The Knowledge, Evidence, Research and Learning (KERL) component of the Girls’ Education South Sudan (GESS) programme aims to generate knowledge about best practices in education, what works/doesn’t work, both nationally and internationally, in programmatic causality, and in impact. The KERL seeks to develop an evidence base for the project interventions, linking inputs to outcomes and impact, as well as acting as a broader information hub focused on girls’ education.
To inform the Programme activities, research for the overall Programme will take place in three phases in all of the former 10 states of South Sudan: baseline, midline and endline.
GESS strives to eliminate barriers to girls’ education and promote gender equality throughout the education system. To do that, we need to understand more about the issues that prevent girls from going to school, staying in school and learning while at school. Our ongoing research will help to determine what works or doesn’t work in favour of girls’ education in South Sudan.
The KERL component seeks to:
- Develop national and state capacity for research and use of evidence
- Develop knowledge about the impact of Programme interventions
- Develop broader information about what works in girls’ education
- Incorporate process monitoring into learning about successes and failures in design and implementation, protect against doing harm and monitor value for money
- Inform policy-making, such as budget priorities and targeted support
Led by a sub-committee of the GESS Technical Committee, KERL data will be obtained through a variety of sources, including both qualitative and quantitative surveys, such as drill-down studies in schools and communities, and in-depth interviews with officials at all levels.
To view studies from the previous phase of the Programme, visit here.
For further information about GESS research work, email: email@example.com