Chapter One: Introduction 15

1.1. Background: Nawiri N-MAP Project 15

1.2. Description of Key Interventions 16

1.3. Project Implementation in collaboration with Government of Kenya (GoK) Sterring Committee 17

1.4. Project Outcomes 18

1.5. Purpose of the Evaluation 19

Chapter Two: Methodology 21

2.1. Approach 21

2.2. Measuring girls’ self-efficacy 21

2.3. Measuring educational and life aspirations 22

2.4. Sample size. 22

2.5. Sampling Procedure 23

2.5.1. Girls and boys 23

2.5.2. Teachers 23

2.5.3. Community members 24

Chapter Three: Findings 25

3.1 Profile of Vulnerable Girls 25

3.1.1 Girls who are likely not to be enrolled in school. 25

3.1.2 Girls most likely to drop out of school. 26

3.2 Barriers to Girls’ Education 27

3.3 Outcome 1: Girls’ self-efficacy 32

3.4 Outcome 2: Girls’ educational and life aspirations 34

3.4.1 Importance of girls’ education 35

3.4.2 Support received by girls to achieve their goals. 38

3.5 IO1: Strengthened mentorship provided to girls and boys, with emphasis on the most vulnerable. 39

3.5.1 Mentoring experience and training for teachers 40

3.5.2 Mentorship clubs in school 41

3.5.3 Identification of mentees 42

3.5.4 Benefits of the mentorship clubs 43

3.6 IO2: Knowledge, Skills, and attitudes of girls and boys 43

3.6.1 Important qualities and values that girls need to have to achieve their goals. 43

3.6.2 Rights of boys and girls to education 43

3.7 IO3: Girls’ school attendance and motivation to attend school. 44

3.7.1 Views on girls and boys who have returned to school. 44

3.7.2 Community efforts to encourage enrolment. 45

3.8 IO4: School-community environment supporting girls’ education and wellbeing. 45

3.8.1 Major challenges facing the school in providing education. 46

3.8.2 Efforts by schools to create an enabling environment that supports girls' education. 47

3.9 IO5: Attitudes and behaviours of families/parents in support of girls’ education, social-emotional well-being, and agency 49

3.9.1 Chore distribution among boys and girls 49

3.9.2 Gender priorities in education 50

3.9.3 Level and years of schooling. 53

3.9.4 Views on girls and boys going to the same schools. 53

3.9.5 Views on girls as leaders 54

3.9.6 Views of community members about girls and women pursuing careers away from home 55

3.9.7 Views on suitable or preferred occupations for girls and boys 56

3.9.8 Views on girls staying long in school. 57

Chapter Four: Summary and Conclusions 59

4.1 Summary 59

4.1.1 Profile of vulnerable girls 59

4.1.2 Barriers to girls’ education 59

4.1.3 Outcome 1: Girls’ self-efficacy 59

4.1.4 Outcome 2: Girls’ educational and life aspirations 59

4.1.5 IO1: Mentorship support for teachers, most vulnerable girls, and boys 59

4.1.6 IO2: Knowledge, skills, and attitudes by girls and boys 60

4.1.7 IO3: Girls’ school attendance and motivation to attend school. 60

4.1.8 IO4: School - community environment supporting girls’ education and wellbeing. 60

4.1.9 IO5: Attitudes and behaviours of families/parents in support of girls’ education, social-emotional well-being, and agency 61

4.2 Conclusions 62

List of Tables

Table 1: Summary of project interventions 17

Table 2: Adapted self-efficacy scale 22

Table 3: Sample size distribution by treatment arms 23

List of Acronyms and Abbreviations

BOM Board of Management

CAP Community Action Plan

CBC Competence-Based Curriculum

CSO Curriculum Support Officer

FGD Focus Group Discussion

GOK Government of Kenya

IO Intermediate Outcome

KII Key Informant Interviews

MBW My Better World

MOE Ministry of Education

QASO Quality Assurance and Standards Officer

SDP School Development Plan

SIP School Improvement Plan

T1 Treatment One

T2 Treatment Two

TSC Teachers Service Commission

Executive Summary

Project background

The Global Innovation Fund has funded Impact(Ed) to test and transition to scale Impact(Ed)’s innovative life skills education and mentorship model piloted, with positive results in Kenya and beyond, during the UK Aid-funded Girls' Education Challenge. Impact(Ed)’s vision of success under this grant is to embed its high-impact model in government policy implementation in Kenya. Impact(Ed) is doing so by (1) leveraging the policy opening provided by the Mentorship Policy and the government's specific request to Impact(Ed) to support its implementation, (2) creating a standardised, well-documented innovation package that is impactful and feasible using government infrastructure for delivery, and cost-effective for the government to implement; and (3) obtaining buy-in and support for scale-up from the Ministry of Education.

The innovation is being implemented for 18 months from July - Sept 2022 to August- Oct 2024. It is projected to reach 40,357 (19,671 female and 20,686 male) learners in 110 schools in Kajiado (70) and Wajir (40) Counties with positive impacts on girls' agency/self-efficacy and educational aspirations, boys' allyship, and teacher, parental and community support for gender equality. The intervention schools are divided into Treatment 1 (T1), Treatment 2 (T2), and Third Cohort. T1 targets 40 schools (20 in Kajiado and 20 in Wajir), T2 targets 40 schools (29 in Kajiado and 11 in Wajir), and Cohort 3 targets 30 schools (21 in Kajiado and 9 in Wajir counties).

The treatment arms are mainly characterized by the following interventions and delivery approaches:

Treatment 1-physical delivery of the training intervention and follow up support.

Treatment 2: Combined In person + virtual training and support (Hybrid)

Cohort 3: Part of treatment arm B who benefited from in person + virtual training and support (Hybrid) + Community facilitated screenings.

This report presents the results of a baseline survey conducted before the intervention. The External Evaluator (ziziAfrique) adopted a pre-post qualitative impact evaluation approach. The baseline characteristics will be compared to the follow-up evaluation to determine the project's achievement of the envisaged outcomes. The key participants in this study were girls, boys, teacher mentors, head teachers, and the school community. A sample size of 30% was considered adequate to generate representative findings that can be generalized.

Key findings

The baseline establishes the status of two key outcomes, including girls' self-efficacy and educational and life aspirations. In addition, the project aims to achieve five immediate outcomes (IOs) as stated below:

IO1: Strengthened mentorship provided to girls and boys, with emphasis on the most vulnerable.

IO2: Knowledge, skills, and attitudes acquired by girls and boys, e.g., goal setting, managing emotions, knowing your rights, teamwork, problem-solving, confidence and self-esteem, self-awareness, creativity, and critical thinking (for boys, allyship in support of girls' rights and education wellbeing).

IO3: Girls’ increased motivation to attend school.

IO4: A more enabling school environment in support of girls' education and wellbeing, with emphasis on the most vulnerable.

IO5: Improved attitudes and behaviour of families/parents in support of girls' education, social-emotional wellbeing, and agency.

Profile of Vulnerable girls: Despite the efforts by the government and other non-state actors, many girls remain out of school with many of them having low self-efficacy and low aspirations which affects their level of education. Girls who are unlikely to be enrolled in school are orphans, those from low-income families, children with disabilities, and children of illiterate parents. Those likely to drop out of school are pregnant, are orphans, have cases of indiscipline, are from pastoralist communities, and are low academic achievers. Girls in Wajir and Kajiado face numerous and related economic, social, cultural, and policy barriers that hinder their ability to achieve their goals and aspirations and to access education.

Outcome 2: Girls' educational and life aspirations:

Girls aspire to have professions outside their homes. Girls dream of receiving quality education and becoming doctors, pilots, nurses, teachers, or engineers, jobs that men have traditionally dominated. Other career goals highlighted included aspirations to be in uniformed forces, nursing, music, journalism, accounting, or even starting their businesses or companies, among other careers. Despite facing numerous challenges, such as gender inequality, limited access to education, and cultural barriers, these girls aspire to break through them and pursue their dreams. However, in Wajir, a few respondents indicated that a career in Disciplined Forces is not for girls because many of those who join the Disciplined Forces do not get married. The girls' primary motivation for aspiring to succeed is to support their families, orphans, and vulnerable individuals within the community.

A few girls have political ambitions. A few girls were interested in pursuing political roles so that they could find opportunities to influence responses to addressing the needs of the girls in their communities. However, some girls were not interested in politics as they viewed their leaders as corrupt. Their lack of interest could also be linked to the complex political landscape and religious convictions, particularly in Wajir.

Academic aspirations. Girls were asked about their academic aspirations. The respondents indicated that a girl has a right to study to the highest possible level of education, preferably up to the university, to realize their goals and aspirations, improve their personal and family economic conditions, and generally have a brighter future. In addition, the girl will eventually earn respect in the community.

Marital and childbearing aspirations.

Parents were asked about their girls’ marital and childbearing aspirations. Many parents expressed that those girls had an interest in having families. However, the girls believed this was a goal that should only be pursued after achieving the desired level of education.

The parents observed that girls who dropped out of school aspired to get married at the age of between 13 and 16 years.

Some parents expressed their wish for their children to marry after achieving their educational aspirations whereas others wished to marry them at 16. Some parents in Wajir proposed that a girl should get married once she starts her period. Regarding childbearing, most participants expressed the belief that girls should begin bearing children right after they are married. Nonetheless, a few parents opined that girls should delay childbearing to fully enjoy their marriage before starting a family.

However, parents believed that boys should enter marriage and start a family when they reach maturity and financial stability, ideally after turning 25. The age at which girls are expected by the community to get married is lower than the age when boys are expected to marry. Economic independence is considered important for boys before they can get married.

Health and safety aspirations of girls in school. Though limited, results showed that girls aspire to live a safe and healthy life.

Decisions and efforts made by girls to achieve their goals. The girls displayed a keen interest in education. They expressed their commitment to pursuing their educational aspirations through diligent work, active participation in class, maintaining discipline, avoiding negative influences, and postponing marriage. Parents acknowledged that their children aspire. Parents in Wajir had these to say. However, some parents acknowledged that some girls in the community are not keen on education.

IO1: Strengthened mentorship provided to girls and boys, with emphasis on the most vulnerable.

Mentoring experience and training for teachers: Teachers from six schools (4 schools in Wajir and 2 schools in Kajiado) reported that they had attended a variety of mentorship training programs organized by different organizations. These mentorship programs covered topics such as drugs and substance abuse, early pregnancies, female genital mutilation (FGM), sexual health education, life skills, self-esteem, caring for children with special needs, HIV/AIDS, and financial management. These trainings were offered by different organizations such as Big Life, Impact Accelerator Project, Peer Counselors Association, Tusome program under DNL, Bible Society of Kenya, Trauma Healing Caregivers, Cares Development, and the World Bank Hope Foundation.

The results further revealed that teachers from four schools (two in Kajiado and two in Wajir) participated in a two-day orientation session organized by IMPACTED N-MAP before the baseline. The orientation encompassed various aspects, including mentorship, mentee identification, club formation, utilization of MBW videos, development of a community action plan, and community engagement.

The teachers who went through N-MAP orientation before the baseline expressed that they obtained valuable skills that enabled them to identify and provide mentorship to vulnerable learners. The teachers reported a heightened ability to recognize and understand the unique challenges and needs of these vulnerable individuals.

Mentorship clubs in school: In all the evaluation schools, it was observed that there were no existing mentorship clubs before the N-MAP. However, four schools had already set up their mentorship clubs at the time of the baseline interview. This was following the orientation on club formation that they received from N-MAP. In some schools, the N-MAP mentorship club formation had just started. Some other schools had not begun as they had been advised to wait for the baseline survey to be conducted. Surprisingly, in Wajir, a teacher had not begun mentorship due to the language barrier. During these sessions, a teacher is responsible for preparing a topic for discussion and engaging the students actively in the conversations.

Still, teachers in Wajir mentioned that they had not started the mentorship club because of a language barrier.

Identification of mentees: Of the schools that started N-MAP club formation prior to the baseline, the mentees (girls and boys) were actively encouraged to join clubs voluntarily, creating opportunities for personalized support and guidance. Additionally, teachers were guided by the N-MAP team to encourage learners who would benefit from the mentorship, such as those with disabilities, those from poor backgrounds, and girls who are shy and withdrawn in class. Teachers examined the child's background, family dynamics, socio-economic status, cultural background, and previous educational experiences. This helped teachers understand the challenges and the support needed for the learners. In some cases, mentees proactively seek to join the clubs.

