Contents

1. Definition2. Introduction3. Situational analysis4. Strategic development contexts5. The South Sudan approach to early childhood development6. Overall goal7. Strategy for extending and improving pre-primary provision8. Families and communities9. Inclusion and equity10. Working in partnership11. Research, monitoring and evaluation

Annex 1 Executive Summary

Glossary

ACPF African Child Policy ForumACRWC African Charter on the Rights and Welfare of Children AES Alternative Education SystemCRPD Convention on the Rights of Persons with DisabilitiesECD Early Childhood DevelopmentEMIS Education Management Information SystemNGO Non-Government OrganisationPTA Parent Teacher AssociationRSS Republic of South SudanTTI Teacher Training InstitutionUNCRC United Nations Convention on the Rights of the ChildUNESCO United Nations Educational, Scientific and Cultural Organisation

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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 school programmes 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.

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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.

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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 now 102,092 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.

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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.

3.4 Administration 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.

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3.5 General 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.

4. Strategy development contextsThe 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),

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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.

5. 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

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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

6. 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.

To achieve this overall goal, it will be necessary to ensure that ECD centres:o Are extended to all areas of South Sudan so that all children aged 3-5

have accesso Have physical provision (buildings, facilities, equipment and

resources) that meets required standardso Have sufficient properly qualified and managed staffo Have an appropriate system of management and support o Are developed and run with the full involvement of local community

and have the support of parents and carers

These five areas form the structure of the ECD Strategy.

7. Strategy for extending and improving pre-primary provision

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The five areas become objectives of the strategy.

Objective 1: Extend the provision of ECD Centres to all areas of South Sudan

Strategy 1a: Work with State Ministries and local communities to draw up a timetable and

plan for adding ECD Centres in existing primary schools. The plan should:o Identify areas of greatest needo Prioritise locations with no present ECD provision so that hubs of

excellence can be establishedo Draw up a timetable of building that covers all schoolso Be based upon community involvement and support

Strategy 1b Build stand-alone ECD Centres in communities where the nearest primary

school would be far awayo Identify communities for which the nearest primary school would

be too far away for them to send their young childreno Work with the Community Girls School Programme to add pre-

primary provision to their programmeso Work with State Ministries and local communities to draw up a

timetable for the building of stand-alone ECD Centres where they are needed

Strategy 1c Extend the AES “Cattle School” programme to include provision for pre-

primary educationStrategy 1d

Ensure that all new primary schools have ECD Centreso Amend the overall planning for new schools to ensure that all new

builds include ECD CentresStrategy 1e

Work with partner providers to ensure that there is a co-ordinated programme for new ECD Centres

o Meet with partner organisations to agree where they can make extra provision

o Incorporate into the overall plan and timetable the ECD Centres that will be built and run by partner organisations

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Objective 2: Ensure that ECD Centres have physical provision (buildings, facilities, equipment and resources) that meets required standardsStrategy 2a

Draw up a model design and minimum standards for the building of ECD Centres that set out:

o The layout neededo Minimum indoor space per childo Extra room(s) for medical or consultation purposeso The provision of safe outdoor play areas

Strategy 2b Draw up minimum standards for the staffing of ECD Centres that set out:

o The need for teachers and ancillary assistantso Minimum adult to child ratioso Minimum teacher to child ratios

Strategy 2c Draw up minimum standards for the facilities, equipment and resources of

ECD Centres that set out minimum levels of:o Facilities such as water and sanitationo Equipment for play and learningo Resources for play and learning

Objective 3: Ensure that ECD Centres have sufficient properly qualified and managed staff, working towards a ratio of no more than 20 children to each qualified teacher.Strategy 3a

Set out regulations that require:o Teachers in ECD Centres to have equivalent qualifications and pay as

primary teacherso Ratios decreasing over time to 20:1

Strategy 3b Work urgently with the Teacher Training Institutions (TTIs) and Juba

University to develop a new pre-service course for training pre-primary teachers so that:

o Entry is for students who have successfully completed their secondary education

o The qualification will be at Certificate level after a 2-year course or at Diploma level after a 3-year course

o The course will qualify new teachers to teach from Pre-primary to Primary 3.

