How in Burkina Faso school education empowers future generations to abandon female genital mutilation
Summary of experiencesReport by the supraregional project “Ending female genital mutilation”, GIZ, Eschborn
Implemented by:
Abbreviations
BCC Behaviour Change Communication
CIAF The Inter-African Committee on Traditional Practices Affecting the Health of Women and Children
CNLPE National Council for the Fight against the Practice of Excision
DEACEmPC Department of Art, Cultural, and Environmental Education and of Population and Citizenship
DEmP National Directorate of Education of the Population
EDSBF-MICS Demographic and Health Survey for Burkina Faso and Multiple Indicator Cluster
EmP Education of the Population
ENEP National School of Primary Education
ENS/UK National School of Higher Education / University of Koudougou
FGM Female Genital Mutilation
GRAAP Research Group to Support Rural Self-Development
HIV/AIDS Human Immunodeficiency Virus / Acquired Immune Deficiency Syndrome
IDS Institute of Science
IEC Information, Education, and Communications
MASSN Ministry of Social Action and National Solidarity
MENA Ministry of Primary Education and Literacy
MESS Ministry of Secondary and Higher Education
NGO Non-Governmental Organisation
PROSAD Sexual Health and Human Rights Programme
SP/CNLPE Permanent Secretariat of the National Committee for the Fight against the Practice of Excision
STI Sexually Transmitted Infections
UNICEF United Nations Children's Fund
WB World Bank
WHO World Health Organization
1
Contents1. Introduction 3
2. Background 4
FGM in Burkina Faso 4
Education: Favourable environment to change attitudes and behaviours 5
3. Process 7
Production of high quality teaching materials 7
Training of teachers 7
Core partners and collaborative approach 8
Key activities under each phase 9
4. Results 11
Approval from the state to scale-up education about FGM 11
Decrease of the prevalence rate of FGM in the regions of intervention 12
5. Lessons learned 13
Key elements and success factors 13
Challenges 13
Conclusion 13
6. Sources of information and bibliography 14
2
3
1. Introduction
3
GIZ's1 supraregional project “Ending female genital
mutilation” currently supports governmental and non-
governmental organisations promoting the abolition of
female genital mutilation (FGM) in four West African
countries (Sierra Leone, Burkina Faso, Mauretania, and
Guinea). It provides its partners with technical assistance
for the implementation of their programmes and activities.
It also helps to identify promising approaches and practices
that stimulate a process of reflection on traditional
attitudes towards FGM and encourage be havour change.
In Burkina Faso, the project provides technical and finan-
cial support to state structures responsible for education
with the aim of integrating the topic of FGM into primary
and secondary education. In its initial phase which began
in 2000, the supraregional project provided technical and
financial support to pilot approaches to teaching which
addressed the issue of FGM. Since the start of the “Sexual
Health and Human Rights Programme (PROSAD)” in 2004
(which has a specific component on FGM), the focus has
been on the extension of these approaches to the whole
primary and secondary education system within the areas
(regions East and South-West) in which the project works.
Overall the approach has generated positive results.
Therefore, the supraregional project and PROSAD decided
to produce a summary of experiences from the project in
order to provide an overview of the implementation
process and to identify success factors within this process.
The principal objective of this summary is to enable the
transfer of this experience to other contexts and to other
national, regional and international partners interested in
initiating similar processes.
1 GIZ was created on January 1, 2011 to bring together the long-standing expertise of DED, GTZ and InWEnt.
4
FGM encompasses all interventions that involve the
partial or total removal of the external female genitalia
and/or injury to the female genital organs for cultural or
other non-therapeutic reasons. According to the latest
study by UNICEF, about 125 million women and girls
around the world have undergone FGM; approximately
three million female circumcisions take place every year.
FGM is mainly practiced in 28 African countries, as well as
in a small number of Asian countries, but due to migratory
movements it has also been introduced into other
countries outside of these regions, including Europe and
the USA (UNICEF 2013).
FGM violates fundamental human rights and the
democratic principle of equality of women and men,
reducing women's opportunities to develop their
indi vidual potential. States have the duty to prohibit the
practice of FGM and to protect exposed women and girls.