IO2: Knowledge, Skills, and attitudes of girls and boys

Important qualities and values that girls need to have to achieve their goals: To achieve their life’s aspirations, girls identified self-respect as the most important quality a girl should have because it forms the basis for healthy relationships and contributes to a positive and harmonious society. In addition, high self-esteem, confidence, hard work, self-drive, discipline, and obedience are important qualities. Moreover, the respondents listed qualities such as modest attire, cleanliness, dignity, compassion, and self-control as essential traits for girls to embody.

Rights of boys and girls to education: According to the respondents, educating girls is particularly important, as it has a positive impact not only on their own lives but also on their families and communities. When girls receive education, they gain knowledge, skills, and confidence to contribute to their families and communities in various ways.

Nevertheless, there were instances where girls felt that boys should be given priority when it comes to education especially when resources are scarce.

IO3: Girls’ school attendance and motivation to attend school.

Views on girls and boys who have returned to school: The learners reported being aware of several girls and boys who had dropped out of school but subsequently returned. The primary motivation for these students to re-enrol was their desire for a better future.

Community efforts to encourage enrolment: At the school level, results indicate encouragement for girls who have dropped out due to pregnancies to return to their studies. Schools allow pregnant girls to continue their education until their delivery dates. Subsequently, these girls are granted time to give birth and care for their infants before being readmitted back to school. In Kajiado for example, there is a community enrolment drive committee that ensures all girls and boys of school-going age are enrolled. Some other community members collaborate to raise funds for educating out-of-school girls and boys. Parents also support these girls by taking over the care of the babies as they continue their education. With the community's support, the local administration plays a crucial role in ensuring that all children of school-going age are enrolled in school through community sensitization programs to raise awareness about the advantages of education.

IO4: School-community environment supporting girls’ education and wellbeing.

Major challenges facing the school in providing education: Schools face many challenges in providing quality education to girls and boys. The key challenges include insufficient learning resources, shortage of teachers, inadequate school infrastructure, absence of electricity, water scarcity, inadequate financial resources, chronic absenteeism and dropouts, indiscipline among urban schools, and lack of cooperation and parental support.

School Development Plans. N-MAP intends to support schools in developing Community Action Plans. The intention was to establish if there were any existing plans. It was realised that none had a CAP, but most have documented school development/improvement plans (SDP/SIP) and those without one are currently developing one.

Tracking absenteeism. To prevent girls from dropping out of school, some schools take proactive measures such as tracking absenteeism and investigating its causes. Interventions are made to bring absent students back to school where possible. In severe cases where parents prevent their child from attending school, the school reports such parents to local authorities, such as chiefs, who take appropriate actions to ensure the child's enrolment.

Community sensitisation/conversations. Some schools raise awareness among community members about the advantages of education, particularly emphasising the benefits of educating girls. Schools, government representatives, religious leaders, NGOs, and other institutions have taken proactive measures to educate community members about the numerous benefits of education.

Alternative sources of water. Some schools have tried to ensure learners have access to clean drinking water. Some have drilled boreholes or shallow wells powered by solar or electricity, water trucking, and others have invested in water tanks to harvest rainwater.

School feeding programme and attendance. Some schools are implementing school feeding programs, albeit with some challenges. The availability of food within the school has been shown to enhance school enrolment and retention while reducing cases of absenteeism.

IO5: Attitudes and behaviours of families/parents in support of girls’ education, social-emotional well-being, and agency

Chore distribution among boys and girls: Responses from girls and parents indicate that gender roles remain conservative. Girls engage in tasks like cooking, laundry, dishwashing, cleaning, babysitting, and caring for younger siblings. Activities such as herding, farming, fetching water, and fencing require significant physical strength and are thus primarily undertaken by boys. However, when the girls are young or the family consists solely of boys, the boys will perform all the household chores. However, two girls in Wajir reported that in their homes, there is no specific work assigned to boys and girls.

Gender priorities in education: The data revealed that most of the community members tend to prioritize the education of boys over girls when faced with limited resources.

Most of the girls interviewed also believed that boy’s education should be prioritized when the resources are limited.

FGDs with the boys indicate that the boy is likely to receive preferential treatment within the community due to his perceived ability to support the family, unlike the girl who might be married off elsewhere. There were concerns that the girl may discontinue her education due to the risk of pregnancy.

However, few girls and boys opined that the girl should be given preference because the girls are vulnerable to early marriages/pregnancies while the boy can either wait for the parents to get school fee or work to get some money to fund his education. The girls are more likely to help their families unlike the boys who will focus on their future wives and kids. On the other hand, most teachers opined that both girls and boys should be given equal opportunities on matters of education.

Religion plays a role in how a few parents view girls’ education. One parent from Wajir voiced concerns about their daughters potentially deviating from religious practices once they begin attending school. Others felt that religious beliefs are not in favour of pursuing education.

Views on girls and boys going to the same schools: As a right, most of the respondents believe that girls and boys should go to the same school. For some, this will increase academic competitiveness and enhance social interaction between genders. Still, others contended that this approach would prevent the emergence of homosexuality within school environments.

Others felt it was unfavourable for girls and boys to attend the same educational institutions, particularly boarding schools. This viewpoint stems from concerns that such co-learning could develop romantic and sexual relationships among students, potentially resulting in pregnancies and subsequent dropout rates among girls. Notably, the resistance towards co-learning was more prevalent in Wajir than in Kajiado. Religious beliefs, especially for Muslims, influence parents’ views on mixed-gender schools. Some participants, particularly in Wajir, stated that, per Islamic law, there is a prohibition on extended interaction between girls and boys.

Views on girls as leaders: Girls can assume leadership positions within school settings, such as school President, Class Governor, Prefect, Dorm Captain, and Christian Union leader, as well as within the community, where they can hold positions such as that of a local administration. Others felt that in the political sphere, participants believed that girls could occupy various political positions at the county and national levels. However, there is a distinct lack of complete acceptance of women's leadership within the two communities. In Wajir, one CAP member (in Cohort 3) said that women should just concentrate on household chores, as leadership is not good for them. Certain segments of these communities still adhere to the notion that a woman's sphere is confined to the home, while leadership positions should be exclusively reserved for men. Some participants pointed out that women's views are not considered in meetings.

Views of community members about girls and women pursuing careers away from home: Many community members in the two communities view girls who pursue careers outside the home as empowered individuals who can contribute to the development and progress of their community. Furthermore, there is a growing acceptance within communities of married women pursuing employment beyond their households. However, there is a degree of scepticism or reservations toward women pursuing careers outside of traditional gender roles. Respondents reported that some community members believe that women should not work outside their communities, believing that such women may lose their moral values. In addition, respondents pointed out that such women are viewed as rebellious and likely not to abide by cultural or religious norms.

Married women encounter a heightened resistance when pursuing employment outside their homes. Several participants believed a woman's role should primarily involve tending to household duties. Nonetheless, it was stressed that such decisions should ultimately be reached through mutual agreement between the woman and her husband.

Views on suitable or preferred occupations for girls and boys: The occupations that were mainly mentioned and which the community values the most include being a; doctor, nurse, teacher, pharmacist, engineer, pilot, lawyer, women's representative, and owning a business. Other occupations mentioned include pastor, hotelier, fashion and design and uniformed forces.

Nevertheless, there are lingering stereotypes within the community, as some participants believed that girls should only pursue positions or occupations that do not demand significant physical strength. According to their perspective, jobs like mechanics, sand harvesting, or being a matatu or bus driver should exclusively be undertaken by boys. A participant in Wajir highlighted that, in their opinion, women should not be part of the uniformed forces because women in the armed forces sometimes must wear trousers.

Regarding boys, parents expressed their desire for them to pursue careers of their choosing. However, the preferred career paths mentioned included professions such as doctors, teachers, engineers, lawyers, politicians, and even those aspiring for the presidency.

Views on girls staying long in school: According to the respondents, education equips the girls with knowledge and skills that are essential for their personal growth and development. Prolonged education helps protect the girl from harmful traditional practices and empowers girls to break societal barriers and challenge gender norms. It provides them with the confidence and tools necessary to pursue their aspirations and contribute meaningfully to their communities. Furthermore, by staying in school, girls enhance their chances of securing higher-paying jobs in the future, ensuring financial independence and improved livelihoods. An educated girl in the views of the participants will be role models in the community and is more likely to be married to an equally educated man.

Parents primarily expressed concern about the decreased likelihood of their children getting married due to prolonged education. Some participants highlighted that girls who spend more time in school may decide against marriage, postpone it, or delay having children at the appropriate age. In certain instances, they may even fail to find a spouse due to the perception that men are hesitant to court highly educated women. Furthermore, respondents noted that some girls might choose to quit school and marry, feeling that they have become too old for education. Some parents also see it as a burden when a girl stays long in school.

Lastly, some girls raised concerns about the possibility of receiving an education but facing difficulties in finding employment later. Consequently, a few girls were of the view that girls should not take long in school.

Chapter One: Introduction

Background: Nawiri N-MAP Project

The Global Innovation Fund has funded Impact(Ed) to test to scale Impact(Ed)’s innovative life skills education and mentorship model, which was piloted with positive results in Kenya and beyond during the UK Aid-funded Girls' Education Challenge. Impact(Ed)’s vision of success under this grant is to embed its high-impact model in government policy implementation in Kenya. Impact(Ed) is doing so by (1) leveraging the policy opening provided by the Mentorship Policy and the government's specific request to Impact(Ed) to support its implementation; (2) creating a standardised, well-documented innovation package that is impactful, feasible using government infrastructure for delivery, and cost-effective for the government to implement; and (3) obtaining buy-in and support for scale-up from the Ministry of Education.

The innovation is projected to reach 40,357 (19,671 female and 20,686 male) learners in 110 schools in Kajiado (70) and Wajir (40) Counties, with positive impacts on girls' agency/self-efficacy and educational aspirations, boys' allyship, and teacher, parental, and community support for gender equality.

Impact (Ed) aims to test two Nawiri mentorship models i.e. i) an in-person model of teacher training and support and ii) a hybrid model of partial in-person and partial virtual teacher training and support. The mentorship program includes the delivery of the My Better World (MBW) life skills series through the existing Government of Kenya Digital Literacy Programme (DLP), strengthening mentorship in schools, developing and testing selected MBW pre-and post-viewing content—additional content designed to support more active facilitated and at-home viewing—for government Edu Channel TV and radio broadcasts, and an MBW print companion that will be piloted in a subset of 20 out of the 40 schools in Wajir, targeting an alternative method of delivering MBW and mentorship content to children who have limited access to TV and radio.

The theory of change summary

The figure below represents the N-MAP’s theory of change.

The activities under the treatments are described in Table 1 below.

Table 1: Summary of project interventions

Project Implementation in collaboration with Government of Kenya (GoK) Sterring Committee

The project planning and implementation will be led by the Steering Committee to ensure smooth implementation, sustainability, and possible scale-up.

Steering Committee members will be drawn from the following departments:

At the national level: DPP-EACA, the Directorate of Quality, Assessments, and Standards, the Directorate of the Digital Literacy Programme (DLP), and the Kenya Institute of Curriculum Development (KICD).

At the county level: the Ministry of Education (MoE) and Teachers Service Commission (TSC) county officers, the Directorate of Children’s Services, and the County Commissioner’s Office (all chiefs and gender and development officers fall under this office).

• Prepare joint annual work plans on the implementation of project activities.
• Provide a framework for standards, guidelines, and support for the project.
• Provide feedback on the overall implementation design, including input on school selection criteria.
• Coordinate project activities in the target counties.
• Facilitate a feedback loop between the committee and key decision-makers.
• Identify anticipated and ongoing risks to implementation and scale and suggest mitigating strategies to address current and anticipated risks.
• Monitor, evaluate, and review project activities and agree on a shared learning agenda, both internal and external.
• Initiate, implement, and propose a review of the project implementation plan informed by evidence.
• Suggest adaptations as needed based on findings and key learnings along the way.
• Plan and co-facilitate a dissemination meeting to share the final test and transition results.
• Assuming strong evidence of impact and demonstration of a viable, cost-effective model at scale, produce and distribute a proposed scale-up plan.

Project Outcomes

The evaluation will establish the contribution of different Project interventions and approaches to increasing girls' self-efficacy and their educational and life aspirations, as stated in the project theory of change or logical framework.

Outcome 1: Increased self-efficacy of girls. It is envisaged that the Nawiri will increase girls' self-efficacy. A more enabling school environment will be created, and teachers, parents, and communities will become supportive. Eventually, girls will develop more confidence, motivation, knowledge, and skills for life.

