FAWE Kenya is a membership organization whose members include ministers of education, university vice-chancellors, education policy-makers, researchers, gender specialists and human rights activists.

Our organization structure comprises a Regional Secretariat headquartered in Nairobi, Kenya, and National Chapters operating in 33 countries across Africa. Our governance structure comprises an 11-member Executive Committee and General Assembly.


Terry Otieno

Chief Executive Officer, FAWE Kenya


Leadership & Management

The governing body of FAWEK is the General Assembly of Members which elects an Executive Committee constituted by nine (9) members referred to as Board of Directors that provides policy guidance and oversight. The current Board of Directors comprise of eight (8) Women and one (1) man, led by Prof. Genevieve Mwayuli PhD, as the chairperson. Prof. Mwayuli is a leading educationist in Kenya, and one of the few women at the peak of academics in Africa.

Under the Board of Directors is the National Secretariat with Headquarters in Nairobi, and vested the duty of running FAWEK day-to-day operations. The National Secretariat is headed by the Chief Executive Officer, who also coordinates all the regions. The current CEO is Ms. Teresa A. Otieno, who has wide experience in project planning and management, child protection and participation, Anti FGM/C campaign, Sexual Reproductive Health and Rights, and Women Empowerment.

FAWEK currently has a total of 48 fulltime staff, 15 volunteers and 6 interns all serving in different project and in the regions. The National Secretariat is supported by a pool of associate consultants, most of who are among the 600 members spread in at least 20 counties in Kenya. Zonal Focal Persons implements FAWEK’s mandate at local level (in their respective zones). The members and associate consultants have varied technical expertise in different fields, including Education, Environment, Governance, Gender & Development, Research, Monitoring and Evaluation, Reproductive Health and Nutrition, Human Rights, organizational capacity assessment and development, peace and conflict management.

The slim administration team in the head office comprise of the Chief Executive Officer, Finance and Administration Manager, Programmes Manager, Advocacy and Communications Officer Office Administrator, Coordinator Research M&E. This team is ably supported by Project officers based in regions and technical staff who handles procurement & accounting, logistics, events and conference services.


Our Approach

FAWE Kenya work includes encouraging governments, international organisations and local communities to enact policies and provide positive learning environments that treat girls and boys equally. We use a four-pronged approach to transform girls’ education and to achieve gender equity and equality in education across Africa:

Strategic Objectives:

  1. To advocate for policy change and implementation at National and County levels. 
  2. To promote girls education as a right by increasing access, improving retention and enhancing performance in education. 
  3. To build public awareness and consensus on the social and economic advantages of girls’ education through continued advocacy.
  4. To undertake interventions that demonstrate how to achieve improved access, retention, Capability Statement- FAWE Kenya Chapter Page 3 of 9 performance in education by tackling all the barriers. 
  5. To influence replication and mainstreaming of best practices from previous interventions into broader national education policy and practice.


Supporting Objectives:

  1. To create a skilled and vibrant FAWE network with the capacity to deliver the strategic objectives
  2. To cement a strong and productive partnership with like-minded people committed to gender equity and equality in education
1. Policy Advocacy

Influencing governments and other partners to review existing educational policies and adopt strategies to achieve greater and better participation of girls in education

2. Community Advocacy

Building public awareness on the social and economic value of girls’ education so that citizens themselves take responsibility for the task and collectively work to support the agenda.

3. Interventions

Developing and promoting models that demonstrate that contexts can be created that are conducive to girls’ enrolment, continuation and successful completion of the school cycle.

4. Replication and mainstreaming

Encouraging governments to adopt and generalise innovations that have demonstrated positive impacts on girls’ schooling.