order to promote gender equality.

• Communication for change of behaviour through public awareness, advocacy campaigns, and consensus building on the social benefits of girls’ education.

• Field interventions aimed at enhancing programmatic activities for the girls in order to achieve improved access to basic education, to increase the retention rate and to ensure best performance in all schools – public and private.

• Creation of partnerships with governments, donors, schools and universities, NGOs, communities and their partners in the area of education so as to effectively implement programmes and thus improve girls’ education.

• Influence the dissemination of best practices that result from the demonstration interventions, and advocate actively for their mainstreaming into broader national education policies, plans and practices.

During the year, the Chapter implemented a myriad of activities. Among them: change of NC registration from the Ministry of Interior, Security and Decentralization to the Ministry of Security and Local Authorities; implementation of the project for creation of girls’ clubs; implementation of bursary programme; advocacy for mentoring activities for girls at local levels; exchange visits to other FAWE National Chapters; meeting with partners; establishment of

partnerships with national and international institutions; and reinvigoration and promotion of national Chapter’s visibility.

Policy Registration of the Chapter In order to give the Chapter legal status and to enhance its visibility, ASFEB drafted letters to the Ministry of Interior, Security and Decentralization, and advanced execution of activities aimed at ensuring the official publication of the national Chapter in the Official Gazette.

As a result, the registration of the Association was modified and the Association was officially published in the National Gazette. This has allowed the Chapter to apply for specific tenders and submit projects to partners and donors. It has also expanded the Chapter’s visibility nationally.

Statutory Meetings ASFEB held ordinary sessions of the Executive Committee and all its members to enhance smooth programme implementation. As a result, various ordinary sessions of members of the Chapter were held on a regular basis. This had an impact on the members whose participation rate in meetings and their regularity significantly improved. For example, the participation of the Chapter members increased from six to thirteen regular members out of a total of 26 members. These meetings triggered off the development of a functioning framework for the Chapter, the full and comprehensive revision of the basic texts (constitution, by-laws and others) as well as the development of project proposals for funding by the partners.

Consultative Meetings ASFEB endeavored to promote partnership with Ministry of Education and national and international institutions involved in education. This was achieved through regular meetings with the Ministry of Primary and Secondary 14

Education in order to finalise the Memorandum of Understanding between the two institutions, as well as meeting with the Coordinator of WANAD Centre.

The resultant effect of these deliberations and dialogue included significant collaboration with the Technical services of the MPSE (Ministry of Primary and Secondary Education), the minister’s office at the MPSE; and development of 2006 – 07 Work Programme.

Advocacy Advocacy Campaigns ASFEB in collaboration with Beninese Network of Journalists and Communication Experts involved in Education organised and participated in the national girls’ education campaign. To achieve this, the Chapter coordinated a series of lectures and forum by some of the Chapter members for the Radio programme. Besides this, the Chapter also organised the writing of a series of articles. These articles were based on concrete actions for implementation to speed up and promote girls’ education in Benin. This was coupled with the production and publication of the magazine. The Beninese Network of Journalists and Communication Experts involved in Education edited the magazine.

Demonstrative Interventions Girls’ Clubs ASFEB set up girls’ clubs in secondary schools. These girls’ clubs constitute an immediate melting pot, where girls learned how to be responsible and to

value themselves. They were encouraged to discuss challenging issues among themselves as well as express the difficulties they encountered. These were then analysed in order to formulate approaches on how to provide solutions to problems that hindered their academic performance. The clubs also enhanced young girls’ access to education through the Chapter’s Scholarship Programme.

The overall objective of improving the socio-cultural environment in High Schools (CEG) was realized through the creation of three girls’ clubs at Lycée Mathieu BOUKE, Les Merveilles School in Parakou, and CEG Bopa. These girls’ clubs were officially opened and closely followed up to ensure smooth and regular interaction with girls’ clubs. Besides, the Chapter disseminated letters and questionnaires to various girls’ clubs for follow-up. The letters and questionnaires collated remarks from themes ranging from collection of remarks from girls’ clubs on themes such as: teacher-student relationships; female-male students relationships; whether sexual activities were consistent with studies; the “sugardaddy” phenomenon; “sexually enhanced marks”; status of STD/AIDS; the benefits of girls’ education; and young girls and their future (pairs sensitization). The Chapter also facilitated capacity building for all the girls within the clubs through provision of technical support to the Collège de l’Avenir Girls’ Club for significant production of articles for their magazine.

Bursary Scheme The Chapter had a preparatory workshop for the implementation of the scholarship programme. This was coupled with site visits, sensitization meetings which targeted head teachers, as well as the candidates. As a result of these meetings and consultations, the Chapter prepared the Terms of Reference for the responsible persons and sent the letters to all the partners (including members of the

15

selection and steering committee) and the academic authorities. This was followed by the collection of information forms on FAWE scholarship candidates, data analysis of information forms, and the final selection of FAWE scholarship beneficiaries. The project was finally launched in November.

M&E Training FAWE Regional Secretariat organised a sub-regional training workshop on programme Monitoring and Evaluation.

This training workshop was organised to meet the daily needs of the National Chapter Coordinators and personnel. The workshop was held in Bamako, Mali. As a result of the training, the NCs were capable of developing their own indicators and M&E plans for their planned activities. The Coordinator, a Programme Officer, and a resource person represented the Chapter.

Exchange Programme ASFEB engaged in a tripartite dialogue, bringing together the West African FAWE Chapters and PLAN WARO. The meeting was held in Banjul, The Gambia. The purpose of the meeting was to facilitate and enhance exchanges on PLAN WARO and West African FAWE Chapters’ partnership. As a result, the Chapter presented their achievements to other national Chapters and made a subscription to the 3 proposed projects within the PLAN WARO framework and the West African FAWE Chapters’ partnership.

Collaboration with Women’s Associations In a bid to build new and strengthen existing partnerships, the Chapter actively participated in training workshops on leadership, management and good governance that was organised by the Network for Integration of Women NGOs and Associations (RIFONGA). Besides this partnership, the Chapter also participated in another familiarization workshop with

the European Union “EU03” project. This was crowned by an activity planning session with the Women in Law and Development in Africa (WILDAF-Benin).

Challenges The major challenge faced by the Chapter during the implementation period was lack of reliable means of Communication.

This has become very expensive for the Chapter. It lacks office telephone lines, and thus staff members communicate with others using their own phones, or using crowded public telephone booths.

Similarly, communication via the Internet is difficult because the Chapter does not have its own line. Staff members use Cyber cafés to access and send emails. Just like most of the Chapters, the Chapter does not have their own means of transport – thus making monitoring challenging.

Burkina Faso Policy Policy Dialogue FAWE Burkina influenced the formulation and adoption of education policy geared towards promotion of girls’ education.

The Chapter participated in policy dialogue with MoE and decision-makers with the focus to increase access, retention, and performance of disadvantaged girls within selected communities.

Baseline Study The Chapter is also part of the pilot committee jointly put in place by UNICEF and the MoE to conduct a study on the identification of persistent obstacles to girls’ access, retention, and performance in school. Emphasis is based on the impact of the AME, APE, COGES, the Koran, Medersas, French, and Arabic schools on the education of girls.

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Advocacy Awareness Campaigns The Chapter facilitated the realization of consensus among stakeholders on the way forward for education among the girls.

Participants in awareness creation included students, decision-makers, and the local communities. Key achievements included sensitization and training of five teams of the Association of Mothers’ Education. This process was done in collaboration with the Provincial Directors of Basic Education from Sourou.

Media In collaboration with Plan-Burkina, the Chapter also actively participated in a television programme on girls’ education.

The Chapter had a chance to explain the specific objectives of FAWE and their associated activities.

Advocacy Materials The half-yearly Newsletter for the FAWE Club - Issue No. 7 was published. A total of in 500 copies were produced and disseminated to the partners and to all the Regional and Provincial Directors.

Demonstrative Interventions COE The action plan for the implementation of gender responsive teaching skills was developed for Dipeo COE and executed by more than 80 percent of the teachers, apart from the elaboration of the Dipeo head-teachers Code of Ethics. The Chapter took gender issues into account in their endeavour to develop a gender responsive

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teaching methodologies. Specific emphasis was laid on the training of teachers into the same pedagogy. The documents such as Law 013, Decree (Cap) 289 was obtained with the help of the Director General of ENEP from Gaoua.

The Dipeo COE also instituted an annual cultural week with precise themes such as the role of the Dipeo community in recruitment processes, cleaning up of the school, and female genital mutilation. The national examination results indicated that more than 59 percent of the students passed. Out of the 44 students who passed, 13 girls and 13 boys were awarded prizes.

Science Education for girls The Chapter, in collaboration with FAWE Regional Secretariat, conducted a training programme for 30 SMT teachers. These teachers were drawn from of two institutions and three heads of the institutions – one of which was from DIPEO. The training hinged on the integration of gender in the teaching of science, Mathematics and Technology subjects in Africa.

Girls’ Trafficking As part of the effort to heighten the fight against girls’ trafficking in the Sourou Region, the Chapter organised radical campaigns in collaboration with other like-minded organisations and agencies.

Non-formal Education Eighty girls from the Resource Centre and the Tougan Training Centre benefited from training in income-generating activities.

They learned dyeing, soap making, and fruit and vegetable drying. They equally visited the role models that have contributed to the promotion of socioeconomic activities within the province.

UNICEF financed this project. Besides, a sewing workshop was opened in Ouagadougou to reinforce the capacity of girls that graduate from these vocational centres. Similarly, the education support for the girls in conflict areas and

conditions was advanced. A total of 40 repatriated girls (12-18 years of age) from Cote d’Ivoire were supported to join primary literacy programmes. The Houet Provincial Director for the Promotion of Women supported the programme.

BRIGHT Project Within this project, the FAWE Provincial teams from ten provinces were trained in gender and techniques of social mobilization.

Besides, training sessions on income generations for the girls was conducted.

For example, all the girls who benefited from the first promotion campaigns were in Basic Accounting and literacy programmes. In Ouagadougou, evening classes and courses were organised where a total of 239 girls were registered. A further 24 girls were presented with Certificate of Primary Education.

Burundi

Partnerships The Chapter implemented programmes that aimed at significantly improving the chances of girls to succeed in their schooling. In collaboration with other partners, the Chapter accessed funds from the BRIGHT Project. Through this grant – financed by the US Government and executed by four NGO, namely: Plan Burkina, Catholic Relief Services, Tin Tua and FAWE Burkina, the Chapter harnessed efforts towards increasing girls’ performance in schools.

The Chapter has become very dynamic, and has thus become responsible for social mobilization of the community, training of teachers on gender issues, and organization of Prizes for the best students. The Chapter implemented the following activities: trained 10 Provincial teams in gender and social mobilization; trained resource persons from 33 communities in community mobilization and gender; organised discussion and debates with APE and AME within the 33 communities on the importance of girls’ education; and put in place a jury for the organization of the excellence prize for the best teachers.

FAWE Burundi’s activities during 2006 were aimed at consolidating past gains in promoting HIV/AIDS prevention amongst girls through its clubs. The Chapter also stepped up its policy advocacy activities in a bid to promote more gender responsive policies.

Policy EFA Campaigns The Chapter effectively organised and participated in the EFA campaign in the country. The celebrations were held within the framework of EFA Global Week for Action activities. As a result, key stakeholders were sensitized and their opinion on the importance of education in general and girls’ education in particular was enhanced. The need for more people to be made aware of these campaigns was noted. To address this, the Chapter resolved to embark on a series of activities and programmes to sensitise all stakeholders, especially the Ministry of Education to enhance publicity for the National Action Plan for the week, for easy access to all.

Action Research The Chapter advanced the validation process for the study on “The problems of teenage pregnancies on girls’ education in Burundi". The report is expected to be a useful advocacy tool for the prevention of teenage pregnancies in school, as well as be used in the reinstatement or re-entry of the already dropped out girl-mothers Policies in favour of Girls’ Education FAWE Burundi held consultative meetings with the Ministry of National Education and Culture to advocate for policies 18

needed for the re-entry of teenage mothers to school. Deliberations for a study on schoolgirls’ pregnancy were conducted and advocacy for adoption of legislation in favour of reintegration of teenagemothers commenced. Besides, FAWE Burundi conducted consultations with the Ministry of Education and its partners to adopt a specific national girls’ education policy.

Advocacy Media In her efforts to advance public sensitization campaigns to the whole nation, the Chapter facilitated the production and broadcast of sensitization programmes in different radios channels.

Similarly, the Chapter embarked specifically on the production of programmes on girls’ education on the school radio – NDERAGAKURA. This programme looked at the achievements, benefits and constraints that girls face in their efforts to access education. As a result listeners were sensitized on strategies for promoting girls’ education Advocacy Materials The Chapter used the materials produced

by UNICEF under the SARA Communication Initiative to sensitize girls in schools on the importance of rejecting negative advance made to them that could hinder their educational progress.

Demonstrative Interventions HIV/AIDS Clubs The Chapter participated in the setting up of “Living Values” programme, which is expected to generate awareness and assertiveness among young girls concerning their own values.

Consequently, on the basis of the recommendations stemming from these activities, the Chapter set up HIV/AIDS prevention networks in the provinces of Karusi, Kiroundo, Muyinga and Ngozi.

FAWE Burundi worked in 68 primary schools. As a result, all the girls’ clubs have become functional and have thus 19

contributed to the reduction of both HIV/ AIDS and STI pandemic within the pilot zones. Besides, the Chapter also provided socio-economic support for women in Bujumbura and Ngozia.

Partnerships in favour of girl’s education FAWE Burundi actively participated in the financial review of all the activities supported by UNICEF for the period 2005 – 2007. As a result, advocacy campaigns were conducted, enabling UNICEF to continue supporting the Chapter’s effort in the execution of the national plan. This plan was conceived within the Sara Communication Initiative framework.

FAWE Burundi collaborated with its partners in various activities, among them the following: • Active participation in meetings, seminars and workshops organised by partners.

• Showcasing their best practices during the visit of the Chapter by a delegation from AWDF. • Participation in international fora by the National Chapter Coordinator, especially the donor-funded meetings.

• As part of promoting women’s rights, the Chapter, in collaboration with CAFOB are facilitating the establishment of a monitoring unit to keep close watch on possible violation of women’s rights.

• Celebration of commemorative days e.g. Girls’ Education Day, Women’s Day, Population Day, and a 16-day campaign against violence perpetrated against women.

Monitoring and evaluation Training After participating in the sub-Regional M&E training workshop held in Bujumbura and facilitated by FAWE Regional Secretariat, FAWE Burundi has stepped up monitoring of its activities.

Governance The Chapter held a General Assembly in order to assess its achievements and come

up with strategies for the execution of future projects. The members of the Executive Committee continued with their work and met weekly to closely monitor coordination activities and implementation of programmes.

Cameroon Policy Gender Mainstreaming FAWECAM ensured that they propagated mainstreaming of gender issues within the Cameroon Educational Sector Strategy.

Specific activities included active participation in information sharing and meetings on education strategy in the country, and negotiation with relevant stakeholders. Through unrelenting efforts, the objectives of gender equality were finaly defined in the Educational Sector Strategy.

Advocacy Awareness Creation FAWE Cameroon (FAWECAM) worked hand in hand with the four ministry of education officials and the public at large with the principal aim of informing them of the Chapter activities. As part of this process, the Chapter edited and published their newsletter – FAWECAM NEWS. Besides the targeted four ministries of education, the Chapter also held negotiations with four United Nations’ agencies, seven embassies, 20 provincial delegates involved in education and 30 Heads of schools and other education officials.

Networking In order to realize improved indicators of schooling rate in general and those of girls in particular, FAWECAM resorted to active networking campaigns with other like-focused groups and agencies. For example, stronger partnerships were coined between the Chapter and Cameroon Education for All Network

(CEFAN). Two meetings were organised and terms of collaboration drawn.

Similarly, women’s participation rate in decision-making processes was improved.

The Chapter networked with Cameroon Women Managers Network (CWMNET) and initiated data collection process to establish factors impeding women’s participation in decision-making matters.

Global Week of Action As part of the efforts to ensure achievement of EFA objectives, FAWECAM participated in the 2006 EFA Global Week as well as in the Cameroonian Mini Social Forum. Six ministers, 10 Parliamentarians, and representatives of United Nations, agencies andother international organisations attended and signed their commitments.

Demonstrative interventions Girls’ Clubs FAWECAM made efforts to ensure that all the pupils and students of the girls’ clubs were more successful in their exams.

Specific activities embarked on to ensure this included organisational of pedagogical forums to boost their psychological and material preparedness for national exams. They also held talks with students in these clubs on the importance of girls’ education. Immediate results included an evident commitment among the girls to their studies. Resultoriented talks were held in seven schools in Yaoundé and in its suburbs in June.

Over 500 students attended. Technical information cards were designed and disseminated to parents, teachers, education personnel and partners. In October, FAWECAM organised Educative Talks within 12 girls’ clubs. The talks were attended by 850 students.

Vocational Training FAWECAM sought to strengthen and transform their Pilot Training Centre at Etam-Kouma into a Reference Centre. As a result, the Chapter purchased and handed 20

over a cooker, 15 tables, 30 stools, a sewing machine, and some money to cover the 21 scholarships currently availed to the girls. These efforts led to satisfactory school result. For example, in the first year of study, there were 12 students including 2 boys, while in the second year, there were 6 students.

Similarly, a girl from the Centre enrolled in one renowed Technical College.

Learning Materials; Gender Responsive Lesson Planning in SMT; Database Creation and Management; Planning and Management Of a Science Camp; Gender Responsive Monitoring and Evaluation and Development Of an Action Plan.

During the workshop, the teachers demonstrated lessons that were used for the discussions on gender responsive classroom practices.

Bursary In order to contribute towards the national efforts to decrease dropout rate in schools due to economic hardship, FAWECAM disbursed bursary grants to needy students. A total of 14 scholarships were disbursed (in addition to 25 disbursed in 2005).

Replication and mainstreaming Science, Mathematics and Technology (SMT) FAWECAM worked hard to see the institutionalisation of science camps by the ministries of education come to fruition. They organised and held meetings with the MoE officials in charge of Secondary education. As a result, audience was granted by the Secretary of State in charge of Secondary education.

Efforts are underway to realise this dream.

Science, Mathematics and Technology (SMT) FAWE Regional Secretariat in collaboration with the Chapter organised a National SMT Workshop in September.

The workshop was held in Lycée De Mballa in Yaoundé. The purpose of the workshop was to train SMT teachers and head teachers from three selected schools, namely Lycée De Mballa, Lycée Bilingue Bameda and Lycée De Debolowa on the theme “Gender Responsive Pedagogy in SMT”. After the workshop, the new SMT implementation strategy was to be disseminated as well as ensure that the trained teachers generated an action plan of SMT activities. These action plans are to be funded by FAWE, with the aim of institutionalizing the SMT activities in the schools. The workshop participants included 4 teachers and 1 head teacher of three SMT schools, a representative from the Ministry of Education, 2 secretariat staff, 6 members of the Chapter SMT committee, and a facilitator from the FAWE Regional Office. Among the major topics covered included: Understanding Gender Issues; Gender Responsive School; Factors Inhibiting Girls’ Performance In SMT; Ways to Improve Girls’ Performance in SMT; Gender Responsive Teaching and 21

Gender Responsive Pedagogy The Chapter worked towards realizing gender sensitive pedagogy popularized within the whole republic. Specific activities undertaken to realise this included training of SMT teachers in GRP as well as consultation with the Ministry of Education to take up the SMT projects in some three pilot schools. The negotiations were successful since audience was granted by heads of Division in the Ministries of Education.

This was followed by seminars and workshops with teachers, as well as the drafting of specific school projects.

Capacity Building As part of the Chapter’s capacity building efforts, the Chapter’s personnel and Executive Committee members were trained in various relevant fields. For example, the Coordinator was trained on Gender Fund and Development by CIDA and in Results-Oriented Management.

And both the Chairperson and the Coordinator were trained in “Gender Mainstreaming in Budget Preparation”.

Chad Policy Statutory Meetings FAWE Chad endeavored to influence formulation and adoption of education policies relating to girls’ and women’s education in order to increase access, and improve retention and performance.

Several meetings were held including missions within and outside the country.

The significant events of the year included organisation of the 3rd General Assembly and visibility workshops. During this meeting, a senior official of the Ministry of Education made a presentation on the challenges of education before presenting the overall vision of FAWE. Consultative Meetings A working session was organised by the EFA Coordinator in collaboration with the Chapter. The objective of the meeting was to present the EFA Action Plan and its situation in Chad. The Chapter participated in this meeting because of its position in the implementation of integrated strategies for the promotion of girls’ education. Similarly, in August, the Chapter coordinator took part in a National Workshop on Education and Poverty, organised by Poverty Observatory at the Ministry of Economics, Planning and Cooperation. At the workshop, papers on the National Strategy Paper for Poverty Reduction, the Millennium Development Goals and Sustainable Human Development as well as the National Strategy for Poverty Reduction were presented. The Chapter was made rapporteur of the workshop.

Besides this workshop, the Chapter participated in the Literacy Day in September. The theme for the workshop was Promotion of Equal Opportunities and Women’s Self-Reliance.

Memorandum of Understanding (MoU) FAWE Chad succeeded in signing a memorandum of understanding with the Ministry of Education to set up the next

Centre of Excellence. The location of the Centre (Bayaka Village, Kelo District) was identified as well as the school.

Advocacy Global Campaign for Education In the context of preparations for the 2006 Global Campaign for Education, FAWE Chad participated in three working sessions organised by the National Curricula Centre (CNC). The theme of the campaign was Every Child Needs a Teacher.

Since FAWE Chad coordinates the coalition of NGOs and CSOs involved in education as well as the 2006 Global Campaign for Education, CNC seized the opportunity to express its desire to be a member of the coordination team. The Chapter’s coordinator and the chair made a presentation on the topic – The Voice of the Chadian Woman. At this forum, CNC represented the Teachers’ Training Initiative in Sub-Saharan Africa (TTISSA) – an initiative of UNESCO to train teachers in sub-Saharan Africa. This forum culminated in the Global Week for Education seminar. A total of 300 students and 30 group leaders were mobilised during the event. They performed skits and echoed advocacy messages in favour of Education for All and in defence of teachers at the Ministry of National Education and Higher Education. During this period, the UNESCO’s initiative for training of teachers in Sub-Saharan Africa was introduced.

Media FAWE Chad’ participated in Women Association’s Week. During the event, the Chapter organised exhibitions on its work.

