Although the links between girls’ education and improved quality of life and economic growth are well known, school-age girls in Guinea continue to face conditions that limit school success—from systemic impediments, such as shortages of qualified teachers, to cultural factors, like the practice of early marriage.
As a result, many female students leave school before completing the primary school cycle. Less than half of school-age girls in Guinea regularly participate in primary school (47.7 percent) and only a quarter (25.9 percent) enroll in secondary school (UNICEF 2013). It is a striking figure, and one that has been a driving force in STS’s Whole Child Model.
Recently, we partnered with the United Nations Girls’ Education Initiative to produce a case study, A Holistic Approach to Girl’s Education—School-to-School International’s Whole Child Model, which examines how the Girls’ Education Program improved education, health, and engagement while addressing factors that hindered girls’ success in school.
Today, we’re happy to share some of the key findings of the report: