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REISMAN AND JANKE INTRODUCTION Using the USAID-funded South Sudan Teacher Education Project (SSTEP) as a case study, this paper examines the emerging guidance on the conflict-sensitive design and implementation of teacher education policy and programming in conflict-affected environments. We refer in particular to the guidelines and conceptual frameworks provided by the Inter-Agency Network for Education in Emergencies (INEE) in its 2013 “INEE Guidance Note on Conflict Sensitive Education (CSE)” and “Minimum Standards for Education,” which were contextualized specifically for South Sudan. These works provide a conflictsensitive lens through which to view the SSTEP design and implementation. In reviewing recommended conflict-sensitive strategies from the perspective of a teacher education project that was. at that time operating within a “conflict recovery” environment, we highlight the following: • The ways the initial program design can affect the applicability of recommended conflict-sensitive education strategies • The roles that decisions by donors, implementing partners, and ministries play in facilitating, or undermining, the application of recommended conflict-sensitive teacher education strategies • The extent to which the recommended conflict-sensitive strategies are realistic and effective when applied to existing dynamics It is important to note that this is a retroactive analysis. SSTEP, which was implemented by Massachusetts-based Education Development Center (EDC) from 2011 to 2014, was designed and largely implemented before the INEE published its CSE guidance documents. This perspective allows us to review how events actually unfolded, and to speculate whether and how they might have been different had the CSE teacher training guidance been applied. More specifically, it allows us to consider what the outcome might have been had a full and robust conflict analysis been undertaken before initiating SSTEP. This paper is intended primarily for policy makers, practitioners, program designers, and researchers who are working to improve education in fragile and conflict-affected environments. 132 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION BACKGROUND South Sudan is a nation seriously affected by ongoing conflict, both with the North and among the South Sudanese themselves. The Republic of Sudan’s recent history has been dominated by two civil wars, from 1955 to 1972 and 1983 to 2005, and culminating in South Sudan’s independence in 2011. The conflict is rooted in an identity clash between the mostly Arabic-speaking and Muslim North and the mostly English-speaking and Christian sub-Saharan South, and in the South’s struggle to gain equal access to mineral resources, political influence, and government services. This longstanding conflict has created formidable obstacles to South Sudan’s ability to develop critical governance, economic and social institutions, and infrastructure. In January 2005, southern Sudan, represented by the Sudan People’s Liberation Army (SPLA), signed a Comprehensive Peace Agreement (CPA) with Sudan that granted the South regional autonomy and guaranteed its representation in a national power-sharing government. After the CPA was signed, southern Sudan’s government institutions began to focus on developing their human and administrative capacities; however, after five decades of civil conflict, virtually no governance systems existed. The dual tasks of institution-building and basic service delivery required massive resources (time, human, financial); the limited resources at hand were doled out carefully, with political and security considerations taking precedence. Support from neighboring countries (Sudan in the north, Kenya and Uganda in the east) and international donors did allow South Sudan to develop some institutions and limited service delivery, but such support was not sufficient to meet the extensive needs of the education sector and other social sectors. In January 2011, in a formal referendum on independence, 99 percent of southern Sudanese voted to split from Sudan, and the Republic of South Sudan (RSS) has been recognized since then as an independent nation. Nevertheless, the country remains embroiled in internal conflict and in ongoing disputes with Sudan over border areas, oil, and citizenship issues. In 2011, oil disputes with Sudan led the Government of the Republic of South Sudan (GOSS) to shut down its oil wells, which had provided around 98 percent of the nation’s revenues. This severely constrained cash flow to the GOSS and resulted in drastic austerity measures, that severely limited funding for social services, including education. It took more than a year to get oil revenues back on track, and even then, most were diverted to pay for security. Oil disputes between Sudan and RSS are ongoing, and they threaten both nations’ political and economic stability (DfID 2013). October 2015 133
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
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TORRENTE ET AL. Improving the quali
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TORRENTE ET AL. postconflict Guatem
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TORRENTE ET AL. Only a handful of r
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TORRENTE ET AL. Africa. Teachers li
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TORRENTE ET AL. The integrated reso
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TORRENTE ET AL. strategy, whereby s
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TORRENTE ET AL. Student Sample Stud
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TORRENTE ET AL. for children from f
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TORRENTE ET AL. subsequently added
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TORRENTE ET AL. Characteristics at
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TORRENTE ET AL. of students’ gend
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TORRENTE ET AL. Table 3: Multilevel
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TORRENTE ET AL. Table 4: Three Leve
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TORRENTE ET AL. Mental Health Probl
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TORRENTE ET AL. Impacts on the Qual
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TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 100 and 101: MENDENHALL ET AL. These principles
Page 102 and 103: MENDENHALL ET AL. attend schools se
Page 104 and 105: MENDENHALL ET AL. First, we selecte
Page 106 and 107: MENDENHALL ET AL. science teacher a
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113: MENDENHALL ET AL. Notably, the teac
Page 114 and 115: MENDENHALL ET AL. The confluence of
Page 116 and 117: MENDENHALL ET AL. New teachers ofte
Page 118 and 119: MENDENHALL ET AL. In our analysis,
Page 120 and 121: MENDENHALL ET AL. The head teacher
Page 122 and 123: MENDENHALL ET AL. particularly in c
Page 124 and 125: MENDENHALL ET AL. Government of Ken
Page 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
Page 128 and 129: MENDENHALL ET AL. APPENDIX 1 List o
Page 130 and 131: MENDENHALL ET AL. 4.2 Teacher used
Page 134 and 135: REISMAN AND JANKE New challenges ar
Page 136 and 137: REISMAN AND JANKE youth aged 15 to
Page 138 and 139: REISMAN AND JANKE This improved acc
Page 140 and 141: REISMAN AND JANKE According to the
Page 142 and 143: REISMAN AND JANKE • Renovated or
Page 144 and 145: REISMAN AND JANKE To address these
Page 146 and 147: REISMAN AND JANKE • Accelerate im
Page 148 and 149: REISMAN AND JANKE takes place; anal
Page 150 and 151: REISMAN AND JANKE simply does not m
Page 152 and 153: REISMAN AND JANKE to 9-12 weeks per
Page 154 and 155: REISMAN AND JANKE Domain 4, Standar
Page 156 and 157: REISMAN AND JANKE In cases where go
Page 158 and 159: REISMAN AND JANKE • the costs of
Page 160 and 161: REISMAN AND JANKE • Where there i
Page 162 and 163: REISMAN AND JANKE To be useful in t
Page 164 and 165: REISMAN AND JANKE for what CSE can
Page 166 and 167: REISMAN AND JANKE Government of Sou
Page 168 and 169: BOOK REVIEW But King’s third mess
Page 170 and 171: BOOK REVIEW (Bickmore 1999). The re
Page 172 and 173: CONTRIBUTORS J. LAWRENCE ABER (la39
Page 174 and 175: CONTRIBUTORS research has shown tha
Page 176: CONTRIBUTORS Homelessness; and she
Page 179 and 180: development and application of tool
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