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REISMAN AND JANKE • Renovated or new resource centers at each of the 12 to 15 institutions in the Education Support Network • 4,751 teachers on the path to certification • 115 TTI and CEC tutors trained in and using the new unified curriculum • 5,300 head teachers, inspectors, and officials trained in the new curriculum and in other critical areas • 246,830 learning materials developed or acquired and distributed (Education Development Center 2011) However, by the time the project began in October 2011, it was already clear that the education sector still faced many challenges. Within a few months, EDC staff were forced to evaluate which of their program objectives and design elements seemed unfeasible, and they began working with the ministry and USAID to adjust the program’s focus and activities to set feasible objectives. The specific conditions that affected SSTEP’s implementation within the first year were as follows: • No operational budgets for the Curriculum Development Center, the TTIs, and the CECs. Under the austerity measures resulting from oil disputes with North Sudan, the government was not able to provide adequate funding to any of the teacher preparation institutions SSTEP had planned to work with. 1 As a result, only one government TTI and a limited number of CECs were operational during this time. In-service training through the ministry training structures was thus severely limited. • A lack of tutors for the in-service training model. With the closing of the TTIs and consequent lack of teacher trainers, SSTEP turned to government-paid tutors who were linked to the CECs or the state ministries to deliver in-service training and support. The state tutors typically were retired teachers linked to an operational CEC and tasked with training, coaching, mentoring, and supervising teachers. 1 While specific data on actual budget figures are hard to obtain, SSTEP estimated that only 30 percent of the ministry budget was allocated in FY2012-2013. Roughly 10 percent of the overall FY2012-2013 austerity budget of 6.7 billion South Sudanese pounds (USD 1.3 billion) is allocated to education. Following this logic, an estimate of total funding for education in South Sudan for 2012-2013 is in the range of USD 40 million. 142 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION Unfortunately, the government tutors in many states were unavailable, unqualified, or simply not working, since they were not being paid. With many CECs nonoperational, the tutors were left unsupervised and without clear roles and responsibilities. To address the dearth of tutors, SSTEP hired a modest number of trainers to staff its field offices, which added unforeseen costs to the project. With limited financial resources, SSTEP was not in a position to hire the high number of trainers needed to ensure quality in-service training in each state. • The departure of a large number of teachers who had been trained through the MDTF-SS and BSF. Although more than 1,600 teachers were enrolled in the MDTF-SS, SSTEP was only able to locate and reenroll approximately 900. The reasons for the high dropout rate ranged from teachers finding other (paid) jobs, including in the police force or the army, to a loss of interest in the teaching profession, which was related to delays in being paid. As a result, to maintain its commitment to USAID to train a large number of teachers, SSTEP had to work with the state ministries to recruit more teachers. • A lack of established systems to regulate the teaching profession. While SSTEP was committed to improving policy frameworks and management systems to professionalize teaching, progress was slow due to delays in passing and then implementing the education bill. Teacher professional development, including certification, remained a pending issue on the agenda. There was a lack of agreement within the ministry about the minimum education level required to enter a TTI or CEC, or to attend in-service training. Some in the ministry believed that teachers should have at least a grade 8 education, whereas others (along with SSTEP staff) believed that all interested candidates should be eligible for some teacher training program. This disagreement made it difficult for SSTEP to offer appropriate training to teachers with a broad range of education and skill levels. • The lack of sufficient experienced curriculum developers among the ministry staff to complete and revise the existing teacher training curriculum. While SSTEP had anticipated leading a curriculum review process and supporting the development of materials, it had envisioned that the ministry would conduct the majority of the work. Unfortunately, due to various factors, including the budget, the Curriculum Development Center at Maridi was largely dysfunctional. October 2015 143
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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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TORRENTE ET AL. Hagelskamp, Carolin
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TORRENTE ET AL. Miller, Kenneth E.
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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 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 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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