Analyzing crises and planning for development: the example of South Sudan

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Information about Analyzing crises and planning for development: the example of South Sudan

Published on March 10, 2016

Author: IIEP_UNESCO

Source: slideshare.net

1. Analyzing crises and planning for development: the example of South Sudan Leonora MacEwen IIEP-UNESCO CIES 9 March 2016

2. Overview • Analytic framework of an ESA • Developing a crisis-sensitive ESA in South Sudan: process and findings • Next steps for the crisis-sensitive ESA in South Sudan

3. Analytical framework for an ESA ESA Context analysis Analysis of existing policies Analysis of the education system performance Analysis of the management capacity Analysis of costs and financing •Macro-economic •Demographic •Socio-cultural •Politico-institutional •Geographic and climatic •National development plans •MDGs, EFA, SDGs •Access •Internal efficiency •Quality •Equity •Teachers •Textbook distribution •Coordination •By level and type of education •Based on different funding sources

4. Developing a Crisis-Sensitive Education Analysis in South Sudan Step One: Identify and map various the risks Step Two: Analyze the potential effects of these risks on the education system Step Three: Assess the capacity of the education system to reduce and mitigate the effects of the risks and promote social cohesion

5. Step One: Identify and Map the Risks Highest risk High risk Low risk Lowest risk • Risk index based on: • conflict affected civilians • death, injury and disease • food insecurity and livelihoods • widespread malnutrition Source: OCHA composite risk index 2014 and 2015

6. Step Two: Analyse the effects of these risks on the education system 1. Access - enrolment, school ownership, reasons for non-enrolment 2. Quality –school classroom type, school facilities, curriculum 3. Management – teacher type, PTR, textbook distribution

7. EMIS coverage in Greater Upper Nile (GUPN) States, 2015 Jonglei Unity Upper Nile Akobo Covered Abiemnhom Covered Baliet Unsafe Ayod Covered Guit Unsafe Fashoda Unsafe Ayod Covered Koch Unsafe Longochuck Unsafe Bor South Covered Leer Unsafe Maban Covered Canal No time Mayendit Unsafe Maiwut No time Duk Covered Mayom Covered Malakal Unsafe Fangak Unsafe Panyijiar No time Mayo No time Nyrol Covered Pariang Covered Melut Unsafe Pibor Covered Rubkona Covered Nasir Unsafe Pochalla Covered Panyikang Unsafe Twic East Covered Renk Covered Uror No time Ulang Unsafe

8. ACCESS : GER by sector, in South Sudan, 2009 & 2015 2009 2015 Growth Rate 2009-2015 National with GUPN GER Primary 72% 57% -21% GER Secondary (incl Tech) 6% 7% 11% Without GUPN GER Primary 64% 72% 13% GER Secondary (incl Tech) 7% 9% 32%

9. ACCESS: Distribution of primary pupils, by school ownership and level of risk, 2015 Government Community Religious NGO Private Other/NK Lowest risk 66% 13% 13% 1% 3% 4% Low 78% 11% 6% 0% 2% 3% High 69% 9% 10% 4% 5% 3% Highest risk 67% 6% 12% 11% 2% 1% National 72% 10% 9% 2% 3% 3%

10. ACCESS: Reasons provided by households for non-enrolment of their children, September 2014 1% 19% 19% 21% 77% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Help with household Lack of money Conflict School is closed Insecurity

11. MANAGEMENT : Share of volunteer teachers (%) by sector and by level of risk in Government schools, 2015 33% 31% 17% 34% 44% 22% 42%41% 16% 55% 64% 0% 10% 20% 30% 40% 50% 60% 70% Pre-primary Primary Secondary AES Lowest Low High Highest

12. MANAGEMENT: Pupil-teacher ratio by sector and level of risk, 2015 40 36 16 21 34 49 17 28 35 45 23 31 - 46 35 - 10 20 30 40 50 60 Pre-primary Primary Secondary AES Lowest Low High Highest

13. MANAGEMENT: Primary pupils per English textbook, by State and level of risk, 2015 Nb of pupils per Engl textbook CEQ 2.3 EEQ 2.2 JON* 5.8 LAK 2.3 NBG 2.4 UNI* 7.1 UPN* 3.1 WAR 3.1 WBG 2.6 WEQ 2.3 South Sudan 2.7 WO GUN 2.5 2 3 3 7 0 1 2 3 4 5 6 7 Lowest risk Low High Highest

14. Step 3: Assess the capacity of the education system to reduce the effects of the risks and promote social cohesion Food Security and Livelihoods 30% Not specified 14% WASH 9% Nutrition 8% Logistics 8% Health 8% Multi- Sector 7% Protection 4% Education 3% Funding Allocation per Cluster, 2015 Capacities for risk reduction • Organizational arrangements • Resource mobilization • School management policies for safety, resilience, and social cohesion • Infrastructure and equipment • Teacher training • Curricula

15. New South Sudanese curriculum framework addresses safety and social cohesion • Key aims – Good citizens, environmentally responsible • Values and principles – commitment to human rights and gender equity, respect and integrity, peace and tolerance, democracy and national pride • Competencies, including co-operation and cultural identity • Cross-cutting issues

16. Next steps for the crisis-sensitive ESA in South Sudan 1. Documenting process used to develop the ESA: •Good stakeholder participation •Availability of data : EMIS, DfID, OCHA, UNHCR, UNICEF 2. Developing the Education Sector Plan: •Programmes: access, quality, management, post- secondary •Wider participatory process than ESA •Opportunity for innovative programming

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