Emerging Findings: the Impact of COVID-19 on Girls and the Girls’ Education Challenge Response

Emerging Findings: The impact of COVID-19 on girls and the Girls’ Education Challenge response

Focus on East Africa (Ethiopia, Kenya and Somalia)

AUGUST 2021 Contents

Summary………………………………………………………… 3

Introduction…………………………………………………… 5

Emerging findings……………………………………………… 5

Impacts on girls’ learning……………………………………… 7

Impacts on girls’ safety and wellbeing…………………………10

Impacts on girls’ return to school ……………………………12

What next? ……………………………………………………14

Annexes…………………………………………………………15 A: GEC East Africa project glossary………………………… 15 B. Collation of findings……………………………………… 16 Endnotes……………………………………………………… 17

This Focus on East Africa brief summarises emerging findings around the impact of COVID-19 on learning, wellbeing and return to school from Girls’ Education Challenge (GEC) projects in Ethiopia, Kenya and Somalia. It is one of a series of five regional Emerging Findings briefs which covers the time period from March 2020 to June 2021. It is primarily aimed at East African national governments, INGOs and NGOs working in the region who are interested in understanding the impacts of COVID-19 on learning, wellbeing and return to school. This brief has continued relevance because of the ongoing uncertainty and continued impact on schools and, in some cases, school closures and learning. It outlines interventions that support the reopening of schools and the continuation of remote learning where schools remain closed.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 2 Summary

The evidence presented in this paper around learning, wellbeing and return to school from the GEC projects in East Africa was collated from March 2020 to June 2021.

Schools closures | March 2020 to June 2021

March April May June July Aug Sept Oct Nov Dec Jan Feb March April May June 2020 2020 2020 2020 2020 2020 2020 2020 2020 2020 2021 2021 2021 2021 2020 2021

23%

46%

ETHIOPIA 31%

38.5% 54%

KENYA 7.5%

31%

69% SOMALIA

Closed Partially open Fully open School break

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 3 Summary

IMPACTS ON GIRLS’ LEARNING IMPACTS ON GIRLS’ SAFETY AND WELLBEING IMPACTS ON GIRLS’ RETURN TO SCHOOL

• School closures and lockdown measures have • There has been a sharp increase in cases of • East Africa has the highest percentage of learners resulted in significant educational disruptions in East gender-based violence (GBV) reported across the at risk of dropping out or non-enrollment Africa and there is emerging evidence from projects region, which has been corroborated by projects in compared to other regions in Africa. Reasons on the negative impact on learning outcomes. Somalia, Kenya and Ethiopia. include increases in care, domestic and work • Across the three countries, projects found that • Projects have reported increased cases of female burdens, early marriage and early pregnancy. girls’ domestic workloads and childcare burdens genital mutilation (FGM) in Somalia and Kenya. • In Ethiopia, many schools were not prepared to have increased and have negatively impacted • Projects also reported increases in child marriage ensure that COVID-19 transmissions were minimised their ability to engage in learning. This is linked across all three countries and increases in teenage and that schools were safe when they reopen. to economic hardship, which COVID-19 has pregnancies in Kenya. In addition, increased • Projects reported child marriage and increased exacerbated. economic hardship has worsened protection issues migration rates for paid work an increasing issue in • The inability to access distance learning was a for girls, with families resorting to negative coping Ethiopia, negatively impacting return rates to school. common issue across all three countries due to the mechanisms such as early marriage or child labour. • Kenyan GEC projects noted that reasons for lack of internet and electricity, and a lack of access • The impact of lockdown and social isolation on girls’ dropout included early marriage, engaging to radio, television and phones. girls’ mental health has also become apparent. in activities to supplement income or opting for • The students and families least likely to have access Projects in Ethiopia and Somalia reported an employment, relocation or migration, pregnancy, and to remote learning were those from the poorest increase in the number of girls feeling worried, being prevented from attending school by a spouse. households, remote or rural areas and refugees. anxious or depressed. • Solutions: Project interventions included regular • Solutions: Projects used a mixed-modality, • Solutions: Project interventions included life skill contact and outreach to girls by teachers and community-based approach to address the barriers sessions (particularly on sexual and reproductive community workers to ensure learning and re- to learning that girls faced. Interventions included health), counselling, training of community enrolment. They also provided material support the provision of worksheets and printed materials, volunteers on psychosocial support, community and worked with community groups to identify and learning support from teachers and community awareness-raising and outreach, and linking girls to follow up with any girls at risk of dropping out. Let volunteers, a book borrowing system backed up by protection services. Our Girls Succeed (Kenya) used thematic learning local teachers and community volunteers to provide material that included content on the different further support via phone, and small learning groups. barriers to return to school so that children tackled the topic as they learned.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 4 Introduction Emerging findings