Outcome 2: Girls increased educational and life aspirations. Some educational aspirations that girls are expected to gain include completing secondary education, attending university, and graduating from a course. Some life aspirations include securing employment or starting a business, becoming stronger contributors to families and communities, leading to improved life outcomes. In addition, qualitative data was collected on the five intermediate outcomes (IO). Each IO is presented with its anticipated outcomes.

IO1: Strengthened mentorship provided to girls and boys, with emphasis on the most vulnerable.

To strengthen the mentorship provided to girls and boys, the project will offer mentorship training to teachers. Additionally, the project staff, school leaders, and government officials will conduct regular monitoring visits and support to ensure regular and quality delivery of the mentorship sessions.

IO 2: Knowledge, skills, and attitudes acquired by girls and boys. The knowledge and skills expected to be gained include goal setting, managing emotions, knowing your rights, teamwork, problem-solving, confidence and self-esteem, self-awareness, creativity, and critical thinking (for boys, ally-ship in support of girls' rights and education and wellbeing).

IO3: Girls' increased motivation to attend school. The girls’ increased motivation is expected to improve. This will be measured by checking indicators such as consistency in attending school and general interest in achieving education.

IO4: A more enabling school environment in support of girls' education and wellbeing, with emphasis on the most vulnerable. It is envisaged that the CAP process will enable the participants (headteachers, teachers, BOM members, parents, and community leaders) to identify barriers to girls' education and life aspirations. These barriers and agreed ways of addressing them will be captured in a Community Action Plan (CAP).

IO5: Improved attitudes and behaviour of families/parents in support of girls' education, social-emotional well-being, and agency. The parents/caregivers are expected to change their attitude in terms of how they support girls’ education, social-emotional well-being, and agency while identifying the barriers that hinder girls' education at the household/family and community levels.

Purpose of the Evaluation

This report presents the baseline survey results, and a follow-up will be conducted toward the end of the project. The results at the follow-up will be compared to the baseline survey results to determine the project's impact. The impact evaluation will assess the innovation's viability, effectiveness, and feasibility at scale, including testing different project components and component combinations (treatment arms). The testing will determine the optimal model for a potential scale-up by the Government of Kenya.

The findings from the evaluation will primarily be used to inform several actions by different stakeholders.

1. By the project management team, project partners and stakeholders to inform improvements in project approaches and the delivery of the project during its lifetime.
2. By the project management team, project partners and stakeholders, with further evidence of impact and scalability, to shape the model to be proposed for the Government of Kenya (GoK)-led scale-up.
3. The project management team and joint Impact (Ed)-GoK Steering Committee will leverage additional resources from existing and new partners and stakeholders to scale up promising components of the innovation and
4. Partners and stakeholders will learn lessons from the project to replicate what works (and avoid what does not work) elsewhere.

Chapter Two: Methodology

Approach

A pre-post qualitative longitudinal impact evaluation approach was adopted to compare the follow-up evaluation with the baseline results to determine the project's impact. Focus group discussions (FGDs) and key informant interviews (KIIs) were the primary methods of data collection. The baseline qualitative data was collected from the sampled respondents before the project implementation to measure their entry-level behaviour, knowledge, attitudes, and aspirations. At the end of the project implementation, another round of qualitative data will be collected targeting the same baseline cohort. The changes brought about by different treatment arms of the project implementation, as articulated by the sampled respondents, will be explored, and analysed to conclude the most effective interventions and modalities concerning the project outcomes and intermediate outcomes.

Measuring girls’ self-efficacy

Self-efficacy was measured using an 8-item, five-point scale developed by the external evaluator. The scale was adapted from the General Self-Efficacy Scale (GSE) by Schwarzer & Jerusalem. The GSE scale was created to measure optimistic self-belief among the adult and adolescent populations^[1].

In the context of Nawiri, the scale was administered to individual Girls who had been identified or showed interest in joining the girls club. The self-efficacy scale used consisted of 8 statements, as shown in Table 2. Girls were asked how frequently they demonstrated self-efficacy behaviours and rated their responses on a scale of 1-Never, 2-Rarely, 3-Sometimes, 4-Very Often and 5-Always. Based on the eight statements above that the cohort of girls responded to, a self-efficacy score was derived by factor analysis. Factor analysis allows the scores of the statements in Table 2 to be analysed as a single statistic of interest, i.e., the self-efficacy score. The average self-efficacy scores were converted to percentages for easier interpretation. Girls with high percentage scores indicated greater self-efficacy, and vice versa.

Table 2: Adapted self-efficacy scale.

Measuring educational and life aspirations

To measure Girls’ educational and life aspirations, the external evaluator adopted a qualitative approach. Focus Group Discussions (FGDs) were organized with the sampled girls and boys in the clubs. The external evaluator developed an FGD guide that focused on the following thematic areas:

• Social values, attitudes, and stereotypes
• Girls and boys’ enrolment
• Girls and boys school attendance
• Aspirations: This included educational, leadership, career, business, and family (age girls would desire to start one) aspirations.
• Girls’ Self-efficacy. The interviewer probed the Girls’ confidence and experience to achieve their aspirations.
• Existing club mentorship at the school
• ICT/media devices that girls and boys have access to, for example, TV, radio, and computers.

The baseline findings will be compared with the endline findings to identify changes in Girls’ educational and life aspirations.

Sample size.

A sample size of 30% of schools was considered adequate to generate representative findings that can be generalized. The sample size was also within the evaluation budget, and the acceptable 10% proportion is considered adequate for qualitative evaluations or studies. The sample size of schools was distributed across T1, T2, and Cohort 3, as shown in Table 3 below.

Table 3: The distribution of sampled schools by treatment arms and county.

Sampling Procedure

The project schools were considered clusters; therefore, cluster sampling of the 33 evaluation schools was done at the project schools. To ensure representativeness, the schools were categorized into the following key strata in each county and treatment arms: primary vs. secondary schools, single vs. mixed gender schools, and boarding vs. day schools. After that, 30% of the schools were randomly sampled from each stratum in each county and treatment arm (T1, T2, and Cohort 3). Further sampling was done at the targeted respondent's level, as described below. In addition, this section describes how the focus group discussions and interviews were conducted.

Girls and boys

The NMAP Project targeted girls’ schools and mixed schools. Girls’ clubs were formed in the girls’ schools, whereas in mixed schools, separate boys’ and girls’ clubs were formed. A sample of eight girls was randomly selected from the girls’ club in the evaluation schools. The sampled girls formed the evaluation cohort. Their self-efficacy was assessed by administering a quantitative survey to each sampled girl. Thereafter, they participated in the FGD. Where a mixed school was part of the evaluation cohort, FGD was conducted for 8 boys randomly selected from the boys' club. The selection of the girls and boys to participate in the FGD was stratified by random sampling. Boys in grades 6 and 8, junior secondary school, form 2 to form 4, were sampled to ensure grade- and class-level representation. The upper classes were selected since they have higher confidence and cognitive levels than learners from the lower classes.

Teachers

For each project school, four mentors were trained, including two females, one male, and one head/deputy/senior teacher. The three act as mentors, while the headteacher, deputy headteacher, or senior teacher provide the in-school monitoring support. The most active mentor was regarded as the lead teacher mentor and was sampled to participate in the teacher mentor survey through purposive sampling.

Community members

Parents and caregivers with girls in the project schools were targeted for the survey. The project collaborated with the school leadership in the evaluation schools to mobilize them to participate in the community FGDs. Priority was given to parents or caregivers whose daughters are part of the club at the evaluation schools and those who were available to attend. An FGD was conducted with a group of five parents of mixed genders per school. In addition, community members who were part of the CAP process were eligible for the evaluation, targeting CAP and school leadership members.

Chapter Three: Findings

Profile of Vulnerable Girls

Girls who are likely not to be enrolled in school.

Boys and girls have been successfully enrolled and retained in school due to the implementation of free primary education and the government's efforts to ensure universal access to education. Nevertheless, many girls remain unenrolled due to various reasons. In one school community in Wajir, one CAP member indicated that the percentage of girls who had never enrolled in that community was as high as 20%. Girls who are unlikely to be enrolled in school are orphans, those from low-income families, children (both boys and girls) with disabilities, and Children (both boys and girls) of illiterate parents.

Girls who are orphans and from low-income families are at a higher risk of not being enrolled in school. The issue of orphans was emphasised most strongly in Kajiado, with 79% of respondents identifying orphans as a particularly vulnerable group as compared to 21% in Wajir.

“The ones who come from vulnerable communities, you get they have passed the exams, but there is no money to take them to secondary schools.” Parents FGD Alhuda Muslim Primary_T2_Kajiado.

“If the child is an orphan and no one is taking care of them or if the child is disabled.” Parents FGD Watiti Pri Treatment 1_Wajir.

Children with disabilities. The participants also highlighted that children with physical or mental disabilities face fewer chances of being enrolled in school. Schools for learners with disabilities are few. In addition, some parents hide their children who have disabilities due to the stigma associated with them. This was realized after the parents were asked which type of girls are most likely not to be enrolled in school and they responded as follows:

“For example, the deaf and dumb, because there is no school for them in this area.” Parent FGD Bute Mixed T1_Wajir.

“The disabled, because sometimes the school is far away from them and they are poor, might need transport and cannot afford it. So, distance is the problem.” Parents FGD Maumau T1-Wajir.

“Handicapped, you find that the community hides them so they cannot be seen.” Parents FGD Kikayaya Primary Treatment 1_Kajiado.

“Because of shame, they don’t go to school. Others, because of polio, don’t go to school. Those are the things that prevent our children from going to school. They are neglected. Parents FGDS Inkisanjani School Cohort3_Kajiado

Children of illiterate parents. Children whose parents have never attended school are not likely to be enrolled as many parents in this category do not value education and do not see it as a worthwhile investment.

“The ones from a poor family and those whose parents are not learned.” Parents FGD Mashuru T2_Kajiado.

Girls most likely to drop out of school.

Girls face numerous challenges. Those likely to drop out of school experience unintended pregnancies, are orphans, have cases of indiscipline, are from pastoralist communities, have illiterate parents, and are low academic achievers.

Girls with unintended pregnancies. Unintended pregnancies emerged as a prevalent reason for girls leaving school prematurely. The consequences of early pregnancies, such as social stigma, lack of support systems for the girl and her child, and increased responsibilities as young mothers, create substantial barriers to pursuing education. The girls are often compelled to prioritize their maternal role, leading to the abandonment of their educational aspirations. In some cases, a girl is married off once she falls pregnant.

“Pregnancy is a big problem; even if the girl has studied but has gotten pregnant, she is just told that she has been married off to an old man.” Parents FGD Ole Lenku Isinya Township Primary Group T2_Kajiado.

Poverty. Additionally, orphans and girls from poor backgrounds risk dropping out of school due to their inability to afford school fees. Sometimes, these girls may be compelled to leave school and seek employment to support their families financially. The harsh reality of their circumstances often forces them to make this difficult decision, sacrificing their education.

“Some families are poor even if the school allows their children to continue with education. The parents cannot provide the basics, like a uniform, so they stay in school for a short while.” Parents FGD Ole Lenku Isinya Township Primary T2 Kajiado.

“A girl from a family with problems like poverty, separation, and such things may drop out of school.” Parent FGD Bute Mixed T1_Wajir.

Girls with indiscipline cases. Lack of discipline and associations with negative peer groups was also identified as the cause of school dropout. The influence of bad company and negative peer pressure can lead students astray, resulting in their decision to leave school.

“It depends on the character of the child. You may get that the child is doing things their way; they don't listen to their parents, and those are the ones who can drop out of school because they don't follow the parents' instructions.” Parents_FGD Piliwa Primary_Cohort 3_Kajiado.

Pastoralist families. It was also noted that girls from pastoralist families are at a higher risk of dropping out of school due to the frequent migration from one area to another. The disruption caused by moving frequently significantly impact their educational continuity, making it challenging for them to stay enrolled in school.

“Of the effects of drought, the family may move from place to place, and the girl drops out.” Parents FGD_Hadaraka Prmary_T1_Wajir.

Low academic achievers. Lastly, due to poor academic performance, some girls become disheartened and choose to drop out of school. Others voluntarily leave to seek employment or take on responsibilities like caring for animals. The combination of academic struggles and alternative priorities ultimately leads to their decision to discontinue their education.

