GEARR-ing Up for Success After School

The GEARR-ing Up for Success After School project supported 13,475 girls and was implemented by PEAS (Promoting Equity in African Schools) in Uganda.

The project supported marginalised girls and communities that live in poverty and lack access to secondary schools. In these communities, poor education services combined with economic constraints, and negative cultural attitudes to girls’ education, was resulting in poorer education outcomes for girls than boys. Other factors that hindered girls’ progress in school included early pregnancy, long distances to schools, menstruation, a lack of gender-sensitive sanitation and hygiene facilities at school, poor quality education, and gender bias and stereotyping in teaching practices.

The project made quality education more accessible to marginalised girls through the establishment of 28 schools, and ensured girls left school with functional literacy, numeracy and relevant life skills. School leaders and teachers were equipped to deliver quality education and to support girls’ transition to further education. The project also worked with families and communities to ensure negative cultural and social norms were addressed.

Main activities

• Providing continuous professional development for teachers in subject areas and gender-responsive approaches.
• Embedding Girls’ Clubs in all schools and embedding the life skills curriculum in all PEAS schools.
• Improving and expanding A-Level provision in PEAS schools.
• Designing and embedding a livelihoods programme with specific literacy and numeracy components.
• Strengthening Parent Teacher Associations (PTAs) and Boards of Governors to supervise service delivery effectively and promoting girls’ education at the community.
• Improving guidance and support on post-school pathways.

The project in numbers

Lessons learned

Girls’ safety should be prioritised from the outset. Improved child protection led to better learning outcomes. Girls felt safe in school, but also on the way to school and in their communities.

High quality, gender-inclusive teaching that is learner-centred is essential for improving learning outcomes. The project enhanced teachers’ pedagogical skills and also addressed teacher bias and gender stereotyping that limit girls’ participation.

Female role models help to drive girls’ attainment and successful post-school transitions. PEAS developed the role of the Senior Women Teacher who supported girls’ pastoral and protection needs, as well as their academic needs.

Engaging boys is crucial in reducing the gender barrier gap. Their involvement is needed to tackle negative social norms and attitudes.

Driving operational excellence within the sector required working closely with the Uganda Ministry of Education and Sports and other partners. This has aided sustainable changes in secondary education.

PEAS: https://www.peas.org.uk/