EDUCATION STATISTICS - Altai Consulting. About EMIS and the Data and Statistics Unit..... 9 1.3. History of 1.4. Relevance and Utilisation of EMIS Data ..... 10 1.5. EMIS 1.6. About

G OVERNMENT OF THE R EPUBLIC OF S OUTH S UDAN

NATIONAL

2015JONGLEI

UPPER NILE

UNITY

LAKES

WARRAP

WESTERN EQUATORIA EASTERN EQUATORIA

WESTERNBAHR-AL-GHAZAL

CENTRALEQUATORIA

NORTHERNBAHR-ALGHAZAL

EDUC ATION STATISTICSFOR THE REPUBLIC OF SOUTH SUDAN

1

Republic of South Sudan Ministry of Education, Science & Technology (MoEST) Directorate of Planning and Budgeting Data and Statistics Unit Juba, South Sudan www.goss.org © Ministry of Education, Science & Technology2015 Photos Courtesy of Girls’ Education South Sudan / Andreea Campeanu (top left) & Ashley Hamer (bottom left and right pictures). This publication may be used as a part or as a whole, provided that the MoEST is acknowledged as the source of information. The maps usedin this document are not the official maps of the Republic of South Sudan and are for illustrative purposes only. This publication has been produced with financial assistance from the European Union and technical support from the United Nations Children’s Fund (UNICEF) and Altai Consulting. The MoEST is also grateful for the technical input provided by the National Bureau of Statistics and education partners in regards to the validation of the 2015 Annual Education Census data.

Soft copies of all the state and national booklets, along with the EMIS baseline list of schools and other related documents, can be accessed and downloaded at: www.southsudanemis.org. For inquiries or requests, please use the following contact information: George Mogga / Director of Planning and Budgeting / [email protected] Giir Mabior / EMIS Manager / [email protected] Data & Statistics Unit / [email protected] Phuong Nguyen / Chief, Education & Adolescent Development / [email protected] Akshay Sinha / Education Officer / UNICEF [email protected] Daniel Skillings / Project Director / Altai [email protected] Philibert De Mercey / Senior Methodologist / Altai Consulting [email protected]

http://www.southsudanemis.org/

mailto:[email protected]






2

FOREWORD

Message from the Honourable Minister Dr. John Gai Yoh

On behalf of the Ministry of Education, Science & Technology (MoEST), I am pleased to present the 2015 edition of the National Education Statistical Booklet of the Republic of South Sudan (RSS). It is the 8th in a series of publications initiated in 2007, with only one interruption in 2014, a significant achievement for a new nation like South Sudan.

The purpose of the booklet isto provide a detailed compilation of statistical information covering key indicators of South Sudan’s education sector, from pre-primary to higher education. It reports the results of the data gathered from the Annual Education Census (AEC) carried out by the Directorate of Planning and Budgeting’s Data and Statistics Unit (DSU), which sits within the MoEST and operates the Education Management Information System (EMIS), in collaboration with State Ministries of Education (SMoE).

To plan and manage our education system effectively, South Sudan needs reliable and credible data. We need information about how the system is developing and changing over time, how different geographical areas vary across the country, and how South Sudan compares vis-à-vis its neighbours or countries facing similar socio-economic situations. The General Education Act, 2012, makes specific provisions in this regard:

Art. 8 (Io): The National Ministry of General Education shall exercise and carry out the following roles and functions: […] Conduct educational research to determine the quality of education system in South Sudan and use the results of such a research findings for planning purposes.

By providing systematic and quality knowledge to education stakeholders about the status of the education system as a whole and the learning outcomes in the country, EMIS assists the Government of South Sudan (GoSS) in identifying education needs and priorities, and in designing appropriate interventions. EMIS also assists the Ministry and other relevant agencies in providing critical information to monitor our performance against key indicators of the Education for All (EFA) and the new Sustainable Development Goals (SDGs). Enrolment and intake rates, pupil-teacher ratios, gender parity, and access to learning materials, among other data, can help government and supporting agencies identify where to most effectively allocate limited resources in the face of competing priorities. This year, as a result of insecurity inparts of the country, the Ministry conducted data collection across only 7 out of 10 states. Yet, we were able to reach out to more than 6,000 Head Teachers and over 7,500 schools and educational institutions. Additional data collection was carried out independently across 45% of all counties in the Greater Upper Nile (GUN) area, adding significant quantitative and qualitative insights about the state of education in emergency. Overall, despite significant implementation challenges, comparisons with 2013 and 2012 show that the 2015 data is coherent and of good quality. This is partly due to the comprehensive baseline exercise conducted in 2014, which consolidated the EMIS database as the most comprehensive list of alleducation establishments in the country, as well as school verification visits undertaken by Ministry officials.

Besides, in 2015, the long-awaited decentralisation of EMIS was initiated, with greater involvement of state ministries and county officials in the implementation of the AEC, and the piloting of data entry in Central Equatoria and Western Bahr-el-Ghazal states. The Ministry also made great strides towards increased ownership of EMIS by putting key staff on government contracts andensuring that the new organisational structure of the Ministry encompassed the management and operation of EMIS at national and subnational levels. Additionally, for the first time, data analysis was conducted in South Sudan by the EMIS team, representing a great source of pride for the Ministry. These significant achievements demonstrate our commitment towards the sustainability of EMIS as captured in our long-term strategy for the expansion of decentralised activities and capacity building in all states, which is the most viable and effective way of raising and utilising resources over the long term.

This publication would not have been possible without the cooperation and support from the SMoE, county and payam Education Offices, and all the schools, centres, institutions, colleges, and universities across South Sudan. The dedication and hard work of the EMIS team and State Focal Points, County Education Directors, Payam Supervisors, and Head Teachers were crucial in increasing the education census coverage and in ensuring the quality of the information gathered. We also thank our partners, especially the European Union (EU) for its generous financial assistance, as well as UNICEF and Altai Consulting, for their continuous support in improving South Sudan’s EMIS.

Sincerely,

Dr. John Gai Yoh Minister of Education, Science & Technology

3

TABLE OF CONTENTS

FOREWORD .................................................................................................................................................. 2

TABLE OF CONTENTS ................................................................................................................................... 3

ACRONYMS .................................................................................................................................................. 7

1. INTRODUCTION ................................................................................................................................... 8

1.1. Background and Context ......................................................................................................................................... 8 1.2. About EMIS and the Data and Statistics Unit............................................................................................................. 9 1.3. History of EMIS ...................................................................................................................................................... 9 1.4. Relevance and Utilisation of EMIS Data .................................................................................................................. 10 1.5. EMIS Process ....................................................................................................................................................... 10 1.6. About the 2015 Booklet ........................................................................................................................................ 11 1.7. How to Read the Data in this Booklet ..................................................................................................................... 11

2. DEFINITIONS ..................................................................................................................................... 12

2.1. Indicator Used to Measure Coverage...................................................................................................................... 12 2.1.1. Coverage. ...................................................................................................................................................... 12

2.2. Indicators Used to Measure Access ........................................................................................................................ 12 2.3. Indicators Used to Measure Resource .................................................................................................................... 13

2.3.1. Pupil-Classroom Ratio (PCR) ............................................................................................................................ 13 2.3.2. Pupil-Teacher Ratio (PTR) ............................................................................................................................... 13 2.3.3. Pupil-Textbook Ratio (PTextR) ......................................................................................................................... 13

2.4. Indicators Used to Measure Student Flow ............................................................................................................... 13 2.5.1. Dropouts. ...................................................................................................................................................... 13 2.5.2. Dropout Rate ................................................................................................................................................. 14 2.5.3. Promoters. .................................................................................................................................................... 14 2.5.4. Promotion Rate. ............................................................................................................................................. 14 2.5.5. Repeaters. ..................................................................................................................................................... 14 2.5.6. Repetition Rate .............................................................................................................................................. 14

2.6. Indicator Used to Measure Gender Parity ............................................................................................................... 14 2.6.1. Gender parity index (GPI) ............................................................................................................................... 14

3. EMIS DATA SUMMARY, 2015 ............................................................................................................. 15

3.1. Schools ............................................................................................................................................................... 15 3.2. Students ............................................................................................................................................................. 15 3.3. Teachers ............................................................................................................................................................. 15 3.4. Classrooms .......................................................................................................................................................... 16 3.5. Drinking Water .................................................................................................................................................... 16 3.6. Latrines ............................................................................................................................................................... 16 3.7. Gender Parity ...................................................................................................................................................... 16

4. EMIS DATA, 2010-2015...................................................................................................................... 17

4.1. Early Childhood Development and Education .......................................................................................................... 17 4.1.1. Schools ......................................................................................................................................................... 17 4.1.2. Pupils ............................................................................................................................................................ 18 4.1.3. Teachers ....................................................................................................................................................... 19 4.1.4. Classrooms .................................................................................................................................................... 20

4.2. Primary Schools ................................................................................................................................................... 21 4.2.1. Schools ......................................................................................................................................................... 21 4.2.2. Pupils ............................................................................................................................................................ 22 4.2.3. Teachers ....................................................................................................................................................... 23 4.2.4. Classrooms .................................................................................................................................................... 24

4.3. Secondary Schools ............................................................................................................................................... 25 4.3.1. Schools ......................................................................................................................................................... 25 4.3.2. Pupils ............................................................................................................................................................ 26 4.3.3. Teachers ....................................................................................................................................................... 27

4

4.3.4. Classrooms .................................................................................................................................................... 28 4.4. Alternative Education Systems (AES) ..................................................................................................................... 29

4.4.1. Centres ......................................................................................................................................................... 29 4.4.2. Learners ........................................................................................................................................................ 30 4.4.3. Teachers ....................................................................................................................................................... 31 4.4.4. Classrooms .................................................................................................................................................... 32

4.5. Technical and Vocational Education and Training (TVET) ......................................................................................... 33 4.5.1. Institutes ....................................................................................................................................................... 33 4.5.2. Trainees ........................................................................................................................................................ 33 4.5.3. Trainers ........................................................................................................................................................ 34 4.5.4. Classrooms .................................................................................................................................................... 34

4.6. Teacher Training Institutes (TTI) ........................................................................................................................... 35 4.6.1. Institutes ....................................................................................................................................................... 35 4.6.2. Students ........................................................................................................................................................ 36 4.6.3. Tutors ........................................................................................................................................................... 36 4.6.4. Classrooms .................................................................................................................................................... 37

4.7. Universities .......................................................................................................................................................... 38 4.7.1. Universities .................................................................................................................................................... 38 4.7.2. Students ........................................................................................................................................................ 38 4.7.3. Professors/Lecturers ....................................................................................................................................... 39

