Over the past three decades, practitioners have been reminded at workshops, seminars, and conferences that gender equity is an issue for effectiveness of development programs, not just a matter of political correctness, or as some colleagues believe, kindness to women. This issue of the International Institute for Capacity Building in Africa (IICBA) Newsletter, a bi-annual publication in English and French, examines gender and curriculum issues in African education. It contains the following articles: (1) Why African Girls Are Still Not Getting into Areas of Science and Technology (Euphrates Efosi Wose Gobina); (2) The Prospects of a Critical Practitioner Inquiry Approach to Achieving Gender Equitable Teaching and Learning (Temechegn Engida); and (3) Points of View: An ICT Education Expert Talks about His Experiences of Technology-Enhanced Teaching and Learning and Its Prospects for Gender Equity in Classrooms (Iginio Gagliardone). An IICBA update on recent news concludes the newsletter. (Individual articles contain references.)