During 2020, the COVID-19 pandemic prompted 188 countries to enforce Overall, the types and degrees of COVID-19 impacts on girls varied national school closures and lockdowns, impacting approximately 98.5% of across countries and contexts within individual countries (e.g. rural or 1 the world’s student population. As the year progressed, studies and reports urban locations). However, a common theme emerged, irrespective of began to note how these school closures and lockdowns disproportionately country or context, that COVID-19 exacerbated existing constraints and affected women and girls, particularly the most marginalised.2 Several tools created new ones on girls’ educational opportunities and life chances. For were developed to track the educational effects of the pandemic. However, most did not include extensive information on girls’ education.3 This brief example, school and community education centre closures and lockdowns presents the work carried out with projects to provide a fuller and more increased girls’ vulnerability to sexual violence and increased their domestic nuanced understanding of the impacts of COVID-19 on girls’ educational chore burden as they cared for siblings and sick relatives. Girls who lacked opportunities and life chances, particularly in the 17 countries in which the access to mobile phones, radios or electricity before COVID-19 were GEC operates. disadvantaged even further during COVID-19, as this access was needed to This paper focuses on the East Africa region, specifically Ethiopia, Kenya participate in most distance learning activities. Subgroups, such as girls with and Somalia,4 and is part of a series of regional papers5 that provide a disabilities, also faced increased stigma, discrimination and safeguarding risks. comprehensive review6 and analysis of 90 studies, articles and reports Figure 1 provides illustrative examples of the many new or exacerbated produced on or within the 17 GEC countries regarding the impact of school closures and lockdowns on girls’ learning, safety, wellbeing and return to constraints (noted in yellow) experienced by girls in most GEC countries 9 school. The review also includes analyses of COVID-19 impacts specifically and contexts, including the girls served by projects in East Africa. These on GEC girls, drawn from GEC projects’ quarterly reports.7 GEC projects constraints are located within the different levels of the education system: further validated and elaborated upon these findings and analyses during the home and community level, school (closure) level, and system and two workshops and reviews of an initial paper conducted in March and April policy levels. 2021.8 These workshops also explored and discussed GEC project activities and interventions that have shown promise with regard to addressing The following sections summarise the impact of COVID-19 on girls’ COVID-19 impacts on girls. learning, safety, wellbeing and school return in the East Africa region (Ethiopia, Kenya and Somalia) and provide an overview of the GEC activities and interventions that address adverse impacts.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 5 Figure 1: New and exacerbated constraints on girls’ access to education10

System and policy constraints

School closure constraints

Inadequate Social norms recruitment of Home and community deprioritise gender female managers constraints made worse throughout and teachers government by lockdowns COVID-19 response Loss of learning Ministry of and skills for an Girls’ extra domestic Lack of access to Education distance initial 3 months. work increases with all phones/radios/electricity learning Potentially 6 -9 children at home and/or if prevents girls from accessing interventions are Inadequate months parents become ill Constraints on a distance learning not gender MoE COVID-19 pre-service girl’s capability responsive and Strategy has Inadequate gender training on Girls forced to contribute to to learn Lack of SRH, sexual abuse, overlook the most gender manipulation, rape can lead budgeting, planning, the family’s income (farm M&E responsive Teachers labour, market) to pregnancy pedagogy disengage, stop practicing skills, School is no longer Girls working on their own Girls do not go back to school nd other work due to early pregnancy a pathway for are vulnerable to ‘survival’ reporting violence transactional sex situations for girls Girls’ mental health deteriorates Insucient national policies for gender, Inadequate Parents arrange an early sexual harassment, gender marriage to oset family Girls do not know or have the pregnancy re-entry Time away from condence to claim their rights awareness, focal school leads to poverty Girls lack the points, girls losing protection, monitoring at condence in their Parents lack the capacity/time When schools reopen, support, and national, regional learning abilities, to support learning families can no longer pay for resources that or district level Inadequate increasing the risk exam fees, uniforms, etc. schools provide district referral Boys are prioritised. of drop out Family migration to nd pathways and food/ work response for Inadequate access to sanitary SRGBV Family violence increases products during menstruation

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 6 Impacts on girls’ learning

