Foundations for Education and Empowerment
Foundations for Education and Empowerment (F4EE) aims to improve educational systems at the pre-primary and primary level and to address the gender, social, cultural, and economic barriers that women and girls face in accessing education, making life decisions, and improving their equitable learning outcomes as key steps to exercising their basic human rights. The IED, EA implements the F4EE project component that is Foundations for Learning (F4L) to train and equip students, teachers, school leaders, families, communities, civil society organizations, and government leaders with the knowledge, skills, attitudes, and values needed to promote more gender-responsive and pluralist quality education systems in Kenya, Tanzania, and Uganda.
The F4EE project aims to:
Transform unequal gender norms and power dynamics in and through education.
Increase access to more gender-responsive, pluralist quality educational opportunities for 1.4 million marginalized children (60% girls) throughout East Africa.
Enhance the professional knowledge and skills of 20,000 teachers and school leaders to provide more gender-responsive, pluralist learning environments and experiences for marginalised girls and boys;
Foster more gender-responsive and pluralist education systems by designing new inclusive models for education improvement with 1600 government schools during the foundational years of learning;
Engage more families, households, and communities in Kenya, Tanzania, and Uganda to transform beliefs, attitudes, and practices to actively support gender equity and equality in and through education;
Influence future education policies and practices through evidence generation and communications that promote more gender-responsive, pluralist education at scale;
Empower more girls by reducing gender and social barriers to educational access, transition, and performance rates throughout East Africa
Connect schools with health and nutrition resources to equip learners, particularly girls, with the knowledge and skills needed to live safer, healthier lives.
Strengthen delivery of quality, gender-responsive, and inclusive education, early childhood development, and other sustainable development services by:
Improved technical capacity of education, early childhood development, and international development professionals to deliver gender-responsive and inclusive services and programs
Enhanced ability of local, provincial and national governments to design and lead in quality gender-responsive and inclusive sector policies and programming
Increased availability of quality gender-responsive materials and appropriate resources in education.
Reduce gender and social barriers to utilization and uptake of education, early childhood development, and other sustainable development services for women and girls, adolescents, men, and boys through:
Increased equitable access to resources and services for women and girls, adolescents, men, and boys at household and community levels
Enhance the ability of local community structures, institutions and leaders to identify and respond to gender and social barriers and to foster inclusive governance
Enhance knowledge among female and male community members on equitable development practices and benefits
Enhance engagement of international stakeholders in gender-sensitive and evidence-based development issues and programming by:
Increasing availability of robust gender-sensitive evidence and research to inform decision-making at program and policy levels
Increase opportunities for learning and dialogue around gender-sensitive evidence with local, national and international stakeholders.
Aga Khan University – Institute for Educational Development, East Africa (AKU-IED)
Madrasa Early Childhood Programme (MECP)
Aga Khan Academy, Mombasa (AKAM)
Aga Khan Education Services (AKES)
Aga Khan Foundation (AKF)
Primary schools (Including practicum schools)
Pre-primary School teachers
Primary school teachers
Local Government Authority (LGA)
Manager Projects- IED, EA