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t h i o p 5E i a 61Swaziland m9Mozambique Burkin Faso Ethiopia Preface p Introduction Swaziland Mozambique l7 Burkina Faso sContents Women’s oEthiopia: m issues are development issues iissues Swaziland: Apparent gender er balance Inclusion and participation 37 iMozambique: Burkina Faso: h 49 hEducation–responsibility–empowerment a General conclusions Bibliography 65 27m interviewed ns tAppendix: tPersons o organizations/institutions visited tand 68
idepartment; Swaziland for its record on gender balance in Burkin T he four case studies reported here are a follow-up the study entitled ed “Promoting Basic Education Women end Girls: A Survey of lto oto a Structures, and Activities in Africa”, which has been published series.i in this series. countries (Burkina Faso, Ethiopia, Mozambique, ofor oActivities oProgrammes oFour n Swaziland) were involved in the study, each selected for a specific purpose: Ethiopia for its progressive women’s department, with a unit represented in every government department; Swaziland for its record on gender balance in ifo ies basic education; Mozambique for its dynamic post-conflict education initiatives; and Burkina Faso for the positive abasic a k contributions of its NGOs. All the studies examine developments in both the formal and the non-formal sectors of basic education. They all show bold steps undertaken to address hne zformal country- specific problems of girls’ and women’s education and rThey w r draw attention to the immense challenges the countries are facing in their efforts to achieve gender equality in education. tns tir tconcerned oconcerned u Particular attention should be drawn to the challenges and the lessons highlighted hl at the end of each country report as well as to the conclusions of each Ethiopia S w a z i l a op T Swaziland Swaziland a Mozambique B u r k i n a s Burkina B5B5B Faso sPreface o ibeen i za t wdraw ato afor b m nSwaziland) a keducation z rThey o uconcerned Burkin
Page 1 and 2: Promoting basic education for women
Page 3: The designations employed and the p
Page 8 and 9: E t h i o p i a Swaziland gSwazilan
Page 10: Ethiopia :p i 10 E projects, and pa
Page 14 and 15: Ethiopia 14 E Women’s Affairs Dep
Page 16: Ethiopia i 16 E 2 illustrates. The
Page 19 and 20: E19 E Achievements: mainstreaming g
Page 21 and 22: E21 E FAWE - Forum for African Wome
Page 23 and 24: E23 E students, regular open forum
Page 26 and 27: The context he situation of women a
Page 28 and 29: Table 2. Swaziland - primary school
Page 30 and 31: Pregnancy continues to be a leading
Page 32 and 33: is a highly decentralized instituti
Page 35 and 36: After gaining independence from Por
Page 37 and 38: M39 M The drop-out rate is relative
Page 40 and 41: Mozambique M42 M Poverty reduction
Page 42: double shift system, and only at th
Page 46: Mozambique M48 M Gender sensitizat
Page 50 and 51: urkina Faso 52 competence element o
Page 52: A culture sensitive approach to the
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urkina Faso 58 major lessons sConcl
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Ethiopia Swaziland E t h i o p i a
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a10. athe E t h i o p i a Swaziland
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Rose, P. et. al. 1997. Gender and P
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Appendix: Persons interviewed and o
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Dr. Sukati, University of Swaziland
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72 Emiliene Ido, FAWE-Burkina. Olga
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