“Because of poor performance sometimes because your parent could see that you're not performing well in school”. Girls FGDs_Kerarapon_Cohort 3_Kajiado

“Sometimes you bring the child to school, and they don't want to remain in school, or poor performance discourages them from continuing with education. Another cause is influence; if a girl sees that her friend or agemates are getting married, they also want to get married.” Parents Survey_Dulgub Primary_T1_Wajir.

Barriers to Girls’ Education

Girls in Wajir and Kajiado face numerous barriers that hinder their ability to achieve their goals and aspirations. One major challenge is limited access to education. Girls from both Kajiado and Wajir face similar and related challenges in accessing education.

Poverty emerged as the main driver contributing to other barriers to accessing education. Finances significantly support education, from providing basic needs to paying school levies and other associated costs. Poverty drives girls into early marriages, unintended pregnancies, and child labor, thus limiting their participation in education.

"One reason might be if the girl doesn't have parents or she comes from a very poor family, which might make the girl decide to drop out of school to look for a job to help her siblings." Parents_FGD Piliwa Primary_Cohort 3_Kajiado.

School levies and associated costs. The costs associated with education, including fees, uniforms, and textbooks, pose a challenge for many families because they cannot meet these financial obligations or provide for the material needs of their daughters. Consequently, girls may be unable to enrol in school, cause chronic absenteeism, and may drop out. In both counties, communities heavily rely on livestock as a source of livelihood. However, due to adverse climatic conditions, many families have experienced substantial losses in their livestock, leading to increased poverty levels. Moreover, the polygamous nature of men in these communities exacerbates families' economic hardships.

"There is the issue of lack of school fees, in as much as the government has provided free primary education, the teachers are not enough, so in certain instances, the school and parent associations agree to employ teachers and pay teachers. When the parents do not have money, the children must remain home. It becomes a problem to pay school fees." CAP Survey Jukala T2_Wajir.

"The prolonged droughts have caused the death of almost all the animals. So even if the parents are willing to educate the girl, there are no resources. Poverty is also a factor leading to girls not going to school." CAP Survey Olepolos Primary School, Kajiado County, T1_Kajiado.

Child labor and absenteeism. Poverty forces children to work to contribute to family income. Girls may skip school to help with home chores and manage their homes when parents are busy elsewhere. It worsens when parents migrate during drought seasons. Some learners are likely to miss school on market days. During these days, they are assigned the task of selling animals or carrying goods to the market, while girls are often left at home to take care of their younger siblings and handle household chores when their mothers go to the market. The prevalence of absenteeism on market days is more pronounced in Kajiado County compared to Wajir.

"If you come from a low-income family, some parents or guardians make you go to work on certain days of the week and if there's no work, they introduce you to prostitution to earn money. So, that's why they miss school." Girls FGD_Kerarapon_Cohort 3_Kajiado.

FGM and Moranism. FGM is widely practiced in both communities. Parents, especially mothers were cited as being responsible for perpetuating the practice. In addition to FGM in Kajiado, the practice of Moranism where girls and boys are expected to mingle together contributes greatly to early pregnancies and subsequent marriage.

“It is mostly the mothers because they're the ones who tell them they have gone through FGM so they too should do it.” Olekimaki Primary school Cohort 3_Kajiado

Lack of food in schools. Absenteeism reaches its peak when schools lack access to food due to inadequate funds to purchase it, suggesting that the school feeding program plays a crucial role in keeping learners enrolled.

"The whole of 2019, we did not have food and in the early 2020s, this was actually affecting the attendance of the learners." CAP Inkisanjani School Cohort 3_Kajiado.

"When we cook something, we see a high turnout, especially in those ECD classes, but immediately you stop cooking, they do not come. It affects both boys and girls." CAP Survey_Idho Roble_T1_Wajir.

Lack of sanitary pads. Girls are more likely to miss several days of school during their menstrual periods due to the lack of sanitary pads and concerns about their hygiene.

"Even sometimes, the menstrual period makes a girl stop for some time before going to school because sometimes they lack sanitary towels and stay home." CAP Survey Olepolos Primary School, Kajiado county T1_Kajiado.

"Some other time is when adolescent girls have their periods. They cannot get the pads, so they prefer those four days instead of coming to school because they don't want to be ashamed." CAP Survey Banadir Cohort 3_Wajir.

Early pregnancies. Upon becoming pregnant or giving birth, some girls discontinue their education. This decision may arise from their perception of themselves as adults after experiencing childbirth or from fears of being stigmatized within the school environment. Unfortunately, in some cases, parents also give up on their daughters once they become pregnant, further contributing to their barriers to continuing their education.

"The girls who got pregnant get discouraged because people tell them they are mothers, so it becomes hard to go to school because they are more concerned about their child and cannot concentrate in school." FGD Girls Namanga Mixed Secondary School_T1_Kajiado.

Forced marriages are a significant barrier that girls face in their educational journey. However, data shows that some girls voluntarily drop out of school. Some consider themselves old enough to have sexual relationships and even get married. Interventions to curb female genital mutilation (FGM) and early marriage are often met with significant resistance. This is attributed to the long-standing cultural and traditional beliefs deeply entrenched within these communities. Such interventions are met with scepticism as they challenge established norms and values. Respondents reported that these practices continue to prevail, particularly in remote areas, indicating the challenges of implementing change. FGD respondents communicated that mothers, fathers, and the girls themselves perpetuate these practices.

“For instance, there was a wedding that was arranged between a class eight pupil and a man from the USA and the family carried pangas and said that the marriage must go on and it took the intervention of the police to stop the wedding, but then because of our Muslim culture, the girl felt bad to see that the father had been arrested so she said that she wanted to get married by choice.” Parents FGD Alhuda Muslim Primary_Parents_T2_Kajiado.

Community and family perceptions about girls and their education. Families, in various ways, also play a role in contributing to the educational challenges faced by girls in their pursuit of education. Furthermore, the negative perception of some community members regarding girls' education has been identified as an obstacle to realizing their educational ambitions. To some community members, educated girls don’t make good wives. Some communities and families believe that educated girls may become disobedient to their husbands and prefer them uneducated.

Moreover, societal expectations and stereotypes often discourage girls from pursuing traditionally male-dominated careers, further restricting their choices and aspirations.

The perception of girls as a means of generating wealth for families, primarily through marriage, remains prevalent among community members.

"Girls are given chores at home, which sometimes their parents prefer instead of them coming to school; they just prefer them staying at home. Having them stay is about the belief that the parents have that if you educate the girl, she will not become an obedient wife, so they prefer denying them education so that they will not misbehave in marriage life. So that one is a problem." CAP Survey Banadir Cohort 3_Wajir.

"Parents are becoming cunning nowadays. After a girl completes her national examination, they seek an admission letter from high school and endorsement from our school, yet she does not report. After a few months or so, you find the girl in the village married." Teacher Mentor KII Kajiado County-Lorngosua Primary School T2_Kajiado.

Gender roles. The gender norms and traditional roles assigned to girls impede their access to education. Historically, girls have been burdened with most household chores, which take up much of their study and revision time. This unfair division of chores within the home environment significantly hinders girls' educational pursuits, limiting the opportunities for their academic advancement.

"Some are even picked up from school to go look after goats. A friend was picked up from school to look after goats." Girl FGD_Hadaraka Primary_T1_Wajir.

"The house chores that are given sometimes will bar them from getting enough time to study, and it also depends on the environment that they are in because there are some environments where children don't get any chance of studying, so once they are out of school until the next day, that is when she will be able to look at the books again." CAP Kajiado County-Olekimaki Primary School Cohort 3_Kajiado.

Dysfunctional families, parental negligence and, insufficient role models. Unstable families tend to have a detrimental impact on girls' educational aspirations. Mostly in Kajiado County, family instability emerged as a hindrance to girls' education. The lack of positive role models within the family and the community hinders girls' education.

"In my family, none of us has ever completed, so people tell me that I also will not complete like the others, but my mother encourages me to keep going and not to listen to them." FGD Girls Namanga Mixed Secondary School_T1_Kajiado.

Long distance to schools. Learners who live far away may face difficulties commuting regularly. Poor road infrastructure and safety concerns exacerbate the problem, making it challenging for students to reach school safely and on time. Moreover, rivers that become impassable during rainy seasons pose a significant obstacle, preventing students from crossing and reaching their schools. This challenge is more common in Kajiado County.

"Some come from far and cannot make it to school when it rains because of bad roads." FGD Girls Namanga Mixed Secondary School_T1_Kajiado.

Personal factors. Some personal factors limit girls' participation in education. Nevertheless, it can be argued that some result from the environment that discourages them from learning. Some may lack the intrinsic motivation to learn and self-confidence, are undisciplined, and have low academic achievement that demotivates them to learn.

"So, when they lack confidence and do not believe in themselves, they may feel they will not succeed in education. So, they may also tend to think education is meant for boys. There are also some learning challenges. It reaches a certain level, and they do not open up and learn which might hinder their learning confidence to continue in education." CAP Survey_Watiti_T1_Wajir.

Outcome 1: Girls’ self-efficacy

Self-efficacy is defined as girls’ judgments and views of their communication skills, problem-solving skills, assertiveness, goal setting and capabilities to study and use these capabilities to achieve their educational aspirations and goals. It is envisaged that Nawiri Mentorship Accelerator Program (N-MAP) will increase girls' self-efficacy. Therefore, it is expected that girls who will benefit from the club activities, a more enabling school environment, and more supportive teachers, parents, and communities will develop more confidence, motivation, knowledge, and skills for life.

Some girls believed in their abilities and expressed confidence in achieving their goals, which they mentioned were possible through working hard in school, as education is the key to unlocking a world of opportunities. However, other girls indicated that they did not have confidence in achieving their goals, partly due to poor performance and their background.

“Confidence, when the opportunity presents itself, I’m sure I will get it.” FGD GIRLS HARAGAL COHORT 3_Wajir.

“Honestly. I love sciences, but their results are not good. I like my parents because they encourage me to do better next time and give me a pass mark.” Girls FGDs_Olooseos_Cohort 3_Kajiado.

According to Table 4, girls registered below-average and equal scores in the T2 and Third Cohort (49%) and the highest average self-efficacy score in T1 (50.43%). Girls surveyed in Kajiado County recorded higher entry-level self-efficacy in all the treatment arms than in Wajir County. The difference in scores between Kajiado and Wajir counties could be attributed to the varied levels of marginalization, poverty index, aridity, and other contextual barriers.

Figure 1: Sefl-efficacy scores

The entry self-efficacy level of each girl at baseline was generated, i.e., before the commencement of the club interventions. The baseline self-efficacy levels will be compared to self-efficacy figures at follow-up to measure the percentage of girls in the club who demonstrate improved self-efficacy. The proportion of girls by self-efficacy scores was further analysed. The findings revealed that most girls had low scores. The proportion of those who scored below 50% was as follows: 50% in T1, 60% in T2, and 47% in the Third Cohort, as shown in Table 5 below.

Table 5: Proportion of girls by self-efficacy scores

Although the proportion of girls varied by options and treatment arms, the findings revealed that most girls do not believe that they can solve difficult problems if they try hard. This is particularly evident in T2 where 42% of girls mentioned ‘Never’ and Third Cohort where 47% of girls reported ‘Never’. We also observed across the three arms that most of the girls were not confident that if they were confronted with a problem, they could usually find several solutions. A quite similar trend was observed when girls were asked if they could solve most problems if they put in more effort, if they knew how to handle unforeseen situations quickly and cleverly and if they were confident that they could easily deal with unexpected events.

Outcome 2: Girls’ educational and life aspirations

Aspirations are dreams, hopes, or ambitions to achieve a life goal. Educational aspirations reflect the educational goals one sets for himself/herself. These goals are important since they encourage an individual to achieve them. Individuals with educational aspirations are more likely to have faith in their potential to succeed; likely to value education and view the process of obtaining it as enjoyable.

Girls sampled for the evaluation articulated their future aspirations. The findings are summarised below.

3.4.1 Importance of girls’ education

Girls recognized education as a powerful tool for empowerment, personal growth, and achieving their aspirations. The girls viewed education as a pathway to breaking free from traditional gender roles, acquiring knowledge and skills, and pursuing previously inaccessible careers. This change in perception can be attributed to the increased visibility of successful female role models who have excelled in various fields, such as politics, and have inspired young girls to dream big and strive for excellence in their education. Respondents pointed out that education for girls is important as it gives them an equal opportunity to pursue their goals and aspirations and have a better life. As a result, the many girls actively seek educational opportunities, challenge societal norms and expectations, and become confident advocates for their right to learn and succeed.

