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Please use this identifier to cite or link to this item: https://t2-4.bsc.es/jspui/handle/123456789/62413
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dc.creatorCoffey International Developmenten
dc.creatorDepartment for International Developmenten
dc.date2015-06-24T08:48:11Zen
dc.identifier10.5255/UKDA-SN-7736-2-
dc.identifier7736-
dc.identifierhttp://doi.org/10.5255/UKDA-SN-7736-2-
dc.identifier.urihttps://t2-4.bsc.es/jspui/handle/123456789/62413*
dc.description<P>Abstract copyright UK Data Service and data collection copyright owner.</P>en
dc.descriptionIn 2012, the UK Department for International Development (DFID) launched the £355 million Girls' Education Challenge Fund (GEC) to support up to a million of the world's most marginalised girls to improve their lives through education. GEC projects are providing girls with access to education, materials, safe spaces to learn and a 'voice'. They help to mobilise and build capacity within governments, communities and schools through training and mentoring teachers, governors and community leaders.<br /><br /> <i>Baseline data</i><br /> As part of the evaluation of GEC, a substantial amount of primary data was collected at baseline. The GEC baseline research aimed to capture the scale and nature of educational marginalisation in project areas before the start of GEC programme activities. It measured current education outcomes of girls (and boys) with respect to attendance, enrolment, retention and learning outcomes. It also explored the prevalence and importance of potential barriers to girls' education, ranging from poverty and household economics through early marriage and pregnancy, cultural attitudes, and violence. Data were collected from households and schools in GEC intervention and control areas to enable a counterfactual evaluation design. It is planned that the Household Survey will be conducted three times in total, with the aim of tracking a cohort of girls in the respondent households over the course of the GEC's programme lifecycle. <br /><br /> <i>Midline data</i><br /> The midline evaluation covers the first two years of the projects' three-year implementation period in the first phase of the GEC. The purpose of the midline evaluation was to provide evidence of the programme's impact on being-in-school and learning outcomes, effectiveness and sustainability. As part of the evaluation of the GEC, a substantial amount of primary data was collected at midline. This included roughly 6,000 household surveys in fourteen GEC project areas across nine countries, and associated learning assessments for randomly selected girls within each respondent household (these girls were followed-up from the baseline sample). In addition, around 6,200 learning assessments were conducted in schools in five project locations across three countries which included boys and girls selected from primary school grades 2 and 4. The GEC midline research aimed to capture the scale and nature of educational marginalisation in project areas before the start of GEC programme activities. Similar to the baseline survey, it measured current education outcomes of girls (and boys) with respect to attendance, enrolment, retention and learning outcomes (literacy and numeracy). It also explored the prevalence and importance of potential barriers to girls' education, ranging from poverty and household economics through early marriage and pregnancy, cultural attitudes, and violence. Data was collected from households and schools in GEC intervention and control areas to enable a counterfactual evaluation design. This was the second of the planned three household survey waves. <br /><br /> Further information about the project can be found on the gov.uk <a href="https://www.gov.uk/girls-education-challenge" title="Girls' Education Challenge">Girls' Education Challenge</a> webpage.