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Education in South Sudan: Investing in a Better Future

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Education in South Sudan: Investing in a Better Future Education in South Sudan: investing in a better future A review by Gordon Brown Cover image: A boy listens to his teacher during a lesson at the improvised Hai Kugi School on the outskirts of Juba, South Sudan. © UNESCO /M. Hofer (2011) ure ure Educationbetter in in investing a South fut Sudan: 2 Education in South Sudan: investing in a better future A review by Gordon Brown 3 Contents Glossary 5 Acknowledgements 6 Foreword: South Sudan – time to act 7 Executive Summary 11 1. An education system under pressure 18 2. Current levels of development assistance 26 3. Accelerating the catch up 31 4. Closing the gap – delivering on the promise 38 Conclusion 44 Endnotes 45 List of Figures Figure 1 South Sudan – anchored to the bottom of the world education league 20 Figure 2 School participation in South Sudan - below the average for Africa 20 Figure 3 Primary school attrition 21 Figure 4 The secondary deficit 21 Figure 5 South Sudan’s gender gaps – among the world’s widest 22 Figure 6 Few of South Sudan's children are in permanent classrooms 24 Figure 7 South Sudan’s Teacher Workforce – limited training, few women 25 ure ure List of Tables Table 1 Financing Basic Education in South Sudan: Targets, Plans and Gaps (2012 -2015) 33 Table 2 The scope for early delivery in education: financial estimates for achieving specified 36 targets (selected non-governmental organisations) Table 3 Closing the financing gap (an illustrative proposal) 39 List of Boxes Box 1 Scaling up and capacity building 35 Box 2 Building capacity and working through government systems 37 Educationbetter in in investing a South fut Sudan: Box 3 Delivering the peace dividend – a role for Community Support Bases (CSBs) 43 4 Glossary ADF African Development Fund AfDB African Development Bank BRAC Bangladesh Rural Advancement Committee BSF Basic Service Fund CECs County Education Centres CSBs County Support Bases DAC The OECD’s Development Assistance Committee DfID Department for International Development EPP South Sudan Education Peace Premium GER Gross Enrolment Ratio GPE The Global Partnership for Education GPI Gender Parity Index GRSS Government of the Republic of South Sudan IDA International Development Association LSDAI Local Service Delivery Aid Instrument MDGs Millennium Development Goals MDTF Multi-Donor Trust Fund MoGEI Ministry of General Education and Instruction NER Net Enrolment Ratio ODA Oversees Development Assistance TTI Teacher Training Institute UNDAF United Nations Development Assistance Framework 5 Acknowledgments This report was written with Kevin Watkins David Masua (Education Programme Manager, of the Centre for Universal Education at the Windle Trust), Sue Nicholson (Education Brookings Institution. Our research was Technical Adviser, Save the Children in South greatly assisted by many individuals and Sudan), and Habibur Rahman (Education organisations. Programme Manager, BRAC South Sudan). Several ministers from the Government of the We also benefited from discussions with Juba- Republic of South Sudan were extremely based staff from a number of donor agencies, generous with their time, providing advice and including Hilde Johnson (Special comments on early drafts. Special thanks are Representative to the Secretary General on due to Joseph Ukel Abongo (Minister for South Sudan), Yasmin Haque (South Sudan General Education and Instruction), Peter Country Representative, UNICEF), William Adwok Nywabi (Minister for Higher Osafo (Education Team Leader, USAID South Education) and Kosti Manibe Ngai (Minister Sudan Mission), and Fazle Rabbani (Education for Finance and Economic Planning). Senior Adviser), DFID. officials and consultants from a number of ministries provided comments and insights Initial findings from the report were including Esther Akumu (Director for presented to a group of non-governmental Development Partner Coordination, Ministry organisations at a meeting held in London, on of General Education and Instruction), 20 March 2012. The subsequent discussions Stephanie Allan (Donor Coordinator, Ministry and comments informed the redrafting of Finance and Economic Planning), Deng process. We wish to thank the following Deng Yai (Undersecretary for General organisations for their participation: Action Education and Instruction), Catherine Dom Aid, the Anglican Church, BRAC, the British (Technical Adviser, Ministry of Finance and Council, Camfed, Care International, The Economic Planning), and Moses Mabior, Children’s Investment Fund Foundation, (Director for Aid Coordination, Ministry of Christian Aid, Comic Relief, the Global Finance and Economic Planning). Campaign for Education, the Open University, Oxfam, Save the Children and VSO. ure ure Staff working with non-governmental organisations in South Sudan provided Michael Holman, author and former Africa invaluable advice based on their programme Editor of the Financial Times, kindly experience. We are indebted to Caroline De commented on an early draft. Anna (Education Programme Coordinator, While all of the individuals and organisations Episcopal Church of Sudan), Reverend mentioned above have informed this report, Emmanuel (Education Manager, Episcopal the views expressed are those of the authors Church of Sudan), Emily Lugano (Education alone. Adviser, Save the Children in South Sudan), Educationbetter in in investing a South fut Sudan: 6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in The Right Honourable Gordon Brown MP, education, along with failures of political former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global leadership. education The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graça Machel – Madiba’s wife – I have spent time One of the great privileges that I have enjoyed researching that crisis. I have spoken to in my political life is the opportunity to meet political leaders, the heads of international Nelson Mandela. agencies, and non-governmental organisations. Like many people around the world, I have And I have spent time talking to people at the been inspired by his life, his courage, and his sharp end of the crisis in education. I have wisdom. Through his personal example, he heard agonised stories from parents who has demonstrated that iron resolve backed by want their children to be able to live the life practical endeavour and clear strategies can they are capable of living, but are forced by move mountains. circumstances to settle for something less; and I have spoken to children who are Of the many words that I have read by desperate for the education that they know Madiba, there is one sentence that I am always could transform their lives. drawn to. It is this: “There is no passion to be found playing small - in settling for a life that is Africa’s newest nation less than the one you are capable of living.” My work as Co-Chair of the High Level Panel Since becoming a parent I have often thought on global education has involved visits to about these words. Like parents everywhere many countries. But there is one country that across the world, I want my children to have illustrates more than any other what is not the lives they are capable of living. And like working in the current international aid 7 architecture on education. That country is building, the development of shared identity, South Sudan, Africa’s newest nation. and the creation of a society that is more resilient and less vulnerable to violence. Much has been achieved over the six years that have passed since South Sudan emerged To its credit, the Government of the Republic from a brutal and protracted conflict. Yet of South Sudan (GRSS) is putting in place an parents and children are still waiting for an education strategy that holds out the promise education peace premium – and South Sudan of a better future. However, it lacks the is embarking on independence anchored to financial resources, technical capacity and the bottom of the world league table on institutional systems to overcome the vast education. backlog in education provision. That is why the international community has such an Over one million children of primary school important role to play. Several donors, UN age are out of school. Enrolment rates in agencies and non-governmental organisations secondary education are below 10 per cent. have put in place education programmes that In what is a desperate situation for all are making a difference – but not on the children, South Sudan’s girls face additional required scale. disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So This paper sets out an agenda for change. It extreme are the gender inequalities that identifies a framework for policies that would: young girls in South Sudan are more than • twice as likely to die in pregnancy or Bring opportunities for improved childbirth as they are to make it through education to 2.5 million children, half of primary school and into secondary education. them currently out of school • Provide financial support for the Behind these numbers is a vast waste of education of half-a-million girls potential. Getting children into school and • Make provision for the education of providing them with decent quality 300,000 children displaced as a result of opportunities for education would help them armed violence, or living in conflict zones to build a better future, for themselves and • Train 30,000 teachers and build 3,000 their country.
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