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Tibeb Girls Program

TV animation series with adolescent superhero girls, targets out of school & marginalized girls to improve their learning and re-enrollment.

Photo of Brukty Tigabu
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What problem does your innovation solve?

We will solve the attitudinal resistance and/or unwillingness to educate girls and lack of engaging, relevant educational supplementary materials.Target areas are remote with prolonged drought. Girls are marginalized by low awareness of need for girls’ education a early marriage and dependence on girls’ labour for economics/household chores. Schools are often under resourced and lack of quality supplementary materials in mother-tongue language.

Explain your innovation.

Tibeb Program includes: TV animation series, Alternative Basic Education supplementary books development/distribution, teacher training on methodology/materials use and community mobilization. Series features 3 Ethiopian, adolescent superheroes leading audience on a fun, suspenseful, learning journey facing real-life challenges and provide courageous, life-enhancing solutions. We create a conducive environment through curriculum aligned supplementary books and traine teachers to re-enroll girls who stay engaged. Tibeb Program provides an entertaining way for all community members to engage in stimulating discussion on the value of women/girls, importance of their education, and its positive impact on the community. Tibeb Girls clubs and their ambassadors play a key role in ensuring sustainability. Our collaboration with Oromia Regional Broadcasting Agency adds sustainability with broadcasts of Tibeb series for wider reach and reuse for subsequent years. The Tibeb Girls content and style of production appeals far beyond Oromia Region and can be broadcast throughout the country and continent with appropriate language dubbing. Licensing to broadcasters, Ad revenue and Character merchandise could generate money to sustain future production development. Supplementary book production will be produced in support of existing curriculum and can be used in many provinces of the region/throughout the country after doing the language adaptations.

Who benefits?

Beneficiaries are in underserved districts in Bale/Oromia Region of Ethiopia; 93% speak Afan Oromo. Area has low enrollment in primary school ( 66%) and a high dropout rate (over 30%).The beneficiaries live in poor drought-affected area, 27.1% of 10-18 year olds are married, normally staying out of school permanently. Focus is on 1,000 adolescent girls lacking basic literacy/numeracy skills. Collaboration with Oromia Education Bureau ensures that positive results will cause the Bureau to scale program in all woredas throughout region. Success here suggests the program will be repeated in other regions. It is measured by: number of engaging supplementary materials created and distributed, number of Alternative Basic Education classes run consistently in collaboration with Education Bureau, number of girls ABE-enrolled or re-enrolled in regular schools via Tibeb Program, increased self-esteem, confidence and knowledge of girls/ improved community attitude towards girls education.

How is your innovation unique?

Whiz Kids Workshop is the first and only children’s educational media company in Ethiopia, recipients of numerous international awards for tackling previously unaddressed social issues in health/education. Tibeb Girls animation TV series and comic books is also first to portray girls as powerful, bold, intelligent, empathic, brave role models challenging: early marriage, fgm, and barriers to girls’ education. Other media and NGO efforts intended to support girls and tutoring programs haven’t come together as one unified project. Tibeb Program is distinctive because we integrate all efforts for maximum impact and sustainability. Create entertaining/engaging media materials that motivate and build confidence/ inspires them to learn/stimulates community conversations. Curriculum enhancement/teacher training/ supplementary materials Clubs that connect girls/break their isolation/girls bond with peers. Tibeb Ambassadors lead community mobilization for girls w/ teachers & mentors.

What are some of your unanswered questions about the idea?

Reactions so far to our screenings have been very positive and those who have been introduced to the Tibeb Program are very enthusiastic about being involved in it. For this reason, we are confident that as an educational program, we will change behaviours in the community and family. This will create a conducive environment necessary for the girls to learn. We can also supply the girls with engaging supplementary materials and trained teachers but because these girls are living in a very poor community, they still must earn income to sustain daily life. That demand to spend most of their day working hard to earn money, negatively impacts their chance to excel in learning.

Tell us more about you.

WKW is a social business enterprise with strong partnerships with local & international non profit organizations and government institutions. Our partner, SVO, has extensive experience in community mobilization. Bruktawit Tigabu and Misganaw Eticha, the founders, are committed to long lasting educational impact. They are also leaders in bringing together local implementing partners to collaborate through the initiative of Local Implementing Partners Network.

What is the primary type of emergency setting where your innovation would operate?

