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Pregnancy continues to be a leading cause for dropping out of school of most teen-age girls. 27 per cent of hospital deliv- eries are 15–19 year old girls. Efforts have been made by different organizations working with youth, but the impact is hardly measurable, as more girls drop out of school because of pregnancy. Young girls are faced with many challenges as they follow their line of growth from puberty to teenage stage and young adults. The home environment is not sup- portive. Proper education and counselling is something that homes do not offer. Swaziland 31S situation is one of ‘apparent gender balance’. In the early years of secondary education, girls are in the majority, but the table turns in favour of the boys in later years. In the 1999 school year, for example, girls constituted 51.71 per cent of children in the first year of secondary education. In the fifth year, the proportion of girls was 46.22 per cent. The corresponding proportions for the year 2000 were 52.6 per cent girls in the first year and 48.60 per cent in the fifth year. In addition, girls in Swaziland are still subject to the negative influences on girls’ education, which are at work in other countries of Africa. Thus, poverty, pockets of resistance to Western education (and particularly negative attitudes to schooling for girls), gender stereotyping in the choice of careers and areas of study, unwanted pregnancies, etc., are still stark realities in the country. As is very well known, these factors contribute to non-enrolment, drop-out, irregular attendance, repetition, and poor performance among girls. The threat of teenage pregnancy Extracts from FAWESWA, Needs Assessment Report on Teenage/Young Mothers, November 2000
waziland 32 and incentives dInterventions Like most African countries, Swaziland is pursuing steady programme of encouragement to the education of and girls, and the following are the key areas of in that regard. Bursary awards to children in difficult circumstances, with special attention to girls. nteady na nwomen nervention nintervention n Guidance and counselling for both in-school and out-of-school girls, comprising activities in the areas of education, health (including HIV/AIDS), psychological testing. Parent counselling on the needs of the girl-child (with the support of FAWE and UNICEF). Public enlightenment, through radio programmes, leaflets, focus group discussions, etc. Science, mathematics and technology clinics for girls, with the assistance of FAWE (Forum for African Women Educationalists). Encouraging teen-age mothers to return to school. Regular exposure of curriculum developers, school administrators and teachers to the ABC of Gender. The ongoing enrichment of curriculum materials through the elimination of gender bias. Development and encouragement of the nonformal route to basic education. The non-formal route provision of non-formal education in Swaziland is by the work of the Sabenta National Institute, whe we wThe wemplified wexemplified which has been in existence for some forty years.
Page 1 and 2: Promoting basic education for women
Page 3 and 4: The designations employed and the p
Page 5 and 6: idepartment; Swaziland for its reco
Page 8 and 9: E t h i o p i a Swaziland gSwazilan
Page 10: Ethiopia :p i 10 E projects, and pa
Page 14 and 15: Ethiopia 14 E Women’s Affairs Dep
Page 16: Ethiopia i 16 E 2 illustrates. The
Page 19 and 20: E19 E Achievements: mainstreaming g
Page 21 and 22: E21 E FAWE - Forum for African Wome
Page 23 and 24: E23 E students, regular open forum
Page 26 and 27: The context he situation of women a
Page 28 and 29: Table 2. Swaziland - primary school
Page 32 and 33: is a highly decentralized instituti
Page 35 and 36: After gaining independence from Por
Page 37 and 38: M39 M The drop-out rate is relative
Page 40 and 41: Mozambique M42 M Poverty reduction
Page 42: double shift system, and only at th
Page 46: Mozambique M48 M Gender sensitizat
Page 50 and 51: urkina Faso 52 competence element o
Page 52: A culture sensitive approach to the
Page 56: urkina Faso 58 major lessons sConcl
Page 59 and 60: Ethiopia Swaziland E t h i o p i a
Page 61 and 62: a10. athe E t h i o p i a Swaziland
Page 63 and 64: Rose, P. et. al. 1997. Gender and P
Page 65 and 66: Appendix: Persons interviewed and o
Page 67 and 68: Dr. Sukati, University of Swaziland
Page 69: 72 Emiliene Ido, FAWE-Burkina. Olga

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