Girls’ Education Challenge Transition Project (2018-24)

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Project Location

Project Duration

7 years

Total Value


Value of Montrose Component



  • The Girls’ Education Challenge Transition project develops and tests strategies to improve education outcomes for girls with disabilities.
  • The project focuses on primary and secondary schools in four low-income Kampala districts.
  • A robust monitoring and evaluation framework is required to test the project’s theory of change and provide evidence of what works in the education of disabled girls.


  • Montrose will conduct formal evaluation at four points: baseline, midline 1, midline 2, and end line.
  • Data will be collected from students, parents, teachers, and other stakeholders using quantitative and qualitative measures.
  • Montrose will gather evidence of learning, transition, sustainability, attendance, teaching quality, self-esteem, attitudes, and socio-economic attributes.
  • This will include electronic data collection, and surveys to assess the impact of the project.


  • Over the seven-year period, the project aims to:
    • Improve literacy and numeracy outcomes for disabled girls.
    • Improve retention and transition rates for disabled girls.
  • Project interventions will:
    • Provide material and psychosocial support to disabled girls.
    • Enhance the capacity of schools, households and communities to meet the needs of disabled girls.
    • Improve attendance.
    • Promote gender responsive and inclusive classroom practices; increase self-esteem.
    • Foster positive attitudes and perceptions.
    • Enhance the livelihoods of girls’ households.