Professional Documents
Culture Documents
basic
education
for women
and girls
Pai Obanya
Ethiopia
Four african
m
Pai
Swaziland
a zil
z illa n
Pa Obanya
Mozambique
za
ammb
m biiq
qu
q for women
basic
Promoting
n case studies
and girls
Burkina
Burkin
in
na
n a Faso
Fa
aso
education
The designations employed and the presentation of material
throughout this publication do not imply the expression of
any opinion whatsoever on the part of UNESCO concerning
the legal status of any country, territory, city or area or of its
authorities, or concerning the delimitation of its frontiers or
boundaries.
© UNESCO 2004
Printed in France
(ED-2004/WS/17 cld 14435)
Swaziland
u k n Faso
Ethiopia
Mozambique
Contents
s
Preface 5
azil
Introduction 7
Burkina
Ethiopia: Women’s
o am issues are development
me issues 9
Burkin
Swaziland: Apparent gender
er balance 27
Burkina Faso:
49
wa
Education–responsibility–empowerment
bil
General conclusions 61
Bibliography 65
w
s
b u
azila
T mb
he
he four case studies
es reported here are a follow-up
to the study entitled
ed “Promoting Basic Education
Burkina
for Women end Girls: A Survey of Structures,
Stru
Programmes and Activities in Africa”, whi
which has
zam
been published in this series.
Burkin
Four countries (Burkina a Faso, Ethiopia, Mozambique,
Swaziland) were involved in th the study, each selected for
a specific purpose: Ethiopia for fo its progressive women’s
department, with a unit represented
es in every government
department; Swaziland for its s rrecord on gender balance in
basic education; Mozambique e for
f its dynamic post-conflict
wa
education initiatives; and Burkina
ur Faso for the positive
contributions of its NGOs.
All the studies examinene developments in both the
oz
formal and the non-formal sectorss of basic education.
They all show bold steps undertaken
de to address country-
w
Faas
s
mbiqu
beliefs and practices that
at are harmful to the promotion of
girls’ and women’s status;
tu the under exploitation of the
immense possibilities of non-formal education; the slow
development of statisticscs that in addition are not gender
disaggregated, and insuffi fficient funding for girls’ and wom-
en’s education. These stu
studies have implications for our
on-going EFA process, andnd should be a golden opportunity
for us to draw appropriate
at lessons from today’s promising
practices for the challenges
ng we face in promoting girls and
women’s education.
I would like to express my appreciation for the
assistance provided by the UNESCO National Commissions
Burkina
in the four countries to the author and to ackno
acknowledge the
cooperation of various agencies that provided the infor-
mation that makes this report a good learning tool.
6
Swaziland
aziland
rkina Faso
Faaso
Ethiopia
Mozambique
Mozambique: e:: The impact of a wide variety of
s
biiqu
innovative initiatives
ti for the promotion of basic
education for g girls and women.
Burkina Faso: so the contribution of NGOs to
the promotion n of basic education for girls and
women.
The study was carried o out
u in August-September, 2002. It
involved visits to each o of the countries, in the course of
which the following data ta collection methods were used:
(a) visits to projects; (b) in
interviews and focus group discus-
sions with policy-makers rs and operators of programmes;
zamb
(c) analysis of documentary tary materials; and (d) exchange of
views with national authorities
horities and other stakeholders on
Burkina
the major observations of the fact-finding exer exercise.
UNESCO National Commissions facilitated
facilitate the work
of the consultant in all the four countries. Valua
Valuable contri-
Burkin
butions of UNESCO cluster ter offices in Ethiopia, Mozambique
and Nigeria are also gratefully
ate acknowledged.
The report is presented
es according to the order in
which the countries we were visited: Ethiopia, Swaziland,
Mozambique and Burkina na Faso. While, the experience of
each country is unique, the t reports have followed a simi-
wa
lar pattern: (a) background
un information (or context), to sit-
uate the experiences studied;
ud (b) an outline of the policy
framework; (c) an assessment
ss of the performance of the
policy on the ground; an and (d) some concluding remarks,
drawing special attention on to the lessons to be learnt from
w
the experiences.
8
Ethiopia
Ethiopi
Ethiopia:
Women’s issues are
a
development issue
issues
Background
and policy framework
We must do things with
instead of for women.