The vast majority of countries involved in the practice of
FGM, including Burkina Faso, officially support the key
instruments for the abandonment of the practice, such as
the Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW, 1979), the
Beijing Declaration and Programme of Action of the
Fourth World Conference on Women (1995), the Protocol
to the African Charter on the Rights of Women in Africa
(Maputo Protocol, 2003), and the recent UN resolution on
female genital mutilation (UNO 2012).
In Burkina Faso, 76 % of women aged 15 to 49 have under-
gone genital mutilation, regardless of their region of
origin, ethnicity or religion. With the enactment of a law
prohibiting FGM in 1996 and multiple actions to promote
the abandonment of FGM that followed this decision, the
prevalence of the practice has decreased considerably over
time according to the Demographic and Health Survey
and Multiple Indicator Cluster (EDSBF MICS-IV 2010).
Consequently an estimated 13.3 % of girls aged 0-14 years
were excised in 2010 compared to 36.0 % of girls aged
0-10 years in 1996 (GTZ 2008).
The decrease of FGM is the result of political will and a
favourable environment at both institutional and commu-
nity levels: The Law of 13 November 1996 amending the
Penal Code introduced punishments for perpetrators and
accomplices of FGM. In addition to its legal dimensions,
the law against FGM has also acted as a form of 'icebreaker'
helping to initiate public debate on the issue and bringing
into question customary practices related to FGM.
At the institutional level, political will to address the issue
is expressed by:
• TheexistenceoftheNationalCommitteefortheFight
against the Practice of Excision (Comité National de Lutte
contre la Pratique de l'Excision, CNLPE) established in
1990 and converted into a National Council in 2010 to
strengthen the institution.
• ThestrengtheningofCNLPEin1997bytheestablish-
ment of a Permanent Secretariat (SP/CNLPE) and the
integration of its 2009–2013 Action Plan into the public
investment programme of the Ministry of Social Action
and National Solidarity (Ministère de l'Action Sociale et
de la Solidarité Nationale, MASSN).
• TheadoptionoftheNationalActionPlan“Eliminationof
FGM in Burkina Faso by 2015” by the Council of Ministers
in 2009, advocating zero tolerance.
• Thecommitmentofthetwoministriesofeducation
(Ministry of National Education and Literacy – Ministère
de l'Education Nationale et de l'Alphabétisation, MENA,
and Ministry of Secondary and Higher Education –
Ministère des Enseignements Secondaire et Supérieur,
MESS) to include courses about FGM in the education
system.
Despite this progress, there is still room for concern as the
practice continues to persist and remains deeply rooted in
many traditions and mythical beliefs. As a result, the
Government of Burkina Faso has committed itself to
strengthen measures to stimulate awareness and
behaviour change of people to reduce the practice of
FGM through proven tools such as dialogues with the
public and families, social mobilisation and education
about FGM in schools.
2. BackgroundFGM in Burkina Faso
4 5
Education: Favourable environment to change attitudes and behaviours
The period of transition from childhood to adolescence is
especially conducive to classroom discussions that aim to
put the justification of FGM into question. This stage,
marked by significant intellectual development and the
acquisition of new knowledge and skills, is crucial in
relation to the formation of values and beliefs. If neces-
sary, adolescents are ready to abandon norms learned in
the family and replace them with their own ideas.
The introduction of the topic of FGM into national
education programmes ensures that this opportunity is
capitalised on by the state; at the same time the costs
are reasonable because the existing infrastructure
can be used (institutions, administrative and teaching
staff, and teaching materials).
Batié, Burkina Faso: a class on FGM in a primary school
“We attend a combined grade five/grade six class on FGM in a primary school. There are 76 students
in attendance, 42 boys and 34 girls ranging in age from 12 to 14 years old. We listen as the teacher
asks the children to explain what excision is, who performs it and what the pros and cons of it are.
The teacher takes each answer seriously and, without questioning its accuracy, enters it into the
appropriate column on the blackboard.
