Girls’ Education
Girls’ Education
© GAGE / Nathalie Bertrams
Social protection is a fundamental right and key tool in addressing shocks, vulnerability, gender inequality and poverty. It can make the difference that keeps a child from going to bed hungry and missing school. It can allow people to access essential healthcare and to adapt more easily to climate related disasters. Expanding coverage and improving… Read more
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely… Read more
This rapid review focuses on identifying evidence and lessons learned on the links between life skills interventions in emergency settings and the prevention of unwanted pregnancies and early marriage and return to education post crisis amongst adolescent girls. It seeks to enable learning from past emergencies to inform the design of effective support to adolescent… Read more
This rapid review focuses on identifying evidence on the secondary impacts of COVID-19 on women and girls in Sub-Saharan Africa (SSA). It aims to enable a greater understanding of the unique circumstances of women and girls in the region, which could assist with the provision of effective support throughout the COVID-19 crisis and its aftermath…. Read more
This report provides a rapid evidence summary of the impact of school closures on marginalised girls and presents strategies which involve elements of education technology to mitigate these negative impacts. In considering the broader evidence on what works in supporting marginalised girls’ education, this report focuses on those that could be facilitated, through use of… Read more
Between 2013 and 2017, Education Development Trust designed and delivered a large-scale education reform programme in Kenya, intended to improve the life chances of some particularly disadvantaged girls. This was funded by the UK government Department for International Development (DFID) as part of the UK global Girls’ Education Challenge (GEC) Step Change programmes. Education Development Trust called their project ‘Wasichana Wote Wasome’ (WWW); Kiswahili for ‘let all girls… Read more
SAGE is a DFID supported, integrated programme to improve the lives of adolescent girls, responding to the multiple and interrelated disadvantages they face. It comprises two components: Delivery of integrated services for vulnerable adolescent girls through a safe spaces approach, including enhancing their access to sexual and reproductive health (SRH) education and services. Support for… Read more
This blog was written by Elizabeth Tofaris, University of Cambridge, on behalf of the the Impact Initiative for international development research. The Impact Initiative seeks to connect policymakers and practitioners with the world-class social science research supported by the ESRC-DFID Strategic Partnership, maximising the uptake and impact of research from: (i) the Joint Fund for… Read more
Refugee schools in West Africa tend to be dominated by men, with even early years classes taught mostly by male teachers. There are very few female teachers and even fewer female head teachers or education administrators. Although enrollment in the lower classes is more or less gender balanced, by the upper primary level, many of… Read more
Despite progress in enrolment and retention of refugee children in primary education services in recent years, access to secondary education for refugee adolescents remains a critical gap across UNHCR operations. This education brief outlines key information on secondary education programming for refugees. The brief highlights that globally, only one in four refugee adolescents are in… Read more
Introduction The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances, is overwhelming. The evidence comes from studies of all kinds, including well-known large quantitative longitudinal studies (e.g. High/Scope Perry studies in the USA and the work of Heckman, at http://heckmanequation.org/) to more localised qualitative… Read more