Impacts on girls’ learning

School closures and lockdown measures have resulted in significant educational disruptions in East Africa, negatively impacting girls’ learning. Whilst schools are currently open across the three countries, UNESCO global monitoring of school closures shows that Somalia experienced 19 weeks of school closures, Ethiopia 31 weeks and Kenya 37 weeks (as of July 2021). While the full extent of the impact of learning outcomes is unknown, some emerging evidence from projects of the negative impact. For example, the Expanding Inclusive Education Strategies for Girls with Disabilities project (Kenya) has found a drop in literacy and numeracy levels of some girls, especially those with parents unable to provide support for learning.

Projects in all three countries found girls’ domestic workload increased because of worsening economic hardship, which impacted their ability to engage in learning. In Ethiopia, 70% of young women spent more time on household duties during lockdown than young men (26%). In addition, 46% of young women undertook increased childcare due to COVID-19 compared with 19% of young men.11 GEC girls echoed this. In Somalia, 71% of girls reported an increase in domestic workloads. This is linked to economic hardship. 33% of girls are experiencing food insecurity and 63% reported a lack of cash income at home (as reported by the AGES project, Somalia). Increases in domestic and childcare burdens are likely to contribute to a more pronounced learning loss.12

An inability to access distance learning was a common issue across all three East Africa GEC countries. In Ethiopia, only 5% of students could access online learning during the lockdown13 as most of the population have limited or no access to electricity.14 The STAGES project (Ethiopia) found that 42% of supported girls could access education programmes via radio, 4.4% via TV and 31.5% via phones. Both the Let Our Girls Succeed (Kenya) and AGES (Somalia) found that those who reported engagement in remote learning had higher learning outcomes than those who did not participate. Interestingly, AGES supported girls who participated in life skill clubs had a much higher engagement in distance learning, demonstrating the importance of investment in confidence and decision making.

As with other regions across the GEC portfolio, the most marginalised girls are the least likely to have access – those from the poorest households, remote areas, and refugees.15 For example, Let Our Girls Succeed (Kenya) found that the learning gaps between urban and rural girls widened during school closures.16

Projects across the three countries used a mixed-modality, community-based approach to address the barriers to learning that girls faced. For example, the Excelling Against the Odds project (Ethiopia) provided teacher-designed worksheets backed up by community volunteers to keep in touch with girls and families and support them with their learning.

In Somalia, AGES developed printed learning materials and a book borrowing system backed up by local teachers and community volunteers to provide further support via phone. Jielimishe (Kenya) also used multiple distance learning modalities backed up by community mobilisers who supported those who could not access digital platforms. Educate for Life (Kenya) set up small learning groups at learning centres and used these centres to distribute workbooks and dignity kits.

In Kenya, Let Our Girls Succeed used a mixed-delivery model by expanding the role of Community Health Volunteers to include the delivery of printed learning materials, monitor girls’ engagement with learning activities and encourage caregivers to support learning at home. This was supplemented by radio lessons and the formation of reading camps. Research has shown that reading camps combined with paper-based learning resources have had the greatest impact of learning and have mitigated against the constraints of some girls not living with literate household members, or having limited access to radio programmes.

Ethiopia

Literature review findings: Less than 5% of students could access online learning during lockdown (Glennerster et al., 2021). Furthermore, more than 80% of the population live in rural areas with limited or no access to electricity ( Tiruneh 2020). Malala Fund 2020b survey found that only 13% of students could access TV and radio distance learning initiatives and the majority found them insufficient. In addition, 70% of young women spent more time on household duties during the lockdown, compared with only 26% young men. 46% of young women undertook increased childcare, compared with only 19% young men (Young Lives 2021).

Project findings:

STAGES consulted with girls and 57.6% of them indicated that chores increased and the majority of comments started with “I am worried about my education” and then stated various worries (e.g. whether exams will go ahead, whether they would transition). However, 42% of girls could access radio educational programmes safely, 4.4% were able to access TV educational programmes safely and 31.5% could use mobile phones to attend educational programmes safely.