When the children run out of answers, the teacher asks those who favour excision to gather on one
side of the room and those who are against excision to gather on the other side. Within the class
29 children are for excision and 47 are against. The teacher then asks those on each side to put
their heads together and agree on the main points they would like to make in a debate. During the
debate, those for excision say it ensures that when a girl grows up she will be beautiful, pure and
desirable to men. (…) Those against excision say the operation itself can be extremely painful and
can result in extreme bleeding and death. (…) While the debate is underway, the teacher adds to the
points he wrote on the blackboard earlier.
After the debate, he posts simple drawings illustrating the vagina and anus of an excised girl and of
an un-excised girl and explains that excision often does serious harm. For the first time, the teacher
states his opinion and, referring to points already made by the children, outlines the main points
against excision. At the end, he asks the children to vote for or against excision again by choosing to
stand on one side of the room or the other. The pro-excision group has shrunk to less than a third of
what it was but there are still those in favour and they include both girls and boys.”
(GIZ – BMZ 2011)
Participatory learning through high quality teaching materials
6
The effectiveness of teaching depends upon its quality. If
the teacher has been trained in a satisfactory manner and
good quality teaching materials are available in the class-
room, students can acquire the necessary skills to develop
their own life plans. Where teachers are themselves
persuaded by the content of the curriculum they are most
likely to act as true agents of change. In the context of
FGM in Burkina Faso, this includes not only a willingness
to report cases of FGM but also engaging voluntarily with
the issue and working to eliminate the practice within
their own families as well as within the families of
students in private schools (where many public teachers
also work to compensate for the lack of teachers). This
kind of courageous behaviour by teachers serves as a
model for youth and adolescents who are also actively
engaged in reducing the practice of FGM through
denunciation and mobilisation.
Students are also good messengers for transmitting
knowledge to friends who are not attending school, but
there is a risk that incorrect or misunderstood messages
may cause conflict or that pupils are taken out of school
by their families. In order to address this risk and create
harmonious and fruitful exchanges with the students'
families and other community members, complementary
community-based activities and educational approaches
to address the problem of FGM have been developed. To
this end, a range of highly interactive behaviour change
communication (BCC) approaches and tools are imple-
mented, since mass media and activities limited to IEC
techniques (Information, Education, and Communication)
alone cannot solve the problems associated with a deeply
rooted custom. These tools relate to the people's own
particular beliefs and circumstances and provide them
with knowledge and skills they need to change their
attitudes and behaviour and to get others to change theirs,
too. Examples include forum theatre presentations
(interactive theatrical performances), Kit-GRAAP-based
(Research Group to Support Rural Self-Development)
animations (cartoons, acting, dancing, and music), family
discussions about the rights of women, in-depth discus-
sions and activities in small groups, games, contests,
professional and lay counselling, peer education, and
dispute resolution assisted by counsellors (GIZ – BMZ
2011).
6 7
3. ProcessProduction of high quality teaching materials
At school level, high quality teaching materials were
designed to inspire the teachers and facilitate both the
students' motivation to learn and their acquisition of
knowledge. They promote the memorisation of key
messages and are also appropriate for self-study. In a
manner which stimulates both intellect and emotions,
they illustrate the harmfulness of the practice of FGM and
the ways in which it violates human rights. As this involves
further explanation of girls and women's rights to health
and to equal access and opportunities in political and
public life, the materials also aim to promote discussion
on the future roles of girls and boys in the family and in
society as a whole.
The following key aspects of FGM are covered repeatedly
from the second class in primary school until the
graduating class in high school:
(1) Traditional practices harmful to the health of
women and girls;
(2) Anatomy of the genitals of the woman and the man;
(3) Overview of FGM;
(4) FGM and Human Rights/Gender, HIV,
Reproductive Health, and Education;
(5) National strategies for promoting the abandonment
of FGM.
The information is adapted to the age and physical
and intellectual abilities of the students. Repetition in
each school year helps to refresh and deepen existing
knowledge and to assist students to form their own
opinions as well as allowing new students to understand
and engage with the subject.
In general, teachers are trained to incorporate the issue of
FGM into a traditional subject, called the 'host subject'.
