FAWE Strategic Plan 2000-2004

Forum for African Women Educationalists (FAWE)

FAWE Five- fear Strategic Plan

2000 - 2004

Forum for African Women Educationalists (FA\VE) 12th Floor. mtemctcoor House Moma Ngina Street P.O . Box 53 168, Nolro bi Tel: (254 2) 226590. 330352

Fo x: (254 2) 210709 Email: fawe@fawe,org

Š 2000 Forum for Afri can Wom en Edu cation alists

Forum fer African women Educationalists (FAWE) 12th Boo; internatiOnal House Mama Ng lna Skeel P.O . Box 53 168. Nairobi Tel: (254 2) 226590. 330352 Fox: (254 2) 2 10709 Email: fowe@fawe .org

About FAWE The Forum for African Women Educationalists (FAWE) is a membersh ip o rganizatio n tha t br ings together African women ministers in charge of education systems, women vice chancellors of African universities and other senior women policy makers. Founded. in 1992 and registered in Kenya in 1993 as a pan-African NCO, FA\X!E has 48 full members from 34 African countries, 28 associate members comprising male ministers of education and permanem secretaries. and 3 1 National Chapters. A5 an unprecedented group of influential African women

policy makers. FA\'(.'E is well positioned to stimulate

broad policy reform and advocate for increasing parental demand for girls' education.

FA\'V'E's programme activities aim

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help FAWE members to analyse. plan. guide and efficiently

implement exremal and internal investment in the education sector to redress gender imbalances. The work programme addresses six objectives: •

To influence the formulation and adoption of educational policies on girls' education in order to increase access and improve retention and performance.

•

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

•

" 0 undertake and support experimental and innovative demonstration programmmes to increase girls' participation in education.

•

-'0empower girls through education for effective participation in the creation of

20

equitable

society.

•

To create and sustain partnerships with governments , donors. universities. NGOs, communities, and other partners in education for effective implementation of programmes to improve girls'

cducanon.

•

To strengthen its ow n organizational capacity to effect ively implement programmes that promote girls' education.

CONTENTS 1

INTRODlJCTlON · FA\VE is a Respon se to a Problem

1.1

G irls' Education and Socio-economic D evelopment

1.2

'X'hy FA~?

1.3

The Suaregic Plan

2

1.4

~y

2

1.5

Purposes of th e Strategic Plan

3

2.

ETHOS: Vision. Mi ssion and Goals

4

2.1

FA\'VE's \lision

4

2.2

FA\VE's Mission

2.3

FA\'QE's Goals

3 3.1

POINT OF DEPARTURE: FAWE Toddy Results of SWOT Analysis

6 6

3.2

Tur ning Weaknesses and Strengths in C hallenges

7

3.3

Maxi mizi ng FAWE's Current Strengths

9

3.4

Translating FAWE's C urrent Opportunities into Strategies

10

4

STRATEGI C OBJECTIVES

II

5

IMPl.EMEl>lTATlON STRATEGIES

12

5.1

Policy & Dara Analysis

12

5.2

Advocacy

13

5.3

Intervention s

13

SA

Empowerment of Gi rls

14

5. 5

Partnerships

5.6

Serengehenlng O rganaadonal Capacity

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FAWE Needs a Strategic Plan

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5.6, I Mem bership 5.6.2 National Chapters 5.6.3 Regional Secretariat 5.7

Monitoring and Evaluation

6

STR UCTURE OF FAWE

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6. 1

The Existing Structures

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6.2

FA'X'ESec~at

17

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FAWE FIVE-YEAR WORK PRO GRAMM E

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7. 1

lime Fram e and Budg et for me Implem ent ation of th e Strategic Plan

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7.2

Budget Allocation

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7.3

Expected O urcc rnes of th e Stra tegic Plan

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Nat ional Chap ters 2000-2004 ,.,

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SECTION ONE

INTRODUCTION - FAWE IS A RESPONSE TOAPROBLEM 1.1

GIRLS' EDUCATION AND SOCIO-ECO NOMIC DEVELOPMENT

Education for all, and specifically education for girls, is not only a basic h uman right; it is also a vital factor in dealing with root causes ofpoverty and underdevelopment. Established connections between the economic health of the region and the level of female education are both causal and conrribu rory Evidence shows a dear link between the level of girls' education and social indicators in health and well-being, most notably nutrition. maternal and child health. and child survival.

There have been significant efforts to promote the education of girls in response to the 1990 World Declaration on Education For All (EFA) . However, em pirical studies suggest that in countries and regions in which extreme poverry, debe and poor health are endemic, it is girls' educational opportunities that bear the brunt of stringency-fuelled policy making. In turn, as households face more difficult economic circum stances, boys' educational chances are historically put ahead of opportunities afforded [Q girls. This situation is now compounded by the onset of the HIV!AIDS scourge , the prevalence of armed conflicts, entrenched cultural practices that do not favour girls, and hostile school environments. These are some of the factors that have cont ribute d to an absolute decline in the number of girls enrolling in schools, completing their studies and performing well.

Consequently, sub-Saharan Africa has the world's lowest net enrollment of9.7% for males and 4.9% for females in the 18-23 age group; and the second lowest, after South Asia, with a net enrollment of 46.0 for males and 35.3% for females in the 12-17 age group (U1':ESC O World Educa tion Repo rt 1995).

The econom ic siruarion of Mrican countries must also be seen against the backdrop of current African demographic realities. The largest proportion of the continent's population is under 25 years ofage, which implies a greater number of people to educate, and hence the call by the education secto r for a greater allocation of national wealth. As a matter of political reality, then, it is imperative to demonstrate that investment in girls' education has the potential [Q bring about important development payoffs.

1.2

WHY FAWE?

T he Forum for African Women Educationalists (FAWE) was registered as a pan-African non-government organization in 1993 to respond to the need for achieving EFA throughout primary, secondary and tertiary education in the face of gender disparities that disadvantaged girls. It was found tha t: •

Ge nder disparities in education frequently resulted from public policies that systematically discriminated against girls; and

•

The policy environments either failed to recognize this prob lem, or, even when they did, frequ ently chose to ignore its implicatio ns.

FA'WE set itself the task of docum ent ing the situation of girls in ed ucation, and began to develop and advocate for policy options to improve girls' access to, com pletion, retention and performance in education.

Although by 1999 me picture had changed somewhat-more girls do enrol in schools . complete their studies and perform well-gender disparities persist. This means that FA'\X'E's mandate is as important today as it was at its inception.

1.3

TH E STRAT EGIC PLAN

This do cument p resents FAWE's Stra teg ic Plan for fulfilling its man date over the years 2000-2004.

Develo ped as a result of a highly part icipato ry p rocess, the Strategic Plan first di scusses the rationale and purpose of th e plan , then , in th e following sectio ns, it: 1.3.1

Clarifyies th e eth os of !-'AWE, its vision, mission. goals and objectives.

1.3.2

Assesses the position of FAWE tod4y . its successes and failu res in meeting the requirements of that stra tegic vision. and how to translate these inro challenges to be met and advantages to be max im ized.

1.3.3

Presents realistic stratrgit"goals that will enable FAWE to d eliver policy, advocacy and programmatic inte rvent ions in a world o f ch anging social. poli tical and eco nomic realities, em power girls in partnersh ips with othe r stakeholders in ed ucatio n, and keep tr ack of these programmes th ro ugh ongoing m onitoring and evaluation.

1.3.4

Elaborates effective implementation straugin to ensure m easurab le im pac t, incl ud ing speci fic activiti es, outcomes an d responsible parties.

1.3 5

Outl ines me m ost efficient StTuC1U" for FA'WE in order to fulfill its stated mandate effectively.

1.3.6

Developing evaluation tools to monitor fAWE's p rogros. successes and failures. in order to stee r the Forum in a continuously positive directio n towards me p romotion of girls' education for sustai nable development.

1.4

WHY DOES FAWE NEED A STRATEGIC PLAN? Many successful organizations need to change di rection not to survive , hut to m aintain their success.

- Tom Peters, Thriving on Chaos, 1988.

There are at least five benefits of undertaking and working according to a strategic plan:

1.4.1

Buildingconsensus: The process ofworking through a Srrsregic Plan creates commonality ofpurpost.

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Sustaining 4Jom: Wo rking through lessons learnt from [he pa.~t, provides an opportunity to draw up a list of successful skills and stra tegies for mapping out the future.

1.4.3

Strmgthming tbe Forum: Re-evaluating its structure, staffing and resou rces needs will enable FA'WE to give mo re effective'attention to t he establishment offully-functional National Chapters and a re-organized Secrerariar, as well as o rganization-wide use of new info rmatio n technologies.

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Itknrifying Jrraugi~f and interventions: This allows particular emphasis on replication and scaling up of successful innovations and options that have bee-n used in overcoming obstacles to girls' education . Too many of FA\x'E's successes have benefitted smal1 numbers of girls without (Vec having been expanded to help larger numbers.

1.4.5

Idm ri/ying and Jrrmgrhtni,lg approprilltt' pilrrn~Nhipf : Partnerships are essential for mutually reinforcing nat ional and regional work on behalf of girts' education and other issues of FAW'E concern.

1.5

PURPOSES OF THE STRATEGIC PLAN

There is an old saying:

Lead; fOllow or olhnwm g~l OUI ofthe U'iI) FAWE has chosen is going!

to

lead in the area of girls' education, but how can it lead if it does not know where it

Th is Strategic Plan will: 1.5.1

Express a common vision of the needs and purposes of the organization.

1.5.2

Define the kind of enterprise and organization FA\X'E should become.

1.5.3

Provide long-te rm direction .

1.5.4

Cla rify the measures of purposeful, commonly-understood action for making an impact on the positive future for girls' education.

In order to achieve these ends. the Executive Committee, me membership and the management need to agree on answers to the following questions abour rodays FAW'E and about its vision. mission and future : 1.5.5

What problems does FAWE currently address? What pro blems should it add ress in the future?

1.5.6

How has FAWEapproached these problems in the past? \'('hat lessons have been learnt , and how, if at all, shoul d FAWE modify irs approach in the future?

1.5.7

How does FAWE ensure that it adapts to changing circumstances! In other words, how does it stay flexible while maintaining focus on its goals?

1.5.8

In a world of digital revolution and new information technologies, what lessons can be learnt from ot her organization .. that are facing the challenges of modernity in a development context?

-SECTION TWO

ETHOS: VISION, MISSION AND GOALS

FA'WE's vision begins with a seemingly sim ple notion:

Education For All is botha human rightand a development necessity.

From th is understanding stem im portant com mitme nts for FA\VE co eq uitable access to a full range of educational opport uni ties and resources for girls.

2.1

FAWE'S VISION

It is FA'WE's vision tha t by the year 20 04 gende r di sparities in ed ucation will be significan tly red uced , and mor e girls will have access to schoo ling, com plete th eir studies an d perform well at alllevels.

2.2

FAWE'S MISSION STATEMENT

FAWE, togethe r with its part ners will work at continental, nat ional and locallevels, to create po sitive societal att itudes [Q reinfor ce policies and practices tha t pro mote equity for gir ls in terms of access, retention, performance and q uality, by influencing the transformation of educational systems in Africa.

2.3 2.3.1

FAWE' S GOALS T he overall goal is: To increase access and retention as well as improve th e quality of ed ucati on for all girls with in the schoo l system , and women in universities.

2.3. 1. .~ .

The specific goals are to atta in th e following:

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A mi nimu m of50% gross enrollme nt ratio (G ER) for girls at the basic primary level (targets 8 countries with the lowest gross enrollment ratios).

A mi n imum of30% enro l1m en t for girls at the second ary level (targets 20 countries with the lowest gross enrollment rat ios).

A min imu m of 30 % enrollment for women at the universities.

An increase of25% in examination scores for schoo l girls at th e basic and seco ndary schoo l levels.

