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urkina Faso 60 work to be done in Burkina Faso, to attain the goals EFA (and more particularly, the gender equity–gender goal – goal number V), is enormous. It requires sThe sof all hands must be fully on deck. The EFA master athat plan- process is a wonderful opportunity to make this hap- in an impactful manner. asequality aning apen,
Ethiopia Swaziland E t h i o p i a oSwaziland Mozambique Burkin Faso o E Swaziland Mozambique Burkin a Burkina Faso s sGeneral nconclusions a Even though each of the four studies focused on a specific angle to the enormous task involved in promoting the education of women and girls, there is a common thread running through them. oven oa iin The following elements of this constitute the major les- experiences.m Burkin n sons to be learned from the ongoing experiences. 1. The education of women and girls are really part and parcel of a nation’s educational and isons i1. elo ipart a overall social development issues. This holistic places every micro-experiment in a wider developmental context. aoverall anational hview k 2. The existence of a broader policy framework (such as a national constitution making appropriate provisions for women’s issues, a national hnational h2. zas r policy on women-in-development, op a strategic education plan that targets the real concerns rprovisions women and girls in education) helps to provide tdevelopment tof oof u a clearer focus for the development and manage- ment of girls’ education programmes. 3. A data and research-generated knowledge base is essential to ensure that programmes address 61B
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Promoting basic education for women
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The designations employed and the p
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idepartment; Swaziland for its reco
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
Page 56: urkina Faso 58 major lessons sConcl
Page 61 and 62: a10. athe E t h i o p i a Swaziland
Page 63 and 64: Rose, P. et. al. 1997. Gender and P
Page 65 and 66: Appendix: Persons interviewed and o
Page 67 and 68: Dr. Sukati, University of Swaziland
Page 69: 72 Emiliene Ido, FAWE-Burkina. Olga
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