Sisters for Sisters' Education II (SfSE-II) project is funded by Foreign Commonwealth and Development Office’s Girls’ Education Challenge Transition Window (GEC T) and builds on the achievements of phase I (2013 – 2017). The project was implemented by the VSO in Nepal with the British Council as resource partner and Mercy Corp as the technical partner in four districts of Nepal: Dhading, Lamjung, Parsa, and Surkhet. Foundation of Development Management (FDM) conducted a longitudinal evaluation of the project, of which FDM was part of the midline and endline evaluation. Here, the FDM is submitting the quantitative data of the end-line evaluation gathered through the Household and Girls’ Survey. The project stands on three major components: learning, transition, and sustainability. To supplement these outcomes, five intermediate outcomes, namely, attendance, self-esteem and empowerment of the girls, parental engagement in girl’s education, teaching quality and gender-responsive school management and governance, were developed. In addition to these pre-developed components, inquiry on the impact of COVID-19 was carried out among the girls. Data concerning these outcomes, intermediate outcomes and the impact of the pandemic were collected through girls’ and household surveys. Due to the limitation posed by the pandemic, data were collected only from the treatment schools. The dataset of the girls and households survey has been attached herein along with a codebook to ensure further clarity on the dataset.Sisters for Sisters' Education II (SfSE-II) project is funded by Foreign Commonwealth and Development Office’s Girls’ Education Challenge Transition Window (GEC T) and builds on the achievements of phase I (2013 – 2017). Through improved access to quality education, SfSE-II envisioned that marginalized adolescent girls from rural Nepal will transition from basic to secondary education, and secondary to upper secondary, empowered to leave school to either secure a sustainable livelihood or continue with education. They will be equipped with skills that improve employability, enhance confidence and self-esteem to act as leaders, and enable them to influence and control their own sexual and reproductive health rights. The project worked in 48 schools across four districts targeting 1720 adolescent girls. Local NGOs Aasaman Nepal was in the SfSE-II consortium and supported implementation across the 4 districts. Foundation for Development Management (FDM) conducted a longitudinal evaluation of the project. The evaluations were spread across three different phases, namely, baseline, midline, and end-line. We are submitting hereby the quantitative data of the end-line evaluation which was completed recently. The project stands on three key outcomes -- learning, transition, and sustainability.

Data collection for the endline evaluation of Sister for Sister's Education project, phase II was conducted using a sequential mixed-method research method. For quantitative data collection, household survey and girl's survey were conducted among the treatment schools and for qualitative data collection, KII and FGD with concerned stakeholders were conducted in all four project districts. The Household Survey was conducted among 549 households and Girls' Survey in 535 girls of the treatment school. Based on the MEL framework which stated that a sample size of 521 in-school treatment girls would be a statistically significant number for conducting difference-in-difference analysis i.e measure mean the difference between two independent groups (with 261 from comparison group). This, the sample size was calculated using G*Power using t-test with an effect size of 0.25 sd, α = 0.05 (Confidence level at 95%) and power of 0.95 (95%). The purposive sampling technique was adopted for the qualitative sampling. The respondents for the KII and FGDs included in-school girls, community members and parents, headteachers, focal teachers, local government officials, and focal teachers. For the end-line evaluation, 48 KII which was done among key stakeholders such as the headteachers, focal trained teachers, Big Sisters, Municipal Education Officers, and headteachers from comparison schools, and 56 FGDs were conducted with major stakeholders such as the Little Sisters, Non-Little Sisters, EDGE club members, parents from treatment and comparison schools.