Table
e 1: Ethiopia – projected population (1999)
The objectives
bjectives of the policy are to:
Guarantee women equal rights with men.
Amend laws which adversely affect women’s
social, cultural and economic conditions.
10
EthiopiaGovernment
ments
rnment agencies operate at each of these levels of
government
nment and they all have women’s affairs depart-
s (the federal and Woreda
s (at the Kebele level).
points
a levels), and gender focal
12
Ethiopia
14
Women’s Government
NGOs/Civil
International
Affairs Society Institutions
agencies Agencies
Departments Organizations
Formal education
An educated girl is likely to become
• A more competent mother.
• A knowledgeable family planner.
• A more productive and better
* paid worker.
• An informed citizen.
• A skilled decision-maker.
• A self confident individual
[By courtesy of UNICEF]
Table
e 2. Ethiopia – net primary enrolment rates
(percentage)
Improving
oving the participation of girls in primary education
is an ongoing concern, and measures to address the prob-
lem fall
all into the following major categories:
Research and studies to enlighten issues and
guide policy and practice.
Awareness raising.
Dissuasion of traditional practices that affect
the education of girls (for example, marriage by
adoption, or MBA).
Policy interventions (example: the 1 : 1 textbook
ratio policy in favour of girls).
16
Ethiopia Poverty reduction (including revenue genera-
tion activities for women).
Social and political empowerment (including the
promotion of access to decision-making positions).
Strengthening of women organizations (including
organizational/institutional capacity- building).
Improved participation of women in specific
sectors: industry, agriculture, education, cul-
ture, science and technology, politics, etc.
A synopsis
ynopsis of the areas of focus:
achievements and challenges of selected
agencies/institutions/organizations
involved in mainstreaming gender
into development activities in Ethiopia
Ministry of Health
Responsibilities:
onsibilities: mainstreaming gender into the policies,
programmes and activities of the Health Sector.
18
Ethiopia
Achievements: mainstreaming gender into the Heath S Sector
Development Programme (HSDP), advocacy/gender
advocacy/g
awareness and sensitization training and affirma-
tive action within the ministry, studies on jjunior
midwives, traditional birth attendants, and wwomen
traditional healers and care-givers.
Challenges: poor level of staffing, pockets of resis
resistance,
even among women.
19
Ethiopia Ministry of Youth, Sports and Culture
Responsibilities:
onsibilities: Gender mainstreaming within the depart-
ment and its various organs and services.
Achievements:
vements: capacity building and gender awareness
creation, a wide variety of studies (women and
culture, women participation in journalism, stere-
otypes on women in oral literature, analysis of the
culture policy from a gender perspective, women
and reading).
Challenges:
enges: lack of appropriate follow-up to the studies.
Ministry of Agriculture
Responsibilities:
onsibilities: women farmers and women professional
agriculturists as primary targets.
Achievements:
vements: ensuring that women are specifically tar-
geted in the five-year development agricultural sec-
tor development plan, ensuring women participa-
tion — and that they do benefit as equal partners — in
agricultural extension services, baseline data to gen-
erate information for mainstreaming women issues
in agricultural sector activities, research and tech-
nology generation for the benefit of women farm-
ers, regular training programmes on gender issues
for agriculture sector staff, promotion – capacity
building – organization of women professional in
agriculture.
Challenges:
enges: ‘It’s not an easy job’.
The Ethiopian
thiopian experience is, however, still facing a number
of challenges.
allenges.
Co-ordination with NGOs would require a great
deal of improvement. While the major NGOs are
making efforts to co-ordinate their activities,
and while a good number of them have built up
capacity for operating at the grass-roots level,
they seem to have a strong feeling that govern-
ment is not fully utilizing their potentials. This
feeling is strongest in the case of government
activities outside the formal education sector.
The research activities of the sectoral depart-
ments seem to have yielded knowledge that
can be ploughed back to the process of cur-
riculum material development. Those respon-
sible for the research admitted, however, that
these research projects were not carried out in
24
Swaziland
ndd
Swaziland:
n
apparent gend
gender
balance
balan
The context
az
az
Kingdom of Swaziland can best be understood
understoo in the
wider national context revolving around specific so socio-his-
torical and demographic factors.
