What drives value for money in Girls’ Education Challenge projects that support girls with disabilities?

Author(s): Shah, Valsa; Sandall, Michelle

Publisher(s): Girls' Education Challenge

Date: 2022

Pages: 10 p.

Serie: Spotlight brief: value for money

Series Volume: 3


This Spotlight Brief is part of a series of papers which looks at the value for money of Girls’ Education Challenge (GEC) projects, most of which work with girls with disabilities. This paper focuses on five projects that specifically address girls with disabilities. Evaluations of these projects are starting to highlight some valuable findings. The five projects vary in design. Two of them work within the formal education system and are entirely focussed on girls with disabilities. The other three focus on non-formal education. Baseline assessments found that 13 to 30% of girls reached by these three projects have visible and invisible disabilities, including psychosocial impairments. Indeed, the rates of psychosocial impairments were much higher than expected. This paper is primarily aimed at donors, governments and policy makers who are aiming to scale cost-effective inclusive education interventions and policy approaches, and who want to understand what value for money can mean in the context of supporting girls with disabilities.

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