Somalia
Adolescent Girls’ Education in Somalia (AGES) Post Project Evaluation Summaries
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO and USAID, which sought to enable 83,925 ultra-marginalized girls and female youth living in conflict-affected areas of Somalia to access quality education responsive to their needs. AGES combines the provision of three education modalities with financial literacy, youth savings groups, life skills, mentorship, and girl-led civic action. AGES enrolled a total of 90,698 girls in education, including 21,945 in primary education; 1244 in formal special needs schools; 13,276 in accelerated basic education (ABE); and 54,233 in non-formal education classes (NFE). This series of briefs highlights results on different components of results from the post-project evaluation.
Additionally, The Adolescent Girls’ Education in Somalia (AGES) project worked to improve learning outcomes and positive transitions for 90,698 extremely vulnerable girls and female youth in South Somalia. AGES research showed that vulnerable girls’ limited self-confidence and voice hinders participation in class, with a negative impact on learning, particularly among girls with disabilities and displaced youth. To address this barrier, AGES
formed school-based clubs known as Girls’ Empowerment Forum (GEF). Through the GEF, vulnerable students participate in activities to develop leadership skills with support from mentors and are linked to resource
persons within the community. They are trained to act as peer mentors within their schools and community, reaching out to other girls to provide support, and engaging in joint advocacy and action. GEF participants
work together to develop plans to address issues of their choice through girl-led action. GEF mentors and peer mentors are also trained on psychosocial first aid, providing support to those affected by shocks. In 2020-2024, AGES established 911 Girls’ Empowerment Forums with a total of 9,110 members. The GEFs were connected through 18 district-level networks. Read More...
Additionally, The Adolescent Girls’ Education in Somalia (AGES) project worked to improve learning outcomes and positive transitions for 90,698 extremely vulnerable girls and female youth in South Somalia. AGES research showed that vulnerable girls’ limited self-confidence and voice hinders participation in class, with a negative impact on learning, particularly among girls with disabilities and displaced youth. To address this barrier, AGES
formed school-based clubs known as Girls’ Empowerment Forum (GEF). Through the GEF, vulnerable students participate in activities to develop leadership skills with support from mentors and are linked to resource
persons within the community. They are trained to act as peer mentors within their schools and community, reaching out to other girls to provide support, and engaging in joint advocacy and action. GEF participants
work together to develop plans to address issues of their choice through girl-led action. GEF mentors and peer mentors are also trained on psychosocial first aid, providing support to those affected by shocks. In 2020-2024, AGES established 911 Girls’ Empowerment Forums with a total of 9,110 members. The GEFs were connected through 18 district-level networks. Read More...
IPC & Rapid Gender Analysis Pilot – Somalia: Gender, Food Insecurity & Drought
Acute food insecurity (AFI) in Somalia has deepened amidst a prolonged humanitarian crisis that is further amplified by the climate crisis, conflict, disease outbreaks, and the ripple effect of government instability. The interconnection between gender equality and food security on the local, national, and global level is well established; wider gaps in gender inequality in the public and private sphere heighten the likelihood of food insecurity within a country.1 Yet most global data sets on food insecurity are not disaggregated by sex. Primarily, gender-disaggregated approaches have been applied most consistently regarding indicators related to women’s reproductive role – such as anemia in women of childbearing age – and overlook key questions around women’s access to resources, safety,mobility,andparticipation. Thesespheresbroadenthelensofdatatoprovideamoreholistic understanding of the experience of food insecurity, and most importantly, can inform strategic responses that target the needs of the most vulnerable. Thus, this objective Rapid Gender Analysis (RGA) is to strengthen and operationalize mixed methodologies that integrate gender analysis into global food security measurement systems, such as the Integrated Food Security and Nutrition Phase Classification (IPC), to account for the differential vulnerabilities of men and women and provide concrete and actionable recommendations that inform both the process of data collection and the implementation of more effective humanitarian programming. This study was conducted from February 25 to March 11, 2023 and focused on four districts in Somalia, each situated within two distinct pastoralist Livelihood Zones.
