Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: a systematic review of the evidence

Auteur(s) : Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica

Date: 2022

Pages: p. 1-78


Gender disparities in education persist in many low‐and middle‐income countries. A clear understanding of the most effective approaches to improving education outcomes for girls, and to narrowing gender gaps, is largely missing from literature and practice. This Campbell Systematic Review looks at whether interventions that address gender‐related barriers to girls' education help improve education outcomes for girls, specifically attainment, enrolment, absenteeism and academic performance. The review summarises evidence from 82 experimental and quasi‐experimental studies from low‐and middle‐income countries to assess what programmes may help to improve girls' education outcomes and narrow gender disparities.

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