1. 1 ACCELERATING PROGRESS ON GIRLS’ EDUCATION: A FAWE PERSPECTIVE

2. 2 Observations on gender and EFA NAPS   EFA NAPS not adequately gender- responsive   See FAWE analysis of completed EFA NAPS [ See booklet and Table]

3. 3 Observation on gender and education policies.   Awareness and intention to address gender equity.   Mention of the causes of gender disparities   Gender addressed mainly in relation to access, not retention and performance. e.g no strategies on teenage pregnancy, early marriage, empowerment.   Best practices not sufficiently incorporated in education policies

4. 4 Lessons from FAWE’s Efforts to Accelerate Girls’ Education Three areas   Mainstreaming gender in EFA NAPS   Demonstrating what works in improving access, retention and performance.   Networking to accelerate progress on girls education.

5. 5 1. Mainstreaming gender in EFA NAPS It is a long complex process:   Collection of Education policies and plans   Development of a framework for analysis of education policies for gender.   Training of a core group at country level (MoE, FAWE, Gender)   Development of tool for gender mainstreaming in EFA Plans.   Training workshops on the use of the tool (FAWE, MoE, Gender)   Involvement of FAWE NC in EFA Processes.   Analysis of EFA Action Plans.

6. 6 Mixed Results :   Some EFA Action plans have mainstreamed gender.   FAWE NCs are involved more in EFA processes (committees, task forces, teams etc)   Gender awareness not translating into gender mainstreaming.   Gender awareness not matched with technical skills for gender mainstreaming (MoE, donor agencies)   Gender not articulated in strategies, activities M&E and budgeting.   Resources not allocated to action on gender.

7. 7 2. Replicating/Mainstreaming what works in improving access, retention and performance   There is a large pool of best/promising practices.   The best/promising practices not sufficiently mainstreamed.   More collaboration with MoE and communities needed.   Positive developments in mainstreaming/replicating what works

8. 8 Examples from FAWE collaboration with MoE/Communities: Addressing poverty through bursaries   Government bursaries for girls (Gambia, Kenya, Tanzania)   Challenge: HIV/AIDS orphans

9. 9 Addressing drop out due to teenage pregnancy:   Re-entry policy (Kenya, Ethiopia, Zambia, Guinea Uganda, Namibia, Ghana, Senegal etc)   Ongoing study FAWE/UNESCO on what has worked.   Challenge: to get more countries on board.

10. 10 Combating early/forced Marriage   Communities taken up responsibility after sensitization ( e.g Kenya – Kajiado district)   Challenge: more collaboration with communities

11. 11 Creating a conducive/gender responsive school environment:   FAWE working with seven MoE on pilot COEs (Senegal, Rwanda, Kenya, Tanzania, Namibia, Gambia, Ethiopia)   Processes towards replication started in Senegal, and Kenya.   Challenge: to take pilots to scale

12. 12 Promoting the participation of girls in SMT   Promising practices from FEMSA project in 11 countries   Processes for mainstreaming started in some countries [ eg Tanzania ]   Evaluation study ongoing to identify what works.   Challenge: more countries to replicate/mainstream what works.

13. 13 Empowerment of girls   Promising practices from FAWE/government collaboration.   Replication of Speak out [TUSEME] – Tanzania, Rwanda, FAWE COE.   Replication of Girls’ clubs, guidance and counselling desks in schools. Challenge: Introduce empowerment in all schools Gender empowerment for boys

14. 14   Increased networking between government and civil society.   More quality networking required on the ground.   Gender experts with no expertise in policy/plans formulations.   Policy planning experts with no expertise on gender mainstreaming.   Presence of gender experts in policy/planning processes as tokenism.   Challenge: Quality Networking with practitioners on the ground. 3. Networking to accelerate progress in girls’ education

15. 15 Conclusion   More work pending for gender responsive education policies and plans.Technical capacity for gender mainstreaming within MOE crucial.   Deliberate/concerted effort needed to mainstream best practices.   More action on the ground i.e. school/community level.