  • Extreme drought

Emergency Setting - Elaborate

Our primary implementation area of Tibeb Program is rural, hard to reach Afan Oromo language speaking woredas. The supplementary materials and training will be based on the national curriculum and can easily be used effectively after adapting it to the necessary Ethiopian instructional languages. The animation series could be adapted to any language in Ethiopia and Africa and used in refugee camps, national broadcast and in school and community screenings.

Where will your innovation be implemented?

Our innovation will be implemented Bale province, Ethiopia. We will start in Gasasara Woreda which has 45 schools. Tibeb Girls series, supplementary books and training materials will be suitable throughout the region. When we scale up the project beyond the region, local language and other cultural adaptations will be done with respective regional education bureaus. Tibeb Girls series is appropriate in many countries where girls’ and women’s rights and education needs to be addressed.

Experience in Implementation Country(ies)

  • Yes, for more than one year.

In-country Networks

Whiz Kids has the longest running and the only children’s educational TV & Radio program weekly, reaching millions of children through partnerships of national & regional TV and radio broadcasters. We worked with Ministry of Education & all Educational Bureaus in Ethiopia to develop over 100 supplementary educational books & 300 teacher model videos. Through our strong government, local & International NGO partnerships, we distributed over 500,000 supplementary books to schools & communities.

Sector Expertise

  • I've worked in a sector related to my innovation for more than a year.

Sector Expertise - Elaborate

Whiz Kids Workshop impact it’s audiences through relevant television, radio, cell phones, & print media. Tibeb Program will be implemented in partnership with Stand for Vulnerable Organization, Oromia Education Bureau, & Oromia TV and Radio Agency. Our partner Stand for Vulnerable Organization (SVO) is experienced in implementing community mobilization. While Oromia Education Bureau to review & validate all educational materials, Oromia Regional Broadcasting Agency will broadcast Tibeb series.

Innovation Maturity

  • Existing Prototype or Pilot: I have tested a part of my solution with users and am iterating.

Organization Status

  • We are a registered for-profit company (including social enterprises).

Organization Location

We are Ethiopian teams that are registered and based in Ethiopia.


How has your Idea changed based on feedback?

We walked through our user experience map with 20 out-of-school girls. Their reactions to the Tibeb Girls pilot episode were overwhelmingly positive. They saw the character Hannah (who is saved by the heroines in the show) as a hero because she had the courage to fight for her education, that they have a high desire for education & that our outreach to parents & community must be very strong. In response we will increase the planned engagement & community screenings with parents and relatives.

Who will implement this Idea?

Tibeb Girls will be implemented by WKW and its partner SVO. WKW will work with the Oromia Region State Education Bureau (ORSEB) to realign the ABE curricula, develop video-based teacher training modules, devise supplemental materials, produce the Tibeb media series and the Tibeb Fair and Tibeb Club materials through 4 full time staff and 12 contractors of animators, writers and production experts. SVO will handle trainings for ABE facilitators, Tibeb Fairs and to create Tibeb Community Plans that enroll girls and mobilize resources with its 6 full time staff which are located in Bale zone.

What challenges do your end-users face? (1) What is the biggest challenge that your end-users face on a day-to-day, individual level? (2) What is the biggest systems-level challenge that affects your end-users?

At the individual level, disempowered OOS girls don’t see a way to succeed in their education, especially with pressing expectations for income generation, household chores or marriage, and often lack internal drive, peer support or household encouragement. At the school-level, ABE facilitators have very limited training & under-resourced classrooms. Facilitator turnover due to low pay or volunteer status means irregular classes that further reduce attendance. At the system-level, government authorities do not prioritise or properly resource the ABE programs – seeing the formal system as more beneficial. So, despite good national policies on paper, zonal, woreda (local) and kebele (community) level MoE don’t tend to effectively manage and promote ABE programs.

How is your organization considering sustainable growth in order to continue making an impact over time?

WKW has been in business as a social-enterprise for over 12 years, with diverse income generating experience in funding educational media. Our mechanisms include video distribution licensing, supplementary educational materials, & direct sales of books, videos & merchandise to the general public. Local & international organizations also use our platform to reach our audiences; we worked with USAID on health messages and with DFID on empowering girls and advocating for the value of education. We’ve worked with foundations like Rotary to sponsor schools by purchasing our educational packages.

Tell us about your vision for this project: (1) share one sentence about the impact that you would like to see from this project in five years and (2) what is the biggest question/hurdle you need to address to get there?