5. EARLY CHILDHOOD DEVELOPMENT AND EDUCATION, 2015 ............................................................ 40

5.1. Access ................................................................................................................................................................ 40 5.1.1. Enrolment ..................................................................................................................................................... 40 5.1.2. Overage Pupils ............................................................................................................................................... 41

5.2. Resources ........................................................................................................................................................... 42 5.2.1. Schools ......................................................................................................................................................... 42 5.2.2. Teachers ....................................................................................................................................................... 43 5.2.3. Classrooms .................................................................................................................................................... 46 5.2.4. Curriculum and Instruction .............................................................................................................................. 48 5.2.5. Facilities ........................................................................................................................................................ 48

6. PRIMARY SCHOOL, 2015 ................................................................................................................... 51

6.1. Access ................................................................................................................................................................ 51 6.1.1. Enrolment ..................................................................................................................................................... 51 6.1.2. Overage Pupils ............................................................................................................................................... 53 6.1.3. New Entrants ................................................................................................................................................. 55 6.1.4. Pupils with Special Needs ................................................................................................................................ 56


6.3. Student Flow ....................................................................................................................................................... 72 6.3.1. Promotion Rate .............................................................................................................................................. 72 6.3.2. Repetition Rate .............................................................................................................................................. 73 6.3.3. Dropout Rate ................................................................................................................................................. 74

7. SECONDARY SCHOOL, 2015 ............................................................................................................... 77

7.1. Access ................................................................................................................................................................ 77 7.1.1. Enrolment ..................................................................................................................................................... 77 7.1.2. Overage Pupils ............................................................................................................................................... 79 7.1.3. Intakes.......................................................................................................................................................... 80 7.1.4. Students with Special Needs............................................................................................................................ 81


5

7.3. Student Flow ....................................................................................................................................................... 94 7.3.1. Promotion Rate .............................................................................................................................................. 94 7.3.2. Repetition Rate .............................................................................................................................................. 94 7.3.3. Dropout Rate ................................................................................................................................................. 95

8. ALTERNATIVE EDUCATION SYSTEM (AES), 2015 .............................................................................. 96

8.1. Access ................................................................................................................................................................ 96 8.1.1. Enrolment ..................................................................................................................................................... 96

8.2. Resources ........................................................................................................................................................... 98 8.2.1. Centres ......................................................................................................................................................... 98 8.2.2. Teachers ....................................................................................................................................................... 98 8.2.3. Classrooms ................................................................................................................................................... 103 8.2.4. Curriculum and Instruction ............................................................................................................................. 103

8.3. Student Flow ...................................................................................................................................................... 104 8.3.1. Dropouts ...................................................................................................................................................... 104

8.4. Programme Profiles ............................................................................................................................................. 105 8.4.1. Accelerated Learning Programme (ALP) ........................................................................................................... 105 8.4.2. Basic Adult Literacy Programme (BALP) ........................................................................................................... 107 8.4.3. Community Girl School (CGS) Programme ....................................................................................................... 108 8.4.4. Intensive English Course (IEC) Programme ...................................................................................................... 110 8.4.5. Pastoralist Education Programme (PEP) ........................................................................................................... 112 8.4.6. Other Programme ......................................................................................................................................... 113

9. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET), 2015 ....................................115

9.1. Access ............................................................................................................................................................... 115 9.1.1. Enrolment .................................................................................................................................................... 115

9.2. Resources .......................................................................................................................................................... 117 9.2.1. Centres ........................................................................................................................................................ 117 9.2.2. Trainers ....................................................................................................................................................... 117 9.2.3. Curriculum .................................................................................................................................................... 121 9.2.4. Facilities ....................................................................................................................................................... 124

9.3. Student Flow ...................................................................................................................................................... 124 9.3.1. TVET Centre Completion ................................................................................................................................ 124

9.4. Operations ......................................................................................................................................................... 125 9.4.1. Operational Status ......................................................................................................................................... 125 9.4.2. Fee/Tuition ................................................................................................................................................... 126

10. TEACHER TRAINING INSTITUTE (TTI) ..........................................................................................127

10.1. Access ............................................................................................................................................................ 127 10.1.1. Enrolment .................................................................................................................................................. 127

10.2. Resources ....................................................................................................................................................... 128 10.2.1. Institutes ................................................................................................................................................... 128 10.2.2. Tutors ....................................................................................................................................................... 128 10.2.3. Curriculum ................................................................................................................................................. 132 10.2.4. Facilities .................................................................................................................................................... 133

10.3. Student Flow ................................................................................................................................................... 134 10.3.1. TTI Completion .......................................................................................................................................... 134

11. UNIVERSITY (UNI) ........................................................................................................................136

11.1. Access ............................................................................................................................................................ 136 11.1.1. Enrolment .................................................................................................................................................. 136

11.2. Resources ....................................................................................................................................................... 138 11.2.1. Centres ..................................................................................................................................................... 138 11.2.2. Professors/Lecturers ................................................................................................................................... 138 11.2.3. Curriculum ................................................................................................................................................. 139 11.2.4. Facilities .................................................................................................................................................... 141

11.3. Student Flow ................................................................................................................................................... 142 11.3.1. University Completion ................................................................................................................................. 142

6

12. MISSING SCHOOLS .......................................................................................................................143

12.1. Early Childhood Development and Education Schools .......................................................................................... 143 12.2. Primary Schools ............................................................................................................................................... 144 12.3. Secondary Schools ........................................................................................................................................... 147 12.4. Alternative Education Centres ............................................................................................................................ 147 12.5. Technical and Vocational Education and Training ................................................................................................ 152 12.6. Teacher Training Institutes ............................................................................................................................... 152 12.7. Universities ...................................................................................................................................................... 152

7

ACRONYMS AEC Annual Education Census AET Africa Education Trust AES Alternative Education System ALP Accelerated Learning Programme BALP Basic Adult Literacy Programme BFAL Basic Functional Adult Literacy BoG Board of Governance CEQ Central Equatoria State CEO County Education Office CGS Community Girls School CPA Comprehensive Peace Agreement DP&B Department for Planning and Budgeting DSU Data and Statistics Unit ECDE Early Childhood Development and Education (previously referred to as Pre-Primary or PPR) EDC Education Development Centre EEQ Eastern Equatoria State EFA Education for All EMIS Education Management Information System ESA Education Sector Analysis ESP Education Sector Plan EU European Union FHI360 Family Health International 360 GER Gross Enrolment Rate GESS Girls’ Education South Sudan GIR Gross Intake Rate GIS Geographic Information System GPE Global Partnership for Education GPI Gender Parity Index GUN Greater Upper Nile ICT Information and Communication Technology IEC Intensive English Course LAK Lakes State MoEST Ministry of Education, Science, and Technology NBG Northern Bahr-El-Ghazal State NBS National Bureau of Statistics NER Net Enrolment Rate NGO Non-Governmental Organisation NIR Net Intake Rate PCR Pupil-Classroom Ratio PEP Pastoralist Education Programme PRI Primary PTA Parent-Teacher Association PTR Pupil-Teacher Ratio (also known as the Student-Teacher Ratio [STR]) PTextR Pupil-Textbook Ratio RALS Rapid Assessment of Learning Spaces RSS Republic of South Sudan SBEP Sudan Basic Education Programme SDGs Sustainable Development Goals SEC Secondary SMC School Management Committee SMoE State Ministry of Education SoE Secretariat of Education SPLM Sudan People’s Liberation Movement SSSAMS South Sudan School Attendance Monitoring System TTI Teacher Training Institute TVET Technical and Vocational Education and Training UIS UNESCO Institute of Statistics UNI University UNICEF United Nations Children’s Fund USAID United States Agency for International Development WAR Warrap State WBG Western Bahr-El-Ghazal State WEQ Western Equatoria State

8

1. INTRODUCTION

“We cherish education for all our people equally and aim to provide a life-long education of quality for all children, youth and adults of Southern Sudan; an education that is relevant and affordable based on the needs and aspirations of the people, to enable them to become responsible and productive citizens.”

RSS MoEST mission, 1994

1.1. Background and Context

In the RSS, the majority of adults and children have not had the opportunity to attend school due to decades of civil war. During that time, the development of basic services was non-existent and accessing infrastructure was difficult. As a strategy to achieving its mission, the MoEST constructed a system of formal and Alternative Education Systems (AES). The formal education ladder is an 8-4-4 system—that is, 8 years of primary education, 4 years of secondary education, and 4 years of higher education.1 AES consist of 6 different programmes, including Accelerated Learning Programme (ALP) and Community Girls School (CGS), and offers flexible entry and exit points for children, youth, and adults. Teacher Training Institutes (TTI), through their in-service and pre-service training, help populate the teaching workforce. The Technical and Vocational Education and Training (TVET) prepares students with practical and applicable skills that will lead to employment via various programmes that range in length from months to years.

Figure 1. RSS education ladder

The GoSS set 2022 as the target for achieving Education for All (EFA). To this end, the Ministry is focusing on developing the education sector through 1) teacher education and professional development, 2) the implementation of new funding mechanisms to support schools and girls education, 3) development of AES with a focus on adult literacy and education for hard to reach children, and 5) capacity enhancement of education institutions. The Ministry’s main aim is to increase access to quality education and to promote equity. In order to facilitate the implementation of education reforms, the Ministry wants to build institutional and human capacity both at state and central levels, and at county, payam, and school levels. The Ministry is also working on improved partnerships among key stakeholders in education, including civil society actors. Additionally, the MoEST is currently embarking on a very ambitious reform process, including the development of a new policy framework, the formulation of a new long-term strategic plan, a restructuring of the Ministry and related state Ministries, and the introduction of new minimum standards for operations. This will be followed by the development of new operational manuals and the introduction of a new performance management system aiming to improve the effectiveness and efficiency of Ministry operations, and ultimately the improvement of the delivery of education services. While these ambitious goals will take time and resources to be implemented, a number of interim successes have already been achieved, including the setting up of a transfer system to send salaries and operating costs to states and counties, capitation grants to schools and TTIs, as well as the development of a new curriculum. Similarly, collecting credible and reliable education data through EMIS will help in strengthening existing systems and building new ones.

1 Some university degrees take more than 4 years, including medicine, engineering, and other technical specialisations.

9

1.2. About EMIS and the Data and Statistics Unit

EMIS is a government programme housed within the MoEST, under the Directorate for Planning and Budgeting’s DSU. EMIS facilitates information-driven policy discussions and decision-making by collecting, processing, storing, analysing, and disseminating education information.

The DSU is primarily responsible for conducting the AEC of all educational establishments in the country. The AEC covers all areas of the country’s education system (pre-primary, primary, secondary, and AES) and has recently been expanded to include TTIs, TVET, and universities. The DSU also undertakes school mapping, field verification, and Information Communication Technology (ICT) preparedness activities, and provides oversight over all data collection activities implemented across the country.