The Integrated Food Security and Nutrition Phase Classification (IPC) serves as a pivotal analytical instrument, guiding decision-makers in understanding the magnitude and extent of both acute and chronic food insecurity as well as acute malnutrition.2 This assessment, which aligns with international standards, demonstrates a shortfall in the absence of consistently incorporating gender- disaggregated data and analysis, an aspect that is crucial for fostering a more inclusive approach to addressing food and nutrition insecurities globally. The IPC analytical approach comprises of data from governments, UN agencies, NGOs, and other stakeholders that have applied the most rigorous and technical methodologies aligned with the IPC Technical Manual 3.1.3 Recognizing the profound impact of gender dynamics on the escalating global acute food and nutrition crises, CARE implemented an adapted strategy that combined both quantitative and qualitative instruments and disaggregated by sex as well as individual and household level data. This pilot study engaged 1,708 respondents, encompassing both women and men, and incorporated quantitative surveys and qualitative data gathering techniques such as key informant interviews, focus group discussions, and individual stories. This synergistic fusion of methods illuminated the complex and diverse experiences of men and women, as well as the underlying themes associated with acute food insecurity in the specified two Livelihood Zones (LZs) and the subsequent four districts. The quantitative component incorporated IPC-approved indicators such as the Food Insecurity Experience Scale (FIES), the Household Hunger Scale (HHS), and the reduced Coping Strategies Index (rCSI), complemented by the WFP's adapted Gender Equality for Food Security (GE4FS) questions. Meanwhile, the qualitative analysis primarily utilized CARE's proven Rapid Gender Analysis (RGA) toolkit. Triangulation across quantitative and qualitative data sources underscores the importance of mixed method approaches and enables a more comprehensive understanding of the impacts of the prolonged drought on men and women and the development of more targeted programming that meets the needs of the most vulnerable crisis-affected populations.
Gender inequalities are both a cause of and the result of the differentiated experiences of acute food insecurity. Gender norms and dynamics impact men and women’s social, economic, and political participation, as well as their access to resources and services. When shocks hit, they can both reinforce and exacerbate existing barriers and discriminatory practices and/or create new opportunities and pathways for resilience, adaptation, and recovery. This report notes multiple shifts in gender dynamics that have occurred since the start of the drought that have shaped the capacity of men and women to participate in the drought response and recovery.
Structural inequalities in Somalia are based on the patriarchal clan-based system that is the foundation of social systems. Numerous indicators demonstrate how - from an early age - women are socially positioned to face risks and barriers that significantly reduced their agency in accessing opportunities, participating in household and community decision making and improving living conditions. Simultaneously, men’s roles towards their family defined by customary law and clan systems has been challenged due to the loss of livelihoods that has created increased vulnerability in accessing food and asserting their traditional roles.
The study explores nuanced gender disparities in acute food insecurity experiences within these LZs, highlighting the vulnerabilities exacerbated by the recent drought. The following highlight key findings:
• Gender Disparities in Acute Food Insecurity: There were distinct gender-based discrepancies, particularly in the Hawd LZ. In this LZ, the data indicated that men are facing a higher degree of acute food insecurity compared to women; the majority of women are grappling with conditions corresponding to IPC phase 3 (Crisis) or worse, whereas men are predominantly experiencing hardships consistent with indicative IPC phase 4 (Emergency). Conversely, in the Addun , both groups are contending with similar levels of acute food insecurity, at indicative IPC phase 4 (Emergency).
• Gender Analysis and Cultural Factors: Remarkably, the gender disparity observed in Hawd contradicts the traditional, cultural, and social norms that are prevalent in Somalia, which typically favor men. Thus, gender analysis of qualitative and secondary data provides critical nuance, with qualitative interviews indicating that men and women both generally perceive women as more vulnerable to acute food insecurity. Likewise, interviewees surfaced trends and cultural factors that may have influenced how men and women experienced or perceived acute food insecurity, such as customary eating habits, khat consumption, and humanitarian assistance. Further study is warranted to determine to what extent these factors are shaping IPC analysis in Somalia writ large.
• Severe Acute Food Insecurity: The findings from the study confirm a dire scenario, where over 70% of the population in the surveyed LZs are facing IPC phase 3+ (Crisis) or worse conditions, as confirmed by FIES, HHS, and rCSI outcome indicators. Disturbingly, there are households and individuals within these LZs confronting even more dire acute food insecurity circumstances consistent with IPC phase 5 (Catastrophe) levels.