IMPACT: By 2021 we aim to bring our programs in Ethiopia to 15,000 out of school girls directly through our ABE program and 5 million children and their communities through broadcast. QUESTION: “How do we expand our ABE programs to other countries in Africa and still keep them cost effective and culturally relevant to achieve our Vision for 2024: to measurably impact 500,000 out of school girls and reach 10 million viewers across Africa each year.

How do you currently measure (or plan to measure) outcomes for this project?

Output & outcome indicators to be monitored include: Registry & attendance tracking of OOS girls in ABE programs EGRA/EGMA test results Inventory & regular use of supplemental materials & teacher training videos as an indicator of usefulness & to gauge areas for improvement Broadcast audience & Tibeb Fair surveys to measure broadcast audience size, awareness of taboo topics addressed, evolving attitudes based on Tibeb programs Tracking instances of changing practices e.g. regular attendance

What is the timeline for your project Idea? What are the key steps for implementation in the next 1-3 years?

2018:Develop & test the Tibeb Program in the Afan Oromo language for out of school girls in 10 ABE schools in Bale Zone 2019:Expand the program to full coverage of ABE schools in the Gasasara woreda. Create new episodes of the Tibeb Girls series 2020:Graduate the first batch of girls from the three year ABE Tibeb Girls program. Use the data collected, success stories, research & refinement of the model in order to scale up the reach of Tibeb Girls TV & Radio series by adapting to more languges

My organization's operational budget for 2016 was:

  • Between $500,000 and $1,000,000 USD

How many of your team’s paid, full-time staff are currently based in the location where the beneficiaries of your proposed Idea live?

  • Between 20-50 paid, full-time staff

Is your organization registered in the country that you intend to implement your Idea in?

  • We are registered in all countries where we plan to implement.

How long have you and your colleagues been working on this Idea together?

  • Between 1 and 2 years

What do you need the most support with for your innovation?

  • Business Development / Partnerships Support
  • Product Design
  • Other Technical Expertise


Join the conversation:

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Photo of Priyanka Singh

love this idea, i can definitely see it being implemented on a broader level. As kids love cartoons and its a subtle but effective means by which to get a broader social message across!

Photo of Vanessa Sore

Hi there,

Great idea!
I'm curious to know in terms of your intended audience if this will only be available via schools? Or is there another intended outlet which will be more widespread for girls within more remote or emergency situations?

Furthermore as you are likely to increase scale and achieve market presence across other countries have you considered if the content will be updated (to suit cultural/language differences) internally or will you have different partnerships established to do this?

Vanessa S

Photo of Brukty Tigabu

Thanks Vanessa!
We have different packages to be used in school and out of school. We also broadcast nationally and regionally to reach wider audience in the country. In terms of scaling to other countries, we will work with local partner organization to adapt content and language to the specific context. Thanks again.

Photo of Anna Howze

Nice idear application server. photoshop online

Photo of OpenIDEO

Expert Feedback Question 4: In your expert opinion, does this Idea pass the ‘do no harm’ principles? Do you believe that there may be any unseen or undocumented risks?

- Experts shared, “Yes, this passes the "do no harm" test. However, it will be important for Tibeb Girls to continue with extensive engagement and testing of ideas (e.g., storylines) to ensure there is not a backlash from targeting topics deemed "taboo" by community members.”

Expert Feedback Question 5: Based on your experience and expertise, is this an Idea that you’d like to see brought to life? Why or why not?

-One expert shared, “Absolutely. This idea has great potential to scale in the country, in the region, and beyond. It's a unique way to engage in teaching on difficult subjects in a fun manner. Especially with the other teaching products, beyond just the TV show, there are many possibilities for widespread, long-term impact.”

Looking ahead in the development of your Idea, the following are some questions that may be helpful to consider and integrate into your contribution!

- This idea seeks to portray positive images girls, build girls' demand for education and raise awareness of issues affecting girls. To ensure girls are able to attend schools, resistance of parents, families and communities to girls education also needs to be addressed. Have you considered how you could also deliver this message to family members?
- How would you describe your long-term vision for reaching scale not just with the TV series, but with your other product lines as well? How specifically would funding (and other resources) help you move toward achieving that goal?
- Could you describe in greater detail what your other products are beyond the TV series and how you plan to integrate those into the vision? How will you measure the success of those products?
- How do you plan to grow the size and impact of your mentoring program?

