Forum for African Women Educationalists (FAWE)

Experiences inCreating a ConduciveEnvironment for Girls in

School

FAWE CENTRES OF EXCELLENCECase Studies from Kenya, Rwanda, Senegal and Tanzania

About FAWE

The Forum for African Women Educationalists (FAWE) has been at the fore-front of efforts in Africa to promote female education. Created in 1992 as aresponse to the slow pace of implementation of Education For All Goals inSub Saharan Africa and registered in Kenya as a pan African NGO in 1993,FAWE has since grown into a network of 33 National Chapters, a membershipof over 40 women policy makers in education and over 20 male ministers ofeducation who are associate members.

The FAWE External Evaluation Report (1998) noted that ‘there is much evi-dence that FAWE has influenced the policy environment by increasing genderawareness and establishing networking or exchange and dissemination ofinformation, both at the continent-wide and national level. …

As FAWE has developed, more emphasis is placed on practical interventionsthat benefit girls directly.

In the long run, however, it is the success of FAWE in achieving practicalresults that will determine its true impact. The next FAWE evaluation, will belooking also for evidence that more girls are actually in school as a result ofthese efforts.

FAWE Evaluation Report 1998

Chapter 1Why is it important to provide a conducive environment forgirls?

The benefits of female participation in education are well known. Female edu-cation has been cited in many instances as the single most important invest-ment that a developing country can make, translating into better health forfamilies, increased productivity and lower fertility rates.

Despite this realization, more and more girls do not have access to school. Alarge percentage of those who enroll in school often drop out before they com-plete their education. Research has shown that lack of a conducive school envi-ronment is a leading cause of girls’ low participation in education.

1

Percentage of primary school age girls out of school

Botswana 0 South Africa 7

Libya 4 Zimbabwe 10

Tunisia 5 Kenya 17

Namibia 21 Zambia 23

Algeria 11 Ghana 26

Egypt 18 Lesotho 29

Rwanda 39 Cameroon 40

Oman 28 Togo 42

Madagascar 44 Saudi Arabia 43

Malawi 46 Morocco 55

Tanzania 47 Nigeria 51

Burundi 53 Sudan no data

Zaire 53 Malaysia no data

Central African Rep. 54 Gambia 54

Benin 65 Mozambique 65

Senegal 70 Chad 73

Burkina Faso 75 Eritrea 76

Ethiopia 84 Mali 86

Niger 86 Somalia 94

SOURCES (for all data on school attendance) Household survey data, net enrolment data from UNESCO, and data fromUNICEF country offices - 1996

Chapter 2What factors influence the creation of a conducive environment for girls in school?

Research into girls’ education shows that a number of factors influence girls’participation in schooling. Among the factors that play a major role are thefollowinga) Costs: The direct cost of education greatly determines the chances of girls

having access to school. When family resources are scare, families areforced to choose which children to send to school. Opportunity costs ofsending a girl to school are usually viewed as higher for girls than boys asgirls are often called to assist their mothers with household chores.

b) Support from the family: The social environment that the girl comes fromhas a bearing not only on whether she will have access to school, but alsoremain there. Traditional and social practices such as FGM and early mar-riage hinder girls’ participation in education. The lack of participation ofthe community in the school activities often leads to alienation of the two.

c) The school environment: The state of the school itself can often determinewhether girls will remain in school. There is need for adequate places inthe school, as well as sanitation facilities as this greatly affects girls school-ing. Distance to school also plays a major role in girls’ participation andraises issues of safety and security.

d) Teaching and learning materials: Lack of learning materials can impedestudents’ participation in class. When there are too few textbooks, girlsoften miss out. Learning of science subjects without adequate materialsand facilities is also an obstacle to good performance.

e) Learners who can participate effectively: Girls themselves often lack theself esteem and confidence to effectively participate in class, and particu-larly in science subjects which are seen as a male domain

f ) Curricula: A curriculum that is irrelevant to the needs of students leads tolower participation in the class. Lack of co-curricula activities to enhancethe core subjects and bridge the gender gap also plays a role

g) The Teacher: It has been said that the key ingredient to improving thequality of basic education in Africa is the teacher. Under qualified and un-trained teachers lack the skills to carry out their tasks effectively.

