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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Ethiopia<br />
Swazil<strong>and</strong><br />
E t h i o p i a<br />
oSwazil<strong>and</strong><br />
Mozambique<br />
Burkin<br />
Faso<br />
o<br />
E<br />
Swazil<strong>and</strong><br />
Mozambique<br />
Burkin<br />
a<br />
Burkina Faso<br />
s<br />
sGeneral<br />
nconclusions<br />
a<br />
Even though each of the four studies focused on<br />
a specific angle to the enormous task involved<br />
in promoting the <strong>education</strong> of <strong>women</strong> <strong>and</strong> <strong>girls</strong>,<br />
there is a common thread running through them.<br />
oven oa <strong>ii</strong>n The following elements of this constitute the major les-<br />
experiences.m<br />
Burkin n<br />
sons to be learned from the ongoing experiences.<br />
1. The <strong>education</strong> of <strong>women</strong> <strong>and</strong> <strong>girls</strong> are really<br />
part <strong>and</strong> parcel of a nation’s <strong>education</strong>al <strong>and</strong><br />
isons<br />
i1. elo<br />
ipart<br />
a<br />
overall social development issues. This holistic<br />
places every micro-experiment in a wider<br />
developmental context.<br />
aoverall<br />
anational<br />
hview k<br />
2. The existence of a broader policy framework (such<br />
as a national constitution making appropriate<br />
provisions <strong>for</strong> <strong>women</strong>’s issues, a national hnational<br />
h2.<br />
zas r<br />
policy<br />
on <strong>women</strong>-in-development, op<br />
a strategic <strong>education</strong><br />
plan that targets the real concerns<br />
rprovisions <strong>women</strong> <strong>and</strong> <strong>girls</strong> in <strong>education</strong>) helps to provide<br />
tdevelopment<br />
tof<br />
oof u<br />
a clearer focus <strong>for</strong> the development <strong>and</strong> manage-<br />
ment of <strong>girls</strong>’ <strong>education</strong> programmes.<br />
3. A data <strong>and</strong> research-generated knowledge base<br />
is essential to ensure that programmes address<br />
61B
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