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We consider the challenges to education in South Sudan by utilizing a national random sample of South Sudanese (provided by the BBC Media Action) and then semi-structured…
We consider the challenges to education in South Sudan by utilizing a national random sample of South Sudanese (provided by the BBC Media Action) and then semi-structured interviews with eight education service providers (SPs). We find that the conflicts have large impacts on educational opportunities. States that experience greater conflict also experience greater poverty. Under such conditions, children are important for providing resources for the family and education can become secondary. In these conflict areas, respondents are more likely to agree that education is more important for boys than for girls. SPs detail the large number of obstacles to delivering education. Displacement and fleeing danger creates problems with hunger, illness, and safety. SPs discuss the variability of resources, the scarcity of schools and teachers, and the uncertainty of life in South Sudan. They also discuss triumphs they have experienced and suggest changes or interventions that could increase educational opportunities.
Economic outlook for Sudan and South Sudan.
The purpose of this paper is to portray four scenarios for the future of Sudan in the year 2012. On the basis of these scenarios it aims to draw a number of conclusions on…
The purpose of this paper is to portray four scenarios for the future of Sudan in the year 2012. On the basis of these scenarios it aims to draw a number of conclusions on the future of Sudan and the way ahead.
The paper uses the Shell methodology for scenario building and is based on five scenario workshops held in Sudan, one in The Netherlands, interviews and literature research. The four scenarios not only intend to provide an overview of what is likely to happen, but also aim to be plausible, challenging and creative.
The paper finds that the future of Sudan is likely to remain violent and that the most optimistic scenario is also the least likely. It concludes that, although outside mediation and assistance in the organization of elections are needed, the critical difference between a successful and an unsuccessful outcome will to a large extent be determined by whether the South has a stable, cooperative and confident leadership.
The paper provides a number of policy recommendations for the international community to prevent the worst from happening and to be prepared for what may come.
The paper aims to fill the gap in future foresight with regard to Sudan and for this purpose utilized the knowledge among the Sudanese themselves.
This chapter explores how marginalized youth, specifically former child soldiers in South Sudan, struggle to access education that is crucial in their reintegration…
This chapter explores how marginalized youth, specifically former child soldiers in South Sudan, struggle to access education that is crucial in their reintegration process. The chapter draws upon data from a study focusing on the reintegration process of school boys formerly associated with armed forces and groups in South Sudan, and is based on ethnographic fieldwork including interviews and observations of 20 former child soldiers in Malakal, Upper Nile State. The study identifies a number of external factors that inhibit educational opportunities for the boys in their reintegration process. These are their life experiences, the impacts of war, their socioeconomic background and the lack of educational structures due to ongoing conflict. This study describes how the living conditions that motivated the boys to join the armed group are still present after their demobilization. Thus, they not only still find themselves in poverty but the time spent in the armed group and the impacts of war have put them in an even more marginalized position today than prior to their recruitment. The study argues that access to education is crucial in order to prevent recruitment and also re-recruitment to armed groups.
The initiative featured here constructs a partnership between a refugee community with roots in South Sudan and the United States largest university writing program in an…
The initiative featured here constructs a partnership between a refugee community with roots in South Sudan and the United States largest university writing program in an international resettlement city. The initiative positions inquiry, as a premise for authentic learning, in public as a participatory practice; it approaches difference as a resource for joint problem solving. Here, inquiry is something both public-workers-in-training and adult refugee learners do together – with one another and a host of other stakeholders with vested interests in the capacity of public institutions in order to become more responsive to diverse constituents resettling in Phoenix, Arizona, under conditions of forced migration. The research is presented across four phases. In counterpoint to the prevailing narrative of South Sudanese as a people “in need,” the culmination of the chapter presents interviews with citizens across South Sudan. These interviews bear witness to communities’ self-determination that instead casts education not only as their responsibility, but also their desire—one to which they have historically committed significant resources. In this fourth phase, findings with community members in South Sudan are put in conversation with the previous three phases wherein South Sudanese refugees tell of their encounters with credentialing institutions in Phoenix.
The move comes amid heightened attention to the disputed border region after recent clashes in the area, and following calls by Sudan for the withdrawal of Ethiopian…
SUDAN/SOUTH SUDAN: Talks over Abyei may move slowly
SUDAN/SOUTH SUDAN: Old ties could aid peace talks
SUDAN/SOUTH SUDAN: Tough issues remain in border talks