• •

A decrease of 10% in the dropout rate du e to teenage pregnan cy.

A clear indication of gender respo nsiven ess in textbooks across a representati ve sample of bo th social and physical sciences.

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SECTION T HREE

POINT OF DEPARTURE - FAWE T O DAY In o rder to ber rer identify poss ible resource and strategy m ixes, a SWOT Analys is (Strengt hs, Weaknesses.

Opportunities and Threats) o f FAWE's performance and reso urces for the period 1993-1 999 was unde rtaken. An annotated version of the SWOT analysis follows as a precu rsor to con siderat ion of FA'WE's strategic goals.

3.1

RESULTS OF SWOT ANALYSIS

STRENGTIIS • Clout of members, all of whom are hig h powered wom en

•

A highly focused mandate on girls' education . enabling FAWE to co ncen rrare its energies on advocar Ing for increased access and improved retention and performance in school

•

Direct line of communication to governments through Ministr ies of Education

•

Extensive network of National Chapters across Africa

•

Partnership with both ministries and NGOs in ed ucat ional and non-ed uca tio nal fields

•

Wealth of knowledge. experience. information and empirical data

•

C red ib ility: FAWE occ up ies a recognized position as Mrica's prem ier organization in girls' education

•

Operations based on scientific knowledge. not just propaganda

•

An all-Africa organization

WEAKNESSES • Inadequate capacity at continental Secretariat level

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Limited capacity within the National C hapters

•

Lack of consensus on, and knowledge of, what constitutes effective strategiesfor Narional Cha pters

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High degree of donor depend ency

•

Fluidity of

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Difficulties arising from the language divide within FAW'E

•

Reliance on outside sources for policy analysis

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OPPORTUNIllES • Political will for change vis-a-vis girls' education

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International convergence of and global consensus around the im portance of girls' edu cation development

•

Increased community conscious ness of the importance and value of girls' ed ucatio n

•

Increased empowerme nt of girls themselves in demanding co nti nued and expanded education opportunities

•

Existen ce of active partners in the area of girls' education

•

Emerging digital an d new information tech no logies that provide oppo rt unities to srrengthen Nati on al Cha pters as well as the Secretariat

In

THREATS •

Endemic poverry in Africa

•

Instability of political and econo mic systems in Africa

•

Devastating impact ofHNIAIDS in terms of infectio n of children. increasing number of orp haned child ren includi ng school goers and disprop ortionate death rate am on g teachers

•

Trafficking of girls for the purposes of dom estic labour and sex trade

•

D irect impact of armed conflict o n girls, including sexual abuse, kidnapping and conscription of child ren into armed service

•

Inadequate arrenrion in addressing the problems of girls with special needs

•

Absence of adequate reproductive health edu cation for girls

•

Poor communications infrasrrucru re

•

Competing causes and co mpet ing geographic priorities for external funding and resources

•

C ha nging external donor priorities: im pact of H IV/AIDS pandemic on society creates competing priority to girls' ed ucation

3.2 3.2.1

TURNING WEAK1',ESSES AND THREATS INTO C HALLENG ES

wt-aknt"ss: Inadequate capacity at continental Sexraariat kwL C hallenge: To restructure the Secretariat in o rder to build capacity and address th e implem entation of the Strategic Plan over th e next five years.

3.2.2

~aknt"ss:

Limited capacity u.ithin tilt National Chaptrrs.

C hallenge: To put in place mech an isms to strengthen National Chapters' capacity to implement and monitor programmes that have potential to increase access. rerenrion and qualit)' of girls' edu cation.

3.2.3

~aknt"$s:

Lackofconsensus on and Imowkdgt" about what constirura iffictillt" ltraugit"l fir National Chaptrrs.

C halle nge: To idennfy rhe most successful strategies and tactics used by National C hapters. as measu red by absolu te rates of enrollment and persistence of girls in formal education; to document and disseminate these practices, and to provide National Chaprers with the training and other support they need to replicate successful strategies, tactics and practices in the areas of policy formulation. programme implementarion, monitoring and evaluation. Key elements here are resource: mobiliza tion and the development of administrative and fiscal capacity.

3.2.4

~ak"ess:

High de~e ofdonor rkpendmcy.

Challenge: To create a degree of self-sustainab iliry and resou rcefulness.

3.2.5

W?akn ess: Fluidity ofthe membership.

Challenge: To put pre:ssure: on African governme:ms to appoint more wome n ministers, part icularly in the area of education. and to ensure: a greate:r continuity of office for these ministers.

3.2.6

W't-akne'u" Difficulties arisingfrom the language dit,idt u-itbin FAWE Challenge: To address the sense of exclusion felt b)' some members through continued efforts to improve th e formulation and transla tion ofdocuments. meeting practices and inte rcultural communication.

3.2 .7

W?akness: Reliance on outside sources fi r research and policyanalysis.

Challenge: To undertake policy an alysis on issues in girls' ed ucation and to continue co advocate for formulation and implementa tion of gender-respo nsive: policies.

3.2.8

Threat: Endemic pol.'t'T1J in Afr ica.

Challenge: To use the Strategic Resource Plan ning process to encourage governments [0 allocate a gn-ater percentage of their budgets to education. and to ensure that educational spending is more rational and cosr-effecnve.

3.2.9

Threat: Instability ofAfricanpoliticaland economic syuemJ. Challenge' To deal with the consequences of political and economic instab ility by formulating supple and adaptable approaches to issues of girls' education.

3.2.10

Threat:

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C hallenge: To build into FA'X'E's advocacy prog rammes and policies an awareness of the consequences of the H IV/AIDS pandemic. and give: arrention to debunking mythologies tha t endanger the sexual integrity and lives of young girls.

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Threat: 7Tafficking ofgirlsfo r thepttrpous ofdomestic labour and sex trade.

Challenge: To advocate governm e:nts and international pressure grou ps, incl uding UN ICEE to pu rsue vigorously the implementation of the Co nvent ion on the Rights of the child .

3.2.12

Threat:

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Deoastasing impact ofHIVIAIDS in terms ofinftction ofchildren. iucmliing number of orphaned children includingschoolgoerJ and disproportionate death TaU among teachrrs. Girb areparticuldTly afficttd since theyare, on the onehand. moTt' JUsuptihle to and moTt' likelyto be in[tcwJ by the virusand, on the otherhand. thejim to be with drawn from school in times ofJtrai,ud economic cirrumstanca and to nune the lidt.

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Direct impact ofarmed conflict on giro, includingsexual abuse, kid,zapping and conscription ofchildren into armed seroice.

Challenge: To pro m ote education for a culture of peace, co reitera te th rough scientific derno nsrrario n the cenrraliry of girls' educatio n in reco nstruction scenarios, to pay anenrio n to strategies for providing safe education for girls during periods of co n flict as well as the speedy establis hment of post-conflict ed ucational opportuni ties, and to collaborate with agencies and partners working in th is area on interven tio ns addressing me education of girls in th is situation.

3.2. 13

Threat:

Inadequate attention in addressing theproblems ofgirls with special needs.

C hallenge: To identify NGOs wo rking in th is area and facilitate the initiation of collaborative programmes.

3.2.14

Threat:

Absence ofadequate reproductive health duration for girls.

Ch allen ge: To pursue rigorous health education and counselling program mes for girls to allow them to attai n thei r full pot enti al with safety and d ignity.

3.2.15

Threat:

Poor communications infrastructure.

Ch allen ge: To co m pensate for, or where necessary, to create communications infrastructu re th at addresses th e needs of both the National Chapters and the Secreta riat.

3.2.16

Th reat:

Competing causes, changing donor priorities and competinggeographic priorities for externalfunding and resources.

Challenge: To con vince do nors th ro ugh scientific demonstratio n that girls' ed ucation ben efits all, and that without ed ucated wo men, t here can be no sustainable develo pmen t.

3.2. 17

Changing externaldonor priorities: impact of HIV/AJDS pandemic on society create! priorities that compere with girls' education.

C h allenge: To co nvince do nor s that the th reat of th e H IVIAI DS pan de m ic can be effectively Threat:

add ressed in part through girls' education.

MAXIMIZING FAWE'S CURRENT STRENGTHS 3.3 .1

Scale: Because its membership is co mposed of very senior wo men in mi n istries of ed ucation and u n iversity vice-c hance llors, FAWE ope rates on particularly high levels of interaction. Mem be rs' posi tions within the ed ucation secto r give them in-b u ilt clout, with di rect lines of communication to govern ment policy makers and do nors alike , as well as to the m echan isms of policy implemen tation.

3.3 .2

Acct'ss across secto rs: FAWE's unique status as an o rganization of mi nisters of education and un iversity vice-chancellors, as well as educational activists, impl ies that the organization has direct access to ministries, academic institutions and non-government organiza tions. FAWE members are able to address both official and voluntary o rganizations with equal ease.

3.3.3

Experience, knowledge and access

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resources: FA'WE's members and associate members bring

with them a wealth ofexpe rience, including knowledge ofand access to resources, in the form of information, research capacity and data, and associated support.

3.3.4

A recognized position as a

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organization: FAWE is known as an organization that ap-

proaches its area of concern from a scientific basis, seeking knowledge t hat goes beyond propagan da. This credibility is attested to by the recognition awarded to FAWE by its partners, including OAU, UNICEF, UNESCO, the World Ban k and other donors, as well as NGOs.

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3.3.5

3.4

National Chepters: FA\XfE is a pan-African, continent-wide organization with National Chapters in 31 countries. Although their current sophistication, organizational structure. and degree of political and social impact vaI)' enormously. the National Chapters provide the potential for a .....idespread, cohesive net w ork with mult iple information tlow s to continental. national, regional and local levels. In turn, the National Chapters have the pot ential to hring FA\'('E's views, concerns and positions to the anenrion of a richly diverse audi ence: Ministries of educati on . local notables . teachers and school inspectorares, parents, and pupils themselves provide a ran~ of consriruencles that cannot be reached through a centralized continental organization .

TRANSLATING FA\\'E'S CURREI':T OPPO RTUNITIES INTO ST RATEG IES

3.4. 1

How does FAWÂŁ malt( th~ most ofth~ political willfor posinoe clHlnge in girls' education?

By contin uously reiterating the: need for a policy environment that recognizes the advantages of girls' education in every aspect of development and societal well-being.

3.4.2

How does FAW'E build on theglobalconsensus converging around the importance ofgirls' education in cUvtwpmmt?

By effectively advocating for the extension and entrenchment of girls' education in the many forums in w hich issues aroun d female education and development are raised.

3.4.3

How iWN FA\.f'E contribute to th~ increased communi!)' cansciousnas o[tht importance and ualurof girls'rducation?

By providing evidence of successful strategies in which girls' education is able to cont ribute to community well-being th rough the documentation and dissemination of these: practices: and pro-viding National Chapters with the training. identification and provision of resources to replicate successful stra tegies, tactics and practices.

3.4.4

How don FAWE support and nuouragt tht ;ncTtas~d ~mpowrnnmt ofgirls' thtmJt'h~J in demanding continuedand expanded education?

B)' expand ing supporriw interventions among school girls, such as girls' clubs. girls' forums and othe r types of netwo rking for the c=mpowetmem of girls.

3.4.5

How iWrs FAWl:" workmostcoh~Ttntly and rationally with tbe numerous acti!,r partner} in tht area of girls'rducation?

By definingpl1murshipJ more concretely. being acquainted w irh the work and concerns of ot her organizations and funders within the educational field, and working in complementary, rather than directly competitive, areas. FAW'E's comparative advantage lies in the cote areas of policy making, influencing and monitoring the implementation of policies. and undertaking inrervennons supporting girls' in school and women in uni versities.

How dm FAWE 1fictiv~/y UJ~ th~ tmtrgmg digital and nruÂť infonnl1tion uclmolDgits to providt opponunirin for stmzgrhming National Chapu rs OJ u'tll OJ th~ ~cmana t?