This aroused the interest of some journalists in the achievements of FAWE, which were also given spotlights on the national radio. Three newspapers also conducted interviews with partners and collaborators, and made significant plans for the Chapter, including potential collaboration. During the second quarter, the Chapter worked with a private radio station – Radio Harmonie as well as the 22

National Education Radio. Three radio programmes were broadcast on FAWE Chad achievements and programmes.

Fruitful results stemmed from discussions with the officials of UNICEF Basic Education Unit. The Chapter’s contributions to the education sector was echoed following an intensive interview of the Executive Secretary in the Newsletter INFOTCHAD, and in the newspaper L’Observateur as well as in the private radio, Station FM Liberté.

Demonstrative Interventions Sub-Regional M&E Workshop A team of three members from FAWE Chad participated in the sub-Regional training workshop in monitoring and evaluation organised by the Regional Secretariat. The workshop took place in Bamako. Following the workshop, FAWE staff has become conversant with the concept of monitoring and evaluation, elements of a sound monitoring process, development of monitoring plan and development of monitorable performance indicators.

and Training Committee in Liaison with Employment (CONEFE); EFA Coordination; and Coalition of NGO/ CSOs involved in Education in Chad (CONGET) of which FAWE Chad is the assistant coordinator. The situation of girls’ education in Chad is still poor, despite efforts made to increase access and improve retention and performance.

Cultural bias against girls and negative attitudes towards women’s intellectual capacities, pregnancy and early marriage remain the major causes of increased school dropout among girls in Chad. The experience of FAWE Chad, however, is keeping hope alive that significant progress can be made towards getting girls to school, keeping them there and ensuring that they enjoy quality education.

Comoros (The)

Centre of Excellence A feasibility, information and sensitisation mission was carried out at the targeted school for the Centre of Excellence - la lumière de Bayaka. During the mission, there was need to promote ownership of the COE. This gap necessitated further discussions among the community members, the Parents-Teachers Association (PTA) and various officials from the area subscribed to the vision of FAWE Chad. This process culminated in the organisation of a vision workshop and finally the development of an Action Plan for the Centre.

Policy The Ministry of Education has recognized the FAWE Comoros (FAWECOM) Chapter as a partner of choice in the promotion on girls’ Education. As patron of the Chapter, the Minister of Education has supported the cause of female education in the country. In addition, the Chapter has been at the forefront of advocating for the family code to be adopted. They carried out their advocacy campaigns to the members of the Comorian Parliament as well as to Government officials. The main theme of the campaign was to ensure that the family code was debated, accepted and passed. The chapter has been appointed the leader of the women’s organization for the dissemination of the family code.

Partnership FAWE Chad continued to advance its policy collaboration with several partners.

Among the main partners were: Liaison and information unit of Women’s Associations (CELIAF); Ministry of National Education; National Education

The chapter organised a workshop to train the trainers who would ensure the popularization of the family code. This code aims at empowering the women to fight for the rights of girls, even at home.

Women of prominence were selected as the trainers. The implementation of this

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was enhanced by the skills acquired during the 5th conference of the national institutions of human rights in Abuja, Nigeria.

Advocacy Media Campaign FAWECOM organised sensitization campaigns through the mass media. This campaign included lectures and debates in collaboration with the mass media within the targeted region of Ngazidja. As feedback from the listeners, a total of 50 persons replied to the questions posed over the radio by the presenters.

Demonstrative Interventions Access to education for girls The year 2006 was crowned with the successful execution of the Access project on the island of Anjouan and more particularly in the areas that had lowest girls’ enrolment rate. These included the District Inspectorate of Regional Education (Circonscription d’Inspection Pédagogique Régionale – CIPR) of Domoni where the Chapter targeted four villages of Mahalé, Harémbo, Hajoho and Ongoni. Thus after the official launch of the project, community sensitization activities commenced, including within Anjouan where there is a sub-Chapter.

This was done in partnership with the mass media and a group of theatre artists.

Theatrical pieces were presented on the theme I go to school. A very clear evidence of the level of girls’ sensitization was their open declaration that they preferred to go to school like the girl in the play, rather than farm all day while others were in school. Since most of the performers were female they served as role models as the girls expressed their wish to go to school and be like them.

The Chapter also did a qualitative study on the education of the girls in the area and the results disseminated. This greatly assisted the Chapter in its monitoring as well as in mid-term evaluation of the access project.

Reinvogorating Girls’ Clubs FAWE Comoros (FAWECOM) held meetings that aimed at re-invigorating the girls’ clubs as well as organizing meetings with the cultural groups within Ouzioini, an area within the Comoros Mainland.

Besides, the Chapter also met all the girls’ club members within Abdoul Hamid School.

Replication of Activities Following FAWECOM’s intervention in the whole region, members of the community within the Anjouan Island showed a lot of interest in being involved in the FAWE activities. As a result of this desire, the Chapter embarked on an expansion programme to cover this Island. The project was supported by UNV – United Nations Systems supported

by UNDP. Full funding and support will begin in January 2007.

Governance In addition to the executive committee meetings, the Chapter disseminated the training their received on Monitoring and evaluation to the 3 sub Chapters. Other members were also equipped through training with skills in leadership and decision-making.

Capacity Building The Chapter also organized three workshops after the sub-Regional M&E training workshop that was held in Bujumbura (Burundi). The aim of this workshop was to assist Chapter personnel and the Executive Committee on the development and execution of projects.

The chapter took part in the development of the UNICEF’s 2006 Work Programme as well as in the organisation of workshop towards the development of modules for gender training.

Partnerships and Resource Mobilization With regard to resource mobilization, the Chapter, in collaboration with close partners, embarked on an aggressive campaign to raise funds for its work.

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Following this resource mobilization effort, over 60 percent of the proposals attracted funding. The donors included UNICEF, UNDP, UVN and the Government of the Comoros.

FAWECOM tied relations with all the United Nations agencies resident in the country. Other prominent partners included the embassies of Libya, China, and South Africa. For example, through the support of Libyan Government, the 2nd General Assembly of the African NGO Forum – mainly involving the Arabs took place in Jamahiriya, Libya in November.

Ethiopia Influencing policy Meetings with MoE officials The Chapter held meetings with officials from the Ministry of Education and discussed possible ways of collaboration between the MoE and the Chapter. The collaboration resulted in the subsequent signing of the Partnership Agreement.

Partnerships for Policy Reform Partnership with the newly upgraded Women’s Affairs Ministry was established, followed by regular meetings regarding work collaboration. Besides, the Chapter also participated in a five-day training on “Gender and Leadership” at Adama town, organized by the Ministry of Women’s Affairs. Through this meeting, the Chapter’s knowledge on gender and leadership was strengthened further.

Advocacy Media FAWE’s vision, mission, and activities were widely publicized in the widely read national newspaper - Addis Zemen.

Through this medium, awareness on girls’ education was raised. On the other hand, the public also acknowledged FAWE’s work in the marginalized regions of the republic. In addition, the Chapter’s annual magazine – TIMMAR, was published, and copies produced and distributed to stakeholders.

Advocacy Materials To enhance advocacy activities, the Chapter boosted the publication of advocacy materials, such as brochures, leaflets, pens, wallets, and caps. These materials were distributed to concerned individuals, organizations, and stakeholders, thus publicizing FAWE’s role in female education.

Demonstrative Interventions Research The Chapter finalized the research work on female teacher trainees in 5 Colleges.

This work was conducted jointly with UNICEF. Bursary The first phase of the FAWE RS scholarship program to 16 girl students in four selected secondary schools that was commenced in the 2003/04 school year has been closely monitored. All the 16 girls are in school and the existing database of their performance

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(academically and socially) shows tremendous improvement. Based on this good output, the Chapter propagated a second phase of the programme. The FAWE RS sponsored a further 15 new girl students in Derartu Tulu Secondary School. These girls were selected following a very rigorous, but transparent selection criteria.

Gender Issue Project In collaboration with FAWE, the Chapter launched the Ambo College Gender Issue Project. The first round of the Gender Sensitization Training Workshop was conducted and a gender expert hired. This increased gender awareness among the Chapter’s stakeholders. College staff, female students and community representatives participated in the workshop.

HIV/AIDS The Chapter, in collaboration with UNESCO, has been active in protecting girls against HIV/AIDS . Baseline studiy on the project was accomplished. Both Training of Trainers (ToTs) and Peer Educators’ workshops were conducted, and targeted 3 secondary schools.

Organizational Development Monitoring the work of the sub-Chapters of Mekelle, Bahir Dar, Dire Dawa and Harar was carried out. This involved reviewing the status of work of the subChapters, as well as strengthening the work relationship with them. Similarly, with the initiation and assistance of the

Chapter, the restructuring of Oromia SubChapter was been carried out. This subChapter is in Adama, the Regional town of Oromiya.

The Chapter also held the Annual General Assembly. Through this assembly, the Chapter’s annual activities and audit report were presented, reviewed and discussed. FAWE’s vision and mission were similarly discussed and FAWE member, Ms Yelfign Worku, made educational presentation on EFA and MDG from the perspective of female education.

International meetings In order to strengthen networking, the NC Coordinator participated in the launching ceremony of a Girls’ Forum that was organized by the Network of Ethiopian Women’s Association (NEWA). To enhance the Chapter’s Educational Program Orientation, the Coordinator attended “The International Day for the Elimination of Violence Against Women”.

The motto of the conference was “Stop Violence Against Women.” The Chapter made a presentation during the conference.

Gabon Advocacy FAWE Gabon embarked on an aggressive programme with the Ministry of Education with the aim of increasing publicity of the chapter and its activities.

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Representatives, especially the inspectors from the Estuary Academy (d’Académie de l’Estuaire) and Woleu Ntem were consulted. They also participated in a preparatory meeting with the National Forum of NGOs, Civil Society, and the Sectoral Committees that strive to combat HIV/AIDS pandemic, especially among the children.

collaboration with Winrock International, the chapter conducted monitoring visits to the 21 schools under WI’s support. The visit covered 3 provinces (MO – 5 schools and 60 bursary girls, OG – 7 schools and 60 beneficiaries, and WN – 9 schools and 80 beneficiaries). A total of 200 bursary beneficiaries were reached and assessed.

Demonstrative Interventions Girls’ Clubs As an effort to increase empowerment and improve retention of girls within the chapter, FAWE Gabon embarked on activities for strengthening existing girls’ clubs. Closer monitoring of the activities was conducted for 22 girls’ clubs committees. Among the specific activities were aggressive sensitization on the precocious pregnancies, control of the spread of Sexually Transmitted Infections (STIs), and HIV/AIDS.

Gambia (The)

Bursary Scheme Partnerships were forged and reinforced to ensure that bursaries were provided to the needy and deserving girls. The targeted population was the poor girls within the rural primary schools. As a result of this effort, the beneficiaries showed an improvement in their academic performance as well as a significant reduction in premature pregnancy cases.

Empowerment To promote empowerment among the girls, the chapter engaged the girls within the girls’ clubs for the preparation leading to the ADEA Biennial Meeting in March in Libreville. During the sessions, the chapter organised some 30 girls who participated in the FAWE’s Gender Responsive Pedagogy session as well as in the presentation of poems, songs and skits.

Partnership FAWE Gabon strengthened their partnership with UNICEF and Winrock International (WI). In particular, in 27

Policy Among the key policy-focused activities implemented by the Chapter were the following: • Validation of the EFA Campaign Network Strategic Plan for 2006-2010.

• Development of a Plan on women’s strategic interest for the AU meeting.

Activities included convergence of key women to discuss the status of women in the Gambia. As a result, the Gambian women put together a document articulating their plight and way forward for progress and development. This document also lucidly mentioned the steps for advancing girls’ education in the country.

• EFA big hearing. The Chapter joined the teachers in an effort aimed at addressing problems relating to shortage of teacher in the Gambia. As a result, some of their grievances were addressed, particularly the problem of lack of female teachers in public schools.

Advocacy The Chapter organized meetings and advocacy programs aimed at reaching Parliamentarians from the sub regions.

Through these meetings, the target was to produce recommendations to improve girls’ education in Africa. DOSE and UNESCO organized a seminar on the Contribution of Parliamentarians in Education. In this seminar, the problems facing education in Africa received attention from these decision makers.

Campaigns and Celebrations As part of the advocacy campaigns, the Chapter organized an Annual Candlelight Memorial for HIV/AIDS patients. Due to this, the Chapter was listed among key partners in sensitization of girls on HIV/ AIDS prevention. The Chapter celebrated the country’s Women’s Bureau anniversary through the Silver Jubilee March Pass. They joined other women in the March pass. Through this, the Chapter gained recognition as an NGO that actively addresses girls’ and women’s issue.

Demonstrative interventions Donation of stationery In order to enhance learning, a total of 430 dictionaries were donated to schools in Region 2. Through this, the Chapter received media attention and thus strengthened their relationship with DOSE and the US Embassy.

M&E Training The M&E training was organized for the Chapter by WANEP. The Fawegam assistant coordinator attended and thus gained basic skills in M&E. This was coupled by the FAWE Regional Secretariat’s training in the same area. The latter training was held in Liberia.

Gender Responsive Pedagogy (GRP) Training The COE teachers received training on gender responsive pedagogy. During the process, the COE was also evaluated. The

participants and resource persons gained insight into gender responsive teaching and in the creation of a gender responsive environment. Through this approach, the teachers gained relevant skills on how to employ the learner-centered approach.

The workshop used selected topics in Mathematics and Science subjects as models on how to make the subjects gender-responsive. The teachers also learnt to recognize learner-centered approaches Monitoring visits The Chapter made a monitoring visit to the AGSP schools. A total of 12 AGSP schools were visited, whereby the learning conditions and performance status of all beneficiaries were assessed.

Networks Fawegam and UNICEF resumed bilateral relations. The frequent meetings held with UNICEF officials resulted in the signing of a new cooperation agreement with UNICEF and received funding from them.

Besides the bilateral relations with UNICEF, the Chapter also developed ties with Vermouth University. This resulted in a visit by officials form the University.

This relationship is aimed at discussing the possibility of setting up a website with donors. To enlarge their networks with other FAWE Chapters, Fawegam developed a collaborative mechanism during the sub-regional workshops with Plan WARO and West African Chapters.

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Organizational capacity As part of capacity building, the Chapter, through the help of a consultant has recorded an improvement of their accounting systems. This consultant worked with the Chapter accountant and thus ensured that all basic accounting systems were set up. These included the opening of new ledgers, a cashbook, delivery notes and petty cash vouchers.

Ghana Policy Policy Consultative Forums FAWE Ghana Organised a series of forums for selected FAWE partners, including private, public, and the media to share ideas, lessons learnt, experiences and best practices identified during efforts made by the Chapter in promoting girls’ education.

The main challenge confronting the Chapter includes how to monitor the commitments made by the stakeholders, and how to coordinate the activities assigned to each stakeholder.

The 2nd Consultative Forum on EFA goals was held with special reference to equity using case studies of collaborative forum organized in 2005 on performance of girls.

Through the forum, more legislators are now involved in educational activities that focus on girls at their constituencies.

Among the interventions included provision of bicycles for girls from distant

The Chapter organised the 1st Consultative forum to promote networking towards acceleration of gender parity. The Chapter invited key stakeholders such as Members of Parliament, Ministry of Education personnel, Girls’ Education Unit, and Ministry of Women and Children’s Affairs. These stakeholders committed themselves to influencing policy and to working together to bridge the gender gap and bring equity in education. Key issues affecting the promotion of gender parity were examined, and the vital information on the status of girls’ education shared. communities, and awarding of bursary to potential brilliant girls to continue their education.

Advocacy Radio Programme FAWE Ghana aimed at increasing the number of programmes – thus airing time of vital programmes on the FAWE FM 105.9. They managed to increase the time from 12 to 18 hours. However, the main challenge is the source of funds to attract and motivate the staff.

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Demonstrative Interventions Community Centre The Chapter facilitated the completion and commissioning of the new building to house the Leadership and Training Centre (LTC). The aim of this Centre was to adequately prepare the trainees to set up their own ventures and earn decent living.

As a result, five graduands from the Nsaba Diaspora Community Secondary School were reached and are now working at the LTC while waiting for their West African Examination Council (WAEC) results.

Guinea Policy Sensitization Campaigns FAWE Guinea rallied their efforts around seeking to influence the formulation and adoption of education policies relating to girls’ education in order to increase access and improve retention and performance.

Through the Ministry of Education, the Government of the Republic of Guinea has honoured FAWE for the promotion of Girls’ Education in Guinea. The Minister of Education presented a Certificate of Satisfaction to FAWE for its initiatives and actions in favour of the Education System in Guinea.

Advocacy Sensitization Campaigns.

The main activities included sensitisation campaigns and monitoring of girls’ education with suppport from UNICEF, especially where the Gross Enrolment Rate is low. This effort culminated in the creation of 10 associations of the schoolgirls’ mothers, as well as the provision of qualified teachers to 20 selected schools.

the sensitisation of donors and partners involved in girls’ education. The key achievements included setting up of active associations of the mothers of the school girls; commitment of donors and partners involved in girls’ education to increase their support to girls’ education; and enhanced girls’ interaction with various donors, partners and female role models.

During the celebration, all the partners and donors involved in girls’ education received a Certificate of Merit, awarded by the Ministry of Pre-University and Civic Education. Again, female role models were invited to talk and encourage the girls to pursue their dreams, while partners were asked to monitor and support the selected girls.

Commemoration Days Demonstrative Interventions Centre of Excellence – Linsan The launching of FAWE Centre of Excellence in late 2005 culminated in the development of an Action Plan for Linsan Junior Secondary School. This was immediately followed in February 2006 with training for the School management, teachers, members of the Technical team from the Ministry of Education and Exective Committee members from the Chapter and sub Chapter on how to establish a Centre of Excellence. The team was also equipped with skills for Monitoring and Evaluating a school for gender responsiveness and implementation of the Action Plan. The programme was initiated with training for

Girls’ Education Day Through advocacy programmes during the Girls’ Education Day celebration at INRAP, the Chapter raised public awareness and provided support to the partners. This led a significant increase in 30

all the staff on gender responsive pedagogy. Construction of toilets block also commenced. The Ministry of Education increased the staffing of the Centre by three and a databank to track students’ performance was estabilshed.

The Community was sensitized on the importance of supporting girls’ education and has since started allocating household chores equally to girls and boys.

Bursary FAWE Guinea has 16 beneficiaries of the bursary programme. The Chapter thus followed up these girls through visit to the five high schools where the girls attend.

They also aimed at verifying the attendance register and relevance and availability of text books by the Secretariat, leading to sound collaboration with the management of the schools.

FAWE Guinea Chapter held meetings with the parents, trainers and the 16 girls beneficiaries of scholarships, for efficient management of the bursary grants. After the meeting, the three parties agreed to use part of the scholarship amount for remedial courses and other part for purchase of school supplies, uniform and pocket money The Agathe Award In order to support, document and disseminate information on innovative strategies to improve and accelerate the participation of girls and women in education, FAWE Guinea held three meetings for the selection of the Agathe Award winner. These included visits to four pre-selected sites, followed by two meetings for the analysis of the projects selected. This award led to the replication of innovative interventions in other provinces, visibility of the Chapter and better care to out of school girls and dropouts. The final Agathe Award was given to the winner in Mali Province (located at 557 km from Conakry), while 42 girls got support from the NGO.

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Mothers’ Associations The Chapter actively supported visits to local Chapters in order to invigorate the associations of the mothers of school girls.

A total of 38 members of the sub-Chapters were assisted in order to invigorate their association.

The Chapter conducted an awareness campaign in Tombo and Coronthie communes in Conakry, where they targeted the destitute parents in order to enrol their daughters in school but prefer to have them do petty trading on the streets. From the sensitization process, 20 girls were identified and recruited by the Chapter to join the “Foyer de la Jeune Fille where they have literacy anc sklls classes.

Capacity Building Capacity building in order to improve and monitor participation of girls and women in education at the regional and national levels was pursued by the Chapter. The main activities included gender training for 42 male and female trainers on the teachers’ roles and responsibilities in promoting girls’ education. The Chapter also participated in the sub-regional workshop on Monitoring and evaluation held in Bamako, Mali. A total of four personnel from the Chapter were trained and are currently skilled for conducting monitoring activities within the Chapter.

Similarly, the staff were also trained in administrative and financial management – thus the staff are now capable of handling administrative and financial management documents.

Partnership FAWE Guinea aimed at creating and maintaining partnership with the Government, donors, NGOs and other stakeholders in education in order to increase their investment in girls’ education. The main activities included the award of merit certificates to donors and to other stakeholders involved in education through the department of

education. In total, 30 congratulatory certificates were awarded in order to thank and encourage the recipients to increase their investment in girls’ education. Besides, the Chapter participated in various preparatory meetings in relation to the celebration of NGOs involved in girls’ education.

Through their contribution, the Chapter was appointed as a member of the organising committee.

Governance.

The FAWE Guinea Chapter Executive Committee continued to meet regularly and was active in promoting the extension of the Chapter through the establishment of sub-Chapters. This was achieved through sensitisation campaign and monitoring of projects within 38 provincial and district sub-Chapters. The capacity building activities contributed to the reinvigoration of provincial and district sub-Chapters and recruitment of 920 membership new members.

Kenya Consultative Workshops FAWE Kenya (FAWEK) has been accepted as a key partner to the Ministry of Education in the promotion of girls’ education. As a major stakeholder, FAWEK, in conjunction with the Director of Planning, co-chaired the Technical Committee for the development of the Gender and Education Policy of the

Ministry within the framework of the Kenya Education Sector Plan (KESP). The Technical Team (comprising of eight persons) set up on Gender and Education Policy Development provided specialized technical support to the Ministry of Education. Through this, a policy was developed in 23 meetings and forums. The policy was submitted to stakeholder debate and review and comments incorporated before its finalization in a series of three workshops where forty people participated from 30 organizations, thereby leading to the completion of the policy.

Advocacy Sexual Offences Bill The Chapter pushed for the passing of the Sexual Offence Bill. Through extended effort, the Bill was eventually passed into law by Parliament. Some of the key issues in the Bill that directly affect the education of girls and women include accountability for unfavourable school and home environment and prohibition of sexual relationships and consent among children.

The key challenge that faces the Chapter and all stakeholders is awareness creation about the ramifications of the law.

Advocacy Materials Within the context of the Chapter’s programme on management of Sexual Maturation and Hygienic Menstruation Practices (SM-HMP), the Chapter developed materials for dissemination within the project schools with the support of a seven person technical committee. The committee provided technical support to synchronize, develop and edit the SM-HMP materials. As a result of this, a draft SM-HMP booklet was compiled, and editorial work is ongoing.