Figure 2. Structure of the MoEST

1.3. History of EMIS

EMIS in the RSS has come a long way. During the decades of conflict in South Sudan, the Sudan People’s Liberation Movement (SPLM) authorities together with development partners on the ground did not forget education, which was managed by the Secretariat of Education (SoE). In 1998, UNICEF, in collaboration with the SoE, contracted the African Education Trust (AET) to collect and compile data on primary education in rebel-held areas. Data was analysed and documented in a booklet entitled Schools Baseline Assessment (SBA) released in 2002. After the signing of the Comprehensive Peace Agreement (CPA) in 2005, the SoE decided to expand the programme and initiated the first collection of EMIS raw data in 2005, thanks to the support of the Sudan Basic Education Programme (SBEP) funded by the United States Agency for International Development (USAID). In 2006, additional baseline data was collected through the Rapid Assessment of Learning Spaces (RALS). From 2006 to 2013, EMIS activities were supported by UNICEF through funding from various donors, with contribution from the government, and technically assisted by FHI360. Since 2014, EMIS activities have been funded by the EU, managed by UNICEF, and Altai Consulting has been providing technical assistance with a key focus on decentralisation, ownership, and sustainability. Although no census was done in 2014 as a result of delays in resource mobilisation, a comprehensive baseline exercise was conducted in October 2014 to prepare for the 2015 census. The exercise consisted of assembling as complete a list of schools as possible from a variety of sources and verified through a combination of methods, including ground verification of 993 schools for which the data available needed to be confirmed.

10

Data collection for the 2015 census was completed between February and April 2015 across 7 states, with more than 6,000 Head Teachers being reached out to. This was followed by data entry from April to June 2015, including the verification of about 7,500 questionnaires and decentralised data entry centres in Central Equatoria and Western Bahr-el-Ghazal states. Between June and September 2015, for the first time, data analysis was performed by the EMIS team in South Sudan.

1.4. Relevance and Utilisation of EMIS Data

To plan and manage its education system effectively, South Sudan needs reliable and credible data. Bycollecting and providing systematic and quality knowledge to education stakeholders about the status of the education system as a whole and the country’s learning outcomes, EMIS assists the GoSS in identifying educational needs and priorities, designing appropriate interventions, and allocating limited resources in the face of competing priorities. For instance, this year’s EMIS data will notably be used as a key data source to inform the development of the 2015 Education Sector Analysis (ESA), which will in turn inform the proposed review of the Education Sector Plan (ESP).

EMIS also assists the Ministry and other relevant agencies in providing critical information to monitor progress against key targets of the EFA, the Global Partnership for Education (GPE), and the new SDGs, among others. When institutionalised and guided by a clear vision and strategy, EMIS has the potential to help policy makers manage an education system able to produce quality outputs.

1.5. EMIS Process

The “EMIS process” consists of five (5) steps:

1) Fieldwork planning: Designing, reviewing, and printing of the AEC questionnaires, verifying the EMIS baseline list of schools, and preparing the schedules, budgets, and other necessary administrative and logistical arrangements.

2) Data collection: Conducting training of Head Teachers on questionnaire completion, verifying the data through the Payam and County Education Offices (CEO) and SMoE, and retrieval of the completed questionnaires.

3) Data processing: Entering of data into the EMIS database (including at decentralised level), merging of all data, and final data cleaning and verification prior to analysis.

4) Data dissemination: Production of tools for distribution and use in education planning and management. The Education Statistical Booklets are such tools, along with other outreach activities at regional and state levels.

5) Data utilisation: Series of training sessions that guide national, state, and county education agencies and their partner organisations on the application of EMIS data in building short-, mid-, and long-term strategic plans and budgets.

Each step requires extensive coordination with stakeholders at state, county,payam, and school levels, as illustrated below.

Figure 3. 2015 AEC Workflow

Fieldwork Planning Data Collction Data Processing Data

Dissemination Data Utilization

11

1.6. About the 2015 Booklet As a result of insecurity and limited access across GUN areas at the time of data collection, the 2015 AEC only covered 7 out of 10 states. Additional data collection was undertaken independently in most of Jonglei and parts of Unity and Upper Nile, covering 45% of all counties across these three states. The results are presented in an annexed report using both quantitative and qualitative analysis.

EMIS data was collected from government schools as well as private and community-run schools. Overall, comparisons with previous such exercises suggest that the 2015 education statistics are coherent and of good quality. However, as there are no school registration and operational status reporting protocols, the DSU is not able to track all schools in South Sudan. The booklet reports unadjusted numbers.

When preparing for the 2015 AEC, there were 10,027 potential schools in the EMIS database. This corresponded to the baseline list, which included many schools that were thought closed or duplicates, plus a number of blank questionnaires filled in by schools not previously identified in any database. Of these, 2,444 belonged to GUN states, not analysed here, leaving 7,537 in non-GUN states. Of these, 332 were not distributed because the school was reported as not existing; 759 because the school was reported as closed; 597 because the school was identified as a duplicate; and 96 for other reasons (e.g. schools temporarily closed, schools opened but no pupils, etc.). This left 5,763 questionnaires distributed in the 7 non-GUN states. Of these, 5,223 questionnaires were filled, entered, and analysed. This represents 90.6% of questionnaires distributed to non-GUN states. 540 remaining questionnaires did not come back from the field, for the most part because the schools did not exist, were closed, or had already filled a questionnaire, and are listed at the end of the booklet.

Table 1: Questionnaires Status, non-GUN states

Qty Remains In baseline DB 7,537

School does not exist 322 7,215 4.3% School is closed 759 6456 10.1% Duplicate 597 5859 7.9% Other reason 96 5763 1.3%

Distributed 5,763 Have data 5,223

90.6%

Missing 540 9.4% For comparison, the 2013 AEC claimed a coverage rate of 98%, far above the 91% found this year. This can be explained by two factors: 1) in 2015, data was collected from many more schools than in 2013, suggesting that the coverage rate computed in 2013 was optimistic; and 2) a large part of the missing questionnaires were probably aimed at invalid entries (i.e., closed schools, non-existing schools, duplicates).The 2015 AEC process also included mechanisms to discard duplicates and record new schools. A new baseline list was prepared as a result, including a total of 5,883 operational schools. Given the volatility of the current context, further verification will be required on a regular basis, including additional field visits and cross-referencing with other databases such as the South Sudan School Attendance Monitoring System (SSSAMS).

1.7. How to Read the Data in this Booklet

This booklet is a reference document for government and other relevant organisations, agencies, and individuals. Its purpose is to present a summary of the data that was reported by individual schools’ Head Teachers and verified by its respective CEO and SMoE. The data consists of present and previous AEC data. Consistent updates are necessary to ensure their continued utilisation.

The booklet displays information in three ways: 1) tables, 2) graphs with numbers, and 3) graphs with percentages. At the national and state level, ratios are derived from aggregate data, which lowers the margin of error. At the school level, however, data is more prone to errors given the potential risk of misreporting. Two types of data were used in the compilation of this booklet: 1) 2010-2013 AEC outputs and 2) population projections based on the 2008 population data from the National Bureau of Statistics (NBS), which were provided as unadjusted and did not include migration estimates.2 Additionally, the potential spillover effect of the conflict from GUN into neighbouring states, making some computations and comparisons with previous years more difficult (e.g. Gross Enrolment Rate, student flows).Finally, incoherent 2013 AEC data and the lack of 2014 AEC data made it even more complicated to perform certain calculations based on approximate estimates.

Electronic copies of this booklet and state booklets can be accessed at www.southsudanemis.org.3The DSU can also provide hard and soft copies upon request (see contact information on pg. 1 of this booklet).

2 Population growth rates provided to calculate the 2015 education statistics have not been verified by the UNESCO Institute of Statistics (UIS). 3 The EMIS website contains more up-to-date information as well as more dashboards based additional different extractions.

http://www.southsudanemis.org/

12

2. DEFINITIONS 2.1. Indicator Used to Measure Coverage 2.1.1. Coverage rate refers to the percentage of “known” schools reached out to and accounted for in the AEC. For instance, a

coverage rate of 90% means 90% of known schools received the AEC questionnaire, responded, and the completed questionnaire was entered into the EMIS database. “Known” schools include schools for which a reference exists in the database, a questionnaire was printed, and attempted to be delivered. Among these, “missing” schools did not return a questionnaire to the DSU, either because the school was not operational or because the school simply did not or could not return the questionnaire (for logistical or security reasons for example). Schools that confirmed they were out of operation were not included in coverage rate calculations, as well as schools yet to be identified and entered into the EMIS database. The AEC exercise discovers new schools each year. In 2015, the overall coverage rate was 91%.

2.2. Indicators Used to Measure Access 3.2.1. Gross Enrolment Rate (GER) is used to show the general level of participation in a given level of education. A GER

value of 100% indicates that a country is, in principle, able to accommodate all of its school-aged population. The “official school-age” for primary education in South Sudan is 6-13, and secondary education 14-17. The formulas for primary GER and secondary GER are:

Primary GER =

Total number of pupils of all ages in primary school X 100% Population of ages 6-13 children

Secondary GER =

Total number of students of all ages in secondary school X 100% Population of ages 14-17 children

3.2.2. Gross Intake Rate (GIR) indicates the general level of access to primary education. It also indicates the capacity of the

education system to provide access to P1 for the official school entrance age population. This rate can be over 100%, when the number of over-aged and under-aged children in P1 is excessive, relative to the children of the right age of admission. The “official primary school entrance age” in South Sudan is age 6. The formula for GIR is:

GIR =

Total number of new entrants of all ages in P1 X 100% Population of all age 6 children

3.2.3. Net Enrolment Rate (NER) shows the proportion of children of school age who are enrolled in school. NER applies only

to children of official school age. NER below 100% provides a measure of school age children who are not enrolled in school. As NER only accounts for students of “official school-age,” NER is always less than or equal to GER. The “official school-age” for primary education in South Sudan is 6-13, and secondary education 14-17. The formulas for primary NER and secondary NER are:

Primary NER =

Total number of pupils in school of ages 6-13 X 100% Population of ages 6-13 children

Secondary NER =

Total number of students in school of ages 14-17 X 100% Population of ages 14-17 children

3.2.4. New Entrants refer to new pupils of any age entering P1 for the first time in a school year. Entrants include pupils who

have attended school elsewhere but are beginning P1 in a new school. Pupils who have left school but returned to school in P1 are also considered new entrants. Pupils attending P1 at the same school since the previous year are NOT new entrants; they are considered “repeaters” (further defined below). New entrants count is used to calculate the GIR and Net Intake Rate (NIR) (also further defined below).

