Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
The Cambodian government has been successful in raising girls’ enrolment and academic achievement in recent years, with girls’ enrolment reaching 100% in 2021 and girls outperforming boys in reading, writing and mathematics at Grade 5 level. While this is hugely encouraging for girls’ education in the country, these statistics alone do not help us to understand the extent to which gender imbalances are being addressed and improved within the classroom.
Difficulty transitioning from school to higher education or work remains one of the key barriers facing girls in disadvantaged contexts, with far-reaching implications for their futures and wellbeing. In this report, the first in a three-year research project on girls’ transitions into higher education or work, we seek to understand the challenges facing these girls and highlight promising interventions to support their transitions – including in challenging contexts where marginalisation persists.
This report explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi.
This report by Adella Raymond, the first winner of the Tim Morris Award, focuses on the particularly challenging situation facing women and girls in pastoral communities and the marginalisation they suffer.
Our work in Kenya, part of the UK government Foreign, Commonwealth and Development Office (FCDO) Girls' Education Challenge, has been identified as one of the most effective GEC Step Change projects in the world. In this publication, Tony McAleavy, Director of Research and Consultancy at Education Development Trust, looks at why we were so successful.