2

h) Guidance and Counselling: Many schools lack effective guidance andcounseling systems. Career guidance is often neither available, nor arethere facilities for counseling related to the specific needs of girls

i) Management: Ineffective school management will usually lead to a host ofproblems both for students and staff. Often lack of supervision skills andassessment is linked to this problem

j) Information systems: Many schools do not collect and keep records of theprogress of the students in terms of enrolment, attendance, achievementand drop out, as well as data on teachers participation and performance.This in turn leads to lack of follow up.

3

Chapter 3FAWE Centres of Excellence :

In light of the above, FAWE found it necessary to develop a programme thatwould demonstrate how to ensure girls’ effective participation in education.The overall objective of the FAWE Centres of Excellence is to undertake anintervention package of effective strategies to address concerns in girls’ educa-tion. FAWE believes that a safe and secure learning environment for girls thatis conducive to achieving academic and social excellence will also benefit boys.

The Vision

FAWE’s vision for the centres of excellence is that girls who have completedtheir education in the centres have the following qualities.• Girls who are high achievers, academically and socially• Girls who are confident and can express themselves adequately• Girls who have leadership and managerial skills and are confident in exer-

cising them• Girls who have analytical and negotiation skills and understand issues• Girls who have a wide knowledge of historical, cultural and current events

and are aware of their rights• Girls who are physically and psychologically fit• Girls who can help their fellow girls for a multipleir effect.

Removing the obstacles and creating a conducive environment for girls

The Centres of Excellence take an integrated approach to solving the problemby providing quality education for girls. Significant components of the Centresof Excellence Programmes are:

• Providing adequate physical facilities: The Centre programme featuresproviding boarding facilities for girls to enable them to participate fully ineducational activities. Specific emphasis is placed on having adequate san-itation facilities. In addition, the programme highlights facilities such asscience and computer laboratories, and libraries and resource centers

4

• Providing adequate learning materials: The centre programme providestextbooks for students on a 1:1 ratio. In addition, science laboratoryequipment and computers are provided. Library books and referencebooks for the school resource centers are provided under the programme.

• Awarding bursaries: Disadvantaged girls in the centers of excellence haveaccess to bursaries that cover their educational costs and personal needs.

• Relevant curriculum: the centers programme reviews the curriculum forits gender-responsiveness, and encourage co-curricula activities geared atthe personal development of the girls. Girls are encouraged to pursueequal career choices with boys.

• Skilled teachers: The centers programme provides relevant in-service train-ing for staff including gender sensitization, child-centred methodologiesespecially focusing on science subjects and mathematics, computers, guid-ance and counseling etc

• Community sensitization: the programme has a component of communi-ty mobilization and sensitization to gain family support for the girls’ edu-cation. The parents and teachers association/school boards are involved inthe school activities.

• Empowerment of girls: A major component that contributes significantlyto the success of the project is the girls’ empowerment activities. Throughthe girls’ clubs, the centers have activities for building self-esteem and con-fidence and developing the leadership qualities of girls.

• Guidance and counseling: The centers have guidance and counseling pro-gramme that span the whole system. Not only have guidance and coun-seling desks been initiated but there are counseling teams amongst theteachers as well peer counseling. The community is also involved in pro-viding guidance and counseling for students

• Management: The centers programme has developed a recommendedmanagement system. The system covers issues relating to the core curricu-lum, administration and management. The management system also looksat co-curricula personal development activities for girls.

• Information systems: the centre programme has developed a database fordetails of each student’s background and is used to trace the academic per-formance of the students.

5

Chapter 4Criteria for Selection

During the first phase of the project (1999-2000), three schools were selectedin Kenya, Rwanda and Tanzania, on the basis of specific criteria that includedbeing located in a rural area where female enrolment is low and a school wherethere is demonstrated community involvement.

The three schools were chosen in the light of their very specific circumstancesand characteristics. All three centers are dealing with severely disadvantagedgirls.