<br /><br /> For the second edition (July 2017) data and documentation from the midline evaluation phase of the project were added to the study, which previously contained materials from the baseline phase only. <br /><br />en
dc.description<B>Main Topics</B>:<BR>en
dc.descriptionThe data cover a range of information about the selected girls, their households, their experience at school, their achievements and their teachers. Detailed information on the structure of each dataset can be found in the User Guides.en
dc.languageen-
dc.rights<a href="https://www.nationalarchives.gov.uk/information-management/re-using-public-sector-information/uk-government-licensing-framework/crown-copyright/" target="_blank">© Crown copyright</a>. The use of these data is subject to the <a href="https://ukdataservice.ac.uk/app/uploads/cd137-enduserlicence.pdf" target="_blank">UK Data Service End User Licence Agreement</a>. Additional restrictions may also apply.en
dc.subjectGIRLSen
dc.subjectHEADS OF HOUSEHOLDen
dc.subjectGENDERen
dc.subjectETHNIC GROUPSen
dc.subjectLANGUAGESen
dc.subjectHOUSEHOLD HEAD'S OCCUPATIONen
dc.subjectHOUSEHOLD HEAD'S EDUCATIONAL BACKGROUNDen
dc.subjectHOUSEHOLDSen
dc.subjectPLACE OF BIRTHen
dc.subjectAGEen
dc.subjectVISION IMPAIRMENTSen
dc.subjectHEARING IMPAIRMENTSen
dc.subjectPHYSICAL DISABILITIESen
dc.subjectCOMMUNICATION DISABILITIESen
dc.subjectUNWAGED WORKERSen
dc.subjectEDUCATIONAL ATTENDANCEen
dc.subjectSINGLE-SEX SCHOOLSen
dc.subjectTRAVELLING TIMEen
dc.subjectSATISFACTIONen
dc.subjectSCHOOL BUILDINGSen
dc.subjectEDUCATIONAL FACILITIESen
dc.subjectSCHOOL TIMEen
dc.subjectASSAULTen
dc.subjectEDUCATIONAL FEESen
dc.subjectEDUCATIONAL REFORMen
dc.subjectHOUSEWORKen
dc.subjectTIMEen
dc.subjectIMMUNIZATIONen
dc.subjectROOFSen
dc.subjectFLOORSen
dc.subjectGAS SUPPLYen
dc.subjectELECTRIC POWER SUPPLYen
dc.subjectLIGHTINGen
dc.subjectCONSUMER GOODSen
dc.subjectRESIDENTIAL MOBILITYen
dc.subjectFINANCIAL RESOURCESen
dc.subjectFINANCIAL DIFFICULTIESen
dc.subjectWOMEN'S EDUCATIONen
dc.subjectEQUAL EDUCATIONen
dc.subjectATTITUDESen
dc.subjectSCHOOLSen
dc.subjectSCHOOLTEACHERSen
dc.subjectEMOTIONAL STATESen
dc.subjectVERBAL SKILLSen
dc.subjectREADING SKILLSen
dc.subjectNUMERACYen
dc.subjectEDUCATIONAL ASSESSMENTen
dc.subjectTEACHER QUALIFICATIONSen
dc.subjectOCCUPATIONAL TRAININGen
dc.subjectTEACHER-STUDENT RELATIONSHIPen
dc.subjectTEACHER BEHAVIOURen
dc.subjectSCHOOL PUNISHMENTSen
dc.subjectSCHOOL DISCIPLINEen
dc.subjectDISMISSALen
dc.subjectTRADE UNIONSen
dc.subjectTUTORINGen
dc.subjectWOMEN'S RIGHTSen
dc.subjectDISABLED CHILDRENen
dc.subjectHOMEWORKen
dc.subjectTEXTBOOKSen
dc.subjectWRITING MATERIALSen
dc.subjectEDUCATIONAL EQUIPMENTen
dc.subjectLAVATORIESen
dc.subject2013-2016en
dc.subjectAfghanistanen
dc.subjectEthiopiaen
dc.subjectKenyaen
dc.subjectMozambiqueen
dc.subjectSierra Leoneen
dc.subjectSomaliaen
dc.subjectTanzaniaen
dc.subjectZimbabween
dc.subjectCongoen
dc.titleGirls' Education Challenge Data, 2013-2016: Special Licence Accessen
dc.typeDataseten
dc.coverageAfghanistanen
dc.coverageEthiopiaen
dc.coverageKenyaen
dc.coverageMozambiqueen
dc.coverageSierra Leoneen
dc.coverageSomaliaen
dc.coverageTanzaniaen
dc.coverageZimbabween
dc.coverageCongoen
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