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.
Solution
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.
Impact
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.
