By Emily Buyaki and Catherine Asego

The Forum for African Women Educationalists (FAWE) recently took center stage at the African Union’s first-ever Pan-African Conference on Girls’ and Women’s Education (AU/PANCOGEd1). Held from July 2-5, 2024, at the African Union Commission Headquarters in Addis Ababa, Ethiopia, the conference highlighted the urgent need for gender-responsive education policies and increased funding for girls’ education.

The conference theme was prioritizing Girls and Women’s Education: A Strategy for increased access to Inclusive, lifelong, quality, and relevant learning in Africa and was hinged on the AU year of Education 2024.

Organised in collaboration with UN Agencies, AU Organs and departments, development partners, organizations promoting girls and women’s education, youth champions on girls’ education, the conference brought together all key voices on girls’ and women’s education on the continent.

Together against School Related Gender Based Violence (SRGBV)

During the opening panel discussion, FAWE’s Board Chairperson Hon. Aicha Bah Diallo, emphasized FAWE’s commitment to advancing girls’ education and addressing Gender-Based Violence (GBV) across the continent. “FAWE advocates for nations to champion girls’ education and create environments where girls can thrive. The Gender Responsive Pedagogy, implemented in 34 African countries, is a testament to this effort.” She said.

FAWE’s Tuseme empowerment model, fosters open dialogues between girls and boys on critical issues such as rape and harassment, raising awareness and take action to solve them. Hon. Diallo highlighted the importance of equal opportunities, stating that what benefits boys should equally benefit girls. She stressed the necessity of gender-inclusive digital literacy platforms and robust monitoring and evaluation systems to ensure the effectiveness of gender-inclusive programs.

Hon. Diallo added that by emphasizing the success of girl-child education in Africa relies on the involvement of everyone and that schools must be safe spaces to facilitate this success.

Financing Education in Africa

In a break-out session led by FAWE dubbed ‘Gender- responsive financing for education in Africa: A Strategic agenda for the African Union year of education’, AU member states and their partners were encouraged to actively collaborate to enhance girl child education in Africa through strengthened cooperation with technical and financial partners. The panelists stressed the need to integrate gender equity and equality into national budgets and policies to address gender parity in education.

Speaking during the session, FAWE’s Senior Advocacy and Partnerships Officer, Catherine Asego highlighted the need for  political commitment, data-informed gender-responsive policies, and integrating gender considerations from policy inception. ‘’There needs to be a clear policy framework and review of the Continental Education Strategy for Africa (CESA) 2016 – 2025, emphasizing sustainable education financing and ensuring human rights for all, especially women and girls.”

This panel called on AU Member States to:

  • Increase domestic financing for gender-based programs and allocate 15-20% of the national budgets to education.
  • Address the debt crisis, while promoting budget accountability, and advocating for decolonization
  • Invest in education at all levels and empower youth through CSOs
  • Advocate for comprehensive sexual education, access to contraceptives, and affordable menstrual hygiene products.

At the conference, FAWE’s Executive Director Dr. Martha Muhwezi, raised critical issues regarding girl child education, emphasizing the need for immediate and practical solutions. She underscored the importance of girls’ education as a continuous process from the beginning of their schooling through to their careers.

“The impact of Sexual and Gender-Based violence (SGBV), early pregnancy, Female Genital Mutilation (FGM), and child marriage on girls, often force girls to drop out of school permanently, unlike their male counterparts.”

Dr. Muhwezi reiterated the pivotal role of teachers in the education chain, given the time they spend with  children in school. She criticized the current handling of teachers who committed rape, pointing out that transferring rather than prosecuting them prevented support for affected girls. She also highlighted the inadequate public spending on education, with less than 20% of public funds allocated by most African countries and urged for a significant change in this area.

Skilling the future of Africa

Dr. Martha Muhwezi highlighted that FAWE recognized the male dominance in Technical and Vocational Education and Training (TVET) and has been a strong advocate for gender equity in this sector. Over the past 20 years, FAWE worked tirelessly to change the narrative, making it easier for girls and women to enter TVET programs.

She noted that most TVET institutions offered STEM courses, which often discouraged girls due to societal pressure to pursue traditional female subjects like teaching and hairdressing, with few venturing into fields such as plumbing or engineering. Over the years, FAWE has actively championed girls participation in STEM, debunking myths and stereotypes .

Dr. Muhwezi further emphasized the importance of educators highlighting from an early stage that STEM courses were accessible to all. In 2005, FAWE introduced its Gender Responsive Pedagogy model, aimed at equipping teachers with the requisite skills needed to respond to the unique educational needs of boys and girls. The model was first introduced at secondary education level, and later extended  to Earlychildhool development, and now at institutions of higher education  and training.

“TVET institutions play a crucial role in enhancing the skills of young people and long-term partnerships are significant in achieving impactful change. As FAWE, we have partnered with the Mastercard Foundation in a new venture that will see the enrollment of approximately 10,000 young people in TVET institutions across 10 African countries.”

FAWE’s programs demonstrate that girls can excel in science just like boys. They train and empower teachers to encourage girls across Africa to pursue science courses and provide scholarships to bright girls who cannot afford their dream courses.

Among the key recommendations tabled at the end of the conference, include the call to AU Member States, ,and development partners to actors to acknowledge the intersectional barriers faced by adolescent girls. This includes  those from Indigenous communities, those living in rural areas, refugees, e, girls living with disabilities, and pregnant or young mothers. Ensuring these groups of young people are enrolled in formal and informal education systems, offers them opportunities to pursue STEM education and TVET, and to create  alternative learning pathways.