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

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

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Brukty commented on Tibeb Girls Program

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.


Brukty commented on Tibeb Girls Program

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.


Brukty commented on Tibeb Girls Program

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.