By investing in innovative and cost-effective approaches to elearonic communications for the purposes of policy research and dissemination . advocacy and intervention programmes, and intraorganization reponing and managemt:nt. and by providing train ing in the use of these communications, in order to be able to replicate and scale up the: strategies iden tified as successful.

SECTION FOUR

STRATEGIC OBJECTIVES From the opportunities and challenges identified. in the SWOT analysis FAWE has dis tilled six stra tegic areas in which objectives can be art iculated:

• •

• • • •

Policy and dat a analysis

Advocacy In terven tio ns Empowerment of girls Partnerships Strengthening of organizational capacity

In those six areas, FAWE will undertake the follow ing strategic objectives for the years 2000-2004 :

4.1

To influence the formulation and adoption of educational policies on girls' education in orde r [ 0 increase access and improve retention and performance.

4.2

To build public awareness and consensus o n the social and economic advantages o f girls' ed ucatio n th rou gh advocacy.

4.3

To undertake and support experimental and innovative demonstration programm es to increase: girls' pa rticipation in education.

4.4

To empower girls through education for effective participation in the creation of an equitable society.

4.5

To create and sustain partnerships with governments, donors, universities, NGOs , comm unities and othe r partners in education for effective impleme ntat ion of programmes to improve girls' educat ion.

4.6

To strengt hen its own organ izational capacity mote girls' education .

to

effectively implement programm es that pro-

In order to accomplish all of these objectives, monitoring and evaluation of FA'X'E's progress will be an integral part of the implementation process.

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SECTION FIVE

IMPLEMENTATION STRATEGIES 5.1

POLICY AND DATA ANALYSIS

FAWE has to-dare: •

C reated internal capacity (wit hin th e Secretariat) to analyse the impact of policy on girls' ed ucation at national and regional levels, in order to d evelop effective po licy options for girls' education with in the fram ewor k of EFA.

•

Caralysed adoption and imp lementation of gender responsive educa tion policy op tions.

•

Collected. archived an d disseminated data perta in ing to girls' education.

•

Assembled a substantial library of reso urce materials on national educa tio nal policies and master plans of member countries.

•

Acquired a signi fican t collection of d ata-b ased m aterials from partner organizations. mos t notably UN ICEF, UNESCO, ADEA, th e World Ban k, N ational C hapters and other sources.

•

Developed an d revised the FAWE National Score Card with the purp ose of collecting national data in the areas of enrollment. retent ion, and human and infrasrrucrural resources at the basic education level.

•

Co llected data through th e Natio nal Score Card from member cou ntries.

•

Used that data and information in the preparation and formulation of fund raising proposals.

•

Used the da ta in the preparation of work prog rammes and various advocacy tools.

•

Developed a website and established e-mail con nectivity between the FA'\QE Secretaria t and some National Chapters.

C~J.~ TO influence the fonnulation and adoption ofeducational policies on girls' education in order to increase .: ~' access and improve retention andpet/ornzance, FAWE will, 5.1.1

Develop and strengthen internal capacity for gende r responsive po licy analysis.

5.1.2

Develop int ernal capacity to collate. archive and disseminate data on girls' education.

5.1.3

Co llate. archive and disseminate data on girls' ed ucation.

5.1.4

Facilitate the formulation of policy opti ons.

5.2

ADVOCACY

FAWE has to- date: •

Developed ad vocacy tools in bot h p rint and audio-visual media for th e National C hap ters, donor s and partn er institutions.

•

Set up relationships with both prim and broadcast mass media.

•

Begun the process of id entifying and disseminating successful strategies in advocacy.

•

Produced advocacy materials targeted at spec ific audiences.

70 huildpublic awareness and consensuson the social and economic advantages ofgirls'education through advocacy, FA \.fIE wilL" 5.2. 1

Undertake advocacy at all policy levels in order to effect th e adoption and implementation of gende r-respo nsive po licies.

5.2.2

Advocate with govern ment s and development agencies for increased allocation

(0

education and

poverty alleviation.

5.2.3

Advocate with governments and developme nt agencies for education for a cultu re of peace.

5.2.4

Publicize best practices in improving girls' participation in education.

5.2.5

Build internal capacity for effec tive advocacy at regional and nationallevels.

5.2.6

Increase awareness of th e importance of girls' edu cation through the media.

5.3

INTERVENTIONS

FAWE has to-date :

•

Instituted a competitive grant programme to support inn ovative strategies for promotin g girls' ed ucation.

•

Financially supported small-scale, grassroots intervention s inspired by previous inno vations or original project ideas.

•

Acrively identified and rewarded inn ovative strategies that provide models for successful inrervenrions that may be replicated by other organizations.

To undt'Ttake and support experimental and innovative demonstration programmes to increase girls'participation in education, FAWE will: 5.3. 1

SuPPOrt intervent ions for improvin g access, retention and performance of girls.

5.3.2

Identify, reward and publicize innovative strategies in girls' education .

J Ir :l!

s

5.3.3

Address the effects of HI VIAl OS in girls' education.

5.3,4

Undertake interventions to demonstrate implementation of gender-respons ive policy options.

5.4

EMPOWERMENT OF GIRLS

FA\X'E has to-dare:

• • •

Supported girls' dubs and forum s.

Supported the establishment of guidance and counselling desks within schoo ls.

Facilitated em powerment programmes that enable girls to speak ou t.

Supported progranunes for improving girls' performance in science. mathematics and techn ology

• •

Supported role model programmes to inspire girls.

Provided bursaries to needy girls.

•

(SMn .

To nnpowtT girlr through ~durJltion for tif«ti", participation in tIl' creation of alJ 'qu;Ulbk society; FAWEwill5.4 .1

Support programmes for cultivating self-confidence and assertiveness in girls.

5.4 .2

Support the creation of conducive school environments and supportive community struct ures for gender eq uity.

5.4 .3

Provide girls with skills and knowledge that will enab le the m to perform berrer, especially in science, maths and technology.

5.4 .4

Provide girls with the skills and knowledge they need to deal with sexual harassment and sexualII)' ISSUes.

5.4 .5

5.5

Develop skills for the empowerment of girls.

PARTNERSHIPS

FAW E has to-dare:

c 0

•

Worked closely with gm'ernmenrs to ensure the effective formulation and implementation of gende r-responsive policies.

•

Comm issioned and carried o ut Strategic Resource Planning (SRP) studies in nine countries. On the basis of SRP findings FAWE has undertaken advocacy that has raised awareness of sound resource allocat ion and planning within a climate of shri nking economies in orde r co di rect and use resources to their maximum potential for the purpose of enhancing Education For All, and particula rly for the ed ucation of girls.

•

Created and sustained part nerships with a variety of agencies and NGOs working in the area of girls' education such as UNESCO, UNICEF, OAU, AAU, UNDP and UNECA. FAW'E has also worked closely with the Association for the Development of Education in Africa (AD EA) \X!orking Groups, with particular emphasis on the Working Group on Female. Participation ('X'G FPI and related groups .

l<:

u

C. ~

E ~

£ ~

.>: ~ ~

ll: ~

,0","

14 ~

•

Worked with comm unities at the national level through the National C hapters.

To create and sustain partnn'ships with govnnmntu. donors, universities, NGOs, communities and otber partnns in rducasion for dfictiw implementation ofprogrammes to imprtJvt'girls' rducation, FA'WE will'

5.5. 1

Work with governments to ensu re the effective implementation of gend er responsive policy option s.

5.5.2

Co llaborate with agencies and N GOs in th e joint impl ementation of programmes related to girls' education.

5.5.3

Provide leadership

5.5.4

Work closely with uni versities in order to mainstream gende r concerns and create a conducive environment for female partici pation at all levels.

5.5.5

Work closely with communities to identify and tackle concerns in girls' education .

5.6

10

the AD EA Working Group on Female Part icipat ion .

STRENGTHENING ORGANIZATIONAL CAPACITY

Strategies in this areas will be carried out on three fronts : strengthening the FAWE membership, strengthening the National Chap ters and strengthening the Secretariat.

FAWE has to-date: •

Significantly increased its membership, from 5 founding members to 30 full members , 30 women associate members and 28 male associate members .

•

Trained its members in communication skills and provided forums fat exchange of ideas.

•

Established 31 National Chap ters.

•

Trained National C hapter members in proposal writing, planning, monitoring and evaluation, gender sensitization, and commu nication .

•

Trained coordinators and treasurers in financial manag ement. planning, monitoring and evalua. lion .

•

Supported the implementation of chapter intervent ions on girls' education.

•

Facilitated networking of chapters.

•

Supported the formulation of communication strategies and media workshops in selected chap-

:fii:-;= ~- ~~ ,~

rers.

•

Strengthened the Secretariat's human, material and financial resources: • The Staffhas increased from 3 in 1993 to 23 in 1999.

• The budget has increased from USSO.8 million 10 US$4 .9 million in 1999.

• The rented. office space has increased from 450 square feet in 1993 to 4,200 in 1999.

15

•

Expanded the scope and geographi cal sp read of its programmatic activities.

FA'\X'E's infrasrrucrural needs require a particular men tion. To-dare, the FAW'ESecretariat has been housed in prestigious premises in Central Nairobi. 'While: the location was a distinct advantage in terms of visibil ity, accessibility and credibility within the first few yean ofFA'WE's establishment, in more recent times it has resulted in several costly disadvantages. including:

•

• •

Increasing and unaffordable rents over which FA\VE has no control. growing organization .

In adequate accommodation for The lack of income-generating o pporruniries: ownership ofa building for example. would provide opportunities for rentals and increase cash flow.

me

The draft SustainablityStudy R~p(}nofFeb r uary 1998 noted that despi te its success in mobilizing financial resources over th e past six years, FAWE-in common with NGOs throughout Africa-faces a challenge in maintaining its p resem level of finan cial security, The SWOT analysis has indicared that FAWE was highly de pe nde nt on dono rs. T his is a precar iou s situa tion in the face o f changing dono r pri or ities. T here is a very real chance that donor resou rces ma y begin [0 declin e as a result ofcom peting claims on limited resou rces, a tre nd best exemplified by do nor in terest-shifts from ed ucation to other areas such as health an d HI V intervenri cns. Furth ermo re. FA\VE suffe rs fro m an errat ic cash flow situation, in whic h the steady income of fun ds at regular intervals can no r be guaranteed. The accompl ishme nts itemized above are all the mo re im p ressive when viewed agains t this backgro un d.

To strmgthnl in own organizational capacity to d!i'('titt,ly imp lemm t programm,s that promou girls' ,dt«ation, FAWE will: 5.6. 1

Strengthen and build the capacity of the co re membership.

5.6.2

Promote women leadershi p in th e education sector.

5.6.3

Strengthen and build th e capac ity of t he Na tional C ha pters.

5.6.4

Strengthen an d build t he capac ity of t he Secretariat.

5.6.5

St rengthe n th e capacity o f th e o rgani zat ion for the mobi lization and efficient use of resources.

5.7

MONITORING AND EVALUATION

FAWE has to-date:

• •

•

Developed tools for mo nitoring and evaluating the impact ofirs programme.

Take n stoc k of successful pro grammes.

Com missioned an external evaluation (1998) of its p rogrammes.

10 monitor and n'aluat, th, implementation and impart o/tlN FAWE programm" FAWE wiD:

II~

.... " ~

5.7. 1

D evelop, ada pt and use tools to m onitor its activities.

5.7. 2

Evaluate th e impact of its programmes in th e mid term (2002) and at th e end of the Pla n (2004) .

