The goal of this rapid needs assessment was to identify the enabling conditions for girls’ enrollment and empowerment. While the study investigates the factors that prevent access to education and continuation in school for children in this area, particularly girls, opportunities to improve educational access were also identified. A gender analysis was conducted to identify areas where there is a high unmet demand for the education of girls, a low risk to expose girls to harm by encouraging school attendance, and a high level of priority given to the education of children in general, especially for girls. The research questions focus on the possibilities of access and re-registration of girls 10-18 years at school; the importance communities place on the education of girls; and the safety and health of children in schools, especially for girls.

The assessment used a mixed method approach. Qualitative methods in the form of focus group discussions (FGDs) and interviews were conducted with the technical departments of education (AE/CAP); community leaders (village chiefs, religious leaders, elected officials, male and female leaders of community organizations and associations); children in school, out of school, never attended school, and disabled, aged from 9 to 14 years; teachers; school principals; community-based organizations (SMC, APE, AME, children’s organizations) and NGOs working in the field of education. Quantitative surveys were conducted in 29 villages (15 in Kayes region and 14 in Mopti), with a total of 28 schools surveyed. A total of 211 group interviews and a total of 896 participants were interviewed including 516 men (58%) and 380 women (42%).