Girls empowerment through education

Context and Issue

Despite efforts made by Mali’s government in the education sector, there are still concerns regarding access to school. The primary net enrollment and completion rates in 2018 were 59% and 50%, respectively, with girls facing lower rates on both. The situation is alarming for the secondary level, where the overall net enrollment rate is 30% and that of girls is just 27% (World Bank, n.d.). Malian girls face several barriers to accessing the high-quality education the Sustainable Development Goals promised. According to UNICEF, barriers include poverty, child marriage, child labor, and a lack of nearby open schools (UNICEF, n.d.)

Solution

The solution in this context, developed by USAID with other implementing partners, introduced the Girls Leadership and Empowerment through Education (GLEE); the aim was to increase access to education for girls in Mali, especially in the regions of Mopti and Kayes. The key elements of the solution included the integration of other projects, such as Accelerated Schooling Centers (ASCs), community development agents (CDAs) (WASH) facilities, and the development and implementation of school-related gender-based violence (SRGBV).

Impact

Primary schools with enrollment data (GLEE and control) saw significant increases in average girls’ enrollment per school in Kayes and Mopti. Similarly, primary schools saw an increase in the proportion of girls’ enrollment compared to non-GLEE schools.

In the case of secondary schools, significant improvements in girls’ average enrollment (p<0.01). However, there was no significant difference between GLEE and Non-Glee schools overall or at the regional level. The impact of other programming in non-GLEE schools included in this study should be considered when reviewing the lack of significant differences in GLEE and non-GLEE enrolment levels.

The Girls Leadership and Empowerment through Education (GLEE) initiative has demonstrated notable success in improving primary school enrollment rates for girls in Mali’s Mopti and Kayes regions, yet persistent social, cultural, and structural barriers continue to hinder its broader impact, particularly at the secondary level. The lack of significant differences between GLEE and non-GLEE secondary schools suggests that deep-rooted socio-cultural factors, such as child marriage, economic hardship, and gender norms, continue to prevent girls from progressing in their education. Additionally, while Accelerated Schooling Centers (ASCs), community development agents (CDAs), and WASH facilities contribute to improved access, these interventions require stronger community engagement, policy reinforcement, and behavioral shifts to overcome entrenched resistance to girls’ education. Scaling such interventions demands localized adaptation, ensuring that education advocacy is embedded within community structures to address context-specific challenges. Moreover, achieving sustainable impact requires long-term investment in school infrastructure, teacher training, and gender-sensitive policies to institutionalize progress and prevent reversals due to economic or political instability