The ABC of gender responsive education policies
26 March 2003
Forum for African Women Educationalists (FAWE)
There is a wide body of literature on girls’ education problems in Africa and their underlying causes. Consequently, most of us know or at least can find out what these are. What has remained problematic, however, is the acquisition of the technical skills required for systematically assessing, designing, implementing, monitoring and evaluating effective policies and strategies for girls’ education. This skill gap must be addressed so that the action plans for accomplishing the goals of Education for All can be realistic, effective and achievable.
The purpose of this booklet is to address the gap in policy analysis and formulation skills. The booklet walks the EFA action plan team through
three processes: a) establishing the basis for gender responsive policy as a foundation of basic human rights and economic development; b) analysing
the existing policy framework to determine its gender responsiveness; and c) from that foundation, formulating EFA action plans.
The booklet is the product of a process that began in 2000 when FAWE developed a framework for the analysis of education policies for
gender responsiveness. This tool was then piloted for the policies of Ethiopia, Guinea, Kenya, Malawi, Mali, Mozambique, Namibia, Senegal, Sierra
Leone, Uganda, Tanzania and Zambia.
Keywords: gender responsiveness
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