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REISMAN AND JANKE simply does not meet the basic requirements for implementing the CSE guidelines. These realities raise a number of questions for donors, implementing partners, and education officials, not only in South Sudan but in other in conflict-affected areas that wish to adhere to the CSE principles: • What is an acceptable timeframe for addressing the various CSE guidelines? • Given that not all guidelines can be addressed at once, how should the strategies be prioritized and who will determine this? • Given that governments face a serious shortage of funds and experienced personnel, what milestones and benchmarks are acceptable when developing a progressive, conflict-sensitive teacher education and support system that governments, donors, and implementing partners can use as a guideline while they work toward the long-term goals and desired standards? How might the role of the government, donors, and implementing partners evolve as the teacher education and support system is constructed over time? • If the government is not able to collaborate in developing conflictsensitive teacher education and support, what parts of the CSE Guidance Note (and the resource pack more broadly), if any, can nongovernmental actors still apply, and what sort of impact could they have? • What role can or should teachers’ perspectives play in applying the principles of CSE? In a context like South Sudan, where there are few if any collective teacher bodies, how can meaningful consultations take place? The following sections review how the CSE guidance could have influenced SSTEP’s design and implementation experience, evaluate its applicability in an extremely challenging conflict-affected environment, and assess how the program design and decisions made by donors, implementing partners, and the National Education Ministry affected this applicability. Following the review, we offer recommendations and lessons learned for how to make the CSE Guidance Note more operational, using the above questions as a guide. Before diving into the analysis, two observations regarding South Sudan, and SSTEP in particular, seem important. First, as noted above, South Sudan is 150 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION not only recovering from decades of war (and may be sliding back into it), it is also a new country that needs to implement laws and policies, most of which must be created from scratch. In theory, the country should and could follow the standards set out in the CSE Guidance Note to develop its education system, but doing so in practice will be difficult because of the extreme lack of technical expertise, human resources, and budget available to the National Education Ministry. Second, the National Education Ministry was represented within SSTEP by a technical committee and a policy committee, which often disagreed with each other. These disagreements and the fact that the ministry was acting from a severely under-resourced position often meant that SSTEP leadership lacked a strong counterpart within the ministry, and that key deliverables that relied on ministry leadership were either delayed or stymied. Domain 3, Standard 2: Training, Professional Development, and Support 4 INEE guidance. This minimum standard states that “teachers and other education personnel receive periodic, relevant, and structured training according to needs and circumstances” (INEE 2013, 11). The CSE Guidance Note describes professional development as inclusive and nondiscriminatory, with special attention given to refugee teachers. Training should be provided by qualified trainers who are aware of the dynamics of a particular conflict. In terms of content, the CSE strategies suggest that training include human rights, responsible citizenship, reconciliation, conflict dynamics and transformation, identity issues, nonviolent alternatives, and historical memory. The South Sudan Minimum Standards lay out specific goals for trainings on emergency issues and the need for subject-specialist trainers. Observation: With limited teacher education capacity and resources, the ministry prioritized a focus on core subjects over more conflict-sensitive ones, such as peacebuilding and human rights. No substantial effort was made to integrate CSE into the core subjects during the curriculum revisions. As noted above, South Sudan has a severe teacher shortage and currently relies on a large percentage of volunteer and untrained teachers for whom the only training option is in-service. Substantive face-to-face in-service training is limited 4 The CSE Guidance Note is organized according to the five education domains put forward in IN- EE’s (2010) core guidance document, “Minimum Standards for Education: Preparedness, Response, Recovery”: (1) Foundational (community participation, coordination, analysis), (2) Access and Learning Environment, (3) Teaching and Learning, (4) Teachers and Other Education Personnel, and (5) Education Policy. October 2015 151
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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
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MENDENHALL ET AL. northwestern Keny
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MENDENHALL ET AL. Second, the langu
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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 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 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
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