Each month we highlight a different issue in education in sub-Saharan Africa, an aspect of FAWE’s work, a country or sub-region in which we work or another topical issue. Please click here for a series of features.
Words are inadequate to ease the pain inflicted on families, relatives and friends of the students of GARISSA University. We extend our deepest and most sincere condolences to those affected by this brutal and senseless terrorist attack.
Education is a vital asset of any real efforts to eradicate child labor. Africa will not achieve Education For All (EFA), as child labor is still a big concern today. Poverty has hindered development and education. Children from poor families have been forced to leave their bed very early in morning to go out looking for jobs so as to provide financial support to their homes. As a result, these children instead do not go to school to acquire education that will empower them to later contribute to the economic empowerment of their homes, countries and Africa at large.
A key concern of the African education sector today is ensuring that education programmes equip young Africans with the ideal combination of knowledge and practical skills for the transition to productive adult life. With the gross enrolment ratio in tertiary education at just six percent in sub-Saharan Africa1, it is clear that the majority of young people joining the labour force do so immediately after secondary education.
Every year, on 8 March, International Women’s Day brings to the fore women’s accomplishments and their immense potential for accelerating progress on the many development challenges still facing so many countries today. As the leading pan-African organisation working to promote greater participation of African women in the productivity and direction of their societies, FAWE salutes the International Women’s Day initiative.
For the past 19 years, FAWE’s policy advocacy and programme work have been informed by data on education trends in Africa. At FAWE, we recognise that reliable, topical data on gender in African education can only be generated through continuous research.
Image courtesy Nancy Wong for FAWEFAWE designed the Gender-Responsive Pedagogy (GRP) model to equip teachers and school management with knowledge, skills and attitudes to enable them to respond adequately to the learning needs of girls and boys. The GRP approach makes teachers more gender aware by training them in gender-sensitive classroom processes and practices which result in equal participation of boys and girls in the classroom as well as in the community.
As the needs of the education sector in Africa intensify, compounded by challenges ranging from food security and climate change to conflict and displacement, the donor community is turning its attention from education to other social sectors. This poses a serious risk for sustainability to donor-funded organisations working in the education sector on the continent.
Waterloo School Girls Thank Grace Episcopal Church The Waterloo Junior Secondary School for Girls is a very good example of a successful partnership. It started with a partnership between the Sierra Leone Chapter of the Forum for African Women Educationalists (FAWE SL) and the congregation of Grace Episcopal Church in Connecticut, USA.