Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe

Autor/inn/en	Rose, Pauline; Sabates, Ricardo; Delprato, Marcos; Alcott, Ben
Titel	Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe
Quelle	In: Comparative Education Review, 66 (2022) 4, S.733-759 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/721849
Schlagwörter	Foreign Countries; Adolescents; Females; Equal Education; Sex Fairness; Secondary Education; Dropout Prevention; Scores; English Instruction; Mathematics Instruction; Access to Education; Disadvantaged; Low Achievement; Program Evaluation; Academic Achievement; Tanzania; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Sexualaufklärung; Sekundarbereich; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Unterdurchschnittliche Leistung; Programme evaluation; Programmevaluation; Schulleistung; Tansania; Simbabwe
Abstract	In many low- and lower-middle-income countries, key barriers to girls' secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01