The completion of TVET programmes by girls – in other words, finishing the studies they started – is an issue which generally receives less attention than the issue of access. Nevertheless, it is an essential aim if we want these programmes to have any impact.

As is the case for access, several factors and/or actors can be identified that influence or impede girls’ completion of TVET programmes. To name just a few: the existence (or not) of strategies and policies regarding sexual harassment and abuse; the presence of female teachers and role models; or constraints related to socio-economic factors (for example the costs related to education and training).

To address these and other barriers, different strategies have been identified to facilitate girls’ completion of TVET programmes:

• at the level of families and communities

• at the level of schools and service providers