Education in South Sudan is modelled after the educational system of the Republic of Sudan. The primary language at all levels is Englishas compared to the Republic of Sudan, where the language of instruction is Arabic. The recent South Sudanese Civil War that resulted in a division of the state of Sudan dates back to Second Sudanese Civil Warwhich was a national conflict between the majority Muslim, Arab northern leadership administration and Christian, African South.
These consequences extended to relief operations, as finding individuals with an adequate level of schooling and education to be trained as health relief workers became more difficult with time. There was very limited support given to schools in most areas of southern Sudan up to The establishment of the above priorities directed the ECC's focus towards standardization of education and quality training for teachers. The ECC developed a modular teacher-education scheme that operated at five levels, each involving a two-to-three week course in Sudan that covered both academic and vocational topics.
In terms of content creation, the ECC's materials for distance education has been written by southern Sudanese educationists, or those who have a great deal of experience in the region. These individuals are now coordinators who support other teachers at their schools. Although schools have been established, they have been created at the local village level, introducing the variability of volunteerism and lack of higher leadership beyond village elders and Parent Teacher Councils.
Here are a few key ways the ECC has done this: . Prior to the recent South Sudanese Civil WarSouth Sudan was primarily viewed as an impediment to the spread of Islam to more southern African nations. The National Congress Party NCPwhich represented a very fundamentalist Islamic policy and imposed Islam as a dogma on both Muslim and non-Muslim groups, replaced the administrators and teachers from the Ministry of Education.
With the NCP in power, the objectives of the national education system shifted to Islamic values. South Sudan. One such example is exemplified in the decision of the Southern Sudanese Ministry of Education, Science and Technology to mandate English as the primary medium of instruction for the first three years of primary school, which has made the integration of Northern Sudanese very complex and introduced linguistic barriers.
The civil war in Sudan was fueled in part by the systemic denial of education in South Sudan. Due to the stark religious differences in Sudan, with Islam being more prevalent in the North, students in South Sudan are disproportionately equipped to take the national examination after reaching the eighth grade.
The educational landscape prior to the South Sudanese Civil War can be observed in these statistics from the Ministry of General Education and Instruction : . According to UNESCOas ofthe number of illiterate individuals older than 15 constitutes more than 70 percent of the population in South Sudan.Jump to navigation. Health professionals have raised awareness among the leadership of the almost 28, internally displaced people staying at the UN protection site in Malakal on how to prevent an outbreak of the pandemic Coronavirus among themselves.
As the Coronavirus spreads globally, farmers in the Aweil area of Northern Bahr-el-Ghazal are not exempted from the impact: preventive measures taken by the government make cultivating land difficult. Social distancing is not a problem for farmers in Aweil, but they face other challenges caused by restricted movements to prevent COVID UNMISS Medical Unit ramps up prevention measures and awareness-raising among its own peacekeepers to ensure safety of host populations and its own personnel.
Frequent hand washing and social distancing are the norms among peacekeepers and internally displaced people in Bor alike. We are losing our husbands, we are losing our children. How long are we going to talk about peace? A short helicopter flight away, it is the same story for Mama Joyce Kela, who lives amongst hundreds of soldiers deep in the bush in Opposition-held territory. Why is it that when war breaks out, the victims are the women.
We are not happy. Do the fighters fight because of women or because they are just soldiers who like killing? Hear their story and what regional peace brokers are doing to help them.
UNHCR - United Nations High Commissioner for Refugees
Upon completion of a fourth session in Bentiu, a visiting mobile court had convicted eight people found guilty of rape, murder, armed robbery, kidnapping and serious assault. The mobile court was set up by the United Nations Mission in South Sudan in collaboration with the national ministry of justice to try accusations of serious crimes committed in the UN protection of civilians site and surrounding areas.
Search Search. Displaced families leave protection site to return home to Bentiu. In Torit, a town in eastern Equatoria, close to the border of Uganda, people are worried. UNMISS medical personnel take necessary precautions to keep staff safe and healthy, assist local populations.
UN takes steps to support coronavirus prevention and preparedness in South Sudan - 18 March UN takes steps to support coronavirus prevention and preparedness in South Sudan.
