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Why Education Will Foster Stability in an Independent South Sudan

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Why Education Will Foster Stability in an Independent South Sudan WHY EDUCATION WILL FOSTER STABILITY IN AN INDEPENDENT SOUTH SUDAN “Education is one of the most vital foundations for a human development take‐off in South Sudan – and the time to put those foundations in place is right now.” – Irina Bokova, Director‐General, UNESCO With formal independence to be pronounced on Pearson 9 July, the world’s soon‐to‐be‐newest nation, the Republic of South Sudan, faces a daunting state‐building task that necessitates laying solid foundations in order UNHCR/M. © to ensure a peaceful and sustainable future. “The journey to statehood is difficult” recognizes UNESCO Director‐General Irina Bokova, but “education lies at the heart of building a healthy and resilient society”. Security will surely prevail, but the state’s future will depend on the education of its children. Two decades of war have destroyed the South Sudanese education system: it is left with limited infrastructure and poor institutional support mechanisms. The future Ministry of Education (MoE) faces high illiteracy levels, with only 38% of literate adults, great gender disparities (only 37% of pupils are girls), low (although rising) school enrolments, and mass youth unemployment. Still, there is tremendous political will for improvement; this positive energy needs to be fostered by the international community. The International Institute for Educational Planning (IIEP) is a UNESCO body specialized in supporting governments in planning and managing their education systems. Jointly with UNICEF, IIEP has been commissioned by the MoE to provide technical assistance on an Education Sector Strategic Plan draft that will encompass the ambitious education goals of the Government of South Sudan (GoSS). The Institute can rely on its extensive research and field experience to advise the GoSS on capacity assessment and resource management strategizing in a post‐conflict environment. IIEP has also contributed to training South Sudanese education professionals. These planners are now leading figures in the field of education and have actively contributed to the construction of the State within the Ministries. “IIEP has given me the opportunity to research and learn the best strategies in education planning. This knowledge has empowered me in my daily work” (George Mogga, former IIEP trainee, Director of Planning and Budgeting, MoE). According to the 2011 EFA Global Monitoring Report, launched in June by UNESCO and the MoE, many challenges but also opportunities are on the horizon: constructing an efficient educational system that will cater for future generations demands long‐term planning. The MoE will need to coordinate and streamline with the other ministries, in particular concerning the budgeting process. IIEP will continue supporting the GoSS throughout the construction and consolidation process. Press contact: Estelle Zadra ‐‐ e.zadra @iiep.unesco.org ‐‐ +33 1 45 03 77 76 South Sudan – the National Context IIEP‐UNESCO congratulates the people and the Government of South Sudan on the occasion of its independence and on joining the world community on 9 July 2011. It is often said that winning peace is more difficult than winning a war. The challenges for the new government are many: unsettled border disputes, wide‐spread poverty and under‐developed national institutions. Addressing these effectively will require both concerted government action and international support. That there is abundant political will to develop the new nation is evident, but success will depend upon a much greater investment in human and financial resources. While South Sudan’s rich natural resources, if fully developed, will greatly assist the country in climbing out of poverty, these same resources can also be a cause of conflict and internal strife. South Sudan has been hampered by decades of unequal distribution of national resources: the country currently has some of the worst poverty and development indicators in the world; for example one child out of every nine dies before its fifth birthday. Economically, South Sudan depends on volatile oil prices that do not ensure stable incomes. Most South Sudanese people rely on a subsistence economy; child labor is not uncommon due to the necessity to support the family. School access remains problematic as well, access limited by regular flooding and the impact of long‐term drought. Politically, South Sudan’s position is still fragile: the declaration of independence could trigger new tensions with the North. Internally, the Government has to deal with tribal conflicts, in which women and children are often targeted. Insecurity strongly affects education as children are displaced, prevented from going to school, and normal provision of education is disrupted. Since the signing of the Comprehensive Peace Agreement (CPA) in 2005, South Sudan has made considerable strides in state‐building. Public service structures have been established, and over the past few months a national development strategy – the South Sudan Development Plan (SSDP) – has been