Girls’ life skills education is popular among programs that target marginalized and out-of-school girls in developing countries. Life skills are believed to be key to helping girls improve a wide range of life outcomes, including health, social, and economic well-being. But while girls’ life skills programming has proliferated, there have been few cross-national studies examining their approach and impact.
On April 23, the Center for Universal Education at Brookings and the Chr. Michelsen Institute (CMI) co-hosted a presentation and panel discussion on new research examining girls’ life skills programming in Ethiopia, Lebanon, and Tanzania. The event shared findings and insights from a new report and policy brief that examine the landscape, design, and intent of girls’ life skills programming. Following the presentations, a panel of experts discussed the implications of the research for policy and practice. After the discussion, the panelists took questions from the audience.