“Am I a NEW ENTRANT?”

YES I’m attending P1 for the very first time. NO I was in P1 last year at your school.

3.2.5. Net Intake Rate (NIR) shows the level of access to primary education of the eligible population of those with a primary

school-entrance age. A high NIR indicates a high degree of access to primary education for children of the official primary school entrance age. For countries wanting to achieve the goal of universal primary education, a NIR of 100% is the ultimate objective. The “official primary school entrance age” in South Sudan is age 6. The formula for NIR is:

13

NIR =

Total number of new entrants of age 6 in P1 X 100% Population of all age 6 children

GIR and NIR are useful when used in combination, as the difference between these two ratios indicates the rate of deviation from the official age intake.

2.3. Indicators Used to Measure Resource 2.3.1. Pupil-Classroom Ratio (PCR) measures the level of basic facilities available in terms of the number of classrooms in

relation to the size of the pupil population. The higher the PCR, the lower is the relative access of pupils to classrooms. It is generally assumed that a low PCR signifies an environment more conducive to learning, likely in the long run to result in a better performance from pupils. To support the education reform towards providing all students with stable learning spaces, this report counts only permanent and semi-permanent classrooms in the calculation.4 The formula for PCR is:

PCR =

Total number of students Total number of perm. and semi-perm. classrooms

2.3.2. Pupil-Teacher Ratio (PTR), also known as the Student-Teacher Ratio (STR), measures the level of human resources

input in terms of number of teachers in relation to the number of pupils. A high PTR suggests that each teacher is responsible for a large number of pupils; the higher the PTR, the lower the relative access of pupils to teachers. It is generally assumed that a low PTR signifies smaller classes, which enables the teacher to pay more attention to individual students, which will likely in the long run result in a better performance of pupils. The formula for PTR is:

PTR =

Total number of students Total number of teachers

2.3.3. Pupil-Textbook Ratio (PTextR) measures the level of learning materials available in terms of number of textbooks in

relation to the number of pupils. The higher the PTextR, the lower is the relative access of pupils to textbooks. It is assumed that a low PTextR signifies a condition more conducive to learning, likely in the long run to result in a better performance of pupils. To support education reform towards providing all students with textbooks for core subjects, only English and Mathematics textbooks are counted in the calculation. The formula for PTextR for English/Math textbooks are:

PTextR (English) =

Total number of students Total number of English textbooks

PTextR (Math) =

Total number of students Total number of Math textbooks

2.4. Indicators Used to Measure Student Flow

2.5.1. Dropouts refer to pupils who have withdrawn (for any reason) from the school system without completing a given grade in a given school year. The distinction made between dropouts and repeaters was that while repeaters were not promoted to the next grade level in the following year, they did remain in the school system, whereas dropouts were considered to no longer be in the system at all.

Cohort dropout count

= Enrolment in cohort in

y –

Enrolment in cohort in

y +1 –

Repeaters in cohort in

y +1

4Permanent classrooms refer to those constructed of bricks or cement. Semi-permanent classrooms refer to those constructed of mud.

DISCLAIMER: As explained in Section 1.7, for truly accurate calculations of student flows, data over consecutive years is required. Since the AEC was not conducted in 2014, alternative formulas were designed to calculate student flows indicators. To compute them, variations between 2013 and 2015 were split equally between 2013-2014 and 2014-2015. For P1-P2, a value was computed for 2014, obtained by averaging corresponding values over the past 3 years.

14

2.5.2. Dropout Rate monitors education system coverage and student progression by measuring the proportion of students in a given cohort dropping out of—or leaving—the system altogether. The formula for dropout rate is:

Dropout Rate =

Dropouts in cohort in y+1 X 100% Enrolment in cohort in y

2.5.3. Promoters refer to pupils who have moved on to the next grade level from one year to the next, ending up in one grade

level higher from last year. By convention, a pupil in P3 last year should be in P4 this year. If a pupil has moved on to P4 for this year, the pupil is considered a promoter. The diagram below illustrates this scenario (see Figure 3 below).

2.5.4. Promotion Rate measures the phenomenon of pupils from a cohort moving up a grade, and its effect on the internal efficiency of education systems. It is one of the key indicators for analysing and projecting pupil flows from grade to grade within the education cycle. Promotion rate should ideally should approach 100%; a low promotion rate signals problems in the internal efficiency of the education system. Decreasing promotion rates serve as an early warning that the system is experiencing capacity constraints. When compared across grades, the patterns can indicate specific grades for which there is lower promotion, and where a more in depth study of causes and possible remedies should be carried out.

Promotion Rate =

Enrolment in cohort in (y+1) – Repeaters in (y+1) X 100% Enrolment in cohort in y

2.5.5. Repeaters refer to pupils who have not been promoted to the next grade level from one year to the next, ending up in

the same grade in the current year as they were in last year. A pupil in P3 last year should be in P4 this year. If the pupil has stayed in P3 for this year, the pupil is considered a repeater. The diagram below illustrates this scenario (see Figure 4 below).

Figure 3. Pupil promoted to next grade, 2014-2015 Figure 4. Pupil repeating a grade 2014-2015 2014 2015 2014 2015

P3

P3 P3

P3

P4 P4

P4 P4

2.5.6. Repetition Rate measures the phenomenon of pupils from a cohort repeating a grade, and its effect on the internal efficiency of education systems. It is one of the key indicators for analysing and projecting pupil flows from grade to grade within the education cycle. Repetition rate should ideally be 0%; a high repetition rate signals problems in the internal efficiency of the education system. An increasing repetition rate serves as an early warning that the system is experiencing capacity constraints. When compared across grades, the patterns can indicate specific grades for which there is higher repetition, and where a more in depth study of causes and possible remedies should be undertaken.

Repetition Rate =

Repeaters in cohort in y+1 X 100% Enrolment in cohort in y

2.6. Indicator Used to Measure Gender Parity 2.6.1. Gender parity index (GPI) measures the relative access to education of boys and girls. It is calculated as the ratio of

the number of female students enrolled at different levels of education to the number of male students in each level. To standardise the effects of the population structure of the appropriate age groups, the GPI of the GER for each level of education is used. A GPI of 1 indicates parity between the sexes; a GPI that varies between 0 and 1 typically means a disparity in favour of males; whereas a GPI greater than 1 indicates a disparity in favour of females. The indicator is an imperfect measure of the accessibility of schooling for girls because it does not allow a determination of whether improvements in the ratio reflect an increase in girls’ school enrolment (desirable) or a decrease in boys’ school enrolment (undesirable). It also does not show whether the overall level of participation in education is now lower or higher.

GPI =

Female Growth Enrolment Ratio Male Growth Enrolment Ratio

15

3. EMIS DATA SUMMARY, 2015

3.1. Schools

Number and % of schools per school type and ownership, 2015 Type Total Gov Non-gov Gov % Non-gov % AES 1,156 744 412 64.4% 35.6% ECDE 733 235 498 32.1% 67.9% PRI 2,912 2,057 855 70.6% 29.4% SEC 245 125 120 51.0% 49.0% TTI 13 8 5 61.5% 38.5% TVET 31 19 12 61.3% 38.7% UNI 12 1 11 8.3% 91.7% Total 5,102 3,189 1,913 62.5% 37.5%

3.2. Students Number and % of students per school type and gender, 2015 Type Total Male Female % of total AES 106,838 60,859 45,979 8.4% ECDE 89,210 46,570 42,640 7.0% PRI 1,005,362 600,283 405,079 78.9% SEC 58,928 39,803 19,125 4.6% TTI 1,116 780 336 0.1% TVE 3,050 1,856 1,194 0.2% UNI 9,070 6,921 2,149 0.7% Total 1,273,574 757,072 516,502 100%

Enrolment rates per school type, 2015 Type GER NER GIR NIR PRI 69.8% 43.5% 76.1% 20% SEC 9.3% 2.9% 10.2% 0.7%

3.3. Teachers

Number and % of teachers, and PTR per school type and gender, 2015 Type Total Male Female PTR % of total AES 4,397 3,825 572 24.3 11.6% ECDE 2,886 1,289 1,597 30.9 7.6% PRI 25,115 21,288 3,827 40.0 66.5% SEC 3,273 2,888 385 18.0 8.7% TTI 118 96 22 9.5 0.3% TVE 290 225 65 10.5 0.8% UNI 550 511 39 16.4 1.5% Total 37,792 30,972 6,820 33.7 100%

Number and % of teachers per school type and qualification, 2015

Type Total Trained Untrained Unknown Count % of total Count % of total Count % of total

AES 4,397 2,048 46.6% 1,579 35.9% 770 17.5% ECDE 2,886 1,352 46.8% 1,015 35.2% 519 18.0% PRI 25,115 9,641 38.4% 9,055 36.0% 6,420 25.6% SEC 3,273 2,097 64.1% 569 17.4% 607 18.5% TTI 118 98 83.1% 20 16.9% TVE 290 191 65.9% 39 13.4% 60 20.7% Total 36,075 15,427 42.8% 12,252 34.0% 8,396 23.3%

* Data for UNI was not collected

As explained in section 1.6, census data presented in this report concerns only 7 states. Greater Upper Nile data is presented in an annexed report.

16

3.4. Classrooms Number of classrooms and PCR per school and classroom types, 2015 Type Total Perm Semi-Perm Roof only Tent Open air Other PCR AES 3,850 1,580 1,023 175 36 1,014 233 41 ECDE 2,452 937 961 113 43 376 178 47 PRI 18,900 6,818 5,070 1,214 200 5,323 1,689 85 SEC 1,354 1,031 266 20 13 14 43 44 TTI 39 35 0 4 0 0 4 22.9 TVE 168 139 12 3 0 3 14 20.2 UNI 161 154 7 0 0 0 0 49.6 Total 26,924 10,694 7,339 1,529 292 6,730 2,161 70.6

3.5. Drinking Water

Number and % of schools with/without access to drinking water per school type, 2015 Type Total Schools Access No Access AES 1,156 31.8% 68.2% ECDE 733 39.2% 60.8% PRI 2,912 36.2% 63.8% SEC 245 57.6% 42.4% TTI 13 46.2% 53.8% TVE 31 58.1% 41.9% UNI 12 83.3% 16.7% Total 5,102 36.9% 63.1%

3.6. Latrines Number and % of schools with/without access to latrines per school type, 2015

Type Total Schools Access No Access AES 1,156 49.4% 50.6% ECDE 733 64.8% 35.2% PRI 2,912 48.5% 51.5% SEC 245 71.0% 29.0% TTI 13 53.8% 46.2% TVE 31 77.4% 22.6% Total 5,090 52.3% 47.7% * No data for Universities.