Join us for Storytelling Office Hours Tuesday, July 25, 2017 from 8:30AM - 9:30AM PST! RSVP at by Monday, July 24, 2017 Storytelling is an incredibly useful tool to articulate an Idea and make it come to life for those reading it. Don’t forget - August 6 at 11:59PM PST is your last day to make changes to your Idea on the OpenIDEO platform.

Have questions? Email us at

Looking forward to reading more!

Photo of Brukty Tigabu

Thank you for this helpful feedback. Our creative writing team works closely with the project Content Advisory Group (CAG) to review the relevance, appropriateness and effectiveness of our scripts. Tibeb Program CAG is composed of adolescent girls and boys, educators, social behavioural change communication experts, gender experts and health experts. After multiple revisions, each script will be prototyped with adolescents and parents focus groups to garner their reactions and draw balance in addressing “taboo” topics.
2. Expert Feedback Question 5: Based on your experience and expertise, is this an Idea that you’d like to see brought to life? Why or why not?
We are well aware of the impact positive superheroes have on children and youth worldwide. This project presents African, adolescent, female superheroes that African children/youth can closely identify with and relate to because they can see their own personal challenges and situations in every story line.These superheroes are role models to African kids as they proactively model empowering behaviors and attitudes that kids can aspire to emulate.

3. Expert Feedback Question 2: Human-centered design starts with the people you’re designing for and ends with new solutions that are tailor-made to suit their real needs. We are seeking to support Ideas that consider desirability, feasibility, and viability.
How does this Idea measure up? How does this Idea consider user needs?

The human-center design is an integral part of the Tibeb Program development process ensuring desirability, feasibility and viability. From the storyline development stage to script and storyboard development, participation of the target groups and stakeholders is incorporated. This process helps identify what the actual needs of the target audience are, test whether the content (and also the entire Tibeb program) is applicable and the acceptance/reception of all the stakeholders to guarantee sustainability.
Regarding parental resistance, the Tibeb Program engages parents and the community with a two-pronged approach that includes the screening of the episode followed by an open forum facilitated by a Tibeb Ambassador to guide the free flow of reactions to the viewing of the Tibeb Girls episode and particularly the thoughts and feelings that arise among parents and community members who are unaccustomed to seeing formerly taboo topics being addressed openly and boldly. This sort of community conversation is a relatively new format and participants have demonstrated a strong appreciation for the opportunity to express their concerns, questions and opinions openly in a non-threatening environment. It’s accurate to say that most parents have reservations about sending their girls to school because of financial constraints. They require girls to fulfil copious household chores as well as generate some meager income doing various kinds of unskilled labor. The Tibeb Program provides families with options to schedule school/classes that fit the lifestyle/schedule of these girls; this is one aspect of the information Tibeb Ambassadors provide to the community at the open forum events.

4. Have you considered how you could also deliver this message to family members?

The message of the Tibeb Program will be delivered to all family members as well as all community members simultaneously, primarily through the promotional vehicle called Tibeb Fairs which are facilitated by Tibeb Ambassadors who provide useful, relevant information to the family. Tibeb Fairs are free, public events in which the Tibeb Girls pilot episode is shown on a wide screen in an open-air setting and powered by a generator. Tibeb Girls posters and displays are set up in a large area near the projector. The visual promotional display includes various pieces of useful information about the Tibeb Program. Some members of the Tibeb team are dressed up wearing the Tibeb Girls costumes and they circulate throughout the crowd and tell visitors about the television series, radio programs, Tibeb Clubs, Tibeb Ambassadors and the most importantly they provide information about how girls/women can enroll in alternative education programs to develop basic literacy and numeracy skills through the Tibeb Program. Tibeb Fairs are exciting, joyous, events during which everyone of any age or gender can learn more about the opportunities available to girls/women through the Tibeb Program. Another avenue of reaching family members is through our partnership with Oromia Television Agency and the National Ethiopian Broadcasting Agency to reach millions of parents and community members with our educational content.

