Key Social Norms Take-aways The evaluation of the Girls’ Education in South Sudan Social and Behavioral Change Communication program reveals that social norms related to girls’ education—particularly attitudes around gender equality, parental support, and the prioritization of boys’ education—can be gradually shifted through targeted radio programming and community engagement. While progress was made in increasing positive attitudes toward girls’ education and promoting dialogue, persistent norms that prioritize boys’ education during times of economic hardship remain a significant barrier. Creating space for community discussion, modeling equitable behaviors, and reinforcing social support for girls’ education are critical strategies for shifting these norms.
Objectives The program aimed to improve enrolment, retention, and learning outcomes for girls in South Sudan by changing knowledge, attitudes, and behaviors related to girls’ education, and to assess the impact of the Our School radio program and related community mobilization efforts.
Methods The evaluation used a mixed-methods approach, including three nationally representative surveys (in 2014, 2016, and 2018), 12 qualitative studies (e.g., interviews, focus groups, Photovoice), and community mobilization monitoring. Regression analysis was used to determine associations between exposure to programming and education-related outcomes while controlling for confounding factors such as age, education, and income.
Intervention Details Implemented by BBC Media Action from April 2014 to September 2018, the intervention included the weekly Our School radio program broadcast nationally in nine languages, public service announcements, and community mobilization activities such as listening groups, street theatre, and dialogues. These efforts aimed to raise awareness about girls’ education, challenge harmful norms, and promote community action in support of school enrolment and retention.
Results The radio program reached 1.9 million people (31% of the adult population). Regular listeners showed significantly greater knowledge of the school system, legal protections for girls, and benefits of education. They were more likely to support equal rights to education for girls and boys, engage in supportive parenting behaviors, and take actions such as saving money for school fees and encouraging their daughters to attend and stay in school. Despite these gains, many still prioritized boys’ education during financial hardship, reflecting persistent gender norms.
Conclusions The intervention successfully contributed to increased awareness, positive attitudes, and supportive behaviors for girls’ education, even amidst conflict and displacement. However, addressing deeply rooted gender norms—especially in contexts of poverty—requires sustained, context-sensitive efforts that continue to empower families and communities to support girls’ education equally.