Contents

  1. Definition
  2. Introduction
  3. Situational analysis
  4. Strategic development contexts
  5. The South Sudan approach to early childhood development
  6. Overall goal
  7. Strategy for extending and improving pre-primary provision
  8. Families and communities
  9. Inclusion and equity
  10. Working in partnership
  11. Research, monitoring and evaluation

Annex 1Executive Summary

Glossary

ACPFAfrican Child Policy Forum

ACRWC African Charter on the Rights and Welfare of Children

AESAlternative Education System

CRPDConvention on the Rights of Persons with Disabilities

ECDEarly Childhood Development

EMISEducation Management Information System

NGONon-Government Organisation

PTAParent Teacher Association

RSSRepublic of South Sudan

TTITeacher Training Institution

UNCRCUnited Nations Convention on the Rights of the Child

UNESCOUnited Nations Educational, Scientific and Cultural Organisation

Strategy for the provision of pre-primary education in in South Sudan

1. Definition

The 2012 General Education Act (9(1)a-c) sets out three levels of formal education: Pre-primary, Primary and Secondary. It defines pre-primary as “spanning two years and serving as an introduction to the schooling experience for children in the ages of 3-5”

The 2012 Act states that “the terms pre-school, nursery, kindergarten and Early Childhood Development (ECD), as deemed appropriate, may be applied to this level of the educational ladder”.

The South Sudan Curriculum Framework (2013) uses the term “ECD” to refer to the curriculum for children aged 3-5.

This strategy document uses the term “ECD” to refer to general provision for 3-5 year old children and their families, and the term “pre-primary” to refer to the specific provision of classes and teachers for childrenthis age group. Where it is necessary to use the term “pre-primary” twice in the same sentence, this document sometimes substitutes the term “ECD” in the interests of clarity and to avoid stylistic awkwardness.

The term “ECD Centres” is used for the location of pre-primary education. It is usual for ECD Centres in other countries to provide more than pre-primary education, so the use of this term will allow this future development if desired in South Sudan.

2. Introduction

The Constitution of the Republic of South Sudan establishes access to education as a right of all children. This applies to access to pre-primary education.

The 2012 Act states that the “primary objective of Early Childhood Education shall be to:

  • Develop children
  • Improve their school readiness”

This means providing young children with a range of experiences that will help their all-round development and thus enable them to be ready for school. It does not mean starting primary schoolprogrammes two years early. There is a specific curriculum for the two pre-school years which has an emphasis on child-development and that has been designed to enable children to develop the skills, understandings and attitudes that they need to enable them to start Primary 1 successfully.

Giving all children in South Sudan access to pre-primary education as set out in the Constitution and 2012 Education Act would require a significance expansion of the provision of classrooms, teachers and resources which would in turn require the commitment of significant financial resources. However, there is considerable evidence such resources would be well spent.

Children exposed to ECD Programmes have better social and emotional development and well-being, language and cognitive skills, school readiness. This enables them them do better in school, increases their completion rates and later enables them to earn higher incomes (ACPF Report, 2010).

ECD is the first step in the process of human capital development, with very high rates of economic returns and significant social gains through its contribution to reducing poverty and inequality, among other benefits (UNESCO, 2000, Grantham-McGregor et al., 2007).

The World Conference on Education for All (1990) articulated the significance of the early years as the foundation for the life of an individual. These deliberations have been corroborated by recent research on brain (Goswami U (2008); Lareau, A. & Weininger, E.B. (2003); Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2003)). This is the fastest period of growth and development in all aspects. The development of the brain is most rapid in the early years. By the second year of life the brain of the child is 70% of an adult brain. By six years of age it reaches 90% of its adult weight and size.

Early environmental experiences are significant in influencing later life in that the experiences of this period are known to either enhance or inhibit realisation of the child’s potential in life. This is the period when the brain is most malleable and also highly impressionable. Environmental influences, especially care, nurture and stimulation, have the greatest impact on the brain. Parents, other caregivers and teachers need to make use of this period in order to maximize children’s holistic development and therefore their potential in life.

All the “critical windows of opportunity” are open during this period. This is when children are able to learn and acquire certain knowledge, skills and attitudes very quickly with minimal effort. This is the period when children develop social norms, values and habits as well as the ability to control their emotions.

South Sudan recognizes that ECD is a vital period for ensuring proper physiological and psychosocial growth of children, thus a crucial period for significant ECD interventions. It is against that background that this policy is being developed.