School closures and lockdown measures have resulted in found that 42% of supported girls could access education In Kenya, Let Our Girls Succeed used a mixed-delivery significant educational disruptions in East Africa, negatively programmes via radio, 4.4% via TV and 31.5% via phones. model by expanding the role of Community Health impacting girls’ learning. Whilst schools are currently open across Both the Let Our Girls Succeed (Kenya) and AGES (Somalia) Volunteers to include the delivery of printed the three countries, UNESCO global monitoring of school found that those who reported engagement in remote learning materials, monitor girls’ engagement with learning activities and encourage caregivers to closures shows that Somalia experienced 19 weeks of school learning had higher learning outcomes than those who did support learning at home. This was supplemented closures, Ethiopia 31 weeks and Kenya 37 weeks (as of July not participate. Interestingly, AGES supported girls who by radio lessons and the formation of reading camps. 2021). While the full extent of the impact of learning outcomes participated in life skill clubs had a much higher engagement Research has shown that reading camps combined is unknown, some emerging evidence from projects of the in distance learning, demonstrating the importance of with paper-based learning resources have had the negative impact. For example, the Expanding Inclusive Education investment in confidence and decision making. greatest impact of learning and have mitigated against Strategies for Girls with Disabilities project (Kenya) has found a the constraints of some girls not living with literate As with other regions across the GEC portfolio, the most drop in literacy and numeracy levels of some girls, especially household members, or having limited access to marginalised girls are the least likely to have access – those those with parents unable to provide support for learning. radio programmes. from the poorest households, remote areas, and refugees.15 Projects in all three countries found girls’ domestic workload For example, Let Our Girls Succeed (Kenya) found that the increased because of worsening economic hardship, which learning gaps between urban and rural girls widened during impacted their ability to engage in learning. In Ethiopia, 70% of school closures.16 young women spent more time on household duties during Projects across the three countries used a mixed-modality, lockdown than young men (26%). In addition, 46% of young community-based approach to address the barriers to learning women undertook increased childcare due to COVID-19 that girls faced. For example, the Excelling Against the Odds compared with 19% of young men.11 GEC girls echoed this. project (Ethiopia) provided teacher-designed worksheets In Somalia, 71% of girls reported an increase in domestic backed up by community volunteers to keep in touch with workloads. This is linked to economic hardship. 33% of girls girls and families and support them with their learning. are experiencing food insecurity and 63% reported a lack of cash income at home (as reported by the AGES project, In Somalia, AGES developed printed learning materials and Somalia). Increases in domestic and childcare burdens are a book borrowing system backed up by local teachers likely to contribute to a more pronounced learning loss.12 and community volunteers to provide further support via phone. Jielimishe (Kenya) also used multiple distance learning An inability to access distance learning was a common modalities backed up by community mobilisers who supported issue across all three East Africa GEC countries. In Ethiopia, those who could not access digital platforms. Educate for Life only 5% of students could access online learning during (Kenya) set up small learning groups at learning centres and the lockdown13 as most of the population have limited or used these centres to distribute workbooks and dignity kits. no access to electricity.14 The STAGES project (Ethiopia)

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 7 Ethiopia strengthened the ‘ecosystem’ of support to girls via existing Jielimishe used multiple distance learning modalities government structures as well as working through newer (learning centres, radio, home learning materials), backed Literature review findings: structures including Mother and Father Groups, which up by community mobilisers who visited those who could were able to be close to girls, and providing key messages not access digital platforms. Additional activities focused on Less than 5% of students could access online learning via local radio. engagement with parents and activities were facilitated by during lockdown (Glennerster et al., 2021). Furthermore, teachers and community mobilisers. The project developed more than 80% of the population live in rural areas with content to address literacy and numeracy gaps identified in limited or no access to electricity (Tiruneh 2020). Malala internal and external assessments and government material. Fund 2020b survey found that only 13% of students could Kenya access TV and radio distance learning initiatives and the Educate for Life used small learning groups at learning majority found them insufficient. In addition, 70% of young Literature review findings: centres, serving as hubs for dignity kit and workbook women spent more time on household duties during the Girls and refugee children are likely to face devastating distribution. Mentors, community health workers and lockdown, compared with only 26% young men. 46% of consequences due to a lack of educational resources at facilitators implemented activities. young women undertook increased childcare, compared home (Parsitau et al. 2020). Unequal access to technology, with only 19% young men (Young Lives 2021). prohibitive internet costs, unreliable internet access (OCHA2020a). Project findings: STAGES consulted with girls and 57.6% of them indicated Project findings: that chores increased and the majority of comments Expanding Inclusive Education Strategies for Girls with started with “I am worried about my education” and then Disabilities has seen a drop in literacy and numeracy levels stated various worries (e.g. whether exams will go ahead, of girls, especially those with parents unable to provide whether they would transition). However, 42% of girls support for learning. could access radio educational programmes safely, 4.4% Let Our Girls Succeed was unable to trace and support a were able to access TV educational programmes safely handful of girls who migrated out of urban settings due to and 31.5% could use mobile phones to attend educational economic challenges. In addition, a rapid assessment survey programmes safely. showed that learning gaps between urban and rural girls widened during COVID-19. Core interventions: Excelling Against the Odds developed worksheets backed Core interventions: up by community volunteers to keep in touch with girls and Let Our Girls Succeed used a mixed-team delivery model families to make sure they allowed girls time to focus on expanding the role of community health workers to education. Activities were facilitated by community workers, include the delivery of printed learning materials to girls, community volunteers, principals and teachers. Content collecting written exercises for teachers and coaches to included teacher-designed grade-level worksheets tailored mark, monitoring girls’ engagement with learning activities to the girls’ learning level. The worksheets and examination and encouraging parents and caregivers to support learning practice papers complement the government’s planned to at home. Supplemented by the provision of radio and the catch up and revision classes. formation of community learning groups, girls accessed STAGES adapted their work with community-school tailored tutorials developed by teachers in line with the structures to keep in close contact with girls, providing national curriculum. In addition, life skill topics were key messages about continuing to study at home, and integrated into the community and home learning material. on keeping safe and well during school closures. They