SECTION SIX

STRUCTURE O F FAWE

6.1

THE EXISTING STRUCTURE

At present, FA~'s structur e (Figure 1) is constituted by:

6. 1.1

A General Assembly co nsistin g o f all full Mem bers of FAwrE . i.e.. women ministers of education and women vice-ch ance llors of u n iversities in Africa

6.1.2

An Executive Com mittee. elected by the General Assem bly

[0

act on behalf o f the latte r in the

periods between triennial mee ti ngs

6.1.3

Nation al Chap ters in 3 1 cou ntries (Figu re 2)

6. 1.4

The Technical Co m mi ttee and the Fu nd Raising Com m ittee, whi ch fun ction as adj u ncts to the Secretariat and th e Execu tive Com m ittee, respec tively

6.1.5

Associate Members consisti ng of male ministers of education and male vice-chancello rs. as well as dono rs and organ izations working in th e areas of girls' edu cat ion and development. who form strategic part ne rships with FA\'('E

6.1.6

A Secretariat wh ose continental headquarte rs is in Nairob i

6.1.6

A Franco p ho ne Communications Bureau in Conakry. G ui nea

In th e period covered by th is Stra tegic Plan, FAWE needs to restructure the Secretariat (Figu re 3) . develop Secretariat personnel and cons ide r the long-t erm infrasrructural needs of the o rganization. In addition. attention will be given to mobilizing the good will and resou rces of the male ministers and male vicech ancellor s in a more systematic way than has been done to-da te .

6.2

SECRETARIAT

T he Secre tariat. housed in Nairobi , will co ntinue to provid e a poi nt of data collection. to oversee and facilitate regional program mes. ro disseminate strategies and skills for un dertaking interventions, and to coo rdinate the efforts of the 3 t Na tional Chapters .

The stTfflgths of a strong continental Secretariat are th at it prov ides coherence of d irecti on in policy and program matic activity. It ensures a stro ng locus from which to approach donors and form partnerships with organizatio ns working in co mplementary areas ofgen de r andlor education and advocacy. By co ncentrat ing a crit ical mass of resources dedica ted to girls' ed ucat ion in one physicallocality, FAWE is able to improve efficiency. effect cost rational izatio n and provide intellectual' sti m ulus to those workin g in the area. The potential ueatmess o f such a m od el is th at it is relatively in flexib le and . in prac tice. rends to be anglocent ric. These potential weaknesses need. to be borne in mind. and add ressed within the period of th e Stra tegic Plan.

_¡w

~

~f

FAWE Ftve Year Strategic Pion

Figure I: Structure ofFAWE

,-

Male Mini sters

I

f--

Fund-Raising Committee

I

I I

General Assembly

f-- - I

Exec utive Com mittee

f------ - - - - -----

I - --i

r National Chapters

-------1------ - - - - - - - - -

I

-l

[x""",

I

----l

Pannc~

I

----- - - J-

Secretariat

I

Technical Committee

I National Chapters

Natiunal Chapters

1

Ministries Of Education

__ _ _ ______ _ _ ...J

Figure 2: FAWE National C hapters

"'l GEA1...

EGY ~T

sevceeues

o o

â&#x20AC;¢

FRANC OP~ONE NA nONAL

C HA PTERS WESTERN AN GL OPH ONE C OLINTRIES EASTERN l'lfG 10N SOLlTI-iERN REG IO N

~

I::;

I

fAWE flv. Yea' Strategic Plan

,

. ,~~ Fi~ure

3: Organizational Chart of' the FAWE Secretariat

I Executive Director PA

I

I

I

Bilingual Sccrcurv

Policy Advocac y Director

Directorate Lev el

I

Manager Level

Offi cer Le vel

Administnmvc Le vel

Data

I

II 'rogrammcs Direc tor

Advocacy Manager

I

Finunce Pe rsonnel a nd

Administrative Director

I TOIJUCll lm anu

l llll(';C linn

Weh Master & Resource

M&E Office

Librarian

Ollin"f

Distribution

I

Finance & Resource Mnhilisation M anugcr

Na tional C hapters

Programmes

I

I

:nnm '8tio n ana I De mon stration

Rcgtonal Pro grammes O ffi ce r

Natio nal C hapter f-inance & Admi nis tra tion

Personne l & Atlminislr:llion

Accountant

I

O tli cc r

(JUker

rdlllin,istfativ A SSlSl,trIl

Ad minis trative

Administrati¡ve

Ass is t.llIl

A ssislanl

I Secre tarial Level

S upp ort Level

Bilingual Sccrciliry

Messenger

BilingulIl

Secretary

Secretary

Receptionist

AI:l:t Ul III\

B ilin gual Sec retary

AssiManl

I

I

I

I

Ml"so,cngcr

I

Driver

I

Taking th is analysis further, the need for cohere nce, programmatic effectiveness and cost efficiency demands the rationalization of the Secretariat into a single physically located office as opposed to the curre nt split between Nairobi and Conakry.

Head ed by the Executive Director, the Secretariat will consist of three Directorates: Policy and Advocacy; Program mes; and Finance, Personnel and Admin istration. (See Figure 4) The Policy and Advocacy Director ate will be headed by a newly-established position of Direcror, and will consist of an Advocacy Manager and three Programme Officers. T he th ree officers will be responsible for, respectively, production and distribution of mate rials (including advocacy and training materials as well as data and information to influence policydecisions); data collection, monitorin g and evaluation; and manage~ merit of the Internet and information and library facilities. This Di rectorate will be suppo rted by a bilingual Administrative Assistant, a bilingual Secretary and a Messenger.

The Programme Directorate will be headed by a Director, who will be assisted by a Manager with sole responsibility for the coordin ation and support of the National C hapters. The unit will have twO Programme Officers, on e dedicated to Regional Interventions and a second to Inn ovation and Demonstra tion Interventi ons. In addition to these co re personnel paid for dir ectly from PAWE fund s, externallyfund ed contract officers charged with SRP, FEMSA, the NGO Alliance and other specific partner-related projects will be housed on a com plete cost~recovery basis. Support for th e Di rectorat e will be provided by an Adm inistrat ive Assistant and a bilingual Secretary.

Th e Finance. Personn el and Administration Directorate will be headed by a newly-established position of Director, assisted by a Finance an d Resource Mobilization Manager. At the officer level there will be a Finance and Administration Program me O fficer, a Personnel and Adm inistration Programm e O fficer, and an Accountant. Support will he provided by an Adm inistrative Assistant , a bilingual Secretary, a bilingual Accounts Assistant, a bilingual Receptioni st, a Driver and a Messenger/Cleaner.

T he O ffice of the Executive Director will be assisted by a bilingual Personal Assistant at the officer level, and a bilingual Secretary.

Figure 4 Human Resource Complement of Prop osed Restructured Secretariat

D irectorate

Executive

Policy &

Programming

Advocacy

Finance &

Number of

Ad ministration

Sraffby Level

4

D irector level 1

3

3

9 (+.....)

Ad m inistrator level

1

3

Secretarial level

3

6

2

3

11

Total 28 (+••)

Manager level

1

Officer level

3

Suppo rt level

2"

1

N umber of staff by Cost centre

3

8

6

•• Indicates additional externall y funded Programme O fficers.

I SECTION SEVEN FA~'l:

FIVFYIAR WORK PROGRAMME

7. 1

lime Frame and B~ fur the hnpkwnJLI.l.io n ofth,.. Su~I~

7. 1.1

Policy and Dn", ....nalylis

0vnaII

Ob~ To

p~

er.s.n

infIuen(.f' fonnuktion oUld ~option of N ucatio,w policies on gi.-l,' edlJUoon lO m'tnK

&a:c:n

and imprm-e

m:"nlion and pcrfomunr;.c

SPillFIC OBJECTIVES

2001

2002

2003

2004

",000

4<l.OOO

" ,000

",000

" ,000

UpJ.lting the fAWE website

15.000

15,000

15.000

15.000

15.000

StrC'ngth..ning Rrwurcr u n CI....

25.000

2 5,000

25,000

25 .000

25,000

' 000

'000

' 000

'000

ACTl\1TY

2000

10 dcvdol' and strength en

Providing training for Policy

internal C1pxity fOrgen de r

Arulysi'i

10.000

rt:<p'llUivc policy an~ls

Developing training modules Ii,t gender rc' plm,ive analysil

To ckvdop in remal capacity IO

mUnt, 2rdtivc and

diuoem;fUr,.. dna on gins' educancn

10 ,000

Aaj uiring and adapting gender modulo

',000

Acquiring lkilll for data

10.000

cell...Lion. afchiv~ and diucmilUtion

lXvdoping «xJb fur wUmOD.,

',000

m .alysis, archiving and dioacminaLion of da la. e,g., N,l1ion.J.1 Score Cud 5 t1 e~then~

the

and maintai ning

~UlU u nln: to ~rve a.lo

a depwitory and

d~tribution

poine

in l'uio nal C hapters

To collate, archive and di_ minarc dala on girb'

Using developed tools for collation and ~na l p:i,1 of d.lt~

educa tion

To facilime me fonnulalion of policy

D isscm ina! ing dat;;a ...in g app rep rure (ormu.!

10,000

10 ,000

10,000

10.000

10,000

Mon ilU ri n~

10.000

10.000

10 ,000

10,000

10 ,000

' ,000

',000

',000

',000

5,000

150.000

110 .000

110,000

110.000

110.000

nation al

-t-,

td l1U.tional policies

op tions ~'mg

m ol

;waI~ing

n;"l in~ poI i~iD

fm thcU

~ndc:t·tQJ'OO.Ii,·mcli6

SUBTOTAl.

~

!

•.~

~

I 0

,~

~

7 . 1 .2 Advocacy (cf.5 ,2J

OvenJl Objeai\~ To build publi c

i1~Dna

and co nsensu s on the JOciil i1nd economic idnntages o f pr l.' ~uuti<>Q th rough i1dvocacy

2000

200 1

200 2

200 3

200<

120 .000

1.20,000

120 .000

120 .000

120.000

Ini liuing Ji.ol~ md wnsuhatio n for allocation of raoUI(CS to cduucion an d pcverry allr..iatio n

6 5.000

65 .000

65.000

65,000

65.000

Initiolltin)\ polk)' dialog ue for the inirianon and irnpleme ma uo n of education programmes for th e cuhu re of pcilCC

65 ,000

65.00

65.000

65.000

6 5,000

~lop i ng and adapting

100,000

100,000

100 .000

100,000

100,000

Ttaining high and middle kvd policy mUcn on a oll hing of gend er-respo nsive policid

90,000

90.000

Undcnalring SCMitiurion ClIm pai"u wgncd at middk lc>-d po licy m.mn. communines and scbocls

I"MOO

145,000

145,000

145.000

145,000

Uslllg vario U5 media - p riOl.

25.000

25.000

25.000

25,000

25,000

25 ,000

25.000

2 5,000

25 ,000

SP EO FIC O BIECTIVI.S

AC1l\1TIIS

To undcrukc advocacy OIl aU policy bds in o rdu to dfca the idopcioo iIDd impkmm.Cl.rion of gcnder-<apOnaivt' policies

l nililtin g policy dialogue and consululion kaJing to fcrmuladon of geodtr-r=.pon$i1.~ poll(ic!. al rcgionil and n oll ,ionoll1 '~1>

To olldvocat e .nth

govnnmenu and dndopnwnt ag=cics lOr increased alloation to education and poverty alleviation To advocate with govern men ra and development agencies for educat ion for a culruee of peace

olldVlX;lC)' rrtateriab for di ifcrcnf filrget olludicnccs

To po.<bliciz.c best pnaiÂŤ:l; in im proving girls' participation in education.

To build in ternal ClIpacity for effective advocacy at tegional and nadonallcvels

.

