Sierra Leone Education Initiative: Girls In School

Now in its second year, the GISI Cash+ programme targets 2,000 girls identified as having dropped out of school or being at risk of dropping out in 60 primary schools across five districts (Kambia, Moyamba, Port Loko, Western Area Rural and Western Area Urban), including six Community Learning Centre (CLC)-linked schools in Kambia and Moyamba districts. 

Each girl receives monthly cash payments during the school year, conditional on their school attendance. The cash, transferred via mobile money, enables the girls and their families to cover basic needs that might otherwise prevent them from attending school. 

Under the programme, CGA Technologies identifies, targets and monitors girls using existing, systematically collected data from Wi De Ya, the education and attendance monitoring system CGA built for the Teaching Services Commission (TSC) and Ministry of Basic and Senior Secondary Education (MBSSE). Wi De Ya (We Are Here in Krio) is the Sierra Leonean name for CGA Technologies’ HereMIS education system. 

Girls are targeted for inclusion in the programme through the analysis of verified Wi De Ya data against programme eligibility criteria relating to vulnerabilities, including who they live with, whether they are overage for their year group, their maternal status, if they have a disability or if they have attended a CLC*.  

Once girls are registered onto the programme, CGA District Coordinators continue to use Wi De Ya data to monitor their attendance and follow-up with those who are persistently absent. Girls identified as needing additional support to stay in school are referred to local service partners for support, such as health and social welfare programmes.  

* Government-led Community Learning Centres (CLCs) provide informal basic education for girls who have either dropped out of school or have never been, operating as a stepping stone to re/enter formal education. 

Outputs

By integrating cash voucher assistance (CVA) with Wi De Ya, GISI enhances the impact of financial assistance on girls’ education enabling: 

1. Real-Time Monitoring:  Wi De Ya allows for real-time attendance tracking, ensuring that the financial support provided is effectively contributing to keeping girls in school. 
2. Data-Driven Decision Making and Learning: The integration provides valuable data on the impact of CVA on educational outcomes, particularly linked to access. This data is used to make informed decisions, adapt and improve the programme and contribute more widely to evidence on ‘what works’.  
3. Holistic Support: By combining financial assistance with robust monitoring systems, the initiative provides holistic support to girls, addressing both the economic and educational barriers they face.  

Expected Outcomes

Using this innovative data-driven approach to CVA in education, CGA aims to: 

1. Increase Attendance and Retention: Addressing the financial barriers to education is expected to significantly increase school attendance and retention rates among targeted girls.  
2. Improve Academic Performance: With the financial burden alleviated, girls will be able to focus more on their studies, leading to improved academic performance.  
3. Enhance Safety and Well-being: The financial support will reduce the risk of girls engaging in child labour or early marriage, providing a safer and more supportive environment for their education.  
4. Strengthen Household Economic Stability: By indirectly supporting households, the initiative will contribute to the overall economic stability of families, allowing them to invest in other essential needs such as healthcare and nutrition.   
5. Enable Access to Comprehensive Support Services: The programme connects participants to a range of wrap-around services, including health services and social welfare programs, to enhance their overall wellbeing.  

Year 1 Outcomes and Impact

The Girls In School Initiative began with a pilot in academic year 2024/25 targeting 882girls in 28 primary schools across four districts (Kambia, Port Loko, Western Area Rural and Western Area Urban), including one CLC-linked school in Kambia. Fifty-eight participants were formerly out of school, having reintegrated following attending a CLC.  

Preliminary findings drawn from the profiles and twice-daily attendance records of 14,000 learners (including those who received cash transfers) indicate a modest but significant improvement in school attendance among participating girls. From January to April, their attendance was 4 percentage points higher than both the 88% average of all learners and the control group.     

Over-age learners were significantly more responsive. Within each age group, the attendance of programme participants was 3.5 percentage points higher than non-participants, except among learners aged 14-16 where the attendance of those receiving cash was 10 percentage points higher than those who didn’t.  

Girls and caregivers reported wider gains, who used the funds helped cover school and basic household needs. Having school materials and uniforms instilled pride in the girls who reported that this motivated them to attend school; and they had money to buy lunch, making them more attentive in class. Caregivers reported using cash for food, electricity, medical expenses and hygiene, supporting all members in the household.   

For more preliminary findings from GISI year 1 (2024/25), download our presentation from the UKFIET conference: GISI UKFIET Year 1 preliminary results