• Collapse of Livelihoods Impacts Gender Roles: Drought conditions and the associated collapse of core livelihood pathways due to the loss of livestock has severely impacted traditional roles. The near total collapse of pastoralist livelihoods associated with the drought has threatened men’s traditional role of “provider” and has led some men to report strong feelings of mental health distress. Women have increasingly expanded outside of their traditional roles in the home to seek income opportunities, however, disparities remain that continue to limit their decision-making power at the household and community levels.
• Health Access: Respondents frequently drew connections between the food insecurity and malnutrition situation in their area to the lack of access to basic and life-saving health services. Health services, particularly for pregnant women, were noted by many to be dire, as was the need for better access to clean water to mitigate risks of increased diseases from contaminated sources.
• Protection: Increased tensions within the household due to growing limitations around access to resources heightens risks for gender-based violence within the household, especially as the scope of women’s roles expand around income generation and increased access to humanitarian aid. Culturally accepted practices around early and forced child marriage, as a coping method, also creates added stressors for women and families. Read More...
The Integrated Food Security and Nutrition Phase Classification (IPC) serves as a pivotal analytical instrument, guiding decision-makers in understanding the magnitude and extent of both acute and chronic food insecurity as well as acute malnutrition.2 This assessment, which aligns with international standards, demonstrates a shortfall in the absence of consistently incorporating gender- disaggregated data and analysis, an aspect that is crucial for fostering a more inclusive approach to addressing food and nutrition insecurities globally. The IPC analytical approach comprises of data from governments, UN agencies, NGOs, and other stakeholders that have applied the most rigorous and technical methodologies aligned with the IPC Technical Manual 3.1.3 Recognizing the profound impact of gender dynamics on the escalating global acute food and nutrition crises, CARE implemented an adapted strategy that combined both quantitative and qualitative instruments and disaggregated by sex as well as individual and household level data. This pilot study engaged 1,708 respondents, encompassing both women and men, and incorporated quantitative surveys and qualitative data gathering techniques such as key informant interviews, focus group discussions, and individual stories. This synergistic fusion of methods illuminated the complex and diverse experiences of men and women, as well as the underlying themes associated with acute food insecurity in the specified two Livelihood Zones (LZs) and the subsequent four districts. The quantitative component incorporated IPC-approved indicators such as the Food Insecurity Experience Scale (FIES), the Household Hunger Scale (HHS), and the reduced Coping Strategies Index (rCSI), complemented by the WFP's adapted Gender Equality for Food Security (GE4FS) questions. Meanwhile, the qualitative analysis primarily utilized CARE's proven Rapid Gender Analysis (RGA) toolkit. Triangulation across quantitative and qualitative data sources underscores the importance of mixed method approaches and enables a more comprehensive understanding of the impacts of the prolonged drought on men and women and the development of more targeted programming that meets the needs of the most vulnerable crisis-affected populations.
Gender inequalities are both a cause of and the result of the differentiated experiences of acute food insecurity. Gender norms and dynamics impact men and women’s social, economic, and political participation, as well as their access to resources and services. When shocks hit, they can both reinforce and exacerbate existing barriers and discriminatory practices and/or create new opportunities and pathways for resilience, adaptation, and recovery. This report notes multiple shifts in gender dynamics that have occurred since the start of the drought that have shaped the capacity of men and women to participate in the drought response and recovery.
Structural inequalities in Somalia are based on the patriarchal clan-based system that is the foundation of social systems. Numerous indicators demonstrate how - from an early age - women are socially positioned to face risks and barriers that significantly reduced their agency in accessing opportunities, participating in household and community decision making and improving living conditions. Simultaneously, men’s roles towards their family defined by customary law and clan systems has been challenged due to the loss of livelihoods that has created increased vulnerability in accessing food and asserting their traditional roles.
The study explores nuanced gender disparities in acute food insecurity experiences within these LZs, highlighting the vulnerabilities exacerbated by the recent drought. The following highlight key findings:
• Gender Disparities in Acute Food Insecurity: There were distinct gender-based discrepancies, particularly in the Hawd LZ. In this LZ, the data indicated that men are facing a higher degree of acute food insecurity compared to women; the majority of women are grappling with conditions corresponding to IPC phase 3 (Crisis) or worse, whereas men are predominantly experiencing hardships consistent with indicative IPC phase 4 (Emergency). Conversely, in the Addun , both groups are contending with similar levels of acute food insecurity, at indicative IPC phase 4 (Emergency).
