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

fgm@giz.de www.giz.de/fgm

Contact persons

Dr. Gabriele Gahngabriele.gahn@giz.de

Telse Badiltelse.badil@giz.de

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

poststelle@bmz.bund.de www.bmz.de

Photos GIZ GmbH, Bernd Hartung

As atNovember 2013