Demonstrative interventions Bursary Support The FAWEK bursary scheme has various components. The Chapter was able to mobilize support for 1, 500 girls from USAID with the AGSP Programme in 10 32

Districts. In addition, the Chapter raised support for 4 girls from UNESCO and 8 girls under the FAWE annual bursary grant. In addition, within the two FAWE Centres of Excellence, the Chapter provided support for 34 girls in AIC Girls Primary School, Kajiado and 39 in Athwana Secondary School, Meru.

FAWE Centres of Excellence The Chapter continued to provide support and monitoring the activities to create a gender responsive school in the two existing Centres of Excellence i.e. AIC Girls Primary School Kajiado and Athwana Secondary School Meru. In Athwana, all the teachers underwent training on Gender Responsive Pedagogy, which they are putting into practice. In the training, teachers from the neighbouring schools were invited to share experiences.

The Centre was able to play host to a team of Regional Training of Trainers from Kenya and Tanzania who undertook a site visit to the school to see how to put the concept of the Gender Responsive School into practice. The TUSEME Club at the school has remained active through the TUSEME Forums, discussion groups and community sensitization. In addition, the club has contributed to the improvement of the physical school environment through planting of trees and flowers. The Dormitory for forty girls was completed as well as toilet blocks for the boys and work on the construction of dining facilities commenced. As a result of TUSEME, a Student Council was established. Due to heightened student

activities, students from Athwana enhanced their performance in extracurricula activities. They attained top positions in the national music festival.

They were also rated the 2nd best boarding school in the district. As part of girls’ empowerment programme aimed at reducing female genital mutilation, the Chapter conducted awareness campaigns against the practice. As a result, 50 percent of girls in Athwana have escaped the practice.

In Kajiado, the teachers contributed to the development of the Video on Gender Responsive Pedagogy as well as the Handbook for teachers. The TUSEME Club continued to be active and the school noted improved academic performance following the training of teachers in Gender Responsive Pedagogy. The School obtained first and second prizes in the National Music Festival.

HIV/AIDS Prevention.

As part of the effort to reduce the spread of HIV/AIDS, FAWEK embarked on a recruitment of mentors on HIV/AIDS. The students were sensitized and 23 mentors identified. Similarly, the teachers were equipped with mentorship skills and had embarked on the same at the schools’ levels. A total of 217 girls and 154 boys benefited.

Tuseme FAWEK initiated nine Tuseme clubs in schools, thus increasing girls’

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empowerment within the schools and the local communities. Besides empowering the girls, the Chapter also sought to empower boys as well for gender equality.

Science, Mathematics and Technology (SMT) FAWE Regional Secretariat in collaboration with the Chapter organised a National SMT Workshop in September.

The workshop was held in Ruthimitu Mixed Secondary School in Nairobi, Kenya. The purpose of the workshop was to train SMT teachers and head teachers from five selected secondary schools, namely Ruthimitu Mixed, Gathungururu Girls’, Athwana, AIC Girls Kajiado and St. Angela’s Girls’ Kitui on the theme “Gender Responsive Pedagogy in SMT”.

After the workshop, the new SMT implementation strategy was to be disseminated as well as ensure that the trained teachers generated an action plan of SMT activities. These action plans are to be funded by FAWE, with the aim of institutionalizing the SMT activities in the schools. Twenty-two participants attended the workshop, and they included 10 teachers and five head teachers from the three SMT schools and two COEs, a Ministry of Education representative, two secretariat staff, three members of the Chapter SMT committee, and a facilitator from the FAWE Regional Office. Among the major topics covered were: Understanding Gender Issues, Gender Responsive School, Factors Inhibiting Girls’ Performance in SMT, Ways to Improve Girls’ Performance in SMT, Gender Responsive Teaching and Learning Materials, Gender Responsive Lesson Planning in SMT, Database Creation and Management, Planning and Management of Science Camp, Gender Responsive Monitoring and Evaluation and Development of an Action Plan.

During the workshop, the teachers demonstrated lessons that were used for the discussion on gender responsive classroom practices.

Preventing Child Labour With support from ILO, FAWEK embarked on a project to reduce child labour, working with 40 schools within the districts of Kwale, Kilifi and Mombasa.

Within the project, FAWEK also incorporated empowering of girls and boys using the TUSEME Methodology and trained the teachers into Gender Responsive Pedagogy. This holistic approach is yielding added values for the schools involved in the project.

Liberia Advocacy Anniversary Celebrations FAWE Liberia made more effort to increase public awareness on FAWE as well as to create awareness on the importance of girls’ education within the war-torn regions of the republic. To achieve this objective, the Chapter organised and successfully celebrated FAWE Liberia’s 7th Anniversary in February.

Sensitization Campaigns As a part of the sensitization programmes, the Chapter conducted consultative and planning meetings with community members in 28 low-income and rural communities. As a result, a total of 750 community dwellers were sensitized, thereby increasing parental demand for the support of girls’ education.

Media Campaigns Further on, the Chapter organised and commenced a series of sensitization and awareness campaigns through the electronic and print media. This move led to heightened general public awareness and more information on the importance of girls’ education and its support through FAWE’s education promo. This initiative led to widespread acceptance and appreciation of FAWE Liberia’s programmes in communities. This was significantly manifested in the level of 34

commitment by school authorities and local community leaders. The Chapter participated in the filming of the Rapid Non-Formal Education Project, organised

by PLAN/WARO. International Meetings As a part of capacity building, the Chapter was part of the team that attended and participated in the FAWE Regional Secretariat’s 4th Donors’ Consortium Meeting in Lilongwe, Malawi in March.

This meeting opened opportunities for the Chapter to interact with the donors as well as to learn the donor requirements with respect to programme reporting and monitoring. Besides the donors’ meeting, FAWE Liberia also attended and participated in the meeting organised by FAWE and PLAN. This FAWE-Plan WARO meeting was held in Banjul, the Gambia in May. As a result, women from 19 communities were mobilized and introduced into FAWE work.

Networking Since enhanced information sharing and networking among partners is vital for any development, the Chapter participated in coordination of specific meetings, dialogues, and focus group discussions on gender equality and girls’ education initiatives. Through these collaborative efforts with the partners and other stakeholders, the Chapter managed to solicit funds for improved implementation of activities.

Demonstrative Interventions Bursary The Chapter awarded scholarships to 280 girls. The allocation was as follows: • 80 girls supported by FAWE Regional Secretariat for the 2005/06 academic year • 200 girls and female teachers by the Liberian Education Trust (LET) for 2006/07 academic year.

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Non-Formal Education The Chapter established and operated vocational training in typing for the R.S. Caulfield School Girls Club under the FAWE/OXFAM Girls Education Project.

They also participated in OXFAM and partners joint baseline survey in 12 communities in 3 counties, as well as in the establishment of the FAWE/ CORDAID Literacy and Vocational Training Project in Grand Bassa county for 375 out of school female youths and young mothers. Similarly, in collaboration with OXFAM GB, the Chapter established and operated the Totota Community Literacy Programme in Bong County for female youth out of school with little, or no formal education.

Girls’ Clubs To increase girls’ enrollment and retention in schools and to acquire basic quality education, the Chapter aimed at ensuring that most of the schools’ basic needs were identified and addressed. Increased knowledge of teachers on gender issues was another concern that needed attention. As a result, the Chapter conducted rapid needs’ assessment of schools and communities. A total of 150 teachers were trained as trainers in gender capacity building. Besides, 10 schools with girls’ clubs were established with elected corps of officers. However, the key challenge facing the Chapter is inadequate funding of Government to support to EFA, especially girls’ education as well as lack of incentives for teachers. The Chapter conducted consultative and planning meetings with school authorities, teachers, and District Education Officers of the Ministry of Education in three counties. The aim of this was to draw plans on enhancing girls’ education agenda in these three counties. During these meetings, workshop packages were prepared for both the teachers and the local communities.

Capacity Building The Chapter sought to strengthen the capacity of the personnel to effectively and efficiently perform the activities of the organization. Part of this task was achieved through purchasing and repairing of office equipment and supplies.

The Chapter also participated in numerous training workshops, including: • A 10-day Gender Capacity Building workshop, sponsored by UNIFEM. • Capacity building workshop on Partner-Donor Relationships organised for OXFAM GB partners.

• HIV/AIDS training and awareness workshops.

• Workshop on Education Models for Conflict and Post-conflict Situations.

• Financial Management for CORDAID Partners.

• Psychosocial Training Workshop for Vulnerable Children, organised by FAWE and IRC. • M&E workshop for Anglophone West Africa, organised by FAWE Regional Secretariat.

Additionally, the Chapter conducted the following training workshops: • Teachers’ Gender Mainstreaming workshop for 150 teachers within the target regions.

• Life Skills workshop for 11 schools that implement girls’ club activities.

• A two-week intensive Library Training workshop for school librarians • (In collaboration with OXFAM and partner) REFLECT Methodology for conducting baseline survey.

• Participated in the Mid-Term Review conducted by PLAN WARO and FAWE Sierra Leone.

Replication and Mainstreaming Non-Formal Education In order to replicate the Chapter’s best practices, FAWE Liberia, in collaboration with PLAN International, advanced their operation of the Rapid Non-Formal

Education Project. This project currently caters for 4,000 school-age children out of school in 20 communities in 3 counties. As a result, all the 4,000 out-of school children benefited from this project.

Besides, children’s response to the programme has been very positive since over 85 percent of former dropouts can now read and write. To advance this work, 100 facilitators were trained, while 20 centres and 100 facilitators supplied with educational and recreational materials and supplies. The community’s participation in promoting non-formal education was evident and enhanced.

Madagascar Policy Constitutional Review FAWE Madagascar commenced the task of revision of their current constitution. They sought to succinctly elaborate the internal suggestions by the members. The Chapter strived to have the constitution translated in Malagasy language.

Action Research In terms of policy reform through action research, the Chapter’s efforts were to seek to influence the reduction of time taken to make decision and adopt recommendations after the research is completed and the documents presented to decision-makers. They sought to identify the critical situations facing the practitioners in their effort to advance girls’ education as well as in striking equity between gender and girls’ education. As a result of this effort, a collaborative deal was signed with UNICEF, particularly with the United Nations Girls’ Education Initiative (UNGEI).

General Assembly As a fulfillment of FAWE’s mandate, the Chapter organised a General Assembly, followed by election of a new Executive Committee. During the assembly, 36

Provincial Committee roles and responsibilities were emphasized and organisation of their committee meetings strengthened. The role of this committee in sensitization campaigns for membership drives was stressed. To necessitate this effort, each sub-Chapter was permitted to have their own letterhead and a seal to enable them establish their own administrative files.

Similarly, during the GA, exhibitions were made whereby all the Chapter achievements were displayed.

Advocacy Media The Chapter propagated their involvement with the media through establishment of a memorandum of agreement. This agreement permitted the Chapter to organise weekly radio programmes in a local famous radio station, besides production of articles in the local newspapers. During the year, they captured their achievements through the production of a video film documentary. Other advocacy tools used by the Chapter included printing of Tshirts and cards.

Awareness Creation FAWE Madagascar’s efforts to promote advocacy within the Chapter included popularization of information about the Chapter’s activities, reinforcement of the knowledge of the main obstacles facing girls’ education efforts among the stakeholders and conception and elaboration of advocacy tools.

Documentation FAWE Madagascar endeavored to popularize the Chapter through documentation of their strategies aimed at promotion of girls’ education and reduction of issues that impeded the achievements of the EFA goals. The Chapter ensured that they developed an elaborate filing technique within their secretariat. These efforts led to a new

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understanding on the FAWE Madagascar’s mandate.

Demonstrative Interventions Girls’ Clubs With the help of school administration and the local community surrounding the school, the Chapter created girls’ clubs.

New girls were enrolled and commenced club activities.

Bursary The Chapter selected the potential beneficiaries of the bursary programme.

This selection was based on clearly set criteria within all the six sub-Chapters.

Organizational Capacity Building of the Chapter FAWE Madagascar’s guiding objective was to improve the position and the functioning of the Chapter in order to promote a healthy management within the whole Chapter. They wanted to have a more restructured, more revitalized and more functional Chapter. To ensure that this aim was realized, the Chapter conducted a search for a place to put the national secretariat. The Chapter is currently located within the capital. They acquired furniture, computers and telephone lines for the office, followed by the recruitment of an office attendant.

Partnerships Promotion of partnerships with the local people, internal and external financing agencies, and the media was key to the Chapter’s activities for the year. Among the main activities were courtesy calls to three ministries, namely, the Ministry of National Education and Scientific Research (MENRES), dialogue with UNICEF, the Ministry of Population, especially the gender section, and the Ministry of Public Affaires (Civil Service).

Other consultative meetings and discussions were held with the Training Programs in support of Management of Development Interventions (Programme

de Formation en appui de la Gestion des interventions de Développement – FORMGED).

Capacity Building Efforts were made to reinforce organizational development at the national Chapter level as well as within the sub-Chapters. Key areas of concern included promotion of healthy management at all levels of the Chapter.

The Chapter put in place vital functional structures at the national secretariat and within its six sub-Chapters. These structures were to ensure that capacity building issues were addressed, reporting and implementation reports developed and disseminated on time, and that three new signatories to the Chapter accounts within the new location (Antananarivo) were in place.

Malawi Policy EFA Taskforce Meeting FAWEMA is actively engaged in the EFA processes – being a member of the EFA taskforce. Within the Executive Committee, the Chapter has taskforce leaders in key areas of research and policy; publicity; community work and advocacy; SMT; resource mobilization; and career guidance and counseling. The Chapter was represented in EFA taskforce meeting in February whose theme was to prepare for the 2006 Global Campaign for Education (GCE). The theme of this GCE was Every Child Needs a Teacher. The focus was on teachers because without teachers EFA would never be achieved.

Also, poor living conditions for teachers gravely affect education. Similarly, trained teachers are crucial in providing access to quality of education, while at the same time promoting retention of the girls in schools.

Executive Committee (EC) Meeting The Chapter held an Executive Committee meeting to receive and react to the evaluation report conducted by Finance Services and Corporate Training (FTCS) consultancy firm. During the meeting, the Chapter resolved to put in place appropriate measures to ensure openness and accountability, as well as to institute ways of ensuring proper record keeping and a user-friendly filing system.

Advocacy Partnership FAWEMA organized a meeting with the DFID Education Advisor to seek ways of sourcing funds to assist the Chapter.

Before this could be advanced, the Chapter hired a consultant to carry out an external Monitoring and Evaluation of FAWEMA’s activities based on the Strategic Plan. The consultant carried out a desk study research and compiled the report, which was also submitted to DFID. Through this partnership, the Chapter established networks with CIDA-GESP (Gender Equality Support Project) for a longer term funding. The Chapter met with the Creative Centre for Community Mobilization (CRECCOM) Project Coordinator to find out possible ways of partnering and working together.

CRECCOM targets the girl-child and uses Theatre for Development strategies to reach out to the community, a strategy that FAWE uses in the TUSEME girls’ empowerment process.

VSO Conference on Education Advocacy Review The Chapter participated in a VSO Education Advocacy Review workshop in January. The theme focused around the following review questions: What is VSO Malawi’s Civil Society partners’ and allies’ capacity for doing advocacy? What is VSO Malawi’s capacity for doing advocacy?

How effective have VSO’s advocacy approaches been? What is the current context for advocacy? How can we link the volunteers at the Teacher 38

Development Centers and Teacher Training Colleges with advocacy work?

Results showed that given the strong collaboration of the Chapter with the government, the Civil Society Coalition for Quality Basic Education, and Teachers Union of Malawi (TUM), there is some capacity available for advocacy work. This is also evidenced by a strong voice and presence of the Chapter in the media. As part of the way forward, the Chapter resolved to increase and encourage working with CSO District Education Networks; forming links between TTCs and TDCs to ensure synergy; engagement with the District Assemblies, District Education Managers and Primary Education Advisors, Teacher Training College Management; collection of information from the ground formally or informally; participation in GCE activities particularly the week of action; and working (where appropriate) in community sensitization and mobilization.

Planning Workshop The Chapter participated in a planning workshop for the development of a National Action Plan on Abstinence Strategy in Preventing the Spread of HIV/ AIDS. This was because the Chapter was regarded as one of the vibrant organizations that have succeeded in mainstreaming HIV/AIDS in their work programmes. The objectives of the workshop included: to describe the status on the practice of HIV/AIDS; to describe the current strategies used by various organizations to promote abstinence; and to produce first draft of the National Action Plan. The report was developed and disseminated.

Demonstrative Interventions Science, Mathematics and Technology (SMT) FAWE Regional Secretariat in collaboration with the Chapter organised a National SMT Workshop in August. The 39

workshop was held in Magawa Secondary School, Malawi. The purpose of the workshop was to train SMT teachers and head teachers from three selected secondary schools, namely Magawa, Rumphi, and Mangochi on the theme “Gender Responsive Pedagogy in SMT”.

After the workshop, the new SMT implementation strategy was to be disseminated as well as ensure that the trained teachers generated an action plan of SMT activities. These action plans are to be funded by FAWE, with the aim of institutionalizing the SMT activities in the schools. 16 participants attended the workshop, and they included two teachers and one head teacher from the three SMT schools to pilot the new SMT way forward, one ministry of education representative, two secretariat staff, four members of the Chapter SMT committee, and a facilitator from the FAWE Regional Office. Among the major topics covered were: Understanding Gender Issues, Gender Responsive School, Factors Inhibiting Girls’ Performance in SMT, Ways To Improve Girls’ Performance in SMT, Gender Responsive Teaching and Learning Materials, Gender Responsive Lesson Planning in SMT, Database Creation and Management, Planning and Management of a Science Camp, Gender Responsive Monitoring and Evaluation and Development of an Action Plan.

During the Workshop, the teachers demonstrated lessons that were used for the discussions on gender responsive classroom practices.

Monitoring and Evaluation Exercise To establish the impact, effectiveness and efficiency of the interventions on the intended beneficiaries (especially the girlchild), the Chapter carried out monitoring and evaluation of its projects on the ground. The aim of the exercise was to monitor the impact and the progress of the Chapter’s demonstrative interventions on the ground and to give strategic direction to the beneficiaries in relation to FAWE’s four Strategic Objectives, and the

Chapter’s expectations. They also sought to draw lessons/ inferences based on the lived realities on the ground so as to enable the Chapter to re-examine its strategies as a means to remaining focused, effective and efficient. For example, in Ndirande, the girls’ clubs monitoring process revealed that the targeted students did not know the link between their clubs and FAWEMA – thus the Chapter programmes did not guide their activities. However, results also indicated that the clubs have contributed significantly to improved the personality of both girls and boys, to an extent that they can now speak out and address the public both in school functions and public functions. Girls were reported to be proactive and confident. They were accepting leadership positions both in school and in church. They were also reporting cases of sexual harassment and bullying to the teachers, while cases of indiscipline had declined. Members of the clubs had demonstrated improved performance and social interactions.

SMT clubs.

The Chapter’s SMT clubs in Mwanza was active. The clubs had functional structures and many activities – including reading circles, songs and drama, peer group counselling, quizzes, and practical demonstrations. The clubs recorded the following positive results: • Improved performance in SMT subjects. For example, the former vicechairperson of St. Mary’s SMT Club scored distinctions in all science subjects she registered for. In addition, four girls in Mwanza got distinctions in science subjects in the final examination.

• There is a significant increase in the number of girls taking SMT subjects in the two schools. For example, 51 percent of girls in Mwanza Secondary School were enrolled in science subjects, while St. Mary’s SMT Club had a total of 67 members as opposed to 40 who registered the previous year.

•

In some cases, the girls were seen to encourage their peers back home to develop interest in science subjects, as well as encouraging them to speak out freely.

Unfortunately, there was some decline in the number of club members. For example, Mwanza SMT club had a total of 51 members (girls) as opposed to 99 members registered last year. Due to lack of funds, some of the club activities could not be carried out effectively. To sort out the identified problems, the Chapter decided to incorporate the activities of the clubs into the Chapter’s broader framework for easy monitoring and evaluation. The teachers who had benefited from the training with their fellow science teachers resolved to share the knowledge gained to ensure sustainability in case of transfers.

The Mother Groups The Chapter has six active Mother Groups in Molere Zone. These groups have active officials responsible for guiding and counselling the girls, as well as following up the dropouts and bringing them back to school. So far, within this zone, the number of girls benefiting from the programme is 110. A total of 39 girls who had dropped out of school have gone back to school. Seven of these girls were teenage mothers, while five were out due to lack of school fees. The mother groups use school management committees as their entry point, while the Traditional Authority helps them in convincing the parents to allow their daughters to go back to school. To crown their activity, the Chapter hosted a role-modelling extravaganza to commemorate the Mothers’ Day. The ceremony attracted 300 girls and the Minister for Gender, Children Welfare and Community Services being the role model.

Girls’ Empowerment Project The Chapter participated in the launching ceremony of the Girls’ Empowerment 40

Project. The Tuseme project was launched in selected secondary schools. This is a project run by the Association for Rural Community Development (ARCOD) – a Community Based Organization (CBO) funded by CIDA Gender Equality Support Project (GESP). This CBO that works mainly with rural agricultural societies realized that there was low participation of women and girls in the area. As a result, they initiated this programme whose aim was to empower girls through capacity building (lobbying) as well as to enabling them to be elected in decision-making positions at local levels e.g. Village Development Committees, Area Development Committees, etc. With funding from Action Aid and European Union, the chapter has introduced Tuseme in teacher training colleges, expanding to 5 in 2005.

Girls’ Conference The Chapter participated in a schoolbased girls’ conference at Kang’omba Secondary School, Lilongwe. The theme of the conference was Strengthening Education Opportunities for the Girl Child. The objectives of the conference included: to appreciate the potential of educating the girl–child and her contribution to the socioeconomic development of communities and the nation; to mould the female youths’ basis for moral and career convictions; and to provide a compelling, positive and practical response to the adolescent sexuality crisis, HIV/AIDS, gender based violence and goal setting by exposing school girls to professional role models.

Through this conference, significant achievements were realized. The schoolgirls developed a clear interest in understanding different career paths.

They had the opportunity to interact with the professional women of Malawi. They were empowered to live responsibly, as well as to learn, share and interact with each other and the role models. The role models present at the conference reached

41

a total of 640 girls, who also benefited from career guidance.

Gender Responsive Pedagogy (Joyful Learning) FAWE Malawi (FAWEMA) organised two workshops for 54 teachers (18 women, 36 men) in Blantyre and 30 Primary Education Managers (10 women, 20 men) in Mzuzu on Gender Responsive Pedagogy (Joyful Learning). They were trained in Joyful Learning Methodologies and Skills for Effective Learning. They were also equipped with strategies for creating a gender sensitive learning environment for both boys and girls.