o Consider developing a 1-year temporary course to fill the present gap of unqualified pre-primary teachers when new ECD Centres are being planned

Strategy 3c Work with the Teacher Training Institutions (TTIs) and Juba University to

develop a series of training modules for existing unqualified teachers that:o Will provide a route to qualified teacher statuso Will be able to be followed during school holidays or eveningso Will provide a series of steps to increased pay to be equivalent to

qualified teacherso Will be practical, class-room based and based on the new ECD

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Curriculum and Guidance for South Sudan

Objective 4: Ensure that ECD Centres have an appropriate system of management and supportStrategy 4a

Work with State Ministries to ensure that there are effective structures at local level for the administration, support for and building of ECD Centres

Strategy 4b Ensure that there is close co-operation with the wide range of present

providers of pre-primary education in the voluntary and private sectors by:o Involving them in discussions and planningo Setting up a standing committee of pre-primary education providers

that meets on a regular basisStrategy 4c

Encourage schools to create parent-teacher committees for the ECD Centres that will work within the PTA framework

Strategy 4d Ensure that the national Inspection Service:

o Has suitably qualified and experienced personnel to inspect and support ECD Centres

o Includes a specific schedule for the inspection of ECD Centres that reflects the South Sudan Curriculum Framework, ECD Curriculum and Guidance.

Strategy 4e Work with the Teacher Training Institutions (TTIs) and Juba University to

develop a training module for:o ECD Centre Managers of Headteacherso School Supervisors and County Education Centre Directors

Strategy 4f Develop a programme to inform school governors and PTAs of the importance

of pre-primary education, the plan for the new ECD Centres and the new South Sudan ECD Curriculum and Guidance

Strategy 4g Work with State Ministries, School Supervisors and County Education Centre

Directors to:o Identify and develop one ECD Centre in each area to be a ‘Centre of

Excellence’ that will serve as a hub to support and guide other ECD Centres

o Ensure that ECD Centres are put into networks with a hub school so that teachers can support each others’ work

Objective 5: Ensure that ECD Centres are developed and run with the full involvement of local community and have the support of parents and carers.

Strategy 5a Ensure that all planning and development listed above takes place with full

involvement of local communitiesStrategy 5b

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Develop a Communications Strategy that will:o Promote understanding of the importance of Pre-primary educationo Promote understanding of the programme of developing ECD Centreso Utilise all types of media including TV, radio, newspapers, posters,

leaflets and public meetings

8. Families and CommunitiesA key principle of the South Sudan approach to pre-primary education is to work in close partnership with families and with the communities in which children live. The 2008 Children Act states that all children have the right to “grow up with parents in a family environment” and “to live with and be cared for by his or her parents”. Pre-primary education should not take away or replace the role of parents and the wider family; it should enhance that role.

9. Inclusion and EquityAccess to pre-primary education should be open to all children in the 3-5 years old age group whatever their gender, background or disability. The 2008 Children Act states that “every child has the right to education regardless of the type or severity of the disability he or she may have”. To achieve this, ECD Centres need to follow the guidance of the South Sudan Curriculum Framework and the South Sudan ECD Curriculum and Guidance. These documents set out an approach to inclusive education that will help ensure that equity of provision.

10. Working in partnershipAt the moment, only 32% of pre-primary education is provided by government institutions and the remainder by the voluntary and private sectors. It is therefore of the highest importance that there is a close working partnership between the many providers to ensure that the highest possible standards of provision are made and maintained. Strategy 4b (above) sets out a way forward on this.

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11. Research, monitoring and evaluationOn-going monitoring of the effectiveness of pre-primary education is of the utmost importance. Objective 4 (above) sets out strategies to ensure good management and administration of pre-primary provision and a key function of this is to provide effective monitoring. Monitoring will be carried out by:

ECD Centre managers School and ECD Centre Governors School Supervisions School Inspectors Education Ministry officials

It is important that all those involved in a monitoring role should be fully conversant with best practice in pre-primary classrooms, and that they should follow the guidance of the South Sudan “ECD Curriculum and Guidance”, and focus on the quality of children’s learning.

