School-Based Girls' Education Program: Changes in Life Skills, Gender Attitudes, and Future Aspirations in Laos

Abstract

This study examined changes in life skills, gender knowledge and attitudes, and educational, occupational and marriage aspirations among adolescent girls after three years in a school-based Girls’ Education Program (GEP) in Laos. A repeated cross-sectional design compared girls with no program exposure to an equivalent grade-level cohort that had completed three years of the program, across all 12 program schools in Champasak and Luang Prabang provinces. Data were collected from 388 girls at baseline and 452 at endline using a 57-item self-completed survey, and analyzed using t-tests, multivariate regression and correlations. Mean scores were significantly higher at endline for decision-making (D = 0.12, p < 0.001; d = 0.27), collaboration (D = 0.07, p < 0.05; d = 0.20) and gender knowledge and attitudes (D = 1.66, p < 0.001; d = 0.61). Uncertainty in responses to gender items declined markedly between baseline and endline. Educational aspirations shifted toward technical and vocational qualifications, and occupational aspirations shifted toward self-employment, while the intended age of marriage for self was lower at endline. Participants rated program content as relevant and reported high learning, valuing financial planning most, though roughly one third found gender-based-violence content very difficult. Because the design did not include randomization or a non-program comparison group, causal claims cannot be made; nonetheless, the findings are consistent with GEP evaluations in other geographies and support the program’s association with meaningful gains in life skills and gender-related attitudes.