Girls' Access To Education - Girls' Education Challenge Endline Evaluation Qualitative Transcripts, 2021

National Foundation for Educational Research, Jessica Chu (2022). Girls' Access To Education - Girls' Education Challenge Endline Evaluation Qualitative Transcripts, 2021. [Data Collection]. Colchester, Essex: UK Data Service. 10.5255/UKDA-SN-855420

Data description (abstract)

The transcripts are from the endline evaluation data collection of the Girls’ Access to Education – Girls’ Educaiton Challenge (GATE-GEC). GATE-GEC was an FCDO-funded Girls’ Education Challenge Transition (GEC-T) project implemented from April 2017 to July 2021 in Sierra Leone. GATE-GEC aimed to support marginalised girls and children with disabilities in primary schools (PS) and junior secondary schools (JSS) in Sierra Leone to attend school, reach their full learning potential, learn in a safe and inclusive environment, and successfully transition to further education and beyond. The project was implemented by Plan International UK, working with Humanity and Inclusion, ActionAid, and the Open University, to deliver the project across approximately 430 schools in rural areas of the districts of Kailahun, Karene, Kenema, Kono, Moyamba and Port Loko in Sierra Leone.

Data creators:

Creator Name	Affiliation	ORCID (as URL)
National Foundation for Educational Research Jessica Chu

Sponsors:

Foreign, Commonwealth and Development Office

Topic classification:

Education

Keywords:

GIRLS, ACCESS TO EDUCATION, ADULT EDUCATION TEACHERS, TEACHER ATTITUDE, PARENT ATTITUDE, LEARNING, DISTANCE LEARNING

Date published:

02 Feb 2022 13:28

Last modified:

02 Feb 2022 13:29

Coverage and Methodology

Access and Administration

Data sourcing, processing and preparation:

For this evaluation, we used a non-probability sample for our qualitative fieldwork. As such, this sample was not intended to be statistically representative of the wider GATE-GEC beneficiary population. Our sample sought to identify particular cases of beneficiaries who can provide information on differentiated impacts. For data collection, we targeted the following groups: 1. Project beneficiaries - Marginalised girls and children with disabilities, including all cohort groups of beneficiaries. We included both boys and girls with disabilities (at PS) and considered different sub-groups of JSS girls (such as girls with disability, girls who are married, pregnant or have children, types of household-head status, and SES status). The sample can be disaggregated by: district, age, gender, type of disability, household characteristics, and other characteristics of vulnerability. 2. School stakeholders - Teachers involved in different intervention areas. We developed two sets of tools for qualitative data collection: 'Feelings Dice' and 'About You and Life at School'. To engage school-level stakeholders, we used semi-structured stakeholder interviews. Interviews were designed to last 60 minutes and examined various aspects of project implementation and process. Separate guides were developed and tailored to each of the respondent types. We employed a toolkit of participatory research activities, which was comprised of two core activities used to facilitate one-on-one discussions with project beneficiaries around a semi-structured interview guide with questions designed to address different evaluation questions. The toolkit allowed our researchers to engage with marginalised girls or children with different abilities in a number of different ways (visual, audial, tactile, etc.) and contained guidance for how the activities can be adapted to meet the needs of the individual respondent or adjusted to the tone of the interview.

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