Sometimes, simply introducing this theme into classroom
discussions is sufficient to generate interest from the
students. However, supporting materials are often used to
ensure that students are fully engaged in the topic, includ-
ing (anatomical) images, diagrams, audio cassettes and/or
videos. The use of these materials can significantly
improve the learning
process by simultaneously stimulating several channels of
perception. Visual information in particular is often easier
to understand and can accelerate the acquisition of
knowledge. In this way, students can take pride in their
learning and have greater motivation to share the new
knowledge with friends in class and at home.
Teaching materials and training modules are upgraded
periodically to ensure their quality. A strong emphasis is
placed on developing effective and engaging work sheets
and to participatory learning and communication
techniques.
Training of teachers
The training of teachers for their role in the process of
education should not be limited merely to the utilisation
of teaching materials. To this end, the demands on the
teachers' pedagogic skills are high, in particular their
ability to ensure the active involvement of children in
open discussions, even if the subjects are sensitive or
taboo. The school provides girls and boys a space for
discussion on controversial issues and this in turn should
assist young people to improve their ability to defend their
own opinions. Consequently, teachers should be proficient
in active learning techniques (for example role playing
games, contests, surveys) which invite students to actively
participate and to communicate with each other, as well as
to acquire and defend their own opinions, for example
through methods of problem solving and values clarifica-
tion (encouraging students to define their own values and
to understand others' values). Additionally, dealing with
the topic of FGM in class requires teachers to display
considerable sensitivity as well as moral leadership. Staff
must overcome their own reservations related to the topic
and, where necessary, ease tensions, creating a classroom
environment which encourages students to express
themselves freely.
8
The training of teachers should be supplemented with
regular monitoring and technical support and advice.
For this reason, it is essential that the technical staff of
the local state education services who are responsible for
training and monitoring are also trained accordingly.
In addition to regular monitoring visits, technical
and pedagogic staff benefits from joint missions of
DEACEmPC and CNLPE. The aim of these missions is to
provide technical support to help solve problems in the
classroom, but also to identify weaknesses in the design
and/or implementation of the approach. The results are
used to improve strategies and teaching materials.
Core partners and collaborative approach
The main actors in the planning and implementation of
the activities described in this summary are the ministries
of primary and secondary education, CNLPE, and two
programmes of GIZ: the supraregional project “Ending
female genital mutilation” and, since 2004, PROSAD.
The lead agency is the former National Directorate of
Education of the Population (DEmP), now DEACEmPC,
established in 1980 within the MESS. Its management is
responsible for introducing population issues including
reproductive health and rights into all school curricula
from primary and secondary education to high schools
and vocational schools, including the preparation,
pro duction and dissemination of educational materials.
DEACEmPC has considerable expertise and experience in
the planning, management and evaluation of projects.
With regard to the approach “Ending FGM and Education”,
it has organised both regular training of teachers as well as
of their supervisors and technical staff of the local state
education services, who are responsible for training and
technical monitoring of the teaching staff. In this context,
DEACEmPC has also implemented an improved tracking
system for monitoring the provision of technical support.
DEACEmPC actively collaborates with CNLPE and its
branches at national and regional level. CNLPE is specifi-
cally responsible for coordinating and monitoring the
activities of actors involved in promoting the abandon-
ment of FGM. This involves awareness-raising of the
population, sensitisation of the students' parents, and the
implementation of community-based approaches with
the support of governmental and non-governmental
partners.
CNLPE is supported by PROSAD in 2 of the 13 regions of
Burkina Faso (East and South-West). It advises several
government organisations (including two ministries in
charge of education) as well as non-governmental organi-
sations at national and regional level.
Teaching anatomical knowledge – a basis for understanding FGM
8 9
Key activities under each phase
The approach described above was implemented in a number of phases: preparation,
testing, consolidation and integration in national policies. The key activities under each
phase are described in the table below.