3.7. Gender Parity

Gender parity index by state and school type, 2015 State PRI SEC CEQ 0.98 0.67 EEQ 0.79 0.5 LAK 0.54 0.57 NBG 0.64 0.34 WAR 0.53 0.23 WBG 0.75 0.56 WEQ 0.9 0.53 National 0.73 0.49 * GER data available only for primary and secondary schools.

17

4. EMIS DATA, 2010-2015 4.1. Early Childhood Development and Education 4.1.1. Schools

Number and % of ECDE schools by state and ownership type, 2012-2015 State Year Total Gov Non-gov Gov % Non-gov % CEQ 2015 301 50 251 16.6% 83.4% 2013 246 50 196 20.3% 79.7% 2012 221 40 181 18.1% 81.9% EEQ 2015 128 48 80 37.5% 62.5% 2013 93 32 61 34.4% 65.6% 2012 107 42 65 39.3% 60.7% LAK 2015 38 27 11 71.1% 28.9% 2013 38 31 7 81.6% 18.4% 2012 37 28 9 75.7% 24.3% NBG 2015 48 19 29 39.6% 60.4% 2013 37 14 23 37.8% 62.2% 2012 10 2 8 20.0% 80.0% WAR 2015 25 11 14 44.0% 56.0% 2013 21 13 8 61.9% 38.1% 2012 9 3 6 33.3% 66.7% WBG 2015 94 49 45 52.1% 47.9% 2013 69 37 32 53.6% 46.4% 2012 58 29 29 50.0% 50.0% WEQ 2015 99 31 68 31.3% 68.7% 2013 68 24 44 35.3% 64.7% 2012 48 17 31 35.4% 64.6% Total 2015 733 235 498 32.1% 67.9% 2013 572 201 371 35.1% 64.9% 2012 490 161 329 32.9% 67.1% * “Government” includes government and government-aided schools. “Non-government” includes community, NGO-supported, private, other, and unknown ownership type schools.

Number of ECDE schools by state, 2012-2015

9 The number of early childhood development and education schools increased from 572 in 2013 to 733 in 2015. 9 The state that saw the greatest increase in the number of early childhood development and education schools is Central

Equatoria, where it increased from 246 in 2012 to 301 in 2015. However, the greatest performance in % is Western Equatoria, where the number of ECDE schools increased by 45%.

9 The share of non-government schools increased after experiencing a decline from 2012 to 2013. Government schools resent 32.1% of ECDE schools against 35.1% in 2013.

050

100150200250300350

CEQ EEQ LAK NBG WAR WBG WEQ

2012 2013 2015

18

4.1.2. Pupils

Number and % ECDE school pupil enrolment by state and gender, 2012-2015 State Year Total Male Female Male % Female % CEQ 2015 38,266 19,461 18,805 50.9% 49.1% 2013 28,992 14,638 14,354 50.5% 49.5% 2012 27,262 13,957 13,305 51.2% 48.8% EEQ 2015 16,524 8,400 8,124 50.8% 49.2% 2013 12,127 6,035 6,092 49.8% 50.2% 2012 15,034 7,869 7,165 52.3% 47.7% LAK 2015 5,002 3,118 1,884 62.3% 37.7% 2013 4,256 2,764 1,492 64.9% 35.1% 2012 4,770 2,948 1,822 61.8% 38.2% NBG 2015 5,250 2,704 2,546 51.5% 48.5% 2013 5,294 2,562 2,732 48.4% 51.6% 2012 1,038 602 436 58.0% 42.0% WAR 2015 5,875 3,376 2,499 57.5% 42.5% 2013 3,332 2,003 1,329 60.1% 39.9% 2012 1,909 1,101 808 57.7% 42.3% WBG 2015 8,208 4,511 3,697 55.0% 45.0% 2013 4,911 2,634 2,277 53.6% 46.4% 2012 4,348 2,275 2,073 52.3% 47.7% WEQ 2015 10,085 5,000 5,085 49.6% 50.4% 2013 7,813 4,094 3,719 52.4% 47.6% 2012 5,204 2,593 2,611 49.8% 50.2% Total 2015 89,210 46,570 42,640 52.2% 47.8% 2013 66,725 34,730 31,995 52.0% 48.0% 2012 59,565 31,345 28,220 52.6% 47.4%

Number of ECDE school pupils by state, 2012-2015

9 The number of pupils at the ECDE level increased from 59,565 in 2012 to 89,210 in 2015. 9 The state that saw the largest increase in early childhood development and education pupils is Central Equatoria, where pupils

increased from 27,262 to 38,262 over three years. However, in terms of percentage, Warrap experienced the greatest improvement as enrolment increased by 76%.

9 The gender disparity in enrolment stayed relatively constant over the three years, at roughly 52% males and 47% females, with only a marginal decrease in females.

0

10,000

20,000

30,000

40,000

50,000


2012 2013 2015

19

4.1.3. Teachers

No. and % of ECDE teachers and pupil-teacher ratio (PTR) by state and gender, 2012-2015 State Year Total Male Female Male % Female % PTR CEQ 2015 1,224 390 834 31.9% 68.1% 31.3 2013 897 356 541 39.7% 60.3% 32.3 2012 788 280 508 35.5% 64.5% 34.6 EEQ 2015 505 183 322 36.2% 63.8% 32.7 2013 360 106 254 29.4% 70.6% 33.7 2012 411 160 251 38.9% 61.1% 36.6 LAK 2015 125 100 25 80.0% 20.0% 40.0 2013 131 105 26 80.2% 19.8% 32.5 2012 133 107 26 80.5% 19.5% 35.9 NBG 2015 252 188 64 74.6% 25.4% 20.8 2013 132 89 43 67.4% 32.6% 40.1 2012 34 31 3 91.2% 8.8% 30.5 WAR 2015 140 106 34 75.7% 24.3% 42.0 2013 110 86 24 78.2% 21.8% 30.3 2012 29 21 8 72.4% 27.6% 65.8 WBG 2015 329 175 154 53.2% 46.8% 24.9 2013 163 67 96 41.1% 58.9% 30.1 2012 142 71 71 50.0% 50.0% 30.6 WEQ 2015 311 147 164 47.3% 52.7% 32.4 2013 201 96 105 47.8% 52.2% 38.9 2012 134 63 71 47.0% 53.0% 38.8 Total 2015 2,886 1,289 1,597 44.7% 55.3% 30.9 2013 1,994 905 1,089 45.4% 54.6% 33.5 2012 1,671 733 938 43.9% 56.1% 35.6

Number of ECDE teachers by state, 2012-2015

ECDE school PTR by state, 2012-2015

9 The number of teachers at the early childhood development and education level increased in each state over the three years

period and stands at 2,886. 9 Females still represent the majority of ECDE teachers (55.3%). 9 The pupil-teacher ratio (PTR) significantly improved, from 35.6 in 2012 to 30.9 in 2015.

0

500

1,000

1,500


2012 2013 2015

010203040506070

CEQ EEQ LAK NBG WAR WBG WEQ Total

2012 2013 2015

20

4.1.4. Classrooms

Number of ECDE classrooms and pupil-classroom ratio (PCR) by state and type, 2012-2015 State Year Total Perm Semi-perm Open-air Other PCR CEQ 2015 925 372 405 109 39 49.2 2013 680 218 239 159 64 63.4 2012 520 171 161 131 57 82.1 EEQ 2015 383 141 149 56 37 56.9 2013 293 68 84 113 28 79.8 2012 296 92 92 67 45 81.7 LAK 2015 139 37 48 49 5 58.8 2013 106 26 16 59 5 101.3 2012 122 31 18 62 11 97.3 NBG 2015 266 90 126 31 19 24.3 2013 111 33 34 27 17 79.0 2012 25 8 8 8 1 64.9 WAR 2015 94 35 23 36 0 101.3 2013 59 28 16 8 7 75.7 2012 21 6 1 7 7 272.7 WBG 2015 393 181 134 31 47 26.1 2013 162 73 44 33 12 42.0 2012 139 42 72 7 18 38.1 WEQ 2015 252 81 76 64 31 64.2 2013 141 41 44 38 18 91.9 2012 85 40 11 27 7 102.0 Total 2015 2,452 937 961 376 178 47.0 2013 1,552 487 477 437 151 69.2 2012 1,208 390 363 309 146 79.1 * “Other” includes roof-only, tent, and others.

Number of ECDE classrooms by state, 2012-2015

ECDE PCR by state, 2012-2015

9 Besides teachers, the number of classrooms also increased greatly between 2012 and 2015, from 1,208 to 2,452. 9 The total number of classrooms increased by 57%. Permanent and semi-permanent structures have experienced the greatest

increase by 92% and 100%, respectively. 9 The pupil-classroom ratio (PCR) significantly improved, from 69.2 in 2013 to 47 in 2015.

0

200

400

600

800

1,000


2012 2013 2015

0

50

100

150

200

250

300


2012 2013 2015

21

4.2. Primary Schools 4.2.1. Schools

Number and % of primary schools by state and ownership type, 2012-2015 State Year Total Gov Non-gov Gov % Non-gov % CEQ 2015 566 305 261 53.9% 46.1% 2013 523 283 240 54.1% 45.9% 2012 475 257 218 54.1% 45.9% EEQ 2015 327 216 111 66.1% 33.9% 2013 302 198 104 65.6% 34.4% 2012 303 195 108 64.4% 35.6% LAK 2015 347 312 35 89.9% 10.1% 2013 318 271 47 85.2% 14.8% 2012 307 252 55 82.1% 17.9% NBG 2015 557 408 149 73.2% 26.8% 2013 479 333 146 69.5% 30.5% 2012 446 316 130 70.9% 29.1% WAR 2015 524 415 109 79.2% 20.8% 2013 509 371 138 72.9% 27.1% 2012 460 333 127 72.4% 27.6% WBG 2015 211 140 71 66.4% 33.6% 2013 186 115 71 61.8% 38.2% 2012 181 120 61 66.3% 33.7% WEQ 2015 380 261 119 68.7% 31.3% 2013 336 229 107 68.2% 31.8% 2012 319 200 119 62.7% 37.3% Total 2015 2,912 2,057 855 70.6% 29.4% 2013 2,653 1,800 853 67.8% 32.2% 2012 2,491 1,673 818 67.2% 32.8% *“Government” includes government and government-aided schools. “Non-government” includes community, NGO-supported, private, other, and unknown ownership type schools.

Number of primary schools by state, 2012-2015

9 The number of primary schools increased from 2,491 to 2,912 in seven states since 2012. 9 The share of government-owned primary schools tends to constantly increase over time, from 67.2% in 2012 to over 70% in

2015.