Over the years, women in Swazi socie society have
become accustomed to being heads of househol
Table
ble 1. Swaziland – general population structure
Enrolment
rolment figures for primary education (Table 2) give
thee impression that the gender gap is narrow. A more
fundamental
ndamental interpretation, however, is that girls are still
underrepresented
derrepresented in primary education. This is because
their
eir numerical superiority within the school-age popula-
tionn is hardly reflected in the overall primary enrolment
statistics.
tistics.
S
28
Swaziland
nd
Table 2. Swaziland – primary school enrolment: 2000
azilan
Grade Boys Girls Total Girls (%)
G
waz
3, which shows examination entry figures for the th years
2000 and 2001.
The most interesting points emerge from Table 4,
which shows the performances of boys and girl girls in the
terminal examinations at the end of primary and junior
secondary education. For both years, girls have a higher
success rate than boys.
Group
(percentage) for boys and girls
Primary
(2000)
Primary
(2001)
Junior
secondary
(2000)
Junior
secondary
(2001)
Table
ble 5, which gives the latest available enrolment figures
for secondary schooling, shows a 50: 50 participation rate
for both boys and girls.
Table
ble 5. Trend in secondary school enrolment (1997–2000)
waz
Apparent
pparent gender balance
30
Swaziland
situation is one of ‘apparent gender balance’. In the early
years of secondary education, girls are in the majority, but
the table turns in favour of the boys in later years.
In the 1999 school year, for example, girls consti-
tuted 51.71 per cent of children in the first year of sec-
ondary education. In the fifth year, the proportion of girls
was 46.22 per cent. The corresponding proportions for
the year 2000 were 52.6 per cent girls in the first year and
48.60 per cent in the fifth year.
In addition, girls in Swaziland are still subject to
the negative influences on girls’ education, which are at
work in other countries of Africa. Thus, poverty, pockets
of resistance to Western education (and particularly nega-
tive attitudes to schooling for girls), gender stereotyping
in the choice of careers and areas of study, unwanted
pregnancies, etc., are still stark realities in the country. As
is very well known, these factors contribute to non-enrol-
ment, drop-out, irregular attendance, repetition, and poor
Swaz
performance among girls.
The
he non-formal route
The
e provision of non-formal education in Swaziland is
exemplifi
emplified by the work of the Sabenta National Institute,
which
ich has been in existence for some forty years.
S
32
Swaziland
azil nd
Many girls drop out of school before the last grade
of primary education. Many more do not go to school at
all. Poverty and early pregnancies prevent others
othe from
fitting into the formal basic education system. T The non-
formal route, provided by Sabenta, has been tryin
trying to fill
this vacuum for both boys/girls and men/women.
men/women
There are 222,000 Swazi
who are unable to read,
write and count – one
of whom could be your
relative. Ask for a form at
a
the information desk and
register as many people asa
possible with Sabenta, your
you
literacy provider.
waz
councils, rural development motivators, head tteachers,
and community leaders) in the development and conduct
of its programmes.
There are two parallel programmes (Siswati and English)
and these operate at three levels: (a) basic literacy; fu
literacy; and (c) AUPE (Adult Upper Primary Education).
Education
The functional literacy programme teaches a wide
range of life skills: sewing, carpentry, computer
wa
functional
compute opera-
tions, weaving, hair-dressing, poultry farming, h horticul-
Sw
ture, catering, etc. Available statistics show that th these pro-
grammes have been women dominated. In the year yea 2000,
for example, the total enrolment was 4,074 and 2,587 2, (i.e.
63.50 per cent) were women.
AUPE is intended to provide: (a) adults w with the
opportunity to progress beyond conventional literacyliter and
numeracy; (b) adults with the means of achieving a quali-
S
33
Swaziland
land
la fication equivalent to the Swaziland Primary Certificate
(grade 7), as a gateway to further learning; and (c) an
(grade
opportunity
portunity for children aged 13 and over to rejoin the
formal
mal education system.
Conclusions
onclusions
and major lessons
34
Mozambique
am qu
qu
Mozambiqu
Mozambique:
Inclusion
Inclusio
and participatio
participation
zam
The context
37
Mozambique
mbiqu Expanded partnerships
The
he central goal is accelerated progress towards universal
q
primary
rimary schooling, with particular emphasis on increas-
ing
ng enrolment among girls. Accomplishing this goal would
require
equire the participation of all Mozambicans – parents, com-
munities, employers, NGOs, religious organizations – and
government’s
overnment’s international partners as well. In the future
the
he Mozambican educational system will comprise a diverse
array
rray of institutions – public and private, formal and non-
formal
ormal – supported by provisions from and governed in col-
laboration
aboration with stakeholders. This implies a new vision of the
Ministry of Education’s role, and greatly expanded roles of
other
ther actors as they assume a greater share of responsibility
in
n the system.