Girls recognize that education is one of the most important routes out of poverty for her and her family. Girls opined that an educated girl is more likely to support her parents and family at large when compared to an educated boy.

For many girls, education is their highest priority. When asked what they considered important, all the girls identified education as being their highest priority because of its ability to unlock a brighter future for themselves and their communities, empower them to break free from traditional gender roles and social norms and lastly, empower them to the extent that they can support their families and vulnerable people in society such as people with low incomes and orphans. Religion, friendship and family were also important to them. Girls were undecided on whether politics was important.

"Education is important because you cannot progress in life without it." FGD Girls Maumau T1_Wajir.

Girls' life aspirations

Girls aspire to have professions outside their homes. Girls dream of receiving quality education and becoming doctors, pilots, nurses, teachers, or engineers, jobs that men have traditionally dominated. Other career goals highlighted included aspirations to be in uniformed forces, nursing, music, journalism, accounting, or even starting their businesses or companies, among other careers. Despite facing numerous challenges, such as gender inequality, limited access to education, and cultural barriers, these girls aspire to break through them and pursue their dreams. However, in Wajir, a few respondents indicated that a career in Disciplined Forces is not for girls because many of those who join the Disciplined Forces do not get married. The girls' primary motivation for aspiring to succeed is to support their families, orphans, and vulnerable individuals within the community.

"I want to be a doctor. I will work hard to become a good example to my siblings, and I would like to educate my siblings and help my parents." FGDS girls Kuku Secondary T2_Kajiado.

"I do business, and my mother especially wants me to work in a bank to enjoy the seats and the AC." FGD girls Haragal cohort 3_Wajir.

A few girls have political ambitions. A few girls were interested in pursuing political roles so that they could find opportunities to influence responses to addressing the needs of the girls in their communities. However, some girls were not interested in politics as they viewed their leaders as corrupt. Their lack of interest could also be linked to the complex political landscape and religious convictions, particularly in Wajir.

Academic aspirations. Girls were asked about their academic aspirations. The respondents indicated that a girl has a right to study to the highest possible level of education, preferably up to the university, to realize their goals and aspirations, improve their personal and family economic conditions, and generally have a brighter future. In addition, the girl will eventually earn respect in the community.

"I want to be a chief so that when the money comes from the government, I can help the girls buy sanitary pads so they can help themselves." Girls FDG Inkoroshoni school T1_Kajiado.

"I hear that politics is a dirty business. Especially if you begin to access county finances, that is where corruption begins." Girls FGDs_Olooseos_Cohort 3_Kajiado.

Marital and childbearing aspirations.

Parents were asked about their girls’ marital and childbearing aspirations. Many parents expressed that those girls had an interest in having families. However, the girls believed this was a goal that should only be pursued after achieving the desired level of education.

"They say they want to finish school to get a job and get married. Most of them say that." Parents FGD Kikayaya primary Treatment 1_Kajiado.

"Those who are in the education system don't want early marriage. But those who are not in school must be married early." Parents FGD Maumau T1_Wajir.

The parents observed that girls who dropped out of school aspired to get married at the age of between 13 and 16 years.

"Those who graze have no age gap, they could even get married at 16 years old, but those who are schooling have aspired to get married maybe after Form 4, college...that is beyond 30 years." Parents FGD Watiti Primary parents tool Treatment 1_Wajir.

"The ones in the community because they are idle and do not have a job, a girl can even be married at 13 years old." Parents FGD Ole Lenku Isinya Township Primary T2_Kajiado.

Some parents expressed their wish for their children to marry after achieving their educational aspirations whereas others wished to marry them at 16.

"I think girls should get married after achieving their goals, for example, completing school, getting a job, and then they will know if she will consider marriage." FGD Boys Kiserian T2_Kajiado.

"Only education is making her not get married, but once she is 16, I will make her marry." Parents FGD Haragal Cohort 3_Wajir.

Some parents in Wajir proposed that a girl should get married once she starts her period.

“I'd like my daughter to get married when she begins her periods. FGDs_Parents_Lolkuta_Cohort 3_Wajir

Regarding childbearing, most participants expressed the belief that girls should begin bearing children right after they are married.

"Immediately after marriage. It is good to start a family and raise it early enough." Parents FGD_Hadaraka Prmary_T1_Wajir.

Nonetheless, a few parents opined that girls should delay childbearing to fully enjoy their marriage before starting a family.

I will suggest that once they are married, they can stay for maybe three months and start having children, and the good thing is now there is even family planning, so it is just their choice on the number of children they want to have." Parents FGD Ole Lenku Isinya Township Primary_Parents_Group T2_Kajiado.

However, parents believed that boys should enter marriage and start a family when they reach maturity and financial stability, ideally after turning 25.

"Between 25 and 30…when it comes to marriage in this community, it is a burden for the boy. So, I prefer my son to complete his education, get a job, then decide to marry." Parents FGD Maumau T1_Wajir.

The age at which girls are expected by the community to get married is lower than the age when boys are expected to marry. Economic independence is considered important for boys before they can get married.

Health and safety aspirations of girls in school. Though limited, results showed that girls aspire to live a safe and healthy life.

"Many organizations teach their children about hygiene and safety, plus they know their rights more than the parents." Parents FGD Inkisanjani School Cohort3_Kajiado.

Decisions and efforts made by girls to achieve their goals. The girls displayed a keen interest in education. They expressed their commitment to pursuing their educational aspirations through diligent work, active participation in class, maintaining discipline, avoiding negative influences, and postponing marriage. Parents acknowledged that their children aspire. Parents in Wajir had these to say.

"They are always attending school, there are no indiscipline cases with the girls, and they are working hard." FDG parents Banadir cohort 3_Wajir.

However, some parents acknowledged that some girls in the community are not keen on education.

"They are not putting effort in because they do not understand the value of education. We've done meetings to convince the community." Parents Survey_Dulgub Primary_T1_Wajir.

3.4.2 Support received by girls to achieve their goals.

The male peers assist the girls in achieving their goals. This support entails motivating them to study and avoid negative influences, encouraging parental involvement in their education, sharing educational resources, providing security on their way to school, assisting with household tasks, and providing aid with assignments.

“I personally talk to them and tell them to refuse early marriages and they should wait for their time because there are some who drop out of school and get married off, so I help her by telling her to refuse such a thing that she should continue with her education.” Boys FGD Kikayaya Primary T1_Kajiado.

“In class work, we study together, and they help us where we do not understand.” Girl FGD_Hadaraka Primary_T1_Wajir.

Teacher mentors. Teachers assist girls through guidance, mentorship, and financial support, including sponsoring those in need.

"Sometimes you go to the teacher; they give you some questions to go and do them at home with exams comes you're going to excel.” FGDS girls Kuku secondary T2_Kajiado.

Parental support. Parents and other relatives help through girls’ education, financial contributions, supplying educational resources, and offering guidance to the girls. Additionally, parents contribute by assisting with domestic tasks, allowing the girls to have dedicated study time.

“My father advises me not to joke around with education, as it is very important.” Girls FGDs_Nado Enterit_T2_Kajiado.

“My mother washes clothes for me and cooks for me while I'm in school so that I can continue studying.” FGDs _Girls_Dulgub Primary T1_Wajir.

Community structures or institutions such as religious organizations, children's homes, and local administration sometimes support girls’ education.

“Like the children's home, when bursaries are allocated, they normally prioritise children who do not have parents or whose parents are disabled.” Parents FGD Ole Lenku Isinya Township Primary_parents_group T2_Kajiado.

IO1: Strengthened mentorship provided to girls and boys, with emphasis on the most vulnerable.

To strengthen mentorship provided to girls and boys, the project designed mentorship training for teachers. Additionally, it was envisaged that the project staff, school leaders and the government officials would conduct regular monitoring visits and support to ensure regular delivery of quality mentorship sessions. In-depth interviews with the teacher mentor in the evaluation school were conducted to identify if they had undergone any mentorship training with Impact (Ed) or any other organisation, the support provided by the school leaders to enable girls' mentorship, the frequency of mentorship sessions delivered, and the quality of sessions delivered. The findings were as follows:

3.5.1 Mentoring experience and training for teachers

Teachers from six schools (4 schools in Wajir and 2 schools in Kajiado) reported that they had attended a variety of mentorship training programs organized by different organizations. These mentorship programs covered topics such as drugs and substance abuse, early pregnancies, female genital mutilation (FGM), sexual health education, life skills, self-esteem, caring for children with special needs, HIV/AIDS, and financial management. These trainings were offered by different organizations such as Big Life, Impact Accelerator Project, Peer Counselors Association, Tusome program under DNL, Bible Society of Kenya, Trauma Healing Caregivers, Cares Development, and the World Bank Hope Foundation.

“They covered justice, they covered about engulfing children rights, and they covered on the process of how we report cases arising from children” Teacher Mentor KII IDHO Roble_T1_Wajir.

The results further revealed that teachers from four schools (two in Kajiado and two in Wajir) participated in a two-day orientation session organized by IMPACTED N-MAP before the baseline. The orientation encompassed various aspects, including mentorship, mentee identification, club formation, utilization of MBW videos, development of a community action plan, and community engagement.

“Okay, like the first one, we're being taught how to mentor girls, and the most vulnerable, and how to teach the boys to become the allies of girls and the characteristics of a mentor. Then how we could come to school and identify the most vulnerable, how to form the club and start-up, and how to come and step down the same to the teachers. Yeah, those were the first training. Then for the mentors, that was the first one. Then for the mentors. We were told now how to come and use those video lessons from the MBW to teach life skills, to the boys and girls. And then how we could form the clubs, the number of boys and girls. How we could lead them to come up with their own officials and their own constitution, which was to guide them in the club that was getting started. And now the recent one was Community Action Plan. Now we're being taught how to be able to interact with the community around the school and be able to address the challenges that face the school. And we were taught how to use evidence-based plans and will be able to tackle the challenges we face in the school. And then after that, now we did it practically, now together with the school, we work with three people who were administrators, one person from the community, and one mentor, teacher, then we could go per school, we identify the barriers, the barriers, or the challenges which face the schools, then we were taught how to, to transform, or how to be able to transform the barrier into a need, and then turn it into an objective. And then that objective, we use it to make an action plan, and also a monitoring plan for the same and make sure that those challenges which affect our schools are addressed. And of course, the timeline, the people who are involved in monitoring the resource, and the resource people who could assist us, to be able to meet those needs.” Teacher Mentor KII Ole Lenku Isinya Township Primary_T2_Kajiado

The teachers who went through N-MAP orientation before the baseline expressed that they obtained valuable skills that enabled them to identify and provide mentorship to vulnerable learners. The teachers reported a heightened ability to recognize and understand the unique challenges and needs of these vulnerable individuals.

“Identifying learners who are weak, learners who are special, ability to understand and to be able to close so that you can get information from these learners” Techer Mentor KII Bute Mixed_T1_Wajir

Teachers from six schools (4 schools in Wajir and 2 schools in Kajiado) who reported that they had attended mentorship training programs organized by different organizations before the baseline and N-MAP reported that they acquired the following skills: mentorship skills, life skills, self-efficacy, self-awareness, gender equality, identification of mentees, identification of vulnerable learners, identification of children with special needs, observation and listening skills, social skills, and inclusive learning.

“As a result of the training, we acquired skills like mentorship skills, in all the other time we were just doing, but now at least we were trained, how you're supposed to be friendly to be confidential with the girls so that they can be able to open up to you and be able to help them address their challenges” Teacher Mentor KII Ole Lenku Isinya Township Primary_T2_Kajiado

“I acquired mentorship-skilled communication skills and I think we had a little bit of intrapreneurship skills also” Teacher Mentor KII Banadir Teacher Cohort 3_Wajir

3.5.2 Mentorship clubs in school

In all the evaluation schools, it was observed that there were no existing mentorship clubs before the N-MAP. However, four schools had already set up their mentorship clubs at the time of the baseline interview. This was following the orientation on club formation that they received from N-MAP.

“I assemble them on Wednesday and before Wednesday, we have topics. I take one topic, I go through it and on Wednesday, I assemble them at 3:10. We discuss it for like 50 minutes.” Teacher Mentor Inkoroshoni School T1_Kajiado.

“Mostly, on Thursday in the afternoon. We meet from 2.00-2.40 pm.” Teacher Mentor KII Taqwa Primary Cohort 2_Wajir.

In some schools, the N-MAP mentorship club formation had just started.