Emphasis was also laid on sensitising them on the rights–based approaches to the teaching and learning process. Their role in facilitating the fulfilment of the right to education by children was mentioned. Teachers also learnt new skills for creating an attractive classroom, both indoor and in the open. Effective cohort tracking and its use in Joyful learning was tackled and monitoring tools developed.

The PEAs were equipped with gender responsive pedagogy skills among other skills like gender issues, life skills, and nutrition and health skills.

Hosting the 4th FAWE Donors Consortium Meeting The Chapter hosted the 4th FAWE Donors’ Consortium Meeting that brought together ten (10) donor representatives, namely NORAD, UNICEF/ESARO, World Bank, ADEA, The Rockefeller Foundation, SIDA, UNESCO, UNICEF/ WCARO and Ireland Aid. The Minister for Education of Malawi gave the welcoming remarks. The Chapter also later organised a field visit for the donors to Mitundu Secondary School. Within this school, the Chapter’s demonstrative interventions were paraded. These included: the Chapter’s activities to promote SMT education among girls, capacity building for mothers to get involved in the education of their daughters, the bursary programme, the girls’ clubs and

replication of good practices through the TUSEME girls’ empowerment process.

Guidance and Counseling Taskforce Workshop The Chapter organized the Guidance and Counseling workshop for the taskforce members. The workshop objectives were to equip the taskforce with knowledge and skills on guidance and counseling, as well as to develop a critical mass of trainer of trainers to train teachers in schools on guidance and counseling. A total of 12 participants (9 women, 3 men) were trained. Action plan was then developed for closer follow up and implementation.

Decentralisation Campaigns FAWEMA, with funding from EU, launched a sensitization campaign on the socio-economic benefits of educating the girl child in six districts – Ntchisi, Dowa, Salima, Nkhota khota, Mchinji and Kasungu. After the campaigns, FAWEMA District Committees were established in three districts – Ntchisi, Salima and Kasungu. The creation of these committees was aimed at enhancing the decentralization process – thus making the Chapter’s activities to be felt. A total of 60 people (38 women and 22 men) were reached.

Mali Policy Action Research FAWE Mali, in collaboration with Plan Mali funded two studies, namely: Preliminary study of Challenges to Girls’ Education, and Gender Audit of Plan Mali Staff. The first study was carried out by two consultants in Kita, Kati, Kangaba and Banamba regions, and the replication was done at the Steering Committee of PLAN and other partners at the national level. The second study was carried out by a consultant and two members of FAWE Mali and it covered all the units of PLAN Mali programme.

Advocacy Media Campaigns FAWE Mali implemented activities related to the sensitisation campaigns using both the national radio and television channels, as well as through the Bamako private radios and four programme intervention localities. Besides, the local newspapers were used to stress the value of education – especially for the disadvantaged girls. In July, the National Coordinator accompanied by two Chapter Focal Points, participated in a television programme “Infos Plus”. The topic was “Communication/Sharing of Experiences with field Partners”.

Wold Campaign for Education for All (EFA) The Chapter celebrated Global Week for Education for All. The activity was carried out with the support of PLAN Mali and OXFAM GB. It aimed to contribute to the 2006 Global Campaign for EFA through the implementation of advocacy activities focussing on the theme “Every Child needs a Teacher” . The campaign covered two localities – Kita Big Audience and Mamako. In Kita, the Day was graced with the presence of officials representing decentralised bodies, members of FAWE Mali and the Civil Society Organisations.

There was reading of two advocacy documents (by students and teachers) which were handed to FAWE–Mali.

Girls’ Education Day Celebrations The Chapter organised and celebrated the 6th Girls’ Education Day in October. The

42

occasion was organised in collaboration with PLAN-Mali. The theme of the celebration was “Quality Teachers for Quality Education “. The celebrations took place at Kangaba and Sanankoroba.

The objective was sensitizing a large number of decision-makers, local communities, and school authorities on the importance of girls’ education and on the role of teachers in ensuring achievement of EFA goals was emphasised. The celebrations were followed by a series of two debate lectures on the theme of the Day Sanankoroba and Kangaba.

At Sanankoroba, a pedagogic lecture was delivered under the same theme. The participants included: Plan-Mali (Sanankoroba Branch) Supervisor, the Baguinéda CAP supervisor, the directors and teachers of CA schools, the representatives of CRADLE (an NGO), as well as the FAWE-Mali coordinator and members.

Demonstrative Interventions SMT In January, the Chapter participated in Training Seminar for Teachers in Gender Mainstreaming in Science, Mathematics and Technology (SMT) in Cameroon.

Three French speaking countries – Mali, Burkina Faso and Cameroon participated in the workshop. The Malian delegation was made of one Technical Adviser from the Ministry of National Education and

43

three science teachers. The objectives of the seminar were to establish gender responsive teaching methods, stimulate keen interest for sciences among girls and encourage them to embrace sciences. The activities were based on three areas of intervention, namely: Gender in SMT; Science Camp; and Database Development and Maintenance.

In September, with the support of the FAWE Programme Officer in charge of SMT, the Chapter conducted an SMT training workshop for the teachers. This workshop aimed at incorporating gender responsive SMT teaching methodologies.

The guiding objectives included: to influence the general policy on education for the promotion of SMT in schools for both girls and boys; to intensify and develop specific SMT activities suitable for school and community levels; as well as to discuss questions related to gender and gender responsive pedagogy.

Within the framework of SMT programme, members of FAWE clubs in Technical high schools of Lycée Massa Makan Diabaté, Lycée Fily Dabo Sissoko, Lycée BÂ Aminata Diallo, ECICA and Groupe Scolaire Niomi undertook a field study exercise within strategic science facilities. The areas visited included: Darsalam Thermal Station; Djicoroni Water Purification Station; Sotuba Central Veterinary Laboratory; Institute of Rural Economy (IER); Pharmacie Populaire du Mali (Pharmacy)º; Agro-Food Processing Laboratory; and the Zoological Garden, Arboretum, National Museum and Prehistoric Caves. The excursions allowed members of the clubs to be acquainted with the realities in these structures and grasp a clear perspective regarding the learning of SMT subjects. At the end of the field study exercise, the girls requested extension of such practical activities in order to encourage their pairs to take science subjects.

In Bamako, two activities occupied the Day. The first activity consisted of awarding scholarships to 36 girls. The support comprised two school uniforms each and two pairs of shoes. The aim of the second activity was to strengthen partnership with teachers in schools hosting FAWE clubs. These schools included Lycée BÂ Aminata Diallo, Lycée Technique, Lycée Fily Dabo Sissoko, Lycée Massa Makan Diabaté, and Groupe scolaire Niomi, as well as in schools where Scholarship Programmes were on-going.

These included Niamakoro, Daoudabougou, Niomi, Dravéla, Djikoroni Para, and Point G. Discussions were mainly focussed on the role and responsibility of each stakeholder for a better implementation of activities.

Exchange Programme FAWE-Mali participated in a workshop that initiated an exchange program where members exchanged their experiences.

The workshop was organized in collaboration with Swiss Cooperation. The Chapter presented their experience drawn from the Makandiana Professional Training Centre for the Rural Girls, and the Multi-Purpose Cooperative Society for Makandiana Women.

students were endowed with competences allowing them to disseminate the information acquired to other students and the young ones from the community.

Among the identified problems in each of the localities were: the absence and/or the remoteness of the 2nd cycle; insufficiency of educational equipment; poverty among the parents; early marriage; ignorance of the parents; absence of school canteens and water points; and accommodation problems, especially for the girls from distant villages. On the basis of the analysis of these difficulties faced, the participants and members of the FAWE Clubs developed an action plan at the school level. A Monitoring Committee composed of community and village authorities, teachers and students was put in place to ensure efficient execution of the action plan. The picture below shows a theatrical representation on the importance of girls’ education within Djidian – Kita.

Student-Mothers’ Association In June, the Chapter established 50 Student Mothers Associations (AME) in Kita, Kangaba, Kati-Sanankoroba and Banamba. The objective of this activity was ensure that the women took action and made decisions in favour of girls’

Girls’ Empowerment The Chapter implemented their girls’ empowerment activities within the regions of Kangaba, Kita, Kati/ Sanankoroba and Banamba. The Tuseme Girls’ Empowerment model was the tool used in training the members of the girls’ clubs and their committees. The participants included the FAWE focal point personnel (Resource Persons), who were trained to assist the girls’ education pedagogic counselors (Scolarisation des Filles - SCOFI) within the above zones. The animation techniques adopted had general objectives – i.e. to create space that allows the students in general, and girls in particular, to express themselves and to propose solutions to their problems. As a result of this intervention, a total of 500 44

education. All these associations benefited from financial support to facilitate the execution of their mission. During the beginning of the 2006 school session, the Chapter realized a net improvement in enrolment and retention of girls. The 50 associations also received a team that visited them from the Chapter secretariat to conduct training in gender responsive education methods and the skills in the management of small funds (utilization method of financial support). The association director gave a total of USD 200 to help support the association activities.

Adolescent Reproductive Health (ARH) The Chapter planned ARH activities later in the previous year, but were executed in 2006. Activities included an extensive HIV/AIDS prevention awareness events in partner schools such as Lycée Massa Makan Diabaté, Lycée Fily Dabo Sissoko, Lycée Technique, Lycée BÂ Aminata DIALLO, Lycée Technique, ECICA, and Ecole Fondamentale Niomi. Lecturedebates and talks were also organised, thereby sensitizing 1,º200 girls and boys on HIV/AIDS prevention. Peer counsellors were also identified to act as trainers. At the end of the workshop, they were equipped to provide better awareness on reproductive health and HIV/AIDS.

express themselves and to propose solutions to their problems, the Chapter embarked on a Tuseme Girls’ Empowerement Project. In order to meet the Tuseme objectives, the Chapter’s activities were carried out in Kangaba, Kita, Kati/Sanankoroba and Banamba through the help of FAWE Focal Point persons, assisted by Educational Advisers in Girls’ Education within the above named locations. As a result, Five hundred students were equipped with skills to enable them to convey information to other students and youths in their communities. To enhance their awareness sessions, the Focal Point persons were awarded video kits that comprised a TV set, a videotape recorder; a generator; and a stabiliser.

Bursary In September, FAWE Mali donated school supplies to 35 girls who are beneficiaries of scholarships and who are enrolled in seven schools – Niamakoro, Daoudabougou, Point G, Dravéla, Djikoroni Para, Sabalibougou, and Niomi.

Identification of these girls was carried out during the last term of 2005–06 academic year in collaboration with the school authorities and school management committees.

Stakeholder Training The Chapter organised training of Board members, school management council and Associations of mothers of the school girls.

This activity was implemented in four areas of the programme. It was carried out

by Education Advisers in charge of monitoring the implementation of the Plan designed by the Board and Girls’ Education Programme Officers. The follow-up made it possible to get in touch with the local communities, school administrators and particularly the Associations of mothers of the school girls (to which FAWE–MALI granted financial support). The meeting provided another opportunity for advocacy in favour of girls and their education, and for focus on the importance of mothers in the enrolment and retention of girls in school.

All the 100 members of the programme were trained in Gender Mainstreaming in Girls’ Education. The training was coupled with that of members of the School management council and the Associations of mothers of the school girls within the selected villages for the first year of the programme.

Tuseme Girls’ Empowerment Model In order to create an enabling forum for students in general and girls in particular to

Capacity Building For the reinforcement of the competences of the members, FAWE Mali organized

45

training on gender responsive pedagogy for the representatives of the Chapter. The training targeted four focal points for the workshop. In the process, the Tuseme Girls’ Empowerment Model was applied.

The resource persons were encouraged to train the school directors, the members of the School Management Committees (CGS) and the apprenticeship Communities on the new levels of programme intervention within their zones. As a result, the members of the School Management Committees and the Association of Student Mothers (AME) were formed, whereby a total of 50 villages were supported.

Financial Management Training The Chapter benefited from tailor-made training on financial management and resource mobilization for their members.

The FAWE Regional Office Finance Officer facilitated this training.

Monitoring and Evaluation As part of ensuring that the Chapter effectively monitored their activities, a sub-regional training workshop was organised by FAWE Regional Secretariat and hosted by the Chapter. The Regional Secretariat Monitoring and Evaluation Officer facilitated the workshop. The

workshop’s objective was to ensure that all activities implemented by the Chapter was monitored. A total of 28 participants from Benin, Burkina Faso, Mali, Senegal, Togo, Chad, Gabon and Guinea participated.

Other Training Workshops Besides all the above-mentioned workshops, the Chapter also participated in the following workshops (see table below:)

Mozambique Policy Gender Parity and Policies Influenced Gender parity is still low in the country.

According to the MoE statistics, girls’ enrollment stands at 45 percent. To address this gap, the Chapter embarked on key activities aimed at influencing policy reform, including: • Formation of the MoE Taskforce on Monitoring and Evaluation. The work of this taskforce is to monitor the MoE Annual Plan to ensure that all the gender issues are addressed. Besides being a member of the MoE Taskforce, the Chapter is also active in the

Table 6: Chronology of NC workshops attended.

Date 16-20 May

Name of Workshop Analysis of the Institutional Framework of the Regional Management for Promotion of Women, Children and Family in Bamako District (DRPFEF)

Objective To strengthen partnerships between the Management and its partners, including FAWE Mali.“

Participants Government officials, FAWE Mali personnel.

31 May–5 June Training Workshop on the Decentralisation of Structures and Partners in the Improvement of the Quality of Education Project.

To inform and sensitise the Mayors and their advisers on the development of education development plans.

Deputy Secretary General, FAWE Mali

25-27 July

Authentication of the Action Plan of the Regional Management for Promotion of Women, Children and Family (DRPFEF).

To strengthen partnerships between Government the Management and its partners, officials, FAWE including FAWE Mali.

Mali personnel.

11-13 Sept

Constituent Assembly of the Coalition of Civil Society Organisations involved in Education.

25-28 October Education Alternatives in rural areas organised by Swiss Cooperation.

To fit within the framework of Government exchange of experiences with certain officials, FAWE NGOs with the aim of expanding Mali personnel. the Chapter’s best practices.

46

•

•

following taskforces – EFA Movement, Women Forum, and the Debt group.

Participation on PARPA/PRSP (Poverty Reduction Strategy Paper) Review to ensure Gender responsiveness in all MoE programmes.

Regular meetings with the Social and Gender committee in the Parliament to publicize the role of each team in the advancement of girls’ education agenda.

These activities had direct results. For example, both the students’ and teachers’ curricula were streamlined to become gender responsive, while the PARPA was reorganized to reflect gender aspects. In addition, specific policies were influenced, including “Free Primary Education”, and “Back to School for Pregnant Girls”.

MoU with MoE The Chapter finalized and submitted the MoU to the Ministry of Education and Culture (MoEC) for signature.

Meeting with Parliamentarians A briefing document on advocacy of girls’ education (in Microsoft PowerPoint) was presented and discussed in a meeting with parliamentarians. This followed a need to present the status of gender disparity within the Chapter to the present parliamentarians’ session. Through this, the Parliamentarians were made aware on the gender disparity in each province, and there role they can play in actively advocating for policy change to favor girl’s and women education. They eventually committed themselves to support girl’s education activities.

Global Campaign for Education (GCE) The Chapter strove to ensure that the GCE action week was gender responsive and that the activities for the week incorporated clear messages about gender and girls’ education. They stressed the need for policy change on girls’ education’s incorporation on the 2006 47

GCE weeks’ activities. To ensure this, the Chapter identified and selected clear messages for the week. Key policy issues were also identified for discussion, while some of the Chapter’s schools were used as venues for the activities.

Action Research The Chapter implemented Action Research on gender-responsive pedagogy so as to influence education policy trends.

The key research undertaken included: • Policy Review of girls’ education in Mozambique; • Research into barriers to girls’ education; • Research into girls’ success Best practices The Chapter documented and disseminated their best practices in girls’ education. These included: • Girls’ clubs • Responsive teaching methodologies • Community sensitization.

These formed one of the greatest tools to increase access, retention and students’ performance.

Advocacy Gender mainstreaming As part of her advocacy work, the Chapter commenced a series of trainings on gender mainstreaming in education policies. Both education managers and teachers were trained in advocacy and responsive teaching methodologies.

FAWEMO aimed at evaluating the impact of its advocacy programmes, as well as identification of good advocacy practices within the Chapter. The process was advanced as TORs for hiring the consultant was developed. The research instruments were developed, pre-tested, and actual research commenced.

Demonstrative Interventions In order to assist the 17 schools covered by FAWEMO´s projects in the development

and implementation of their Year Plans, the Chapter carried out monitoring and supervision visits to these schools.

Through these visits, data collected indicated that a total of 523 girls were directly benefiting from the bursary programme, while 765 students were involved in the girls’ club activities – thereby enhancing their empowerment skills.

Designing of TORs for Provincial and District Nuclei.

In order to strengthen both the Provincial and District Nuclei, the Chapter initiated the steps towards the development of Guidelines and Operational Structures for use at these nuclei. They developed the first draft of TORs that was discussed with the provincial and district leaders. The drafts are currently operational.

Capacity development The chapter collaborated with the organisation and agencies to ensure capacity and organizational development of the staff and members. This culminated in development of an inventory of their key stakeholders and their areas of collaboration. Table 7 shows the details.

Partnerships The Chapter collaborates with several agencies and services. Through these partnerships, a total of 9,521 girls have been reached. Among the main partners are the following (see Table 7 below):

M&E Datasheets As part of their capacity building in M&E, and specifically in the use of monitoring tools, the Chapter collected data and used them to complete the M&E datasheets required by FAWE Regional Secretariat.

As a result, the Chapter completed four main datasheets, namely: Bursary scheme; NC Profile; Policy an advocacy; and Grant Tracking sheet.

International fora The Chapter participated in several international forums, including: DFID end-Project seminar in Mozambique; Regional EFA meeting; and sub-regional FAWE meeting in Malawi. As a result of these forums, the Chapter learnt several lessons including project implementation strategies by other Chapters, NC achievements in implementing their girls’ education projects and all the strengths, weaknesses, lessons and ways forward.

Table 7: Networks and areas of collaboration Name of partner Local community • Community radios • Service providers Social services Schools and health centre

•

Area of collaboration • •

Dissemination of the messages Scholarship delivery

•

Action Research and Main source of expertise

• Other line ministries Ministry of Science and Technology Universities Ministry of Women Affairs

•

Research and quality management through providing researchers, teachers and other key personnel needed by the Chapter for its operations.

• •

Events’ organization on girls education Discussion Forum

• •

Implementation of polices Continuous monitoring of activities

•

Donor partners DFID and OSISA

•

Institutional capacity

•

Internal agencies FDC

•

Institutional capacity

NGOs/CBOs Winrock International

•

Scholarship funding

• • •

Professional organization • Peace Corp and ONP/SNP Local government Provincial/district education offices

•

•

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Namibia Policy The FAWE Namibia Chapter enjoys a close collaboration with the Ministry of Basic Education, which hosts the Chapter offices. As such it is well placed to influence education policies as they are formulated, reviewed and revised. For example, the Chapter serves on the Organizing Committee of the MoE Adult Literacy Program. The Chapter is also part of the Working Group on the implementation and identification of stakeholders to implement HIV/AIDS MPTIII 2004-2009 on National level.

Through this task, there has been increased awareness about HIV/AIDS effects on girls’ education Violence Against Girls (VAG) Policy In order to influence the formulation and adoption of policies that target increased access and improved retention and performance of girls’ education, the Chapter adopted various policy-based strategies. The main strategies included advocating for the implementation of the VAG Policy. The aim of this policy is to identify and combat VAG in the country, influence the establishment of the VAG Policy in Education and implement known and existent best practices in VAG. Monitoring the Implementation of EFA goals FAWENA hastened the formulation of the action plan to speed up implementation of the EFA goals. This was achieved through

49

a joint meeting that culminated in the formulation, development, and submission of the Plan of Action to NEPAD to support the initiative.

Monitoring and Evaluation To influence formulation and adoption of policies on girls’ education, the Chapter through NEPRU conducted workshop to verify Orphaned and Vulnerable Children (OVC) data collected during their survey within the Chapter and from other stakeholders. In addition, in collaboration with UNICEF, the Chapter conducted workshop for stakeholders from NGOs and line ministries to develop M&E tools for OVC in the country. The tools were drafted and await implementation.

Partnerships The Chapter also conducted a workshop aimed at coordinating activities and commitment from stakeholders.

Namibia’s former Prime Minister, Hon. Dr. Hage Geingob, supported the workshop. Areas addressed included: DABE, FAWENA MAST (Management and Skills Training), NLT, and CCRIS. Advocacy Awareness Creation through the Media As part of the advancement of the Chapter’s media coverage, OSISA, in collaboration with the Chapter provided funds to aid is printing the FAWENA quarterly newsletter. Besides, to build public awareness and consensus on the social and economic advantage of girls’ education through advocacy, FAWENA expected to record an increased publicity of their activities at national level, document their scholarship programme guidelines, best practices and activities, as well as increase the advocacy materials.

This was achieved in several ways. For example, the Programme Officer was interviewed on National Television on Girls’ Scholarship Programme. This resulted in increased information and requests for assistance from the public. In addition, the Chapter printed advocacy

materials, including the Ongwediva ARH, HIV/AIDS Teachers and Peer counsellors’ workshop T-shirts. The same uniform (TShirts) helped girls to feel equal and this increased active participation in the workshop. Besides T-shirts, the following advocacy materials were also produced: Calendars, Scholarship manual, HIV/ AIDS brochure and business cards. This was done with the aim of increasing FAWENA memberships, awareness and involvement in their activities; documenting their program guidelines, best practices and activities; increasing the distribution of the Chapter’s advocacy materials; and informing the public about the Chapter’s SMT holiday program funded by PETROFUND and sensitize them about the importance of girls study SMT subjects.

Demonstrative Interventions As part of their effort to achieve EFA goals, the Chapter implemented several programs, including: SMT programme To improve girls’ performance and confidence in mathematics and science subjects, the Chapter conducted SMT holiday school and provided focused revision and extra lessons in mathematics and science subjects. A total of 60 girls successfully attended the programme. In attendance (to show solidarity with the programme) was Ms. Uys, who is a FAWE Namibia Executive Committee member and SMT focal person. She volunteered to provide tutoring classes on Saturdays.

Consequently, mentoring funds of N$ 4,000 (USD 650) each was paid to the 18 school sponsored by AEI-AGSP. As part of their dream of expanding the scholarship program, the Chapter embarked on the development of FAWENA’s Scholarship Manual. A mentoring workshop was organized for selected teachers within the bursary schools.

Mentoring/teacher training FAWENA conducted the 2nd annual mentoring workshop for focal teachers of the USAID scholarship program. A total of 35 out of the 38 invited teachers from 19 schools attended the mentoring workshop. Also, out of the 19 schools, 18 attended. Each of these 18 schools submitted their Mentoring Action Plans.