3. Situational Analysis

3.1 Pre-primary provision

  • The 2016‘South Sudan National Educational Statistical Data’ show that the provision of pre-primary education has been increasing since 2012. There are now nearly 20% of 3-5 year olds who have access to pre-primary education. There are 702 ECD Centres or schools making some pre-primary provision, compared to 3123 primary schools altogether.
  • There are now102,092 children receiving pre-school education. 53,419 of these are boys and 48,673 are girls. There are 2697 teachers of pre-primary education 48% of whom have some professional training. The overall ratio of children to teachers is 38 to 1, but many classes are much larger than this.
  • There is a significant difference in provision across the country, with EMIS data showing that the great majority of pre-school provision is made in the three former Equatoria states. There is little provision in predominantly rural areas.
  • 32% of pre-primary provision is made by the government and the remainder by non-government organisations. These include faith-based groups, NGOs and the private sector. Parents usually have to pay a fee to send their children to private sector provision.
  • Even where there is provision, the standards and quality of accommodation, facilities and resources are often very low. There are 2,400 pre-primary classrooms, only 766 (31%) of which are in permanent buildings.
  • There are no statistics on quality of accommodation, facilities and resources, but reports from the Ministry ECD Department staff indicate that there is a general lack of resources and equipment. In many cases the providers are not aware of the type or level of resources that are necessary for successful pre-primary provision. Therefore the issue may be primarily lack of funding but this is compounded by the lack of awareness. Without adequate levels of facilities and resources, pre-primary education is unlikely to be successful, and unlikely to be seen as successful.

3.2 Parental and community attitudes

  • The lack of pre-primary provision in some areas might have resulted in a high demand for it there, but instead it appears that ECD is not seen as a priority by parents and communities in those areas. This is based mainly on a lack of understanding of the benefits that pre-primary provision can bring.
  • Many parents are reported as having a rather narrow view of pre-primary education and do not always see it as worthwhile to send their children, even where provision is made. This is mirrored by lack of community involvement in ECD provision in many areas. The result is that parents are sometimes unwilling send their children to pre-primary classes.
  • It is suggested that parents are particularly unwilling to send children who have a disability or learning difficulty.
  • This is exacerbated by the low status accorded to teachers in pre-primary settings. This stems mainly from the fact that they are mainly unqualified and as a result paid even more poorly than primary school teachers. The low pay and status of pre-primary teachers makes it difficult to recruit and retain the right sort of people.
  • Some parents have been reluctant to send young girls to primary school and one reason for this is that the nearest primary school is considered to be too far away. This reluctance is likely to apply to even younger children of both genders. The ‘Community Girls School’ programme has sought to overcome this reluctance by setting up special schools within communities and have found that parents are willing to send their older daughters further afield. A similar approach may be necessary for ECD Centres.

3.3 Quality of provision

  • Teaching in a pre-primary setting is highly demanding, yet there has been an attitude in communities and by government that trained teachers are not essential at this level. This is reflected in the 2012 Education Act.
  • There is no training course for pre-primary teachers being offered in RSS training institutions, so one will need to be developed before teachers can be properly trained. Given that it takes a year to develop a new course and that the course will need to run for at least two years to Certificate level, it will take three years to produce the first trained EDC teachers from the date that course development commences. Hence the matter is urgent.

3.4Administration of pre-primary education

  • Within the national Ministry of General Education and Instruction there is already a department of Early Childhood Education as part of the Directorate of General and Secondary Education. This specific responsibility for ECD is not always replicated at state level.
  • There is no specific ECD department with the national inspectorate with expertise in inspecting and supporting pre-primary education.
  • Where pre-primary education is made within primary schools, the headteachers or other senior staff do not always have the experience or expertise to manage and support ECD provision.

3.5General issues

  • The present security situation and the number of internally displaced people make it difficult to run programmes in some parts of the country, but the impact of conflict on young children makes it all the more important to provide support in these areas. Support to young children is being provided where possible as part of emergency relief.
  • The lack of national infrastructure such as roads and electricity makes it difficult to extend programmes around the country. This makes it important to invest in local hubs that can spread provision and good practice in their areas.
  • A general level of poverty across many areas restricts access to good nutrition, health care and ECD provision where it has to be paid for. Poor nutrition affects both physical and mental development, and ill-nourished children are not in a position to learn.
  • There is a strong cultural tradition of families looking after and supporting their members and this is good for supporting the development of children. However, there are some cultural practices, such as early marriage, that can compromise standards of child-care because some mothers are so young that they lack the emotional maturity necessary for parenting. This is helped where there is strong support from older family members. ECD provision needs to build on existing good practice.
  • Those families who follow a pastoral or semi-nomadic life present problems for the provision of pre-primary education. There are “Cattle School” programmes within the Alternative Education System (AES), but at the moment these cater only for primary education.
  • There is a high drop-out rate from primary school, much of which occurs early on and is associated with children failing to find success at school. Universal provision of effective pre-primary education is likely to better prepare children for school and so reduce the drop-out rate.
  1. Strategy development contexts

The strategy is anchored within international and national frameworks as highlighted below.

