Programme Impact on exam results Study TEGINT Tanzania packaged intervention included training for teachers on gender and participatory teaching methodologies and: girls’ clubs; capacity building for school management and community groups; work with national organisations on policy and capacity issues 12% increase in girls sitting Primary School Leaving Examination (PSLE). Pass rates have improved by 6% from baseline Increase in Gender Parity Index (GPI) above the national trend Mascarenhas (2012) Baseline and endline with 23 project schools selected by stratified random sampling. Quantitative surveys completed by school staff, girls and community members TEGINT Nigeria packaged intervention included training for teachers on gender and participatory teaching methodologies and: girls’ clubs; capacity building for school management and community groups; work with national organisations on policy and capacity issues In primary schools for data were available, exam pass rates increased by 6% Para-Mallam (2012) Baseline and endline study with data collected from all 72 TEGINT schools (primary and junior secondary). Quantitative surveys completed by school staff, girls and community members Building Skills for Life Plan UK portfolio of programmes that aimed to improve quality of girls’ education, access to education and policies that support girls’ and boys’ participation. Took place in Cambodia, El Salvador, Kenya, Malawi, Mali, Pakistan, Rwanda, Sierra Leone and Zimbabwe Activities included training in gender and in discipline. Increased national exam pass rates for girls in Mali, from 39% in 2011 to 67% in 2012 Pass also increased in Cambodia, El Salvador, Kenya and Zimbabwe Fancy et al. (2013) Mid-term evaluation report. Quantitative surveys with adolescents and household focus group discussions (FGDs) and key informant interviews (KIIs) with community members Camfed in Tanzania and Zimbabwe Training of young women as Learner Guides to facilitate life skills learning, organise study groups, support teachers and act as mentors; self-study materials; some refocusing of curriculum to appeal to Statistically significant increase in English language test scores marginalised girls in intervention schools in Tanzania compared with counterparts in schools; increases slightly higher Camfed International (2016) Quasi-experimental evaluation using baseline and midline data and difference in difference analysis. Greater attrition in the midline sample in Zimbabwe than Tanzania
Some qualitative evidence suggests that school management and governance is important for underpinning efforts to mainstream gender equality Limited evidence emerging from recent qualitative studies; more focused analysis needed Pedagogical issues Teacher training has positive impacts on girls’ learning; there are differential positive effects for girls in contexts where they formerly lagged behind boys Training in gender-responsiveness is associated with improved test scores for girls (and, in mixed schools, boys); given overall low attainment levels, it is often best integrated with an overall package of measures to improve teaching quality Increasing evidence of the importance of mentoring for academic self-confidence, improved learning outcomes and role model effects No clear gender-differentiated evidence on assessment or impacts of increased instruction time Several systematic reviews with consistent conclusions, though not all primary studies disaggregate by gender Positive evidence from 4 studies (<5) but growing body of qualitative studies; 1 quantitative study <2 studies on each issue Economic impacts of education on Clear evidence of strong positive returns to women’s education – greater returns for women than men and reduced gender gaps in wages Strong quantitative evidence; 6 studies examined Impacts of skills gained in adult life Very few retrospective studies; most highlight the importance of critical thinking, problem-solving and communication skills; some to importance of specific knowledge or vocational skills for future livelihoods Limited evidence (<5 studies each on cognitive, non-cognitive and vocational skills) Impacts on empowerment Clear evidence of impacts of education on voice, agency and decision-making power, though quantitative evidence shows a mixed picture on specific forms of decision-making Large body of qualitative and quantitative evidence (>10 studies) Thresholds for empowerment and economic effects Attending at least the first few grades of secondary school has a major additional effect on economic and empowerment outcomes Small but growing body of mixed quantitative and qualitative evidence (<5 studies) 6.6 Evidence gaps Some clear areas where evidence is limited emerged from our review, as follows.
Friends Financial education/ management Vocational training Problem solving Teaching approach Academic/learning indicators Interactive Participatory Learner-centred approaches Child-centred Teaching methods Chanting / repeating Pedagogical approaches Pedagogy Transformative education Gender sensitive Human rights education Mother language education Creativity scores Literacy Science results STEM subjects Numeracy Test scores Examination scores University admissions Performance Attainment Matriculation Language competence Type of school Long-term outcomes Residential Boarding Single-sex schools Co-educational Distance learning Second chance education Catch-up education Bridge to formal education Primary education Secondary education Time in school Length of schooling Thresholds Employment HIV risk Fertility rate Child marriage Participation in politics Public sphere participation Leadership Freedom from violence Economic Mental health Physical health Curriculum content Curricular approaches Educational content Textbooks Quality of education Health and sexuality education Sex-education Legal/human rights