Evaluating the Girls’ Education Challenge – Teachers and Teaching

Teachers play a critical role in developing and enhancing children’s education outcomes. Improving the quality of teaching – through actions that enhance pedagogy and support teachers in delivering learning – is an important mechanism for improving education outcomes.

In recognition of this, improving teaching quality is one of the eight intermediate outcomes set out in the theory of change of the Foreign, Commonwealth and Development Office’s Girls’ Education Challenge Phase II (GEC II). And as long-term independent evaluator of the GEC, Tetra Tech’s evaluation team in Europe has closely examined how GEC II projects have engaged teachers and emphasised teaching quality to improve girls’ education.

Our latest report on it – Teachers and Teaching for Marginalised Girls – has just been published as a featured resource on the Girls’ Education Challenge Fund website, where you can read the report in full. [Click the image for a direct link]

Professor Pauline Rose, technical director of the evaluation and director of our partner organisation, Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, also discusses the report in depth in the following article, highlighting the humanitarian demands on teachers and their experiences during the COVID-19 pandemic:

Teachers leading global drive to improve girls’ education became frontline workers during COVID-19 closures – Faculty of Education, University of Cambridge

Learn more about our evaluation of Phase 1 of the GEC here.