Education is a crucial part for achieving improved life chances of marginalized girls. This is quite a challenge in South Sudan context where the prevailing opinion is that ‘education is spoiling girls’. What’s Up, Girls?! is an innovative pilot project that aims to address these cultural issues as well as other barriers to girls’ education.


The final outcome is defined as: 3690 of marginalized girls in Rumbek East County (South Sudan) able to complete a full cycle of primary education and 3321 (90%) demonstrate learning.

Rationale (Theory of Change) and Target Groups

The rationale of this pilot (theory of change) is that it addresses key stakeholders influencing enrolment and retention of the girls in Rumbek East County:

1) Girls: Confined and restricted by existing cultural norms, low self-esteem, unfriendly learning environment;

2) Teachers: Lacking professional teaching skills and in general more positive about participation, interest and intelligence of boys rather than that of girls;

3) Fathers and other male key stakeholders: strong mind set about value of girls’ education resulting in a non-supportive attitude towards enrolment and retention of girls in education.

4) Local authorities and partner organizations involved in (girls’) education.


Because of the complexity of the problem, tailored activities and innovative methods are required to bring out the anticipated changes. What’s Up Girls?! includes three innovative methods: The development and use of What’s Up?! Packages, School Mother, and the use of Digital Audio Players.

Planning, Monitoring, Evaluation and Learning.

What’s Up, Girls?! Is a pilot project with a number of innovative components. In order to assess the effectiveness of the project as well as the innovations and the rationale of the theory of change considerable attention is paid to M&E activities. For his Red een Kind has developed and extensive and tailor-made PMEL framework.

Budget and timeframe

The total budget for the project is € 1.500.000.The project is implemented in the period 2013-2017.


The project is supported by the UK's Department for International Development through the Girls' Education Challenge.