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GREATER PIBOR ADMINISTRATIVE AREA (GPAA), PIBOR COUNTY: THE BACK TO LEARNING PROGRAM RAPID ASSESSMENT MISSION (Dates: Thursday February 5th To Thursday February 12th 2015) Some of the demobilized child soldiers in Pibor County; the prime target of the Back to Learning Program Mission Report Compiled By: Johnson K. NDICHU, Programs Coordinator, Nile Hope. Tel. +211 920010325/ +211 977481400/ +211 927117916 Email: [email protected] / [email protected] 1 | P a g e Prologue ollowing the launch of the Back to Learning (BTL) Program and some maiden meetings with UNICEF, Education Sector, Nile Hope Team, spearheaded by the Programs Coordinator, launched a Rapid Assessment Mission in the Greater Pibor Administrative Area (GPAA), specifically Pibor and Gumuruk Counties from Thursday February 5th To Thursday February 12th 2015. The following individuals comprised the Mission Team: i) Johnson K. Ndichu (Programs Coordinator) ii) Ajang A. Awai (Jonglei State Coordinator) iii) Baba Sebit Baba (GPAA Field Coordinator) iv) Lazarus Kiir (Literacy and Peace-Building Project Manager); v) Ujum Ter (Education Program Assistant) The overarching objective of the Mission was to find out the general status of the various sectors (Education, WASH, Health, Nutrition, Protection, Food Security and Livelihoods) especially in Pibor County. Specifically, the Team sought to familiarize and find out the post-conflict status of education in Pibor County in terms of infrastructure, teacher availability and compensation, state of school supplies and furniture, state of School WASH, specific information from the demobilized soldiers as well as the structure of the GPAA Education Department and availability of education data. We also got to get a glimpse of who is doing what in GPAA and mainly Pibor County, that has seen multiple agencies (INGOs and NGOs) migrate to the area for myriad responses To a very large extent, the Mission can be rated as a success story. This is based on the number of officials and agencies met with (including the 2 commissioners of Pibor and Gumuruk, Education Director of Pibor County, RRC Officials, Minister of Health of the GPAA, UNICEF…among others) the information accessed and found out, and more importantly, the useful insights we obtained and observed from the local community (including from the demobilized soldiers), now slowly trooping back after a period of calm in the area. The good thing is that Nile Hope Team was complimented in the Mission, though this was not, per se, a joint Mission, by staff from BRAC and the Ministry of Education, Science and Technology. The respective Reports will be cross-shared as a matter of good coordination practice. It is hoped this report is an important instrument in providing useful program intelligence and insights into, and helping to, among others, inform the Back to Learning (BtL) Program in Pibor as well as other future interventions constructed for GPAA and Pibor County in particular. Nile Hope, through the office of Programs Coordinator, wishes to thank all those who contributed - one way or the other - to make the Mission a success! Regards, Johnson K. NDICHU. Programs Coordinator 2 | P a g e The Rapid Schools Mapping Exercise The following schools were physically visited and the table below provides a summary of the general status of the schools: 1. Pibor Boys Primary School (also hosting Nile Hope-led ALP Centre) 2. Pibor Girls Primary School 3. Langachot Primary school 4. Kodako Primary School 5. School next to Kodako Primary School constructed by previous Pibor County Commissioner (name not given as yet) 6. Pibor (Presbyterian Church) – hosting Nile Hope-led ALP Centre 7. X2 Muwaran Primary Schools in Kayi Payam across the river These dilapidated classrooms at Kodako Primary School, ostensibly built by Plan International, represent the state of affairs of some of the educational infrastructure in Pibor County and illustrate the magnitude of the task ahead 3 | P a g e Summary School Status No. Name of the School School Structure Access to Water WASH Facilities (esp. School Occupied: Yes/No latrines) 01 Pibor Boys Primary School Temporary Yes (x 2 Latrines found to be in No boreholes, 1 not poor state functional) 02 Pibor Girls Primary School Temporary Yes Latrines found to be in Yes, by the military/armed poor state; shared forces; also are now using between Pibor Boys and school furniture Pibor Girls Primary schools 03. Langachot Primary School 1 section of 5 No No latrines No one found at the classrooms falling school apart; 1 block permanent 04 School next to Kodako Primary Permanent Yes Yes, newly-built latrines Yes, by armed forces School, yet to allotted a name 05 Kodako Primary School Permanent Yes Latrines have collapsed; Yes, by armed forces not in usable condition 06 Pibor (Presbyterian Church) – Semi-permanent Yes Yes, presence of latrines No formerly hosting Nile Hope-led ALP Centre 07 X2 Muwaran Primary Schools in Permanent Yes No latrines Occupied by returning