Period Activities Description
2000 Preparatory phase
Baseline survey over 14 days including interviews with 240 students, 60 teachers, 12 school directors and 12 parents' associations
Identification of knowledge, attitudes and behaviours related to the impact of FGM:• Population dynamics (maternal and infant mortality)• Girls' health and sexual fulfilment• Marital status, relationship norms, social life, parental responsibility• Sexual stereotypes• The increase of Sexually Transmitted Infections (STI) like HIV
Selection of six primary and six secondary schools for the experimental phase
Urban and rural sites representative of the diverse socio-cultural landscape of the country:• Kadiogo (Ouagadougou), Centre• Gourma (Fada N'Gourma), East• Boulkiemdé (Koudougou), Central-West• Houet (Bobo-Dioulasso) and Comoé (Banfora), West • Poni (Gaoua), South-West
Preparation of training modules to be taught in “host subjects” and of teaching materials for primary and secondary school teachers by multidisciplinary teams
Host subjects: Languages (German, English, French), Social and Family Economics, History/Geography, Philosophy, Life Science
Teaching materials: training module, user guide, curriculum, glossary, collection of lecture notes, worksheets, brochures, slides, anatomical charts, videotapes, posters etc.
Awareness campaign for parents at pilot schools by regional educational services
Sensitisation of 1,222 members of parents' associations
Provision of teaching materials (information boards, models, brochures, T-shirts, guides, cassettes) by CNLPE
2001 – 2002Experimental Phase
Training (6 days) of 60 teachers in the use of modules and materials, and active learning techniques including problem-solving techniques and “values clarification” (encouraging students to define their own values and to understand others' values)
Training content:• Foundations, origins, causes and consequences of FGM• Problem solving-techniques and values clarification• Active learning techniques• Selection criteria of relevant teaching materials• Assessment of knowledge, attitudes and behaviours (FGM)• Counselling (for support situations)
Experimental approach in selected institutions
Carried out in the academic year 2001/02. Monitoring and advisory support by the DEmP national team (3 missions), followed by local state education service
2003 Evaluation of the pilot phase Identification of knowledge, attitudes and behaviors related to the foundations and impact of FGM:• Structures for combating FGM• Maternal and child health and FGM• Girls’ health and sexual fulfilment• Marital status, relationship norms, social life, parental responsibility• Sexual stereotypes• The increase of STI like HIV
10
Period Activities Description
Reaching agreement to scale up National workshop with 50 participants representing key actors: teachers, trainers, DEmP and CNLPE. Participants recommended the adoption of a strategy for scaling-up the approach
Signature of joint circular letter by the Ministers for Education
2004 – 2006Consolidation Phase
Scaling-up of the approach „Ending FGM and Education“ by PROSAD in collabo ration with DEmP and in conjunction with CNLPE
Provision of modules and teaching materials developed for and tested in primary and secondary schools. Bi-annual training of teachers and supervisors in schools of intervention.
Co-financing by PROSAD and Plan Germany
Support of SP/CNLPE by PROSAD jointly agreed upon community-based activities taking place at school sites and other suitable locations are included within the National Plan 2009–2013 of CNLPE
2007/ 08 Revision of modules and teaching material
Impact monitoring with revised products and refreshment of knowledge and skills of teachers
2009 – presentPhase of inclusion within the national policy
Inclusion of the FGM approach as one axis of the National Action Plan 2009–2013 of SP/CNLPE adopted by the Council of Ministers advocating zero tolerance (Elimination of FGM in Burkina Faso by 2015)
Recognition of FGM as an emerging theme regarding Education of the Population (EmP)
Financing by technical and financial partners through a “common funding protocol” has enabled some accompanying teaching modules on FGM to be introduced in the regions of intervention.
Funding for the extension of the approach in two other regions (Sahel and north) provided by the World Bank (WB)
Monitoring of the integration of themes into the revision of the curriculum
Refreshment of skills and knowledge of trainers in local state education services
Training at the National School of Primary Education (ENEP), Institute of Science (IDS) and National School of Higher Education/ University of Koudougou (ENS/UK)
2012 Impact evaluation on the basis of interviews with stakeholders and beneficiaries
Data collection at a national workshop and two regional workshops
2013 – 2014 Advocacy with the government to accelerate the inclusion of courses about FGM in the education system
Advocacy with technical and financial partners to support a scaling-up of the approach
Establishment of a National Coalition for a campaign to accelerate the inclusion of courses about FGM into the education system, composed of key experts and specialists, NGOs /associations/networks, relevant governmental departments and agencies
Supervision, coordination and high-level support for the national campaign is provided by Chantal Compaoré, wife of the Head of State, President of Honor of CNLPE and Goodwill Ambassador of The Inter-African Committee on Traditional Practices Affecting the Health of Women and Children (Comité Inter-Africain sur les Pratiques Traditionnelles Néfastes à la Santé des Femmes et des Enfants, CIAF)
10 11
4. ResultsApproval from the state to scale-up education about FGM
The positive results during the testing of the approach in
2001/02 convinced the ministries in charge of primary
and secondary education to sign a joint letter committing
to the scaling-up of education about FGM with trained
teachers to be present in all educational establishments at
every level of the education system from primary to high
school.