• Gender Analysis and Cultural Factors: Remarkably, the gender disparity observed in Hawd contradicts the traditional, cultural, and social norms that are prevalent in Somalia, which typically favor men. Thus, gender analysis of qualitative and secondary data provides critical nuance, with qualitative interviews indicating that men and women both generally perceive women as more vulnerable to acute food insecurity. Likewise, interviewees surfaced trends and cultural factors that may have influenced how men and women experienced or perceived acute food insecurity, such as customary eating habits, khat consumption, and humanitarian assistance. Further study is warranted to determine to what extent these factors are shaping IPC analysis in Somalia writ large.
• Severe Acute Food Insecurity: The findings from the study confirm a dire scenario, where over 70% of the population in the surveyed LZs are facing IPC phase 3+ (Crisis) or worse conditions, as confirmed by FIES, HHS, and rCSI outcome indicators. Disturbingly, there are households and individuals within these LZs confronting even more dire acute food insecurity circumstances consistent with IPC phase 5 (Catastrophe) levels.
• Collapse of Livelihoods Impacts Gender Roles: Drought conditions and the associated collapse of core livelihood pathways due to the loss of livestock has severely impacted traditional roles. The near total collapse of pastoralist livelihoods associated with the drought has threatened men’s traditional role of “provider” and has led some men to report strong feelings of mental health distress. Women have increasingly expanded outside of their traditional roles in the home to seek income opportunities, however, disparities remain that continue to limit their decision-making power at the household and community levels.
• Health Access: Respondents frequently drew connections between the food insecurity and malnutrition situation in their area to the lack of access to basic and life-saving health services. Health services, particularly for pregnant women, were noted by many to be dire, as was the need for better access to clean water to mitigate risks of increased diseases from contaminated sources.
• Protection: Increased tensions within the household due to growing limitations around access to resources heightens risks for gender-based violence within the household, especially as the scope of women’s roles expand around income generation and increased access to humanitarian aid. Culturally accepted practices around early and forced child marriage, as a coping method, also creates added stressors for women and families. Read More...
EDUCATION SECTOR PROGRAM IMPLEMENTATION GRANT (ESPIG) Endline Report
Global evidence has shown that the type and quality of education can either fuel marginalization, alienation, poverty and vulnerability of children and young people or strengthen societal resilience. After the fall of the state in 1991 and the outbreak of conflict, the education system in Somalia remains fragmented and underfunded – with only 0.25 percent of Somalia’s GDP invested in the education system. Significant barriers to accessing quality education in Somalia include minimal capacity to provide in-teacher training; insufficient salaries for educators; high student to teacher ratio; low ratio of textbooks to students; inadequate school infrastructure (e.g., gender appropriate WASH facilities or access to electricity); marginalization of pastoralist communities and minority clans; and an inability to appropriately accommodate students with disabilities.
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
Adolescent Girls’ Education in Somalia (AGES) Impact Brief
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO’s Girls’ Education Challenge and USAID, which aims to boost learning outcomes and positive transitions for ultra-marginalized girls living in conflict-affected areas of Somalia. To date, AGES has enabled 90,698 ultra-marginalized girls and female youth to access quality education responsive to their needs. AGES enrolled 67,509 girls in ABE and NFE in 2019-23. Read More...
Strengthening Female Youth Resilience in Somalia Learnings from AGES and SOMGEP-T
A quality, relevant education is core to adaptive capacities for resilience, equipping children and youth with the skills to cope with shocks and adapt to new livelihoods.1 Schools and non-formal learning environments may also contribute to develop transformative capacities for resilience: strengthening social cohesion through peer support networks; equipping students for collective action and participation in decision-making; and shifting gender norms. Education also has the potential to build absorptive capacities for resilience through engaging adolescents and youth in informal savings groups, strengthening preparedness for shocks, and providing safeguarding mechanisms. Developing resilience capacities is relevant for all, but particularly for adolescent girls coming of age in crisis-affected contexts and those living in displacement. Read More...
Learning outcomes, transition, & retention Stories of change from AGES project in Somalia
The Adolescent Girls’ Education in Somalia (AGES) project aims to improve learning outcomes and positive transitions
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
Building Opportunities for Resilience in the Horn of Africa (BORESHA) III Final Evaluation Report
Building Opportunities for Resilience in the Horn of Africa (BORESHA) III was the third phase of a five-year project funded by the European Union Trust Fund for Africa (EUTF). It was implemented between January and December 2022 with a three-month no-cost extension (NCE) to March 2023 at the time of evaluation. BORESHA's overall objective remained the same throughout the various phases: to promote economic development and greater resilience, particularly among vulnerable groups. The project activities, carried out in the Mandera Triangle (the area where Ethiopia, Kenya, and Somalia meet), are primarily a continuation and scaling of what was accomplished in BORESHA I and II, and take a community-driven approach to address the shared nature of the risks and opportunities facing vulnerable people and communities. Read More...