Policy
licy interventions and incentives
za
Mozambique’s
zambique’s commitment to the promotion of girls’ and
women’s
men’s education is part of its adherence to an SADC
oz
declaration
laration to enhance women’s participation in educa-
tion,
n, in public life, and in decision-making positions. In
the basic education sector this commitment is pursued
through
ough a wide range of interventions and incentives:
Gender units, focal points, and working groups.
The Special Adviser to the Minister of Education
on gender issues leads a team of specialists
who constitute the gender unit at the central
M
the two examples below illustrate the joys and the chal-
lenges
ges of the experiment.
Muda-Mufo
da-Mufo
M
Originally
ginally (during the colonial period) a catholic mission,
one-teacher
-teacher school, Muda-Mufo was upgraded after inde-
42
Mozambique
iqu
pendence by the Sofala provincial and the NhamataNhamatanda
district education authorities, with the support of UNE
UNESCO
and the World Bank.
It was closed between 1981 and 1984, due to the
biq
civil war. Reopened in 1995, it became part of a nati national
pilot project for the enhancement of the participatio
participation of
girls in primary education. The major thrust of the project
pro
was the involvement of the local community and the
mbi
sensitization of society to the need for girls’ educat
education.
Community involvement was in membership of the sch school
amb
council, the provision of six classrooms, using local m mate-
rials, the preparation of school meals.
There has been increased in enrolment over the
years In 1996, the school had 345 children, made up of:
zam
220 boys and 125 girls (i.e. 36 per cent girls). In 2 2002,
total enrolment was 1,298 – 834 boys and 464 g girls
(i.e. 36 per cent girls).
Learning activities in the school are closely lin
linked
with poverty reduction; hence students are involveinvolved in
practical work in the following areas: poultry farm farming,
green zone protection, sewing and typewriting.
Houses are provided for teachers on the sch
premises, while the school has a health centre and s oza
school
solar
electricity. Sixty-eight of the pupils (forty-eight boys and
oz
twenty girls) live in the boarding facilities provided within
the school.
wi
Estoril
M
The school is housed in rehabilitated structures a few kilo-
metres outside Beira, capital of Sofala province. It operat
operates a
43
Mozambique
iqu
double
ble shift system, and only at the senior primary level.
Its 1,565 pupils, 708 boys and 717 (i.e.45.8 % girls)
Its 1,565 pupils, there are758 boys and 717 girls
(i.e.45.8
45.8 % girls)
biiq
The headship of the school always conferred on women,
in keeping with government policy, and with the inten-
tion
n of providing role models for girl children. The school
has been adjudged successful in the mobilizing of the
community
mmunity for the maintenance of infrastructure, and of
mb
b
teachers
chers fully mobilized for the production/adaptation of
teaching–learning
ching–learning materials.
Muda Mufo is a rural environment while Estoril is
in the
he select suburbs of a provincial capital city. The 35
ozam
am
The
e non-formal sector
Mozambique
zambique has a national strategy for the literacy
Mo
responding
ponding to the call to acquire literacy and life skills,
as they
hey form approximately half of registered students in
thesese centres (Table 3). The figures represent persons duly
registered
stered and attending classes as at June 2001.
Table
ble 3. Mozambique – Enrolment in adult education
and literacy classes – 2001
za
There
re has been a steady evolution in the approach
M
to the
he provision of adult literacy and non-formal educa-
tion.
n. Until 1978, the emphasis was on reading–writing–
46
Mozambique Gender sensitization is an ongoing activity and the
level of awareness is believed to be steadily rising.
Girls and women are embracing literacy and non-
formal basic education and are more strongly
iq
q
represented in ongoing programmes than men.
However,
wever, the fact still remains that Mozambican authori-
ties are seriously rebuilding the nation. Education (and
particularly
ticularly basic education for women and girls) is an
integral
gral element of this national rebuilding exercise.
Mo
in attitudes
ttitudes to education in general and to the education
of girls and women in particular.