The Ministry needs to recognize a range of potential partners for research into the effectiveness of pre-primary provision and into developing good practice. The information from this research and from monitoring needs to be shared and rigorously analysed to ensure that the correct conclusions are drawn, necessary lessons learned and so effective steps can be taken to impact on provision.

ReferencesGoswami U (2008) Cognitive development: The learning brain. London: Psychology PressLareau, A. & Weininger, E.B. (2003) Theory and Society Berlin: Springer

Siegler, R. S., DeLoache, J. S., & Eisenberg, N. (2003). How children develop. New York: Worth.

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

Executive Summary The Constitution of the Republic of South Sudan establishes access to education, including pre-primary education, as a right of all

children. The provision of pre-primary education has been increasing over recent years, but at the moment, there are fewer than 20%

of children in the pre-primary age group who have such access. Most of this provision is in the three former Equatoria states.

Where pre-primary provision is made the accommodation and resources are often in need of improvement. Only 31% of provision is

made in permanent buildings. Less than 50% of teachers have had training, and there is no pre-service teacher training course in

South Sudan. Parents and communities do not always see pre-primary as an important part of education.

The overall goal of the Strategy is therefore 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.

To achieve this goal the following set of strategy objectives will be necessary:

1) Extend the provision of ECD Centres to all areas of South Sudan

Strategy 1a: Work with State Ministries and local communities to draw up a timetable and plan for adding ECD Centres in existing primary schools. Strategy 1b: Build stand-alone ECD Centres in communities where the nearest primary school would be far awayStrategy 1c: Ensure that all new primary schools have ECD CentresStrategy 1d: Work with partner providers to ensure that there is a co-ordinated programme for new ECD Centres

2) Ensure that ECD Centres have physical provision that meets required standards

Strategy 2a: Draw up a model design and minimum standards for the building of ECD CentresStrategy 2b: Draw up minimum standards for the staffing of ECD Centres Strategy 2c: Draw up minimum standards for the facilities, equipment and resources of ECD Centres

3) Ensure that ECD Centres have properly qualified staff, working towards a ration of no more that 20 children to each

qualified teacher

Strategy 3a: Set out regulations for the qualification of teachers and for pupil teacher ratios Strategy 3b: Work urgently with the Teacher Training Institutions (TTIs) and Juba University to develop a new pre-service course for training pre-primary teachersStrategy 3c: Work with the Teacher Training Institutions (TTIs) and Juba University to develop a series of training modules for existing unqualified teachers that:

4) Ensure that ECD Centres have an appropriate system of management and support

Strategy 4a: Work with State Ministries to ensure that there are effective structures at local level for the administration, support for and building of ECD CentresStrategy 4b: Ensure that there is close co-operation with the wide range of present providers of pre-primary education in the voluntary and private sectors

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Strategy 4c: Encourage schools to create parent-teacher committees for the ECD Centres that will work within the PTA frameworkStrategy 4d: Ensure that the national Inspection Service has suitably qualified personnel and framework of inspection for ECD CentresStrategy 4e: Work with the Teacher Training Institutions (TTIs) and Juba University to develop a training module for people involved in the managementStrategy 4f: Develop a programme to inform school governors and PTAs of the importance of pre-primary education, the plan for the new ECD Centres and the new South Sudan ECD Curriculum and GuidanceStrategy 4g: Work with State Ministries, School Supervisors and County Education Centre Directors to develop local ‘Centres of Excellence’ and networks of ECD Centres

5) Ensure that ECD Centres are developed and run with the full involvement of the local community and have the support

of parents and carers.

Strategy 5a: Ensure that all planning and development listed above takes place with full involvement of local communitiesStrategy 5b: Develop a Communications Strategy that will promote understanding of the importance of Pre-primary education

In carrying out these strategies it will be important to:o Work closely with families and communitieso Ensure that ECD Centres are inclusive and promote equityo Work in partnership with a range of providers and stakeholderso Carry out effective research, monitoring and evaluation

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