Somali Girls Education Promotion Project Transition (SOMGEP-T) Baseline
CARE International launched SOMGEP and, following its successful completion, continued its programming through Somali Girls’ Education Promotion Project – Transition (SOMGEP-T). The project, which began on May 1 2017 and is expected to close on October 31 2021, builds on evidence from SOMGEP and seeks to further address barriers and challenges Somali girls face related to attendance and learning outcomes. At proposal stage, the project was expected to reach a total of 27,146 marginalised girls; calculations based on up to date enrolment data indicate that the project is estimated to reach 27,722 in-school girls across 148 primary schools and 53 secondary schools in Somaliland, Puntland, and Galmudug, as well as 5,140 out-of-school girls in the same locations.
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The baseline sample comprises 76 schools, with 38 intervention schools and 38 comparison schools. The primary findings from the evaluation are summarised below. Read More...
SOMGEP-T aims to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. To address barriers and the causes of marginalisation, the SOMGEP-T Theory of Change (ToC) focuses on four key outputs: (1) Improved access to post-primary options, (2) Supportive school practices and conditions for marginalised girls, (3) Positive shifts on gender and social norms at community and individual girl level, and (4) Enhanced MoEs’ capacity to deliver quality and relevant formal and informal education. Outputs are expected to contribute to the achievement of the project’s four intermediate outcomes of attendance, retention, improved quality of teaching, and life skills development, which will in turn contribute to the long-term goals of improving learning outcomes, boosting transition rates, and ensuring the sustainability of changes brought about by the project.
The SOMGEP-T evaluation uses a mixed-methods, quasi-experimental design, involving a longitudinal panel of girls with a non-randomly assigned comparison group. The baseline sample comprises 76 schools, with 38 intervention schools and 38 comparison schools. The primary findings from the evaluation are summarised below. Read More...
Somali Girls Education Promotion Project – Transition (SOMGEP-T) Midline Round 2
The long-term goal of SOMGEP-T is to bring about sustainable improvements to the learning and transition outcomes of marginalised Somali girls. Marginalised girls who are targeted under SOMGEP-T are expected to exhibit meaningful improvements in learning outcomes (literacy, numeracy, and financial literacy) and transition outcomes (transition rate) as compared to a comparison group; targeted schools, communities and government institutions are expected to demonstrate indications of sustainability. The project targets the underlying causes of marginalization, specifically through influencing stakeholder attitudes and promoting social change at the household, school, community and policy/governance levels.
Three general observations emerge from the aggregate learning analysis. The first is the program’s apparent impact on financial literacy. When using the pure longitudinal panel of all the individuals who overlap between Baseline and Midline Round 2, the impact is a substantive 8.4 percentage in favour of intervention schools. Secondly, increases in numeracy outcomes are systematically higher among intervention girls. The panel consisting of girls who have been enrolled since baseline has improved their results on average by 4.6 points more than the comparison group since the baseline. This divergence has almost entirely occurred between the two midline evaluation rounds, likely because impacts of the program in this regard are not immediate. Thirdly, despite indications of program impact in financial literacy and numeracy, literacy outcomes in comparison schools have often shown more marked improvement than intervention schools since the baseline. Read More...
Three general observations emerge from the aggregate learning analysis. The first is the program’s apparent impact on financial literacy. When using the pure longitudinal panel of all the individuals who overlap between Baseline and Midline Round 2, the impact is a substantive 8.4 percentage in favour of intervention schools. Secondly, increases in numeracy outcomes are systematically higher among intervention girls. The panel consisting of girls who have been enrolled since baseline has improved their results on average by 4.6 points more than the comparison group since the baseline. This divergence has almost entirely occurred between the two midline evaluation rounds, likely because impacts of the program in this regard are not immediate. Thirdly, despite indications of program impact in financial literacy and numeracy, literacy outcomes in comparison schools have often shown more marked improvement than intervention schools since the baseline. Read More...