“The club's motto is inspiration to excel. and the club is the achievers, specifically for the girls” FGDS Girls Jukala T2_Wajir.

Some other schools had not begun as they had been advised to wait for the baseline survey to be conducted. Surprisingly, in Wajir, a teacher had not begun mentorship due to the language barrier. During these sessions, a teacher is responsible for preparing a topic for discussion and engaging the students actively in the conversations.

“I mentored some few days, then we were told we wait for you and then start” Teacher Mentor_KIIs_Watiti_T1_Wajir.

Still, teachers in Wajir mentioned that they had not started the mentorship club because of a language barrier.

“Most of the people here use Somali, and now we have to teach them Kiswahili to be able to communicate." Teacher-mentor_Dulgub Primary T1_Wajir.

3.5.3 Identification of mentees

Of the schools that started N-MAP club formation prior to the baseline, the mentees (girls and boys) were actively encouraged to join clubs voluntarily, creating opportunities for personalized support and guidance. Additionally, teachers were guided by the N-MAP team to encourage learners who would benefit from the mentorship, such as those with disabilities, those from poor backgrounds, and girls who are shy and withdrawn in class. Teachers examined the child's background, family dynamics, socio-economic status, cultural background, and previous educational experiences. This helped teachers understand the challenges and the support needed for the learners. In some cases, mentees proactively seek to join the clubs.

“First, the club was voluntary. The learners who were willing to join the club joined the club, and then secondly, we chose the ones with maybe low self-esteem and physical disabilities.” Teacher Mentor_KII_Mashuuru Boarding_T2_Kajiado.

“How girls were selected was voluntary. So whoever wants to join ever once, you wish it were public and it was an assembly where I said that whoever wants to join voluntarily.” Teacher Mentor KII Hadaraka_T1_Wajir.

3.5.4 Benefits of the mentorship clubs

Schools that began N-MAP mentorship before baseline had started realizing its benefits. For example, girls were approaching teachers for psychosocial support, indicating that mentorship clubs are a good structure for supporting girls.

“When I am facing a challenge, I will go to the mentor, the teacher in charge of the mentorship, and I will tell her my problems and solve them.” FGD Girls Haragal Cohort 3_Wajir.

IO2: Knowledge, Skills, and attitudes of girls and boys

Examples of knowledge, skills, and attitudes to be acquired by girls and boys are goal setting, managing emotions, knowing your rights, teamwork, problem-solving, confidence and self-esteem, self-awareness, creativity, and critical thinking (for boys, allyship in support of girls' rights and education and wellbeing). In-depth interviews with sampled girls in the clubs and focus group discussions with the girls and boys probed their knowledge and attitudes about girls' education and life aspirations.

3.6.1 Important qualities and values that girls need to have to achieve their goals.

To achieve their life’s aspirations, girls identified self-respect as the most important quality a girl should have because it forms the basis for healthy relationships and contributes to a positive and harmonious society. In addition, high self-esteem, confidence, hard work, self-drive, discipline, and obedience are important qualities. Moreover, the respondents listed qualities such as modest attire, cleanliness, dignity, compassion, and self-control as essential traits for girls to embody.

“Hardworking because if you want, for example, to pursue my career, I have to work hard and smart to attain it.” FGD girls Kiserian_Kajiado_T2.

“A girl should have respect, and she will have people respect her. If the girl respects her body, she will succeed.” FGD girls Haragal cohort 3_Wajir.

3.6.2 Rights of boys and girls to education

Boys are largely aware of the need for equality of rights and opportunities in education and that both girls and boys should get the same number of years of education to provide equal opportunities for all individuals, regardless of their gender. According to the respondents, educating girls is particularly important, as it has a positive impact not only on their own lives but also on their families and communities. When girls receive education, they gain knowledge, skills, and confidence to contribute to their families and communities in various ways.

Nevertheless, there were instances where girls felt that boys should be given priority when it comes to education especially when resources are scarce. Girls and boys in Wajir in one of the Cohort 3 schools stated that boys' education should be prioritized over girls’ because boys are regarded as brave, and providers and girls are viewed more as homemakers as they are involved in household chores.

“Boys should stay longer in school than girls. It is because families want to educate their boys so that they can lift their economic status. They feel that if they invest in the girl, she will get married and take all the investment to another family.” Girls FGD_Bute Mixed Sec_T1_Wajir.

IO3: Girls’ school attendance and motivation to attend school.

Motivation is an inner state or force that energises, directs, and sustains behaviour towards achieving a goal. Assessing motivation looks for behaviours. The motivation to learn can be demonstrated by girls’ willingness to do their homework or study enthusiastically. Girls were asked what motivates them to attend school and what the barriers are to school attendance.

Views on girls and boys who have returned to school.

The learners reported being aware of several girls and boys who had dropped out of school but subsequently returned. The primary motivation for these students to re-enroll was their desire for a better future. It was also noted that some boys using drugs would return to school after being counselled.

The girls and boys also mentioned that some who had dropped out due to early pregnancies would later be re-enrolled after giving birth and nurturing their own. Also, some students who had dropped out of school due to financial constraints would later go back to school.

“A girl she gave birth to, and when the baby grew up, she returned to school. Her parents told her to go back to school” Girls FGD Inkoroshoni School T1_Kajiado.

Community efforts to encourage enrolment.

Different education stakeholders are trying to promote girls’ education, as highlighted. At the school level, results indicate encouragement for girls who have dropped out due to pregnancies to return to their studies. Schools allow pregnant girls to continue their education until their delivery dates. Subsequently, these girls are granted time to give birth and care for their infants before being readmitted back to school. In Kajiado for example, there is a community enrolment drive committee that ensures all girls and boys of school-going age are enrolled. Some other community members collaborate to raise funds for educating out-of-school girls and boys. Parents also support these girls by taking over the care of the babies as they continue their education. With the community's support, the local administration plays a crucial role in ensuring that all children of school-going age are enrolled in school through community sensitization programs to raise awareness about the advantages of education.

Still, at the community level, successful women have stepped forward to advocate for girls' education and motivate them to pursue their studies. Former MP Peris was cited as a role model and a dedicated advocate for girls' education.

It also emerged that learners who migrate with their families searching for grazing lands for their livestock are provided with letters facilitating their enrolment in schools at their temporary destinations. This practice ensures educational continuity despite the frequent relocations. In addition, the government has financial support programs, such as bursaries and scholarships, to assist poor families in meeting school-related expenses.

“We don’t help them as a school; we give her ample time to study and tend to her baby. We encourage her to work hard.” CAP Survey_Inkoroshoni School T1_Kajiado.

IO4: School-community environment supporting girls’ education and wellbeing.

The Community Action Plan is expected to enable the school community (headteachers, teachers, BOM members, parents, and community leaders) to identify barriers to girls' education and well-being, emphasising the most vulnerable, and agree on collective actions to be taken in response. These barriers and agreed-upon ways of addressing them will be captured in a Community Action Plan (CAP). Therefore, the contextual barriers were identified and will be addressed through the CAP and the engagement of the community in the action-planning processes to address the barriers to girls' education and social-emotional well-being.

Major challenges facing the school in providing education.

Schools face many challenges in providing quality education to girls and boys. The key challenges include insufficient learning resources, shortage of teachers, inadequate school infrastructure, absence of electricity, water scarcity, inadequate financial resources, chronic absenteeism and dropouts, indiscipline among urban schools, and lack of cooperation and parental support.

Insufficient learning resources. Textbooks, exercise books, and desks, were identified as challenges that learners encounter in their quest for education.

Shortage of teachers, which results in teachers being overworked. The teacher-learner ratio is high, and teachers even cover multiple subjects to compensate for the teacher shortage. It was pointed out that due to a shortage of teachers, the learners may end up not covering the syllabus, negatively affecting their performance. In Wajir, the shortage of teachers is partly attributed to insecurity in that region.

Inadequate school infrastructure. The inadequacy of classrooms, staff rooms, dormitories, and toilets were reported. Due to a shortage of classrooms, there are instances where children from different grades are compelled to study together in one classroom.

Absence of electricity. The lack of electricity in some schools is an additional challenge schools and learners face in their quest for quality education.

Water scarcity in and around schools makes learners travel long distances in search of clean and safe drinking water due to the lack of water. Furthermore, the insufficiency of water was noted to impact the hygiene of girls during menstruation.

Inadequate financial resources. Financial limitations pose a significant challenge to schools. Schools reported difficulties in managing their operations, including the inability to pay Board of Management (BOM) teachers and not being able to provide food in schools. This situation is worsened by the poverty prevalent within the communities, intensified by the prolonged drought in the two regions. Consequently, parents encounter hardships in paying school fees, resulting in some children being unable to attend school continuously.

Absenteeism and dropout. Absenteeism and dropout were attributed to a lack of school levies, early marriages, unintended pregnancies, lack of sanitary towels during menstruation, child labour and indiscipline among the learners from urban areas.

Lack of cooperation and parental support. Some parents hold negative attitudes towards education, especially girls' education, resulting in insufficient support for their children's schooling. Additionally, since the implementation of free primary education, some parents have shown reluctance to contribute financially to their daughters' education.

Efforts by schools to create an enabling environment that supports girls' education.

School Development Plans. N-MAP intends to support schools in developing Community Action Plans. The intention was to establish if there were any existing plans. It was realised that none had a CAP, but most have documented school development/improvement plans (SDP/SIP) and those without one are currently developing one.

Creating school development plans should involve collaborative efforts from various stakeholders, including the head teacher, teachers, board members, and parents. However, it could not be established to what extent these plans have engaged the school's stakeholders. Different schools are implementing different strategies for creating an enabling environment for girls' education. The most common ones include tracking absenteeism, community sensitisation on the right to education, seeking alternative sources of water, school feeding programming, improving infrastructure, guidance and counselling, hiring BOM teachers to address the teacher shortage, collaboration with other stakeholders on different issues, and providing sanitary pads.

Tracking absenteeism. To prevent girls from dropping out of school, some schools take proactive measures such as tracking absenteeism and investigating its causes. Interventions are made to bring absent students back to school where possible. In severe cases where parents prevent their child from attending school, the school reports such parents to local authorities, such as chiefs, who take appropriate actions to ensure the child's enrolment. Additionally, some schools may offer waivers on school levies or sponsorships for certain students, while others may provide parents with extended payment periods while the student continues their education. To address intentional absenteeism, schools reported enforcing disciplinary measures against students who are absent without a valid reason. In such cases, the parents are notified, and the learner may be required to return to school accompanied by their parents.

Community sensitisation/conversations. Some schools raise awareness among community members about the advantages of education, particularly emphasising the benefits of educating girls. Schools, government representatives, religious leaders, NGOs, and other institutions have taken proactive measures to educate community members about the numerous benefits of education.

Moreover, despite FGM still being practised, community awareness campaigns help sensitise parents on the effects of early marriages. The local administration, religious organizations, non-governmental organisations (NGOs), and the Department of Child Services are at the forefront of sensitising the community about these harmful practices. These efforts aim to educate the community, enlighten girls about their rights, and empower them to make informed decisions. Sensitisation is done in school and in some cases, external speakers are often invited to engage with the girls directly, imparting knowledge about the harmful effects of these practices.

Alternative sources of water. Some schools have tried to ensure learners have access to clean drinking water. Some have drilled boreholes or shallow wells powered by solar or electricity, water trucking, and others have invested in water tanks to harvest rainwater.

School feeding programme and attendance. Several schools are implementing school feeding programs, albeit with some challenges. The availability of food within the school has been shown to enhance school enrolment and retention while reducing cases of absenteeism.

Mentorship programmes. Some schools also have a dedicated guidance and counselling department to foster the girls' self-awareness, self-esteem, and confidence and address their challenges. These schools strive to establish a friendly and supportive environment where learners feel confident enough to discuss the issues they encounter openly. Schools also partner with religious leaders to support mentorship programs in schools.

Improving infrastructure. Schools are making concerted efforts to improve their infrastructure, such as increasing the number of classrooms, toilets, and dormitories, among other projects. Schools sometimes proactively seek funding or organise fundraising events to improve the overall infrastructure. Some schools have initiated the establishment of boarding facilities to minimise instances of children missing school due to distance and to safeguard girls from harmful cultural practices. Certain schools act as rescue centres for girls who confront harmful traditional practices such as female genital mutilation (FGM) and early marriages. Several teachers have rescued girls and provided them with accommodation and support.

The hiring of BOM teachers to address the teacher shortage. Schools hire Board of Management (BOM) teachers to address the school's teaching staff shortage.

