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Pre-Primary Education in South Sudan

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Pre-Primary Education in South Sudan PRE-PRIMARY EDUCATION IN SOUTH SUDAN Current opportunities and challenges Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized July 31, 2019 About this document: The objective of this report is to support evidence-based decision making for the pre-primary education system in South Sudan, and to identify critical bottlenecks and potential pathways for further engagement aimed at improving and rebuilding the subsector. To understand the current landscape of pre-primary education in South Sudan, this report draws on findings from three key sources: i. Review of early childhood education in contexts of fragility, conflict and violence by Dr. Stephen Commins, Consultant, the World Bank ii. Situation analysis of pre-primary education in South Sudan by David Baysah, Consultant, UNICEF; and iii. Findings from pre-primary Stakeholder Diagnostic Workshop held in Juba, South Sudan on February 11-14, 2019 facilitated by UNICEF and the World Bank Findings from a review of all available policy documents and outcomes of the stakeholder diagnostic workshop are organized in this report by the five action areas specified in UNICEF’s pre-primary education Diagnostic Toolkit: (i) effective planning and use of resources, (ii) curriculum development and implementation, (iii) teachers and other personnel, (iv) families and communities and (v) monitoring, regulation and quality assurance. The report ends with stakeholder recommendations for creating an enabling environment for pre-primary education in South Sudan. Prepared for: The Ministry of General Education and Instruction, Juba, South Sudan Prepared by: Saima Sohail Malik, The World Bank With contributions from: David Baysah, UNICEF Sandipan Paul, UNICEF Stephen Commins, The World Bank Huma Kidwai, The World Bank Natasha De Andrade Falcao, The World Bank Cover photograph: ECD center in Maban refugee camp @UNICEF/Margaret Manoah/2012 Pre-primary education in South Sudan | 2019 Acknowledgments This document has been drafted by Saima Malik (Consultant, World Bank) with contributions from David Baysah (Consultant, UNICEF), Stephen Commins (Consultant, World Bank), Sandipan Paul (Consultant, UNICEF), Huma Kidwai (Education Specialist, World Bank) and Natasha de Andrade Falcao (Economist, World Bank). The team is grateful for the guidance and continued support from Maniza Ntekim (ECD Advisor, UNICEF ESARO), Ivelina Borisova (Education Specialist, UNICEF HQ New York), Sahr John Kpundeh (Country Manager, South Sudan, World Bank), Anne Margreth Bakilana (Program Leader, South Sudan, World Bank), Safaa El Tayeb El- Kogali (Education Practice Manager, East Africa Region, World Bank), Sajitha Bashir (Adviser, World Bank), Lianqin Wang (Lead Education Specialist, World Bank), and Rosario Aristorenas (Senior Program Assistant, World Bank). Special thanks to Vinobajee Gautam, David Baysah, Sandipan Paul, and John Tileyi Yuggu (UNICEF) who helped to organize the diagnostic workshop in Juba, and to Dearbhla Egan and Meling Christine Lemi (UNICEF) for their careful review and input into this report. The team is also grateful for the contributions from Peter Darvas and Samira Halabi who served as peer reviewers. Additionally, the team would like to thank World Bank colleagues in the country office – Joseph Mawejje, Charles Joachim Bagaza, and Ayot Monica Okumu Ongom – for their support and collaboration. Finally, a special thanks to Hon. Deng Deng Hoc Yai – minister, the undersecretary, Directors General and the various government personnel at Ministry of General Education and Instruction (MoGEI), development partners from various organizations, teachers and parents who collaborated through their invaluable participation in the workshop in South Sudan1. 1 The full list with names and affiliations can be found in Annex III. 1 Pre-primary education in South Sudan | 2019 Table of Contents LIST OF ACRONYMS .............................................................................................................................................. III EXECUTIVE SUMMARY .......................................................................................................................................... IV INTRODUCTION: THE IMPORTANCE OF EARLY CHILDHOOD ................................................................................... 8 EARLY CHILDHOOD EDUCATION IN CONTEXTS OF FRAGILITY, CONFLICT AND VIOLENCE ....................................... 8 INCREASED ATTENTION TO PRE-PRIMARY EDUCATION IN FCV CONTEXTS ................................................................................... 9 NOTABLE PRE-PRIMARY EDUCATION SERVICE DELIVERY IN FCV CONTEXTS ................................................................................. 