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ERIC Number: ED438923
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Promoting Primary Education for Girls in Guinea. CDIE Impact Evaluation.
Sutton, Margaret; Tietjen, Karen; Bah, Amadou; Kamano, Pierre
In May 1997, USAID's Center for Development Information and Evaluation (CDIE) launched the initiative, "Focus on Girls: An Evaluation of USAID Programs and Policies in Education." The effort included five Impact Evaluations, including this study in Guinea (Guatemala, Malawi, Nepal, and Pakistan were the others). This Impact Evaluation used four methods: (1) document review; (2) analysis of data provided by the Guinean Statistics and Planning Unit; (3) interviews with policy and program actors in Guinean education, from both the Guinean government and donor agencies; and (4) observations, interviews, and focus group discussions with parents, teachers, and local administrators of four primary schools in Lelouma prefecture in Middle Guinea. Findings showed that Guinea has transformed its education system during the 1990s by restructuring the system to emphasize primary schooling, and by expanding school supply. The country's percentage of school-age girls enrolled in primary school rose from 17 percent in 1989 to 37 percent in 1997. Now growing at 16 percent annually, girls' educational participation in Guinea ranks first among African countries for sustained growth. Girls still lag behind boys in persistence and achievement. In 1997, only 57 percent of girls, versus 73 percent of boys reached the final year of primary school, and 33 percent of girls who sat for the seventh-grade entry exam passed, compared with 44 percent of boys. The study's detailed findings included these lessons: (1) basic education reform, coupled with girl-specific policies and programs, is a powerful strategy for improving girls' educational participation; (2) a unified message and activist leadership are critical to increasing girls' education; (3) baseline assessment and analysis are requirements for gender-aware policy and program design; (4) a coherent education policy and investment framework must be applied to girls' education initiatives; (5) change is local; (6) a hybrid of conditionality and "projectized" support was effective in putting girls' education on the agenda; (7) sustained, integrated support is necessary to consolidate the early efforts of Guinea's Ministry of Pre- University Education (MEPU) in girls' education; and (8) simultaneous efforts to improve quality and enhance quantity are needed. (EV)
USAID, Development Experience Clearinghouse, 1611 North Kent Street, Arlington, VA 22209. Tel: 703-351-4006; Fax: 703-351-4039; e-mail: docorder@dec.cdie.org. For full text: http://www.dec.org/usaid_eval/.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Agency for International Development (IDCA), Washington, DC. Center for Development Information and Evaluation.
Identifiers - Location: Guinea