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secondary school and into higher education and work: girls’expectations and experiences in Kenya  \nDonvan Amenya, Wangui Muhika, Richard Churches, and Anna Riggall 2024  \nGIRLS’ TRANSITION  \nTable of contents  \nAbout EDT 3  \n\n| Acknowledgements | 3 |\n| --- | --- |\n| Executive summary | 4 |\n| Key findings | 5 |\n| Literature review | 10 |\n| Methodology | 16 |\n| Findings | 18 |\n| Conclusions | 37 |\n| References | 39 |\n\nGIRLS’ TRANSITION  \nAbout EDT  \nEducation Development Trust is an international not-for-profit organisation working to improve education outcomes around the world. We seek to improve education – and transitions into work – through expert research on what works and delivering highly contextualised programmes designed to transform education systems, schools, and lives.  \nOur vision is a world in which all lives are transformed through excellent education. We combine global research and our longstanding expertise with regional knowledge to inform education policy and practice and deliver programmes around the world. Through our work and expertise – which spans from early years education right through to post-school careers – we seek to strengthen education systems, transform teaching and learning, ensure effective transitions into work, and contribute to global responses to key education challenges.  \nWe improve national learning outcomes by informing education policy and putting our knowledge into action in our programmes and consultancy work. We work in varied contexts all over the world, in education systems as diverse as those in Brunei, Kenya, England, Rwanda, Zimbabwe, and Dubai. This often includes challenging environments, hard-to-reach localities, and marginalised communities where the need is greatest. In all these locations, we use evidence-based methods to raise education standards, deliver innovation in schools, help teachers to improve their teaching quality, empower educators to effect sustainable and cost-effective transformation in their schools, and reduce disparities in educational outcomes.  \nWe are a trusted partner of governments, academics, and multilateral agencies across the globe. Our work helps to drive global understanding of education solutions, and we support global dialogues among international policymakers on education system improvement.  \nOur expert knowledge and programme design and implementation expertise are also deployed in delivering careers services in England which are rated ‘outstanding’ by Ofsted, and in owning and managing a family of independent schools, in which we put our knowledge about excellent teaching and learning into practice.  \nTo achieve all this, we draw on our programme of public domain research that highlights ‘what works’in education reform, and invest in research and development to create globally leading and innovative methodologies, helping to make government ambitions for better education systems a reality.  \nAcknowledgements  \nWe would like to extend our gratitude to Kenya’s Ministry of Education and the Teachers Service Commission officials who participated in the study. We are grateful for the coordination support from the county and sub-county directors of education (Ministry of Education and Teacher Service Commission) as well as the curriculum support officers. We are also grateful to Rachael Fitzpatrick and Ella Page for research support including peer review, Helen Bell for copy-editing the report, and Crace Alexander for designing it.  \nISBN: 978-1-912610-16-7  \nGIRLS’ TRANSITION  \nExecutive summary  \nThere is a growing evidence base showing that the transitions from primary to secondary school and from school to higher education and into work are periods of vulnerability, especially for disadvantaged girls in low-resource settings. Recent systematic reviews of girls’ education have explored policies and interventions that hold promise in removing gender-related barriers to girls’ school participation and l","cbCaia7QdTgwtXM6","https://ap.wps.com/l/cbCaia7QdTgwtXM6","pdf",3149889,41,"English","# About EDT\n## Education Development Trust\n## Acknowledgements\n# Executive summary\n## Research questions\n## Methodology overview\n## Key context and focus regions","[{\"question\":\"What periods of vulnerability does the report focus on for girls?\",\"answer\":\"It focuses on transitions from primary to secondary school and from school to higher education and into work, especially for disadvantaged girls in low-resource settings.\"},{\"question\":\"What are the two main research questions guiding the study?\",\"answer\":\"The study asks (1) what experiences and aspirations girls have across education systems into work, and (2) what in-school and system-level support girls receive to support these transitions.\"},{\"question\":\"How was the research conducted in the second phase?\",\"answer\":\"It used focus group discussions and a survey with 263 girls from 22 primary and secondary schools, alongside in-depth interviews with caregivers, headteachers, teachers, government officers, and young women working in male-dominated fields.\"}]","GIRLS’ TRANSITION - About EDT 3 - girls’expectations and experiences in Kenya - research | PDF",1792049285,103]