0

100

200

300

400

500

600


2012 2013 2015

22

4.2.2. Pupils

Number and % of primary school pupils by state and gender, 2012-2015 State Year Total Male Female Male % Female % CEQ 2015 194,230 101,255 92,975 52.1% 47.9% 2013 153,718 82,026 71,692 53.4% 46.6% 2012 148,551 79,249 69,302 53.3% 46.7% EEQ 2015 112,041 64,314 47,727 57.4% 42.6% 2013 95,370 55,113 40,257 57.8% 42.2% 2012 103,161 60,558 42,603 58.7% 41.3% LAK 2015 128,949 85,595 43,354 66.4% 33.6% 2013 98,264 66,102 32,162 67.3% 32.7% 2012 103,637 70,689 32,948 68.2% 31.8% NBG 2015 191,772 117,300 74,472 61.2% 38.8% 2013 162,788 104,378 58,410 64.1% 35.9% 2012 147,109 93,427 53,682 63.5% 36.5% WAR 2015 203,186 133,487 69,699 65.7% 34.3% 2013 183,231 124,320 58,911 67.8% 32.2% 2012 162,966 110,484 52,482 67.8% 32.2% WBG 2015 83,727 48,774 34,953 58.3% 41.7% 2013 58,735 34,778 23,957 59.2% 40.8% 2012 69,236 42,214 27,022 61.0% 39.0% WEQ 2015 91,457 49,558 41,899 54.2% 45.8% 2013 82,556 45,208 37,348 54.8% 45.2% 2012 78,742 42,845 35,897 54.4% 45.6% Total 2015 1,005,362 600,283 405,079 59.7% 40.3% 2013 834,662 511,925 322,737 61.3% 38.7% 2012 813,402 499,466 313,936 61.4% 38.6%

9 Pupils’ enrolment increased by 20%, from 813,402 in 2012 to 1,005,362in 2015. 9 This great performance should be nuanced, however, as total enrolment may be inflated by the spillover effect of the conflict

(students coming from affected areas). Yet, it is consistent with the increasing number of schools (+10%) and teachers (+20%). 9 Males still outnumber females at primary school level, and this gender disparity tends to be decreasing over time, with 40.3%

female pupils in 2015 against 38.6% in 2012.

Number of primary school pupils by state, 2012-2015

0

50,000

100,000

150,000

200,000

250,000


2012 2013 2015

23

4.2.3. Teachers

Number and % of primary school teachers, and pupil-teacher ratio (PTR) by state and gender, 2012-2015 State Year Total Male Female Male % Female % PTR CEQ 2015 5,835 4,275 1,560 73.3% 26.7% 33.3 2013 4,641 3,462 1,179 74.6% 25.4% 33.1 2012 4,311 3,252 1,059 75.4% 24.6% 34.4 EEQ 2015 3,161 2,644 517 83.6% 16.4% 35.4 2013 2,931 2,474 457 84.4% 15.6% 32.5 2012 3,110 2,626 484 84.4% 15.6% 33.1 LAK 2015 2,475 2,281 194 92.2% 7.8% 52.1 2013 2,230 2,093 137 93.9% 6.1% 44.1 2012 2,134 1,995 139 93.5% 6.5% 48.4 NBG 2015 4,648 4,237 411 91.2% 8.8% 41.2 2013 3,822 3,563 259 93.2% 6.8% 42.6 2012 3,384 3,159 225 93.4% 6.6% 43.2 WAR 2015 4,397 4,087 310 92.9% 7.1% 46.2 2013 3,514 3,315 199 94.3% 5.7% 52.1 2012 3,512 3,289 223 93.7% 6.3% 46.2 WBG 2015 1,847 1,481 366 80.2% 19.8% 45.2 2013 1,422 1,147 275 80.7% 19.3% 41.3 2012 1,546 1,262 284 81.6% 18.4% 44.8 WEQ 2015 2,752 2,283 469 83.0% 17.0% 33.2 2013 2,497 2,120 377 84.9% 15.1% 33.1 2012 2,277 1,931 346 84.8% 15.2% 34.4 Total 2015 25,115 21,288 3,827 84.8% 15.2% 40.0 2013 21,057 18,174 2,883 86.3% 13.7% 39.6 2012 20,274 17,514 2,760 86.4% 13.6% 40.1

Number of primary school teachers by state, 2012-2015

Primary school pupil-teacher ratio (PTR) by state, 2012-2015

9 The number of primary teachers increased in all states, from 20,274 in 2012 to 25,115 in 2015. 9 Males represent a disproportionate percentage of the primary teaching force. Nationally, almost 9 out of 10 primary teachers

are males. 9 Pupil-teacher ratio (PTR) remains constant over time and stands at 40. Disparities are noticeable across states, with Lakes

displaying the lowest performance at 52.6 and Western Equatoria having a ratio of 33.2.

01,0002,0003,0004,0005,0006,0007,000


2012 2013 2015

0

10

20

30

40

50

60


2012 2013 2015

24

4.2.4. Classrooms

Number of primary school classrooms and pupil-classroom ratio (PCR) by state and type, 2012-2015 State Year Total Perm Semi-perm Open-air Other PCR CEQ 2015 3,943 2,010 1,480 217 236 55.7 2013 3,449 1,627 906 619 297 60.7 2012 2,609 1,310 690 273 336 74.3 EEQ 2015 2,218 918 663 387 250 70.9 2013 1,850 818 262 563 207 88.3 2012 1,628 692 245 465 226 110.1 LAK 2015 2,322 558 380 1,122 262 137.5 2013 1,990 531 188 1,085 186 136.7 2012 1,590 452 218 789 131 154.7 NBG 2015 3,399 931 884 1,336 248 105.7 2013 4,459 1,152 1,493 1,571 243 61.5 2012 2,112 605 388 900 219 148.1 WAR 2015 3,325 743 863 1,393 326 126.5 2013 3,080 631 743 1,470 236 133.4 2012 2,228 487 559 847 335 155.8 WBG 2015 1,395 747 430 71 147 71.1 2013 1,181 608 244 197 132 68.9 2012 1,067 495 243 194 135 93.8 WEQ 2015 2,298 911 370 797 220 71.4 2013 1,849 808 234 630 177 79.2 2012 1,505 519 223 565 198 106.1 Total 2015 18,900 6,818 5,070 5,323 1,689 84.6 2013 17,858 6,175 4,070 6,135 1,478 81.5 2012 12,739 4,560 2,566 4,033 1,580 114.1 * “Other” includes roof-only, tent, and others.

Number of primary school classrooms by state, 2012-2015

Primary school pupil-classroom ratio (PCR) by state, 2012-2015

9 The number of primary classrooms increased between 2012 and 2015, from 12,739 to 18,900. 9 The number of classrooms by type of construction increased in each category, aside from “open-air” which experienced a 14%

decrease. 9 The pupil-classroom ratio (PCR) at the primary level varies widely by state. States with high PCRs include Lakes (137.5), Warrap

(127.5), and Northern Bahr-el-Ghazal (105.7), while states with low PCRs are Central Equatoria (55.7), Eastern Equatoria (70.9), and Western Bahr-el-Ghazal (71.1).

0

1,000

2,000

3,000

4,000

5,000


2012 2013 2015

0

50

100

150

200


2012 2013 2015

25

4.3. Secondary Schools 4.3.1. Schools

Number and % of secondary schools by state and ownership type, 2012-2015 State Year Total Gov Non-gov Gov % Non-gov % CEQ 2015 81 34 47 42.0% 58.0% 2013 46 22 24 47.8% 52.2% 2012 65 28 37 43.1% 56.9% EEQ 2015 31 18 13 58.1% 41.9% 2013 24 15 9 62.5% 37.5% 2012 26 14 12 53.8% 46.2% LAK 2015 16 6 10 37.5% 62.5% 2013 9 5 4 55.6% 44.4% 2012 12 9 3 75.0% 25.0% NBG 2015 29 15 14 51.7% 48.3% 2013 25 11 14 44.0% 56.0% 2012 24 10 14 41.7% 58.3% WAR 2015 22 15 7 68.2% 31.8% 2013 19 14 5 73.7% 26.3% 2012 18 9 9 50.0% 50.0% WBG 2015 33 19 14 57.6% 42.4% 2013 24 14 10 58.3% 41.7% 2012 23 13 10 56.5% 43.5% WEQ 2015 33 18 15 54.5% 45.5% 2013 29 20 9 69.0% 31.0% 2012 22 13 9 59.1% 40.9% Total 2015 245 125 120 51.0% 49.0% 2013 176 101 75 57.4% 42.6% 2012 190 96 94 50.5% 49.5% *”Government” includes government and government-aided schools. “Non-government” includes community, NGO-supported, private, other and unknown ownership by type of schools.

Number of secondary schools by state, 2012-2015

9 The number of secondary schools increased in the seven states, from 190 in 2012 to 245 in 2015. 9 The number of government-owned secondary schools is at parity with non-government owned ones. 9 All states saw increases in the number of secondary schools since 2012, with Western Equatoria experiencing the greatest

performance (+50%).

0

20

40

60

80

100


2012 2013 2015

26

4.3.2. Pupils

Number and % of secondary school pupils by state and gender, 2012-2015 State Year Total Male Female Male % Female % CEQ 2015 25,506 15,824 9,682 62.0% 38.0% 2013 7,403 4,926 2,477 66.5% 33.5% 2012 17,344 10,720 6,624 61.8% 38.2% EEQ 2015 6,296 4,369 1,927 69.4% 30.6% 2013 4,655 3,279 1,376 70.4% 29.6% 2012 4,585 3,390 1,195 73.9% 26.1% LAK 2015 3,049 2,038 1,011 66.8% 33.2% 2013 949 628 321 66.2% 33.8% 2012 4,120 3,457 663 83.9% 16.1% NBG 2015 5,824 4,397 1,427 75.5% 24.5% 2013 4,621 3,537 1,084 76.5% 23.5% 2012 3,425 2,749 676 80.3% 19.7% WAR 2015 6,054 4,953 1,101 81.8% 18.2% 2013 4,218 3,388 830 80.3% 19.7% 2012 4,003 3,423 580 85.5% 14.5% WBG 2015 6,755 4,505 2,250 66.7% 33.3% 2013 5,726 3,227 2,499 56.4% 43.6% 2012 4,657 3,259 1,398 70.0% 30.0% WEQ 2015 5,444 3,717 1,727 68.3% 31.7% 2013 4,718 3,024 1,694 64.1% 35.9% 2012 3,378 2,016 1,362 59.7% 40.3% Total 2015 58,928 39,803 19,125 67.5% 32.5% 2013 32,290 22,009 10,281 68.2% 31.8% 2012 41,512 29,014 12,498 69.9% 30.1% * “Secondary school pupils” include only pupils in S1-S4. S5 and S6 pupils in schools following the Uganda and Kenyan secondary school system are excluded from the count.

