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In Africa there are numerous contrasting and non contrasting policies when it comes to school re-entry for girls after they become pregnant.
There are evident signs that the education access gap between boys and girls in African countries is closing. A run through of gender inclusiveness and equity when it comes to education policies and practices in African countries shows that continued policy efforts is becoming a stronghold in gender equality and disability and special needs education. Review of historic data on inclusiveness in education shows an increase in gender equity: growing from 22% in 2006 to 49.5% in 2022. However, trends across regional and national levels across various African countries show that girls are less likely to complete primary and secondary school due to the aspect of teenage pregnancies.
Poor or lack of implementation of school re-entry policies has forced many pregnant girls to drop out of school. This was accelerated during the COVID-19 pandemic, with many countries in Africa recording high numbers of teenage pregnancies during school closures. Possible examples of well-tested interventions that will enable girls’ education include but are not limited to subsidising or eliminating fees for girls’ education, scholarships, books, and other basic needs, including sanitary towels and meals, providing mentorship, guiding, and coaching. These interventions must be cornerstoneed on effective school re-entry policies that allow and support pregnant girls going back to school
Better news is that many African countries are starting to implement these policies for example:
Kenya, National Guidelines for School Re-entry , which facilitates re-entry into learning institutions for learners who have dropped out of school, regardless of gender for various reasons, including teenage pregnancies.
Malawi’s readmission policy , seeks to eliminate favoritism in the education system by ensuring pregnant girls have a smooth re-entry to schools.
While cherishing the role of policies in providing the legal basis, there is a need for creating awareness among the community, school leaders, and teachers so that they can provide the necessary support for teenage girls to go back to school.
In conclusion, the Ministry of Education in each country should develop guidelines to implement gender-responsive didactics and train personnel at the school and community levels to mentor others and fellow learners to be gender-sensitive and avoid discrimination.
The progress made so far by African countries is remarkable, but not enough yet.