The first step was accomplished with the adoption of the
approach as a strategic priority in the National Action Plan
2009–2013 by SP/CNLPE – approved by the Council of
Ministers in view of its policy advocating zero tolerance –
and which identified FGM as an “emerging theme”.
In October 2010, FGM was included into the syllabi of
secondary schools in a number of host subjects (Languages
and Life Science). However, to-date this is not yet the case
in relation to primary schools and the formal adoption of
the updated secondary school syllabi has been delayed
because of a comprehensive education reform process that
is currently underway.
In terms of scaling-up sensitisation on FGM, which
depends in part upon the level of technical and financial
support provided by international partners (GIZ, WB, Plan
International) positive results were observed in the school
years 2010/11 and 2011/12 in the regions East and South-
West.
Activities 2010/11 2011/12
Incorporation of courses about FGM into teaching programmes
44 institutions:• 21 primary schools• 23 secondary schools
54 institutions:• 30 primary schools• 24 secondary schools
Training and regular supervision of active teachers supervised by inspectors and pedagogic advisors from local state education services
134 teachers:• 66 from primary schools• 68 from secondary schools
196 teachers:• 103 from primary schools• 93 from secondary schools
Sensitisation of students on FGM 24,101 students:• 4,219 in primary education
(2,484 girls and 1,735 boys)• 19,882 in secondary education
(7,315 girls and 12,567 boys)
26,307 students:• 4,620 in primary education
(2,478 girls and 2,142 boys)• 21,687 in secondary education
(8,143 girls and 13,544 boys)
In the communities and neighbourhoods of the primary
and secondary schools which incorporated FGM into their
teaching programmes, families were sensitised through a
variety of BCC approaches organised by local associations
and groups including:
• InEast,5,060men,10,703womenand5,821girlsand
boys were sensitised through counselling sessions, family
debates, film discussions, forum theatre presentations,
contests and other advocacy activities, for example in
Gourma in 2011/12.
• InSouth-West,956similaractivitiestookplacein
2011 /12 in Loba, Noumbiel, and Poni, reaching 11,083
men, 6,606 women, and 8,448 children.
12
Decrease of the prevalence rate of FGM in the regions of intervention
Increasingly, people are aware of the harmful conse-
quences of FGM and reject the practice. A diversity of
programmes and projects by the state, governmental and
non-governmental organisations and associations have all
contributed to the overall decline in prevalence. The
decline in the intervention areas covered by the approach
“Ending FGM and Education” can be attributed in large
part to the information and education measures
implemented within this framework. Consequently, the
prevalence of excised girls from 0 to 14 years decreased in
East by 19.4 % in 2005 (by extrapolating from the EDS
2003) to 7.5 % in 2010 (EDSBF-MICS IV 2010). In South-
West, the prevalence decreased from 24.3 % in 2005 (GTZ/
PSV-DHTE 2005) to 15 % in 2010 (EDSBF-MICS IV 2010).
According to an evaluation in 2012 in PROSAD's inter-
vention area, FGM prevalence was around 0.3 % in the
East and 2.6 % in the South-West (PROSAD 2012).
Sensitised students increasingly speak out against
FGM and are able to justify their position
The proportion of primary (5th and 6th grade) and
secondary school students who can cite three immediate
and two long-term harmful consequences increased
from 30 % and 45 % respectively in 2006 to 54 % and
87 % in 2009 and to 75 % and 89 % in 2012 (PROSAD
2011, 2012).
Female and male students discussing the topic of FGM together
12 13
5. Lessons learnedKey elements and success factors
• Atthenationallevel,strongpoliticalcommitment
has enabled the creation of a framework for the integra-
tion of promoting courses about FGM into the school
curriculum.