Number of secondary school pupils by state, 2012-2015

9 Overall, the number of secondary school pupils increased at national level, from 41,512 in 2012 to 58,928 in 2015. 9 Only 1 in 3 secondary school pupil is a female. This ratio is slightly improving over time but remains low. 9 Lakes is the only state where the number of secondary school pupils decreased by 25% between 2012 and 2015.

05,000

10,00015,00020,00025,00030,000


2012 2013 2015

27

4.3.3. Teachers

Number and % of secondary school teachers and pupil-teacher ratio (PTR) by state and gender, 2012-2015 State Year Total Male Female Male % Female % PTR CEQ 2015 1,351 1,149 202 85.0% 15.0% 18.9 2013 905 775 130 85.6% 14.4% 8.2 2012 557 462 95 82.9% 17.1% 31.1 EEQ 2015 461 399 62 86.6% 13.4% 13.7 2013 375 326 49 86.9% 13.1% 12.4 2012 361 321 40 88.9% 11.1% 12.7 LAK 2015 175 164 11 93.7% 6.3% 17.4 2013 160 143 17 89.4% 10.6% 5.9 2012 96 86 10 89.6% 10.4% 42.9 NBG 2015 304 290 14 95.4% 4.6% 19.2 2013 221 207 14 93.7% 6.3% 20.9 2012 244 230 14 94.3% 5.7% 14.0 WAR 2015 269 251 18 93.3% 6.7% 22.5 2013 189 179 10 94.7% 5.3% 22.3 2012 207 198 9 95.7% 4.3% 19.3 WBG 2015 379 331 48 87.3% 12.7% 17.8 2013 339 311 28 91.7% 8.3% 16.9 2012 407 370 37 90.9% 9.1% 11.4 WEQ 2015 334 304 30 91.0% 9.0% 16.3 2013 233 211 22 90.6% 9.4% 20.2 2012 303 275 28 90.8% 9.2% 11.1 Total 2015 3,273 2,888 385 88.2% 11.8% 18.0 2013 2,422 2,152 270 88.9% 11.1% 13.3 2012 2,175 1,942 233 89.3% 10.7% 19.1

Number of secondary school teachers by state, 2012-2015

Secondary school pupil-teacher ratio (PTR) by state, 2012-2015

9 The number of secondary school teachers increased at national level by over 1,000 since 2012. 9 Males represent almost 9 in 10 teachers. Lakes, Northern Bahr-el-Ghazal, and Warrap have the greatest share of men in

the teaching force. 9 National Pupil-Teacher Ratio (PTR) is 18. Great achievements can be noticed in Lakes and Central Equatoria; the former

went from 31.1 in 2012 to 18.9 in 2015, while the latter saw an improvement from 42.9 to 17.4 over the same period of time.

0200400600800

1,0001,2001,4001,600


2012 2013 2015

0

10

20

30

40

50


2012 2013 2015

28

4.3.4. Classrooms

Number of secondary school classrooms and pupil-classroom ratio (PCR) by state and type, 2012-2015 State Year Total Perm Semi-perm Open-air Other PCR CEQ 2015 472 366 101 3 2 54.6 2013 247 184 57 0 6 30.7 2012 414 299 103 1 11 43.1 EEQ 2015 176 160 16 0 0 35.8 2013 160 138 18 0 4 29.8 2012 144 124 11 3 6 34.0 LAK 2015 90 67 20 0 3 35.0 2013 59 48 6 0 5 17.6 2012 80 62 9 0 9 58.0 NBG 2015 137 83 43 3 8 46.2 2013 128 110 15 0 3 37.0 2012 126 96 25 0 5 28.3 WAR 2015 121 68 30 4 19 61.8 2013 64 45 15 0 4 70.3 2012 57 44 7 0 6 78.5 WBG 2015 193 150 41 0 2 35.4 2013 151 127 14 0 10 40.6 2012 127 109 13 2 3 38.2 WEQ 2015 165 137 15 4 9 35.8 2013 118 107 9 1 1 40.7 2012 84 82 2 0 0 40.2 Total 2015 1,354 1,031 266 14 43 45.4 2013 927 759 134 1 33 36.2 2012 1,032 816 170 6 40 42.1 * “Other” includes roof-only, tent, and others.

Number of secondary school classrooms by state , 2012-2015

Secondary school pupil-classroom ratio (PCR) by state, 2012-2015

9 The total number of secondary classrooms increased between 2012 and 2015, from 1,032 to 1,354. The state most

contributing to this increase is Western Equatoria, where 81 classrooms were built, while 10 only were constructed in Lakes. 9 All types of classrooms were constructed, although 2/3 of them are permanent ones. 9 The growing number of classrooms did not absorb increasing enrolment, and Pupil-Classroom Ratio increased from 42.1 in

2012 to 45.4 in 2015. Central Equatoria (54.6) and Warrap (61.8) have the highest PCRs.

0

100

200

300

400

500


2012 2013 2015

0

20

40

60

80

100


2012 2013 2015

29

4.4. Alternative Education Systems (AES) 4.4.1. Centres

Number and % of AES centres by state and programme type, 2012-2015 State Year Total ALP Non-ALP ALP % Non-ALP % CEQ 2015 302 114 188 37.7% 62.3% 2013 215 110 105 51.2% 48.8% 2012 149 78 71 52.3% 47.7% EEQ 2015 72 61 11 84.7% 15.3% 2013 72 67 5 93.1% 6.9% 2012 89 76 13 85.4% 14.6% LAK 2015 203 145 58 71.4% 28.6% 2013 195 127 68 65.1% 34.9% 2012 123 88 35 71.5% 28.5% NBG 2015 240 217 23 90.4% 9.6% 2013 234 218 16 93.2% 6.8% 2012 188 182 6 96.8% 3.2% WAR 2015 88 77 11 87.5% 12.5% 2013 85 77 8 90.6% 9.4% 2012 78 61 17 78.2% 21.8% WBG 2015 65 47 18 72.3% 27.7% 2013 64 56 8 87.5% 12.5% 2012 63 39 24 61.9% 38.1% WEQ 2015 186 141 45 75.8% 24.2% 2013 166 95 71 57.2% 42.8% 2012 129 86 43 66.7% 33.3% Total 2015 1,156 802 354 69.4% 30.6% 2013 1,031 750 281 72.7% 27.3% 2012 819 610 209 74.5% 25.5%

Number of AES centres by state, 2012-2015

9 The number of AES centres is following an upwards trend. Their number increased by 40% since 2012. 9 The percentage of AES centres that are non-ALP steadily increases over time, from 25.5% in 2012 to 30.6% in 2015. 9 In Central Equatoria, almost 2/3 of AES centres are non-ALP, while in Northern Bahr-el-Ghazal, only 1 in 10 is not an

ALP centre.

050

100150200250300350400


2012 2013 2015

30

4.4.2. Learners

Number and % of AES learners by state and gender, 2012-2015 State Year Total Male Female Male % Female % CEQ 2015 12,673 6,129 6,544 48.4% 51.6% 2013 15,472 7,962 7,510 51.5% 48.5% 2012 10,398 4,959 5,439 47.7% 52.3% EEQ 2015 4,179 2,211 1,968 52.9% 47.1% 2013 3,325 1,785 1,540 53.7% 46.3% 2012 7,516 4,047 3,469 53.8% 46.2% LAK 2015 21,819 14,034 7,785 64.3% 35.7% 2013 23,276 13,743 9,533 59.0% 41.0% 2012 13,518 8,369 5,149 61.9% 38.1% NBG 2015 31,735 18,410 13,325 58.0% 42.0% 2013 38,045 22,718 15,327 59.7% 40.3% 2012 28,477 16,539 11,938 58.1% 41.9% WAR 2015 13,382 7,514 5,868 56.2% 43.8% 2013 10,051 6,157 3,894 61.3% 38.7% 2012 11,090 6,836 4,254 61.6% 38.4% WBG 2015 10,616 6,267 4,349 59.0% 41.0% 2013 9,952 6,086 3,866 61.2% 38.8% 2012 8,300 5,020 3,280 60.5% 39.5% WEQ 2015 12,434 6,294 6,140 50.6% 49.4% 2013 12,751 6,698 6,053 52.5% 47.5% 2012 9,421 4,656 4,765 49.4% 50.6% Total 2015 106,838 60,859 45,979 57.0% 43.0% 2013 112,872 65,149 47,723 57.7% 42.3% 2012 88,720 50,426 38,294 56.8% 43.2%

Number of AES learners by state, 2012-2015

9 After a steep increase by 27% from 2012 to 2013, the number of AES students decreased from 112,872 in 2013 to 106,838

in 2015. 9 The gender breakdown stayed relatively constant, with 57% of AES students being males. 9 Only Warrap, Western Bahr-el-Ghazal, and to a certain extent Eastern Equatoria, experienced increasing enrolment.

05,000

10,00015,00020,00025,00030,00035,00040,000


2012 2013 2015

31

4.4.3. Teachers

Number and % of AES teachers and pupil-teacher ratio (PTR) by state and gender, 2012-2015 State Year Total Male Female Male % Female % PTR

CEQ 2015 524 294 230 56.1% 43.9% 24.2 2013 577 420 157 72.8% 27.2% 26.7 2012 479 358 121 74.7% 25.3% 21.7 EEQ 2015 320 285 35 89.1% 10.9% 13.1 2013 289 243 46 84.1% 15.9% 11.5 2012 455 369 86 81.1% 18.9% 16.5 LAK 2015 715 638 77 89.2% 10.8% 30.5 2013 684 596 88 87.1% 12.9% 34.1 2012 465 422 43 90.8% 9.2% 29.1 NBG 2015 1,233 1,148 85 93.1% 6.9% 25.7 2013 1,375 1,276 99 92.8% 7.2% 27.8 2012 1,063 980 83 92.2% 7.8% 26.8 WAR 2015 524 486 38 92.7% 7.3% 25.5 2013 399 376 23 94.2% 5.8% 25.2 2012 428 408 20 95.3% 4.7% 25.9 WBG 2015 440 392 48 89.1% 10.9% 24.1 2013 343 312 31 91.0% 9.0% 28.9 2012 323 300 23 92.9% 7.1% 25.7 WEQ 2015 641 582 59 90.8% 9.2% 19.4 2013 538 479 59 89.0% 11.0% 23.6 2012 405 357 48 88.1% 11.9% 23.3 Total 2015 4,397 3,825 572 87.0% 13.0% 24.3 2013 4,205 3,702 503 88.0% 12.0% 26.8 2012 3,618 3,194 424 88.3% 11.7% 24.5

Number of AES teachers by state, 2012-2015

AES pupil-teacher ratio (PTR) by state, 2012-2015

9 The number of AES teachers stayed relatively constant from 2012 to 2015 and increased only by 192 from 2013 to 2015. 9 An overwhelming share (almost 90%) of AES centre teachers are males. 9 Overall, Pupil-Teacher Ratio (PTR) in most states went back to its 2012 level, as the number of teachers hired since then made

up for the 2013 sudden enrolment increase.