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 8 Somalia SOMGEP developed remote content (printed materials and online content shared via WhatsApp) and facilitated Literature review findings: book sharing processes. Formal school teachers and accelerated education facilitators provided support via School closures left more than 1.3 million children with no phone, WhatsApp and in-person meetings (with social access to education, in addition to the 3 million school-aged distancing). Girls’ Empowerment Forums (girl-led groups) children not enrolled in schools (Mawere 2020). also supported peers through socially distanced meetings (in small groups) facilitated by formal school teachers, Project findings: accelerated education facilitators and adolescent girls SOMGEP reported that 39% of girls were able to spend engaged in Girls’ Empowerment Forums. over two hours a day on education activities (CARE 2020). AGES reported that 71% of students saw an increase in domestic workload. In a COVID-19 analysis report, 71% of students reported increased workload, 53% reported studying at home, 40% reported practising by themselves at home, 28% taught by family members, and 16% taught by neighbours. 30% of students have continued to receive support from teachers, 61% spend more than two hours a day studying at home, and 40% spend more than one hour. Girls who reported engagement in remote learning had significantly higher reading comprehension (8% points) and numeracy (38% points) scores in a July to August assessment, compared to their peers who had not participated. 33% experienced food insecurity and 63% reported a lack of cash income at home, increasing from 27% to 15% in 2019. GEC girls had a much higher engagement in distance learning, demonstrating the importance of investment in confidence and decision making.

Core interventions: AGES developed remote content (printed materials), backstopped by facilitators providing further support via phone or SMS or WhatsApp and a book borrowing system. Local teachers and community volunteers facilitated this and the content focused on micro-lessons that addressed vital skills and topics. As a result, remote learning has continued post-school reopening.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 9 Impacts on girls’ safety and wellbeing

Sharp increases in gender-based violence have been example, girls supported by the Biruh Tefa for All project In Ethiopia, there has been an increase in child reported by government agencies across the region, with in Ethiopia reported increased feelings of social isolation, marriages. Projects have worked to address this by a 48% increase in cases reported.17 This is corroborated with many girls feeling that they are not cared for or loved. working with community representatives to sensitise by GEC projects across all countries that have reported Excelling Against the Odds (Ethiopia) reported increased them to the issues that girls were facing (STAGES) and intervening or negotiating with families if there increases in gender-based violence and sexual abuse, mental health concerns, with 56% of girls feeling worried or was prior knowledge of a marriage being arranged, including increased cases of female genital mutilation anxious. In Somalia, 60% of girls felt ‘very sad or depressed’ and referring those who escaped early marriage to reported in Somalia and Kenya. SOMGEP (Somalia) daily, with the majority saying this had worsened since local officials and service providers (Excelling Against reported concerns with the lack of a functional legal system COVID-19 started. Reasons provided were COVID-19, the Odds). to act against perpetrators. In Kenya, there have been the uncertain environment and a lack of basic needs (as increases in teenage pregnancies due to school closures reported by AGES). reported in 2020 compared to the previous year.18 STAGES In Somalia, the AGES project used Girls’ Empowerment (Ethiopia) surveyed with girls: 31% felt at risk of sexual Forums to discuss the challenges girls faced and worked violence or abuse, 21% felt at risk of domestic violence and with the Ministry of Education Gender Focal Points and 19% felt at risk when moving within the community. Community Education Committees to address protection Projects are also reporting increases in child marriage issues. In Kenya, project interventions ranged from across all three countries. Both the AGES project (Somalia) conducting community conversations around teenage and the Educate for Life project (Kenya) are concerned that pregnancy (Jielemishe) to using the community health losses of livelihoods and income, and increased economic volunteers that formed part of their mixed-team distance hardship, have increased protection risks for girls. AGES learning delivery model to help ensure girls’ psychosocial has reported an alarming deprivation of basic needs, wellbeing as well as identifying issues and referring learners with 33% experiencing hunger, 47% having limited access to local counselling networks as needed (Let Our Girls to drinking water and 63% having no cash income for Succeed). extended periods. There is a high risk of families adopting negative coping mechanisms such as early marriage and exploitation of children for hazardous or illegal labour in such circumstances. The impact of COVID-19 on girls’ mental health was also apparent, with projects in Ethiopia and Somalia reporting an increase in the number of girls feeling anxious. For