48
Faso
as
The
T
na Fa Girls’ Education Conference of FAAPE: Federation
of African Parents-Teachers Associations (2001).
he International Centre for Girls’ and Women’s Education
in Africa (CIEFFA) has since taken off, with Ouagadougou
in
(the capital of Burkina Faso) as its headquarters.
Available statistics show that access to basic edu-
cation
c ation is still low in Burkina Faso. Only 901,291 of the
F
school age population of 2,110,395 (i.e. 42.7 per cent) are
school
in school, and only 36.2 per cent of these are girls. The
gender gap is approximately 10 percentage points in the
urban centres and 12 in the rural areas. There are wide
regional variations in access to primary education. The
net enrolment rate in the province around the capital city
Burkina
ina
50
Faso
as
s
Organizational competence
An element of the beauty of the NGOs visited in Burkina
Faso is their simple (flat) organizational structure. Even
na Fa
a
the relatively large NGOs, with a wide geographical and
the
activity coverage (e.g. Promo Femmes) have very few per-
sons on their permanent pay roll, and seem to depend as
much as possible on volunteers.
F
The NGOs have also ingeniously adopted the tradi-
tional Groupementt concept, thus using as rallying points
the social structures already in place. This enables them
to use the real beneficiaries of their programmes also as
agents of change. It also makes participatory management
possible. The ‘Groupement’ is also the basis for organizing
Burkina
na
Outreach capacity
kin
52
Faso
the financial independence of women, and the acquisition
acquisit
of knowledge and skills.
F
locations. It also determines the choice of facilitators for
specific activities, and the methodology for the condconduct
of such activities.
Peasants are also experts
in their own right.
Burkina
Moreover, training programmes are carried out in tradi- tr
tional structures (homesteads, fields, traditional assembly
assem
points, etc.), while the calendar of activities is made to fit
into women’s traditional free time.
54
Faso
as
s
for parent–teacher associations to ensure that 40–60 per
cent of pupils are girls. In addition, these schools are pro-
vided with separate toilet facilities for boys and girls.
a Fa
a
Catholic Relief Services: Its Education Support
Programme (Programme de Soutien à l’Éducation - ESP)
aims at raising the rate of school enrolment, encourage
school attendance (particularly by girls), reducing drop-
F
out rate, raising the level of success in primary education,
out
and sensitive parents to their role in ensuring the educa-
tion of their children).
56
Faso
s
Conclusions
na Fa and major lessons
T
ttion
here is certainly a high level of awareness of the
need to bridge the wide gender gap in basic educa-
ion in Burkina Faso. This awareness is captured in the
F
government’s ten-year strategic plan for the development
government’s
of education. It is also taken as an area of concern by the
numerous NGOs operating in the country.
NGOs are helping to extend the scope of coverage of
basic education activities, and are complementing the work
of government in a number of ways. They seem to have a
Burkina
ina
58
Burkina Faso
as
s
The work to be done in Burkina Faso, to attain the goals
of EFA (and more particularly, the gender equity–gender
equality goal – goal number V), is enormous. It requires
a
that all hands must be fully on deck. The EFA master plan-
that
ning process is a wonderful opportunity to make this hap-
pen, in an impactful manner.
Bu
B
60
S waziland
Swaziland
urkina Faso
Ethiopia
Mozambique
General
s
zamb u
azil n
conclusions
o
Burkina
E
ven though each of the four studies focus focused on
a specific angle to the enormous task inv involved
in promoting the education
ducation of women and girls,
Burkin
there is a common thread
hread running through them.
The following elements of this hi constitute the major les-
sons to be learned from the on ongoing experiences.
1. The education of w women and girls are really
part and parcel off a nation’s educational and
overall social development
elo issues. This holistic
wa
view places every m micro-experiment in a wider
national developmental
men context.
2. The existence of a broader
ro policy framework (such
oz
as a national constitution
st making appropriate
provisions for women’s
me issues, a national policy
w
on women-in-development,
op a strategic education
Mo
development plan that
th targets the real concerns
of women and girls in education) helps to provide
a clearer focus for th
the development and manage-
ment of girls’ education
at programmes.
3. A data and research-generated
ch knowledge base
is essential to ensure
ur that programmes address
B
61
Swaziland
aziland
urkina Faso
aso
sso
Ethiopia
Mozambique ue
the real issues,
ues, and that they are relevant to the
qu
needs of specifi
ecific groups of girls and women in
society.
