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REISMAN AND JANKE To address these conditions and others, EDC submitted a change in approach to USAID in December 2012 that it outlined in a “master plan,” which was shaped in consultation with the ministry and USAID. The main elements of the plan, which detailed the first major shift in approach, were as follows: • Reduce the number of teachers and increase the number of tutors to be trained. Due to the lower than anticipated number of teachers who re-enrolled in teacher training and the ministry’s lack of funds to maintain the minimum infrastructure for in-service training at the state level, the overall target for the number of teachers undergoing training was reduced. Realizing that the emphasis would be on in-service training moving forward, and understanding both the critical role and the low capability of government tutors, support and training were expanded to reach more tutors with an in-depth training program. • Focus on early primary grade teachers and propose a lower primary provisional certificate. Given the high number of lower primary teachers with little to no training, SSTEP proposed a two-year inservice training model whereby teachers would receive a lower primary provisional certificate and have five years to upgrade to a full primary teaching certificate. SSTEP, USAID, and some in the ministry viewed this as a cost-effective and efficient way to upgrade the skills of thousands of teachers in a relatively short time. The same delivery model would continue, which included three weeks of face-to-face training three times per year, cluster meetings, and community-based studies. Following this pattern, teachers could obtain the lower primary provisional certificate in two years and the full certificate in four years. • Emphasize reading. Recognizing the importance of literacy in South Sudan and the lack of materials and methods for teaching reading and writing, SSTEP proposed (1) to integrate this teaching into the English syllabus of the unified teacher training curriculum, (2) to design new literacy training materials, and (3) to train a core group of tutors as trainers. This was related to USAID’s guidance on emphasizing reading. Since the language of instruction in South Sudan is emphatically English, with little political interest in mother-tongue instruction, there is a critical gap in the English literacy skills of teachers and students alike. 144 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION • Expand the number of SSTEP offices based in the states. SSTEP staff initially worked from one office in Juba. In response to the challenges the ministry faced in terms of the number and qualifications of tutors, SSTEP expanded its field presence to provide more direct support to tutors and teachers alike. Offices eventually opened in all ten states, with five staff positions each: three technical and two operational. By December 2013, SSTEP had trained close to 3,000 teachers and tutors; however, none of them had completed the four-year in-service training program and few were likely to complete it during the project’s life cycle. Furthermore, the in-service model agreed to by all stakeholders had proven difficult to implement, due to the widely dispersed teachers, limited TTI and CEC technical and delivery capacity as well as resources, and difficulty selecting and training tutors. With what it cost annually to support the in-service model, SSTEP would have run out of funding without any certainty that the teachers enrolled in the program would be formally recognized (e.g., certified) by the GOSS. SSTEP had been advocating all along for the lower primary provisional certificate, which would have enabled its trainees to take a certification exam during the life of the project. Despite significant efforts by SSTEP, the ministry had not made any progress toward approving the certificate, largely due to disagreements over whether it was worth training teachers who lacked a secondary school degree. Given these obstacles and the arrival of new USAID staff in South Sudan, SSTEP embarked on a new round of modifications with USAID and the ministry in December 2013. The major emphasis of this shift in approach included the following changes: • Expand work on policy and teacher training curriculum development. To lay the foundation for future teacher professional development in light of the challenges noted previously, it was agreed that SSTEP should focus its remaining resources on foundational elements of policy and curriculum development. • Suspend in-service training activities at the state level. It was argued that, with more resources devoted to policy and curriculum, continued training for a few thousand teachers was a lower priority, particularly given the question of whether these teachers would be formally recognized. October 2015 145
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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
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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
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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 142 and 143: REISMAN AND JANKE • Renovated or
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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