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REISMAN AND JANKE youth aged 15 to 24 could read and write. Southern Sudan also had the world’s lowest ratio of girls to boys enrolled in primary school: three times as many boys as girls attended school, and the literacy rate of females ages 15 to 24 was only 15 percent (World Bank 2012, 19). The CPA brought hope that hostilities would soon cease, creating a more promising environment for education. Donors increased their support for education, and thousands of individuals displaced by the war began to return. For these reasons, access to education improved dramatically by 2009, with 3,400 primary schools and 196 secondary schools in operation. Total primary school enrollments had risen to 1.4 million, representing a 51 percentage point increase in the enrollment rate from 2000, to 72 percent. However, the primary school completion rate was 26 percent, the average pupil-to-classroom ratio was 129:1, and there was one textbook available for every four pupils. Many children were still out of school, and over-age students made up 85 percent of all primary school enrollees (World Bank 2012, 25; DFID 2012b, 6). Four years later, in 2013, more than 70 percent of adults in South Sudan were still unable to read and write, and 90 percent of primary school students dropped out before completing grade 8. Fifty-eight percent of primary schoolage children were out of school, and over-age students made up 87 percent of all primary school enrollees. In 2013, the net primary school enrollment rate was 42 percent (South Sudan 2013). These disappointing statistics obscure the fact that South Sudan’s National Education Ministry, with support from the international education community, had worked hard for more than a decade to improve education. When civil conflict erupted again in 2013, the ministry had made slow but steady gains in education policy, systems, and capacity development at the central and state levels. 136 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION Table 1: Basic Education Indicators, South Sudan, 2013 Total pupils enrolled in primary school 1,311,467 Gross primary school enrollment rate 61.9% (boys: 71.7.4%; girls: 50.9%) Net primary school enrollment rate 41.5% (boys: 47.1%; girls: 35.4%) Percentage of over-age pupils 87.3% (boys: 87.7%; girls 86.7%) Net primary grade 1 intake rate for sixyear-olds Enrollment in the Alternative Education System 11.9% 208,570 (57.1% male; 42.9% female) 88.8% age 16 and over 84.2% enrolled in Accelerated Learning Program Primary school teachers 27,709 (male 87.4%; female 12.6%) Primary school teacher status and qualifications Paid 72.2%; unpaid: 25.8% Completed primary: 34% Completed secondary: 61.9% Completed university: 4% Trained: 39.8%; untrained 59.9% Source: Government of the Republic of South Sudan (2014) Table 2: Average Growth in Student Enrollments, by Level, 2000-2013 Average Annual Enrollment Growth (%) Level 2000 2005 2009 2013 2000-05 2005-09 2000-09 2009-13 Primary Education Secondary Education 331,000 669,000 1,380,580 1,311,467 15 20 17 -5 7,740 17,465 44,027 46567 18 26 21 5.45 Higher Education 15,102 (2002) 23,968 Vocational Training 724 2,760 Source: World Bank (2012); Government of the Republic of South Sudan (2014) October 2015 137
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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
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TORRENTE ET AL. et al. 2012). Colle
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TORRENTE ET AL. Burde, Dana, Amy Ka
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Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
Page 92 and 93: QUALITY EDUCATION FOR REFUGEES IN K
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 132 and 133: REISMAN AND JANKE INTRODUCTION Usin
Page 134 and 135: REISMAN AND JANKE New challenges ar
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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