Kayi Payam across the river residents 4 | P a g e Methodology Deployed During the Rapid Assessment Mission Interviews with key informants/opinion leaders -GPAA/Pibor County Leadership, including the Commissioners of Pibor and Gumuruk -RRC Officials -Pibor County Education Director -Discourse with local actors (INGOs/NGOs, the church…) -Discourse with the local community -Discourse with UNICEF both in Juba and in Pibor Observation (e.g. in regard to the status of school infrastructure and WASH in schools) Case Study profiling (former child soldier, case filed as an annex) Reference to available Mission Assessment Reports1 The Programs Coordinator and the Team are pictured here in Pibor with one of their ‘heros’, a former child soldier, who’s eager to go back to school; to be precise grade 5 (please see Case Study as annex) 1 Notably, Early Recovery Fact Finding Missions to Greater Pibor Administrative Area (GPAA) Pochalla (May 28-29), Pibor (June 3-4) and Boma (July 15-16) Mission Report. Our Mission to Pibor can confirm the observation made by the aforementioned report with regard to education in the area (as at the time of the visit), namely: Most of (the) primary schools are non-operational and rely on volunteers …… The local population didn’t feel safe enough until recently to do the farming and the communities are currently suffering from food insecurity. We found the local community heavily dependent on game meat. 5 | P a g e Key Findings & Recommendations General School Infrastructure School buildings – A good number of schools, such as Kodako Primary School (and the adjacent one right opposite and yet to be given a name), have relatively good school buildings and those that are semi-permanent like Pibor Boys and Girls primary schools require some good measure of repair. Some structures like those found at the Langachot Primary School, which has one phase in form of a permanent structure, has the other semi-permanent structures falling apart and require immediate reinstatement. With the onset of the Back to Learning (BtL) Program, it is paramount that partners put emphasis on restoring the school buildings prior to the onset of the rains. Partners will also identify locations where new transitional learning structures will be set up for the purpose of receiving and admitting out-of-school children who are now being demobilized from war activities. School furniture – Quite some good amount of furniture (metallic desks) especially for the Pibor Boys and Pibor Girls Primary Schools was found littered in the school compounds and in use by the soldiers albeit it requires repair. Reliable sources indicated to us that more was actually in the community and a robust awareness campaign /advocacy is needed to help bring back the furniture to schools and have it repaired to improve the learning environment. General School WASH – Nearly all schools were found to have some access to clean drinking water (except Langachot Primary School) but the areas around the water points were found to be filthy and requiring urgent attention in ensuring proper sanitary environments. Information received indicated that there were no active Water Management Committees; therefore, these require to be established, trained and their roles properly defined and clarified. School Governance – Information obtained from Pibor pointed to inexistence of, or indolence of school governance structures like the Parent Teacher Associations (PTAs)/School Management Committees (SMCs). It is pertinent again that these structures be properly established, the members become trained and their roles properly defined and clarified. Nile Hope shall be actively involved in PTA trainings via the Back to Learning Program. Education data was found to be non-existent and was said to have been lost during the series of conflict in Greater Pibor. In Gumuruk, the Commissioner indicated they have in place a County Education Plan and he promised to share a copy. School Occupation – At least 4 schools in Pibor were found to be occupied by armed forces and returning residents; armed forces were found to occupy Pibor Girls Primary School, Kodako Primary School and the school right opposite Kodako and yet to be allotted a name. Returning residents were found to occupy the 2 schools across the river, that is, Muwaran Primary Schools in Kayi Payam. Availability and Remuneration of Teachers – After some protracted conflict in Greater Pibor area, most teachers left the area and have now only started trickling in following a period of relative calm in Greater Pibor. Most of the teachers we talked to indicated they were actually on government payoll albeit they had not received their remuneration for a period of time. Up to 26 of them were receiving training at the time of the mission facilitated by Windle Trust. Partners may have to engage more 6 | P a g e volunteer teachers and actually have them trained to be able to cope with the new caseload of demobilized children and youth.
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