FAWE Rwanda Secondary School for Girls

Like most countries in Africa,girls in Rwanda face numerousobstacles that limit their accessand opportunities to education.The events of conflicts and geno-cide have further exacerbated thesituation. This is why the FAWERwanda Chapter launched theproject with the aim of demon-strating that given equal opportu-nities and a conducive environ-ment, girls can proceed to highereducation and grow into well-rounded leaders in the Rwandacommunity.

The African Inland Church (AIC) Girls Primary School, Kajiado, Kenya

Traditionally, Maasai girls are married very young. For some parents this tra-dition continues and so it has not been unusual for girls of between 11 – 13

6

years to be married off. Somehave been forced to leave school.Despite this, some have been res-cued from early marriage andfound refuge at AIC KajiadoGirls’ Primary School. The schoolmakes it possible for them to con-tinue with their education butalso get medical assistance andcounseling.

Mgugu Se c o n d a ry School,Berega, Kilosa North, Tanzania

Kilosa North where the Mgugu School is located is a low enrolment area withonly 2.06% of primary schoolc h i l d ren both boys and girlsentering secondary schoolbetween 1985 and 1994. This is0.6% per school per year or onlyone student every two years. Thepercentage of girls is even lower.With only two Da y - Se c o n d a rySchools in the area, girls are par-ticularly disadvantaged. This situ-ation led the community in andaround Berega to consider start-ing a community secondaryschool.

Grand Diourbel Junior Secondary School, Senegal

Grand Diourbel is located in the peri-urban Area 150 kilometres from theSenegalese capital, Dakar. The area has the lowest gross enrolment rate inSenegal as 40.4%. In addition, the statistics show a wide gender gap with only

7

approximately 36.1 % girls inschool as opposed to 44.9%boys. The experience in Senegal isreplication of the centers pro-gramme in a francophone coun-try.

8

Chapter 5Country Experiences

The FAWE Centres of Excellence programme has covered a wide range activ-ities. Each Centre has developed its individual profile of activities in accor-dance to the needs of the school and the community.

RwandaIn terms of increasing access, FAWE has provided access to 320 girls whowould otherwise not have been in school. Bursaries have been provided to 32girls.

In terms of creating an enabling envi-ronment, FAWE has provided scienceequipment and supplies and text-books. A computer centre has alsobeen opened at the school to encour-age access to new information tech-nologies. The Teachers have under-gone gender sensitization workshopsto enhance their gender analysis skills, and to garner their support towards pro-viding empowering education for girls. Through a theatre for developmentworkshop, a girls’ club called "Tuvuge" (which means ‘let us speak out’ inRwandese) has been created in the centre. Through the clubs girls are able tobecome active participants in identifying and solving their problems. A specialemphasis has been placed on peace education. The clubs have now been repli-cated in 24 other schools in Rwanda. In addition, a counseling desk has beenput in place in the school. A database of profiles for each student has been ini-tiated to assist in monitoring of performance and personal development as wellas counseling. Textbooks and reference books for the library and resource cen-tre have been acquired.

9

KenyaIn order to increase access for the rescued girls as wellas ensure their retention in school, FAWE has builtboarding facilities to accommodate 50 rescued girls. Atthe present time 42 girls rescued from early marriagefind a home in the Centre. FAWE has also providedbursaries for 15 girls at the centre, while also providingtextbooks, exercise books and stationery.

FAWE has held various activities, which have con-tributed to the creation of an enabling environment forgirls. Through a theatre-for-development programme, targeting both the res-cued girls and other girls in the school, a girls’ club has been created in theschool. The club has proved to be an effective support system especially for therescued girls. In addition, training sessions were held with teacher to enhanceguidance and counseling in the school culminating in the launching of a guid-ance and counseling desk. Community mobilization has been effective withmothers’ lobby groups receiving training in gender sensitization, which helpedenlist their support for the rescued girls. An important component is workingwith the lobby women to help reconcile the girls to their families, and toundertake guidance and counseling for the girls. Community leaders, local dis-trict leaders, local education officers, parents and teachers association have allbeen brought on board. A database of information on the rescued girls hasbeen put in place to aid monitoring of their performance and personal devel-opment. Textbooks and library books have been acquired for the school library.

