To Increase Girls’ Schooling, Improve Girls’ Learning

written by Michelle Kaffenberger, Danielle Sobol, Deborah Spindelman, Marla Spivack

A new paper shows that girls who are learning are more likely to stay in school. Improving learning could be key to achieving both schooling and learning goals.

The G7 recently agreed to two new education objectives: ensure that 40 million more girls attend school and that 20 million more girls are able to read by 2026. A new RISE working paper suggests good news: that progress on the girls’ learning goal may actually be one of the keys to delivering on the girls’ schooling goal. 

The paper draws on longitudinal quantitative and qualitative data from the Young Lives Surveys in Ethiopia, India, Peru, and Vietnam to understand why children drop out of school. The quantitative data reveals a strong link between low learning and later dropout. The qualitative findings reveal that low learning often underlies other, more commonly cited reasons girls drop out such as marriage or work. Girls report seeking ways to provide for their futures, and when it becomes clear that they are learning too little for school to provide future security, they seek other means such as a husband or a job.

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