4. Promoting the he education of girls and women is
Fa
a multi-sectoral
toral undertaking. Work done in all
biiiq
other development
opment sectors help to reinforce the
work done in n the education sector, since they all
work towardsds the common gaol of mainstream-
ing women and gender issues in development.
5. Promoting the education of women and girls
is also a multi-agency, multi-interest-group
Burkina
every stakeholder.
ho
zam6. The primary y beneficiaries – women and girls –
are the numberber one determinants of the orienta-
Burkin
tion and content
ntent of programmes. The more they
– and their immediate
mmediate communities – are treated
as ‘experts in
n their own rights’, the better.
7. Mainstreaminging gender in education is likely
to be more e successful when ‘men are also
involved’, since
ince the promotion of women is the
wa
9. Communication
ation is a major problem. It inhibits
o
s
qu
the populace (and
the d this includes women and
persons who have b benefited from modern edu-
cation) has not bee been an easy task. A major
Fa
challenge for the fu future is evolving innovative
biiiq
strategies for social al mobilization in favour of
the education of wo women and girls.
11. Education (and most os especially education for
women and girls) is seen to be beneficial when
it directly and positively
sit impacts on the qual-
General conclusion
ity of life for the direct beneficiaries, as well as
zamb
to their families and immediate communities.
Thus, another major or challenge for the immedi-
Burkina
ate future is the search for innovative strate-
gies for linking education
ducation with poverty reduc-
tion, alleviation andnd overall human well-being
Burkin
programmes.
Ethiopia
ETHIOPIA. 1995, The Constitution of the Federal Democratic Republic of
Ethiopia.
ET H I O P I A . 1994. Education and Training Policy.
ET H I O P I A . 2001, Gender Perspective Guidelines.
ET H I O P I A . Ministry of Education. Department of Women’s Affairs, 1995
Some Considerations on Girls, Education.
— 2002. Partnership between Government and Non-Government
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— 2000. Alternative Routes to Basic Primary Education.
— 1999. Improving Retention with a Special Focus on Girls.
— Educational Management Information Systems – EMIS. 2000.
Education Statistics Annual Abstracts: 2000–2001.
ET H I O P I A . Ministry of Water Resources. Women’s Affairs Department 1998.
Women’s Participation for Sustainable Water Supply and Sanitation
Development. (Brochure.)
ET H I O P I A . Ministry of Labour and Social Welfare, Women’s Affairs
Department. 1999. Women’s Profiles (Some Basic Statistical Data on
Women in Ethiopia).
Oromia Education Bureau 2001. Gender Analysis of Primary School
Textbooks in Oromia.
— 2002. Education Statistics Annual Abstracts, 2000/2001.
65
Rose, P. et. al. 1997. Gender and Primary Schooling in Ethiopia. (IDS
Research Report, 31.)
Transitional Government of Ethiopia. Office of the Prime Minister. 1993.
National Policy on Ethiopian Women.
Swaziland
Central Statistical Office. Mbabane. 1998. Report on the 1997 Swaziland
Population and Housing Census. 3 vols.
Forum for African Women Educationalists – Swaziland – FAWESWA. 2001. The
Participation and Performance of Girls in Science and Mathematics and
Technical Subjects in Primary and Secondary Schools in Swaziland.
— 1999. Female Education in Mathematics and Science.
— 2000. Needs Assessment Report on Teenage Young Mothers.
— n.d. Parent’s Guide on Effective Communication with Children.
Kingdom of Swaziland. Ministry of Education. 1999. National Policy
Statement on Education.
Macwele, M 2002. The Promotion of the Education of Girls and Women in
Swaziland. (Unpublished manuscript.)
Mozambique
Governo Da Provincia De Safala. Direccáo Provincial De Educacão. 2002.
Informacáo.
— 2002. Educacão Da Rapariga.
Republic of Mozambique. Ministry of Education. 2001. Educational
Statistics, Annual Survey – 2001.
— Council of Ministers. 1995. National Education Policy and Strategies
for Implementation.
— Ministry of Education. 1998. Education Sector Strategic Plan: 1999
– 2003 (Reviving Schools and Expanding Opportunities).
— 1997. Género, Desenvolvimento e Educação: Manual do Formador.
