Some qualitative evidence suggests that Limited evidence school management and governance emerging from recent is important for underpinning efforts to qualitative studies; more mainstream gender equality focused analysis needed Pedagogical Teacher training has positive impacts on girls’ Several systematic issues learning; there are differential positive effects for reviews with consistent girls in contexts where they formerly lagged conclusions, though not behind boys all primary studies disaggregate by gender Training in gender-responsiveness is associated with improved test scores for girls (and, in mixed Positive evidence from 4 schools, boys); given overall low attainment studies levels, it is often best integrated with an overall package of measures to improve teaching quality Increasing evidence of the importance of (<5) but growing mentoring for academic self-confidence, body of qualitative improved learning outcomes and role model studies; 1 quantitative effects study No clear gender-differentiated evidence on assessment or impacts of increased instruction <2 studies on each issue time Economic Clear evidence of strong positive returns to Strong quantitative impacts of women’s education greater returns for women evidence; 6 studies – education on than men and reduced gender gaps in wages examined Impacts of skills Very few retrospective studies; most highlight the Limited evidence (<5 gained in adult importance of critical thinking, problem-solving studies each on life and communication skills; some to cognitive, non-cognitive importance of specific knowledge or vocational and vocational skills) skills for future livelihoods Impacts on Clear evidence of impacts of education on voice, Large body of qualitative empowerment agency and decision-making power, though and quantitative quantitative evidence shows a mixed picture on evidence (>10 studies) specific forms of decision-making Thresholds for Attending at least the first few grades of Small but growing body empowerment secondary school has a major additional effect on of mixed quantitative and economic economic and empowerment outcomes and qualitative evidence effects (<5 studies) 6.6 Evidence gaps Some clear areas where evidence is limited emerged from our review, as follows.
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.
Rigoroud_Review_Full_Final.docx