• Thecollaborationbetweennationalpartnersandexperts
from GIZ is characterised by its long-term nature and the
degree of confidence. The exchange and analysis of
experiences are shared in a social atmosphere which
encourages open debates. Discussions contribute to the
strengthening of the skills of collaborating partners.
• Theprocessofinvolvingandstrengtheningthecapacity
of teachers and their supervisors, parents of students and
students themselves, as well as the regular supervision of
courses about FGM, were critical factors in achieving
concrete results. Planned and implemented by
DEACEmPC in collaboration with CNLPE, the knowledge
that this approach generated had served as the basis for
the expansion of the approach across Burkina Faso.
• Themobilityofteachingstaffposedamajorproblem:Ifa
teacher was transferred, it could mean that teaching of
FGM in the old facility no longer took place. Bi-annual
training at schools sites has helped to overcome this
problem and to maintain and strengthen acquired skills
in the schools of intervention.
Challenges
• Forgreaterimpact,itisimportanttosystematically
include more children who are not attending school and
other community members into school activities which
contribute to the abandonment of FGM. For example, in
Mali the school approach was supplemented by an
approach called “Generation Dialogue”, where male and
female members of different generations can respectfully
exchange and discuss their views on sensitive issues, such
as women's rights or FGM (GIZ 2013).
• Itisalsoimportanttogatherreliabledatanotonlyonthe
process of education about FGM in different schools but
also on the impact of the approach. It is therefore essen-
tial to construct a reliable monitoring system.
• Toscale-uptheapproachitisimportanttoachievethe
inclusion of FGM modules into the national curriculum
as set out by the National Coalition. This would also result
in the reservation of a portion of the education budget
for the training of teachers on the topic.
14
Conclusion
The FGM approach benefits from being implemented as a
component of an existing programme or project within a
pre-existing network. Resources are used more efficiently,
strategies and experiences are used more efficaciously.
Qualified, competent and committed staff within the
institutional partners that plan and implement the
pedagogic process are the guarantee that pedagogic
strategies are technically and culturally adapted and
implemented in a politically sensitive manner.
The comprehensive approach to activities in schools and
in their respective communities promotes synergies
between activities carried out in either location. The
exchange of knowledge and expertise between teachers
and students on the one side and members of the commu-
nity on the other, especially sensitised students' families
who are aware of the problems of FGM, generates deeper
understanding among all those involved of the full variety
of problems related to FGM.
The quality of pedagogic materials and the competence of
teachers correlate with the learning success. Pedagogic
materials of high quality inspire teachers and improve the
motivation to learn and the capacity to acquire knowledge
of learners. Active learning techniques, focusing on the
activities of students, contribute to the development of
skills to analyse a problem, to find a solution and to decide
on an appropriate response. These skills encourage
students to have confidence in their own values. They
become more aware of their own responsibilities in
relation to the creation of a better future for their children
and for society in general.
Learning about the topic of FGM
14 15
6. Sources of information and bibliographyCNLPE-MASSN-MENA-MESS (November 2009):
Curriculum du Primaire sur les mutilations génitales
féminines (MGF) au Burkina Faso.
CNLPE-MASSN-MENA-MESS (November 2009):
Curriculum du Secondaire sur les mutilations génitales
féminines (MGF) au Burkina Faso.
CNLPE-MASSN-MENA-MESS (June 2010):
Recueil de notes de lecture sur les mutilations génitales
féminines (MGF).
CNLPE- MASSN-MENA-MESS (June 2011):
Formation des enseignants à la promotion de l'abandon
des mutilations génitales féminines. Recueil des planches
anatomiques.
CNLPE- MASSN-MENA-MESS (June 2011):
Module de Formation des enseignants du primaire à
la promotion de l'abandon des mutilations génitales
féminines.
CNLPE- MASSN-MENA-MESS (June 2011):
Formation des enseignants à la promotion de l'abandon
des mutilations génitales féminines. Recueil de dépliant.
CNLPE- MASSN-MENA-MESS (June 2011):
Module de Formation des lycées et collèges et des
écoles professionnelles à la promotion de l'abandon des
mutilations génitales féminines.
