Girls’ access to school as well as their retention, completion and performance are determined by existing national policies. Yet studies have shown that education policies in many countries do not take into account the unique conditions that prevent girls from accessing and completing basic education.
FAWE and AU/CIEFFA document teachers’ experiences in light of Covid-19
On this year’s World Teachers’ Day, FAWE and the African Union/Centre for Girls and Women’s Education in Africa (AU/CIEFFA) collaborated in documenting African teachers’ experiences during COVID 19. This was in a bid to […]
