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Girls Education Challenge Fund – Evaluation Manager Consortium

DEV Key Contact: Nitya Rao
Project Dates: September 2012-March 2015
Project Status: Live

Funded by

The Girls' Education Challenge Fund (GEC) seeks to support a range of interventions and innovations in DFID partner countries to ensure that girls overcome gender specific obstacles to enrolling, remaining in school and learning. While GEC is being implemented by a number of organisations on the ground, we are part of an Evaluation Manager Consortium (led by Coffey) that seeks to establish and share what works and what doesn't, though project evaluations, meta-analysis and thematic studies.

DEV Researchers:

Nitya Rao
Sheila Aikman

The thematic research would provide understandings of the processes of the GEC projects' implementation in relation to their wider educational and socio-cultural and economic contexts (Step Change and Innovations Window). Its aim is to provide insights into factors that influence change and offer explanatory narratives of the processes that link the input-output (baseline and final) evaluations. It will ask how and why gendered relationships, practices and structurally and historically entrenched inequalities at local and national levels influence marginalised girls' ability to achieve academically, and how and why change can and does take place. This will be done through the development of case studies in selected countries (chosen in relation to, among other things, the proposed Longitudinal Studies and the emerging analysis from baseline data collection) which will offer insights from multiple levels (school, family, community, region and nation) and multiple stakeholders (learners, teachers, parents, educational officials etc.).
  
The thematic research will focus on three key themes: learning processes and outcomes, educational pathways (the social institutions, processes and practices that enable or disable girls from following these pathways) and marginalisation and violence. It will be structured around the following questions, developed and fine-tuned in light of the project baseline studies and a review of pertinent literature for each context (national and local) for each location:

• How do the projects relate to the wider educational and socio-cultural and economic context?
• How do the projects' aims and ways of working cohere or challenge the priorities and values given to girls' education by girls, teachers and wider agents? 
• In what ways are the wider conditions in which the projects operate enabling or disabling achievement of project goals?