The Forum for African Women Educationalists of Zambia (FEWAZA) is a non-governmental organisation whose mission is to advocate for education policies and programmes that promote and accelerate participation of girls and women in education in order to close the gender gap at all levels of the education system. FAWEZA’s advocacy campaign has influenced education policies such as the re-entry policies for teenage mothers; the 1:1 enrolment policy; turning of boys-only schools into co-education schools; abolishment of grade 7 examination fees; and the affirmative action to increase female participation in education management.
The impact of such policies has been an increase in enrolment, progression and retention rates for girls.
The impact of such policies has been an increase in enrolment, progression and retention rates for girls. The challenge, however, remains in the area of learning achievement which is lower for girls compared to boys, especially in Science, Mathematics and Technical subjects (SMT).
SELECTION TO TECHNICAL SCHOOLS
Selection into the two national Technical Schools, Hillcrest and David Kaunda High Schools is based on academic excellence using a centrally determined national selection score. This means a pupil from any part of the country who meets the selection criteria qualifies for a place in these schools. For Solwezi and Kambule Technical schools, which are the only two provincial-based technical schools offering co-education, the selection criteria follows the same pattern as for the former, but at provincial level.
Research has shown that for many girls from poor families and remote schools, the cost in terms of schools/boarding fees and transport to and from their homes has been an inhibiting factor.
GIRLS VS TECHNICAL SCHOOLS
Technical schools are held in high esteem, but some families still regard girls’ education as a non-priority. They are therefore reluctant to invest large sums of money in the education of their female children. While families, even in rural communities, would struggle to find money to ensure that a boy takes up his place in a technical high school, the option for most girls is to give up their school places in technical schools and opt for places in ordinary high schools nearer to their home where the cost may not be as high.
Places given up by such girls are most often taken up by boys and the result is the perpetual gender imbalances in enrolment. A study on gender differential in the performance of girls and boys in technical schools undertaken by FAWEZA in 2003 and a desk analysis of gender differentials in participation and performance in Science, Mathematics and Technology subjects both revealed that girls are not only grossly under represented in SMT classes and technical schools, in particular, but that many of them fail to cope with the overwhelming competition for academic excellence which is emphasised in these schools.
The result of this is that many girls are redirected from the pure Sciences, Mathematics and Technology subjects to social science subjects such as Commerce, Religious Education and Home Economics.
SUPPORT TO ORPHANS AND VULNERABLE CHILDREN
FAWEZA has since 2002 been supporting orphans and vulnerable children through bursary programmes. This year alone, 2,279 bursaries supported by various schemes were awarded for school fees/PTA fees, boarding fees, examination levies, uniform costs and pocket money for basic necessities such as toiletries, transport, sanitary ware, etc. None of these schemes however focus on girls in technical schools where the girls are “missing”.
PURPOSE OF BURSARY PROGRAMME
The Technical School Bursary Programme will target vulnerable girls qualifying for technical education and the purpose is to increase access, retention and completion rates for girls in technical high schools. Through the programme, girls from disadvantaged homes who qualify for high school education in the four technical schools offering co-education will be given bursaries to support the direct education costs. Each bursary will include the annual school fees, boarding fees (conditional), Grade 12 examination fees, uniform expense and stipend for personal effects and transport. Support will be for the full high school cycle of three years.
The purpose is to increase access, retention and completion rates for girls in technical high schools
Although from 2006 the annual number of bursaries will be 400, this year, due to late disbursement of the funds, we could only identify 54 girls. Many had already traded their places for places in ordinary high schools or dropped out due to lack of financial support. The process for selecting the beneficiaries for the scheme was in accordance to the criteria developed by the National Bursary Technical Committee.
It is assumed that once the burden of worry about school fees is removed for such disadvantaged girls, they would concentrate their efforts and energies on school work and the result should be improved performance.
CONCLUSION
It is assumed that once the burden of worry about school fees is removed for such disadvantaged girls, they would concentrate their efforts and energies on school work and the result should be improved performance. The ensuing effect of the bursary programme for girls’ education would be a widened pool of female school leavers who would be prospective candidates for training in Science and Mathematics programmes and later pursue Science and Mathematics related career fields and development sectors where women now are conspicuously absent.
Daphne Chimunka
FAWEZA
Lusaka