TanzaniaAs a means to increase access for girls,FAWE has provided boarding and diningfacilities for 80 girls, as well as two class-rooms. In addition, systems are in placefor provision of bursaries to the girls.Community sensitization has beenundertaken

10

As the basis for creating a girl-friendly environment in school, FAWE has builtlaboratory facilities (multi-purpose), computer lab, library as well as addition-al teachers’ houses. Review of existing learning materials has taken place toAsses their gender-responsiveness and devise appropriate methods to enhancegirls’ learning. A management system for the school developed a workshop forall stakeholders—parents, teachers, students, village leaders, education officersfrom national to local level, community and religious organizations—to sharethe vision of the Centres of Excellence. Profiles of all students have been initi-ated to aid monitoring of performance.

SenegalAs a means to increase access for girls, a bursary scheme has been initiated for20 girls. A gender sensitization workshop has been held for the school and thecommunity to raise awareness on the importance of girls’ effective participa-tion in education

In terms of improving the school environment, the initial structures are a fencearound the school to improve safety and security of girls and a school resourcecentre geared at improving girls’ performance. Textbooks and various docu-ments and readers for the library have been acquired. Teachers have receivedtraining in the use of computer. A girls’ club programme has been initiated aswell as a guidance and counseling desk.

11

Summary of Activities

KENYAFactor Activities Undertaken Outcomes/ImpactCosts Bursary School: The bursary FAWE has supported … girls

covers school fees and under this programme throughpersonal needs of girls its scheme

Support from the family: Sensitization activities have Support of local (lobby)The traditions of FGM and been undertaken at all levels: women groups to rescuer girlsearly marriage are Workshops with teachers from early marriagerampant in the area PTA, local administration Support of PTA to girls

Workshop with (lobby) women Support of local administrationgroups for partnership in (chiefs, district officers) to rescuing girls keep girls in schoolSensitization of the Girls themselves through speak out clubs.

School Environment Construction of a boarding Rescued girls have a ‘home’ and dining facilities for girls and support from the school rescued from early marriage and communityConstruction of a library block

Teaching and Learning Provision of textbooks and Improved learning for studentsmaterials library books

Learners who can Girls Clubs Girls who are empowered to participate effectively Counselling Desk speak out about their own

Career counseling issues

Curricula Review of textbooks for their gender responsiveness

The Teacher Training for teachers in Gender responsive teachers guidance and counseling, who are responsive to the computers, gender issues needs of girls

Guidance and Counselling Guidance and Counselling Counselling services Desk strengthened in the schoolTraining for teachers in guidance and counseling

Management Training workshop in Improved management of the management of a girl-friendly schoolschool with Girls, parents, Participation of stakeholdersteachers, community leaders, Stakeholder sensitized andlocal administration, MOE sharing the vision of the officials Centre of Excellence

12

Information system Development of a database Accessibility of information onfor girls the girls and easier tracking of

performance and personal development

RWANDAFactor Activities Undertaken Outcomes/ImpactCosts Bursary School: The bursary FAWE has supported 32 girls

covers school fees and under this programme throughpersonal needs of girls its scheme

Support from the family: Sensitization activities have Support of parents to keepbeen undertaken with parents girls in schooland Sensitization of the Girls Empowerment of girlsthemselves through speak out clubs.