-.. ~ ~ U

~ e

~

w

To inacuc iIWUmeSS of the importaneC' of giro'

~ ~

I II.~ 24

.ni1

tnining modules

',000

25, 000

' ,000

Supponing traini ng in panicip.llor:" mcdl(xlologia

90,000

90,000

Enhancing the visibility of f A\\'E ;"ojolltional Chaprers Train ing FAWE ~ation.al Chapters in advocacy iIfid mmmunication slciIls

"',000

15.000

15,000

15,000

15.000

25,000

2';,000

25 ,000

2~,OOO

25 ,000

7.500

7,500

7,""

7,500

7,""

10,000

10.000

10 ,000

10,000

10,000

Facili,,,,ing networking chrough C'-m.til connectivity and use of ocher new tech nologies

~

z

Roic:wing i1nd upclilting

FAW"E Co mmunication SU>lcgy

~loping

,

~

techn ologies - to pub licize enmpl cs of bese practices

Deve lo ping na tional co mmu nication s strategies in :-l'i1oonal Ch.aplers

- .='"~'; ~ ÂĽ"

eleeerenie. new info rma cion

Enhanci ng pa rtne rships ....-irh the media th rough dialogue

..du Clltio n th rough m cdi.l

m..

Do<: umrnung IrMOn. l.... m fro m th e FA.\t EAw4fo Ad m ll'llnrnng FA\l'E AWHd for M.-dJ.l Exc..Hence

SUBTOTAL

7.1.2

' .000

60 .000

60.000

60 ,000

60,000

60,000

892,500

842 ,500

662.500

662 .500

662,500

Jn t~nlions (eE.5.3l

o.-.:rau Objero- To wukruI<e an d luppan «p<'rim<'nw and in n o,'u i vr ekmo nnntioo prognmmo thai promote pm' participation in education

1000

200 1

1001

2003

2('0'

500 ,000

WO,OOO

500 ,000

500,000

500,000

M on itoring gra m. provided unde r cit e FA\l'E Demo nst rario n olIld Innov:u i"n Grann Prog nmm..

20,000

20,000

20 .000

20,000

20 ,000

Sup porting (:r 4>olru<>U in luventiom .It the: comm unity level to promote p rl>' education

20,000

20.000

20.000

20,000

20,000

F.tci..Iiuu ng Tc:d\nK:al Cemmneee mttlings md p~ of pm je« proposals

95,000

95,000

95.000

95,000

95 ,000

Commu..ioning inn<Ml~ prui«b to ~ idmrit}cd problems in girls' cd ua:cion with .pecific rrferenee 10 girls with special n....o.; girts in dOlllQtk labo ur and in th e sa rrad ..; as well as prls col1><;ripted into lfmcJ services

90 ,000

90,000

90 ,000

90,000

90.000

T.lkin Jil stock of Jilt,UlI p ro]eas. id..n lifying r..plica ble projects, develop ing methodologies fo r n:p liu tion

50,000

Init Uling and sup po rting program mes ro deal with • Sexual huu.mrnt • G irls wit h special 0'....0.

>0,000

50,000

50.000

50,000

50,000

SPECIFIC OBJECllVES

ACnVlllES

To , uPf'On im en-emieru for improving .lo:eA. n:t .. nuuo and performance o f girls

Provid ing gnms .In<! rechnjcal support for cit.. impl ..m..nntio n of demorn rraric n and innova tio n ptogn m mN rh.ll increas.. access and im p rove: relennon and ptrform.loce

IT '" :

• Repmd uctiw he:U.h • G irls in arm ..d m nt1ict Docum..nt ing mm pl..ted gn nt pm;c.ca Wt hive preeen irnpecr to implO'o-C: ~"' , n:t<,noon wd p.-rfonnanL;<'

10,000

20,000

20 .000

20,000

20,000

~

~ m ~

W,OOO

Supponing rep1iu,tioo o f sm loll·KaJ.. gnnroolS in~ncions

>0,000

>0,000

<" ~

>0,000

t

inspired by pn:v iow Inncvauons or ori~naJ proieu id e.li Provid ing b uuaria and sdl olmhips fo r girls It U1 J.......1s

" ~

200,000

200,000

200 ,000

200,000

200.000

e. ~.

J!

Q

~

~

-

~. ~ and. innovati~

~ ingirls'

40,000

40.000

40,000

40.000

100.000

100,000

100 ,000

100,000

100,000

2~ .OOO

2'; .000

25.000

25,000

25.000

1,210 ,000

1,210.0 00

1,210,000

l.21 0,000

1,2l0,000

Adm ininering the Agarhc Uwil ingiyim~n3 Awud 1O idrntify besr practices

Evalwoling the Apthe Uwil ingiyimana Award and

<0.000

establishing rrogrvn~tic linlup bmoun Ag;lthe and the l\'GO A11wa

.addtm the dTeca of .-\lOS in girls'

Initiating ccllabcrauve

~

programmes with other pannen

To ~ in rtrvmtions

Prm,iding financial and teehniu.lsuppon 10 flIc:ili uuc implcmcnutioD of identified poliL)' .. priom.

to demonm'llIC

~{;Irionof gender

rapolUM: ('M'l icy options

SUBTOTAl

~_ 1 . 4

Empcnn:nncm of girls (d: 5.4)

Q..rnU Objective To em~r gUll tb rou.sh tduClltioD for d1ectM panicip.uion in the creation of I n equitable wcKty

SPEa Re 0 8JECTIVI.S

ACTIVITIES

2000

To IiUpport programmes for

Dc--doping moduln for me girls' dub,

'.000

aaIao-arirlfj of ldf-con6deoa .-I ~ in girls

Providing ~rh with skills and knowkJp;c 10 deal....ith

"'.000

200 1

2002

2003

2004

"'.000

"'.000

"'.000

"'.000

1oo.ooo

100,00

K:1uoU haawntnl and Kxualiry is.su~ Disseminaring Girls' Forum video

10 .000

Facilitating ~ginn~ Girls'

50,000

Fo ru~

Providin g rechnical suppOrt for me developme nr o f girl!'

50.000

75.000

100, 00

clubs Evaluating rile girls' dubs

£=

., .. """,!'

To sUJ'PO"' W crearion of conducM schoo l environmenQ and A1pportM: commu nity IU\lCNreI fix Vnoo equity

"'.000

Suppomng FAW'E Centres of E.xa:llma:

90.000

60,000

30.000

15.000

Provlclin~ fltlmcW and reomical suppa" for the ataUon of gendn-responsivr naff MId Modems. la m ing materials, ptoC<:ssa and p ractices, UN! organiz,nionaJ and nu.sug cment 5)'lreJ1Ul Ut:..1 promote gender equity

2~,OOO

2 5,000

2 5,000

25.000

25,000

Supponing the esrablishmem of guidmo:x and co unseling doh wirh in school.

25,000

25,000

25,000

25,000

60.000

C

0

ll:

.I! CO m

g

~

<;

~

m

'" ~

~

~ ~

26

To provick girls with skills

UJd knoIo.iaigc that will m.tbk them 10 perfo rm

Su ppcming progr.tm ml'$ tNt 0PO'" sirt. co women role models in .tI1.tre.tS of career development

25,000

F.tcilit.tling the rn~ of teadting .tnd k.trmnlt methodologies .tM

50.000

25,000 30.000

25,000 4'),000

60.000

15.000

~O.OOO

50,000

50,000

50.000

1~.OOO

marenals for vndtT-responii~neu

""'~ 50,000

Supporting region..J wo rk..hop. to share experiences Supporting pr ogrun ml'i aimed at girls' acquisition of skills and knowkc:lge in Sckn,e, M.tthemalia uul Technology (S}"fl) Supporting propunmo for m.o.Ic..ing du.ruom imeract>on gender-responsive ,j,( .tlI1t"-ebi To ~p dalb for !tit' empawnment of prk

Preparing training modules for OJ""

350.000

25,000

350,000 200,000

350.000 300,000

400.000

100,000

15,000

2S,OOO

15.000

2S,000

8 15,000

"".000

1,055.000

870,000

3~0,OOO

'.000

grollp f..clil..tlOn

Training con: group fa.;i1iu.lOn In • Gender ..,miUution • Paruciparory methodolopes • Em powerment of girl.

45,000

• Schou] lnan ~!temem • C urr iculwn review

• New in formation technologies • life .kiUs

755 ,000

SU BTOTAL

7.1.5 P.trtncnbip" CU.5.5) Oo.-eralJ Objoctiw::: To ernte and sustain pannenh ips ..ith governments, dooo~, univenitiQ, :-.tGCk. wmmunitiel and otlter parmel'5 in education for df«tiYe implementatton o f pro(tMlmmes to imprM-e prls' eduaDon.

lOOO

1001

1001

100'

,...

In iriafinlt collaborarive programmes with governmentS ro address fhe rssues of school dmp-out ~nd adn\~nt p regnancy

65.000

M.OOO

65,000

es.ooo

65.000

Holding cennnuous dialog:ue .wd. consuhaucn with

65.000

65.000

65,000

65,000

65.000

SPECIFIC OBJECTIVES To work with governmen t>. to en,ure th e: e:ffe n iVC' implementatio n of gender

responsive poliq

OpuoN

~,

governments fO ensure funnubtion wd implementaocn of gender repon.,,-e pnIiOQ lising rhe findi~ oi the Stnte~<: ~r(e ~

145.000

100,000

(SRP,

i:

research to de,...lop policy OptiOM P~p"1"l for e....-:h rounrry: using the Opnons P~ fW'1"l to d ....-elop Counrry Action Plans ((·..A PS)

'" <' m

~

~

Supporting the implemenrano n of CAl'.

750,000

750,000

750,000

~ ~

~

U nderuki ng a.n tIllema.l evahianon of me SRP pmgnmme

100 ,000

"

S

~ 0 ~

"

~

,

2

Tralnln g rnininry of ~ucation officials in skills fo r strate gic resource plann ing in Africa

173.000

273,000

b panding SRP to other SSA countries To collaboeare wid. agencies and NGOs in th e joint implemenufion of prognmmcs rduai to

323.000

23 .000

23 .000

100,000

100,000

100 ,000

Taking stock of ongoi ng global and rtgi onal initiative!; in girls' education in order to identi ty areas of collahorarion

15,000

5,000

5,000

5,00 0

5.000

Collaborating wit h the Int ern ational Institute for Cap acity Ruild ing in Africa OlC RA) in the women leadersh ip trai ning p rogramme th rough d i<tance educ.>.tion

70. 000

80,000

90, 000

100,000

100,000

Undertaking dialogue and consulrarion with agencies (NORAO, Sida. UN ICEF. UNESCO, L'r-;"I FF.Nf, UN Dp, OAU. UNAlDS. UN FPA, AD EA. UN HCR, the NGO Collective, Action Aid, Africa Ge nde r Institu te, Pathfinder Internation al, The Wo rld Bank.

Plan Int ernational, UNECA. OXFA,\1 , CO D ESRlA. ERI' IESA, EAA'WACA, VAPS, GASAT. amon g ot hers) fo r programme impleme ntation at regional and naric nal Ievels, cclla boraring with agencies and organizations ope rating at the university level, e.g.. AAU, ACU, Commonwe:.l1th Secretaria t

20,000

20,000

20,000

20,000

20,000

Providing leade rship 10 the ADEA Wo rking Croup On Female Participation activities ofSRP, FEM SA MId the NCO AIliw ce ,11 the country level in 26 coun nie,

260 ,0 00

260 ,000

260 ,000

260.000

260,000

Pro,¡idin g rq;i 'mallevd coordi nation of the Wo rking Croup on Female Panicipation .

