Education in South Sudan

South Sudan/March 19, 2018/International Policy Digest

Resumen: La mayoría de las discusiones sobre el desarrollo en Sudán del Sur giran exclusivamente en torno a la seguridad, la inversión extranjera y la ayuda. Los esfuerzos a gran escala, como la infraestructura, el cuidado de la salud y el comercio, deberán dirigirse a nivel nacional con el respaldo de inversiones de socios internacionales. Sin embargo, hay muchos desafíos de capacidad institucional y humana que se abordan mejor a nivel local. Focalizar la inversión en esfuerzos locales de pequeña escala puede hacer crecer economías que sean más sostenibles y que estén en mejores condiciones para adaptarse a futuros grandes planes de desarrollo.

Most discussions about development in South Sudan revolve exclusively around security, foreign investment and aid. Large-scale endeavors such as infrastructure, health-care, and trade will have to be directed at the national level supported by investments from international partners. However, there are many institutional and human capacity challenges that are better addressed at the local level. Targeting investment into small-scale local efforts can grow economies that are more sustainable and better able to adapt to future large development plans.

The African Development Bank, in “Infrastructure Action Plan in South Sudan: A Program for Sustained Strong Economic Growth,” identifies four broad areas where developing countries need to focus attention to grow into a successful middle-income country: well-functioning public and private institutions; well developed basic infrastructure; a stable macroeconomic framework; and a healthy and literate labor force.

On a macro-level, terms like well-functioning, developed, healthy, and stable are not used to describe any aspect of the Republic of South Sudan’s economy or government. However, at the local, micro-level, there are glimpses of civil society taking responsibility for local needs.

The most debilitating problem facing the new republic is its lack of internal security. The ongoing civil war atrocities undermine the economy & make a stable nation impossible.

Only after peace is secured can large-scale infrastructure programs commence. With the exception of China, other countries do not feel secure in investing their resources in South Sudan. Until the country can germinate its own industries, it will need to foster relationships with outside investors to build its economy and train its labor force. Diversification will be the foundation on which this economy will stabilize, not one dependent on oil. South Sudan will need to refocus its public expenditures on developing a strong education system to assure that the workforce can sustain domestic civil engineering projects, agriculture, healthcare, and technology sectors.

Even if the national government could redistribute its expenditures immediately, developing a new country from scratch is an immense endeavor. Development cannot be only top-down, but also must emerge from regional and local populations. Institutional and human capacity building will be most sustainable if it originates at the local level.

Across South Sudan, local communities are mobilizing themselves to provide universal education, suspend child marriage, enact gun control and develop businesses. In one of South Sudan’s largest cities, Rumbek, local residents, churches, and NGOs are working with the Rumbek and Lakes government to find creative ways to address contentious cultural issues and provide for the basic needs of the people.

(Abukloi Enterprises)

Motivated by UN Peace Conferences, schools are creating “Peace Clubs” and using classroom time to discuss conflict resolution techniques. Students participate in local and regional debates about political and cultural issues. They use their education to challenge long-standing cultural practices and empower their families to engage in new practices for everyday living.

Rumbek’s Abukloi Secondary School has developed innovative ways to build local capacity to solve problems. Abukloi is tackling food insecurity by using its school grounds as an agricultural training center. Students implement their science curriculum knowledge in the school gardens. Produce from the garden is sold at market and used to sustain the school project, thus exposing the students to the entire business cycle.

They then encourage one another to share and implement these ideas at home. With the help of funding from an American NGO, the school sponsors a women’s community garden that not only teaches sustainable agriculture practices, but also teaches the young women how to market their produce and manage their business and personal funds.

Business training goes beyond agriculture. Abukloi has developed a sewing program and internet café. Both projects employ community business people to train students, teaching them tangible skills they can expand upon to create businesses for themselves. Furthermore, their curriculum has students work in teams to develop business plans.

The most promising plans are loaned start-up funds by the NGO so not only will students have a job upon graduation, but they will also be able to employ others in their community.

The beneficial returns on this educational model are exponential. First, young women are encouraged to stay in school and participate in every aspect of the school’s programs. Educating women changes the cultural norm, encourages the older generation to take time to learn new skills and passes the value of education on to the next generation.

They are also addressing food insecurity without the direct aid of government or multinational organizations. This empowers the local population to demand the resources they need from the regional or national government deepening political participation and expanding political consciousness.

By teaching basic business skills, students also expand their creativity and problem-solving skills. By creating businesses, the community is literally creating its own economy: generating demand for goods and services that others will be inspired to provide.

The focus of economic and social development should not rest solely in the hands of NGOs. Investing in local communities throughout South Sudan can empower the people to understand and solve basic needs. It can create a new vision for how to confront difficult issues, provide a fair and stable government, and be the foundation for a lasting peace among all South Sudanese.

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Education ministry to introduce new compulsory subjects at high schools in Japan

Japon/February 17, 2018/By Jiji/Japantimes

Resumen: El Ministerio de Educación publicó el miércoles un borrador de las directrices revisadas del plan de estudios para las escuelas secundarias, incluida la introducción de rekishi sōgō (historia integral) y kōkyō (asuntos públicos) como nuevas asignaturas obligatorias.

The education ministry released a draft Wednesday of revised curriculum guidelines for high schools, including the introduction of rekishi sōgō (comprehensive history) and kōkyō (public affairs) as new compulsory subjects.