FAWE Centre of Excellence – Hage Geingob The FAWE Centre of Excellence at Hage Geingob high School in Katutura, continued to implement its programme on creating a gender responsive school environment. All the teachers at the school were trained in Gender Responsive Pedagogy. The School continued to maintain its database to track academic performance of students. The Centre has been able to effectively implement the reentry of teenage mothers to school where 3 girls have returned to continue with their education after having their babies.

Scholarship programme FAWENA thus increased its number of scholarship girls from 374 to 604. The Chapter strengthened the monitoring and evaluation of the scholarship program.

They conducted M&E field trips to two schools with scholarship beneficiaries – Moses Garoeb and A. Shipena Schools.

Besides monitoring, USAID’s PEPFAR also approved funds to sponsor 230 secondary school girls for three years.

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The TUSEME Club at the school continued to operate and has enhanced gender equality in the school through activities such as academic discussion groups, theatre performance and other club activities.

Practices). The FAWE Namibia Chapter has been benefiting from the FAWE Technical Assistance Programme (FATA).

Addressing HIV/AIDS The Chapter, in collaboration with UNICEF, conducted Window of Hope (HIV/AIDS) training workshop for teachers at Osire Refugee Camp. Through this training, a total of thirty teachers were trained to implement the Ministry of Education’s Window of Hope Program (HIV/AIDS). Additionally, FAWENA also developed HIV/AIDS brochures for 384 girls in 6 regions. Through this programme, the Chapter successfully recruited more teachers as FAWENA members – thus leading to significant increased membership.

Policy Violence Against Girl-child (VAG) FAWE Nigeria undertook an intensive desk review of existing international, African, and federal laws, codes and regulations on girl child. The aim of this was to develop a document for presentation to policymakers to enhance the process of reducing cases of violence in schools. As a result of the effort, the research report was produced and disseminated to stakeholders. In readiness for this policy, the Chapter initiated training of the members on how to conduct baseline survey into the rate of violence on the girl child in schools. The objective was to equip all the members with skills on data collation and to propagate exchange attitudes toward respondents and victims.

Capacity Building As part of secretariat administrative development, the Chapter created a professional office environment through systematization of administrative processes. Currently, there is significant improvement in the implementation and reporting of FAWENA activities. This has also ensured transparent financial reporting and auditing of all funds. The Chapter purchased a computerizing accounting system (Sage Pastel Accounting Partner), which is highly recommended by the auditors. The system bought is in accordance with GAP (Generally accepted Accounting

Nigeria

Annual General Conference The Chapter held their 7th Annual General Conference in Abuja at Top Rank Hotel for two days during which there was a training session on Advocacy and Building Strong Coalition for a betterorganized Forum. The Conference theme was on Violence against the Girl-child in the Education Sector. Dignitaries and FAWE delegates from the 36 states and the Federal Capital were in attendance. Dr Motive Igbuzor of Action Aid International Nigeria was the chairman of the occasion, while outgoing National President, Dr. Olugbolahan AbisogunAlo, gave the welcome address.

During the meeting, the delegates arrived at the following conclusions as measures to end violence against the girl-child: • Creation of counseling facilities for girls, mothers and boys on the dangers of violence against girls

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•

•

•

•

•

•

•

•

•

Conducting campaigns to re-educate women on the need to counsel their children in terms of what they wear, watch and listen to Making contacts and collaborating with other women’s groups doing the same work Advocating for the implementation of penalties and sanctions for violations Intervention of school administrators in school programs like proms and social nights, that promote immoral behaviour Use of part of lecture periods in schools to give moral talks to the youths Simultaneous advocacy/campaign by FAWE members in all parts of the country in August Strengthening of FAWE girls’ clubs in schools Call for ratification of the Child Rights Law in States yet to do so Liaising with the Ministry of Education to regulate school curriculum to make it gender sensitive

Consultative meeting FAWE Nigeria held a one day Consultative Forum with the stakeholders in Delta State on FAWE Dropout Retrieval and Re-Entry Programme, followed by a one day sensitization and enlightenment workshop for the affected girls. The participants included the Representative of the NDDC Director, Representative of Commissioner for Women Affairs, Chairman NUT, Local Government (LG) Chairman, and the Asaba of Asaba. The meeting came up with pledges of collaboration from the stakeholders. For example, the NDDDC/ Ministry of Women Affairs promised financial commitment and the LG chairman promised to give the Chapter the Available Skill Centres in the state for the Chapter’s use.

Advocacy Production of International Journal of FAWE Nigeria – Ijo-Fawen Within the South-East Zone, the Chapter introduced international Journal of FAWE Nigeria. This journal is produced thrice a year. The first volume was produced after the First International Regional Conference held at Nnamdi Azikiwe University Awka, in collaboration with the MoE in Anambra State.

Advocacy Groups The Chapter, especially the sub-Chapter at Anambra State, successfully established a grassroots programme known as FAWENGEEP – FAWE Nigeria Girls’ Education Economic Empowerment Programme. The objective of this programme is to provide market and motor park libraries and free reading materials aimed at encouraging a reading culture among the under privileged girl– child hawkers. As a support to the programme, the Government of Anambra State provided USD 840 (N100,000) as soft funding for advocacy sensitization of Anaku community. This community leaders and local Government officials were targeted to provide centers where reading materials could be displayed for easy access by the targeted girls.

Media coverage Extensive mass media coverage on girlchild education was realized in the Anambra State. This was achieved through TV discussions and dialogue with the Chapter members on their role in the education of the girl–child.

Network Wealth Windows Organization Within the North-Central Zone (FAWE Niger State) the Chapter collaborated with Wealth Windows Organization towards poverty alleviation. A total of 50 women were considered for support worth USD 420 (N50, 000) each to facilitate their trade to support girls’ education. The State, in addition Nasarawa sub-Chapter, gained 52

new grounds of partnership with COMPASS. Within Lagos State, the Chapter continued to collaborate with the AGSP, where a total of 20 girls from Lagos Island and lbeju Lekki Local Governments received books, bags, sandals, lunch, and transport money.

Affirmative Action Coalition Besides, the Chapter collaborated with other NGOs to address pressing matters on girls’ education. For example, the Southeast zone sub-Chapter collaborated with other NGOs to press for the Affirmative Action Coalition {AAC}.

Activities included advocacy visit to law makers at the National and State levels, as well as a visit to the Commissioner for Women Affairs. The Coalition has pushed hard to ensure that the draft bill in Gender and Equal Opportunity Bill is passed. The first and second reading was done.

Caring Women Organisation The Chapter, through the Caring Women Organisation (CARWON) organized sensitization training on the challenges of reducing impact of HIV/AIDS on girls’ education. The effect of sexual harassment to the girl-child, especially in the universities was highlighted. The organization called on University women to serve as role models to the girls, while poor parental care was pointed out.

Demonstrative Interventions SMT Within Ebonyi State, the Chapter employed the strategy of building interest of girls in Science through camping. The girls in Junior Secondary School were targeted. The objective of the programme included exposing the girls to acquisition of science skills that will motivate them for study of engineering.

Girl –child Education and Empowerment (GEE) FAWEN introduced reading competition for girls in some selected secondary schools in the country. The MoE in 53

Anambra State also introduced competition in all secondary schools within the State. The Chapter undertook a survey on reading habits in primary schools. Results showed that most of the girls did not have the capacity for reading as they could not write or spell their names in English language. This gap led to the establishment of a grassroots programme called FAWENGEEP to ensure learning and education for the girls as well as acquisition of economic skills.

GEEP aims at training, sensitization, and capacity building of the girl–child in reading and acquisition of skills.

Scholarship So far, a total of 118 girls have benefited form the AGSP. Besides the AGSP, the Chapter also implemented Peace Corps Nigeria Alumni Foundation (PCNAF) scholarship programme for eight girls.

Mobile Training FAWE Nigeria initiated and implemented activities geared towards reaching more girls, especially in the market using the Girl Peers Strategy. Through the awareness creation programmes of the important of girls’ education in the market places, the Chapter recorded significant increase in literacy in the motor park and market area of the Chapter.

Empowerment of rural women Since women have significant control over their daughters, the Chapter adopted a strategy of ensuring increase in smallscale production of vital commodities within the targeted rural areas. Through this programme, 50 women were empowered and initiated through grassroots training.

Skills Acquisition Centre The Chapter also received USD 15,000 from FAWE Regional Secretariat to undertake a research on girls’ dropouts.

The research was conducted in NigerDelta zone, an area grossly affected by poor access and retention of girls.

Through this grant, the Chapter endeavored to establish a Skills Acquisition Centre. The project is known as Retrieval and Re-entry Programme for Dropout Girls.

Rwanda Policy Consultation with decision makers FAWE Rwanda’s efforts at seeking to influence the decision makers within the Ministry of Education took the centre stage of the Chapter’s activities. The expected outcome was to ensure that top managerial teams took up gender issues.

Activities included managerial meetings that culminated in the desired positive steps being taken by the Ministry of Education officials, concerning girls’ education. The target was to make the top managerial teams more gender sensitive. Through these efforts, girls’ education agenda is now one of the top priorities for the MoE. Besides, the Chapter also actively participated in the EDPRSP development process, while the MoE Gender-desk has become very active in the analysis of gender checklist for EDPRSP logical framework.

Gender in Education Sub-Sector Policy The Chapter also sought to develop Gender in Education Sub-Sector Policy so that there is a base to address specific gender related issues in Education. The aim of this was to ensure an increase in access, retention, performance and completion of all levels of education by girls in Rwanda. Activities centred on coordination of the taskforce as well as the development of critical issues into themes on girls’ education as an input for Gender in Education Policy. The draft of Gender in Education Policy was drafted and is currently in place, taking into consideration the FAWE suggestions.

Nabo Na Abana Activities In order to drastically reduce the drop out rate at primary level from 17.05 percent to 12 percent, as well as ensure a reduction in the repetition rate in primary level from 30.9 percent to 10 percent, the Chapter implemented radical activities. They developed and published Gender in Education Policy Manual, as well as organized training sessions for key stakeholders in Gender in Education using the developed manual.

Advocacy Tenth Anniversary FAWE Rwanda organized its tenth anniversary celebrations to mark its launch in the country. To mark the day, the celebrants included partners, members, teachers, girls, senior government officials and other guests. A brief history and achievements of the Chapter over the previous ten years was presented. During the event, 30 FAWE Rwanda founder members were honoured. All the Ministers of Education since 1996 were awarded certificates of appreciation for their support to FAWE. Communication and Advocacy Strategy for 2007 FAWE Rwanda developed the Communication and Advocacy Strategy document for the next three years, as well as the Communication and Advocacy Plan for 2007. Through this effort, the Chapter currently has a Communication Officer and a VSO staff.

Demonstration and interventions Scholarships To ensure the smooth running of the AEI program, the Chapter aimed at retaining 1,640 bursary beneficiaries in school. Their databases were updated, while performance reports were sent to the sponsors. The main challenge facing the Chapter is how to keep track of the progress of all the beneficiaries. The Chapter also drafted project proposals and budget request for continued AEI/AGSP 54

program. The MoU was signed and funds transferred. The 2005 Reports – both financial and narrative were finalized and forwarded to AED.

elsewhere. The mentors drafted action plan on what they would share with the girls during the proceeding terms.

Training of Head teachers To ensure that the head teachers understood the scholarship program for successful implementation, the Chapter organized meetings and workshops. As a result, a one-day meeting with school heads from 48 secondary schools was held. The head teachers pledged to cooperate in all FAWE R programs especially mentoring program – to ensure that no girl dropped out of school.

Senegal

Empowerment The Chapter strived to increase participation and ensure empowerment of 5,000 girls in 50 schools in five provinces.

Both teachers and pupils were trained into the Tuseme Process. As a result, new Tuseme clubs have been set up in 21 more schools. Similarly, every club implemented their 2006 work plan.

Advocacy Advocacy Materials The Chapter influenced the development of communication materials, brochures, the website, liaison bulletin, and mini reports. These were distributed to all the partners with the aim of minimizing the challenge of lack of information for and communication with the members, resource persons and partners. Through this effort, the Chapter developed, drafted and shared their reports and information on the activities of the bureau with key stakeholders. Executive Committee meetings were held regularly. This contributed significantly to the development of the strategic plan.

Life Skills To equip scholarship beneficiaries with life skills, FAWE Rwanda held a life skills training workshop at FAWE girls’ School for 1,100 girls in AEI/AGSP scholarship program. The girls were encouraged to acquire knowledge on reproductive health and HIV/AIDS. They were also empowered through life skills training by mentors and through interaction with other role models.

Guidance and counseling/Mentoring Activities Guidance and counseling sessions were conducted during a one-day workshop to provide girls with skills to cope with life’s challenging scenarios. The Chapter empowered 96 mentors with the aim of building their confidence to mentor young girls in schools. Besides the one-day workshop, the Chapter also organised a one-day feedback session for mentors, who shared varied experiences from 55

Policy Memorandum of Understanding The Chapter drafted a Memorandum of Understanding with Plan Senegal. Specific areas of collaboration were spelt out and included efforts to partner with Ministry of Education, Unicef, Plan Senegal, Plan Waro, Action Aid, Save the Children, and UNESCO.

Awareness Creation FAWE Senegal sought to reinvigorate their networks for better recognition within the whole country. This came about as a result of a recognition that the Chapter was not very widely recognised, yet it had great potential in helping girls’ in education, countrywide. As a result of this, the Chapter developed a proposal to form a federation with Plan WARO which was submitted in the Banjul meeting.

Demonstrative Interventions Resource Mobilization Capacity building for members of the Executive Committee was advanced. This

was followed by the signing of request for funds. The Chapter ultimately succeeded in securing funds for books and textbooks for scholarship holders, and in setting up the Association of the mothers of schoolgirls.

Girls’ Clubs FAWE Senegal set up girls’ clubs with the aim of improving girls’ access, retention and performance in schools. They set up a resource centre as well as the association mother educationalists.

Bursary Due to the lack of instruments to monitor the first cohort of scholarship beneficiaries and the lack of strategies to support girls who passed A’ Level and enrolled in foreign universities, the Chapter adopted a new mechanism of monitoring these girls. The activities included an aggressive follow-up of the status of existing relationships between the teachers, local communities and parents of the beneficiaries. The aim of this was to ensure reliable information on their progress in academics. They also established a chain of solidarity between new baccalaureate (A’ Level) holders and previous ones. The Chapter also tried to advance methods for the identification of partners to assist girls in institutions of higher learning. They established a new network of university mentorship and sought reliable contacts for integration of A’ Level Certificate holders. This was coupled with aggressive follow-up of these scholarship beneficiaries.

Parliament and the government to adopt clear national policies to abolish all harmful and discriminatory practices against women. They promoted gendersensitive education for chiefs, traditional and community leaders and other customary law enforcement officers. All the appropriate measures, including legislation to modify or abolish existing laws, which discriminate against women were reviewed. Seminars on the need for a Consultative review committee to expunge Section 27(4) of the 1991 Constitution that makes room for discrimination were organized. This brought to light the provisions of the laws of Sierra Leone that discriminate against women through bi- weekly radio/TV discussion programme, workshops, seminars. As a result of these efforts, a reader friendly version of discriminatory Laws against women was published. The Government also set up a Constitutional Review Committee to review the 1991 Constitution of Sierra Leone. Parliament committed itself to working relentlessly to ensure that this campaign became a reality.

Education Sector Plan for Sierra Leone The Chapter worked relentlessly to influence Parliament to adopt the new education policy on gender mainstreaming. This policy included reentry for girls into schools, as well as compulsory education for girls up to the age of 18 years. The Policy proposal was submitted to the writing of education

Sierra Leone Policy The Reform of Discriminatory Laws against Women In collaboration with the Lawyers’ Centre for Legal Assistance (LAWCLA) and the 50/50 Group, the Chapter sought to influence the reform of discriminatory laws against women. They lobbied the 56

Sector Plan committee, which is currently deliberating on FAWE’s proposed policy changes.

Membership At the beginning of the year 2006, the total number of FAWE women drawn from 24 branches nationwide stood at 863 women.

Counseling and Human Rights Desk Officers The Chapter organized a workshop to identify and train FAWE members to act as Counseling and Human Rights Desk Officers. These persons were thereafter charged with the responsibility of counseling victims of human rights abuses and documenting such issues.

Advocacy Campaign on Violence Against Girls Since violence against girls in the schools has skyrocketed, the Chapter sought to reduce the rate of reported cases of violence against girls, especially in schools within the western area. School to school sensitization campaigns on the different forms of violence against girls was conducted, while a series of radio discussion programs were held. Public Sensitization and Launching of Programme Float parade and launch of school clubs - march past along the main streets of Freetown was organized, followed by a public rally at the Victoria park. Teachers, boys and girls in the targeted schools participated and are now aware of steps needed to combat violence against girls in their schools.

Demonstrative Interventions American Girls Scholarship Programme (AGSP) The AGSP is currently in its second phase.

A total of 650 girls from the Eastern province (hosting 19 schools in both Kailahun and Kenema districts) were supplied with school items, materials and food. The school items included both text and exercise books, while school materials included shoes, uniforms, bags, and socks, besides food items.

New schools and better programmes As part of its access expansion programme, the Chapter facilitated the official opening of a three-classroom block for FAWE Ibo Town Community Primary School. This school specifically targeted very disadvantaged children, within a low-income community – within the eastern side of the city. A total of 380 children (boys and girls) were enrolled and are currently in the school.

At Goderich the situation is the same.

Through the help of the community, a sixclassroom school block was officially opened. During the official opening, the guest of honour – Ms. Jacqualine Mitchel, who contributed a large sum towards the construction of the school, presented the students with a tee shirt each. The construction of a staff quarters is also on going.

At Grafton, a six-classroom block for FAWE Junior Secondary School was also opened. This structure, built with funds donated by CordAid Netherlands, added to the already existing two-classroom building. Peace Clubs continued to partner with FAWE at the FAWE schools in the Moyamba district, while at Port Loko District, psychosocial healing, pre vocational skills for children also continued in earnest.

Community Schools Project Through the FAWE/UNICEF Community Schools Project in the Bombali and Kono

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districts, access to schools has been realized. For example, through the community schools programme, children aged between 6-14 years – especially girls who had never been to school or whose schooling had been disrupted by the war, were reached. Within the two districts, a total of 8,000 children (5,000 in Bombali and 3,000 in Kono) were supported.

HIV/AIDS Education The Chapter sought to address the HIV/ AIDS challenge through its awarenessraising project. To date, a total of 205 teachers have been trained in HIV/AIDS education. Next on line is the Community training programme.

Agricultural activities and workshops All the twenty-four branches continued to work on their planned activities that were aimed at ensuring the continuity of the Food Security and Nutrition Awareness Education competition project. Workshops on food processing, preservation, marketing and nutrition awareness education were held in the three major provincial centers countrywide.

Replication and Mainstreaming In collaboration with Plan WARO, FAWE Sierra Leone implemented the Rapid NonFormal Education project to assist FAWE Liberia provide non-formal education to school aged out of school children in Liberia. The resultant effort of this programme was a significant reduction in the number of out of school children in the project communities. Over 80 percent of the targeted learners can now read and write, while community awareness of the importance of sending children to school has heightened.

that takes considerable time to realize the results, the Chapter has striven to advocate for implementation of EFA objectives within the whole country. The activities implemented included support of the Ministry of Education and Vocational Training (MOEVT) to organize a workshop for stakeholder to foster Ministry initiatives in developing MOEVT Strategic Gender policy. As a result of the initiative, a total of 35 people from various stakeholder groups and 10 institutions participated in the review of the Strategic Gender Plan. The participating institutes included MOEVT officials, TEN/MET, TECDEN, TGNP, Kivulini Women’s Rights, TEWW, FAWETZ, CIDA, TIE, UNESCO and Save the Children.

Tanzania

Situation Analysis In order to continue to stimulate policy reform, particularly ensuring gender provision in EFA and education policies and plans, the Chapter propagated the championing for the implementation of EFA objectives. The Chapter did this through conducting a Situation Analysis.

This was done with a view to establishing baseline data to lobby the MOEVT to adopt the re-entry policy for adolescent schoolgirl mothers. The Situation Analysis was completed and the report submitted to UNESCO/CEF.

Policy Strategic Gender Plan Given that policy change and implementation is an interactive process

Advocacy Networking and meetings In order to strengthen partnership with member organizations engaged in 58

promoting education for girls, the Chapter formed new and strengthened existing networks and coalitions. The partnerships were strengthened with actors like MOEVT, TEN/MET, UNICEF, FEMACT, TECDEN, and UNGEI. Key activities and achievements included: •

•

• •

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Participation in Steering Committee with TECDEN to promote childhood education. Chapter personnel participated in this Steering Committee.

Participation in UNGEI meetings as the lead organization. This meeting was convened to discuss key issues affecting girls’ access to education in the country.

Presentation of a paper during IWD on education and girl’s empowerment Organization of a consultative meeting on Bridge IT project with IYF/NOKIA and MOEVT and ICT stakeholder. The meetings were convened for policy decision-making and ICT stakeholder on the opportunity to introduce Bridge IT Project in Tanzania.

Participation in a meeting on School Improvement Project (SIP) of Aga Khan Foundation. During this meeting, different stakeholders participated to learn the impact of SIP in the schools.

• •

Participation in the Global Week of Action (GWA) 2006 preparation Assisting Swedish students to conduct their study research in Mgugu COE. This improved the partnership with Sweden in efforts to address girls’ education issues.

Demonstrative Interventions Creation of gender responsive school environment – Centres of Excellence In order to strengthen the COEs and ensure that they operated at the same level, a peer review of existing COEs was conducted. Six reviewers from Kenya (4) and Rwanda (2) reviewed all the 3 Tanzanian COEs. Three FAWE Regional Secretariat Programme Officers also visited Mgugu COE to validate the review process to ensure that the process was carried forth according to standards.

Similarly, the information to assess the level of achievement towards transforming the schools into COEs was recorded.

To ensure that there was a remarkable improvement in the school structures and that gender responsive management systems were in place, the Chapter undertook activities geared towards meeting the stated goal. They conducted monitoring visits to Mgugu and Lufilyo Centres of Excellence (COEs). During the visit, assessment was made on Gender Responsive Teaching Pedagogy as well as on the school structures aimed at supporting organizational objectives. In

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Lufilyo COE, the girls’ dormitory and school matrons house were completed thus giving the girls a better chance to stay in school rather than face the dangers of day schooling. During the peer review visits from other COEs, the students’ physical, social and academic school environments were assessed. The academic records of the bursary students were scrutinized to explore better ways of implementation of the pending planned activities. Immediate results indicate that the teachers are currently practicing gender responsive teaching methodology in the classrooms. The full impact will be measured in 2007 and beyond. As part of the physical infrastructure development, the Chapter endeavoured to create a gender responsive school environment to promote girls’ education in COE. The planned activities included monitoring progress of implementation in improving school structures. As a result, a girls’ dormitory was completed in Mafinga for 48 girls. In Mgugu the teachers at the school participated in the production of the video on Gender Responsive Pedagogy. They shared examples of how they had been putting the skills that they had learnt into practice.