approved after a wide consultative process. This national plan, built on four pillars, is a sign of aspirations and hope for the future and is the foundation upon which the new Republic of South Sudan will engage with its future partners. Press contact: Estelle Zadra ‐‐ e.zadra @iiep.unesco.org ‐‐ +33 1 45 03 77 76 South Sudan – facts and figures on education Education is critical to national development. Since the CPA, enrollments in primary schools have doubled from 0.7 million (2005) to 1.4 million (2009), but this still represents only 46% of children who should be attending school. Key reforms are being initiated by the Government, in particular the standardization of primary school curriculum and syllabuses and the rationalization of public sector payroll. • South Sudan ranks second lowest out of 123 countries on net enrolment rates for primary education, and last out of 134 countries for secondary education. There are currently 1.4 million enrolled primary school pupils and 34,000 secondary level students. • Only 38% of adults are literate. • Women represent 65% of South Sudan’s total population yet 92% of those who are not literate. • Only 37% of those enrolled in school at primary level are girls. This drops to 27% in secondary school. • Only 12% of teachers are women. • 40% of children aged 13, and 50% of children aged 18, are not currently enrolled or have never attended school. • School cost, distance from home and traditions are the main obstacles to children attending school and a major cause of drop‐out. • It is estimated that about one out of three students will complete all 8 grades • Only 13% of schools offer a whole primary cycle. • 2. 9 million people are expected to return to South Sudan, which would mean that the education system would have to absorb around 1 million school‐aged children (between 6/18 years old). • The student–classroom ratio is as high as 248:1 in some states. • Southern Sudanese curricula for primary and secondary cycles have been created, but their effective implementation is not yet widespread. • Language remains a sensitive issue related to national identity building. For those returning to South Sudan who only speak Arabic, intensive English courses will be made available, and Arabic taught from Grades 4–8 • Only 13% of teachers are qualified and about 40% have completed primary education. In primary school, the qualified teacher–student ration is 1:117. • Only 57% of classrooms are permanent buildings. • Nearly 90% of primary school children are overage. The system is currently in a “catch‐up phase”. The Alternative Education System (AES) supports the catch up and caters for the educational needs of demilitarized soldiers, drop‐outs, overage pupils and adult students. Press contact: Estelle Zadra ‐‐ e.zadra @iiep.unesco.org ‐‐ +33 1 45 03 77 76 Education in South Soudan Economic growth depends on a cadre of qualified personnel for industry, commerce and public and private enterprise. Good governance depends on a well‐educated, informed and engaged populace. Given the legacy of war and the potential for conflict, education will play a key role in peace building and conflict prevention. However, years of war have left South Sudanese education sector in a critical condition: limited infrastructure (schools were often targets for bombing), high illiteracy levels (especially among women), low (although rising) school enrolments, mass youth unemployment and poor institutional support mechanisms. IIEP in South Sudan The 9th of July represents a great window of opportunity for education for the nation. The demand for education is great, and the population “The number of South Sudanese children of South Sudan is eagerly waiting for its new enrolled in primary school has more than Republic to support them. IIEP‐UNESCO in doubled since the CPA: this can be explained by collaboration with UNICEF and other partners has the government and communities commitment been assisting the MoE to develop the Education to increasing the number of teachers, the Sector Strategic Plan (ESSP), an ambitious and teaching and learning materials provided by donors, but most of all communities’ visionary framework for the country’s post‐ establishing schools for their children to independence period. attend” – Simon Mphisa, UNICEF Chief of Education Section – Juba, South Sudan IIEP is UNESCO’s specialist body on educational planning. The Institute assists ministries of education in the development of strategic plans using evidence‐based research. It brings its expertise to help ministries to craft an educational plan that fits the needs of the state. In some countries, the Institute supports the whole process of formulation, implementation, monitoring and evaluation of these plans; in others, it offers advice in specific areas. In all cases, IIEP’s mission aims at strengthening the national capacities of UNESCO Member States in the fields of policy‐making, educational planning and administration. IIEP gives special attention to working with countries faced with the challenges of emergencies and reconstruction, countries which are farthest away from achieving the Education for All (EFA) and the Millennium Development goals (MDG).
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