Core interventions:

Excelling Against the Odds developed worksheets backed up by community volunteers to keep in touch with girls and families to make sure they allowed girls time to focus on education. Activities were facilitated by community workers, community volunteers, principals and teachers. Content included teacher-designed grade-level worksheets tailored to the girls’ learning level. The worksheets and examination practice papers complement the government’s planned to catch up and revision classes.

STAGES adapted their work with community-school structures to keep in close contact with girls, providing key messages about continuing to study at home, and on keeping safe and well during school closures. They strengthened the ‘ecosystem’ of support to girls via existing government structures as well as working through newer structures including Mother and Father Groups, which were able to be close to girls, and providing key messages via local radio.

Kenya

Literature review findings: Girls and refugee children are likely to face devastating consequences due to a lack of educational resources at home (Parsitau et al. 2020). Unequal access to technology, prohibitive internet costs, unreliable internet access (OCHA2020a).

Project findings:

Expanding Inclusive Education Strategies for Girls with Disabilities has seen a drop in literacy and numeracy levels of girls, especially those with parents unable to provide support for learning.

Let Our Girls Succeed was unable to trace and support a handful of girls who migrated out of urban settings due to economic challenges. In addition, a rapid assessment survey showed that learning gaps between urban and rural girls widened during COVID-19.

Core interventions:

Let Our Girls Succeed used a mixed-team delivery model expanding the role of community health workers to include the delivery of printed learning materials to girls, collecting written exercises for teachers and coaches to mark, monitoring girls’ engagement with learning activities and encouraging parents and caregivers to support learning at home. Supplemented by the provision of radio and the formation of community learning groups, girls accessed tailored tutorials developed by teachers in line with the national curriculum. In addition, life skill topics were integrated into the community and home learning material.

Jielimishe used multiple distance learning modalities (learning centres, radio, home learning materials), backed up by community mobilisers who visited those who could not access digital platforms. Additional activities focused on engagement with parents and activities were facilitated by teachers and community mobilisers. The project developed content to address literacy and numeracy gaps identified in internal and external assessments and government material.

Educate for Life used small learning groups at learning centres, serving as hubs for dignity kit and workbook distribution. Mentors, community health workers and facilitators implemented activities.

Somalia

Literature review findings:

School closures left more than 1.3 million children with no access to education, in addition to the 3 million school-aged children not enrolled in schools (Mawere 2020).

Project findings:

SOMGEP reported that 39% of girls were able to spend over two hours a day on education activities (CARE 2020).

AGES reported that 71% of students saw an increase in domestic workload. In a COVID-19 analysis report, 71% of students reported increased workload, 53% reported studying at home, 40% reported practising by themselves at home, 28% taught by family members, and 16% taught by neighbours. 30% of students have continued to receive support from teachers, 61% spend more than two hours a day studying at home, and 40% spend more than one hour. Girls who reported engagement in remote learning had significantly higher reading comprehension (8% points) and numeracy (38% points) scores in a July to August assessment, compared to their peers who had not participated. 33% experienced food insecurity and 63% reported a lack of cash income at home, increasing from 27% to 15% in 2019. GEC girls had a much higher engagement in distance learning, demonstrating the importance of investment in confidence and decision making.

Core interventions:

AGES developed remote content (printed materials), backstopped by facilitators providing further support via phone or SMS or WhatsApp and a book borrowing system. Local teachers and community volunteers facilitated this and the content focused on micro-lessons that addressed vital skills and topics. As a result, remote learning has continued post-school reopening.

SOMGEP developed remote content (printed materials and online content shared via WhatsApp) and facilitated book sharing processes. Formal school teachers and accelerated education facilitators provided support via phone, WhatsApp and in-person meetings (with social distancing). Girls’ Empowerment Forums (girl-led groups) also supported peers through socially distanced meetings (in small groups) facilitated by formal school teachers, accelerated education facilitators and adolescent girls engaged in Girls’ Empowerment Forums.