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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Mozambique<br />
M48<br />
M<br />
Gender sensitization is an ongoing activity <strong>and</strong> the<br />
level of awareness is believed to be steadily rising.<br />
Girls <strong>and</strong> <strong>women</strong> are embracing literacy <strong>and</strong> non<strong>for</strong>mal<br />
<strong>basic</strong> <strong>education</strong> <strong>and</strong> are more strongly<br />
represented in ongoing programmes than men.<br />
nation’s pursuit of gender equality in <strong>education</strong> is<br />
also qThe facing a number of challenges:<br />
Regional disparities are a feature of the system.<br />
Girls’ participation in <strong>for</strong>mal <strong>basic</strong> <strong>education</strong><br />
is steadily improving, but this is related to the<br />
extent to which schooling is embraced in specific<br />
localities. With the pilot projects, <strong>for</strong> example,<br />
rural pilot schools are believed to be making<br />
an improvement when barely 36 per cent of<br />
learners are <strong>girls</strong>.<br />
The pockets of resistance to Western <strong>education</strong><br />
<strong>and</strong> to schooling by <strong>girls</strong> are still quite strong,<br />
while poverty is an inhibiting factor to decisions<br />
by families to invest in the <strong>education</strong> of <strong>girls</strong>.<br />
Resources are scarce, as the country has numerous<br />
other areas of human welfare needing attention.<br />
the fact still remains that Mozambican zHowever,<br />
authorizare<br />
ties are seriously rebuilding the nation. Education (<strong>and</strong><br />
<strong>basic</strong> <strong>education</strong> <strong>for</strong> <strong>women</strong> <strong>and</strong> <strong>girls</strong>) is an<br />
integral zwever,<br />
zticularly<br />
zparticularly element of this national rebuilding exercise.<br />
The ongoing EFA master planning process should be an<br />
<strong>for</strong> consolidating the gains already made, <strong>for</strong><br />
a frontal attack strategy on the major challenges<br />
<strong>and</strong>, oongoing<br />
oortunity<br />
oopportunity<br />
oigning<br />
odesigning most especially, the question of regional disparities<br />
attitudes to <strong>education</strong> in general <strong>and</strong> to the <strong>education</strong><br />
<strong>girls</strong> <strong>and</strong> <strong>women</strong> in particular.<br />
Mttitudes<br />
Min<br />
M<strong>girls</strong><br />
Mof