Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
Promoting basic education for women and girls ... - library.unesco-ii...
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idepartment; Swazil<strong>and</strong> <strong>for</strong> its record on gender balance in<br />
Burkin<br />
T he four case studies reported here are a follow-up<br />
the study entitled ed “<strong>Promoting</strong> Basic Education<br />
Women end Girls: A Survey of lto oto a<br />
Structures,<br />
<strong>and</strong> Activities in Africa”, which has<br />
been published series.i<br />
in this series.<br />
countries (Burkina Faso, Ethiopia, Mozambique,<br />
o<strong>for</strong><br />
oActivities oProgrammes<br />
oFour n<br />
Swazil<strong>and</strong>) were involved in the study, each selected <strong>for</strong><br />
a specific purpose: Ethiopia <strong>for</strong> its progressive <strong>women</strong>’s<br />
department, with a unit represented in every government<br />
department; Swazil<strong>and</strong> <strong>for</strong> its record on gender balance in<br />
ifo<br />
ies<br />
<strong>basic</strong> <strong>education</strong>; Mozambique <strong>for</strong> its dynamic post-conflict<br />
<strong>education</strong> initiatives; <strong>and</strong> Burkina Faso <strong>for</strong> the positive<br />
a<strong>basic</strong><br />
a<br />
k<br />
contributions of its NGOs.<br />
All the studies examine developments in both the<br />
<strong>for</strong>mal <strong>and</strong> the non-<strong>for</strong>mal sectors of <strong>basic</strong> <strong>education</strong>.<br />
They all show bold steps undertaken to address hne<br />
z<strong>for</strong>mal country-<br />
specific problems of <strong>girls</strong>’ <strong>and</strong> <strong>women</strong>’s <strong>education</strong> <strong>and</strong><br />
rThey<br />
w<br />
r<br />
draw attention to the immense challenges the countries<br />
are facing in their ef<strong>for</strong>ts to achieve gender<br />
equality in <strong>education</strong>.<br />
tns<br />
tir<br />
tconcerned oconcerned u<br />
Particular attention should be drawn to the chal-<br />
lenges <strong>and</strong> the lessons highlighted hl<br />
at the end of each<br />
country report as well as to the conclusions of each<br />
Ethiopia<br />
S<br />
w<br />
a<br />
z i<br />
l a<br />
op<br />
T<br />
Swazil<strong>and</strong><br />
Swazil<strong>and</strong><br />
a<br />
Mozambique<br />
B<br />
u<br />
r<br />
k<br />
i<br />
n a s<br />
Burkina B5B5B<br />
Faso<br />
sPreface<br />
o<br />
ibeen<br />
i<br />
za<br />
t<br />
wdraw<br />
ato<br />
a<strong>for</strong> b<br />
m<br />
nSwazil<strong>and</strong>)<br />
a<br />
k<strong>education</strong><br />
z<br />
rThey<br />
o<br />
uconcerned<br />
Burkin
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