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 10 Ethiopia Kenya Somalia

Literature review findings: Literature review findings: Literature review findings: There has been an increase in child marriages (Wuilbercq There was a 35% increase in GBV cases and 50% increase There hass been an increase in domestic violence, sexual 2020). in violence against girls in the first half of April (World violence against girls and FGM (WHO 2020). Vision International 2020). A national helpline reported Project findings: a more than 10-fold increase in calls (Bhalla 2020a). The Project findings: STAGES saw increased child marriages which impacted on was also an increase in GBV (Ford 2020) and FGM being SOMGEP has qualitative reports of increased early return to school. A rapid assessment report showed that reported (Bhalla 2020) marriage and the lack of a functional legal system to act since schools closed there has been an increase in girls feeling against perpetrators. worried and anxious (56.6%), girls being asked to marry Project findings: AGES’ early marriage data does not differ from the (31.2%), risk of sexual violence and abuse (29.8%), migration Let Our Girls Succeed and KEEP saw an increase in early general trend pre-COVID-19. However, a COVID-19 for paid work (27.1%), domestic violence (21.2%), risk of marriage and pregnancy. analysis report suggested that there was a high risk of attack when moving within the community (19.3%), and risk of Jielimishe saw increases in child abuse. families adopting negative coping mechanisms such as early attack when travelling outside the community (18.0%). marriage and exploitation of children for hazardous or Educate for Life saw that a loss of livelihoods and source Biruh Tefa for All reported increased feelings of social isolation, illegal labour in the face of such extreme circumstances. Aa of income aggravated sexual and gender-based violence with many girls feeling that they are not cared for or loved. large proportion have been deprived of basic needs more (SGBV) cases. than ten days: 33% experiencing hunger; 47% limited access Core interventions: to drinking water; 43% lack access to medicines; 63% no Core interventions: Excelling Against the Odds implemented activities that cash income for extended periods. In addition, 60% of Let Our Girls Succeed used a mixed-team delivery model intervened and negotiated with families if prior knowledge of the girls feel “very sad or depressed” daily; 92% of those of safety as community health volunteers were able to help an early marriage being arranged. In addition, newly married affirmed that this had worsened since COVID-19 started. ensure the girls’ psychosocial wellbeing by identifying any girls and those escaping an early marriage were referred to COVID-19 (82%), insecure environment (67%) and lack of issues at the household level and referring learners to local local officials and service providers, e.g. Women’s Officers basic needs (45%) were the main reasons offered for why counselling networks as needed. and Health Extension Workers, for psychosocial and sexual people thought they might be depressed and anxious. and reproductive health (SRH) support. The project also Educate for Life built on existing reporting systems and supported married girls to register for school. Additional policies to ensure that those who did not have internet Core interventions: activities included the distribution of health and social or signal had access to reporting mechanisms (e.g. water AGES used Girls’ Empowerment Forums to discuss wellbeing leaflets and health extension workers awareness- points with suggestion boxes and walk-in set up in challenges such as pressures and relationships with parents. raising on COVID-19, psychosocial support (PSS) training inaccessible places where girls could meet with mentors). In addition, the project provided support to Ministry of and guidance for focal teachers and community volunteers. Additional activities used SMS platforms and toll-free lines Education (MoE) gender focal points, mentors, and Girls’ to identify and follow up with those at risk of GBV. Radio Empowerment Forums to develop and implement action STAGES worked with community representatives (e.g. Kebele messaging in place of community meetings. Topics included plans to follow up on dropout cases and work with leaders), headteachers, woreda level political leaders and the importance of keeping children safe, the project Community Education Committees (CEC) local leaders education officials to sensitise them to girls’ issues. The project produced messages on child safeguarding, GBV and Safe to address protection issues. Additional activities included provided gender and inclusion responsive pedagogy training Return to School. psychological first aid (PFA) training for teachers. The project (including COVID-19, safety, wellbeing and safeguarding) to over also worked with CECs to follow up on dropout cases, 400 government-recruited teachers. Additional activities included Jielimishe conducted village-based mentorship and sessions on focusing on girls with disabilities and minority children. local radio messaging on safeguarding, health and wellbeing. SRH and community conversations around teenage pregnancy. The project also provided emergency items to 144 schools as children returned (soaps, disinfectant, jerry cans and sanitiser).

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 11 Impacts on girls’ return to school

