Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
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double shift system, <strong>and</strong> only at the senior primary level.<br />
1,565 pupils, 708 boys <strong>and</strong> 717 (i.e.45.8 % <strong>girls</strong>)<br />
1,565 pupils, there are758 boys <strong>and</strong> 717 <strong>girls</strong><br />
(i.e.45.8 uIts<br />
% <strong>girls</strong>)<br />
headship of the school always conferred on <strong>women</strong>,<br />
n with government policy, <strong>and</strong> with the inten-<br />
tion q45.8<br />
qheadship<br />
qThe<br />
qiqkeeping of providing role models <strong>for</strong> girl children. The school<br />
been adjudged successful in the mobilizing of the<br />
ibeen<br />
ihas <strong>for</strong> the maintenance of<br />
bicommunity infrastructure, <strong>and</strong> of<br />
fully mobilized <strong>for</strong> the production/adaptation of<br />
teaching–learning materials.<br />
Mufo is a rural environment while Estoril is<br />
bchers<br />
bteachers<br />
bching–learning<br />
bMuda<br />
the select suburbs of a provincial capital city. The 35<br />
girl participation rate in Muda Mufo is consid-<br />
an ‘improvement’ by persons familiar with the harsh<br />
socio-economic terrain of the school. Child marriages are<br />
in the area. The school is also located along<br />
he ‘Beira corridor’, a transnational trade route that lures<br />
villagers (including <strong>girls</strong>), in search of an escape<br />
mbin<br />
mcent<br />
mper<br />
md<br />
mered<br />
mio-economic<br />
mrampant<br />
mstill<br />
mtm‘Beira<br />
mng<br />
from rural poverty, to the neighbouring countries<br />
of Zambia <strong>and</strong> Zimbabwe, as well as to the cities of<br />
amyoung<br />
ate<br />
aroute<br />
aZambia<br />
azambique.<br />
aMozambique.<br />
Mozambique<br />
non-<strong>for</strong>mal sector<br />
Mozambique ze<br />
zThe has a national strategy <strong>for</strong> the literacy<br />
sub-sector (Estratégia do Subsector de<br />
ão e Educação de Adultos/educação NãooAlfabetizaç<br />
) that runs from 2001-2005, the priority areas of<br />
which onon-<strong>for</strong>mal<br />
o<strong>and</strong><br />
omal)<br />
oFormal)<br />
are:<br />
M44<br />
M<br />
Continuous review of policies <strong>and</strong> strategies,<br />
including systematic monitoring <strong>and</strong> evaluation.