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ACCELERATING PROGRESS ON GIRLS’ EDUCATION: A FAWE

PERSPECTIVE

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Observations on gender and EFA NAPS

EFA NAPS not adequately gender-responsive

See FAWE analysis of completed EFA NAPS

[ See booklet and Table]

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Observation on gender and education policies.

Awareness and intention to address gender equity.

Mention of the causes of gender disparities

Gender addressed mainly in relation to access, not retention and performance.

e.g no strategies on teenage pregnancy, early marriage, empowerment.

Best practices not sufficiently incorporated in education policies

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Lessons from FAWE’s Efforts to Lessons from FAWE’s Efforts to Accelerate Girls’ EducationAccelerate Girls’ Education

Three areas Mainstreaming gender in EFA NAPS

Demonstrating what works in improving access, retention and performance.

Networking to accelerate progress on girls education.

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1. Mainstreaming gender in EFA NAPSIt is a long complex process:

Collection of Education policies and plans Development of a framework for analysis of

education policies for gender. Training of a core group at country level (MoE,

FAWE, Gender) Development of tool for gender mainstreaming

in EFA Plans. Training workshops on the use of the tool

(FAWE, MoE, Gender) Involvement of FAWE NC in EFA Processes. Analysis of EFA Action Plans.

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Mixed Results:

Some EFA Action plans have mainstreamed gender.

FAWE NCs are involved more in EFA processes (committees, task forces, teams etc)

Gender awareness not translating into gender mainstreaming.

Gender awareness not matched with technical skills for gender mainstreaming (MoE, donor agencies)

Gender not articulated in strategies, activities M&E and budgeting.

Resources not allocated to action on gender.

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2. Replicating/Mainstreaming what works in improving access, retention and performance

There is a large pool of best/promising practices.

The best/promising practices not sufficiently mainstreamed.

More collaboration with MoE and communities needed.

Positive developments in mainstreaming/replicating what works

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Examples from FAWE collaboration with

MoE/Communities:Addressing poverty through bursaries

Government bursaries for girls (Gambia, Kenya, Tanzania)

Challenge: HIV/AIDS orphans

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Addressing drop out due to teenage

pregnancy: Re-entry policy (Kenya, Ethiopia,

Zambia, Guinea Uganda, Namibia, Ghana, Senegal etc)

Ongoing study FAWE/UNESCO on what has worked.

Challenge: to get more countries on board.

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Combating early/forced Marriage Communities taken up

responsibility after sensitization ( e.g Kenya – Kajiado district)

Challenge: more collaboration with communities

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Creating a conducive/gender responsive

school environment: FAWE working with seven MoE on pilot

COEs (Senegal, Rwanda, Kenya, Tanzania, Namibia, Gambia, Ethiopia)

Processes towards replication started in Senegal, and Kenya.

Challenge: to take pilots to scale

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Promoting the participation of girls in SMT

Promising practices from FEMSA project in 11 countries

Processes for mainstreaming started in some countries [ eg Tanzania ]

Evaluation study ongoing to identify what works.

Challenge: more countries to replicate/mainstream what works.

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Empowerment of girls Promising practices from

FAWE/government collaboration. Replication of Speak out [TUSEME] –

Tanzania, Rwanda, FAWE COE. Replication of Girls’ clubs, guidance and

counselling desks in schools.Challenge: Introduce empowerment in all schools Gender empowerment for boys

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Increased networking between government and civil society.

More quality networking required on the ground.

Gender experts with no expertise in policy/plans formulations.

Policy planning experts with no expertise on gender mainstreaming.

Presence of gender experts in policy/planning processes as tokenism.

Challenge: Quality Networking with practitioners on the ground.

3. Networking to accelerate 3. Networking to accelerate progress in girls’ educationprogress in girls’ education

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ConclusionConclusion

More work pending for gender responsive education policies and plans.Technical

capacity for gender mainstreaming within MOE crucial.

Deliberate/concerted effort needed to mainstream best practices.

More action on the ground i.e. school/community level.