Photo Video Radio Miraya. Featured This Week Upon completion of a fourth session in Bentiu, a visiting mobile court had convicted eight people found guilty of rape, murder, armed robbery, kidnapping and serious assault.As we swap out old for new, pages will be in transition. Thanks for your patience — please keep coming back to see the improvements.
Total people in need: 7. Total people to be reached: 4. The unresolved conflict has prevented displaced people from returning home, increased their vulnerability and is severely hampering basic service provision for 7. Sincethe United Nations has verified over 3, incidents of grave violations affecting 98, children and adolescents.Excitement as 2019 Primary leaving examination results are released
InUNICEF will target children left furthest behind in South Sudan, ensuring they are safe, can quickly recover from shocks such as Ebola and cholera outbreaks, and are equipped and empowered to respond to future distress. Life-saving humanitarian assistance delivered through an integrated package of nutrition, health, WASH, education and child and social protection services, including cash programming, will promote early stimulation and responsive caregiving.
Partnerships will build the capabilities and resources of central and sub-national urban and rural authorities and be aligned with the United Nations Cooperation Framework. Innovative emergency responses, including for Ebola response, will be based on effective preparedness actions that scale up interventions for affected children through static operations, direct outreach and the Integrated Rapid Response Mechanisms with the Food and Agriculture Organization and the World Food Programme.
Strengthening social service delivery systems in high-risk areas will improve accountability to and results for children by building resilience and sustaining gains.
Secondary School Results Announced
Risk-informed programming will strengthen the capacities of individuals, communities and local partners from the onset of humanitarian action. UNICEF will continue to co-lead the nutrition, education and WASH clusters and the child protection area of responsibility to contribute to strategic humanitarian action linked to development.
Bed nets were distributed for malaria prevention to 63, families. Two national immunization campaigns helped to reach overchildren. Complementary development funding improved access to learning, with 88 per cent of targeted children reached. An estimated 64, school pupils gained access to improved water facilities, and 3, women and girls received items to support menstrual hygiene management.
Due to underfunding of critical protective services for affected children, only 36 per cent of targeted children were reached with essential gender-based violence services. Gains were made in education with the enrolment ofaffected children, of which 42 per cent were girls, and the training of 4, teachers on basic pedagogy. Twenty-nine Integrated Rapid Response Mechanism missions were deployed to hard-to-reach locations, reaching overpeople, including 39, children under 5 years.
UNICEF worked with partners, including clusters and local authorities to collectively prepare for and respond to disease outbreaks, including Ebola, as well as food insecurity and widespread displacement. Over 50 per cent of partnerships were with local responders. These funds will allow UNICEF to provide timely, life-saving aid and contribute to building the resilience of populations affected by multiple shocks.
Without adequate funding, UNICEF and partners will be unable to scale up integrated programming and provide critical and protective services for women, men and children displaced by conflict, affected by gender-based violence, facing the risk of disease outbreaks, including Ebola, and impacted by extreme food insecurity.
Countrywide insecurity underpins the high operating costs in South Sudan. Children are 54 per cent of all people in need. Current appeal [PDF]. South Sudan Humanitarian Response Plan. Skip to main navigation Skip to content.Out of almost 8, candidates who sat, roughly 6, passed, representing a passing rate of Last year, only 50 percent of the candidates passed.
The results show that male candidates have consistently performed better than female candidates. However, the difference has reduced this year compared to last year, in which only An analysis of the results also shows that the candidature for South Sudan-based curriculum examinations has been systematically increasing for the last 5 years. In a document signed by the Chairperson of South Sudan examination council also the minister for general education Hon.
Deng Deng Hoc, The chairperson commend the cooperation between the South Sudan national examination council and the ministry of national security, CID and police administration who went a long way to ensure the security of examination materials as well as the security of the candidates during the examination.
The examinations were administered to 22, candidates in centers across the country. The male candidates have consistently performed better than female candidates The candidates can collect their official results from examination centers or state Ministry of education and instruction offices.