DEmP (2001, revised in 2007-2008):
Guide d'utilisation du module de formation des
enseignants du primaire à la promotion de l'abandon
des mutilations génitales féminines.
DEmP (2001, revised in 2007-2008):
Guide d'utilisation du module de formation des profes-
seurs des lycées et collèges et des écoles de formation
professionnelle à la promotion de l'abandon des mutila-
tions génitales féminines.
Enquête Démographique et de Santé (EDS) 2003,
Burkina Faso:
http://www.measuredhs.com/pubs/pdf/FR154/FR154.pdf.
Enquête Démographique et de Santé et à Indicateurs
Multiples (EDSBF-MICS IV) 2010, Burkina Faso:
http://www.measuredhs.com/pubs/pdf/FR256/FR256.pdf.
GIZ (2013):
Intégration du sujet des mutilations génitales féminines
dans l'éducation scolaire et extrascolaire au Mali.
GIZ - BMZ (2011):
Going all-out for human rights and sexual health.
Aiming for results in Burkina Faso.
GTZ (2002):
Evaluation finale sur les connaissances, attitudes et
comportements relatifs à l'excision dans l'enseignement
primaire et secondaire du Burkina Faso, internal
document.
GTZ (2008):
Stratégie du Scaling-up des bonnes approches pour
la promotion de l'abandon des MGF au Burkina Faso,
internal document.
GTZ (2008):
Weibliche Genitalverstümmelung in Burkina Faso.
GTZ/PSV-DHTE (2005):
Etude de base sur les mutilations génitales féminines
dans la région du Sud-Ouest du Burkina Faso, internal
document.
MADDN, MEBA, MESSRS (December 2010):
Réforme des programmes d'enseignement selon
l'approche par les compétences (APC), joint document.
MASSN-MENA-MESS (November 2009):
Glossaire sur les mutilations génitales féminines (MGF)
au Burkina Faso.
MENA (2012):
Programme de développement stratégique de l'éducation
de base (PDSEB), Période 2012-2021.
PRES/PM/MEBA (2010):
DECRET N° 2010-057/ portant organisation du Ministère
de l'Enseignement de Base et de l'Alphabétisation.
PROSAD (2011):
Annuaire Statistique 2010–2011.
PROSAD (2012):
Evaluation fin de phase 2010–2012 et début de phase
2013–2015.
UNICEF (2013):
Female Genital Mutilation/Cutting: A statistical overview
and exploration of the dynamics of change.
UNO (2012):
Intensifying global efforts for the elimination of female
genital mutilations:
http://www.unfpa.org/webdav/site/global/shared/
documents/publications/2012/67th%20UNGA%20-%20
Resolution%20adopted%20on%20FGM.pdf.
More information on the supraregional project “Ending Female Genital Mutilation” of GIZ:
http://www.giz.de/fgm
More information on pedagogic material:
http://german-practice-collection.org/en/toolboxes/sexual-health-and-rights/
going-all-out-for-human-rights-and-sexual-health (see “excision”, Teaching modules for schools).
17
Editor
Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Registered offices Bonn and Eschborn, Germany
Human Rights and Sexual Health Programme OE 1100 Westafrica I Ouagadougou, Burkina Faso
Supraregional Project “Ending Female Genital Mutilation” OE 1200 Supraregional Africa Eschborn, Germany
[email protected] www.giz.de/fgm
Contact persons
Dr. Gabriele [email protected]
Telse [email protected]
Author Inge von der Ley
LayoutEYES-OPEN, Berlin
GIZ is responsible for the content of this publication.
On behalf of theFederal Ministry for Economic Cooperation and Development (BMZ)
Divisions 300 Regional development policy – Africa 302 West Africa I
Addresses of the BMZ offices
BMZ Bonn BMZ BerlinDahlmannstraße 4 Stresemannstraße 94 53113 Bonn, Germany 10963 Berlin, Germany T +49 228 99 535 - 0 T +49 30 18 535 - 0 F +49 228 99 535 - 3500 F +49 30 18 535 - 2501
[email protected] www.bmz.de
Photos GIZ GmbH, Bernd Hartung
As atNovember 2013