Non-State Actors Promoting Girls’ Success Inside and Outside of Government Schools: From Global Evidence to On-the-Ground Impact in Kenya

Group Submission Type: Formal Panel Session

Proposal

Non-state actors play an important role in promoting quality public education and in supplementing the public system with private schools. For example, in sub-Saharan Africa, Non-state actors play a vital role in expanding, often stepping in where public provision alone cannot meet demand. This panel will present the latest evidence map of what we know – and don’t know – about the effectiveness of interventions from non-state actors. It will then dive into research from two case studies funded by non-state actors in Kenya. Together these three presentations will give participants an up to date understanding of global knowledge from a large-scale literature review on gender and girls’ education, which frames the discussion around the wide range of roles non-state actors play in advancing girls’ education – ranging from educational technology and blended finance models to community-based initiatives and advocacy programs while also diving into the practical realities and real-world experience of two different interventions in Kenya. Following the presentation, the chair will elicit participant experiences in engaging with non-state actors and in assessing the their impact.

*Interactive Evidence Gap Map: Largescale Literature Review on Non-State Actor Support for Girls’ Education

The Education Finance Network (EFN) convenes more than 120 diverse education stakeholders with a focus on directing non-state resources toward creating inclusive, high-quality education in low- and middle-income countries globally. A key objective of the EFN is to provide members with relevant, timely and accessible evidence around non-state education. For many EFN members, there is a disconnect between current available evidence and demand from the education community, as the knowledge base is difficult to navigate, too academic, and not comparable across contexts.

Responding to these challenges, in 2022 the EFN produced the Non-state Actors in Education: Interactive Evidence Gap Map (EGM). This interactive map pulls together a large-scale literature review with more than 420 studies on non-state actors in education into an accessible, easily searchable tool. The framework focuses on disadvantaged and marginalized groups by creating filters for studies focused on gender, education affordability to low-income families, and diversity and inclusion in curriculum.

Following the initial success of the EGM, with more than 3,000 unique page views since its launch, in 2025 the EGM was updated with 50 new studies focused specifically on girls’ education, bringing the total number of studies on gender equity to 170. With the addition of recent studies published in 2024 and 2025, the EGM update significantly enhances its coverage of research on gender equity in education. This update also underscores the multifaceted roles that non-state actors play in advancing girls' education across low- and middle-income countries. This updated evidence base is crucial for informing policy decisions, guiding program design, and fostering collaborations aimed at closing the gender gap in education.

*Bridging the Finance Gap: School Leadership Training in Loan Readiness for Women School Leaders in Kenya

In Kenya, women-owned low-fee private schools (LFPS) are particularly significant in this landscape, creating opportunities for children, especially girls, in accessing quality education. Yet despite their importance, many women school owners face barriers to growth due to challenges in accessing finance, as they remain excluded from formal financial systems due to perceived credit risk. 40% of women surveyed had never accessed any form of loan, underscoring the untapped opportunity for financial institutions to grow their outreach to these women.
The author’s School Leadership Academy (SLA) workshop, provides support to LFPS owners in accessing financing services. Drawing on survey data from 289 female school owners across Kenya’s Nyanza, Western, and Coast regions, the findings reveal how SLA workshops support women school leaders in overcoming financial barriers, positioning them to expand their schools and increase girls’ educational opportunities. Yet challenges remain: 44% of women school owners report that 30–50% of student fees remain unpaid each year, creating cash flow constraints that hinder their ability to secure loans. Moreover, women school owners, particularly in the Coast and Western regions, report lower median earnings compared to male counterparts, despite higher overall revenues in some cases.
By equipping women school leaders with skills in budgeting, debt management, and fee collection strategies, the SLA not only builds stronger schools but also positions women as central agents in improving education quality and access. Through targeted investment in female schools leaders through financial literacy training and access to capital, LFPS gain potential to expand access to education and improve learning outcomes for girls.

*Girls Learning Through Technology: Cost-Effective Philanthropy for Real EdTech Impact

Utilizing philanthropic resources, Girls Learning Through Technology (GLTT) sought to strengthen the capacity of teachers in 15 low-resource schools in rural Kilifi County to integrate technology into the delivery of Kenya’s recently introduced Competency-Based Curriculum. The goal was to create schools in which teachers have the confidence and capacity to use ICT regularly in their teaching and where girls demonstrate improved learning outcomes in STEM subjects and enhanced digital literacy skills. The project reached approximately 1,000 girls.

The research study results suggest that GLTT interventions contributed to increased engagement with technology among both teachers and learners, with particularly strong effects on girls’ participation in STEM subjects and English language proficiency. English language scores for girls improved in treatment schools, while control schools experienced a decline. Similarly, English comprehension scores declined in both groups but were significantly higher in treatment schools. Teachers and parents noted that girls became more confident in their ability to communicate in English. Teachers demonstrated increased confidence in using digital tools for lesson planning, instruction, and assessment. A majority of teachers also adopted gender-sensitive teaching strategies, with 78% believing they engaged boys and girls equally.

As Kenya continues adjusting its ICT curriculum, policymakers and educators can build on these
findings by scaling teacher training initiatives, strengthening ICT infrastructure, and developing
targeted strategies to improve digital learning for both teachers and students. By addressing ongoing challenges and leveraging technology as a tool for pedagogical innovation, Kenya can create a more inclusive, engaging, and effective learning environment that supports long-term improvements in student achievement and digital literacy.

Sub Unit

• Gender Justice SIG

Chair

• Marcel Ricou, International Research & Exchanges Board (IREX)

Individual Presentations

• Interactive Evidence Gap Map: Largescale Literature Review on Non-State Actor Support for Girls’ Education - Sarah Deonarain, Dalberg

• Bridging the Finance Gap: School Leadership Training in Loan Readiness for Women School Leaders in Kenya - Andrew McCusker, Opportunity International

• Girls Learning Through Technology: Cost-Effective Philanthropy for Real EdTech Impact - Jennifer Kennedy, International Research & Exchanges Board (IREX)