Access and Learning Study: Qualitative Coding Framework

Level 1

CODES

Explanation- What does the code entail? Research questions

9. Factors affecting education: Learning resources

Access to digital resources in the home

Access to a TV, radio, tablet or telephone for online learning.

Access to physical resources in the home

Books, learning packs, pens and paper, worksheets.

Access to resources outside of the home

Community learning centres, study groups, remedial classes.

10. Factors affecting education: School infrastructure and support

Toilet situation at school

Including separate for boys and girls, availability of toilets, WASH facilities

Distance from home to school Long distance or short distance.

Teaching quality

Teacher absenteeism

Academic performance

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Any mention of quality of teaching and support to teachers.

Any mention of teacher absenteeism or teachers missing from schools/ lessons.

Any mention of academic performance (general or in some subjects) either supporting or being a barrier to girls' education.

Level 1

CODES

Quality/ availability of school facilities/ infrastructure

School fees/ cost of school

School support for special needs / disability

Social service delivery (incl. meals)

Explanation- What does the code entail?

Research questions

Desks, chairs, water, electricity, classrooms, situation of school building/ structure RQc

Uniforms, shoes, paying teachers, fees. RQc

Any mention of these activities before, during or after school closure. RQc

Whether the school provides meals or any other services and packages. RQc

11. Political Economy Analysis*

Challenges to girls' education

Any mention of challenges specific to girls' education (before or during Covid-19) (please note this will also be covered by some codes above - double code for PEA).

In your opinion, what are the main challenges facing girls' education [both in the context of Covid-19 and otherwise]?

Girls' future education outcomes

Any mention of factors likely to influence girls' education in the future (Double code for PEA).

In your opinion, what are the main factors that will allow girls to continue to attend and do well in school in the coming years? How far has this been affected because of the pandemic?

Political, social and economic factors in the country/ region/ community influencing the project

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Any mention of contextual factors influencing project activities or outcomes (Double code for PEA)

Can you provide an explanation of some of the political, social and economic factors in the country/region/community that may have influenced project strategies and outcomes?

Level 1

CODES

Key stakeholders in girls' education

Explanation- What does the code entail?

Explicit mention of stakeholders involved in delivering girls' education through the project (Double code for PEA).

Research questions

Who are the key stakeholders involved in delivering girls' education through this GEC project?

Interaction between stakeholders in girls' education

Any mention of how key stakeholders working through the project interact with each other (Double code for PEA).

In your opinion, how do they interact with each other, and are particular groups more influential than others?

Influential stakeholder groups in girls' education

Any mention of stakeholders that are particularly influential in the project intervention (Double code for PEA).

In your opinion, how do they interact with each other, and are particular groups more influential than others?

Incentives or disincentives to support girls' education

Any mention of incentives or disincentives for education stakeholders engaged by the project (Double code for PEA).

What are the incentives and disincentives, in your opinion, that motivate the actions of these people? Please give details.

12. Changes in education outcomes - both Covid-19 and non Covid-19 related (girls)

Learning - improvement Reports of improvements in learning (whether due to Covid-19 or not) and factors supporting those.

Learning - no change Reports that learning stayed the same.

Learning - worsening Reports of worsening in learning (whether due to Covid-19 or not) and factors supporting those.

Access - improvement Reports of improvements in access to education (enrolment, attendance or retention) (whether due to Covid-19 or not) and factors supporting those.

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