South Sudan Education Fact Sheet 2011
Fact sheet 2011 EDUCATION
South Sudan Country profile After years of conflict, South Sudan became an independent country on June 9
th
2011. However, there are still some security concerns hampering the repatriation of Sudanese refugees from Uganda, Kenya, Ethiopia and Southerners residing in the North. South Sudan has over the past two years been marked by increasing violence, mostly related to armed groups, including Uganda's Lord's Resistance Army (LRA) and inter-tribal clashes. While historically, clashes among tribes revolved largely around cattle raids, a radical shift in patterns of violence points to a clear targeting of women and children. According to UN estimates, some 600,000 people have been internally displaced for varying periods over the past 18 months by inter-tribal conflicts and LRA activities. The situation is compounded by general underdevelopment and food insecurity. LRA-induced refugee flows from the Democratic Republic of the Congo (DRC) and the Central African Republic continue. In early 2010, for instance, more than 3,000 Congolese refugees sought safety in Southern Sudan. In the East, rigorous efforts are required to find solutions to the protracted situation of Ethiopian Anuak refugees, as well as returnees and IDPs who are experiencing difficulties in urban areas.
Situation of refugee education in the camps in 2010 Enrolm ent in prim ary and secondary school in 2010, by cam ps and gender
% of children
120
100100
100
100 80
58 61
60
Female Male
40 20
0
2 0
0 Primary school
Secondary school
Primary school
Juba
Secondary school
Lasu, Makpandu, Ezo
Presence a local education committee with implementing partner/government participation % of refugees teachers % of female teachers
Juba Female Male Enrolment of refugee youth in training
0%
1
43%
Juba
Lasu, Ezo, Makpandu
No 100% 21%
Yes 75% 13%
Lasu, Makpandu, Ezo Female Male n/a
5%
Objectives All children have full access to primary education in a child-friendly space. Vocational training and, wherever feasible, provide secondary education.
Challenges • • • • • • •
• • •
Education provided to the refugee communities is of poor and irregular quality Primary education is informal, relying mostly on refugee teachers who are poorly trained and with few qualifications Low teaching quality due to lack of materials, motivation and permanent school structures Language is a problem for the French-speaking refugees who want to continue higher education High drop-out rates in the primary schools, especially among girls, leave a low percentage of refugee children graduating from primary school due to early pregnancies and marriages Many refugee parents do not value education due to a lack of awareness among some parents on the importance of education In two of the three Congolese settlements (Makpandu and Lasu), the Congolese curriculum is followed, and thus exams have to be authorized by the Ministry of South Sudan and carried out by the Ministry of Education in the DRC. So far, it has proved very difficult to arrange for exams for the Congolese refugee children, as the process in DRC is lengthy and needs to be initiated long before the exams are to take place Insufficient options for refugee youth who are not attending school. They are often too old to enrol in primary school and feel too young to enrol in adult education The few vocational trainings remain inconsistent and have not really led to sustainable livelihoods There are insufficient options for those who do graduate from primary school to access higher education
Juba
Total number of children and youth in the camps
Lasu, Makpandu, Ezo
Female
Male
Female
Male
Total number of children of primary school age (6-11)
30
40
2479
2449
Total number of children of secondary school age (12-17)
30
24
694
671
Total number of refugee youth (15-24)
60
35
1208
1301
Overall education needs budget 2012: USD 2.3 million
17%
UNHCR approved budget
83%
UNHCR Education Unit, Geneva 2011
2
South Sudan Country profile After years of conflict, South Sudan became an independent country on June 9
th
2011. However, there are still some security concerns hampering the repatriation of Sudanese refugees from Uganda, Kenya, Ethiopia and Southerners residing in the North. South Sudan has over the past two years been marked by increasing violence, mostly related to armed groups, including Uganda's Lord's Resistance Army (LRA) and inter-tribal clashes. While historically, clashes among tribes revolved largely around cattle raids, a radical shift in patterns of violence points to a clear targeting of women and children. According to UN estimates, some 600,000 people have been internally displaced for varying periods over the past 18 months by inter-tribal conflicts and LRA activities. The situation is compounded by general underdevelopment and food insecurity. LRA-induced refugee flows from the Democratic Republic of the Congo (DRC) and the Central African Republic continue. In early 2010, for instance, more than 3,000 Congolese refugees sought safety in Southern Sudan. In the East, rigorous efforts are required to find solutions to the protracted situation of Ethiopian Anuak refugees, as well as returnees and IDPs who are experiencing difficulties in urban areas.
Situation of refugee education in the camps in 2010 Enrolm ent in prim ary and secondary school in 2010, by cam ps and gender
% of children
120
100100
100
100 80
58 61
60
Female Male
40 20
0
2 0
0 Primary school
Secondary school
Primary school
Juba
Secondary school
Lasu, Makpandu, Ezo
Presence a local education committee with implementing partner/government participation % of refugees teachers % of female teachers
Juba Female Male Enrolment of refugee youth in training
0%
1
43%
Juba
Lasu, Ezo, Makpandu
No 100% 21%
Yes 75% 13%
Lasu, Makpandu, Ezo Female Male n/a
5%
Objectives All children have full access to primary education in a child-friendly space. Vocational training and, wherever feasible, provide secondary education.
Challenges • • • • • • •
• • •
Education provided to the refugee communities is of poor and irregular quality Primary education is informal, relying mostly on refugee teachers who are poorly trained and with few qualifications Low teaching quality due to lack of materials, motivation and permanent school structures Language is a problem for the French-speaking refugees who want to continue higher education High drop-out rates in the primary schools, especially among girls, leave a low percentage of refugee children graduating from primary school due to early pregnancies and marriages Many refugee parents do not value education due to a lack of awareness among some parents on the importance of education In two of the three Congolese settlements (Makpandu and Lasu), the Congolese curriculum is followed, and thus exams have to be authorized by the Ministry of South Sudan and carried out by the Ministry of Education in the DRC. So far, it has proved very difficult to arrange for exams for the Congolese refugee children, as the process in DRC is lengthy and needs to be initiated long before the exams are to take place Insufficient options for refugee youth who are not attending school. They are often too old to enrol in primary school and feel too young to enrol in adult education The few vocational trainings remain inconsistent and have not really led to sustainable livelihoods There are insufficient options for those who do graduate from primary school to access higher education
Juba
Total number of children and youth in the camps
Lasu, Makpandu, Ezo
Female
Male
Female
Male
Total number of children of primary school age (6-11)
30
40
2479
2449
Total number of children of secondary school age (12-17)
30
24
694
671
Total number of refugee youth (15-24)
60
35
1208
1301
Overall education needs budget 2012: USD 2.3 million
17%
UNHCR approved budget
83%
UNHCR Education Unit, Geneva 2011
2
