Education in the Republic of South Sudan : Status and Challenges for a New System

This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education, and emphasizes that quality of education and accountability of the education sector should become central considerations early on in the development of the education system. Finally, the report emphasizes the importance of South Sudan's unique Alternative Education System (AES), which will continue to play a central part in the education system for years to come. The majority of youth and adults in the country today may never benefit from formal basic education, but their learning needs must be met if South Sudan is to build a solid state and society. The AES is currently offering accelerated learning programs to more than 200,000 youth and adults and holds significant promise.

Bibliographic Details

Main Author:	World Bank
Format:	Publication biblioteca
Language:	en_US
Published:	Washington, DC 2012-06-22
Subjects:	Academic Qualifications, access to education, achievement tests, Adult Education, adult literacy, adult literacy rate, adults, Alternative Education, average pupil-teacher ratio, Average Score, Basic Package, basic services, basic skills, Chalkboards, churches, class sizes, classroom, Classroom construction, cohort of students, Community schools, Completion Rates, Curricula, curriculum, decision making, donor support, dropout rates, Early Childhood, Early Childhood Development, early grades, education expenditures, Education For All, Education Management, education materials, education policies, education sector, EDUCATION SPENDING, education strategy, Education System, Educational Achievement, Educational Attainment, Educational Development, educational opportunities, Enrollment Data, Enrollment figures, Female literacy, Female Teachers, final grades, formal basic education, Formal Education, Formal Education System, formal schooling, free primary education, gender disparities, gender gap, General Education, GER, Girls, Government Primary Schools, Gross Enrollment, Gross Enrollment Rate, gross enrollment rates, Gross Enrollment Ratio, Head Teacher, Higher Education, higher grades, higher repetition, HUMAN DEVELOPMENT, instructional time, Intake Rate, Interactive Radio, Interactive Radio Instruction, investments in education, kindergarten, language of instruction, Learning, learning opportunities, Level of Education, levels of education, Libraries, Literacy, literacy data, literacy education, Literacy Rate, literacy rates, Literate Population, Male Literacy Rate, nonformal education, nongovernmental organizations, Number of pupils, Number of schools, number of students, Number of Teachers, nursery schools, Out-of-School Children, out-of-school youths, Parent-Teacher Association, Participation in Schools, participation rates, pedagogical inputs, Performance in Mathematics, preschool centers, primary completion rate, primary completion rates, primary cycle, Primary Education, primary enrollments, Primary Grades, primary level, Primary School, primary school completion, primary school completion rate, primary school education, Primary School Enrollments, primary school fees, Primary School Pupils, primary school students, Primary School-age Population, Primary Schooling, Primary Schools, primary teacher, primary teacher training, Primary Teachers, private enrollments, Private schools, Public Education Spending, public institutions, Public Primary Schools, public schools, public secondary schools, Pupil Performance, pupil-classroom ratio, Pupil-Teacher Ratio, Pupil-Teacher Ratios, pupil-textbook ratio, quality education, quality of education, Reading, refugees, Regular Teachers, repeaters, retention of students, Retention Rates, Rural Areas, rural children, rural population, school census, School Children, School Classrooms, School Enrollments, School Entry, school fees, school gross enrollment, School Infrastructure, school level, School Network, SCHOOL PARTICIPATION, School Size, school survey, school system, school year, School-Age, School-Age Population, Schooling, Schools, Science Study, Secondary Education, Secondary School, Secondary Schools, shortage of textbooks, Social Development, student body, STUDENT FLOW, STUDENT LEARNING, student learning achievement, Student Learning Outcomes, Student Performance, student population, student-teacher ratios, TEACHER, Teacher Deployment, TEACHER MANAGEMENT, Teacher Monitoring, Teacher Performance, Teacher Preparation, Teacher Training, teacher training colleges, Teacher Workforce, TEACHERS, teaching, teaching force, Textbook, Textbooks, universal primary completion, upper primary grades, urban schools, vocational schools, Vocational training, Writing Instruments, Youth,
Online Access:	http://hdl.handle.net/10986/13136
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