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REISMAN AND JANKE • Where there is a dual objective to build systems and deliver teacher support services, design (and agree with the National Education Ministry on) contingency mechanisms that allow delivery to occur independently through nongovernmental organizations, should systems development timelines be delayed. • Limit donor or implementing partner targets to what can be achieved under prevailing conditions. Domain 5, Standard 1: Law and Policy Formulation INEE guidance. This standard states that “education authorities prioritize continuity and recovery of quality education, including free and inclusive access to schooling” (INEE 2013, 11). The South Sudan Minimum Standards detail recommendations for a wide range of education sector actors and the importance of advocacy for policy reform, along with free and inclusive schooling. Observation: During SSTEP’s implementation period, the GOSS was focused more on maintaining security than on anything else. Funding for education and policy reform virtually ground to a halt. In a context of political turmoil, citizen insecurity, and budget austerity, education authorities did try to maintain free access to schooling. However, their ability to advocate for the “continuity and recovery of quality education” was stymied by deeply divergent views within the government regarding the core elements of quality education, not to mention a funds shortage so severe that teacher training colleges remained shuttered and many teachers were simply not paid. Furthermore, there was a dearth at all levels of qualified education officials who might have known enough about quality education to advocate for it effectively. There were no teachers unions, and functional PTA and school management committees were few and far between. So, while external agents (donors, implementing partners, NGOs) were perhaps the loudest voices advocating for quality education, there was a limited technical structure or powerful domestic political base that could push this agenda, given the existing security and budget distractions. In all fairness, SSTEP did manage to support the development of several key policies and policy notes. However, even if the National Education Ministry had succeeded in producing more policies, it is unlikely, given the larger governmental crises at play during SSTEP’s period of implementation, that a National Education Ministry proposal requiring added funding would have been accepted by the other structures of government. 160 Journal on Education in Emergencies
CONFLICT-SENSITIVE TEACHER EDUCATION SSTEP Lesson Learned: Advocacy for and action on education policy reform is easily stymied by security considerations, budget austerity, political infighting at the National Education Ministry, and lack of education advocates at all levels. Recommendation for CSE: In cases where donors and implementing partners are committed to work with government to develop education policies, consider the following: • When designing a project and writing a proposal to implement it, analyze in as much detail as possible the human, financial, and institutional resources available to reach anticipated project goals, and adjust those goals to be in line with the government resources available. • Create a priority matrix like the one described under Domain 4, Standard 2, above, then work with the National Education Ministry to determine a realistic set of priority policies. • In cases of acute need for service delivery in the absence of finalized policies, negotiate with the government to allow nongovernmental organizations to deliver services, based on minimum CSE criteria for quality education. CONCLUSIONS AND RECOMMENDATIONS Viewing SSTEP through the CSE guidance lens, three major conclusions and recommendations emerge. First, the CSE Guidance Note’s strategies for teacher education and support were both too general and too optimistic about the government’s capacity and will to implement CSE, and thus could not have provided the detailed and contextappropriate guidance SSTEP needed to function well in South Sudan’s conflictaffected environment. The guidance strategies were too broad and too aspirational to significantly help SSTEP prioritize and negotiate with USAID and the National Education Ministry for a teacher education and support approach that was sensitive to real and ultimately destructive conflict dynamics. October 2015 161
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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
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MENDENHALL ET AL. These principles
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MENDENHALL ET AL. attend schools se
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MENDENHALL ET AL. First, we selecte
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MENDENHALL ET AL. science teacher a
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MENDENHALL ET AL. There are many ty
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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
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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 162 and 163: REISMAN AND JANKE To be useful in t
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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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