A UNESCO report shows that compared to other sub- Project interventions varied across the region. Excelling The AGES and SOMGEP projects in Somalia worked regions in Africa, East Africa has the highest percentage of Against the Odds (Ethiopia) attributes its high return rate with Community Education Committees (CECs) to learners at risk of dropping out or non-enrolment in both of 98% to the close contact and strong relationships that follow up on dropout cases, with a particular focus 2020 and 2021. Dropout was a concern across all three teachers and community workers maintained with girls on girls with disabilities and minority children. countries. The longer the duration of school closures, the less throughout the school closures. STAGES (Ethiopia) increased likely a student is to return to school. Reasons for non-return its resources to support married girls to return to school. included the need to enter the labour market to contribute In addition to using the mixed-team distance learning to household income, early pregnancy and increases in care delivery model as a way to identify and follow up with any and domestic duties. In Kenya, there were initial reports of girls at risk of dropping out, Let Our Girls Succeed (Kenya) students failing to return to school, particularly girls, because used thematic learning material that included content on of early pregnancy, marriage or work burdens.19 In Ethiopia, the different barriers to return to school so that children many schools were not making preparations to reach out tackled the topic as they learned. to those least likely to enrol and only 5% of schools have handwashing facilities with soap and water.20 Whilst we do not yet have national enrolment data from Somalia, SOMGEP reported that only 80% of the primary students, 66% of those enrolled in accelerated education and 67% of the non-formal education students resumed classes. In Ethiopia, STAGES noted that national enrolment data showed that about one million students from the region did not return to a previously enrolled school. They also noted that child marriage negatively impacted girls’ return to school as they migrated for paid work. Kenyan GEC projects noted that girls’ absenteeism and dropout included early marriage, engaging in activities to supplement income or opting for employment, relocation or migration, pregnancy and being prevented from attending by a spouse. KEEP (Kenya) noted that boys’ most frequently mentioned challenges were child labour, drug abuse, mental health and psychosocial issues.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 12 Ethiopia Kenya Somalia

Literature review findings: Literature review findings: Literature review findings: Only 60% of principals and 41% of teachers indicated that Thousands of children failed to report back to school, Before COVID-19, it was estimated that of 4.5 million their schools were making preparations to support the less with girls forming the more significant part of these figures school-aged children, only 1.5 million (35% girls, 41% boys) likely to re-enrol (Cambridge Africa 2020). In addition, just 5% (Kimuge et al., 2021). were in school (Mwanjisi 2020). of schools in Ethiopia (1% in rural areas) have handwashing facilities with soap and water (Malala Fund 2020b). Project findings: Project findings: Educate for Life found that the reasons for increased SOMGEP reported that as schools reopened, only 80% of Project findings: absenteeism and dropout included girls engaging in activities primary students returned. However, accelerated education STAGES national enrolment data shows that about one to supplement household income, relocation, marriage, saw a return rate of 66% and 67% non-formal education million students from the region did not come back to being prevented from attending by their spouse, opting for students resumed classes. school that were previously enrolled. However, GEC employment, or opting out of the project to pursue other project enrolment was high (primary school: 90% of girls, family and personal interests. Core interventions: 89% of boys; secondary school: 96% of girls, 93% of boys). KEEP cited that the most frequently mentioned challenges SOMGEP documented improved inclusive retention amongst girls who did not report to school included early strategies, particularly for children with disabilities in Core interventions: marriage, pregnancy and child labour. In contrast, the most alternative basic education and accelerated learning Excelling Against the Odds supported community frequently mentioned challenges for boys were child labour, programmes. In addition, attendance improved as teachers workers, community volunteers, principals and teachers drug abuse, mental health and psychosocial issues. worked with mentors, CECs, Girls’ Education Forums and to remain in contact with girls throughout the school parents to follow up with dropout cases to ensure a holistic closures and built on existing relationships with families and Core interventions: approach, reaching 18,421 at-risk girls. Emerging results show that headcounts conducted in March 2021 saw 75% girls. They were involved in creating the distance learning Let Our Girls Succeed used a mixed-team delivery model of the girls attending class, despite a significant COVID-19 worksheets and back-to-school awareness campaigns to ensure the return to school (with suspected dropout risk outbreak in Somaliland. (radio and community). Emerging results show that there reported). Thematic learning material included content on was a high retention rate of students at 97.89%. Teachers the different barriers to return to school so that children AGES implemented follow-up protocols with dropouts reported that school attendance is far better in GEC target tackled the topic as they learned. Additional activities and students with high absenteeism rates (deemed to be schools than in other schools. included using local radio stations to engage parents in at risk of dropping out). Teachers, CEC members and Girls’ STAGES saw an immediate increase in resources to support vernacular discussions about return to school. Emerging Empowerment Forums were engaged in tracking processes. married girls to return to their education, boosting social results from a rapid assessment survey demonstrated daily Results show that as of June 2021, 97% of the girls who and emotional learning support through teaching and the attendance ranged from 89% to 91%. Class 8 figures show had missed class reported follow-up actions being taken. counselling support provided by Girls’ Education Advisory the regular attendance rate for cohort girls was 96.7% According to the respondents who reported follow-up Committees. The project facilitated teams made up of (lowest county recording 93%; highest recording 99%). actions being taken, 100% received support from teachers; Mothers’ Group members and Woreda Gender Officers 43% from female mentors; 36% from CEC members; and to visit the homes of girls who were married during school 34% from Girls’ Empowerment Forums. closures (72 girls), to find out if they might return to school and encourage their families to allow them to do so. Of the 72 girls, 65 have returned to school when they reopened.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 13 What next?