School Environment **School building provided Adequate facilities for girlsby the MOE

Teaching and Learning Provision of textbooks and Accessibility of learning materials library books materials,

*Lab equipment provided Improved learning for studentsby the MOE

Learners who can Girls Clubs Girls who are empowered toparticipate effective Counselling Desk speak out about their own

Career counseling issues

Curricula Review of textbooks for their gender responsiveness

The Teacher Training for teachers in Gender responsive teachersguidance and counseling, who are responsive to the computers, gender issues needs of girls

Guidance and Counselling Guidance and Counselling Counselling services Desk strengthened in the schoolTraining for teachers in guidance and counseling

Management Training workshop in Improved management of themanagement of a girl-friendly schoolschool with Girls, parents, Participation of stakeholdersteachers, community leaders, Stakeholder sensitized and local administration, MOE sharing the vision of theofficials Centre of Excellence

Information system Development of a database Accessibility of information onfor girls the girls and easier tracking of

performance and personal development

13

TANZANIAFactor Activities Undertaken Outcomes/ImpactCosts Bursary School: The bursary FAWE is supporting 20 girls

covers school fees and under this programme throughpersonal needs of girls its scheme

Support from the family/ Sensitization activities have Support of parents, and local community been undertaken at all levels: administration to keep girls in

Workshops with teachers PTA, schoollocal administrationSensitization of the Girls themselves through speak out clubs.

School Environment Construction of a boarding Girls able to participate betterand dining facilities for girls, from a safe environment and multi purpose science away from household choreslaboratory and teachers’ houses.

Teaching and Learning Provision of textbooks and Improved learning for studentsmaterials library books

Learners who can Girls Clubs Girls who are empowered toparticipate effective Counselling Desk speak out about their own

Career counseling issues

Curricula Review of textbooks for their Teachers’ awareness raised ongender responsiveness gender issues

The Teacher Training for teachers in Gender responsive teachersguidance and counseling, who are responsive to the computers, gender issues needs of girls

Guidance and Counselling Guidance and Counselling Counselling services will beDesk planned strengthened in the schoolTraining for teachers in guidance and counseling planned

Management Training workshop in Improved management of themanagement of a girl-friendly schoolschool with Girls, parents, Participation of stakeholdersteachers, community leaders, Stakeholder sensitized andlocal administration, MOE sharing the vision of theofficials Centre of Excellence

Information system Development of a database Accessibility of information onfor girls the girls and easier tracking of

performance and personal development

14

SENEGALFactor Activities Undertaken Outcomes/ImpactCosts Bursary School: The bursary FAWE is supporting 20 girls

covers school fees and under this programme throughpersonal needs of girls its scheme

Support from the family: Sensitization activities have Support of PTA to girlsrampant in the area been undertaken at all levels: Support of local administration

Workshops with teachers PTA, (district officers) to keep girls inlocal administration schoolSensitization of the Girls themselves through speak out clubs.

School Environment Construction of a resource Improved performance of girlscentre

Teaching and Learning Provision of textbooks and Improved learning for studentsmaterials library books

Learners who can Girls Clubs Girls who are empowered toparticipate effective Counselling Desk speak out about their own

issues

Curricula Teachers awareness raised ongender issues

The Teacher Training for teachers in Gender responsive teacherscomputers, gender issues, who are responsive to the SMT needs of girls

Guidance and Counselling Guidance and Counselling Counselling services Desk strengthened in the school

Management Training workshop in Improved management of themanagement of a girl-friendly schoolschool with Girls, parents, Participation of stakeholdersteachers, community leaders, Stakeholder sensitized andlocal administration, MOE sharing the vision of theofficials Centre of Excellence

Information system Development of a database Accessibility of information onfor girls the girls and easier tracking of

performance and personal development

15

References

Girls and Schools in Sub Saharan Africa: From Analysis to Action, Odagaand Heneveld, World Bank Technical Paper Number 298

FAWE Evaluation Report, 1998, Woodhall and Ng’ethe

FAWE Strategic Plan, 2000-2004

Gender Equality and Equity: A summary of UNESCO’s accomplishmentssince the Fourth World Conference on Women, May 2000

Education for All 2000 Assessment Survey, Draft Regional Report; Chinapahet al

Action to promote girls’ education, FAWE 2000

16

Forum for African Women Educationalists (FAWE)12th Floor, International House

Mama Ngina StreetP.O. Box 53168, Nairobi, Kenya

Tel: (254 2) 226590, 330352Fax: (254 2) 210709

Email: fawe@fawe.orgWebsite: www.fawe.org