Bursary Programme The Chapter continued to provide bursary support to needy girls, especially secondary school girls. Immediate results indicated that a total of 11 girls from Mwinyi, Nasibugani and Kilwa were provided with bursaries for their school period in 2006. Further to this, two girls and one boy from Mgugu COE were also supported for the first term for their Form Five secondary education. These girls were former bursary students. As part of the monitoring process, the Chapter completed their Bursary Scheme Datasheets. These were submitted to the Central Data Repository in FAWE Regional Secretariat. The Chapter advanced the process of monitoring the academic performance of the bursary students. The academic performance in

the three COEs and bursary schools was monitored, and the students were noted to have scored low marks. Majority of the students scored an average of “D”. A total of 48 needy girls from 10 schools were supported for the second term under the national Chapter bursary scheme.

Consequently, 11 needy girls were identified for bursary support.

Besides the FAWE’s bursary programme, the Chapter sought the assistance of other agencies so as to reach more disadvantaged girls. Through this effort, 2 bursary proposals were developed and submitted to potential donors. Through this extra support, a total of 24 girls have benefited and are currently in school.

Science, Mathematics and Technology (SMT) FAWE Regional Secretariat in collaboration with the Chapter organised a National SMT Workshop in September.

The workshop was held in Dar-as Salaam University college of Education (DUCE) in Chang’ombe Tanzania. The purpose of the workshop was to train SMT teachers and head teachers from seven selected secondary schools, namely Bagamoyo, Ikwiriri, Chang’ombe, J.J. Mungai, Lufilyo, Mwinyi, and Mgugu on the theme “Gender Responsive Pedagogy in SMT”. After the workshop, the new SMT implementation strategy was to be disseminated as well as ensure that the trained teachers generated an action plan

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of SMT activities. These action plans are to be funded by FAWE, with the aim of institutionalizing the SMT activities in the schools. 17 participants attended the workshop, and they included seven teachers and seven head teachers from the three SMT schools and three COEs, a ministry of education representative, two secretariat staff, two members of the Chapter SMT committee, and a facilitator from the FAWE Regional Office. Among the major topics covered were: Understanding Gender Issues; Gender Responsive School; Factors Inhibiting Girls’ Performance in SMT; Ways to Improve Girls’ Performance in SMT; Gender Responsive Teaching and Learning Materials; Gender Responsive Lesson Planning in SMT; Database Creation and Management; Planning and Management of a Science Camp; Gender Responsive Monitoring and Evaluation; and Development of an Action Plan.

During the workshop, the teachers demonstrated lessons that were used for the discussions on gender responsive classroom practices.

Replication and Mainstreaming of Best Practices FAWE Tanzania undertook initiatives to influence replication and mainstreaming of the best practices from their demonstrative interventions into broader national education. A major development has been the mainstreaming of TUSEME into the Secondary Education Development Plan (SEDP) in Tanzania.

This was subsequently followed by training for head teachers and teachers from 44 schools. Following this training additional trainings have been held at the zonal level, covering all the 44 schools.

The Chapter has been instrumental in the hosting of the Technical Committee on Mainstreaming TUSEME into SEDP that has led the process of expansion of TUSEME into the schools. Five meetings were also convened specifically on the strategies for replication and mainstreaming of TUSEME programme.

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Organization capacity building As part of the efforts to build the capacity of the National secretariat, the Chapter arranged for her staff to participate in the training on institutional development.

This was aimed at supporting the implementation of organizational objectives of girls’ access, retention and better performance in education. The staff was equipped with the required resources to implement organizational objectives.

Recruitment of human resource, the facilitation of the audit exercise, and the recruitment of new members of the Chapter formed the core of activities. A General Assembly was held to review the Chapter’s Constitution.

Togo Policy The FAWE Togo Chapter strove to maintain a high profile in monitoring the implementation of the National Education Plan. In particular the Chapter spared no efforts in advocating for a clear policy on girls’ education. In addition, they played a key role in the development and adoption of the national strategy for integrating gender in all policies and programmes in Togo.

Action Research The Chapter undertook a study on the impact on violence on students and girls in particular. The result of this research which was both qualitative and quantitiatve, were used to develop a training curriculum for teachers and also to develop theatre performance which were used for senstiization of the school community.

Advocacy Creating Public Awareness FAWE Togo considers it important to build capacity to advocate for girls’ and women’s education at national and regional level. During the year, efforts were focused on expanding the national

level by setting up and training a focal point in the country’s central region. As a result, eleven members were trained in management and sensitisation techniques.

Demonstrative Interventions Role Models FAWE Togo continued to follow up the bursary recipients and added an additional component of having women role models. Twenty women from various sectors were selected as role models based on their visibility, social and professional position as well as leadership qualities.Workshops were held to sensitize them on their role and responsibilities toward the young girls in promoting their education and aspirations. In conjunction with other grassroots women’s organization, the chapter undertoook sensitization of communities with the principal aim of creating an enabling environment for sharing of experiences in promoting girls’ education in rural areas.

Quarterly monitoring visits were conducted, and this made it possible to provide improve on the sensitisation tools used by their members in Kara, Savannah and Coastal regions.

FAWE Clubs In an effort to create a spirit of solidarity among the girls in the clubs, the Chapter constituted a motivation mechanism for the volunteers, especially those who are in the field in order to establish the philosophy of FAWE. A workshop on management of FAWE clubs was also organised, and it allowed young people to increase their knowledge, discover the importance of basic skills, value and selfconfidence and the need to mobilise other young people to a common idea, notably that of their education and a sound preparation of their future. Sixteen students and student leaders participated in the training in order to acquire skills to assist in training other members of the clubs during extra-curricula activities which supplement their school work.

Uganda Policy Promotion of SMT subjects FAWEU has continued the support to the Government policy for compulsory science at O-level by building capacities of project schools through training teachers on integration of gender responsive teaching methodologies in science education. The Chapter also procured basic science textbooks and equipment for pilot schools to improve performance and access to science based professions.

Besides, with assistance from other stakeholders, the Chapter disseminated guidelines to implement the policy in underprivileged FAWEU pilot schools. A total of 30 schools were reached. The Chapter also provided teaching and learning materials, books and equipment to 40 schools on the Mvule Scholarship Program. The Chapter also oriented 120 teachers (three teachers per school) on the Gender Responsive Pedagogy using the FAWE Regional Secretariat materials. As a result, the capacity for science education was built in 11 disadvantaged districts.

UNGEI Launch The Gender Task Force under the Ministry of Education and Sports is spearheading the achievement of the Gender Parity Goal. FAWEU is leading the gender related activities within the Task Force.

The United Nations Girls’ Education Initiative (UNGEI) on which FAWEU is co-chair was launched, at district level beginning with Moroto and the occasion was used to highlight the goal of UNGEI and also to mobilize support for increased investment for girls’ education at community level.

Gender Parity Guide FAWEU developed a guideline to promote gender parity on behalf of the Ministry of Education and Sports Task Force. The guide highlights the gender specific Education For All in the Millennium goals. The Ministry of Education Gender 62

Task Force embarked on spearheading the achievement of the Gender Parity Goal.

FAWEU as the leading agency on gender activities within the Task Force developed a guide to accelerate gender parity that has been presented to Ministry of Education and Sports for ratification and pre-testing.

Basic Education and Policy Support (BEPS) FAWEU as one of the six contractors implementing the Basic Education and Policy Support (BEPS) project that was looking at developing model schools in the districts of Gulu, Lira, Pader, Kitgum, Soroti, Apac, Amuria, Katakwi, Kaberamaido and Amolator successfully completed her component on promotion of girls’ education. Materials, including guidelines, a training manual and a monitoring tool were developed and shared with the schools.

Advocacy The Chapter sought to build public awareness and consensus on the social and economic advantages of girls’ education within the whole republic in general and within specific schools in particular. The other advocacy programmes advanced included the following: Advocacy Materials To advocate for increased investment in girls’ education in the West Nile Region, the Chapter strived to reduce dropout cases, increase the number of girls completing the primary cycle, thus transiting to post primary levels and improve performance. This 63

was achieved through a series of planning meetings with West Nile mentors as well as production of advocacy and mentoring materials.

Sexual Maturation Management To advocate for improved Sexual Maturation Management in schools, and to promote publicity of issues, reduce dropout and increase number of girls completing the primary cycle – thus transiting to post primary, the Chapter engaged in significant activities. These included orientation of senior male and female teachers from 30 pilot schools in 10 districts affected by conflict on Sexual Maturation management. They also provided a guideline and monitoring tool, and included a component on the Gender Equity Model. This effort resulted in a reduced rate of absenteeism, improved performance of the girls, and enhanced community support to girls’ education.

Besides, the Chapter advocated for a reduction of the cost of sanitary materials for the girls. Specific efforts advanced towards achieving this included dialogue with Members of Parliament to support the proposal on the reduction of cost of the sanitary towels. The Chapter also secured a 2nd low cost corporate partner to supply sanitary towels at under USD 1 (compared to 1900-2400 open market).

Centre of Excellence (COE) As part of the efforts to establish a gender responsive school through the FAWE COE Model, the Chapter prepared a MoU to be signed with Minister of Education and Sports. The MoU is currently with MoES for discussion and approval.

Sarah Ntiro Award The Sarah Ntiro Annual Award for Science Education formed a key activity and achievement for the Chapter. It was held in Kabale District, Western Uganda.

Through this award, the attainment of gender responsive teaching techniques in sampled 24 primary and secondary schools was targeted, in addition to

significant increased number of girls in science education. Activities included lectures from role models, competitions of essays and poems by students, mentoring programs, and orientation of students and teachers in gender responsiveness.

Ultimately, the students’ awareness to importance of science education was created – evidenced by an improvement in the number enrolling for these subjects.

The lecture presenter was Professor Esther Mwaikambo, a Professor of Pediatrics and Child Health at Hubert Kairuki Memorial University, Tanzania. She was Vice Chancellor of above University from 1999 to February 2006 and a FAWE Regional Secretariat Executive Committee member.

She has an enviable history. In her country, Tanzania, she was the first female medical doctor, the first to attain Master of Medicine and Professor of Medicine. She is the first female Vice Chancellor and Chairperson of the National Examination Council. During the ceremony, two girls who had excelled in essay writing in science and three women who had used their scientific knowledge for community benefit were recognized and rewarded.

Sexual Maturation Management An article (Barriers to Girls’ Education) by the New York Times made in January and featuring Ethiopia and Uganda led to wider advocacy process in the United States. The reporter called the FAWEU office for a telephone interview and more electronic information about the Chapter.

The article highlighted the lack of sanitary materials and poor support to adolescent girls, thus resulting in dropout. An American activist who read the story called the Chapter and pledged to support some of the affected girls. As a result, to date a total of five girls in Sacred Heart Secondary School have benefited.

Demonstrative Interventions Girls’ Empowerment Through the Girls’ Education Movement (GEM), the Chapter mobilized girls to take lead in implementing education related

activities. The aim was to ensure that the girls were aware of their right to education. To advance this, the Chapter held a discussion on the new proposal, made corrections based on recommendations, and submitted for funding to potential donors. Besides, the Chapter also ensured that children especially girls in four conflict districts attended school up to completion. They carried out GEM training with a psychosocial component, established a GEM secretariat, and also elected a new GEM executive committee. All these culminated in significant school mapping that helps the young people at the school level to identify barriers to girls’ education and suggest solutions. Following this, the young people have taken lead in planning for their activities.

FAWE Regional Secretariat scholarships With the support from FAWE RS scholarships, the Chapter recorded an increase in educational opportunities for girls with disability. More girls with disability were reached and supported to transit to post primary education. Other scholarships awarded to the NC is shown in Box 3 on next page.

Vocational Training In an effort to provide child mothers and former abductees with an opportunity to re-enter formal education and acquire vocational skills, the Chapter targeted the Northern Uganda Girls’ Academy. Within this academy, the child mothers and former abductees were able to continue with their formal and/or informal studies.

Science, Mathematics and Technology (SMT) FAWE Regional Secretariat in collaboration with the Chapter organised a National SMT Workshop in September.

The workshop was held in Fairway Primary School, Mbale town, Uganda. The purpose of the workshop was to train SMT teachers and head teachers from three selected secondary schools, namely 64

Box 3: Other scholarships to the NC Other Scholarships Karamojong Scholarships FAWEU endeavored to increase chances of vulnerable girls (and some boys) to access secondary school education, as well as increase access to post primary education for Karamojong children. The Chapter supported a total of 150 Karamojong children enrolled for secondary school education and 150 continuing from 2005.

Africa Education Initiative – Ambassadors Girls’ Scholarship Program (AEIAGSP) In order to reach and support more vulnerable girls to attain secondary school education and thus improve their retention and performance, the Chapter received a total of USD 405,300 from the AEI-AGSP to provide scholarships to at least 1,000 girls. Part of the grant was also used to organise mentoring workshops, where 120 mentors benefited from trainings. The targeted girls were attached to these trained mentors. They also oriented the teachers to gender responsive pedagogy and HIV/AIDS mitigation. This resulted in increased scholarships for vulnerable girls, and their chances to succeed through mentoring. There was also improved performance from gender responsive teaching by the trained teachers.

The Chapter also received 144 boxes (each containing 72 dictionaries) of Simplified New Webster’s dictionaries as part of the AEI-AGSP schools capacity building program. These were distributed to selected schools with scholarship beneficiaries as well as core Primary Teachers’ Colleges (PTCs). Besides the bursaries and learning materials, a group of 30 young people was trained as peer educators who in turn trained beneficiaries on the behavioral change strategy for HIV/AIDS prevention to schools. Another 13 Core scholarship schools were visited and 499 students reached (both scholarship beneficiaries and non). This intervention led to revival of HIV/AIDS clubs in the schools and enriched club activities. During the Sarah Ntiro event in Kabale, group mentoring for AEI beneficiaries and other students totaling 46 was organized under the theme: Promoting girls’ participation in science education. At the same event 18 women mentors were recruited. Former members of the beneficiaries association and FAWEU secretariat carried out orientation for 31 girls who were former AGSP beneficiaries and who joined tertiary institutions around Kampala and Mukono jointly. The orientation focused on current challenges in tertiary institutions and how one can excel academically as well as make right choices for their life.

Mvule Trust Scholarship Mvule Trust Uganda honored their pledge of working with FAWEU as a partner in administering scholarships in 11 select districts of Uganda. The districts of focus under the Trust Scholarships included Arua, Adjumani, Moyo, Yumbe, Nebbi, Katakwi, Amuria, Kaberamaido, Kasese, Kisoro and Bundibugyo. The selection of the districts was based on the Uganda Poverty Levels Index, the National examination results and the gender gap in the selected districts. The scholarship applications were solicited through District Education offices, secondary and primary schools and through FAWEU mentors within these districts. The grant so far benefits 849 needy but academically promising students (75% girls and 25% boys). Besides the scholarships, the program built capacity of three schools in each of the districts to enhance teaching and learning especially of Science, Mathematics and Technical Education (SMT). This was done through training of teachers on integration of gender responsive teaching methodologies in the teaching of SMT education. The schools also received an assortment of Science, Mathematics and English textbooks, as well as science equipment and apparatus. In addition to the above efforts, the Chapter ensured that all the community-based role models, including social workers, religious people, nurses, and teachers living and working within the catchment area of core schools were identified and trained in mentoring process, roles and responsibilities of mentors, as well as building sustainable mentoring relationships. As a result, a total of 204 mentors (61 females143 male) were trained in Arua, Kasese, Kisoro and Soroti. After the training, all the beneficiaries were allocated to mentors for follow up, career guidance and encouragement.

Irish Aid scholarship The Ireland Embassy extended a total grant of USD 152,000 to facilitate continued support to the 150 scholarship beneficiaries in Karamoja, as well as to select another cohort of 150 students (out of 554 applicants). To date, a total of 300 beneficiaries have been reached. This scholarship supports 75% girls and 25% boys.

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Bishop Dunstan, Seseme Girls’, and Fairway Primary School on the theme “Gender Responsive Pedagogy in SMT”.

After the workshop, the new SMT implementation strategy was to be disseminated as well as ensure that the trained teachers generated an action plan of SMT activities. These action plans are to be funded by FAWE, with the aim of institutionalizing the SMT activities in the schools. The workshop participants were 24 and included four teachers from Bishop Dustan and Seseme and five teachers from Fairway, a head teacher from each of the three schools, a representative from the Ministry of Education (DEO, Mbale District), two FAWEU secretariat staff, four members of the Chapter SMT committee, and a facilitator from the FAWE Regional Office. Among the major topics covered included: Understanding gender issues; Gender responsive school; Factors inhibiting girls’ performance in SMT; Ways to improve girls’ performance in SMT; Gender responsive teaching and learning materials; Gender responsive lesson planning in SMT; Database creation and management; Planning and management of a science camp; Gender responsive monitoring and evaluation; and Development of an action plan.

During the workshop, the teachers demonstrated lessons that were used for the discussions on gender responsive classroom practices.

Science Fairs FAWEU focused also on enhancement of access to and achievement of girls in SMT subjects. The aim was to ensure that more girls enrolled in Science Education and that schools’ capacity in science education was built. Activities to achieve this included sensitization of teachers on SMT subjects and organisation of Science fairs at the school level. As a result, a total of 13 teachers (7 men and 6 female) were sensitized, while three schools (1 secondary and 2 primary) actively participated in the Science fairs. Similarly, the UNESCO funded SMT project that

started in 2005 led to the training of teachers in gender responsive teaching, as well as facilitating science fairs in Moroto, Katakwi, Kasese and Kalangala districts.

The functionality of participating schools was enhanced through provision of basic science equipment and textbooks. The Chapter followed up the SMT programme by ensuring that the teachers from four target schools were trained.

Gender Equity Model (GEP) To advance the activities of Gender Equity Programme (GEP) taskforce, the Chapter hired a consultant to develop the GEP Model. The model was developed and shared out with the different stakeholders for input. FAWEU adopted this model and strived to make it implementable, thus transforming most of the schools into gender responsive centres. Through this model, the Chapter disseminated baseline survey findings to participating districts.

They informed the partners on the status of girls’ education in the country, as well as ensured that the draft model was disseminated to pilot schools. As part of the finalization steps towards the development of the module, the Chapter ensured that the draft module was disseminated to the schools at district level (Nebbi, Kiboga, Katakwi and Kisoro) by different teams through meetings. Each of the 25 project primary schools were represented by the head teacher, school management committee chairman, science teacher, senior woman and senior male teacher and one lower class teacher. The dissemination exercise involved an explanation in detail on each of the components of the Module. Copies of the different components were distributed to the schools for implementation and testing out of the model in the schools.

Child Labour Project FAWEU’s effort to eliminate Child Labour through the ILO-IPEC project hinged on activities that saw the children caught in the labor trap made able to re-enter school. The key issues related to Child 66

Labour were highlighted. The final report was submitted to ILO-IPEC, thus earning the Chapter 5 percent grant to cater for their administration costs.

Child Protection Project Following their efforts to support vulnerable children to ensure communities respected their rights, FAWEU oriented teachers and community members on the Convention on the Rights of the child (CRC). They also developed and disseminated guidelines for the protection of these and other vulnerable children. As a result, Child Protection Networks were set up, defilement cases pursued, while meaningful partnership with Christian Children Fund (CCF) established.

Replication and Mainstreaming HIV/AIDS awareness and mitigation Young people, especially girls, were inducted into safety measures on HIV/ AIDS. The Chapter trained former scholarship girls, whore are currently in tertiary institutions, in peer education and counseling. The teachers were also trained in advanced counseling and Adolescents Reproductive Health and HIV/AIDS. A total of 30 peer educators and 28 teachers were trained.

Gender Mainstreaming Efforts towards gender mainstreaming to reduce gender gap in 30 pilot schools and 10 select districts was advanced. Activities included development of a training guide for promoting girls’ education and facilitation of the MoES workshop for stakeholders in the promotion of girls’ education. Through this effort, the Chapter is recognized by the MoES as a key player in their campaign on the advancement of EFA goals.

Partnerships UNICEF FAWEU finalized activities in the last Government of Uganda – UNICEF Country Program in May 2006. Based on 67

the new country program (2006-10), another proposal for three months was submitted and funding secured to initially train trainers of trainees. Another proposal with a focus on the conflict affected districts in northeastern and post conflict districts of western Uganda was developed and finalized for submission to UNICEF. Christian Children’s Fund (CCF) Through active collaboration between CCF and FAWEU, specific activities including awareness creation and raising on the value of girls’ education among rural communities was done. Besides this, other accompanying activities included supporting adolescent girls and boys, building teachers’ capacity to motivate children, reaching out to vulnerable children, equipping the young people with life skills and giving them knowledge on HIV/AIDS, and formation of girls’ clubs and reproductive health education were successfully completed.

Zambia Policy Gender Responsive Leadership To foster the development and implementation of gender responsive school environments, the Chapter organised a training workshop for head teachers. A total of 54 school managers were trained in leadership traits, genderbased violence in school, gender budgeting and analytical skills. In comparison to previous years, significant steps were made in ensuring that head teachers benefited. For example, in 2003, a total of 11 Heads were trained as resource persons, while in 2004, a total of 66 head teachers received training in gender-based management. In 2005, 63 managers were trained. As a result of the training, a total of 194 high schools from a country total of 380 high schools are currently managing the schools with gender sensitivity and effective leadership skills.

Global Week of Action To enhance participation in the implementation of the EFA goals, the Chapter participated actively in the commemoration of the Global week of action. Four FAWEZA staff took part in a march alongside other partners in education to commemorate the implementation of EFA goals. This commemoration led to the revitalization of the country EFA agenda.

National Development Plan Review To promote participation in Civil Society group activities, the Chapter was actively engaged in the review of the 5th National Development Plan of 2006 – 2011. 3 NDP Sectors (Education, Science and Technology, and Youth Child Development) were all engaged in the review of the FNDP from a gender perspective.

