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UNHCR’s education challenges in Southern Sudan

UNHCR’s education challenges in Southern Sudan. by Tim Brown formerly Education Officer, UNHCR, Yei. About myself. 13 years lecturing/ teacher training at universities in south Sudan and Kenya 13 years in education with UNHCR at camp, country and HQs levels

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UNHCR’s education challenges in Southern Sudan

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  1. UNHCR’s education challenges in Southern Sudan by Tim Brown formerly Education Officer, UNHCR, Yei

  2. About myself • 13 years lecturing/ teacher training at universities in south Sudan and Kenya • 13 years in education with UNHCR at camp, country and HQs levels • Currently in Sierra Leone with UNICEF on country’s EFA FTI proposal

  3. Sudan-related experience • 8½ years at university in Juba (1979-1987) • 4½ years at university in Nairobi (1988-1992) • 7½ years with UNHCR in Uganda (1992-2000) • 1½ years with UNHCR in Yei (2005-2006)

  4. “Sudan is currently at the forefront of the international community’s conflict/ post-conflict agendas.” Forced Migration Review, 24, p.46, November 2005 World’s biggest education emergency

  5. General background • Devastated by two civil wars – 17 years and 21 years • S Sudan is vast region with many different ethnic groups • ½ million refugees and 4 million IDPs have been displaced • Capacity of government weak at all levels – most government officials still not paid

  6. General constraints • Precarious security situation – inter-ethnic clashes and rebel attacks • Logistical problems due to bad roads in rainy season and landmines/UXOs • Many spontaneous returnees have caused congestion and cholera outbreaks in towns • Inadequate and irregular funding has hampered UNHCR’s activities

  7. UNHCR’s achievements • Building/renovating/expanding schools and training centres • Providing educ materials and equipment • Training/supporting teachers, students and the community • Promoting education of women and girls • Sensitising communities on peace building, HIV/AIDS, SGBV and gender

  8. Education challenges • Lack of education infrastructure, resources and qualified personnel • Low school enrolment and retention • Many youths and adults have completely missed out on education • Great disparities in education provision between geographical locations • Most schools are temporary or trees

  9. Education challenges (2) • Many teachers have not finished their own primary education • Various alternative curricula being used • English to be language of instruction yet many students only know Arabic • Few post-primary institutions • Negative attitudes towards vocational skills and practical work

  10. Education challenges (3) • Huge disparities in girls’ education – worse than any country in the world • Less than 1% of girls complete primary education • Only 1 schoolchild in 4 is a girl • Just 7% of teachers are females – reinforcing gender imbalance • 90% of females are illiterate

  11. Lessons learned • Conditions of return made conducive through C-B reintegration projects • Absorption capacity of schools needs to be increased • Stayees should benefit as well as the returnees – holistic approach • Rural areas need development as well as towns

  12. Lessons learned (2) • Although weak, MoEST should be supported to take responsibilities • MoEST should be supported at local levels – not just at central level • Communities need to be fully involved in reintegration projects – for sustainability • Affirmative action is needed to address gender disparities

  13. Affirmative action • Sensitisation of communities • Appoint female education coordinators • Recruit (senior) female teachers • All training to include gender elements • Build girls’ schools and dormitories • (Partial) scholarships for girls at post-primary levels • Separate latrines, sanitary materials, decent clothes

  14. Opportunities • Encourage IDPs to return to original homes so that occupied land is released • Education is priority for Sudanese - keen to improve their education system • Sudan is potentially a rich country • Signing of CPA indicates that people want peace to succeed • Many educated Sudanese in diaspora

  15. Opportunities (2) • Many stayee populations are resilient and committed • C-B and local educ activities encourage sustainable and equitable development • New education structures will provide opportunities for employment in ed sector • Ongoing peace talks between Uganda and LRA rebels seem heading for success

  16. Way ahead • Teachers should be paid by government • Decentralisation should be supported • Construction of permanent schools is important especially for girls education • Training of teachers esp in English • S. Sudan curriculum urgently finalised • Huge gender disparities to be addressed • Donors to be educated on relief-devpt gap

  17. Way ahead (2) • Fair balance between refugees and stayees in education and jobs • Under-served areas to be prioritised • Relevant practical skills for job creation should be encouraged • Government to pronounce its policy on vocational education • NGOs move base from Nairobi to S Sudan

  18. Final thought • Education is important for everybody – especially for girls • It is also a right • We must develop rights-based approaches to reach all marginalised people including females • Education is expensive – but ignorance is more expensive in the long run

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