New comprehensive history courses will cover the modern and contemporary history of both Japan and the rest of the world. In public affairs students will learn about issues including those related to popular sovereignty — governing according to the will of the people. In 2016 the minimum voting age was lowered from 20 to 18.

Active learning programs intended to nurture students’ ability to independently identify problems and solutions through debate and presentations will be introduced in all subjects.

The ministry will solicit public comments on the draft until March 15, and announce the new curriculum guidelines by the end of fiscal 2017 on March 31. The new guidelines are scheduled to be introduced in stages from fiscal 2022.

Revisions to curriculum guidelines for elementary and junior high schools have already been made, and are set to be fully implemented from fiscal 2020 at elementary schools and from fiscal 2021 at junior high schools.

The complete revision of high school curriculum guidelines will be the first since 2009.

The ministry hopes that the revised guidelines and the fiscal 2020 launch of a new unified university entrance examination system will help raise high school students’ level of understanding. The new exams will replace the system currently handled by the National Center for University Entrance Examinations.

The number of credits required to graduate from high school will remain the same at 74. The ministry will not reduce the amount of educational content, in a continued shift away from the yutori (relaxed) education policy.

In addition the new guidelines will make it compulsory for high school students to take chiri sōgō (comprehensive geography), which will cover contemporary geographical issues including those related to the environment and disaster prevention.

The ministry will also introduce as an optional subject risū tankyū, in which students independently choose themes involved with the fields of mathematics and science for research.

Computer-related subjects such as information security will be introduced, and courses in programming will be compulsory through elementary, junior high and high school.

English will be reorganized into two categories, with one aimed at comprehensively developing students’ listening, reading, speaking and writing skills while the other focuses on strengthening their speaking and writing abilities.

The number of English words students will learn at elementary through high school will increase to about 4,000-5,000 from some 3,000 at present. This is in addition to the adoption of English as an official subject for elementary school fifth- and sixth-graders under the new primary education curriculum guidelines.

Fuente: https://www.japantimes.co.jp/news/2018/02/15/national/japan-introduce-new-high-school-compulsory-subjects/#.WoYzkLzibMw

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Kenia: Form 1 students report as free education program kicks off

Nairobi / 10 de enero de 2017 / Por: SIMON NDONGA / Fuente: https://www.capitalfm.co.ke/

A spot check by Capital FM News in various schools showed increased activity as the new students were registered and escorted to their dormitories and shown their classes.

At the Kenya High School, the principal Flora Mulatya expressed optimism that the initiatives put in place by the government will lead to improved performance this year.

“We are receiving our Form Ones from today and they started reporting as early as 6am. We started attending to them and we have already admitted almost 100 girls and we have received text books also for form one. So it is a good beginning because this year unlike other years, the form ones will be issued with books immediately and their fees have also been paid by the government,” she said.

The situation was the same at the Nairobi Milimani Secondary School where the students were full of excitement as they began the next chapter in their education.

“I came to this school because I wanted to perform well and make history. I also want to go to a good university since I like Maths and even English. I want to start a business when I grow up,” stated Brian, one of the new students.

“I have been admitted to this school and I have seen that the teachers are really disciplined and I know that I can perform really well,” said Joshua Greg, another student.

The senior teacher Jenifer Mwiti who is also the English Language Head of Department in the school welcomed the students and urged then to work hard during their years at the institution.

“We are doing well for the admissions and we have had a busy morning. The parents and students are coming and we have received them quite well and the whole program is going on well. We have no problem. We expect the performance to really improve because the books come in handy,” she stated.

The principal of Nyeri High School JK Maina applauded the national government for disbursing the free secondary education funds and text books on time.

Maina stated that they received the text books on Monday and the funds are already in the school bank account in readiness for starting this year in high gear.

“We want to appreciate the government, yesterday we received the text books and they are in the books store. We want also to appreciate the government because the funds are already in the school bank account,” he stated

He said that they are admitting more than 300 Form One students this year unlike last year where they admitted 270 students.

A spot check by Capital FFM News in various schools showed increased activity as the new students were registered and escorted to their dormitories and shown their classes/MOSES MUOKI

On her part, Iriaini Girls Secondary school principal Margaret Muthoni Munene echoed similar sentiments stating that they have already received the text books and funds.

”We have also received the government money for free secondary education and therefore the parents are expected to pay only boarding fee and money to buy school uniform,” she stated.

The government has already sent out Sh29.5 billion for the Free Day Secondary Education Programme (FDSE) programme which is helping to achieve a 100 per cent transition from primary to secondary school level.

Education Principal Secretary Belio Kipsang stated that the government has released a further Sh7.5 billion for printing and supply of six core textbooks.

He stated that the funds disbursed to schools will cover all the tuition and other operations as per guidelines for each student enrolled in secondary schools irrespective of whether they are enrolled in sub-county, county, extra-county or national schools.

For schools with boarding facilities, national schools and extra-county schools in the urban centres of Nairobi, Nakuru, Mombasa, Kisumu and Eldoret will charge Sh53,554 while all other boarding schools will charge Sh40,435.

Fuente noticia: https://www.capitalfm.co.ke/news/2018/01/form-1-students-report-free-education-program-kicks-off/

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