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UNICEF South Sudan PEACEBUILDING, EDUCATION AND ADVOCACY IN CONFLICT-AFFECTED CONTEXTS PROGRAMME UNICEF South Sudan 2014 Annual Report Map of South Sudan Contents Acronyms ................................................................................................................................. 1 Contribution Summary ............................................................................................................ 2 Executive Summary ................................................................................................................. 3 1. PBEA Programme Overview ............................................................................................ 5 2. Country Profile .................................................................................................................. 6 2.1. Overview ...................................................................................................................... 6 2.2. Changes in the Country Context .................................................................................. 7 3. Conflict Analysis ............................................................................................................... 8 4. 2014 Results ...................................................................................................................... 9 4.1. Global Outcome 1 – Integrating peacebuilding and education ..................................... 9 4.2. Global Outcome 2 – Building institutional capacities ...................................................11 4.3. Global Outcome 3 – Developing community and individual capacities ........................13 4.4. Global Outcome 4 – Increasing access to conflict-sensitive education ........................16 4.5. Global Outcome 5 – Generating evidence and knowledge ..........................................18 5. Monitoring and Evaluation (M&E) ...................................................................................18 6. Partnerships .....................................................................................................................21 7. Programme Management ................................................................................................21 7.1. Staffing Changes and Variances in Programme Activities ...........................................21 7.2. Inter-sectoral Engagement ..........................................................................................22 8. Challenges, Lessons Learned and Unintended Consequences ...................................23 9. Outreach and Communications ......................................................................................23 10. Resources ........................................................................................................................24 Acronyms C4D Communication for Development CFS child-friendly school CSE conflict-sensitive education ECD early childhood development ESARO UNICEF Eastern and Southern Africa Regional Office GBV gender-based violence GPE Global Partnership for Education KAP Knowledge, Attitude and Practice (survey) LSaZoP Learning Spaces as Zones of Peace LS+PE Life Skills and Peacebuilding Education MoEST Ministry of Education, Science and Technology MoCYS Ministry of Culture, Youth and Sports NGO non-governmental organization OCHA United Nations Office for the Coordination of Humanitarian Affairs PBEA Peacebuilding, Education and Advocacy programme SaZoP Schools as Zones of Peace SfCG Search for Common Ground UNESCO United Nations Educational, Scientific and Cultural Organization UNDP United Nations Development Programme UNFPA United Nations Populations Fund USAID United States Agency for International Development 1 Contribution Summary Peacebuilding, Education and Advocacy Project Name (PBEA) programme Donor Government of the Netherlands Programme Country South Sudan To strengthen the transformative potential of education in conflict-affected contexts to Purpose of the Contribution support cohesive societies and human security PBEA Programmable Contribution US$2,879,535 Amount (2014) PBEA Reference SC110667 UNICEF Progress Report No. 3 Date Prepared February 2015 Period Covered 1 January 2014 – 31 December 2014 2 Executive Summary Following independence in 2011, South Sudan has experienced turbulence that includes endemic violence in many parts of the country. Unfortunately, independence did not bring a sustainable peace for the children of South Sudan, and in December 2013, a new conflict emerged that has ravaged the country for the past 14 months and left 1.5 million displaced. This violent armed conflict between government and opposition forces has transformed into an identity-based conflict underpinned by complex historical grievances and weak governance systems. Widespread killings have been carried out where victims have been targeted based on ethnicity and tribal affiliation. Based on these occurrences, education in South Sudan remains critical for creating economic and livelihood opportunities, and working against inequity, marginalization and exclusion. UNICEF’s ongoing Peacebuilding, Education and Advocacy (PBEA) programme is one method being used to create entry points for the implementation of an integrated approach that supports quality education through improved learning outcomes for sustainable peace and development. The PBEA uses a cross-sectoral approach to demonstrate how education and peacebuilding can contribute to resilience, social cohesion and human security. Some of the key results achieved during 2014 in South Sudan include: Outcome 1: Education policy and programmes now embrace peacebuilding and conflict- sensitivity components. This progress is being translated into changes in teacher training pedagogies and the development of tools and guidelines for partner organizations and entities. The United Nations Office for the Coordination of Humanitarian Affairs (OCHA) and the South Sudan Protection Cluster developed a Conflict Sensitivity Tip Sheet to guide projects funded by the Common Humanitarian Fund. The PBEA also supports the comprehensive mainstreaming of conflict-sensitive programming at national and state levels. Outcome 2 : The Life Skills and Peacebuilding Education (LS+PE) training of 309 (27 per cent females) duty-bearers from government, the United Nations and non-governmental organizations (NGOs) and 829 teachers has enabled a culture of peace to be promoted at the institution level. Close to 64 per cent of training participants reported increased knowledge in the relationship between education service delivery and incidence of violent conflict. Outcome 3: More than 32,500 individuals learned about international education initiatives including the Convention on the Rights of the Child, Millennium Development Goals, and Education for All – and engaged in meaningful dialogues on human rights and quality education through LS+PE sessions, sports events, career fairs, community peace conferences and youth dialogues. Outcome 4: The PBEA programme helped increase access to education and quality conflict- sensitive education (CSE). Seventy schools (48 of which are pilot sites) launched LS+PE with inclusive education and child-friendly school (CFS) principles, while innovative vocational education programmes provided 517 youth with opportunities to learn livelihood skills such as carpentry, tailoring, driving, building and construction (with the prospect of expanding to include fishing and ox-plough farming in 2015). Outcome 5: To inform current and future education programming for peacebuilding in South Sudan, the UNICEF South Sudan Country Office pursued multiple means of documenting 3 results including: comparative research; case studies; promotional videos, and Knowledge, Attitude and Perception (KAP) surveys that measure social cohesion and resilience. 4 1. PBEA Programme Overview South Sudan is the world’s youngest nation, having gained independence after decades of violence. In the midst of an already complex post-conflict situation, the crisis that erupted in December 2013 increased insecurity and displaced 2 million people, including many who sought refuge outside the country. The recurrence of violence also increased the likelihood of inter- communal clashes and worsened growing levels of disease and famine. With regard to the PBEA programme, there have been three major impacts related to the crisis: a lack of access to pilot sites, a decrease in the quality of education, and strained community engagement. The programme made adjustments in the selection of pilot sites and reoriented the education response to address the impact of trauma through the capacity development of teachers and service providers in education. This included the provision of psychosocial support and reconciliation activities, and engagement with youth in conflict-affected areas. As the programme enters its final year in 2015, the South Sudan Country Office is focusing on refining intervention strategies, with a special emphasis on monitoring to capture evidence for results, and ensuring sustainability through ongoing mainstreaming efforts by UNICEF and government partners. The key objectives of the PBEA programme are to: • Mainstream peacebuilding and conflict sensitivity into education policies, plans and programmes; • Increase institutional and human capacity to deliver education services with peacebuilding outcomes; • Increase the capacity and motivation of children/youth, parents, teachers and community members to prevent and manage conflict, build peaceful
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