This paper has reported the emerging impacts of the COVID-19 pandemic on girls’ learning, wellbeing and return to school. Projects have reported what they did in response to COVID-19, the activities they implemented and the pivots they made to programming. As we move into the next phase of COVID-19, where COVID-19 case rates are rising in some places, the need to continue collecting evidence and documenting the evolving challenges girls face and what interventions are needed are successful or not is crucial. The evidence reported here will be revisited in 2021 through projects’ discussion and reporting, resulting in an updated paper. The intention is to find out and document, as schools reopen, evolving challenges faced by girls, what interventions were successful and why, using project data, assessment data and reporting.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 14 Annexes

A: GEC East Africa project glossary

Project Lead Organisation Project name (linked to GEC website project page) Country Funding window21

ActionAid Education for Life (EfL) Kenya LNGB

Avanti iMlango Transitions Kenya GEC-T

Cooperative for Assistance and Relief Somali Girls Education Promotion Project – Transition (SOMGEP-T) Somalia GEC-T Everywhere International (CARE International)

Cooperative for Assistance and Relief Adolescent Girls’ Education in Somalia (AGES) Somalia LNGB Everywhere (CARE)

ChildHope UK ChildHope: Excelling Against the Odds Ethiopia GEC-T

Educational Development Trust Let Our Girls Succeed (Wasichana Wetu Wafaulu) Kenya GEC-T (EDT)

I Choose Life (ICL) Jielimishe Kenya GEC-T

Leonard Cheshire Disability (LCD) Expanding inclusive education strategies for girls with disabilities in Kenya Kenya GEC-T

Link Education (Link) Supporting Transition of Adolescent Girls Through Enhancing Systems (STAGES) Ethiopia GEC-T

People in Need (PIN) CHANGE Ethiopia LNGB

Population Council Biruh Tesfa for All (Bright Future) Ethiopia LNGB

Relief International (RI) Educate Girls, End Poverty – Transition (EGEP) Somalia GEC-T

World University Service of Canada Kenya Equity in Education Project (KEEP) Phase II Kenya GEC-T (WUSC)

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 15 B. Collation of findings The following sections present this collation of information Finally, reporting on achievements in girls’ return to school on the impacts of COVID-19 via three thematic areas: is the most straightforward area to track and measure and, TThis paper brings together two types of data and 1. Impacts on learning (i.e., loss or gains and why these as such, many projects and countries have been able to information regarding the impacts of COVID-19 on girls’ occurred) report on this. learning, safety, wellbeing and return to school: 2. Impacts on safety and wellbeing (particularly regarding 1. Contextual findings for the East Africa region, including As discussed, the limitations in both global and GEC data pregnancy, early marriage, GBV and mental health) information and data at the national level or a particular make it difficult to draw any hard and fast conclusions area or city. 3. Impacts on girls’ return to school about the impacts of COVID-19 on girls. Hence, this paper 2. GEC project findings, entailing information and data For each theme, country and context, data are presented aims to more broadly provide an understanding of what we about project beneficiaries. together with GEC project-level data for comparative purposes. know and do not know at this point. However, our growing understanding of COVID-19’s impacts on girls’ opportunities Both these sets of findings have their limitations. Based on the It should be noted that the findings presented, particularly with to learn, be safe and return to school will prepare us GEC review of country-level research and data at the time, it regard to learning, highlight the impacts on girls’ opportunities to for when robust data on achievements (or lack thereof) became apparent that there is a shortage of rigorous research learn as opposed to the actual achievements in this area. There is produced. More importantly, it has already allowed conducted on the impacts of COVID-19, particularly regarding are several reasons for this: GEC projects to develop strategies to improve girls’ adolescent girls. This can be attributed to several factors, 1. National exams for many countries have been delayed opportunities in the face of school closures and lockdowns including the recentness of the pandemic, the limited systematic or cancelled due to school closures (exam data are also and will continue to do so. focus of response efforts and research on adolescent girls and limited to students in exam grades, which applies to a the lack of gender-disaggregated data.22 Most global, country relatively small proportion of GEC girls) or regional-level reports based their predictions or estimates of effects mainly on data from previous crises such as the Ebola 2. No comprehensive or rigorous assessment of learning outbreak in 201623 or on emerging evidence from countries achievements has been conducted in GEC countries (that with reporting systems in place.24 This UNESCO paper (2021) has been published or is in the public domain), generally provides a snapshot of predicted patterns of dropout across due to the difficulties of inter or intranational travel Africa. No comprehensive or rigorous research has been 3. GEC projects have conducted only a very limited conducted on the impacts of COVID-19 on adolescent girls number of learning assessments for similar reasons. in Global South countries. Information and data presented in However, the assessments that have been conducted are this paper should, therefore, generally be viewed as indicative. certainly noted in the findings. At the GEC project level, the rigour of findings varies With regard to girls’ safety, it is only possible to understand from project to project. Reports of COVID-19 effects on levels of ‘negative achievement’ via reports of violence, girls span a wide range, including anecdotal findings from marriages, pregnancies, FGM etc. Unfortunately, reporting project Monitoring and Evaluation (M&E) and results from systems on these incidents at district or national levels robust surveys or assessments. Given the different types before COVID-19 were patchy at best in many countries. of data reported and the differing sizes of projects, sample However, GEC projects actively pick up these incidents sizes for this GEC project information and data vary. This regarding their beneficiaries due to increased capacity is understandable and not necessarily problematic, as this development in safeguarding and the Fund Manager’s SHE paper aims to provide an understanding of what we know system.25 That said, wellbeing is a much more nuanced and and do not know via the collation of information at project complex area to report systematically. However, projects and country levels (with further validation from workshops). have reported on cases they have noted.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 16 Endnotes

