Programme Impact on exam results Study TEGINT Tanzania packaged 12% increase in girls Mascarenhas (2012) intervention included sitting Primary School training for teachers Leaving Examination Baseline and endline on gender and participatory (PSLE). Pass rates have with 23 project schools teaching methodologies and: improved by 6% from selected by stratified random girls’ clubs; baseline sampling. Quantitative capacity building for Increase in Gender surveys completed by school school management and Parity Index (GPI) staff, girls and community community groups; above the national members work with national trend organisations on policy and capacity issues TEGINT Nigeria packaged In primary schools for Para-Mallam (2012) intervention included data were training for teachers available, exam pass Baseline and endline study on gender and participatory rates increased by 6% with data collected from all teaching methodologies and: 72 TEGINT schools (primary girls’ clubs; and junior secondary). capacity building for Quantitative surveys school management and completed by school staff, community groups; girls and community work with national members organisations on policy and capacity issues Building Skills for Life Increased national Fancy et al. (2013) Plan UK portfolio of exam pass rates for Mid-term evaluation report. girls in Mali, from 39% programmes that aimed to Quantitative surveys with in 2011 to 67% in 2012 improve quality of girls’ adolescents and household Pass also increased education, access to education focus group discussions (FGDs) in Cambodia, El and policies that support girls’ and key informant interviews Salvador, Kenya and and boys’ participation. Took (KIIs) with community members Zimbabwe place in Cambodia, El Salvador, Kenya, Malawi, Mali, Pakistan, Rwanda, Sierra Leone and Zimbabwe Activities included training in gender and in discipline. Camfed in Tanzania and Statistically significant Camfed International (2016) Zimbabwe increase in English Quasi-experimental evaluation Training of young women as language test scores using baseline and midline data Learner Guides to facilitate life marginalised girls in and difference in difference skills learning, organise study intervention schools in analysis. Greater attrition in the groups, support teachers and Tanzania compared with midline sample in Zimbabwe than act as mentors; self-study counterparts in Tanzania materials; some refocusing of schools; curriculum to appeal to increases slightly higher
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
Rigoroud_Review_Full_Final.docx