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Camfed

Girl in field

Camfed-REAL partnership: What works to promote girls’ secondary education in Tanzania

Project summary

At the Girls’ Education Forum in London in July 2016, the Vice Chancellor of Cambridge announced the REAL Centre commitment to a partnership with Camfed – a commitment to analyse the true cost of supporting a marginalised girl through secondary school and improving her learning. This will provide a reference point for the global community, ensuring that no girl is left behind in the drive for quality education for all.
Drawing on data generated under DFID’s Girls’ Education Challenge together with data collected through qualitative fieldwork, the Camfed-REAL partnership intends to provide an evidence base on what works to support girls’ secondary education, with a focus on Tanzania and Zimbabwe in particular. The research will examine topics such as

  • the relationship between ‘attitudes’ (e.g. self-efficacy, engagement) and learning outcomes for marginalised girls;
  • the key association between school inputs, teacher quality and learning outcomes.
  • the cost of enabling a marginalised adolescent girl to progress through secondary school and improve her learning
  • the potential for cost-effectively scaling a community-led approach to targeting support to marginalised children so as to improve their retention and learning at secondary level
  • the extent to which Results Based Financing an appropriate mechanism for reinforcing accountability towards the improvement of learning outcomes
  • lessons for the design and use of an assessment tool for secondary-school aged children for accountability

Research team:
Principal Investigator: Professor Pauline Rose
Co-Investigators: Dr Ben Alcott; Dr Ricardo Sabates
Research Associate: Dr Marcos Delprato
Research Assistants: Ms Lisa Walker; Ms Asma Zubairi

Funder:
Echnida Giving; DFID Girls’ Education Challenge (via Camfed)

Duration:
June 2016 – August 2017

Publications:

Sabates, R., Rose, P., Delprato, M., Alcott, P. 2018 Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed’s programme in Tanzania. Policy Paper No. 18/2. REAL Centre, University of Cambridge. https://doi.org/ 10.5281/zenodo.1247315

Delprato, M., Alcott, B., Rose, P., Sabates, R., 2017 Analysing cost‐effectiveness of raising learning for marginalised girls through Camfed’s programme: A methodological note. REAL Centre, University of Cambridge. https://doi.org/ 10.5281/zenodo.1247324

Alcott, B., Rose P., Sabates, R. 2016 Targeted, Multidimensional Approaches to Overcome Inequalities in Secondary Education: Case Study of Camfed in Tanzania. Background paper for the International Commission on Financing Global Education Opportunity

Blogs and media:

'A girl without education in nothing in the world'. University of Cambridge Research Horizons. February 2017

Girls’ Education Forum 2016: Summary of Commitments

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Meeting for the production of the UNESCO Global Repo...

11 July 2018

Ricardo Sabates attended the experts meeting for the...

Two REAL Centre Students win education prizes at 201...

25 June 2018

The Oxford Symposium for Comparative and Internation...

Paris launch of the online African Education Resear...

25 June 2018

The African Education Research Database, an online c...