— 2000. Estratégia do Subsector de Alfabetização e Educação de
Adultos/Educação Não-Formal, 2001 – 2005.
66
Burkina Faso
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Appendix:
Persons interviewed
and organizations/
institutions visited
Ethiopia
Hon. Gifti Abasiyya, State Minister, Women Sub-sector, Prime Minister’s
Office.
Nuria Ahmed, Department of Women’s Affairs, Oromia Education
Bureau.
Bogalech Alemu, Head, Women and Development (WAD), Ministry of
Agriculture.
Konjit Alula, Head, Women’s Affairs Department, Ministry of Health.
Rahel Bekele, Head, Policy, Advocacy and Family, CCRDA.
Kassaw Checkole, Co-ordinator, Basic Education Network (BEN).
Kassech Demissie, Women’s Affairs Department, Ministry of Education.
Lakesh Haile, Head, Women’s Affairs Department, Ministry of Water
Resources.
Martha Mangesha, Deputy Secretary-General, National Agency for
UNESCO and in her capacity as executive member of FAWE
(Ethiopia Chapter).
Allemayeu Minas, Secretary-General, National Agency for UNESCO.
Mexia Mohammed, Women Sub-sector, Prime Minister’s Office.
Enebet Mulugeta, Director, CERTWID, Addis Ababa University.
68
Mergerssa Negasa, Women’s Affairs Department, Addis Ababa
University.
Musie Tamir, Team Leader, Factory Women in the Industrial Sector,
Ministry of Industries.
Fananesh Tilahun, Women’s Affairs Department, Ministry of Education.
Almaz Witensaye, Addis Ababa Women’s Affairs Officer.
Yelfign Worku, Chair, Women Education Association of Ethiopia (FAWE
Ethiopia Chapter).
Aster Zewde, Head, Women’s Affairs Department, Ministry of Youth,
Sports and Culture.
Swaziland
Atticia Dladla, Acting Director, National Curriculum Centre.
Thulsile Dladla, Chief Executive Officer, SEBENTA National Institute.
Bernard Dlamini, Chief Inspector (Tertiary).
Peterson Dlamini, Principal, Ngwane Teachers’ College.
Zweli Gamedze, Assistant Registrar (Computer), Exams Council of
Swaziland.
Faith Khumalo, Inspector of Schools (Examinations), Exams Council of
Swaziland.
J-G Kunene, Principal Secretary, Ministry of Education.
Dorothy Littler, Secretary-General, National Commission for UNESCO.
Musa Macwele, Assistant Chief Inspector (Adult Education).
Thembinkosi Mamba, Directorate of Industrial and Vocational Training.
Jane Maseko, Head of Department of Agriculture, Ngwane Teachers’
College.
Christobel Mkhonta, Chief Inspector (Secondary).
Sibusiso Mkhonta, Director of Education, Ministry of Education.
Della Nsibande, Guidance and Counselling Unit, Ministry of Education.
Bongie Potsoa, University of Swaziland.
Martha Shongwe, Senior Inspector, Ministry of Education.
Israel Similane, Chief Inspector (Primary).
Nomcebo Similane, University of Swaziland.
69
Dr. Sukati, University of Swaziland.
Hebron Sukati, Principal, Swaziland College of Technology (SCOT).
Lineo Vilakazi, Guidance and Counselling Unit, Ministry of Education.
Nomsa Zindela, University of Swaziland.
Mozambique
Eninelinda Adelino, Deputy Head of the Maputo Provincial Department
of Education.
Raul Salomad Benzane, Head Teacher, Escola Primaria Centro Educacional,
Maraccueme.
Susana Betrossi, Head Teacher, EP2 do Estoril, Beira.
Alvos Manuel Cagana, Chief of Pedagogical Department, Safala Provincial
Education Department.
Adelino Castigo David, Head Teacher, EPC de 25 de Juanho, Tica, Safala
Province.
Paula Encstina, Head, Centro de Desenvolvimento Commnitaria de
Machanote, Dondo District, Safala Province.
Soaguina Yosé de Higueino, Gender Co-ordinator, Dondo District Education
Office.
Virgilio Juvane, Director, Planning Department, Ministry of Education.
Manuel Francisco Lobo, Adviser to the Hon. Minister of Education.
Chota Marulino Maisne, Dondo District Education Office.