1 See UNICEF 2021 2 See de Paz et al. 2020 and UN Women 2020 3 Education tracker tools are summarised here: https://www.globalpartnership.org/blog/8-tracking-tools-covid-19-data-education 4 The countries listed here are not meant to represent East Africa as a region, rather they are the projects included in the GEC in this geographical area. 5 There are 5 Emerging Findings briefs that cover South Asia, Southern Africa, Central Africa, West Africa and East Africa. Click here to access the GEC website resources page. 6 Literature was collected via a wide online search and included documents produced from March 2020- March 2021. All documents cited in this paper are listed in the bibliography where links are available. 7 Annex A provides a list of all Girls’ Education Challenge Transition (GEC-T) and Leave No Girl Behind (LNGB) projects in East Africa. 8 These workshops initiated the GEC’s broader strategic refresh, which aims to set the direction of the GEC from 2021–2025. Please note that not all GEC projects were represented at each workshop; hence, additional validation was gleaned through circulation of this draft report. 9 It should be noted that the figure does not unpack additional constraints due to intersections with disability, ethnicity and other forms of marginalisation. 10 It should also be noted that under normal circumstances (prior to COVID), there are also numerous constraints at the school/classroom level. 11 Young Lives 2021 12 160420_Covid_Children_Policy_Brief.pdf (un.org) 13 Glennerster et al. 2021 14 Tiruneh 2020 15 See Parsitau et al. 2020 and UNESCO 2021 16 Girls supported by STAGES who reported engagement in remote learning had significantly higher reading comprehension (8 % points) and numeracy (38 % points) scores in July-August assessment, compared to their peers who had not participated 17 UNWomen 2021 18 Mersie 2020 19 Kimuge et al. 2021 20 See Cambridge Africa 2020 and Malala Fund 2020b 21 The GEC has two funding windows GEC-T and LNGB. Projects funded through the GEC-Transition window primarily reach girls in the formal education system and projects in the Leave No Girl Behind (LNGB) window focus on reaching out-of-school girls primarily through community-based education initiatives. 22 See Rafaeli & Hutchinson 2020 23 For example, the Malala Fund 2020a draws on data from the Ebola epidemic and estimates that approximately 10 million more secondary school-aged girls could be out of school after the crisis has passed, if dropouts increase by the same rate. Other estimates/predictions include: Save The Children International 2020a estimates that 9.7 million children may never return to school post‑COVID-19 and that an additional 2.5 million girls are at risk of child marriage and adolescent pregnancies are expected to rise by up to 1 million in 2020. World Vision International 2020 estimates that as many as one million girls across sub-Saharan Africa may be blocked from returning to school due to pregnancy during COVID-19 school closures. UNESCO 2020 estimates that about 24 million students (from pre-primary to tertiary) will be at risk of not returning to education. UNFPRA 2020 estimates a one-third reduction in progress towards ending GBV by 2030, including FGM and child marriage. 24 For example, in some countries with robust reporting systems in place, reported cases of violence against women have doubled (UN 2020) 25 The GEC FM incident reporting system used primarily for safeguarding and fraud cases.

EMERGING FINDINGS / THE IMPACT OF COVID-19 ON GIRLS AND THE GIRLS’ EDUCATION CHALLENGE RESPONSE 17 Find out more: [email protected] | www.girlseducationchallenge.org

The Girls’ Education Challenge is a project funded by the UK’s Foreign, Commonwealth and Development Office (“FCDO”), formerly the Department for International Development (“DFID”), and is led and administered by PricewaterhouseCoopers LLP and Mott MacDonald Limited, UK, trading as Cambridge Education as subconsultants, working with organisations including Nathan Associates London Ltd. and Social Development Direct Ltd. This document has been prepared only for FCDO in accordance with the terms agreed with FCDO and for no other purpose. PricewaterhouseCoopers LLP and the other entities managing the Girls’ Education Challenge (as listed above) accept no liability to anyone else in connection with this document. Photos: page 7: © Education Development Trust | page 10: © LinkEducation | page 12: © Care | page 13: © Impact(Ed) International