Advocacy The Chapter invigorated political commitment towards EFA Goals. Among the key activities implemented were: Media To promote girls’ learning achievement and progression rate at basic and high school levels and community schools, FAWEZA aimed at producing and airing 13 Inter-Basic School SMT TV/Radio Quiz Contest. These contests were aimed at motivating both girls’ and women’s active participation in SMT subjects. A total of 35 students participated in the contest recording in Lusaka, while 13 series of SMT Quiz programme were run on the Zambia National Broadcasting Corporation (ZNBC). The only recorded challenge to this programme is the delinking of Grades 8 and 9 from the secondary syllabus. This might have adverse effects in the participation of girls in SMT. Baseline Survey In order to create baseline data on education facilities for CSEN in Basic and

High schools, FAWEZA embarked on a baseline survey. Funds were acquired for the survey, and action plans developed to ensure quality assurance in the targeted schools. Education materials were purchased for 4 CSEN schools – thus ensuring improved learning achievement for CSEN pupils.

Best Practices FAWEZA initiated the process of developing a template for documenting traditional best practices that have positively impacted on girls’ education from each province. A total of 123 rural community groupings were targeted and a series of meetings held with Research and Programs Committee. Documentation of traditional practices, values and social policies that positively impact on girls’ education commenced and final documents are awaited.

IEC To keep abreast of the changing global technology, the Chapter ventured into the use of multimedia systems to orient and sensitize their Education Managers as well as the general public on the Re-entry Policy Guidelines. Through this campaign, the Chapter aimed at popularizing the education policies and programs that promote girls’ education. They produced and distributed 500 copies of FAN News letters to newly launched basic schools and distributed brochures on HIV/AIDS to all key stakeholders and partners. Todate, a total of 10,000 copies of IEC materials has been produced – thus increasing the number of people with knowledge on FAWEZA activities.

Role Modeling As part of the mentoring process, FAWEZA embarked on the production of clips on role models in the national TV programmes. So far, 13 TV series were produced – with the theme Building Bridges. This film depicts female role models and documents the same in a

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magazine. A total of 5 Women have so far been filmed (awaits editing).

Demonstrative Interventions COE Establishment and Evaluation The Chapter provided and facilitated staff development opportunities through a refresher course for Kamulanga COE School Managers and Accounts personnel.

Four persons were trained on Basic Accountancy Skills following recommendations from the 2005 Situational Analysis Report on the school.

Besides training on Basic Accounts, FAWE RS conducted training for 3 COE personnel in Resource Mobilization. In order to expose teachers and pupils on the COE model, the Chapter facilitated the travel of one female teacher and a girl from Kamulanga COE to Hage Geingob COE (Namibia) and one male teacher to FAWE Girls’ School (Rwanda). As part of the inter-COE Evaluation process, a teacher and a girl visited Sambang COE (Gambia), and vice versa. The exchange visit acted as eye opener on what COE entails. The COE was also given two desktop computers and a printer for their operations.

Academic Centre FAWEZA sought to create an Academic Centre for the students. The process of the construction of a main block to house a Resource Center, Library, toilet blocks, shower rooms for girls, as well as a Sick Bay has commenced. As part of equity contribution, the local community contributed building materials as well as labour.

SMT Training and Teachers’ Expo FAWEZA strived to support school-based SMT activities that promote TALLULAR. The aim of this programme was to expose girls to gender sensitive pedagogical approaches and TALLULAR in teaching and learning SMT. A total of 20 SMT teachers and 4 Resource Persons were trained in the FAWE SMT framework, while 18 teachers were trained in gender 69

responsive pedagogy in SMT. The training has led to some significant increase in the students’ score in the SMT subjects.

Similarly, through the efforts to facilitate exchange of knowledge and skills in teaching challenging topics in SMT subjects, FAWEZA organised SMT Expo for 66 teachers. Through this Expo, SMT Best practices were captured while videotapes that exhibit best methods of teaching SMT lessons were produced.

Since the inception of the Teachers’ Expo in 2003, a total of 222 SMT teachers have actively participated and benefited from one another’s experience.

Remedial Learning As part of their best practices, FAWEZA provided remedial lessons in what have traditionally been considered “difficult subjects” to girls in exam classes in order to improve examination results, as well seeking to widely spread out remedial learning Centres to 63. The aim of the expansion was to prepare girls for school leaving examinations for Grade 7 (two centres), Grade 9 (three centres), and Grade 12 (2 centres). As part of the expansion and enhancement of girls’ performance process, Remedial Learning Camps were organised and held in 59 centres in nine provinces (against 54 in 2005 and 27 in 2004). The centres included: Western – 7; Northern 7; Lusaka – 5; Southern – 7; North-western – 10; Eastern – 7; Luapula – 6; Copperbelt – 4; and Central – 6. A total of 2,950 girls with difficulty in understanding various subjects benefited, thus leading to improved performance rates in the public examinations.

Mobile Library Remedial steps were taken by the Chapter to scale up their Mobile Libraries to 3 as well as to maintain and restock the existing Lusaka Mobile library that serves 3,500 pupils within 12 Lusaka high schools. Restocking was aimed at providing reading materials to aid both teaching and learning for 2 cohorts of

7,000 high school pupils and procure books for the 2 new libraries.

Reading Circles To cultivate a reading culture, FAWEZA created 64 Reading Circles in selected basic schools, and trained 64 Reading Circle overseers. To ensure this, the Chapter procured vital books for 5,160 pupils in the GRZ Basic and Community schools. The identified centres were fully stocked with relevant books.

Mobile Transit Schools (MTS) Majority of children are out of school, especially the OVCs. To curb this problem, FAWEZA supported and enrolled 700 pupils in a total of 9 Mobile Transit Schools for these out of school OVCs. The aim of this programme is to provide a bridging education programme for a total of 1,600 out of school OVCs. Funds were disbursed to nine MTS. Since 2004, a total of two MTS have been established and are currently operational in Lusaka. Sixteen girls have been mainstreamed in the DAPP, while five boys who were previously living on the streets were enrolled at Chibelo Basic School. A further 37 pupils were enrolled in regular school.

Back-to-Back Community projects The Chapter embarked on specific activities aimed at improving their Back-toBack Community groups. In-house training of 21 members in IGA education was conducted at Kalingalinga, leading to a further training of 18 members in facilitation of ECCDE for education programmes. This process also led to the establishment of seven Back-to-Back groups as well as an increase of community ownership of the education issues and their capacity to resolve issues and support education for OVCs. Bursary Scheme Through their bursary programme, the Chapter supported 3,500 OVCs in grades 10 to 12 in 6 provinces – Central, Copperbelt, Eastern, Lusaka,

Northwestern, and Southern Provinces.

Besides, a total of 3,847 scholarships (2,583 girls and 1,264 boys) were disbursed to the needy children under the CHANGES2 Bursary Programme in six provinces.

Similarly, to enhance girls’ participation in technical and science subjects, the Chapter facilitated the acquisition of funds to support 288 prospective girls. These students were assured funding for the three years of their High school programme.

Safe Houses Project FAWEZA endeavored to provide safe accommodation to some vulnerable girls who walk long distances to schools. The Chapter undertook the safe lodging project in 7 schools and targeted renting safe accommodation in 3 sites. As a result, a total of 34 girls were supported in these “safe houses” at David Livingstone, Raphael Kombe and Ibolelo High Schools.

Similarly, construction work commenced at Kyawama, while at Sanje High School, the construction work was almost completed. Already, a total of eight decker-beds were delivered at Raphael Kombe.

Winrock Scholarship In addition to existing bursary programmes, the Chapter awarded the Winrock Scholarships to 2,415 vulnerable OVC girls in 6 provinces (compared to 1,896 scholarships awarded in 2005). As a result of this scholarship, a total of 4,311 girls (Grade 8 and 9) have benefited to date.

Tertiary Scholarships A total of 100 students accessed tertiary education through the tertiary scholarship programme. In 2005, seven students received support under the GEF scheme.

Students Alliance in Female Education (SAFE) Clubs FAWEZA launched 60 new and supported 349 SAFE Clubs in Tertiary Community as well as in high and basic schools 70

nationwide. Activities were targeted at ensuring increased number of students accessing HIV/AIDS and gender awareness programmes and enhancing the number of trained SAFE Overseers to effectively manage the SAFE activities. As a result, SAFE overseers were trained and are currently mentoring others as well as enhancing knowledge and basic counseling skills on HIV/AIDS among the girls. Furthermore, a total of 146 SAFE club members who were trained as majorettes from Kamwala High in LSK, Kamwala Basic in Serenje, Kaole in Mansa and Monze Basic in Monze participated in the 2006 National Agriculture Show.

Besides, 15,345 people (from 76 SAFE clubs) participated in the HIV/AIDS prevention outreach programmes. The Chapter also used SAFE-TUSEME TFD approach to research on and highlight issues surrounding teenage pregnancies in schools and communities. One SAFE/ Tuseme Club was launched, while there was some recorded reduction in teenage pregnancy rates and increased completion rates.

Capacity Building The Chapter embarked on an organizational capacity building of her staff. The aim of this was to heighten the level of staff efficiency to enable the Chapter fulfill her objectives. The activities included completion of the Training Needs Assessment (TNA) for FAWEZA personnel and members. This was done with a view to enhancing the capacities of National and Secretariat staff in managing projects and programmes.

Following this, the FAWEZA staff, FPPs, and members’ training needs were identified, documented and action plans drawn.

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Zanzibar Policy SMT Camps In her efforts to influence policy formulation, planning and implementation in favor of increasing access, improving retention and enhancing performance of girls, FAWE Zanzibar aimed at influencing the Ministry of Education to change the current curriculum policies on matters concerning SMT camps Zanzibar schools.

The Chapter aimed at training the Science teachers from 46 schools on SMT Camp Methodology and gender friendly environment in schools. The immediate results indicated that a total of 120 Science teachers were trained on how to plan and run SMT Camps in their own schools.

Training of Trainers workshop FAWE Zanzibar sought means of ensuring change in the curriculum as well as in the policies concerning SMT teaching in schools to involve more girls in Science subjects. To facilitate this, two FAWE SMT members from Nairobi and members of the MoE participated in facilitation of the ToT. As a result, a total of 72 ToTs (40 from Zanzibar, and 32 from Pemba) were trained.

Advocacy FAWE Zanzibar sought to build public awareness and consensus on the social and economic advantages of girls’ education through advocacy programmes.

This was done with the aim of encouraging the parents to start a Community-based income-generating project to sustain the education of their children. Key activities included celebrating the Women’s Day by teaching the parents of the Ambassadors Girls Scholarship Programme (AGSP) how to make soap. These beneficiaries also took part in the painting and drawing competition on HIV/AIDS for consideration in the 2007 Calendar. These efforts resulted in significant keen interest

being shown by some of the parents to work together and start soap making project as an income generating enterprise for their daughters.

Advocacy Materials Students, parents, and the community members were actively involved in the awareness arousal on FAWE’s interventions on girls and women to raise their well being through education. To achieve this campaign, the Chapter embarked on printing of FAWE T-shirts and schools bags for the AGSP beneficiaries. A total of 60 schools benefited from this project – thus publicizing the Chapter nationally.

Demonstrative Interventions Science Camps The Chapter demonstrated the importance of Science Camps in two Teachers’ Colleges in Zanzibar – Kampi Samaki and Dunga. A total of 100 students and 20 teachers from 16 schools attended the camps. The Chapter endeavored to demonstrate the importance of SMT camps as well as the production of SMT Camp documents to help the Science teachers in handling their subjects. A Science Camp for both boys and girls was held at Fidel Castro School in Pemba.

Through this activity, significant interest among the teachers and students was aroused, especially on activity oriented science teaching and learning. Various Science Clubs also had a chance of demonstrating their activities, while the Science teachers got reference guidelines to enhance their lesson preparation and Camp activities.

Zimbabwe The Chapter endeavored to identify and track children out of school and those at risk of dropping out. This was done with the aim of enrolling and retaining children in school, as well as trying to maintain the Net Enrolment Rate (NER) at 99% by January 2008. The Chapter identified one teacher and two students for training in the “Be in School” Campaign, which was funded by UNICEF. The training workshop was replicated in 11 schools in Zaka district. Following this, a total of 30 pupils were also trained in Education Advocacy.

Demonstrative Interventions Support to Orphaned and Vulnerable Children (OVC) To promote the educational opportunities for the Orphaned and Vulnerable Children (OVC) particularly girls, the Chapter aimed at ensuring that all the direct costs of education were met. To ensure the achievement of this, a total of 180 girls and 20 boys were selected for bursary support.

This included purchasing and handover of school fees and uniforms to the beneficiaries. This act of charity has increased the visibility of the Chapter.

Training Workshops FAWEZI endeavoured to equip 30 teachers with the relevant skills in Gender, Counselling and HIV/AIDS. The workshop was geared towards ensuring that all the teachers were better equipped to carry out their duties and responsibilities effectively, in terms of

Handing Over Ceremony As part of the effort to create a better learning environment for the disadvantaged girls, the Chapter organized a handing over ceremony.

During this ceremony, books, uniforms and learning materials were handed over to 300 disadvantaged students.

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completion, performance and care for all school children, especially girls, orphans and other vulnerable children. The Chapter held a five-day training workshop for 30 teachers from 21 primary schools and nine secondary schools in Zaka District. The results included clear understanding of the basic concepts of gender by the teachers, establishment of gender-sensitive HIV/AIDS and Counselling services in schools, and introduction of Girls’ Education Movement (GEM) clubs in all participating Schools.

Bursaries In order to keep track of all bursary beneficiaries as a means of ensuring their retention, the Chapter ensured that all the bursary beneficiary datasheets were completed. A one-on-one school and home visits for all the 207 UNICEF sponsored primary school bursary beneficiaries was conducted – thus providing a detailed profile of all the beneficiaries.

Tuseme Style Book To develop the capacity of the elected Tuseme Club Newsletter Editors, the Chapter held a three-day training workshop for all the 20 Club editors. As a result, the Tuseme Style book was established, while the issues of Child rights explored. This activity served as support to the TUSEME Clubs, which are already operating in 10 schools.

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Facilitators’ Workshop on Human Rights Approach To ensure enhanced appreciation of basic human rights and mainstreaming in all programmes, the Chapter organized a 5day training workshop for 30 facilitators.

The theme of the training was Achieving Human Rights Based Approach to Planning. After the workshop, the community leadership was better prepared to tackle human-rights issues.

SMT To ensure that the Chapter embraced SMT programme, a 2-day training workshop was organized for the SMT teachers, with a theme of gender responsive SMT teaching. This was a follow-up of the previous training organized for the SMT countries in Dar es Salaam in December 2005.

Governance Provincial Assemblies To review the implementation of work programmes and activities at District and Provincial level, the Chapter aimed at reviewing and adopting the Provincial Chapter Reports, as well as the election of new office bearers. As a result, the Chapter held Provincial Assemblies in the remaining five Chapters, namely Bulawayo, Manicaland, Mashonaland Central, Matebeleland North, and Harare.

Part Three – Financial Report This report covers the activities for the calendar year 2006 that coincides with the Programme Planning period. The activities for the financial year 2005/2006 ending September 30, 2006 have already been reported separately in the form of annual audited accounts.

FAWE managed to mobilize a total of USD 2,673,661 against the proposed USD 4.69 million during the year. The breakdown for the funds mobilized and to be mobilized is shown on the table below.

Funds Mobilised in 2006 Grant Funds for FY 2005 Government and government agencies Foundations Other sources Total operating funds

US$ 2,238,630 234,903 200,128 2,673,661

Govt & Govt agencies 84%

Other sources 7%

Foundations 9%

Breakdown of funds mobilized (2006) Donor/Source of funds ANCEFA ADB Netherlands Ford Foundation UNESCO Ireland Ministry of Foreign Affairs NORAD Sida World Bank Finland Ministry of Foreign Affairs FAWE rent, interest, and promotional items TOTAL

Funds received

275,000 234,903 19,922 139,216 645,161 678,460 225,000 255,801 200,128 2,673,661

Expenditure by strategic objective in 2005 Strategic Objective Objective 1: Access Objective 2: Influencing Policy Reform Objective 3: Strengthening National Chapters Objective 4: Replication and Mainstreaming Human Resources and Administration Finance and Resource Mobilisation Monitoring and Evaluation TOTAL EXPENDITURE

Expenditure (US$) 1,131,695 346,158 1,523,270 267,251 638,038 202,475 445,947 4,554,834

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vitality of FAWE membership at both the regional and national levels.

Part Four – Looking Ahead The national debate on how to better educate our children – particularly disadvantaged girls – and prepare them for success has shifted. The focus on the achievement gap and growing national debate about No Child Left Behind policy, results, and reauthorization have ignited the recognition that our schools alone cannot fully meet the learning needs of our children. Based on this background, FAWE has been faced by some specific challenges. The way forward for these challenges is also hereby addressed.

•

Subsequent to the challenge of inadequate and often unreliable membership, the Chapters also lacked adequate clout in influencing the policy-making realm on the top government level. This shortfall contributed actively to slower policy influence at both the NGO and association-based levels. For example, the capacity and expertise of members to influence policy issues still affecting the girl-child, fundraising tactics, and programme implementation was often lacking.

•

The international stock exchange significantly affected most of the Chapters in terms of fluctuations in the value of the dollar. These fluctuations significantly distorted the budgets. In some NCs, the fluctuations were so drastic and sharp that the overall intended results anticipated from the planned activities could not be realized.

•

FAWE experienced the challenge of seeking to persuade Governments to include a gender budget in the national budgets. This was also coupled with the tough task of effectively influencing MOEs to make Education and EFA policies and plans comprehensively gender-responsive as well as influencing Governments to translate policies on girls’ education into concrete action on the ground.

•

Based on the above challenges, there is need to build the capacity of FAWE National Chapters to a level that they can be a significant part of the EFA process at the national level remains a major challenge. Impending activities that still confront the Chapters include capacity to analyze education policy and implement and monitor policy and programmes that have the

Challenges During the year, FAWE still had some challenges to grapple with. Among the key challenges the following are elaborated.

•

•

Just like in previous years, nearly all the Chapters have had problems associated with change within the top management team in Ministries of Education. These changes have repercussions ranging from fresh needs of orienting the new staff on the mission of FAWE to creation of harmonious partnerships at all operational and implementation levels. This also leads to delays in implementation of planned activities.

FAWE and most of the national Chapters have faced a serious challenge of committed and steady membership. The main challenge associated with this has been finding effective ways of keeping a committed membership at all levels, including sustainability of good rapport with the male ministers enlisted through the ministerial consultations to help FAWE make an effective contribution to gender parity and equality. The inertness of some existing members has contributed to a certain lack of

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potential to increase access, retention and quality of girls’ education.

•

As usual, sustainability continues to be a major challenge for FAWE. At the forefront is the challenge of expanding the resource base of the organisation at both the regional and the national levels.

course, ensure participation of all stakeholders, and effectively communicate strategies to build broad based support.

•

Embark on activities that could enhance processes towards increasing girls’ interest in SMT subjects in high school and at higher education levels.

•

Monitoring implementation of national education plans and policies for gender responsiveness (and development of gender responsive plans through mainstreaming gender in national education plans and policies).

•

Inventory of all grants already awarded to the Chapters to measure the impact of these grants and to ensure that original objectives of the grants were achieved. In addition, efforts will be taken in the maintenance of both the regional secretariat and national Chapter databases and M&E system. In particular, all the Chapters will be required to have clearly defined indicators for monitoring activities stipulated within the FAWE strategic objectives. Monitoring systems will be put in place in all the NCs to monitor bursary recipients beyond the secondary schools level. In particular, networking will be done to ensure that all data and information among all the Chapters and the Regional Secretariat.

Vital statistics will also be uploaded on the Internet.

•

Closely follow up country-specific models for systematic mainstreaming and targeted scaling up of good practices in girls’ education. Ensure that scaling up good practices is incorporated into existing action plans. In areas where plans have not been developed, there is need to ensure that they are developed and implemented.

The Way Forward FAWE still has a lot to accomplish (particularly from the recommendations by the evaluators) as well as the culmination of the Strategic Plan (20022006). Among the key recommendations for the way forward include: •

Tying off of the pending activities within the 2002-06 Strategic Plan as well as seeking to address the main recommendations from the FAWE Mid-Term Review. Further follow up will be done towards the formulation of the new Strategic Plan (2007-2012, including the bridging year).

•

Fully internalise and implement M&E within the regional office and the national Chapters. Due to the requirements by the donors, efficient organisational follow-up of programmes, and follow-up of the training of 28 NC coordinators and personnel, it is needful to ensure that M&E is institutionalised. FAWE will ensure that data collection from the national Chapters is done appropriately, uniformly, and on time-based on the FAWE M&E system.

•

As part of the step towards a broad based and long-lasting national commitment to embrace quality education, FAWE will work closely with ministries of education. They will strive to monitor and follow up on the allocation of adequate resources, focus on quality and leaning in political dis-

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•

Strengthen the funding base within the national Chapters through trainings, seminars, workshops, and other forms of capacity building. This is an important component of FAWE’s capacity building efforts.

•

Intensify and expand demonstration interventions as well as replicate the best practices in other national Chapters.

•

FAWE will strive to embrace the numerous complementary learning linkages that can enrich girls’ cognitive and social development throughout their preschool and school years, and beyond. The planned linkages include schools and a variety of nonschool learning supports, such as families, early childhood programs, out-of-school time activities and programs, higher education, libraries, and other community-based institutions.