Supportive school management. As stated by the respondents, one of the identified strengths is supportive management. This supportive management ensures a conducive learning and teaching environment and the availability of essential resources for effective teaching and learning, facilitating the schools' smooth operation and ultimate success. Additionally, teachers can participate in capacity-building workshops to acquire the knowledge and skills to handle learners effectively. The school administration collaborates with chiefs and members of the village administration to closely monitor children who have not reported to the school, are absent for an extended period, or have dropped out. This joint effort ensures necessary interventions are taken to encourage these children to return to school. By following up on their status and providing necessary support, the aim is to ensure that every child could continue their education.

Strengthening participation of parents in school activities. Schools highlighted the presence of supportive parents. They stated that when parents are called upon, most of them cooperate willingly.

Provision of sanitary pads. Several schools offer sanitary pads to girls. They are encouraged to obtain the pads from female teachers whenever needed.

Partnerships. Non-government and faith-based organisations play an important role in promoting girls' education in different ways. Examples of support include providing school fees and sponsoring vulnerable girls, funding infrastructural projects in schools, and providing learning materials, among other things. Partnership with the local administration ensures that every girl of school-going age attends school. They actively identify and rescue girls at risk of undergoing female genital mutilation or forced marriages. Schools provide such information to the local administration, which acts on it. Perpetrators are arrested and charges are preferred against them.

Community efforts. Sometimes the community has demonstrated support for girls' education. For example, some communities support fundraising efforts to enable girls to enrol in or continue their education. These fundraising initiatives collectively overcome financial barriers and ensure girls have the necessary resources and opportunities to access quality education. Others actively report cases of early marriages, female genital mutilation, or when a child is not taken to school by the parents.

IO5: Attitudes and behaviours of families/parents in support of girls’ education, social-emotional well-being, and agency

Parents and caregivers were interviewed to collect their views on the families’ support of the girl's education, social-emotional well-being, and agency. They were asked to express their views regarding girls' education and whether educating a boy is better than educating a girl, the value they attach to girls' education, and the support they give to girls to continue with education.

Chore distribution among boys and girls

Responses from girls and parents indicate that gender roles remain conservative. Girls engage in tasks like cooking, laundry, dishwashing, cleaning, babysitting, and caring for younger siblings. Activities such as herding, farming, fetching water, and fencing require significant physical strength and are thus primarily undertaken by boys. However, when the girls are young or the family consists solely of boys, the boys will perform all the household chores.

“There are specific chores for girls at home like cooking, sweeping and washing clothes” Parents Survey_Dulgub Primary_T1_Wajir

“…if there is a girl, there is no need for a boy to enter the kitchen because a girl going to the kitchen prepares you to cook for your family in the future.” FGD Girls Haragal Cohort 3—Wajir.

“Most of the time according to the culture, the girls are supposed to do household work and the boys are supposed to do outside household work” FDG Girls Banadir Cohort 3_Kajiado

However, two girls in Wajir reported that in their homes, there is no specific work assigned to boys and girls.

“In my case, I don't have selective work for boys and girls. The work is distributed equally without regard to gender. Went to work on the house, another one utensil, and the other to fetch water. They distribute and do work equally” Parents FGD Alhuda Muslim Primary _T2_Kajiado

“According to my home, due to modernity I don't think there's a certain chore that you'll say is for the girls. Since it looks like all the chores at home are for the girls, the boys will have to walk in and help. Like I will wash utensils for the morning and my brother will do the same at lunchtime” FGD Girls Kiserian T2_Kajiado

Gender priorities in education

The data revealed that most of the community members tend to prioritize the education of boys over girls when faced with limited resources. This was reported by most of the girls, boys and parents as follows:

“I believe I can add on that one, they always believed that the foundation of a home is a boy child, so the future of that home is that boy and the girl is going to make her own home in the future so when you educate a girl it looks like you're benefiting another family” CAP Kajiado County-Olekimaki Primary school Cohort 3_Kajiado

“Both boys and girls are equally the same in this school but if it comes to some parents for those who are living nomadic way of life, they might bring a boy to school and leave a girl behind. There’re some who have very wrong traditional beliefs. So, a boy will be of good help to the family and a girl might be married” CAP Survey_Idho Roble_T1_Wajir

“You see, if one has two children, they will take a boy to school first because girls graze livestock until they're about 15 years and get married. So, the community here doesn't give priority to girls and enrollments is poor. Girls are the ones who graze goats mostly. Let's say it's about two people who enroll their girls to school and the rest are grazing” Parents FGD Watiti Pri Parents Tool Cohort 1_Wajir

Most of the girls interviewed also believed that boy’s education should be prioritized when the resources are limited.

“Boys should stay longer in school than girls. It is because families want to educate their boys so that they can lift their economic status. They feel that if they invest in the girl, she will get married and take all the investment to another family” Girls FGD_Bute Mixed Sec_T1_Wajir

“In our village, I see if there's a boy and a girl and the parent can't afford to educate both, they opt to educate the boy and the girl stays home because she will be married off” Girls FGDs_Kerarapon_Cohort 3_Kajiado

FGDs with the boys indicate that the boy is likely to receive preferential treatment within the community due to his perceived ability to support the family, unlike the girl who might be married off elsewhere. There were concerns that the girl may discontinue her education due to the risk of pregnancy.

“I would like the boy to continue because mostly the boy has a lot of responsibilities. For example, when the boy grows up the family depends on him, but girls can go to her husband and what will she leave? For me I would like the boy o to be educated” Boys FGD Kikayaya Primary T1_Kajiado

“After primary, secondary and university they can get any type of work. When girls reach on top they might be lied to and get married, so they come out with no benefits” Boys FGDs_Handaraka_T1_Wajir

“You can take the girls to school, and she begins to play around with the boys. Then she goes back home, and the father will be upset” FGD Boys Kuku Secondary School Cohort 2_Kajiado

However, few girls and boys opined that the girl should be given preference because the girls are vulnerable to early marriages/pregnancies while the boy can either wait for the parents to get school fee or work to get some money to fund his education. The girls are more likely to help their families unlike the boys who will focus on their future wives and kids.

“The girl because the boy can stay at home and help maybe for the parents to look for money, but the girl cannot stay without going to school because she can get bad groups and she will be lost maybe she can get the boy at home that have finished school, and he can be lost there” Boys FGD Kikayaya Primary T1_Kajiado

“Parents can see that money is little and send them to get married and that is child labor to get married when you are young, but boys can endure until the money is available” FGD Boys Olekimaki_Cohort 3_Kajiado

“The girl, because both parents will decide that the girl should go to school because for a boy he can work with his father and find school fees” FGDs_Boys_Kerarapon_Cohort 3_Kajiado

I'd choose to educate the girl because she will support her parents in future, but the boy will have family and will focus on his future family” Girls FGDs_Kerarapon_Cohort 3_Kajiado

However, most teachers opined that both girls and boys should be given equal opportunities on matters of education.

“Yeah, because of the system now as I told you earlier there is no boy child or girl child all of them are children if the system says they are supposed to go for 6 years they should also go for the same years, and start school at the same age which is supposed to be” Teacher Mentor Kii Kajiado County-Lorng_Urusua Primary School T2_Kajiado

“I would answer you these one two grounds, one is a parent there no better child than the other if a boy has to proceed on up to the university the girl should be allowed to do the same. Girls from my personal experience girls should even be given a better chance to proceed on in education because they remember their parents in old age. Men are out there making their own life and their own families” CAP Survey_Kuku Secondary School Headteacher_T2_Kajiado

Religion plays a role in how a few parents view girls’ education. One parent from Wajir voiced concerns about their daughters potentially deviating from religious practices once they begin attending school. Others felt that religious beliefs are not in favour of pursuing education.

“I have thoughts of what will happen when my girls join the school; maybe they will not follow the religion, but I am still okay with them getting educated.” Parents Survey_Dulgub Primary_T1_Wajir.

“The religion does not support girls’ education. We abide by our religion even more than our culture. Our religion doesn't even allow women to hold any leadership roles.” Parents Survey_Dulgub Primary_T1_Wajir.

Level and years of schooling.

Girls and boys should be free to pursue their desired number of years and level of education, with their educational choices influenced by factors such as financial resources. Other parents, mainly from Wajir, felt that there should be a balance between education and marriage and that once a girl reaches some age, she should focus on family life.

“They should study up to university and graduate. They will become independent, have acquired skills, become responsible for their siblings, and motivate others in the community to get educated.” Parents FGD Watiti Pri Parents Tool Treatment 1_Wajir.

“At 25, I would prefer the girl to get married and I do not believe they should continue with education at age 25. Maybe they study up to the age of 25.” Parents FGD Jukala T2_Wajir.

Views on girls and boys going to the same schools.

As a right, most of the respondents believe that girls and boys should go to the same school. For some, this will increase academic competitiveness and enhance social interaction between genders. Still, others contended that this approach would prevent the emergence of homosexuality within school environments.

“It is important for them to be in the same school because girls like competing with boys in academics. They should compete and that will make them to be very sharp.” Boys FGD Kikayaya Primary T1_Kajiado.

Others felt it was unfavourable for girls and boys to attend the same educational institutions, particularly boarding schools. This viewpoint stems from concerns that such co-learning could develop romantic and sexual relationships among students, potentially resulting in pregnancies and subsequent dropout rates among girls. Notably, the resistance towards co-learning was more prevalent in Wajir than in Kajiado. Religious beliefs, especially for Muslims, influence parents’ views on mixed-gender schools. Some participants, particularly in Wajir, stated that, per Islamic law, there is a prohibition on extended interaction between girls and boys.

“When girls and boys mix, they are going to bring problems such as the girl getting pregnant and the girl dropping out after getting pregnant.” Boys FGDs Watiti_T1_Wajir.

Views on girls as leaders

Girls can assume leadership positions within school settings, such as school President, Class Governor, Prefect, Dorm Captain, and Christian Union leader, as well as within the community, where they can hold positions such as that of a local administration. Others felt that in the political sphere, participants believed that girls could occupy various political positions at the county and national levels. However, there is a distinct lack of complete acceptance of women's leadership within the two communities. In Wajir, one CAP member (in Cohort 3) said that women should just concentrate on household chores, as leadership is not good for them. Certain segments of these communities still adhere to the notion that a woman's sphere is confined to the home, while leadership positions should be exclusively reserved for men. Some participants pointed out that women's views are not considered in meetings.

She can be a governor or anything else they want her to be. We will obey and listen to what she is saying.” Boys FGD Kikayaya Primary T1_Kajiado.

“I'd wish my daughter to become an MP because it has more financial benefits.” Parents Survey_Dulgub Primary_T1_Wajir.

“Girls should only do house chores because leadership is not good for them.” FGDs_Parents_Lolkuta_Cohort 3_Wajir.

“Most people in our community cannot elect a lady because they say politics is a dirty game and women are not responsible.” CAP Survey Olepolos Primary School Kajiado County T1_Kajiado.

“Islamically, we prefer women to try women's representative. The governor's position is for men because there are a lot of men that will be around her.” Parents FGD Maumau T1_Wajir.

“Leadership is a task. One should be tough. A woman, being a leader, might not be heard in men’s meetings.” Parents FGD Mashuru T2_Kajiado.

Views of community members about girls and women pursuing careers away from home

There is a growing recognition of the value of education and career opportunities for girls, despite some traditional beliefs emphasizing the importance of women's roles within the household. Many community members in the two communities view girls who pursue careers outside the home as empowered individuals who can contribute to the development and progress of their community. Furthermore, there is a growing acceptance within communities of married women pursuing employment beyond their households.

“There are a lot of married women working away from their homes and the community is coming to terms with it, although before it was not allowed.” CAP Survey_Lolkuta_Cohort 3_Wajir.

“Yes, they are allowed because if somebody is a teacher and is supposed to work in Nairobi, she'll go. And an engineer you can't teach an engineer in a village” CAP_Merueshi_Cohort 2_Kajiado.

However, there is a degree of scepticism or reservations toward women pursuing careers outside of traditional gender roles. Respondents reported that some community members believe that women should not work outside their communities, believing that such women may lose their moral values. In addition, respondents pointed out that such women are viewed as rebellious and likely not to abide by cultural or religious norms.

Married women encounter a heightened resistance when pursuing employment outside their homes. Several participants believed a woman's role should primarily involve tending to household duties. Nonetheless, it was stressed that such decisions should ultimately be reached through mutual agreement between the woman and her husband.

