governance decentralization and service delivery education sector in southern sudan
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Governance, Decentralization and Service Delivery: Education sector in Southern Sudan. Government of Southern Sudan Paris, 10 March 2006 Break out Session 11:30 – 1:00. Context and Strategic opportunities. CPA, INC and ICSS : p rovide a framework

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governance decentralization and service delivery education sector in southern sudan

Governance, Decentralization and Service Delivery:Education sector in Southern Sudan

Government of Southern Sudan

Paris, 10 March 2006

Break out Session 11:30 – 1:00

context and strategic opportunities
Context and Strategic opportunities
  • CPA, INC and ICSS: provide a framework
  • Decentralization allows for equitable resource allocation; locally-relevant interventions; targeted efforts to reduce disparities;
  • Improved security: allows expanded educational access,return and reintegration of IDPs;
  • Increased budget allocations, partnerships and donor support (Allocation of $140 million by GOSS): allows scaling up of educational programmes;
  • MDTFs and ERDF: Support sector-wide approaches
commitment to decentralization
Commitment to Decentralization
  • Functions to be allocated on the principle of subsidiarity:
    • GOSS: Mainly Policy, Standards, Financing, Monitoring and Capacity Building
    • States: Mainly Policy Implementation, Regulation, Financing, Technical Assistance, Training and Monitoring and Evaluation
    • Counties: Mainly Provision

(See Annex slides for details)

  • Transition Arrangements: During the transition, the GOSS will be performing functions that will subsequently be transferred
strategic framework
Strategic Framework
  • Design and finalize the decentralization framework, including the guidelines/criteria for resource allocation;
  • Enact relevant legislation, as required;
  • Establish mechanisms to monitor disbursements and utilization of funds;
  • Capacity development of states and county-level staff;
  • Creation of educational administration structures.
delivery of educational services thrust areas
Delivery of educational services : Thrust Areas
  • Build state/county-level capacity to manage education;
  • Enhancing educational access;
  • Improve gender equity;
  • Improve quality of education;
  • Expand teacher training (pre-service and in-service);
  • Expandsecondary education and strengthen tertiary education
priority actions for building state county level capacity to manage education
Priority actions for Building state/county-level capacity to manage education
  • Revise education policy for consistency with CPA, INC and ICSS;
  • Establish County Education Offices;
  • Establish an administrative structure linking levels
  • Create a pool of trained personnel;
  • Develop community-school partnerships;
  • Set up a functional EMIS/simple mechanism for monitoring learning.
priority actions for enhancing educational access
Priority actions for enhancing educational access
  • Commitment to Free Basic Education
  • Go-to-School initiative to be launched on April 1 2006;
  • Expand educational facilities in places of arrival of returning IDPs and refugees;
  • Undertake a comprehensive mapping of services;
  • Construct classrooms/learning spaces with focus on underserved areas;
  • Develop alternative learning programmes for out-of-school adolescents, demobilised children and young adults;
  • Provide educational materials to enrolled pupils;
  • Expansion of school feeding programme;
  • Develop state/county-specific plans.
priority actions for improving gender equity
Priority actions for Improving gender equity
  • Increase the number of village schools for girls;
  • Introduce accelerated learning programmes for out-of-school adolescent girls;
  • Community mobilisation to remove the cultural and social obstacles which prevent girls from participating in education;
  • Multi-sector approach involving the provision of water supply facilities and gender-segregated toilet facilities and “comfort kits” to girls in schools.
priority actions for improving educational quality i
Priority actions for improving educational quality - I

CURRICULUM RENEWAL AND TEXTBOOKS PRODUCTION

  • Train staff of curriculum development centre;
  • Renew basic education curriculum to :
    • Develop framework for primary and secondary education;
    • Make learning content contextually and culturally relevant;
    • create a culture of peace and tolerance; respect for human rights and ethnic diversities; environmental awareness, hygiene education, and gender issues;
    • incorporate life-skills education with focus to promote HIV/AIDS awareness and prevention.
  • Increase textbook production
  • Mother tongue as medium of instruction in the early years of primary education : national conference to be held in 2006 to address language issues.
priority actions for improving educational quality ii
Priority actions for improving educational quality - II

IMPROVING LEARNING ENVIRONMENT

  • Create a protective/safe learning environment
  • Ensure the availability for basic teaching-learning supplies for teachers and pupils.

IMPROVING TEACHING-LEARNING PROCESS

  • Set up a network of teacher training centres to train in-service teachers.
  • Increase number of teachers to keep pace with planned increase in enrolment.

IMPROVING LEARNING ASSESSMENT

  • Establish an examination and certification authority;
  • Set a mechanism to monitor learning achievement.

EXPAND TEACHER TRAINING

priority actions strengthening secondary and tertiary education
Priority Actions - Strengthening secondary and tertiary education
  • Establishment of additional secondary schools and training of teachers;
  • Increasing tertiary institutions to meet the urgent need for qualified work force;
  • Transfer of three universities from Khartoum to Southern Sudan (Juba, Malakal and Wau);
  • Training of staff of tertiary institutions and universities;
  • Establish vocational training facilities.
continuing challenges
Continuing challenges
  • Capacity constraints to expanding access
  • Lack of institutional, organizational and human resource capacity at all levels of government
  • Limited qualified human resources – the lack of trained educational planners/administrators, head-teachers, teachers etc.
  • Inadequate equipment, transportation facilities
  • Low funds absorption capacity
institutional framework for decentralization of educational administration goss functions
Institutional Framework for Decentralization of educational administration: GOSS Functions
  • Ministry of Education, Science and Technology (MoEST), GoSS :
    • Policy development;
    • Capacity building;
    • Standard setting;
    • Quality assurance;
    • Technical support to states;
    • Monitoring and evaluation;
    • Equitable allocation of resources; and
    • E Management Information System.
institutional framework for decentralization of educational administration state functions
Institutional Framework for Decentralization of educational administration: State Functions
  • State Ministry:
    • Policy implementation;
    • State-level planning;
    • capacity building at county level;
    • Equitable allocation of resources among counties;
    • Technical support to counties;
    • Monitoring and evaluation;
    • Teacher training
institutional framework for decentralization of educational administration sub state functions
Institutional Framework for Decentralization of educational administration: Sub-state Functions
  • Sub-state:
    • County-level planning;
    • Delivery and management of educational services;
    • Facility expansion;
    • Supervision of educational services;
    • Promotion of school-community partnerships that improve school governance.
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