4.1 International Frameworks;

This policy is anchored on the United Nations Convention on the Rights of Children (UNCRC-1986) and the Optional Protocol on the Involvement of Children in Armed Conflict (2000)). This suggests that the lives of children will be reached through observing the four principles; non discrimination, the best interest of the child, survival and development and the right to participation.

The government of South Sudan upholds the World Declaration on Education for All, 1990 which states that, ”every person – child, youth and adult – shall be able to benefit from educational opportunities designed to meet their basic learning needs”. The Government of South Sudan further affirms the Dakar Framework for ‘Education for All’ (EFA) which calls for “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. The strategy is also aligned to the Millennium Development Goals especially MDGs Number 2 (achieve universal primary education),

The UN Convention on the Rights of Persons with Disability (CRDP) (2007) sets out the rights of such persons to full access to education.

4.2 Regional Framework

The African Charter on the Rights and Welfare of Children (ACRWC-1990), “Africa fit for Children” which envisages a continent where children’s full inviolable rights are promoted and protected by all, the Maputo Protocol, Protocol to the African Charter on Human and People’s Rights on Rights of Women in Africa, among others.

4.3 National Legal Framework

The Constitution of South Sudan (2011) sets out a child’s right to education and the Education Act of 2012 has already been quoted as defining the nature and objectives of pre-school education.

The “Child Act” 2008 sets out rights of the child including:

  • “Every child has the right to education regardless of the type or severity of the disability he or she may have”
  • Every child has the right to play and to participate in sports or in positive cultural and artistic activities that foster the development of the potential child”

Ministry of Education policy document: “Structure, Duties and Functions” 2015 sets out the Ministry’s structure that enables it to provide and support pre-primary education.

The South Sudan ‘Curriculum Framework’ (2013) sets out the statutory curriculum for pre-school classes. The South Sudan ‘ECD Curriculum and Guidance” (2016) gives clear guidance about teaching, learning, activities and assessment in pre-school classes. All pre-school settings need to adhere to the curriculum and take account of this guidance. Monitoring and evaluation of pre-primary provision will be based on the extent to which ECD Centres adhere to the curriculum and follow the guidance.

  1. The South Sudan approach to ECD
  • The South Sudan “Curriculum and Guidance for ECD” sets out clear guidance for an approach to pre-primary education. It states:
  • The period from 3 to 5 years old is a key phase of development when children develop very rapidly intellectually, physically, socially and emotionally. It is a time when they are exploring the world and finding their place within it. They learn through play. They need a rich range of practical activities and the time and independence to investigate and find out what things do. This will give them the practical knowledge and experience on which theoretical learning can be built later.
  • Children of this age need to be encouraged to grow socially and emotionally: to be given opportunities to work and play by themselves and with others, to take some responsibilities and develop some independence. Above all, they need to be encouraged to talk about what they are doing, to ask questions, to suggest answers and take part in conversations. Talk is the basis of language development and the key to future learning.
  • A stimulating environment enables the children to initiate their own learning, making choices and decisions. To enable children to realize their full potential the teacher needs to ensure that they feel secure and free to learn new things. This will be achieved through the active way that young children learn, through the independence they are given at this critical stage of their development, and through the way they are valued and supported by their teachers.
  • The ECD stage is not just a matter of preparing children for primary school. It is a distinct phase by itself. At this stage, learning needs to be first-hand and practical, and based on play and exploration. This is the basis of the new Early Childhood Development Curriculum
  • The provision of pre-primary education in South Sudan should therefore be based on working with families and the community to provide:
  • Stimulation and enjoyment
  • Encouragement and success
  • Protection and physical security
  • Emotional security and stability
  • Love and affection
  • Time to play
  • Health care and nutrition
  • Development of a love of learning
  1. Overall Goal
  • Based on the Situational Analysis and the legal and regulatory contexts (above) the overall goal of the strategy is that:

All children in South Sudan from 3 to 5 years, whatever their background or disability, should have access to high quality pre-primary education that provides for the holistic development of all children according to the “ECD Curriculum and Guidance” of South Sudan.