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UNHCRs education challenges in Southern Sudan

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13 years lecturing/ teacher training at ... Promoting education of women and girls ... English to be language of instruction yet many students only know Arabic ... – PowerPoint PPT presentation

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Title: UNHCRs education challenges in Southern Sudan


1
UNHCRs 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
    countrys 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
Worlds biggest education emergency
  • Sudan is currently at the forefront of the
    international communitys conflict/ post-conflict
    agendas. Forced Migration Review, 24, p.46,
    November 2005

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
    UNHCRs activities

7
UNHCRs 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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