Project profile — Promoting Greater Access to University for Girls - program 2020 to 2026

The initiative aims to improve the academic performance, leadership and self-determination of high school girls in the remote region of Benishangul-Gumuz in Ethiopia and develop their academic capacity for higher education. Project activities include: (1) increasing community and familial encouragement of girls' enrollment in formal education; (2) improving academic performance, leadership abilities and autonomy of girls; and (3) enhancing regional, zonal and district-level governance, administration and delivery of gender-equitable education for girls. The project supports the enhancement of academic, social and soft skills for adolescent girls and strengthens the capacity of teachers and educational institutions to deliver quality and gender-sensitive education. It will adopt a holistic and transformational approach to address barriers to girls’ higher education, including through community engagement.

The expected outcomes for this project include: (1) increased community and familial encouragement of girls' enrollment in formal education; (2) improved academic performance, leadership abilities and autonomy of girls; and (3) enhanced regional, zonal and district-level governance, administration and delivery of gender equitable education for girls.

Results achieved as of March 2025 include: (1) increased community support for girls’ education to 92.2% and family support to 88.8%. This support helped the Gross Enrollment Rate for girls from 31.4% to 39.5%, the dropout rate decreased from 16% to 7%, and 96.7% of girls in Grades 9 to 11 continued their education, surpassing the 95% target; (2) improved girls’ academic performance, leadership, and autonomy, with 99.4% passing the national exam, above the 75% target, and 98.6% demonstrating leadership skills. All girls expressed aspirations for higher education; and (3) strengthened governance and institutional support for gender-equitable education. This resulted in 100% of education administrations using gender-responsive tools and methods, and 98.3% of teachers adopting inclusive teaching practices.