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See author's posts. Share this:. Riek Machar. More Stories 1 min read. Facebook Page. You may have missed. Lam Akol Ajawin.The Office of the United Nations High Commissioner for Refugees was established on December 14, by the United Nations General Assembly to ensure that everybody has the right to seek asylum and find safe refuge, having fled violence, persecution, war or disaster at home. SinceUNHCR, the UN Refugee Agency has been taking the lead in protecting people forced to flee wars and persecution around the world, providing life-saving aid including shelter, food and water to ensure their basic safety, rights and dignity.
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Other best performers are Salaam Secondary School, St. Daniel Comboni Secondary School, St. He stated that despite good performance last academic year, more needs to be done to improve the quality of teaching in the country:. Meet Elizabeth Anyieth Mayen, from Bor College High school in Jonglei, the top student in the national secondary school leaving examinations. Copyright All rights reserved. Eye Radio is a product of Eye Media Limited. Share with friends: Facebook twitter.
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The purpose of my Semester Project is to study how the first, national South Sudanese education curriculum framework is being promoted as a transformer and unifier of the people of South Sudan as it responds to the civil war, particularly since the breakout of increased fighting as of December Yet, with all the celebrations of independence, South Sudan is faced with building an entire nation from scratch.
Infrastructure systems of government, transportation, security, technology, health care, education, and electricity are being built and destroyed simultaneously.
It is a daunting task and involves governments, multinational companies, aid agencies, and donors from around the world, each stakeholder with their own agenda for developing a sustainable South Sudan. A historiography of South ern Sudan explains that conflict has existed for decades, yet the fight for independence became a unifier and with it, hopes of continued unification once independence was achieved.
In addition, the interconnectedness of interstate, intrastate, and non-state ethnic actors have created a perfect storm of escalated violence pitting Dinka and Nuer and other ethnic groups against each other for power, control, oil rights, and access to the limited resources for survival.
The education system in the South Sudan faces many shortages, challenges, and obstacles. Additional educational concerns are that the primary system has an excess of 1. Safety is also of prime concern with Fear of additional conflicts and unsafe access to schools as well as unsafely constructed schools have and will continue to prevent many from attending.
Yet, according to Knezevic and Smithchallenges to English as the official language of instruction include:. The stunting of education quality, as well as increasing tensions among Arabic and English education personnel. Not only primary schools, but also some secondary schools are demanding that people be taught in their local language. What matters is finding the best path to literacy and ensuring children find interest in continuing education.
The decision is in line with the General Education Act, Chapter IV, Article 12, which states that the Ministry shall establish a unified secular curriculum for public and private schools Deng, The curriculum was also promoted as legitimized through its grounding by key South Sudan documents that include the interim Constitution of South Sudan, the Education Act, and the General Education Strategic Plan Maphalala, The curriculum is competency-based and integrates life skills and peace education, gender, human rights, and environmental awareness into school subjects.
The curriculum includes academic and co-curricular activities to provide a variety of experiences for learners as well as designed to impart basic life skills that are important for peacebuilding cooperation, tolerance, identity, appreciation cultural diversity, etc.
Prior to the launch of the national curriculum, there were no complete or comprehensive curriculums in South Sudan. Some schools were using the South Sudan curriculum while others were using curricula from Uganda, Kenya, Ethiopia, Sudan, or a hybrid depending on what resources were available and could vary by state.
The curriculum is designed to help young people learn about their shared national identity. Human rights and gender equity must also become the norm.
Funding continues to be a main challenge in the South Sudan education system. Turning to the Education Sector, it plans to provide State transfers to pay the salaries of teachers at State level, provide capitation grants to primary schools, and support State and County education departments.
It will provide direct support to the functioning of universities and provide teacher training. In total, the sector is estimated to receive four billion eight hundred million South Sudanese pounds SSP 4,million of donor support that does not pass through the budget.
The four key aims of the South Sudan curriculum framework are to create 1 good citizens of South Sudan, 2 successful life-long learners, 3 creative and productive individuals, and 4 environmentally responsible members of society MoEST, The phases of education are Early Childhood, ages ; Primary, grades ; and Secondary grades Also, the language of instruction in Early Childhood and Primary will be a national language selected by the school to best fit with local needs and circumstances.
The language of instruction for Primary will be English with Arabic learned from Primary 5.