Photo of Brukty Tigabu

5. How would you describe your long-term vision for reaching scale not just with the TV series, but with your other product lines as well?
Our Tibeb Girls animation series is just one piece of the Tibeb Program which also includes supplementary educational materials, teacher/parent training and Tibeb Girl’s Clubs materials. Our learning materials and training programs meet the highest international standards for best practices in education. Just as WKW created and produced the first and only children’s educational television show that now reaches over 5 million children across the nation weekly, using similar courageous animation themes that resonate strongly with girls and women, our vision to scale up across Africa and ultimately worldwide is an achievable goal just as our first show, Tsehai Loves Learning was. We will use two approaches in order to reach scale with other products.
One of our approaches is to create the supplementary materials and other products in alignment with the Federal Alternative Basic Education curriculum. The success of Tibeb Girls collaboration with the MoE and ORSEB, built on previous collaborations, will prompt a sustainable systemic investment in regional and national scale-up because we have extensive experience with ORSEB creating model videos for teacher training and supplementary reading materials for grades 1-8 students.Once the materials are developed, they can be adapted to other local languages easily and cost effectively for reaching scale. The second approach is by strengthening our partnership with other stakeholders who are working with girls in different locations. We will provide a package of products and training for different developmental partners that are tailored to their context and needs. This will help us scale our impact through partnerships

6. How specifically would funding (and other resources) help you move toward achieving that goal?
The goal of Tibeb Girls is to give a second chance to girls who are in emergency situations to enroll or re-enroll in school, increase their retention rate and their learning outcomes by providing quality supplementary materials and inspiring videos that lift up their spirit and encourage them to aim higher. Funding and other resources will help us achieve this goal.
Initial production is costly so at this time, it is imperative for us to win donor funding to produce our first season of Tibeb Girls television animation series and supplementary materials. Once we have produced a sufficient number of videos and supplementary materials, we will be in a position to sell them to private schools and broadcasters to finance future production.

Photo of Brukty Tigabu

7. Could you describe in greater detail what your other products are beyond the TV series and how you plan to integrate those into the vision?
We have four main products in addition to our television and radio programs:
Mentorship program that includes Tibeb Ambassadors and Tibeb Fairs.
Tibeb Girls Clubs in all participating schools
World class standard supplementary teaching materials
Teacher training and teacher model videos
Mentorship Program
Our mentorship program includes regular Tibeb School Enrolment Fairs in communities where we will present Tibeb Girls episodes, played on large screens to stimulate community discussions on how to collectively overcome existing barriers and enrol daughters, sons, or distant relatives, in age appropriate ABE/IFAL programmes – including onsite enrolment with counselling to develop attendance plans for over 150 girls per school per year. Our Tibeb Ambassadors play an integral part of our mentorship program by providing necessary information, guidance, support and nurturing to families to facilitate enrolment of out of school girls into appropriate alternative education programs. Tibeb Ambassadors become like extended family members dedicated to the well being of the most vulnerable girls in the community, supporting families at every level to encourage them and help them develop the belief that it makes long-term economic sense to the families to educate their girls.

Tibeb Girls Clubs

To achieve the transition goal of increasing retention, Tibeb Girls Clubs will help individual girls emulate the super heroes, provide the life skills to stay in school, and act as study-support groups. One of the most valuable aspects of the clubs is that it connects girls to each other--girls who were previously isolated by the overwhelming demands of fulfilling an average of no less than 28 hours weekly of domestic chores, in addition to the requirement to generate additional income to the family through outside labor. These clubs provide a unique value to these girls in that it affords them the opportunity to break their isolation and meet with peers and discover they are not alone and that they can help and support each other simply by attending the clubs, encouraging each other to have hopes and dreams and to adamantly pursue their education so they will have a chance at opportunities only education can offer.

Supplemental Teaching Materials

The Tibeb Program includes supplemental teaching materials that meet the highest international standards of best practices in education. To achieve learning goals, Tibeb Girls in collaboration with the Ministry of Education (MoE) and Oromia Region State Education Bureau (ORSEB) will align the existing ABE/IFAL curricula and materials with EGRA/EGMA goals and prioritise the support of 225 ABE/IFAL Facilitators (teachers) on the differentiated needs of OOS girls, especially those girls with disabilities. While distributing classroom supplies, Tibeb Girls-themed supplemental reading and math materials, co-created with ORSEB, will increase OOS girls’ engagement with the curricula. We already have extensive experience creating supplemental teaching materials in 7 instructional languages and our Tibeb Program will continue delivering materials in mother tongue languages.