9 KEY LEARNING AROUND PRE-PRIMARY EDUCATION SERVICE DELIVERY IN FCV CONTEXTS ............................................................ 12 OBJECTIVE OF THE CURRENT REPORT ................................................................................................................................ 13 CONTEXT OF SOUTH SUDAN ................................................................................................................................ 14 PRE-PRIMARY EDUCATION IN SOUTH SUDAN ...................................................................................................... 17 SITUATION ANALYSIS AND STAKEHOLDER DIAGNOSTIC WORKSHOP FINDINGS .................................................. 24 PRE-PRIMARY CONCEPTUAL FRAMEWORK ........................................................................................................................ 25 ACTION AREA 1. EFFECTIVE PLANNING AND USE OF RESOURCES ........................................................................................... 27 ACTION AREA 2: CURRICULUM DEVELOPMENT AND IMPLEMENTATION .................................................................................. 31 ACTION AREA 3: PRE-PRIMARY EDUCATION PERSONNEL ..................................................................................................... 35 ACTION AREA 4: FAMILY AND COMMUNITY ENGAGEMENT .................................................................................................. 39 ACTION AREA 5: MONITORING AND QUALITY ASSURANCE ................................................................................................... 44 CONCLUSION: STEPPING BACK AND MOVING FORWARD .................................................................................... 47 STEPPING BACK: OPPORTUNITIES AND CHALLENGES IN PRE-PRIMARY EDUCATION IN SOUTH SUDAN........................................ 48 MOVING FORWARD: RECOMMENDATIONS FOR CREATING AN ENABLING ENVIRONMENT FOR PRE-PRIMARY EDUCATION IN SOUTH SUDAN ...................................................................................................................................................................... 49 ANNEXURES ......................................................................................................................................................... 52 ANNEX 1: SOUTH SUDAN PRE-PRIMARY EDUCATION DIAGNOSTIC WORKSHOP ........................................................................ 53 ANNEX 2: ECD DIAGNOSTIC WORKSHOP AGENDA ............................................................................................................. 62 ANNEX 3: ECD DIAGNOSTIC WORKSHOP PARTICIPANT LIST ................................................................................................. 68 ANNEX 4: ORGANIZATIONS WORKING IN PRE-PRIMARY EDUCATION IN SOUTH SUDAN, 2018 ..................................................... 70 i Pre-primary education in South Sudan | 2019 List of Tables Table 1. Pre-primary schools by state and ownership ................................................................................................. 20 Table 2. Pre-primary enrolment by state and gender ................................................................................................. 21 Table 3. MoGEI objective, baselines and targets for pre-primary education 2017-2022 ............................................ 21 Table 4. Pre-primary over age learners by state and gender ...................................................................................... 22 Table 5. Key challenges and proposed solutions for Action Area 1: Effective planning and use of resources ........... 30 Table 6. Key challenges and proposed solutions for Action Area 2: Curriculum development and implementation . 34 Table 7. Key challenges and proposed solutions for Action Area 3: pre-primary education personnel ..................... 38 Table 8. Key challenges and proposed solutions for Action Area 4: Family and community engagement ................. 43 Table 9. Key challenges and proposed solutions for Action Area 5: Monitoring and Quality Assurance .................... 46 List of Figures Figure 1: Map of South Sudan ..................................................................................................................................... 15 Figure 2: Teacher qualifications and job status by subsectors .................................................................................... 22 Figure 4. Distribution of pre-primary services in South Sudan (January-June 2018)................................................... 23 Figure 5. Pre-primary conceptual framework ............................................................................................................. 25 ii Pre-primary education
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