Improving Knowledge on Gender Norms to Promote Gender Equality in Schools in Africa
Project Abstract
This project explored how gender norms and resistance to change affect girls’ access, retention, and success in education across four African countries: Burkina Faso, Chad, the Democratic Republic of Congo (DRC), and São Tomé and Príncipe. Led by the Forum for African Women Educationalists (FAWE) and LARTES-IFAN, the initiative generated evidence to inform policy and practice, strengthen capacity, and promote gender-responsive education systems.
Findings revealed that while progress has been made, systemic barriers—such as poverty, early marriage, and cultural norms—continue to hinder gender equality in education. The project emphasized the need for ecosystem-based approaches and context-sensitive strategies to drive sustainable change.
Project Details
Implementing Countries:
Main Theme:
Duration:
End Date:
Project Impacts: Policy and Practice
The project catalyzed policy dialogue and institutional engagement across all four countries.
Burkina Faso
- Creation of stakeholder networks to sustain dialogue and action.
- Integration of gender-sensitive indicators into education planning tools.
Chad
- Uptake of the TUSEME model promoting positive masculinity and student empowerment.
- Ministry of Education and Gender Institute expressed interest in scaling gender equality initiatives.
DRC
- High-level engagement from the Directorate of Secondary Education and other key actors.
- Diagnostic tools revealed gaps between policy and implementation.
São Tomé and Príncipe
- Ministry of Education committed to using project tools to improve statistical reporting and gender-disaggregated data.
- Public declarations from education and gender ministries supporting project recommendations.
