What We Learn about Girls' Education from Interventions that Do Not Focus on Girls

Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synt...

Full description

Bibliographic Details
Main Authors:	Evans, David K., Yuan, Fei
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2019
Subjects:	EDUCATION GIRLS IMPACT EVALUATION ECONOMIC DEVELOPMENT GENDER ENROLLMENT
Online Access:	http://documents.worldbank.org/curated/en/243741563805734157/What-We-Learn-about-Girls-Education-from-Interventions-that-Do-Not-Focus-on-Girls http://hdl.handle.net/10986/32128

id	okr-10986-32128
recordtype	oai_dc
spelling	okr-10986-321282022-09-20T00:13:42Z What We Learn about Girls' Education from Interventions that Do Not Focus on Girls Evans, David K. Yuan, Fei EDUCATION GIRLS IMPACT EVALUATION ECONOMIC DEVELOPMENT GENDER ENROLLMENT Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls' latrines or girls' scholarships. But if general, non-targeted interventions -- those that benefit both girls and boys -- significantly improve girls' education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. This review brings together evidence from 270 educational interventions from 177 studies in 54 low- and middle-income countries and identifies their impacts on girls, regardless of whether the interventions specifically target girls. The review finds that to improve access and learning, general interventions deliver gains for girls that are comparable to girl-targeted interventions. At the same time, many more general interventions have been tested, providing a broader menu of options for policy makers. General interventions have similar impacts for girls as for boys. Many of the most effective interventions to improve access for girls are household-based (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to girls. 2019-07-29T18:38:18Z 2019-07-29T18:38:18Z 2019-07 Working Paper http://documents.worldbank.org/curated/en/243741563805734157/What-We-Learn-about-Girls-Education-from-Interventions-that-Do-Not-Focus-on-Girls http://hdl.handle.net/10986/32128 English Policy Research Working Paper;No. 8944 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Sub-Saharan Africa
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	EDUCATION GIRLS IMPACT EVALUATION ECONOMIC DEVELOPMENT GENDER ENROLLMENT
spellingShingle	EDUCATION GIRLS IMPACT EVALUATION ECONOMIC DEVELOPMENT GENDER ENROLLMENT Evans, David K. Yuan, Fei What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
geographic_facet	Africa Sub-Saharan Africa
relation	Policy Research Working Paper;No. 8944
description	Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls' latrines or girls' scholarships. But if general, non-targeted interventions -- those that benefit both girls and boys -- significantly improve girls' education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. This review brings together evidence from 270 educational interventions from 177 studies in 54 low- and middle-income countries and identifies their impacts on girls, regardless of whether the interventions specifically target girls. The review finds that to improve access and learning, general interventions deliver gains for girls that are comparable to girl-targeted interventions. At the same time, many more general interventions have been tested, providing a broader menu of options for policy makers. General interventions have similar impacts for girls as for boys. Many of the most effective interventions to improve access for girls are household-based (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to girls.
format	Working Paper
author	Evans, David K. Yuan, Fei
author_facet	Evans, David K. Yuan, Fei
author_sort	Evans, David K.
title	What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
title_short	What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
title_full	What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
title_fullStr	What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
title_full_unstemmed	What We Learn about Girls' Education from Interventions that Do Not Focus on Girls
title_sort	what we learn about girls' education from interventions that do not focus on girls
publisher	World Bank, Washington, DC
publishDate	2019
url	http://documents.worldbank.org/curated/en/243741563805734157/What-We-Learn-about-Girls-Education-from-Interventions-that-Do-Not-Focus-on-Girls http://hdl.handle.net/10986/32128
_version_	1764475875216064512

What We Learn about Girls' Education from Interventions that Do Not Focus on Girls

Similar Items