“Their homes have broken because women insist on pursuing their careers. It is still not 100% who have embraced women being empowered because they say once a woman is empowered, they don't respect their husband.” CAP Survey Olepolos Primary School_T1_Kajiado.

“In the community, nobody will allow his wife to go roam around in the name of pursuing education. You know, once you get married, then you have settled down. That is the notion of many people. You can only do 1, 2, 3 before you get married. But once you settle down, nobody can allow his wife to go and do something.” CAP Survey_Haragal Cohort 3_Wajir.

Views on suitable or preferred occupations for girls and boys

Girls have the right to pursue any career they wish to be allowed an opportunity. Girls can excel in any position or job in society. The girls are further motivated by women holding various leadership positions in the community.

The occupations that were mainly mentioned and which the community values the most include being a; doctor, nurse, teacher, pharmacist, engineer, pilot, lawyer, women's representative, and owning a business. Other occupations mentioned include pastor, hotelier, fashion and design and uniformed forces.

“She is supposed to get a job that she can handle. She is a teacher, doctor, and even vice president. She can lead the world. Girls have a brain like any human and can lead the world like that.” Boys FGD Kikayaya Primary T1_Kajiado.

“I'd like my daughter to become a Women's Representative to help me and my people.” Parents Survey_Dulgub Primary_T1_Wajir.

Nevertheless, there are lingering stereotypes within the community, as some participants believed that girls should only pursue positions or occupations that do not demand significant physical strength. According to their perspective, jobs like mechanics, sand harvesting, or being a matatu or bus driver should exclusively be undertaken by boys. A participant in Wajir highlighted that, in their opinion, women should not be part of the uniformed forces because women in the armed forces sometimes must wear trousers.

“Like the air hostess job, she is just working as a waiter, which is not hard for them, and they get paid” Boys FGD Ole Lenku Isinya Township Primary_Boys T2_Kajiado.

“In this community, they are there. Those have never seen a lady participating in masonry work, compared to that other part of the country. So according to what I see, it’s as if some jobs are left for men and others are left for ladies.” Cap Survey Jukala T2_Wajir.

Regarding boys, parents expressed their desire for them to pursue careers of their choosing. However, the preferred career paths mentioned included professions such as doctors, teachers, engineers, lawyers, politicians, and even those aspiring for the presidency.

“I would like my boy to be an engineer. To work in the big companies because they have good earnings.” Parents FGD Mashuru T2_Kajiado.

“I wish the boys to reach the highest level of education so that they can become something in the community, e.g., doctors, pilots, teachers and then in return, they come back and help their family and help themselves and get married.” Parents FGD Jukala T2_Wajir.

Views on girls staying long in school.

According to the respondents, education equips the girls with knowledge and skills that are essential for their personal growth and development. Prolonged education helps protect the girl from harmful traditional practices and empowers girls to break societal barriers and challenge gender norms. It provides them with the confidence and tools necessary to pursue their aspirations and contribute meaningfully to their communities. Furthermore, by staying in school, girls enhance their chances of securing higher-paying jobs in the future, ensuring financial independence and improved livelihoods. An educated girl in the views of the participants will be role models in the community and is more likely to be married to an equally educated man.

“It acts as a family planning way for the girl, because if she was not in school there is the chance for her getting into early marriage and getting many children. By the time she finishes school she is older, and her productive years are less” Parent FGD Bute Mixed T1_Wajir

“The more they learn the wiser they become. They won’t be on the same level as those that have not attended school. And getting jobs is easier for those that have completed their education.” Parents FGD Mashuru T2_Kajiado

Parents primarily expressed concern about the decreased likelihood of their children getting married due to prolonged education. Some participants highlighted that girls who spend more time in school may decide against marriage, postpone it, or delay having children at the appropriate age. In certain instances, they may even fail to find a spouse due to the perception that men are hesitant to court highly educated women. Furthermore, respondents noted that some girls might choose to quit school and marry, feeling that they have become too old for education. Some parents also see it as a burden when a girl stays long in school.

“They are late to get married and others saying that men fear marrying them because they are well-educated. There are those men who just completed secondary, and they see girls who have furthered their education, and they don't know how to even approach them, and they think that they will come to rule them in the house that's why they see that they should marry somebody who is below them” Parents FGD Alhuda Muslim Primary_T2_Kajiado

“If the girl stays up to university the community will conclude that the productive years of her life have expired” Parent FGD Bute Mixed T1_Wajir

“I concur with R3 that staying long in school will reduce the number of children they have” Parents FGD Jukala T2_Wajir

Lastly, some girls raised concerns about the possibility of receiving an education but facing difficulties in finding employment later. Consequently, a few girls were of the view that girls should not take long in school.

“For me, I say no because a girl can study but, in the end, she doesn’t get a job and just comes and stays at home that's why I'm saying a girl should not study for long because she's not sure whether she will get a job” Girls FGD Ole Lenku Isinya Township Primary_T2_Kajiado

Chapter Four: Summary and Conclusions

Summary

This chapter summarizes and discusses the key findings from the baseline report.

Profile of vulnerable girls

Despite the efforts by the government and other non-state actors, many girls remain out of school, and many have low self-efficacy and low aspirations which affects their level of education. Girls who are unlikely to be enrolled in school are orphans, those from low-income families, children with disabilities, and children of illiterate parents. Those likely to drop out of school are , pregnant, are orphans, have cases of indiscipline, are from pastoralist communities, and are low academic achievers.

Barriers to girls’ education

Girls in Wajir and Kajiado face numerous barriers that hinder their ability to achieve their goals and aspirations. One major challenge is limited access to education. Girls from both Kajiado and Wajir face similar and related challenges in accessing education. The barriers include poverty, school levies and other costs, child labour, lack of food in schools, lack of sanitary towels, early pregnancies, forced marriages, negative community and family perceptions about girls and their education, gender roles, dysfunctional families, parental negligence, insufficient role models, long distance to schools and personal factors.

Outcome 1: Girls’ self-efficacy

At baseline, girls registered below average and equal scores in the T2 and Third Cohort (49%) and the highest average self-efficacy score in T1 (50.43%). Girls surveyed in Kajiado County recorded higher entry-level self-efficacy in all the treatment arms than in Wajir County. The difference in scores between Kajiado and Wajir counties could be attributed to the varied levels of marginalization, poverty index, aridity, and other contextual barriers.

Outcome 2: Girls’ educational and life aspirations

Some educational aspirations that girls have include completing secondary education, attending university, and graduating from a course. Girls' aspirations include securing employment, becoming stronger contributors to families and communities, leading to improved life outcomes, and starting businesses.

IO1: Mentorship support for teachers, most vulnerable girls, and boys

Some educational aspirations that girls have include completing secondary education, attending university, and graduating from a course. Girls' aspirations include securing employment, becoming stronger contributors to families and communities, leading to improved life outcomes, and starting businesses.

Some teachers reported mentoring learners before the Nawiri N-MAP Project but others only started mentoring students after training from Nawiri. Over the years, teachers have participated in various mentorship training programs organized by different organizations. Some teachers participated in training sessions organized by Impact(Ed). As a result of the training, teacher mentors had begun establishing the Nawiri Mentorship Clubs in some schools.

IO2: Knowledge, skills, and attitudes by girls and boys

There is a growing recognition of the value of education and career opportunities for girls, despite some traditional beliefs emphasizing the importance of women's roles within the household. Many community members in the two communities view girls who pursue careers outside the home as empowered individuals who can contribute to the development and progress of their community.

To achieve their life’s aspirations, girls identified self-respect as the most important quality a girl should have because it forms the basis for healthy relationships and contributes to a positive and harmonious society. In addition, high self-esteem, confidence, hard work, self-drive, discipline, and obedience are important qualities. Moreover, the respondents listed qualities such as modest attire, cleanliness, dignity, compassion, and self-control as essential traits for girls to embody.

IO3: Girls’ school attendance and motivation to attend school.

Many girls are aware of the benefits of schooling. Most noted that education would help them secure a better future. Some girls who had dropped out due to early pregnancies would later re-enrol in school after giving birth and nurturing their young ones. Some learners who had dropped out of school due to financial constraints would later go back to school. Some girls are returning to school after dropping out with the primary motivation being a desire for a better future. It was also noted that some boys using drugs would return to school after being counselled.

IO4: School - community environment supporting girls’ education and wellbeing.

Different education stakeholders are trying to promote girls’ education, as highlighted. Many schools allow pregnant girls to continue their education until their delivery dates. Subsequently, these girls are granted time to give birth and care for their infants before being readmitted to school. Other initiatives are for example a community enrolment drive committee in Kajiado that ensures all girls and boys of school-going age are enrolled. Some other community members collaborate to raise funds for educating out-of-school girls and boys. Parents also support these girls by taking over the care of the babies as they continue their education. With the community's support, the local administration plays a crucial role in ensuring that all children of school-going age are enrolled in school through community sensitization programs to raise awareness about the advantages of education.

Schools face many and related challenges in providing quality education to girls and boys. The key challenges include insufficient learning resources, shortage of teachers, Inadequate school infrastructure, absence of electricity, water scarcity, inadequate financial resources, chronic absenteeism and dropouts, indiscipline among urban schools, and lack of cooperation and parental support.

It is envisaged that the CAP process will enable the participants (headteachers, teachers, BOM members, parents, and community leaders) to identify barriers to girls' education and wellbeing, emphasising the most vulnerable, and to agree on collective actions to be taken in response. These barriers – and agreed ways of addressing them – will be captured in a Community Action Plan (CAP). Therefore, the External Evaluator will assess the contextual barriers identified and addressed through the CAP. The External Evaluator will also assess how the engagement of the Community in the Action Planning Processes addresses the barriers to girls’ education and social-emotional well-being. Focus group discussions will also be organised to collect feedback from CAP participants of the evaluation schools.

IO5: Attitudes and behaviours of families/parents in support of girls’ education, social-emotional well-being, and agency

Generally, there is a stronger bias towards prioritizing boys' education over girls in the two communities. Nevertheless, many participants agreed that learners, both boys and girls, should not drop out of school for employment. Instead, they advocated for supporting such girls financially, enabling them to continue their education without hindrance.

Responses from girls and parents indicated that gender roles remain conservative. Girls engage in tasks like cooking, laundry, dishwashing, cleaning, babysitting, and caring for younger siblings. Activities such as herding, farming, fetching water, and fencing require significant physical strength and are thus primarily undertaken by boys. However, when the girls are young or the family consists solely of boys, the boys will perform all the household chores.

However, In Kajiado and Wajir few girls reported an equitable division of labour in their homes, indicating a shift to more equitable practices.

Conclusions

The baseline survey was conducted to establish the status of two key outcomes: girls' self-efficacy and girls' educational and life aspirations. From the baseline survey, it can be concluded that despite the efforts by the government and other non-state actors, many girls remain out of school, and many have low self-efficacy and low aspirations which affects their level of education. Below are the key conclusions that can be drawn.

• Girls who are unlikely to be enrolled in school are orphans, those from low-income families, children with disabilities, and Children of illiterate parents.
• Girls likely to drop out of school experience unintended pregnancies, are orphans, have cases of indiscipline, are from pastoralist communities, and are low academic achievers.
• Girls’ Self-efficacy scores were below average (<50%) except in T1, where Girls recorded an average score of 50.43%. Girls in Kajiado County recorded higher average baseline Self-efficacy scores (56.59%) than Girls in Wajir County (36.97%).
• Some educational aspirations that girls have, include completing secondary education, attending university, and graduating from a course. Girls' aspirations include securing employment, becoming stronger contributors to families and communities, leading to improved life outcomes, and starting businesses.
• Some elements of mentorship are ongoing in schools with support from Nawiri and other partners.
• There is a growing recognition of the value of education and career opportunities for girls, despite some traditional beliefs emphasizing the importance of women's roles within the household. Many community members in the two communities view girls who pursue careers outside the home as empowered individuals who can contribute to the development and progress of their community.
• Many girls are aware of the benefits of schooling. Most noted that education would help them secure a better future. Some girls who had dropped out due to early pregnancies would later re-enroll after giving birth and nurturing their young ones.
• Most schools face many challenges in providing quality education to girls and boys, but schools try to address some of these challenges and no CAP had been initiated across the schools.
• Generally, there is a strong bias towards prioritizing boys' education in the two communities.

1. ^{Schwarzer, R, and M Jerusalem. 1995. General Self-Efficacy Scale. Accessed July 09, 2023. https://doi.org/10.1037/t00393-000.} ↑