Annex 10: Transition Analysis

Independent Evaluation of the Girls’ Education Challenge Phase II – Aggregate Impact of GEC-T Projects Between Baseline and Midline Study - Report Annexes Tetra

Table 34: Progression of in-school girls by project, accounting for attrition

Table 35: Differences in reporting transition rates

BRAC takes into account attrition in reporting successful transition rates. Those who cannot be recontacted were recorded as unsuccessful transition, making the reported number much lower. Our calculation, by contrast, restricted analysis to only girls re-contacted.

All three Camfed International projects follow separate transition and learning cohorts. The reported attrition rates are based on the transition cohort only. As the transition cohort includes only marginalised girls, they resulted in having lower transition rates than our calculation (which also includes girls tracked for learning with more non-marginalised girls included).

Like Camfed International, the transition cohort is smaller than the overall sample, and includes only marginalised girls, making the transition rate lower than our calculation.

Like BRAC, Cheshire Services takes into account attrition in reporting successful transition rates. Those who cannot be recontacted were recorded as unsuccessful transition, making the reported number much lower. Our calculation, by contrast, restricted analysis to only panel girls.

Partial progression is counted as successful transition in the report, while our definition of successful transition only includes girls who transitioned fully – the expected number of years between rounds. The number of partially transitioned girls roughly matches the data. OOS transition is higher in the report as they include girls who transitioned into work and vocational training, in addition to re-joining formal education. As we do not include data on work, these girls were recorded as unsuccessful transition.

Due to data quality issue, we managed to merge fewer girls than reported. This resulted in different numbers and percentages of successful transition rates.

Our calculation marked girls transitioning from formal schooling to ALP as unsuccessful (6%). The project, by contrast, marked them as successful transition.

For in-school girls, in our calculation, 20% of those unsuccessfully transitioned were tagged as dropouts. The report categorised these girls, who mostly graduated from grade 10 as graduates (and hence, as successful transition). From the curriculum, grade 10 is the end of lower secondary level and basic education continues up to grade 12.