In this series of three research reports, we take different standing points to look at girls’ education:

• the big picture (through our review of literature undertaken with the University of Birmingham),
• the fine print (through our work with the Education Development Trust investigating girls’ education in 477 schools in Kano and Lagos States in Nigeria), 
• and through the opinions and practices of the teachers themselves through our Connecting Classrooms programme.

The first report 'Assessing the Evidence on Addressing Gender Inequality through Girls’ Education in Sub-Saharan Africa' is a comprehensive and rapid literature review examining the progress, critical issues, and persistent barriers affecting girls' education in Sub-Saharan Africa. The review highlights progress made in access, participation, and retention but also underscores persistent barriers at household, community, school, and policy levels. While school enrolment for girls has increased significantly, intersecting challenges such as poverty, gender norms, and socio-political barriers continue to limit access to quality education.

The second report 'Teachers as Agents of Change: How Teachers Are Working in Schools to Improve Girls’ Education and Gender Equity in Two States in Nigeria' explores how teachers in Nigeria are actively working to improve girls’ education and promote gender equity in schools. The study, conducted in Lagos and Kano states, highlights the barriers to girls’ education, such as economic hardship, cultural norms, early marriage, and pregnancy. Despite these challenges, teachers and principals are implementing strategies to support girls, including fostering inclusive classroom environments, promoting leadership roles for girls, and addressing gender-based violence. 

Finally, the report 'Sub-Saharan Africa Education Series: What Does the Evidence Tell Us About Girls Education' synthesises findings from all three research studies conducted by the British Council in 2021, focusing on key barriers, best practices, and recommendations for improving girls' education in Sub-Saharan Africa (SSA). The report emphasizes the necessity of data-driven, context-aware solutions and the collaborative role of teachers, policymakers, and communities. 

Findings highlight that while girls' school enrolment has increased globally, SSA still faces persistent gender disparities, exacerbated by economic hardships, gender norms, and social expectations. Barriers include early marriage, pregnancy, gender-based violence, limited access to female role models, and lack of gender-sensitive teaching practices. The COVID-19 pandemic further widened educational inequalities, as school closures disproportionately affected girls.