Codou Diaw The Forum for African Women Educationalists (FAWE) ADEA Biennale Maputo May, 2008

1. Economic Empowerment of Girls Living in Post-conflict Situations through Vocational Education-Burundi, Liberia and Sierra Leone Codou Diaw The Forum for African Women Educationalists (FAWE) ADEA Biennale Maputo May, 2008

2. Context • TVET back in full force in education policy debates especially as it relates to options for expanding access, quality and outcomes of Secondary Education. Numerous presentations during this meeting • Many make a convincing case for TVET & point to the high potential for TVET to empower and reduce poverty • Others point to the benefits of TVET such as a skilled and more productive workforce and • Yet others discuss the challenges associated with TVET provision & policies -- i.e. equity

3. Emerging considerations • Gender equity in TVET provision • TVET Provision in conflict situations The statistics from the three cases reviewed have prompted FAWE to address such issues, especially for the high numbers of out-of school girls in the 3 countries

4. Out-of-School Girls • Burundi: 518,000 • Liberia: 142,000 out of a pop of just over 3 million • Sierra Leone: 431,000out of 5,6 million • Total: 650,000 girls out of a pop of 8 million (UNESCO, 2006) Among the over 1 million girls are out of school in the 3 countries, many are over-aged and have become young mothers without education and formal skills.

5. Background • The recognition of the critical situation in post-conflict situations has prompted FAWE to put an emphasis on the issue of conflict as a serious challenge to girls’ education in its 2008-2012 Strategic Plan. • FAWE has therefore embarked on a specific intervention to empower girls who have been negatively affected by the conflicts in their countries.

6. Background(Cont’d) • The first intervention in the programme focuses on 3 post-conflict countries – Burundi, Liberia, and Sierra Leone. The objective was to conduct a study in two parts: Part one of the study is to: • Review the state and policies of TVET in SSA using a gender lens • Do a comparative review of gender in TVET policies in the 3 countries • Draw lessons and recommendations for addressing the situation through training and policy transformation

7. Purpose of the Review • Part two of the study is fieldwork in the three countries and is ongoing: • To supplement the data from the policy review • To inform FAWE’s demonstrative TVET project for out-of-school girls in 3 countries funded by DANIDA • To provide specific baseline data on TVET in the districts targeted by the project to allow FAWE to track progress over the life of the 3-year intervention

8. Contents of the Review Paper • First, it summarises recent policy-related literature on vocational skills development in sub-Saharan Africa, incorporating a gender perspective. • Second, it reviews the existing policy documents that address issues of technical and vocational education and training (TVET) for girls in post-conflict situations. • Third, it assesses from a gender perspective the nature of vocational skills development in Burundi, Liberia and Sierra Leone, based on the recent literature on TVET in SSA, and on policy documents in the three countries. • Fourth, it makes recommendations that will ultimately be used to convince governments in the three countries to incorporate gender equity concerns in TVET policy reforms and to develop female-focused or gender-based TVET programs.

9. What Did the Review Reveal? • A few major studies stand out (Atchoaren & Delluc, 2001; Martin, 2002; Oketch 2004; 2007, 2008); AU (2007) • Very little on TVET in conflict situations in Africa • Even less on the gender dimension in TVET in conflict (Zukerman & Greenberg, 2004) • Even the AU report (2007), the latest on the direction TVET should take in Africa, glosses over the gender inequities in TVET provision in the continent

10. What did the review reveal? • In all three countries there is official and informal TVET provision • While in Burundi & Liberia there is a draft policy, there is none in Sierra Leone. Yet TVET provision is + or – structured in all 3 countries. • In Liberia, there a clear attempts to include a gender dimension but not a clear gender-based vision in Burundi & Sierra Leone. • Links have been made between the TVET and empowerment but gender-neutral or gender- biased approaches hamper targeted provision

11. Potential of TVET in reconstruction • TVET’s role in post-conflict reconstruction is undeniable, provided that: • It targets fields that are useful in the rebuilding process • It targets the most vulnerable and affected and is learner-centered • It provides ready to use skills in specific fields • It includes peace education and life skills at least • It includes micro-finance schemes to boost entrepreneurship • It has a gender focus that clearly targets girls/women

12. Gender Analysis framework Zukerman and Greenberg (2004) provide a framework for gender analysis in post conflict situations. Three gender dimensions are identified: • Dimension 1. Women -focused activities • Dimension 2. Gender-aware programming • Dimension 3. Transforming gender roles

13. Analysis of TVET Policies • Burundi • The policy of technical education and professional does not overtly promote the acquisition of vocational and technical skills for girls. In fact, there is no policy of education that targets girls specifically: Implications- • Dimensions 1-3 are absent.

14. Liberia • Although data cannot be provided due to the on-going analysis of baseline survey, Liberia is experiencing more girls’ enrolment in TVET now. • This increased enrolment was inspired by the President of Liberia’s pronouncement on the reformation of the education system in Liberia, with emphasis on TVET in line with the UN’s emphasis on TVET. • Started to implement Dimension 1 but 2-3 absent in policy.

15. Sierra Leone • Official TVET provision in Sierra Leone has not specifically targeted girls. Nevertheless, girls who manage to gain access to SS have the option of joining the NVQ. For those who drop out before SS, possibilities are minimal. • Very few programmes during the post-conflict period have focused on out-of-school girls and young mothers, and these were mostly the initiatives of NGOs. Implications: Dimensions 1-3 still absent.

16. Critique of Current TVET Policies and Provision • Gender stereotypes in TVET still prevalent • Lack of pro-gender policies in TVET • Many girls are exposed to long-standing societal attitudes that perpetuate stereotypes on what careers girls should or should not enter • TVET provision for girls still emphasises their caretaker ‘domestic’ gender roles and provides them with few alternatives to date • The initiative by FAWE is designed to redress this situation

17. Way forward The goal of the FAWE program is to not only demonstrate how to empower out-of-school girls with a qualifying skills that address girls’ needs and aspirations but to also … Transform TVET policies and provision to become gender-responsive at the national level. To achieve that strong partnerships are needed with all actors in the area, particularly MOE, agencies, CSO, and communities.

18. Recommendations • Implement TVET policies that clearly articulate, incorporate, and promote: • Gender responsive policies and programmes that target girls/ women specifically • Emphasize female contributions to the reconstruction process beyond their caretaker roles through training in traditionally male-dominated fields • Acknowledge the empowerment potential of TVET in rebuilding economies and positively transforming gender relations in post-conflict countries.