In 2012, the UK government launched the Girls’ Education Challenge (GEC), a 12-year commitment to reach the most marginalized girls in the world.
It is the largest global fund dedicated to girls’ education, investing GBP 855 million over 12 years, and is committed to improving the educational opportunities of 1.6 million girls in some of the poorest countries, including girls who have disabilities or are at risk of being left behind.
Evidence and learning are at the heart of the GEC’s design. The GEC is working with the Global Partnership of Education (GPE) to support an evidence-based approach to policies and programming addressing gender inequalities that prevent marginalized girls from accessing education and realizing their full potential.
What are we learning and who does it help?
To capitalize on its portfolio of 41 projects across 17 countries, the Girls’ Education Challenge has collated and synthesized learning from key interventions through a lens of gender and inclusion inequality – the Learning Brief series.
While these briefs are rooted in quantitative and qualitative evidence, they are not research papers. They provide a synthesis of learning from GEC intervention designs and implementation approaches to support decision makers in policy and implementation choices.
To date the learning briefs have supported the dialogue around identifying priority reforms and related activities in Zimbabwe, Somalia and the Democratic Republic of Congo (DRC), by ensuring that the activities are based on contextually relevant evidence.
The briefs are also well received by the wider education ecosystem and are supporting further research and learning.