Teacher Training and Teacher Model Videos

Whiz Kids Workshop has already created over 300 teacher model videos showing teachers how they can empower their students. These valuable videos teach critical skills in an environment with limited resources. With this experience under our belt, we are in a strong position to continue to develop world class teacher training for our Tibeb Program.

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8. How will you measure the success of those products?
We will conduct EGRA and EGMA assessment to measure results by conducting baseline and endline surveys as well. We can also conduct controlled and treatment group experiments for a certain period of time and compare the results to measure the success or impact.
While helping identify gaps and opportunities in formal school and in the ABE/IFAL programmes, the MoE’s direct engagement and support at each level will allow Tibeb Girls to make systemic investments that leverage existing education networks, training and tracking systems, school facilities and curricula. With solid policies in place and large investments in early-grade reading and math through the formal 1-4 grade system, the government is committed to achieving universal literacy by catching up all cohorts of OOS girls (and boys) who were too old to benefit from the first wave of implementation or where the implementation plans didn’t keep pace with the needs of the students. ORSEB is ready to engage in aligning the curricula, the course structure, class and semester timing, and make other adjustments as well as make additional investments to assure project success. Few projects will possess such direct ORSEB support.
In the Arsi and Bale Zones of Oromia, Ethiopia, OOS girls face multiple barriers to accessing a good quality education. As evidenced from available enrolment and retention data, there is a dropout rate of over 30% by 4th grade and an additional 30% with no attendance by age 10. Moreover, data on learning achievements suggest limited measurable EGRA or EGMA scores for students without a 4th grade completion certificate – most OOS girls age 10-19 in these zones without a certificate are functionally illiterate and lack basic numeracy. (Education achievement for OOS 10-19 boys is not much better.)
Tibeb Girls increases enrolment in ABE/IFAL, improves attendance and retention and increases EGRA/EGMA achievement. With no education viewed as an immutable norm, most interventions struggle to convince OOS girls, their families and their communities to utilize the limited ABE/IFAL options available. The few who know about these options, are not usually aware of their own eligibility—let alone know how to utilize these services appropriately.
When interventions are undertaken with no media tools, little opportunity exists for increasing their solidarity within communities or across regions. Without greater coordination, these voices do not form the basis for transforming underlying circumstances and belief structures about or creating a widespread demand for girls’ education. This lack of all but the most nominal coordination combined with the failure to utilize the multiplier effect of media, limits their effectiveness and undermines the legitimacy of other education initiatives. To overcome these seemingly insurmountable barriers, our innovative approach deploys media to transform ABE/IFAL into demand-led systems that empower OOS girls to prioritise their education. In this way, we are able to follow up and measure our success using EGRA and EGMA assessment.

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9. How do you plan to grow the size and impact of your mentoring program?
The size and impact of our mentoring program will grow because the Tibeb Program removes the system barriers of outmoded curricula and class schedules and the lack of trained, supported and resourced facilitators and classrooms by improving the implementation of the ABE/IFAL system. Additionally, it removes the system and community barrier of limited awareness of the ABE/IFAL through Tibeb Girls broadcasts and Tibeb Fairs to directly increase registration and enrolment. It removes the physical barriers of the lack of gender appropriate latrines or sanitary napkins by directly engaging communities in identifying and making solutions.

As Tibeb Clubs and Tibeb Fairs increase in number and frequency, the number of Tibeb Ambassadors will grow in direct proportion and since the Tibeb Ambassadors are really the backbone of our mentoring program, the more we have of them the greater their impact will be. Tibeb Ambassadors will work hand in hand with families and girls ensuring that everyone’s needs are being addressed. The success of our Tibeb Ambassadors will in turn create a built in desire for more community members to aspire to become Tibeb Ambassadors. This grassroots structure building capacity from the ground up tends to be self-perpetuating.

The Tibeb Program also:

Diminishes the societal barriers that prioritise girls’ household duties over education attainment through discussion of taboo subjects at Tibeb Fairs, the development of community Tibeb Plans, setting up Tibeb Girls Clubs
Diminishes societal barriers that view education as a luxury especially versus the need for immediate income or demands of subsistence farming by modelling rewards.
Diminishes individual barriers of self-esteem by combining the media programmes as inspiring models to emulate and with the training of Tibeb Club leaders so that life skills can help girls motivate themselves to achieve learning outcomes.
Diminishes barriers to accessibility for girls with disabilities by training facilitators on their needs, developing appropriate (e.g. braille) materials and mobilising Tibeb Clubs and community Tibeb Plans to accommodate their needs.
Because OOS girls in Ethiopia age 10-19 or older cannot officially (re)enrol in grades 1-4, Tibeb Girls starts by improving the existing programmes for children who have never been to school or have dropped out of school: Ethiopia Alternative Basic Education (ABE) for ages 10-14; and, the Integrated Functional Adult Literacy (IFAL) programmes for ages 15+. But despite ostensibly flexible course scheduling, a focus on OOS students’ needs, and a cost-effective structure, these under-resourced, poorly attended programmes lack instructional materials, physical infrastructure or even trained ABE/IFAL facilitators (Note: ABE/IFAL teachers are called facilitators).
If, by partnering with the MoE and other stakeholders at the national, regional and local level, Tibeb Girls can better align the ABE/IFAL curricula, materials and facilitator trainings to the learning needs of OOS girls to achieve EGRA/EGMA results , then policy makers through regular policy dialogues can continuously adapt, strengthen and improve implementation by identifying target districts or adapting class schedules and semesters. These two activities will lead to the development of comprehensive replication and scaling plans and the intermediate outcome of improving the ABE/IFAL visibility and reputation.

There are roughly 40 million illiterate Ethiopians today. The government of Ethiopia has made an ambitious goal of reducing the illiterate population by 95%. To achieve this goal, the MoE has acknowledged that strengthening adult and non-formal education is critical. Tibeb Girls is defined within the government structure and as such, will help to implement the government sector implementation plan with specific references to the Girls’ Education Strategy, a key document in the realization of quality education for girls in Ethiopia. This project’s option for achieving its objectives through the non-formal education setting, and the integration of life skills as essential component, aligns with the government’s strategy.
To overcome these seemingly insurmountable barriers, our innovative approach deploys media to transform ABE/IFAL into demand-led systems that empower OOS girls to prioritise their education. Our approach helps girls develop self-motivation, surrounds them with community support, and creates enabling schools by designing relevant content and solutions using human-centered design while weaving social and emotional learning into literacy and numeracy and vocational training.
At the heart of Tibeb Girls mentoring program are Tibeb Girls media and Tibeb Clubs with Tibeb Ambassadors serving as the glue that holds it all together.

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Hi Brukty Tigabu and Team!

We’re excited to share feedback and questions from our experts with you. We encourage you to think about this feedback as you continue to improve and refine your Idea. You are welcome to respond in the comments section and/or to incorporate feedback into the text of your Idea. Your Idea and all associated comments will all be reviewed during the final review process.

Our expert reviewers were particularly impressed the ways in which your Idea amplified nontraditional messages and empowered women through art--in a fun and engaging way! Experts were excited to see the ways in which Tibeb addresses topics that are rarely discussed in the community--such as menstruation and child marriage.

Expert Feedback Question 1: Based on your knowledge and experience, is this a new approach or bold way of answering the Challenge question?

-Experts shared, “This is a very bold and exciting way of addressing the education challenges facing marginalized girls in Ethiopia. I was blown away by this submission and its potential for impact in the East African region.”

Expert Feedback Question 2: Human-centered design starts with the people you’re designing for and ends with new solutions that are tailor-made to suit their real needs. We are seeking to support Ideas that consider desirability, feasibility, and viability. How does this Idea measure up? How does this Idea consider user needs?

- One expert shared, “This idea demonstrates an excellent understanding of user needs. It is desirable, feasible and viable in terms of empowering girls and increasing their demand for education. However, this idea does not appear to address the resistance of parents, families or communities to sending girls to school. This is an essential part of the picture that has not been addressed in the info provided.”
Another shared, “The news clip describes how the team of writers include all relevant stakeholders in the process of developing their storylines. They then go to the "field" for prototyping and testing of these ideas.

Expert Feedback Question 3: If this Idea is submitted from a larger organization, does it have a sustainable funding model? If this Idea is submitted from an early stage Idea, does it have the potential to develop a model for sustainability long-term?

- Experts shared, “Yes, this idea has potential to develop a model for sustainability. As a registered for-profit social enterprise, long-term sustainability is certainly achievable. However, the challenge for Tibeb Girls seems to be obtaining enough funding for the initial pilot and development stages, after which may be facilitated through diversified product lines.”

