1. Resourcing Education in Crisis Affected Contexts – South Sudan
Lessons learnt from Impact of Conflict on Education Development
Presented by : Michael Lopuke Lotyam – Undersecretary, Ministry of Education, Science and Technology, South Sudan Richard Arden Team Leader, Essential Services/Senior Education Adviser, South Sudan Dates: 17th September 2015 Venue: UKFIET Conference , New College , Oxford
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID

2. Early Education Development in South Sudan
The Anglo-Egyptian rule from 1898 that ended the Mahdist regime , paving the way for British dominance in the region south of the White Nile did little for education development.
Focus was on basic literacy / numeracy and from 1930s education was entrusted to hands of the Anglican, Roman Catholic , Presbyterian missionaries.
By 1960 – level of access to education between North and South Sudan was as follows :
NORTH SOUTH
Intermediate (Boys)
Intermediate (Girls)
Secondary Schools (Boys)
Secondary Schoola (Girls)
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID

3. Wars and Inter-Wars Period
After independence in 1956, the northerners assumed more powers in the south.
Under the policy of Arabisation and Islamisation, the missionary schools in the south were seized by central government and English Language education replaced by Arabic as language of instruction and administration.
This further increased marginalisation of the south until the relative calm of the inter-wars period
Self-government for people of Southern Sudan – but little or no resources. Support from UNHCR, Norwegian Church Aid , UNICEF and other international organisations contributed to a self – help approach by local communities. But still provision limited e.g.
NORTH SOUTH
Primary Schools ,
Secondary Schools
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID

4. Education after CPA ( 2005-15 )
South Sudan inherited ‘ islands of education in a sea of illiteracy and neglect’
Up to 2011, patchwork approach to education delivery mainly by a combination of NGOs and UN rather than ‘systems building’ and government leadership/ownership
Generated good community participation but culture of dependency
2011 – MOEST and development partners began to focus more on government-led systems and policies manifested by :
a) Development of sector plan and GPE application
b) Education Act 2012
c) Textbook development and distribution
d) South Sudan National Education Curriculum ( launch 2015)
e) Stronger MOEST/Development partner co-ordination structure
leading to first-ever Joint Annual Review of Education Sector 2014
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID

5. Impact of the conflict on education development
Estimated 400,000 children and youth displaced out of school
!,188 schools in the 3 most-affected states ( Jonglei, Unity and Upper Nile ) closed.
Over 90 schools occupied by militias or displaced persons
Several thousand school=age youth recruited into armed forces
Eleven containers of textbooks destroyed in the conflict
Over 1.5 million civilians in refugee camps in Ethiopia, Kenya , Uganda of in PoC camps
CHALLENGES
Government leadership and co-ordination challenged by large number of ‘emergency education’ actors.
Risk of parallel systems – e.g. curriculum/teacher training
Huge cost of ‘emergency education’ – ( and lack of funds) – VfM?
Re-establishing dependency?
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID

6. Lessons learnt on mitigating impact of conflict on education in South Sudan
1.Developing policies and resolutions on responding to emergencies
2. Flexing development programmes to adapt to needs in conflict-affected areas .
3. Girls Education South Sudan (GESS) – increasing level of capitation grants to schools and cash transfers to girls in conflict-affected states.
4. Unique approach allowing access to opposition-held areas – GESS in Unity State ; Save the Children in Jonglei State, to reduce inequity.
5. Along with UNICEF/NGOs work in PoC camps and temporary shelters, almost 200,000 children now back in school
6. Developing plans, policies , strategies and resources for resilience, protection, response to crises – special unit/funding for co-ordination
7. Empowering decentralised structures – especially counties/ schools to manage crises, relocation, redeployment of teachers, protection . Disbursing resources to schools/communities e.g. school grants.
This program is co-funded by GPE
This program is implemented by UNICEF
This program is co-funded by USAID