Promoting basic education for women and girls ... - library.unesco-ii...

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