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A Review of DANIDA Funded Education Programmes in South Sudan in South Programmes Education Funded Ofdanida Review A

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A Review of DANIDA Funded Education Programmes in South Sudan in South Programmes Education Funded Ofdanida Review A A Review of DANIDA ROI Funded Education Programmes in South Sudan Identifying Good Practice and Replicability 14/12/2011 Cliff Lonsdale A Review of DANIDA ROI Funded Education Programmes in South Sudan Identifying Good Practice and Replicability Contents EXECUTIVE SUMMARY .................................................................................................. 2 RECOMMENDATIONS .................................................................................................... 4 ACRONYMS .................................................................................................................. 9 BACKGROUND ............................................................................................................ 10 INTRODUCTION ........................................................................................................... 15 STUDY METHODOLOGY ............................................................................................... 16 DEFINITION OF BEST PRACTICE ................................................................................... 16 STUDY FINDINGS ........................................................................................................ 17 PROGRAMME INFORMATION ........................................................................................ 25 ALTERNATIVE EDUCATION SYSTEM (AES) ................................................................... 25 FUNCTIONAL ADULT LITERACY / BASIC FUNCTIONAL ADULT LITERACY ........................... 28 EARLY CHILDHOOD DEVELOPMENT (ECD) ................................................................... 30 CHILD PROTECTION MECHANISMS ............................................................................... 32 ACCESS TO SOFTWARE .............................................................................................. 36 ACCESS TO HARDWARE .............................................................................................. 36 GENDER SPECIFIC POLICIES ....................................................................................... 38 VULNERABLE GROUPS ................................................................................................ 41 CONFLICT AND FRAGILITY IN EDUCATION ..................................................................... 42 ATURAL AND ANMADE ONDITIONS N M C ......................................................................... 42 | GOSS MOE PRIORITIES ............................................................................................. 43 BEST PRACTICE AND RECOMMENDATIONS ................................................................... 45 ECD........................................................................................................................... 46 ALP ........................................................................................................................... 47 VCALP ...................................................................................................................... 47 SAT/ GEM ................................................................................................................. 47 PTA ........................................................................................................................... 48 SCHOOL CONSTRUCTION ............................................................................................. 48 USE OF LOCAL NGO AS IMPLEMENTING PARTNERS ....................................................... 48 ACCESS TO A SCHOOL FEEDING PROGRAMME .............................................................. 49 ENGAGEMENT WITH THE LOCAL EDUCATION AUTHORITIES ............................................. 50 CONCLUSION ............................................................................................................. 50 ACKNOWLEDGEMENTS ................................................................................................ 50 REFERENCES ............................................................................................................. 51 APPENDIX A: TERMS OF REFERENCE ........................................................................ 52 APPENDIX B: LIST OF INFORMANTS ........................................................................... 54 APPENDIX C: METHODOLOGIES ................................................................................ 56 APPENDIX D: PRIMARY SCHOOLS SUPPORTED BY THE PROGRAMME ........................... 57 APPENDIX E: BEST PRACTICE ................................................................................. 60 A Review of DANIDA Funded Education Programmes in South Sudan in South Programmes Education Funded of DANIDA A Review 1 Executive Summary The purpose of this report is to review the current DANIDA Regions of Origin (ROI) funded education programmes in South Sudan with an aim to identify best practice, taking into consideration transferability and replicability. Particular attention will be drawn to recommendations made with a view to improving the access to and quality of education in South Sudan1 See the Terms of Reference in APPENDIX A The report was carried out following recommendations made in the DANIDA “Review of the Regions of Origin Initiative 2009-2011” 2 “To ensure systematic utilisation in overall strategic educational development of experience gained by the NGOs, steps would need to be taken to initiate the collection, analysis and assessment of these experiences with a view to their transferability and replication across the education system, and with particular attention to possibilities of improving the quality of education. It is recommended that SC with their firm position in and prioritisation of education be requested to be the key agency in this undertaking”. The report was written after an extensive background review of supporting documents and a four-week visit to South Sudan, travelling to Central Equitoria (CES) Juba, Northern Bahr el Ghazal (NBeG) Aweil East and South and Jonglei, Bor Counties. These locations were selected as the organisations receiving this particular funding stream have programmes in these locations. It was anticipated that visiting those regions would meet the requirements of the study and enable the maximum number of programmes and organisations to be seen in the allocated time. Although not physically possible to visit the entire country, nor all the activities in the programme, it is expected that this sample of experience will provide sufficient diversity and range of information to validate the conclusions and recommendations. Logistical and linguistic problems caused minor inconveniences to the collection of data, although this should not impact on the ultimate findings and recommendations. | A full range of methodologies were used to obtain information and these are highlighted in the report. The initial findings, based on the experiences and information gained are that access to and the quality of education in South Sudan is affected by: The diminishing amount of the national budget allocated to Education by the Government of South Sudan (GoSS)3 The low numbers of qualified, and or paid teachers in the Education system The quality of teaching in the classrooms The consideration of child protection and safe learning environments, including the prevention of use of corporal punishment in the classrooms The availability and quality of teaching and learning materials 1 Agencies included in the review: SC, NRC, DRC, DCA, C&D. See page 17 of the main report for more details on their programmes and input into this paper. 2 2 DANIDA “Review of the Regions of Origin Initiative 2009-2011 in support of the Implementation of the Comprehensive Peace DANIDA “Review of the Regions of Origin Initiative 2009-2011 in support of the Implementation of the Comprehensive Peace Agreement Sudan 2010-2011 Final Report” January 2011 3 GoSS budgetary allocation to education has decreased: from 10% in 2006 to 6.2% in 2008/2009, to 6% in 2010. Well below the EFA-FTI target of 20% There is therefore a huge budget gap between the MoE proposed budget and the actual allowance of around Sudan inEducation Programmes South A Reviewof Funded DANIDA 40%. 2 The capacity of the Ministry of Education (MoE) and the County and State Local Education Authorities to address the needs and demands of the education system Economic barriers at household level impacting on the attendance, accessibility and dropout rate of children especially girls attending school, due to the need to supplement the family income Cultural barriers such as the use of the dowry system and traditionally imposed gender roles influencing the opportunities for girls to attend and sustain access to education. The involvement of the local community, including ownership of school buildings, and contribution to construction Shortage of and poor condition of classroom buildings and school infrastructure Influence on education through insecurity and natural and manmade conditions The solution to these problems could be described as a jigsaw puzzle. Several iNGO’s are implementing different, although often very similarly, targeted programmes, with varied success, to address the numerous needs of the fragile education system and its beneficiaries. It is very difficult to categorically state which pieces of that puzzle are the most important, or whether pieces can be removed without negative consequences. The foundations of the solution clearly lie with a strong government, economy and civil society; the continuation
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