The Forum of African Women Educationalists’ gender-sensitive school model as an innovative response to the challenge of gender equality
Project Abstract
This project evaluated the effectiveness and scalability of the Forum for African Women Educationalists’ (FAWE) gender-sensitive school model across four countries: Burundi, Mali, the Democratic Republic of Congo (DRC), and Senegal. The model, which integrates gender-responsive pedagogy, school management, learning materials, safe environments, and community engagement, aims to improve girls’ access, retention, and success in education.
Evidence showed that the model positively impacts girls’ school retention, with 82.8% of surveyed girls reporting it helped them stay in school. The project also explored cost-effectiveness and implementation strategies to support broader adoption.
Project Details
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Project Impacts: Policy and Practice
The project contributed to policy dialogue and institutional change in all four countries.
Mali
- Engagement with the Ministry of Education and regional education authorities led to increased awareness and interest in scaling the model.
- FAWE’s model was presented to national education stakeholders, influencing local planning.
DRC
- Teachers adopted gender-sensitive practices and encouraged girls’ leadership and participation in STEM.
- Community involvement and school-level reforms supported inclusive education.
Burundi
- Despite challenges with ministry control, schools implemented inclusive pedagogy and community engagement strategies.
Senegal
- Strong uptake of the TUSEME empowerment model and gender-sensitive pedagogy.
- FAWE’s model was showcased to the Bill & Melinda Gates Foundation and featured in national education dialogues.
Updates and Activities
Research Outputs
