JOURNAL
3twmGXuyn
3twmGXuyn
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
REISMAN AND JANKE<br />
• Renovated or new resource centers at each of the 12 to 15 institutions in<br />
the Education Support Network<br />
• 4,751 teachers on the path to certification<br />
• 115 TTI and CEC tutors trained in and using the new unified curriculum<br />
• 5,300 head teachers, inspectors, and officials trained in the new<br />
curriculum and in other critical areas<br />
• 246,830 learning materials developed or acquired and distributed<br />
(Education Development Center 2011)<br />
However, by the time the project began in October 2011, it was already<br />
clear that the education sector still faced many challenges. Within a few months,<br />
EDC staff were forced to evaluate which of their program objectives and design<br />
elements seemed unfeasible, and they began working with the ministry and<br />
USAID to adjust the program’s focus and activities to set feasible objectives. The<br />
specific conditions that affected SSTEP’s implementation within the first year<br />
were as follows:<br />
• No operational budgets for the Curriculum Development Center,<br />
the TTIs, and the CECs. Under the austerity measures resulting from<br />
oil disputes with North Sudan, the government was not able to provide<br />
adequate funding to any of the teacher preparation institutions SSTEP<br />
had planned to work with. 1 As a result, only one government TTI and a<br />
limited number of CECs were operational during this time. In-service<br />
training through the ministry training structures was thus severely<br />
limited.<br />
• A lack of tutors for the in-service training model. With the closing<br />
of the TTIs and consequent lack of teacher trainers, SSTEP turned to<br />
government-paid tutors who were linked to the CECs or the state<br />
ministries to deliver in-service training and support. The state tutors<br />
typically were retired teachers linked to an operational CEC and<br />
tasked with training, coaching, mentoring, and supervising teachers.<br />
1 While specific data on actual budget figures are hard to obtain, SSTEP estimated that only 30<br />
percent of the ministry budget was allocated in FY2012-2013. Roughly 10 percent of the overall FY2012-2013<br />
austerity budget of 6.7 billion South Sudanese pounds (USD 1.3 billion) is allocated to education. Following<br />
this logic, an estimate of total funding for education in South Sudan for 2012-2013 is in the range of USD 40<br />
million.<br />
142<br />
Journal on Education in Emergencies