Herminio Malate, Gender Unit, Ministry of Education.
Mouzere Alberto Manuel, Programme Officer, Beira City Education
Department.
Martins Jaoa Mateus, Adjointo Pedagogico, EP1 (Dondo District Education
Office).
Francisco Itai Mecque, Director, Safala Provincial Education Department.
Qestattina Francisco Moiene, Gender Unit, Ministry of Education.
Francisco Eugenio Mutambe, Head of School Support Unit, Marracuene
District Education Department.
Januario Mutaquiha, Secretary-General, UNESCO National Commission.
Mario Nhabaga, Adjointo Pedagogico, EPC, Muda-Mafa.
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Felisberto de Jesus Antonio Nhapulo, Director, Basic Education, Ministry
of Education.
Teresa Paulino Mafage Nhoana, Co-ordinator (Gender Unit), Safala
Provincial Education Department.
Naissone Pedro Nogueira, Adjointo Pedagogico EP2 (Dondo District
Education Office).
Augusto Nunes, Programme Officer for Sciences, UNESCO National
Commission.
Henriqueta Anibal Oveamaz, Co-ordinator (Gender Unit), Marracuene
District Department of Education.
Anastasia Quitane, Co-ordinator (Gender, Reproductive Health, and HIV/
AIDS Prevention Education), Maputo Provincial Department of
Education.
Da Gracia E Sambine, Gender Unit, Ministry of Education.
Anthónio Tacarinda, District Education Director, Nhamatanda.
Fernando Tembe, Department of Literacy, Adult and Non-Formal
Education, Ministry of Education.
David Uamusse, Basic Education Department, Ministry of Education.
Domingos Ushavu, Head of Planning Maputo Provincial Department of
Education.
Fernanda Wachave, Gender Unit, Ministry of Education.
Burkina Faso
Emile Bambara, Association Pag-La-Yiri.
Fatoumata Bambara, FAWE–Burkina.
Rasmata Barry, Focus group discussion with Association Duddal Leydi Men.
Sidiki Belem.
Rita Campaore (Treasurer), Focus Group Discussion (Association Féminine
pour l’Entraide au Développement Durable).
Sibry Conde.
Marguerite Coulidiaty, FAWE–Burkina.
Korotouma Gariko, Focus Group Discussion with Association Duddal
Leydi Men.
71
Emiliene Ido, FAWE–Burkina.
Olga Ilbuodo, International Centre for Girls’ and Women’s Education in
Africa, Ouagadougou.
Valentin Konsianbo, Association des Parents et Amis des Enfants
Encephalopathes, Ouagadougou.
Kadiatou Kosarga, Directrice de la Promotion de l’Éducation des Filles,
Ministère de l’Éducation de Base et de l’Alphabétisation.
Maria Leugue, Association Pag-La-Yiri.
Anatole Niameogo, Technical Adviser on Education, Catholic Relief
Services.
San Ouattara, Education Department, UNESCO National Commission.
Clementine Ouedraogo, Director of Programmes, Promo Femmes.
Emmanuel Ouedraogo, President and Founder, Vivre le Berger.
Germaine Ouedraogo, International Centre for Girls’ and Women’s educa-
tion in Africa, Ouagadougou.
Jean Ouedraogo, Association des Parents et Amis des Enfants
Encephalopathes, Ouagadougou.
Salimata Sanou, EFA Focal Point, Ministry of Education.
Issiatou Sawadogo, Legal Affairs Officer, Promo Femmes.
Lassina Sessouma.
Kadidia Sidibe, Secrétaire Permanent de la Commission Nationale pour
l’Education des Filles.
Abdoulaye Soulgane, Association des Parents et Amis des Enfants
Encephalopathes, Ouagadougou.
Cecile Thiombiago, President, Focus Group Discussion (Association
Féminine pour l’Entraide au Développement Durable).
Marie-Magdalene Toure, President, Comite National des Femmes
Aveugles.
Blaise Toubré, Co-ordinator, Association Generation Montante, Ziniare.
Susanne Ware, Association Pag-La-Yiri.
Isabelle Yameogo, Association des Parents et Amis des Enfants
Encephalopathes, Ouagadougou.
Bernard Yonli, Secretary-General, UNESCO National Commission.
Patricia Zagré, UNESCO National Commission.
72