100 ,000

100,000

100 ,000

100,000

100, 000

Provid ing leadershi p: Meetings of the Sreering Ccmminee

140.0 00

140, 000

140. 000

140.000

140 ,000

Particip au ng in inremaeional. tegio nal and nation al foru ms related to girls' education

100 .000

100.000

100 ,000

100,000

100 ,000

H olding regional consultninns wit h universities

70,000

gtrb' oducation

To provide leadership to the IDEA Working Group on Female Participation

e

i

" t"

1[ . ,,~

C

~ U

~ g ~ ~

~

To work closely with universiti es to ma int tream gender concerns and create a co nducive environme nt for female particiJ"ltion at a lllevels

~

.2:

~

w

~ ~

~:'¡LEJ 28

Colla bor ati ng with selected universities to cullecr data on female ail/cati on, analyse and review the findings. and identify areas for intervention

125,000

Supporting National C hapter intervention progr:un m~ to promo re the FAW'E mandat e

600 ,000

,~I{),OOO

600 ,000

600,000

600 ,000

Moniro ring ~arional Chapters by Regional

120.000

120,000

120,000

120,000

120,000

Secrerariar To wengthen and build the capaciry of the

Secreeariar

Ikst ructUring the Seceerariar in orde r to enhance uracil)' for the implemen tation of rhe Suarcgic Plan

20.000

Recruiring relevant staff

20.000

Providi ng salaries and bene fits

1,100.000

1,210,000

1.331,000

\,4 64.000

1,6 10,000

O rganizing Secretariat suff training and d,~".c1orme nt

50,000

50,000

50,000

50,000

50.000

Equipping the x<:ret:u iat with the relevant tools for programme implem enta tion

100.000

50,000

50,000

50,000

50,000

Providing adequat e infrastruclure for efficient program me implementation'

250.000

27 ~ ,ooO

302,000

.332,000

366,000

Setting up a mechanism fo r th e acquisition of adeq uate and afford able office space for

10.000

'AWE To strengthen the capacity of the org:;miutiun for mobilization and efficiem we of resources

Facilitating th e work o f the fun d-raising co mminee

40,000

40,000

40.000

40,000

40,000

Training Secretariat and National Chaprer ,t aff in resource mobilization

10,000

10.000

10,000

10,000

10,000

D eveloping fun d-raising packages and Undertaking fun d-raising missions as deemed necessary fo r di alogue and consultation with dono rs

10,000

10.000

10,000

10,000

10,000

Under taking fun d-raising acrivitin at n-gion al and narional lcvcls

15.000

15,000

15,000

15,000

15,000

3,157,000

2,997,000

3, 195,00 0

3,353,000

3,488,000

SUBTO TAL

¡ Th ese cx~mcs includ e: I. OAl", rent and service charge 2.

O ffice supplies and maintena nce o f equipment Communicadon " 3.

4.

Transport Insurance , S. Subtotal

,

,..,

. "

. ..

. 75,000 24,000 .. 85,000 17,000 49,000

250,00 0

Monitoring and Evaluation (el.5.7}

7.1.7

Overal l O bjrcr ivt:: To monito r and evaluate the implementation and impact of fA'IX'E program ma

2000

2001

2002

2003

2004

Developing and implementing an effectivegrants tracking system

50.000

30.000

30,000

30,000

30,000

Reviewing and adapting tools for monito ring and evaluation of the FAWE \X'ork Program me

10,000

Using rh.. tools to assess rhe impil.,r of programmes at the ~gion.tl and national levels

3<1,000

30,000

30,000

30,00 0

30 ,000

S PEC IFIC OBJE CTIVES

ACTJ\1T1ES

To develop, adapt and usc: tools lUrmonitoring FAWE activities

Formalizing and standardizing th.. reporting <y"tem' within FAWE NarionaJ Chapters and the Seererariar To evaluate rhe impart of FAWE program mes

l

' ,000

80,000

Facilitating FAWE mid-term n-vicv.· in 2002 Facilitating FA'X'E External Evaluation in 2004

100.000

95,000

SUBTOTA L

60,000

140,000

60,000

160,000

SUM MARY O F BUDG ET :WOO

2001

2002

2003

2004

TOTAL

7. 1.1

ro ucv AJ'm DATA ANAl.YSIS

150.000

110.000

110,000

110,000

110,000

590,000

7.1.2

ADVOC..ACY

892.5 00

84 2.500

662,500

662 ,500

662,500

3.722.500

7.J..3

Il'ITE RVEl'<"llO NS

1,210.000

1,210.000

1,210,000

1,2 10,000

1.2 10,000

6,050,000

7.1.4

EM PO\'('E RM ENT O F G IRLS

755, 000

815.000

990,000

1,055,000

870,000

4,485,000

7.1.5

PARTN ERSHI PS

2,248,750

2, 153,000

2, 168,000

1.128,000

1,128,000

8,825 .000

7.1.6

ST RL'lGTHE NING ORGANI ZATIONAL CAPAC Ill'

3,175.000

2,997.000

3, 195,000

3.353,000

3,488,000

16,190 .000

95, 000

60 ,000

140,000

60, 000

160,000

515,000

8,507 ,500

8,187 ,500

8,475,500

7,875 ,500

7.1.7

MON ITORING AND EVALUATION TOTALS

G rand Total for Fiw-- Year Work Plan ...... .............. U5$40.377 ,500

7,628,5 00 40.377,500

~,.

· ..i ~

7.2

BUDG n

ALlOCATION TO NATIONAL CHAPTERS 2000 - 2004 ALlOCATION TONCS 400,000

OTHERS

Policy and Data Analysis

TOTAL BUDG ET 590,000

190,000

%ALlOCATTON TONCS 82%

2

Ad~'Y

3,722,500

2,995,000

727,500

'0%

3

Interve ntions

6 ,050,000

4,785 ,000

l.2 65,000

79%

4

,

Empowerment of Gi rls

4,4 85,0 00

4,365,000

120,000

97%

Partnerships

8, 1125,000

6,055,000

2,770,000

69%

6

Strt:ngtkening Ol"{:anizatio nal Capacity

16,190 ,000

5.4 10,000

10,780,000

33%

7

Mo n itorin g and Evaluation

5 15,000.00

155,000

360,000

30%

8

TOTAL

40,377,500

24.165 ,000

16,2 12,500

60%

ITEM

24,16 5,000 1,208,250 241, 6 50

TOTAL ALLOCATI O N TO THE NATIONAL C HAPTERS FOR TIfE 5 YEARS TOTAL ALLOCATION PER NATIONAL C HAPTE R FO R TH E 5 YEARS TOTAL ALLOCATION PER NATIONAL C HA PTE R PER YEAR

7.3

EXPECTED OUTCOMES OF STRATEGIC PlAN

7.3.1 Policy and Data Analysis (cf.5.1) Ovenill Obj«tive; To influence formulation and adoption of edu cational policies o n girls' educatio n to reten tion and performance

i n CR a.5C' access

and imp rove

SPECIfIC OBJECTIVES

ACT IVITIES

EXPECTED OlITCOMES

RESPONSIBILITI

To develop and stre ngthen internal capacity for gender-

Providing training in po licy an alysis

SWf with eelevam skills in policy anal ysi5

Prog. Director

Dndnping training mod ules for gen der- respo nsive an a lys is

Availahility of t rain ing modu lo in po licy analysi5

Poli'l' Director

Acqu iring and ada pting !lender modules

Availability of trai ning modul es

Policy Director

hquiring skills for data co llation, archiving and dissemination

suif with relevant $kills

Policy Dir<'Clor

Toob for data ..nalysis. collatio n

Policy Dir<'Clor

responsive policy analysis

To develop in ternal capacity 10

collate, archive and.

disseminne data on girls'

educancn Dndopin!l tools for collation, analysis. archi ving and dissemination of data. e.g.• National Score Card

,,,

I.

TocolLu e. archive an d ~min.lote dal a on gith'

education

and d isseminancn

Srrengthening and maintai ning R.osouru vn tre ro !ltrv.. n a depository and disrriburion poinl

Funct ional Resource Centre to provide in formacion on girls' edu cation

Poli'l' Director

Updating FAWE websne

Up 10 dare websire for facilir aring necwo rking and c:u:hange of info rmacion o n girl," education

Poli'l' Director

Srrengrhening Resource Centres in ~ational Ch.apt..rs

Fun ctio nal resource: cen tres in N ational Chaprers able 10 provide informatio n of th e sta tus of girls' education

Policy Director

Using d~doped rocls for coll.uion and analysis of data

A~i1ability of lim

PoliC)" Dirrclor

policy formation

10 facilitate

To &a bu.t.. m.. fOrmulation of policy op'l ions

7.3.2

Dissc:mlnuing .L.t.i w ing appropnaee form;iltS

A~n_ llIfIong policy maknt of IK"rUnent ~ in pm ...Jucation

~to nito ring nition.a.l educational polKies

Information on girls' education

Rrvi..wing.mJ arWysing «uting polkie$ for their

policies and thci r impaa p

f1end..r-responsi~"mcss

~lKation

Incraacd

~icics

awaratCa

affccring

of ~lIlb in

'

Polky Dieeetoe

Policy Director

Policy Direeter

Advocacy (a 5.2)

Owrall Objective: To build public awarenna and ce nsensue mrough ad vocacy on the social And economic adnn~1 of pm'

wllUtion

SPECIFIC O BJECTIVES

ACTIVITIES

EXPECTED OlITCOMES

RESPONSIBILIIT

To undertake advocacy at all policy kvels in erdee to effect

Iniliaring policy dialogue and consultation leading to formulation oi gendcrresponsive policies ae regional and n.ilion.a.lle...d .

Gender-responsive policies formulattd

Polley Dire ctor

Increawd

Policy Di rector

the adop<ion and. implementation of genderrrtponsive policies

To a.h-ocate with govenuncms and ~t agencies for

aIIocaud fO

poyntY alkviation

InilUting dialogue .and wnwlution for a llccarion of additional rcsoun;a to education and f'O'nt)' ;dleviation

10 advocalewith govmunenD , ~1opmm1 agmcia and othet pannen fix education fOr a cultu~ of peaa

lniti.ning policy di.alogw: for the initUlion.and impkmcntation of ed~tiwral programmo for the culture of po::i<-"X

Eduarion pmvamme fOr rht culrun of pc:aa initiaml

Policy Dirtctor

D<-loping.and ad.apting adVOYCy materialsfor dlff~m target audieru;es

MaraUh for U~ in advocacy to variouararge-r a~enttS

Policy Director

Training high And middlekvd policy makeu on uafting of gender-res ponsive policies

Gender responsive: policies crali:ed fuli')' makn with gender Ana/ylis skiJIJ

Policy Director

Undertaking seruhlzaucn campaigns urgel<:J at middlelevel poli.-y makers.

Awateneas raised among middle

Policy Director

level, policymakm , communities and schools on impo rtan ce of

ccmmuniues and schools

girls' education

To publkiu bese praaicts in impro'Ving girls' participation in educaoon

Using various media - prim. electronic, new information teclmologies - 10 publicize eu.mpln olbat pracricco

Increasedpublic awamteS5 of what ..-orb in £cm.ale educaricn

Policy Director

To build inrern.a.l capacity fOr d1caive ~YOCXY at rq90naJ and narion.al kYds

~-j"J and upd.o.~ FAn Communication Suateg)'

Mon: couniinnoi appn:t;ao;:b to ~tiution of audimcu

Policy Director

Developing national communications strategiesin FA'WE !\~tioru.l Cluptm

Cooniination of advocacy activitia at the: fWionaI bd

Policy Director

~Ioping

Trainin« modules

Policy Director

National Oapter members with

Policy Director

~ allocation of raoun;a 10 ...Jucation and.

traininfl modules

Supporting regional m ining in participatory methodologiel

resources

education and poverty alkviation

wsn

iLlls in participatory methodologies

I

l

Entancing the visibihty of

Mo~

credibility and visibility ftw

Policy D u cctOr

FA""'E !\uion.d Oupt"tn

..."""