[Feedback continued in next comment]

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Hi Brukty, thanks for contributing to the Challenge! Two quick things, I can potentially help with your user experience map, I'll send you a separate note via email. Second, it sounds like you guys are already doing some great work, what are some of the things you hope to accomplish in the next 1-2 years?

Looking forward to learning more!

Photo of Brukty Tigabu

Dear Open Ideo Team,
Thanks for your continuous engagement. We would like to accomplish three major activities:
1. In collaboration with relevant stakeholders, including the girls, we will be creating and testing engaging and holistic educational materials such as:
- Tibeb Girls TV animation series
- Tibeb Girls radio program
- Guidance Kits that facilitate the development and smooth functioning of Tibeb Girls Clubs and Tibeb Girls Fairs
- Tibeb literacy and numeracy supplementary materials that are in alignment with the ABE (Alternative Basic Education)/IFAE (Integrated Functional Adult Learning
2. Training of teachers, community leaders and parents to maximize effectiveness of all products (supplementary materials, clubs, etc)
3. Support a regular and effective Alternative Basic Education (ABE) or Integrated Functional Adult Education (IFAL) for hard to reach girls while strengthening the Education Bureau’s capacity.

These three activities are designed to increase enrolment/ re-enrolment of out of school girls in emergency areas and increase their overall learning in literacy and numeracy to empower them and improve their chances in life.
Thank you.

Photo of Ashley Tillman

Hi Burkty, thank you so much for the additional information!

Photo of Simon Mayers

Thanks for sharing the article, hope that the girls will soon be equal and be more educated.

Photo of Nisha Ligon

@Brukty we LOVE Tibeb Girls! Excited to watch it grow and see how we can collaborate with Whiz Kids as we both move forward on our projects!

Photo of Brukty Tigabu

Thank you so much Nisha! Looking forward to future collaboration! Keep in touch.

Photo of Brukty Tigabu

Thank you so much Nisha! Looking forward to future collaboration! Keep in touch.

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It looks like our User Experience Map seems to start from the end. We had issue uploading. We are sorry about that. Please take a look at the final slide and go back. Thank you

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Thanks Team Open IDEO for fixing the image order.

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Great idea. As the previous comment, it would be good to be specific about what you want to achieve and how you will measure the impact. Your partnership with other key players particularly the government and the Education Bureau is very commendable and have the potential of wider uptake. It would be also particularly important to measure the impact on enrolment of children and particularly girls as well as learning outcomes.

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Dear Mary,
Thanks for your kind words. :)
The project monitoring plan measures the quality of change for each output and outcome indicator for progress and course correction. To support quality assurance on project activities, outputs and track progress towards impact, an external evaluator (and the Oromia Regional State Educational Bureau) will monitor our indicators, project activities and outputs, and Early Grade Reading Assessment (EGRA)/ Early Grade Math Assessment (EGMA)

Our intermediate learning outcome can be measured utilising the EGRA/EGMA competency exams and the achievement goals set by the ABE/IFAL programs – this test would be representative sampling by the external evaluator. We suggest devising a tablet-based, facilitator and/or self-administered tests for each girl (and boy) that can track more immediate learning progress.
We will measure improvements in self-esteem and life-skills using qualitative ethnographic key informant interviews – especially utilising a peer informant methodology instead of an unknown outsider interviewer. The evolving stories that each girl tells herself about her own process of overcoming barriers to attend school can be correlated with Tibeb Club participation and class attendance forms (to measure how level club engagement improves self-esteem and life skills and results in improved attendance). And, whether improvements to school environments (such as shade structures, latrines or available sanitary napkins) with community contributions increase attendance – utilising visual confirmation of improvements cross-correlated with shifts in attendance records (e.g. does attendance increase if a new girls’ latrine is announced).

Our sustainability outcomes will measure changes in how each community prioritises literacy and numeracy achievements for Out Of School girls by deploying a broadcast audience survey with a representative sample of the population (roughly 1200 people) within the broadcast station's catchment area. This survey will also measure whether people know the program and its the topics, and its Tibeb-like characters. The survey will be complemented with similar interviews with Tibeb Fair participants to determine changes in attitudes on taboo topics overtime. The evaluator will need confirm the validity of these annual surveys.

I hope this answers your question.
Thank you!

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Hi Brukty Tigabu - really excited to hear more from you on this project. We're hoping to bring the stories to life of our fellows in India, but we're still some time away from seeing it happen. Good luck!

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Thanks Alyssa Newlon !