It is widely recognised that education for girls can contribute to social and economic development of a country . This includes South Sudan . However, to focus only on girls themselves would be to ignore or underplay the contexts in which learning takes place and has an impact on a society.
In countries with low levels of literacy, there are many levels of complexity to address in ensuring equitable access to education. Countries where there has been or still is conflict which has disrupted education, government, business, civil society, and everyday life, also adds many additional complexities. However, by understanding these multi-layered and multi-level dynamics it is possible to start addressing some of these issues, through government action and through fostering partnerships with NGOs, communities and other stakeholders. We examine these issues in the context of South Sudan, the newly independent country, which is finally entering a fragile peace after many years of war and high levels of violent conflict, and where infrastructure and services are largely absent. // Paper ID 66