Training FA'IX'E National Ch"pum in .dvou.'Y rod commun ication ill!!.:;

Nuioll<ll ChalXef rntmhtn with ,killa for dTc\:ti~ advocacy

Polky Director

Im~ networking and nclu.nge

Policy Director

F1Ciliucing nerwor ki ll(l through

e-mail w nncuivity md we othe r nno." infonnation

girls' cdUQUon on W naoo,w

technolopa

ofinfonnation among !\.uion.al Ouplcn mel bnwttn "'arional OupKn and ~ Scorurial

Enhancing parmermip' with the media through dialogue

k m..le education

I~

posili\<C coY'tfagC of

Policy Director

Increasedpubli..: awarenessof km~e education

To incraK I.'OIIW&n:DaS of the

importance of Jirls' education through the mC'<iia

Dowmcn ting IcuolU karnl

l~

from the F.V-1.E Award

rhe mcdi.l in educaeion

Administering FAWE A"".m!

F-Ilhanccd pannnship with ~

for \1 edia Excellence

awan:nca <;If thto role of prom~

Policy Di n"C1o r

frm.a.lc

Policy Director

mol;,

l<kmiflafion of female role modds in the media

1n<:.rU5Cd and better covcragt' of female education ioNes

7.3.3

Inttnmtions (a.5.3)

~nlI

Ob;.:ai\oe To undnukc and suppo rt dcm.o nn rat M , "p.-rimtnu.l and innO'--ati~ p~ mn that promot e pI.' pani<;ipation

in educatiOll

SPECIFIC OBJECTIVES To I Upport inl~ntions 10 impnM: MXc», mention and perfol1lUDU' of gin.'

ACTIVITIES Provid ing grants and technical N ppun for th e impl emenution of demc nsrration and inn<7¥alton propammn W I incrruc ;lCCCSS Mld improve tetenlw n ~ pcrfomu.nc~ Monitor ing gran u provided und er the fAWE dcmo n.llf;ttion and innovation progr amme Supporting grassroon interveeticns al ihe

community k\'d ro pmmore girls' ed ecano n

F;l.d lit;l. ting Technical Commitr~ m~ting~

and processing of projC'1t proposals

~

0

'Co" u

c

~ ~c

.2: ~

~

"'Y

~ ~

~

Comm iuioning jnna"'li"" projC'CTS ro ;tddras idC'n tiflCd probk nu in girl" rollc.llion with 5pn:ific rmrmcc to girls with .p«ial ne~ girt. in demesne labou r and in the $Cl[ trade;;u WC'lI a5 girls conscripted into armed services

txPECTID OUTCOMES

RESPONSIBILITY

Increased ~ for girls

Prog.

Director

lmprovt'<! menlion of girls Im prowd pcrfomuncc of girls

Increased ~ for girls

Prog. Director

Improved reten tio n joe gills Im proved perfo rmance fo r girls

Increased

~ ,increased

Pt~. Directo r

commwU'Y pamapation in the proriWn of girls' MIKaOOn, positi\'C ;tttiNodinai changes lowards girb' alucaLioo

ldC'ntiHauion of viable demonstrative and innO'o'atiVC'

Prog. D irector

p rojects

Incrnsed opporrunitie.: forgirls; Irn~

learning rnvironffiC'OI

for girls lncrt~ acass

for nerdy girls

~.

D irraor

Slock taking of gr.m. proj~cu, i<kmifyinl: rrpliCllble prejecrs, dO'dopmg methodologIes fur rq>liuoon

MCfhodolopa for rcpliarion of idalli6ed inno'Vlations to improye

........ kmalc

acu:sJ,

Prog. Director

menoon t.nd

~

lnitiating.wd .uppornng

Impn;wo:d safrty and tcaIrity

propamrna m dtaI with

ofgiN

· SalW h~ n t

• Glfls with special needs • Reprod u(li\'l:' h~th • G iru m armed conflict Documenting completed gram p rojects thar have p roven impK t to Imp rove access, reeenricn and f'('rtn rmana:

Inform;ltion a,";lilable on innovative- liU'au:gie5 10 promote female- education fur possible repliCitioO

Supporting rrpliation of small-Kill!" gnaoroon intr t'lo>:n tionJ irupim:l by prn"lOUS mnO'o"ll.[x)1U or origin.u project id Qi

Increased iIO;aS for girls and improva:l. rro:nrion and

paJO_u

Providing bun.uies and scholarships for girlJ:u all

Inunscd ~ for girls and improva:l. rC'lmrion.llnd

Prog.D~r

Knowl~ ofbesl practice

Prog. Director

1=,.

To id~ntify. ~rd and publict« innovanve strategies in girls' .-duQlfion

Adm in ist~ ring th~

Kirli ed ucaric n

Docu menting in novative pro;~,u ..·ith proven impact to mcrruc: access, retention

Inform.lltion avail.llhlt on innor.arivesrnrcgiCi to promote girls' education for pouibk

and pnformolIlcc

~iaoon

E\.uUoOting the Agathc U...ilingi~itJWU. " ...ard and

u.om bml and suattgies

nablidUng propillllIIU.Uc

Initialing ccllabcranve p rogr;lffimc:s wilh olher

panners To uncl~ inrervenrkms 10 demonsnare irnplernematlon of gender-responsive polie;y optioru

7.3, "

Empownm~n l

in

Ag.u k Uwiling iyim;ln;l A....ard to ident ifY besr practices

Iinbgo bnwttn Aplhe and the :-.:GO AlIiMH;eTo address the dfcas of Htv/AlDS on girl..' eduattion

,.,...,..,.

Providing financial and technical suppon 10 facilitate implemfflwion of idl!"nrifitd puliC)-' 0plion~

rrug. DirCClor

Prcg. Director

Prog. Director

identified fur n:pIicarion.and

........."

PrevmriYr progn.mmes initiated for girll Decreased impact of HIVIAlD S en girls

prog. Director

Policy option. dfickmly implemented

Prcg. Duectcr

of girls (d.SAI

0venII Objective: To ftl'If'O'"'tr girls through nIlJclIIion for drttti~ pani<:ipation in the crealion of an equia.blc mciny SPECIFIC 08JECTIVFS To suppon prognmm« fnr culrivaring ,df-confidmce and usemvcncu in gitU

ACTtvIllES Developing modulo for girls' dubs

EXPECTED OlITCOMES Coon:liruuedmodel for Kpliation by ,,".lIrion.1l Ol.llptrn

RESPONS IBIUTI Polie;y. Director

Providing girls with skills and knowledge 10 en.llble them to de;al with ""IU.1l harassrnene

GirLt empowered with skills to deal wirh ocru.1l h.lll'assme-n l Decreased haras"men l of girlJ

Policy Director

AwuaJaS Biscd on p rls' edllC.lltion

Policy Di rector

and sn uilily i""uc:s

Di__ min~ring G irls Forum video Facililaring rcgion.1l Gim furums

Policy. Director

Providing lechnical support for me dt'Vtlopment of girls'

d,'" J::vaIIUtmg me girls dub,

Girls Oubs crealed in ...u mnnbn

!'o lic)· Duccro r

counuic:s

ImpfO"ed girls' performance and rermrion

To support die Cft'aUon of o;ond..,;M, school mvironmcna

Supporting FAWE Ceaeres of Excellence

Conducive learning environmenl fur girls

Policy. Director

Providing finan cial and

Conducive lelm i"ll environment fur girls

['olky Director

and NPPOn.iv~ o;ommUlliry structures for gender ~quiry

technical support for the cru lion of gender_rnponsi"", staff and srudenes. learning malerw5, pr(')U..... ~nd practices. organiuoonil and maMgl'mem ~'Stemi flu r promote gender cqui~·

Supportins the esubHshmem of guIdance and eowuehng desks wilhin school,

Support S)'lIcm in plau- for imp~ girls' petformmce and rrtenoon

Supporting program mn t1u1 expose girls 10 women role modeL. in all UI:<lSof career

Increased awareness of eaTen cpucns, aopecially in nuledcmimred areas

developm ent

To provide girls with slcilh and Imowl~ rhat will enable girls ro perform bener

F~cili laling the review of teaching and learning methodologies and molcriils for gcnda-rn.poru,iveneu

Im proved performanceof girls

PoliC)' Di rector

Production of genoo-mpoMive mal«iaIs Teachen with sLIls in gender. raponsM- leaching methodologies

Supportins regiural wurluh up. ope:riences

Polk)' Di rector

10 ~

Supporting progr-~ aimed girh' acquisition of dills and Iulow l~ in S<:ience, M",themauc.iand Ttchnology

II

Ieceeed pm' participation in S!-fT

(SMll Conducive learning envi ro n men l Improved perfor m ance by girls

Policy Director

Prepanng training modules for core group faciliralOn

Tr:lin ing moc:lulcs

!'o liey DirKlOr

lmnmg core group facilltaron in • Gende r wnsiliurion • I'a nkiparory melhodologia

Cere group of bciJiulon ",-:iUr sIci1ls for the cmf'O"''t"rmcnr of girls

Policy Di recto r

Supporting progflmmn for mwng classroom in teracucn gende r-responsive al .ll levels

To devdop Wlls for the empowermenl of pn.,.

.

-g "'$ c

.2 u

.~

e

.~ ~

'.flY,

~ ~

~

• fmpowcrmcnr of girls • School mvuge.m-nr • Curricu.l um rcYiew • Sew information ledutol~lcs • lJte skills

Ovrrall Objective: To ernie and III.uin partnerships with governments. donors , univ~nitics, t-OC<X and wmmuniri6 and other pMU\c... in cdllCl.tion for dr«.-ti~ implcmentiiuon of programme' to improve girls' rducalion .

SPECifiC OBJECfIVES To ....ork with PTmmcnUi io

~~ tho:

cffC"uvor

impicmelilation of gender reopolUive

policyoptions

ACTIVITIES

EXPECTED OlTTCOMES

Rf.5PO:'lo/SIBIUTY

Initiating collaborative

Decreased indden<z of dmp-out and ado~nl prrpIancy Gender rnporni~ re-entry and

Prog. Director

p r0ltl'ammes with gc....cmmcn t.

address the issues of school drop-0ul and adolescen r

10

pr~

omer poHc:ies initiarcd Incrc»cd <lwaralCU of the ~ rdatcd m cdIool dfOlH'ul and

dllescml prcgruncy Ho ldirll: wminuoU$ dialogut and consul l<uions with

Gmder responAft policia

go"-ernmmn ro .,nsulT the

impkmenrcd

Prcg Deecor

fofTl\ulalcd and o:fficKndy

formulanon UId impkmmurion of under responsive poIicic1;

L'5ing (he findinp of the Sm.rl"gl( Rnoura [limni ng (SRP) ITK .lKh project [0

ck\-dop policy

Policy options Counll')' krion Pbns

Prog. Director

Increased acce5a.and improm:!. mc:ncion and ~ of girl.

Prog. Director

options p.J~fI

for each COUntry; using the option! ~n m dn'dop Cou nt!')" Arnon Pkm (CAPSI Surpnning the impkmcnt.ltion of CArs

Inerased

~

for girls'

education E.fficienr allocation of IC$OU.fCC:S Undc n:aking an e aem al evaluarion o f the SRP prog ram me

Identification of l('t$I)ns learntand tealrnnKndations for way forward

Prog. Direct or

Train ing minis try of educa tion

Ministry offICials with skills in SRP Improved planning for girls'

Prog. Director

official.l in skills for sual<~gic fQQUfCC planning in IUrio;a

To collabo rate with avnci<"S and NCo" in the ;oinl implememauon of programmes mated 10 giru' education

educaeion byMOF.-

u p;mdin g SRP to o cher SSA countries

SIciI1.l in idemifiwion of policy options Efficient resource allocnion Increased number of countries involvedin SRP

Ta king mx k of o ngoing global and r~ional inirin ives in girls' educanon in orde r 10 identi l}: a.ro:a.s of rolbboralio n

Increased informarion on girb' education initiarivcs

Colla boraling ,,~rh the Inrerna nonallrutiture for Ca pacity Building in ..\fiica (Il CB'\) ill the ......,men ludenhip mining programme through distance education Ulldenalcing dialogue and oorulultatloll with ~cie a;OR.-W, Sida, lJ1'o"aF, Ul\ESCO, UNlFE'.M, L'!'\ DP.