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Annexes Executive Committee Members Hon COMARMOND, Simone De Founder Member MAHE Seychelles

Hon. Mrs. MUGO, Beth Assistant Minister of Education Ministry of Education, Science and Technology NAIROBI, Kenya

Dr MULEGETA, Emebet Prominent Educationalist ADDIS ABABA, Ethiopia

Hon TIENDREBEOGO, Alice Founder Member OUAGADOUGOU, Burkina Faso

Dr CHUNG, Fay Founder Member HARARE, Zimbabwe

Hon Mme ESPIRITO SANTO, Francisca Ex-Minister of Education LUANDA, Angola

Prof MLAMA, Penina Executive Director, FAWE Regional Secretariat NAIROBI, Kenya

Prof MWAIKAMBO, Esther Vice Chancellor DAR ES SALAAM, Tanzania

Hon NDJOZE-OJO, Becky Deputy Minister of Education, Namibia Ministry of Basic Education & Culture WINDHOEK, Namibia

Hon NIAMAYOUA, Rosalie Kama Ministère de l’Enseignement Primaire et Secondaire Chargé de l’alphabétisation Brazzaville – Centre-ville République du Congo

Prof. OKWAKOL, Mary Vice Chancellor, Busitema University KAMPALA Uganda

Mme SAMB /DIACK, Bousso Prominent Educationalist Dakar Etoile, Place Soweto, Senegal

Full Members Hon BITAMAZIRE Namirembe Minister of State for Primary Education Ministry of Education Uganda pmuzaale@education.go.ug

Mme CHEIKH MOHAYA Monaicha Sécretaire Generale du Governement République Fédérale Islamique des COMORES

Mrs CHILANGWA Barbara Ex-Permanent Secretary, Ministry of Community Education Zambia

Hon CHURCHER Christine Ex-Minister of Girls’ Education Ghana

Mme ESPIRITO SANTO Francisca Ex-Minister of Education LUANDA, Angola

Hon HAMAN ADAMA Halimatou Ministre, Ministère de l’Education de Base Cameroun

Dr JOAQUIM DA COSTA Xavier Antonia Deputy Minister of Education Mozambique Ministry of Education Mozambique

Hon KACHIKHO Anna Andrew Minister for Education Ministry of Education Malawi

Hon NIAMAYOUA, Rosalie Kama Ministère de l’Enseignement Primaire et Secondaire Chargé de l’alphabétisation Republique du Congo

Prof KAMAL, Margaret Deputy Vice Chancellor, Kenya

Prof KARANI, Florida Ex-Deputy Vice Chancellor, University of Nairobi Kenya

S E Mme KARIMOU Rafiatou Ministre des Enseignements primaire et secondaire Benin

Hon Dr KATUNZI, Naomi Permanent Secretary Ministry of Higher Education, Science and Technology Tanzania

S E Mme KEBE, Awa Gueye Ex-Ministre de la famille et de la petitie enfance Republique du Sénegal

Dr KURASHA ,Primrose Vice Chancellor, Zimbabwe Open University Zimbabwe

Hon Ms LAMIN-FYE, Fatou Secretary of State for Education Department of State for Education The Gambia

Hon Prof ARTHUR, M R A Lydia Brito Ex-Minister of higher Education, Science and Technology Mozambique

Prof MAKHUBU, Lydia Ex-Vice Chancellor Swaziland

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Mrs MALALE, Mwatumu Ex-Permanent Secretart, Ministry of Education Tanzania

Prof. MARANGU, Leah Vice Chancellor Kenya

Ms MOLLEL, Ruth Hiyob Ex-Permanent Secretary Ministry of Education Tanzania

Mrs MONDON, Macsuzy Ex-Permanent Secretary Ministry of Health Republic of Seychelles

Hon Mrs MOUSA Hajyi Bintu Ibrahim Minister of State for Education Nigeria

Prof MUGENDA, Olive Vice Chancellor Kenyatta University Kenya

Hon Mrs MUGO, Beth Assistant Minister of Education Ministry of Education, Science and Technology Kenya

Dr MUJAWAMARIYA, Jeanne d’Arc Minister for Education in Charge of Primary and Secondary Education Rwanda

Prof MUTUA, Rosalind Vice chancellor, Kiriri women’s University Kenya

Ms NASSOR, Sebtuu Commissioner of Education Zanzibar

Hon NDJOZE-OJO, Becky Deputy Minister of Education Namibia

Prof NJEUMA, Dorothy Ex-Vice Chancellor, Cameroon

Prof OKWAKOL, Mary Vice Chancellor Uganda

Hon PANDOR, Naledi Minister of Education South Africa

Dr SADZA, Hope Cynthia Vice Chancellor Zimbabwe

Hon SIMELAME, Constance Minister of Education Swaziland

Ms BISHAGARA, Therese Prominent Educationalist Rwanda

Dr WABUDEYA, Beatrice Minister of Higher Education Uganda

Mrs WANGAI, Naomy Ex-Director of Education Ministry of Education Kenya

Hon ZEWIDE, Gennet Minister of Education Ethiopia

Founder Members Dr CHUNG, Fay Ex-Minister of Education Zimbabwe

Hon COMARMOND, Simone De Ex-Minister of Education Seychelles

Hon MISSAMBO, Paulette Ex-Minister of Education Gabon.

The Late Hon. YEBOAH, Vida Ex-Minister of Education Ghana

Hon TIENDREBEOGO, Alice Ex-Minister of Education Burkina Faso

Prominent Women Educationalists Dr ACHEAMPONG, Rosina Akua Ghana

Mme AISSATOU, Souley Niger

Dr DAMALISY NOWA-PHIRI, Meria Malawi

Mme LESSE ÉP. NGABA ZOGO, Salomé Cameroon

Dr MULEGETA, Emebet Ethiopia

Mme NTAHOBRI, Josephine Burundi

Mme SAMB/DIACK, Bousso Senegal

Dr TEMBO-MWASE, Enala Zambia

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Female Associate Members Hon ADOW, Patience Ghana

Prof AKANDE, Jadesola Nigeria

Hon AMOAKO-NUAMA, Christine Ghana

Hon BAH DIALLO, Aicha France

S E CAMARA DIALLO, Fatoumata Mali

Hon CLERKE-KWESIE, Margaret Ghana

Chief (Mrs) IYABO ANISULOWO, Veronica Nigeria

H E MACHEL, Graça Mozambique

Ms MARGUERITTE NERINE, Eleonore Madagascar

Prof MATHABE, Neo South Africa

Dr RAMPHELE, Mamphela The World Bank, USA

Hon SUTHERLAND-ADDY, Esi Ghana

S E TALL, Aminata Senegal

Sierra Leone

Hon BOHITILE, Clara Namibia

AKECH Betty Uganda

Prof. DIALLO, Bouli Ali Nigeria

Hon. Dr. KANDAKAI, Evelyn Liberia

MUKARANGA, Beatrice Rwanda

N’DONG JATTA, Anne Therese Paris

Mrs. CHILANGWA, Barbara Zambia

Hon. CHURCHER, Christine Ghana

Mme ESPIRITO SANTO Francisca Angola

Prof. KARANI, Florida Kenya

SE Mme KEBE, AWA Gaya Republique du Sénegal

Hon. Prof. ARTHUR, M R A Lydia Brito Mozambique

Prof. MAKHUBU, Lydia Swaziland

Mrs. MALALE, Mwatumu Tanzania

Ms MOLLEL, Ruth Hiyob Tanzania

Mrs. MONDON, Macsuzy Republic of Seychelles

Hon. Mrs. MUGO, Beth Kenya

Mrs. WANGAI, Naomy Kenya

Hon THORPE, Christiana

Dr. NJEUMA Dorothy Cameroon

Male Associate Members Hon KOSGEY, Henry Kenya

Hon Dr MAKUBUYA, Edward K Uganda

Hon Dr MTAFU, George Nga Malawi

Prof MUNENZI, Romain Rwanda

Hon MUNGAI, Joseph Tanzania

Hon MUSHEGA, Amanya Uganda

Hon MUSYOKA, Kalonzo Kenya

Prof MUTAHI, Karega Kenya

Hon NDOYE, Mamadou France

Hon PARSURAMEN, Armoogum Senegal

Hon Prof SOURANG, Moustapha Senegal

S E M SYLLA, Almany Fode Guinea

SEM Fidele Kentega Burundi

SEM Moustapha Dicko Mali

78

National Chapter Contact List COORDINATOR/COORDINATRICE BENIN Coordinatrice: Mme Rosemode P. Houssou Association des femmes de l’éducation du Bénin (ASFEB), INE-Gbegamey 06 BP1408, Akpapba, COTONOU, Benin (229)-310566/321995 fawe_benin@yahoo.com Présidente: Mme Elisabeth GNANVO-YEDEDJI (229)-330873 BURUNDI Coordinatrice: Mme Beatrice Nijebariko, BP 6382; Avenue De la Mission No.2 BUJUMBURA, Burundi (257) 244635; No. (257) 244635 fawe-burundi@usan-bu.net Présidente Mme Theodora Nisabwe

COORDINATOR/COORDINATRICE BURKINA FASO Coordinatrice: Mme Lamisana Absetou FAWE Burkina Faso; BP 581 OUAGADOUGOU, Burkina Faso (226) 50 366268; MOE (226) 50 360979/300282 afed@cenatrin.bf Présidente: S.E. Alice Tiendrebeogo House: 361115 Mobile: 226 208026 CAMEROON Coordinatrice: Mme Salome Ngabazogo, FAWE Cameroon (FAWECAM) Immeuble Mah’dong Vetrnique, Rue Ne. Essos; BP 31222, YAOUNDE 13, Cameroon (23722211206/2221873/(237) 22211206 /2981439/ 237 7710856 fawecam_2002@yahoo.fr salomé Ngaba Zogo sngabazogo@yahoo.fr Présidente: Mme Rose Yongue rfyongue@yahoo.fr;

CHAD/TCHAD Coordinatrice: Ms Anastasie Dewa, Forum des Educatrices Tchadiennes (FORET/FAWE) Quartier Ambatsana 3ème Arrondissement, carré 07, rue 2086, porte 649 Coté Ouest de la Librairie la Source B.P 1120 N’DJAMENA, Chad (235) 517465; 235 519659 Tel (235) 51 96 59 fawe_tchad@yahoo.fr ; dewa_anastasie@yahoo.fr ; nekar_sandra03@yahoo.fr.

COMOROS FAWE Comores (FAWECOM) (269) 735244 Immeuble l’IFERE de Ngazidja B.P. 2540, Comoros adarkaoui@hotmail.com; fawecom@snpt.km Présidente Mme SITTOU Raghadat Mohamed

Présidente Mme Naimo Perside Beguy ETHIOPIA Coordinator: Ms Roman Degefa Women Educationalist Association (FAWE Ethiopia) Bole Medhanalem Road, Behind Zurga Building (Awash Bank/Insurance) P. O. Box 20882 Code 1000, ADDIS ABABA, Ethiopia (251) 1-2511317 fawe.ethiopia@telecom.net.et; aynalemasheber@yahoo.com Chair: Dr. Emebet Mulugeta GHANA Coordinator: Ms. Juliana Osei Near FAWE FM 105.9, Fotobi (Nsawam- Aburi road), Eastern Region Accra, P.O. Box C 1217, Cantonments, ACCRA 2, Ghana 233-21-(0)81-91460, 233-21-(0)81-91461 233-21-(0)244-501067, 233-21-(0)244-658017 fawegh@AfricaOnline.Com.gh http://www.ghana.edu.gh

GABON Coordinatrice: Mme Georgette Ambourouet Association des Femmes Educatrices du Gabon (AFEG) B. P. 2256, LIBREVILLE, Gabon (241) 775358/(241) 635777 likassa julienne: julienne_likassa@yahoo.fr Présidente : Mme Philomene Ayingone aophilo@yahoo.fr ayingonephilomene@intertruc.zzn.com KENYA Coordinator: Faith Macharia FATA: Mr Eliud Kinuthia, FAWE Kenya Chapter Lenana Road; P O Box 52597, NAIROBI, Kenya (254) 20 2736877/67/(254) 20 2736884 fawek@fawek.org Chair: Mrs. Elaine Mukuru

Chair: Mrs Camilla Haldane-Lutterodt LIBERIA Coordinator: Ms. Winifred Deline, FAWE Liberia Chapter Ministry of Education; 4th Floor, UNESCO PIU P O Box 9012, MONROVIA, Liberia (231) 226416/ 227555/00037747513018 liberiafawe@yahoo.com

MADAGASCAR Coordinatrice: Ms Amarente Norolalao Ranerason Antenne Nationale FAWE Madagascar Logt 528 Cité Ampefiloha, BP 1489 ANTANANARIVO 101, Madagascar (261) 20 22 332 19 / 033 12 514 47 fawe_mada@wanadoo.mg amarente_onyx@yahoo.com

Chair: Mrs Comfort Marshall

Présidente: Manorohanta Dominique Cécile

MALAWI Coordinator: Mrs Esther Msowoya FAWE Malawi Chapter (FAWEMA) P.O. Box 30736 Capital City LILONGWE 3, Malawi Tel: (265)1-774-729 Fax: (265)1- 774-733 fawema@sdnp.org.mw

MALI Coordinatrice: Mme Maiga Kadiatou Baby, Association Malienne pour l’Appui à la Scolarisation et à l'Education des Filles (AMASEF/FAWE) Immeuble MEME-ABK5, Hamdallaye, B. P. E. 1366, BAMAKO, Mali (223) 2293619/c/o 2227767/2237117/(223) 2293619 amasef.fawe@datatech.toolnet.org

Ag. Chair: Mrs Hazel Manda

Présidente: SAMASSEKOU Kankou TRAORE.

MOZAMBIQUE Coordinator: Mrs Nacima Figia, FAWE Mozambique Chapter FDC, Avenue 25 de Setembro n. 12504, Time square, 3 andar

NAMIBIA FATA: Neshani Andreas Ministry of Basic Education & Culture, Luther Street, Government Office Park 1st Floor, Rook 110

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MAPUTO, Mozambique Tel:(258) 1 430430/1 Mobile: 082886900 fawemo@teledata.mz

Private Bag 13186, WINDHOEK, Namibia (264) 61 224277/257662/(264) 61 2933342/ 67/2933111/2933143 fawena@mec.gov.na; nandreas@mec.gov.na

Chair: Her Excellency Graca Machel

Chair: Hon Rosalia Nghidinwa

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

NIGERIA Coordinator: Ms. Adegbasan Adelola Patricia FAWE Nigeria Chapter Sky Memorial Complex, Block E, Flat 2, Wuse, Zone 5 ABUJA, Nigeria 234-08027830082 or 234-08034018944 fawen2004@yahoo.com

Présidente: Prof Bouli-Ali Diallo Chair: Mrs J.Z Tutare GUINEA Coordinatrice: Hadja Ramatoulaye Diallo, FATA: Mr. Mondjitaba Mamadou Diallo; Forum des Educatrices de Guinée (FEG), Siege-Rez-de-Chaussee, Immeuble SENY, Quartier Tombo, Commune de Kaloum, B.P. 3864, CONAKRY, Guinée (224) 454797/451774/(224) 454323/ 454797 fawegui@yahoo.fr

RWANDA FAWE Rwanda Chapter Ministry of Education Building; 1st Floor, Room 101-103 P.O. Box 6703, KIGALI, Rwanda 250-5-87724/82162/250- 5-82514/87724/82162 fawerwa@rwanda1.com : www.fawerwa.org.rw Chair: Ms. Beatrice Mukabaranga

Présidente: Mme Hadja Albertine Fadiga SENEGAL FATA: Ramata Almamy Mbodj Mbaye Présidente de la SN/FEA 23 Rue Calmette; BP 6646, DAKAR-ETOILE, Sénégal (221) 8-224177; MOE (221) 8 218930/221463 fawesenegal1@yahoo.fr

SEYCHELLES Seychelles Association of Women Professionals (SAWOP) P. O. Box 737, Victoria, (248) 371252 MAHE, Seychelles sawop@seychelles.sc Web: www.seychelles.sc Chair: Mrs. Anne Lafortune

Présidente: Mme Bousso Sam Diack mamebousso@yahoo.fr SIERRA LEONE Coordinator: Mrs. Eileen Hanciles FAWE Sierra Leone, 4 Hill Street FREETOWN, Sierra Leone (232) 22 227076 Fax (232) 22 225844 fawe-sl@sierratel.sl

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

Chair: Mrs Edith Kpendema Chair: Ms Vuyisa Tanga SWAZILAND Coordinator: Ms. Xolile Lokothwayo 2nd Fl, Swaziland Dairy Board Mahleka Street P.O. Box 5852 MANZINI, Swaziland 268-505-8266/268 505 9560/1 faweswa@swazi.net

TANZANIA Ag. Coordinator: Mrs. Salome Anyoti FAWE Tanzania Chapter, Posta House Building 1st Floor Room No.101-102 Ohio/Ghana Street P.O. Box 63319, DAR ES SALAAM, Tanzania Fax/Tel. No.2122871/2125858, Mobile: 0748-645628 FAWETZ@posta.co.tz

Ag. Chair: Prof. Lwandle Kunene

Chair: Mrs. Mwatumu Malale

THE GAMBIA FATA PO: Ms Emily Sarr FAWE Gambia Chapter, FAWEGAM Secretariat Greater Banjul at, 58 Garba Jahumpa Road, Bakau, NEW TOWN, Gambia (220)-4- 495036/397498/(220) –4-495037 fawegam@hotmail.com

TOGO 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: Mme kekeli Jeanine Agounke kagounke@caramail.com

Chair: Mrs. Asatou Combe-Njie UGANDA Coordinator: Susan Azuba Mubbala FATA: Mrs. Martha Muhwezi FAWE Uganda Chapter, Plot 38, Lumumba Avenue, Nakasero, P O Box 24117; Tel 006 41 236863 KAMPALA, Uganda faweu@infocom.co.ug; website: www.faweu.or.ug

ZAMBIA Coordinator: Mrs Daphne Chimuka, FATA: Mrs Elizabeth Mbewe FAWE Zambia Chapter House No. 6680, Chiwalamabwe Rd, Olympia Park, P O Box 37695 LUSAKA, Zambia Fax No. (260) 1-254139/ 232049 faweza@iconnect.zm daphnechimuka@hotmail.com

Chair: Prof. Mary Okwakol Chair: Mrs Barbara Chilangwa ZANZIBAR Coordinator: Asma Ismail Nombamba FAWE Zanzibar Chapter, C/o Ministry of Education Department of Education, P O Box 573 ZANZIBAR Tel: 255-24-2235225 fawezan@zanlink.com; edu@zanzinet.com; mwatima@hotmail.com

ZIMBABWE Coordinator: Susan Guwiriro FAWE Zimbabwe Belvedre Technical Teachers’ College, 1 Harvard Road Belvedere, Harare Post Office, P O Box MP1058, Mount Pleasant, HARARE, Zimbabwe fawez@africaonline.co.zw; Mobile 263-11 435 575- Susan snguriro@yahoo.com

Chair: Mrs. Rabia Hamdan rmahamdani@yahoo.com

Chair: Mrs. Irene Mkondo renemkondo@yahoo.com

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Regional Secretariat Staff Prof. Penina Mlama Lornah Murage Marema Dioum Rose Washika Simon Mbugua Antonina Mulamula Enock Warinda Joseph Nyabicha Francis Kibue Joab Owiro Lucy Wairi Dora Lumasia Pauline Kamangara Caroline Ochieng Christine Kinyua Zeddiel Bundi Daniel Mutisya Joseph Muiruri Agnes Murandah

Executive Director Programme Officer Programme Officer Programme Officer Programme Officer – Human Resources and Administration Consultant – Science, Mathematics and Technology Programme Officer – Monitoring and Evaluation Programme Officer – Finance and Resource Mobilisation Accountant Graphic Designer/Desktop Publisher Administrative Assistant Administrative Assistant Secretary Secretary Secretary Office Assistant Caretaker Driver/Messenger Research/Conference Centre Assistant

List of Abbreviations ADEA AEI AGEI AGSP ARH ASRH BREDA (UNESCO)CBO CCF CIDA CIEFFA CME COE COL COMED CWA DAE DAPP DCI DEMs DESO DFID DPEF DTEO EBNF EC ECCD ECOWAS EDDI EFAG EQUIP ESARO EFA GCE GEM IGA FATA FAME FAWE FEMSA FHI FRGRP FSU GAR GEF GEP GLOW IEC JSC KESP

81

Association for the Development of Education in Africa African Education Initiative African Girls’ Education Initiative Ambassador Girls’ Support Programme Adolescent Reproductive Health Adolescent Sexual Reproductive Health Dakar Regional Office (Bureau Regionale – Dakar) Community-based organisation Christian Children’s Fund Canadian International Development Agency International Centre on the Education of Girls World Education Campaign (La Campagne Mondiale pour l’Education) Centre of Excellence Commonwealth of Learning Commission for Education Development Community work and advocacy Department of Adult Education Development Aid from People to People Development Corporation Ireland District Education Managers District Education Standards Officer Department for International Development Promotion de l’Education des Filles (Promotion of Girls’ Education) Department of Teachers’ Education L’Education de base non-formelle (Non-formal Basic Education) Executive Committee Early Childhood Care and Development Economic Community of West African States Education for Democracy and Development Initiative Education Funding Agencies Group Educational Quality Improvement Program Eastern and Southern Africa Regional Office Education for All Global Campaign on Education Girls Education Movement Income-generating activities FAWE Attached Technical Assistant FAWE Award for Media Excellence Forum for African Women Educationalists Female Education in Mathematics and Science in Africa Family Health International FAWE Resident Guest Researcher Programme Family Support Unit Centre for Democratic Governance Girls’ Endowment Fund Gender Equity Model Guys and Girls Leading Our World Information, Education and Communication Joint Steering Committee Kenya Educational Sessional Paper

KIST M&E MASF MEBA MOE&C MOE&S MoU NAP NC NGOCC NIPA OPT OXFAM PARSET PEAs PEC PEDP PRSP RCP RLC RP OSISA SAFE SAGAA SAGs SCI SEDP SHA SHEP Sida SIP SM SMASSE SMT SIPs SWAP TENMET TFD UBE UNAIDS HIV/AIDSUNCCA UNDAF UNDP UNESCO UNFPA UNGEI UNHCR UNICEF UNIFEM UNLD UPE USAID WAEC WBS WEI WFP WORNACO WI WIRLL SA

Kigali Institute of Science and Technology Monitoring and Evaluation Ministry of Social Action Ministry of Education Ministry of Education and Culture Ministry of Education and Sports Memorandum of Understanding National Action Plan National Chapter Non-Governmental Organisations’ Coordinating Committee National Institute of Public Administration Pan African Women Observatory Oxford Committee for Famine Relief Programme Support for the Education Sector Reforms in Chad Primary Education Advisors Professional Education Conference Primary Education Development Programme Poverty Reduction Strategy Paper Reading Circles Programme Remedial Learning Camps Research and programmes Open Society Initiative for Southern Africa Students’ Alliance for Female Education Swaziland Action Group Against Abuse The Sector Advisory Groups Sara Communication Initiative Secondary Education Programme Social Health Assessment School Health Education Programme Swedish International Development Cooperation Agency School Improvement Plan Sexual Maturation Strengthening Mathematics and Science in Secondary Education Science, Mathematics and Technology Sector Investor Programmes Sector Wide Approach to Programming Tanzania Education Network Theatre for Development Universal Basic Education United Nations Programme on United Nations Common Country Assessment United Nations Development Assistant Framework United Nations Development Programme United Nations Educational, Scientific, and Cultural Organisation United Nations Population Fund United Nations Girls’ Education Initiative United Nations High Commissioner for Refugees United Nations Children’s Fund United Nations Development Fund for Women United Nations Literacy Decade Universal Primary Education United States Agency for International Development West African Examination Council Wavamuno Broadcasting Service World Education Incorporated World Food Programme Women Organisation for Representative National Conference Winrock International Women in Research and Leadership LeverageW Women Students Association

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 2) 3873131, 3873351, 3873359, 3874178, 3874199 Fax: (254 2) 3874150 Email: fawe@fawe.org Website: www.fawe.org