DAD, UI'AlDS, lJl\FPA, ADE.... li:'!HCR. tilt l\GO Co ll«tiff, Action Aid, AfTic:a Gender lnscrure, Pathfinder

Prog. Director

-~

",,"1'

H , '. '

Incrcasc:d

number

of women in

Prog. Di rector

lcadenhip poiioolll

lncreucd in~nl in girll' education Pmsibaities lOr co&boral~ idmcifKd Focused oollaborarion lOr mon cHrcriw- implcmentation of

""""'"~

Prog. Di rector

Inr ereancnal. The 'IX'orld fbnk, Plan Inlcmarion.l1. L1-:fCA. OXFA.\t CODESRL....

ER.'\ESA. ER.~ACA. CAPS. GAS..\T, .&mOng omen) for prognmmc implemeneanon If regional end I1iltionallC\'d.~; collaborati ng with agcnci~ and organlutionl ope ratin g 11 the

university btl, e-g.. AAU, ACU, Commonwulrh SCCTC"lari1!

To pmvi<:k lada to the ACEA Working Group on Female Puriciparion

f'ro,.-iding kadcrship m rhe

EfficiC'nt wordinition of WGFP

IDEA \X'ooong Group on Fnn.&k PutKipation .to:rivili<=s of SRP. FE.MSA MKI the S"GO AlliUlo;t at the country \nod in

xmilia

Prog. Dim:tor

:!6 COUntries Provid ing regional level coo rdination of the Wo rking Group on Female Ed ucarion

in provision of girls' ed ucaeion

Increased cc m m un iry panicipil ion

Providing leadership: \1ccrings

In crtaSe'd fmul.. parr iciparion in

of the Slttring Ccmennee

S~T

Parncipanng in int~ll<Itional. regional wd rul(ional fOlluN rd .u e.:! to giril' eduealion

«Iucation

A~ ntU o n

global rmlds in girk'

Prog. Dieector

PrUlf.. Director

~, Dir..aor

Nftwo~ng

lnc n:utd investment in girll

educauoe

ToworK closely with unive, . ilin in order 10 mainstream gende r

Holding regional consultations with univerairies

Increased participation in the ~nd.t of fC'mile educatio n i f th e univ ersity

Prog. Din:cro r

level

ccncemsand create 11 conducive enviro nment for fcnalr partici~tion at

all kvds Colb.bo,,"ing "..ith selected univnsides to colka dala on km.&k edllu.tion• .uul~"lC IDd ~, the findings, and identifying U<:a:I fur inttrvC'ntion

--

f ·,~?

e

Increased access and improved retention an d pe rforman ce of r;irla and wom~ n in u niv~rsitin

To wort dosdy wi th oommunitio Suppo",ng communiry M idtnri fy and txIdc conccms in in..ohC'rTl('nl in the prmision mJ

I~ o..mand for girls' educarKm Incraxd access for girls. impTuYaJ

gim' «IUClInon

n:ttmion

pronumon of girls' ecIuafion

rmg. Director

Prog. Director

ind ~rm"f'IQ: oi girls

0

7 .3. 6

'~

Overa.U Objtttive: To ul"I'ngthC'n organil.lltional capiCity in ordn: to df«tivdy im p kmC'nr th o: p rosrammn promotin g girb' ec\uClri..,n

5:

~

£&

l: ~ ~

'.

SupPUl1ing i nt~rv~ntio ns for incre..., ing access and improving retention and pcrform~ n<:~ of women i t the tertiary level and rrw m tn:am ing g~n<ler in ill progJ.unmn

Infommion about U>d incfnKd nrarmea of me statw of fenuk tducarion within univcnities

~ ~

38

Sttl:ngtheninK Organiu.rional Ca paciry (cf.S.6)

SPECIFIC OBJEC11VF.S To K~ and bui1d the capacity of tiM: con: munbenhip

ACTT\1TlES Facilitating meeungs of tiM: gu-m-nanc~ suuctu,," of FA\l'E

EXPECTED OlITCOMES Policyguidano: and dIlcKm an d monirorinc of rht impkmmtation of me, worIr. p~

E.J.pmJinl! core mc:mbenhip

I nuax.I pormtiaI for high ~I advo<.:ago k>r girls' «IuClrion

RF$ PO:-.sSIBIUIT

Exe(. [)in:etOf

Developing mining modules for members on • Gender klUiriurion • Ad~ and communkarion • t'~ulion skills &pandintt and m e ngthming the

associate mtmbtrmip

Training mOOWn for 5tl\iOl' policy

Policy Director

Module ModWe

Policy Director Policy Dircoor

.......

Exec, Director

.......

lnceeesed pouotial for smior po&y

To promote wome n leadership in the educadon sector

Supponing leadenhip progr.ltl'lmes L-knhip progra.mma iniliatod for women .InJ1or SUppoctM Mo~ women le.wen in the oducation secto r

To m~ngrht1l and build the u. pacity of the National Chaplcn

[Nwloping rralning modules for the FAWF. !'aonna! ChapltrS in • ~togori;lt ion and bug;Lining

sleills • Ach'OCaC'i' • U.... of digiul iI1d n...... oommunia.tiolU tedtnokJPl'lo • Gcndet .... lUiriulion

• Marugcrial skills • !'awork.ing ililli • Program me planning, m.m iru rin g and evaluauca ~kills Providing Training of Trainers (ron ilr the nolrion ..!l tv d Supporting Nati o n..! Chaptell tO mengrhen their 8""ernmce

-

Members with sldlb in dCJignated

Policy Director

Policy Director

M ud"" Policy Direc tor

Mod.Je !\IOOWc

PoIKy Director

Mod....

Modtdc

Policy Director PotqDu'C'Cto r Policy Director

Module

Policy Director

Aqibbility of a core group o f tn.incn

Prog. Directo r

Increased 1cv<:ls of imp k memation of programmes

Prog . Directo r

Inc....a....d. kvds of implementation of the FAWE mandate at me nukmal

Prog. Oi rector

~ tnlCturQ

Supporting l"ati'm..J Chapl..r inrervenucn prop-;ammQ to pro mote rh.. FA\'VE mand.ate Monitoring :-l'atioJW Oupten ~na1 s...anariu

To anngthcn and build the

capacity of me ~I

t.,.

Rl'SutKnmn tt rhe Stcn-tanat in order 10 .. nhiI1c"capxi'Y for the impleme nrano n of the Slrarq;ic Plan

Recruiting relevant

~talf

"'"

InCfl:all:d beb of impkrotnlation of the FATE m&MaU: III the national

"'"

Efficiml impiemmuUon of the

Prog. Director

Exee. Direeeor

Srn.tt:gi<; Plan

Suff in place

Exec. Director

Provid ing ularies lnd bendies Organizing ~m:Hiu luff m inlng and development

Efficient implemenrarion of the

Fin., l\: n . &:.

Stnittgic Plan

.-\clmin Oil.

Eqwppi"l> the: Sc:Ul'UrW .. ith rn... rrltvam moL. for progr;unlllC'

Equipment in pbct,

1-;n., Pen. sc Admin oir.

implementation

I'ro-;ding edequare infun~ for dfKknl pl'Oftl'amme

Efficimr impkmenarion of the StraregK: PIm

Fin., Pees. &:.

Admin Dit

im plemerua uo n

Fin., Pen . & Admi n Oir.

Setting up a rnechanisrn for the acq u i,it io n of adeq u ate and affordable office sp;tc(~ fo r FA\X'E To u rmgth en IDe ~I y of th e organWido n fo r d lkieO! mobilizacion and uK o f reaour'(a

Faeilirning rhe wo rk of the fund-ralsing commirree

Fun ds raised Diversification of funding souras 8~ng fundtng hut

Fin., Pees. & Adm in Dir.

EnIunoed msuinability of FAWE

39

Trai ning Secretariat an d National C hapter St aff in resource

Fin., f't,rs. & Adm in Dir.

Fund-raising pachgts as toolsfor funds mobilization

Fin., I'm , &.

Ad m in Di r.

mobilization Developing fund-raising packages and Undertaking fund -raising

mUsions as dccmC'd necessary for dialogu e an d consulta tion with don o rs

Undc naking fund- rai5ing Olctivirin I~fund... at regio nal and nationallevels

7.3.7

Fin., I'ers, & Ad m in Die.

Monitoringantt Evaluation Cd.5.7)

Overall Objectieee To monitor an d evalua ee th e imp leme ntation an d im pa ct of FA\XIE pr ogr ammu

SPECrAC OBJECTM.S To dc:vc:lop. adapt and ...., lools for monitoring FAWE acriviria

ACTTVITlF.5 lkvdop ing and implementing an dfÂŤtiw gran ts tra ckin g system

EXPECTED otrrcovss

RES PONSIBILITY

Efficient mo nitoring of gr&n r..

I'rog. Director

Reviewing and ada pting tools for mon ito ring and evaluation of th e FAWE Wo rk Program me

Too ls mr monitoring and evaluation

Prog. Directo r

Using the rools to L'SC5S rhe impact of p rogrammes ar the regio nal an d na rion al levels

Effickm mo nito ring of program mes

Prog. Director

Efficient imp lemenution of planned

Prog. Director

FonnalU ing and .un<krdizing th e repo rting systems with in

To evaluate me impacl of FAWE progr=uncs

FAWE Na lio nal Ch2peers and the Secrerariar FaciJiuLing FAWE rnid- rerm .evkw in 200 2

Pacilhanng FA'X'E External Evaluation in 2004

e

I

leeeeeed fundi ng base Staff wim resource mcbiheancn skills

~

Enhanad performance by grantee!

u:rivitics ar the national level Imp=! assessed

Exec. Director

Lessons ide ntified

Recommendad ons for the way fo rward Impact; assessed ÂŁxc,;. Director Lessons identified Recomrnendauons for the way forward

FAWE Executive Committee Members

NAME I.

2.

3.

TITLE

Prof Bouli AJi Diallo Cluzir Hon Clara Bohidle Viet' Chair

Hon Dr Everyn Kandakai Honorary Sm n ary

4. Professor Brenda Gourley

COUNTRY

Rector, University ofabdou.~{ourno ur.niofN~ey

Deputy Mi nister for Basic Education

and Culture

Namibia

Minister for Educatio n

Liberia

Via Chancellor, University of Natal

South Africa

Ho norllry T"llS Urrr

s.

Mmc M ar ie Bwimana

Permanent Secretary, Mi nistry of Basic

Educancn and Adult literacy

Ra:ufUngy Din.

Burundi

6.

Dr Jeanne

7.

Hon Ann-Therese N'Dong-jatt a

Secretary of State for Educati on

The Gambia

8.

Ms Beatrice Mukabaranga

Vice-Rector, Kigali Inst itute of Education

Rwanda

9.

Mrs Elaine Mukuru

Senior De pu ty Director (Seco ndary Education)

Kenya

10. Mrs Sebmu M. Nasser

D irector o f Ed uca rio n

Zanzibar

11. Mrs Bisi Soboyejo

Uni versity Registrar

N igeria

12. Han Aich.a Bah Diellc

(co-opted), Director. Division of Basic Education,

Direcror; M in istry of Higher Education

UNESCO

France

13. Hon Simone de Com armond

(co-opted). Ministe r for Tou rism and Civil Aviation

Seychelles

14 . H on Pau lett e M issambo

(co-opted ), Minister fo r State , Work, Employm ent and Professional Training

Gabon

(co-op ted) , Minister of Education

Ethiopia

15. Hon Geenet Zewide

Forum for African Women Educationalists (FAWE) 12th Floor. International House Mama Ngino Street P.O . Box 53 168, Nairobi

Tel: (254 2) 226590. 330352 Fax: (254 2) 210709 Email: ro we e rc we.om