0200400600800

1,0001,2001,4001,600

CEQ EEQ LAK NBG WAR WBG WEQ2012 2013 2015

05

10152025303540


2012 2013 2015

32

4.4.4. Classrooms

Number of AES centre classrooms and pupil-classroom ratio (PCR) by state and type, 2012-2015 State Year Total Perm Semi-perm Open-air Other PCR

CEQ 2015 539 189 291 34 25 26.4 2013 287 96 130 42 19 68.5 EEQ 2015 313 150 74 69 20 18.7 2013 149 81 5 50 13 38.7 LAK 2015 687 165 174 281 67 64.4 2013 270 109 40 102 19 156.2 NBG 2015 935 411 217 264 43 50.5 2013 848 129 59 637 23 202.4 WAR 2015 355 128 75 136 16 65.9 2013 184 53 42 68 21 105.8 WBG 2015 310 194 87 14 15 37.8 2013 115 54 24 23 14 127.6 WEQ 2015 711 343 105 216 47 27.8 2013 232 114 25 71 22 91.7 Total 2015 3,850 1,580 1,023 1,014 233 41.0 2013 2,085 636 325 993 131 117.5 * “Other” includes roof-only, tent, and others.

Number of AES centre classrooms by state , 2012-2015

AES centre pupil-classroom ratio (PCR) by state, 2012-2015

9 The number of classrooms increased significantly since 2013, as it almost doubled. 9 Consequently, PCR went down from 117.5 in 2013 to 41 in 2015. 9 In regard to PCR, Northern Bahr-el-Ghazal experienced the greatest improvement, as its ratio was divided by 4 in 2 years.

0

200

400

600

800

1,000


2013 2015

0

50

100

150

200

250


2013 2015

33

4.5. Technical and Vocational Education and Training (TVET) 4.5.1. Institutes

Number and % of TVET institutes by state and ownership type, 2015 State Year Total Gov Non-gov Gov % Non-gov %

CEQ 2015 20 12 8 60% 40% EEQ 2015 5 5 100% LAK 2015 2 1 1 50% 50% NBG 2015 1 1 100% WAR 2015 WBG 2015 1 1 100% WEQ 2015 2 1 1 50% 50% Total 2015 31 19 12 61.3% 38.7%

Number of institutes by state, 2015

9 TVET are governed by different bodies (e.g. government, NGOs, international partners, etc.). In 2015, 61.3% of them are state owned.

9 TVET are unequally sparse across the states. 2 in 3 are located in Central Equatoria. 5 are in Eastern Equatoria and the remaining ones are disseminated in other states, with the exception of Warrap, where no TVET was reported to be functional.

4.5.2. Trainees

Number and % of TVET institute trainees by state and gender, 2015 State Year Total Male Female Male % Female % CEQ 2015 2,106 1,288 818 61.2% 38.8% EEQ 2015 227 113 114 49.8% 50.2% LAK 2015 236 117 119 49.6% 50.4% NBG 2015 69 17 52 24.6% 75.4% WAR 2015 WBG 2015 312 252 60 80.8% 19.2% WEQ 2015 100 69 31 69.0% 31.0% Total 2015 3,050 1,856 1,194 60.9% 39.1%

Number of TVET institute trainees by state and gender, 2015

9 TVET trainees are mostly males (60.9%). 9 The distribution of trainees follows closely the location of TVET institutes, and 2/3 are in Central Equatoria.

0

5

10

15

20

25


0200400600800

1,0001,2001,400


Male Female

34

4.5.3. Trainers

No. and % of TVET institute trainers and pupil-teacher ratio (PTR) by state and gender, 2015 State Year Total Male Female Male % Female % PTR CEQ 2015 198 148 50 74.7% 25.3% 10.6 EEQ 2015 34 26 8 76.5% 23.5% 6.7 LAK 2015 21 19 2 90.5% 9.5% 11.2 NBG 2015 9 9 0 100.0% 0.0% 7.7 WAR 2015 WBG 2015 19 16 3 84.2% 15.8% 16.4 WEQ 2015 9 7 2 77.8% 22.2% 11.1 Total 2015 290 225 65 77.6% 22.4% 10.5 * “Trained” encompasses the trainers who were formally certified/trained from an accredited institute. “Untrained” includes those who were not formally certified/trained from an accredited institute.

Number of TVET institute trainers by state and gender, 2015

TVET institute pupil-teacher ratio (PTR) by state, 2015

9 Mirroring the trainee population, only 22% of the trainers are female. 9 The national average PTR is 10.5. This is understandable as TVET requires hands-on, interactive instruction.

4.5.4. Classrooms

Number of TVET institute classrooms and pupil-classroom ratio (PCR) by state and type, 2015

State Year Total Perm Semi-perm Open-air Other PCR CEQ 2015 97 86 7 1 3 22.6 EEQ 2015 24 23 1 0 0 9.5 LAK 2015 8 8 0 0 0 29.5 NBG 2015 20 3 4 2 11 9.9 WAR 2015 WBG 2015 10 10 0 0 0 31.2 WEQ 2015 9 9 0 0 0 11.1 Total 2015 168 139 12 3 14 20.2 * “Other” includes roof-only, tent, and others.

0

50

100

150


Male Female

02468

1012141618


35

Number of TVET institute classrooms by state , 2015

TVET institute pupil-classroom ratio (PCR) by state, 2015

9 The bulk of TVET classrooms are permanent structures. 9 PCRs vary greatly across states, with Eastern Equatoria displaying a 9.5 PCR and Western Bahr-el-Ghazal having a 31.2 PCR.

4.6. Teacher Training Institutes (TTI) 4.6.1. Institutes

Number and % of institutes by state and ownership type, 2015 State Year Total Gov Non-gov Gov % Non-gov % CEQ 2015 4 2 2 50.0% 50.0% EEQ 2015 4 4 100.0% LAK 2015 NBG 2015 2 2 100.0% WAR 2015 WBG 2015 WEQ 2015 3 3 100.0% Total 2015 13 8 5 61.5% 38.5%

Number of TTIs by state, 2015

9 There are 13 Teacher Training Institutes across the country. All of them are located in the Greater Equatoria region, with the

exception of 2 of them, which are in Northern Bahr-el-Ghazal. 9 8 out of the 13 TTIs are owned by the government, while 5 are NGO-run.

0

20

40

60

80

100

120


0

5

10

15

20

25

30

35


0112233445


36

4.6.2. Students

Number and % of TTI students by state and gender, 2015 State Year Total Male Female Male % Female %

CEQ 2015 459 298 161 64.9% 35.1% EEQ 2015 271 177 94 65.3% 34.7% LAK 2015 NBG 2015 142 113 29 79.6% 20.4% WAR 2015 WBG 2015 WEQ 2015 244 192 52 78.7% 21.3% Total 2015 1,116 780 336 69.9% 30.1%

Number of TTI students by state and gender, 2015

9 The majority of TTI students are males. Only 30.1% of students are females. 9 Most TTI students in South Sudan are enrolled in in-service training. 2,036 are in-service, while 1,003 are pre-service. 9 The highest TTI enrolment is found in Central Equatoria, with 459 students.

4.6.3. Tutors

No. and % of TTI tutors and pupil-teacher ratio (PTR) by state and gender, 2015 State Year Total Male Female Male % Female % PTR CEQ 2015 45 37 8 82.2% 17.8% 10.2 EEQ 2015 39 31 8 79.5% 20.5% 6.9 LAK 2015 NBG 2015 18 18 0 100.0% 0.0% 7.9 WAR 2015 WBG 2015 WEQ 2015 16 10 6 62.5% 37.5% 15.3 Total 2015 118 96 22 81.4% 18.6% 9.5

Number of TTI tutors by state and gender, 2015

050

100150200250300350


Male Female

0

10

20

30

40


Male Female

37

TTI pupil-teacher ratio (PTR) by state, 2015

9 The pupil-teacher ratio (PTR) is at manageable levels; the highest PTR is in Western Equatoria at 15.3. 9 The share of male teachers is at parity with other types of school, as men account for 80% of the training force.

4.6.4. Classrooms

Number of TTI classrooms and pupil-classroom ratio (PCR) by state and type, 2015 State Year Total Perm Semi-perm Open-air Other PCR CEQ 2015 24 20 0 0 4 23.0 EEQ 2015 6 6 0 0 0 45.2 LAK 2015 NBG 2015 2 2 0 0 0 71.0 WAR 2015 WBG 2015 WEQ 2015 7 7 0 0 0 34.9 Total 2015 39 35 0 0 4 31.9 * “Other” includes roof-only, tent, and others.

Number of TTI classrooms by state , 2015

TTI pupil-classroom ratio (PCR) by state, 2012-2015

9 Following geographical location patterns, most classrooms are found in Central Equatoria. 9 Almost all classrooms are permanent structures. 9 PCR at national level averages 31.9 but displays great disparities, with Northern Bahr-el-Ghazal having a ratio as high as 71.

02468

1012141618


0

5

10

15

20

25

30


01020304050607080


38

4.7. Universities 4.7.1. Universities

Number and % of universities by state and ownership type, 2015 State Year Total Gov Non-gov Gov % Non-gov % CEQ 2015 11 1 10 9.1% 90.9% EEQ 2015 LAK 2015 NBG 2015 WAR 2015 WBG 2015 1 1 100.0% WEQ 2015 1 1 100.0% Total 2015 13 2 11 15.38% 84.62%

Number of universities by state, 2015

9 There are 13 universities in South Sudan, 11 of which are in Central Equatoria, 1 in Western Equatoria, and 1 in Western Bahr-

el-Ghazal. 9 11 out of 13 are private universities.

4.7.2. Students

Number and % of university students by state and gender, 2015 State Year Total Male Female Male % Female % CEQ 2015 8,741 6,672 2,069 76.3% 23.7% EEQ 2015 LAK 2015 NBG 2015 WAR 2015 WBG 2015 2,349 1,962 387 83.5% 16.5% WEQ 2015 329 249 80 75.7% 24.3% Total 2015 11,419 8,883 2,536 77.8% 22.2%

Number of university students by state and gender, 2015

9 11,419 students are following a university course in 2015. 9 Females represent less than ¼ of university students.

0

2

4

6

8

10

12


0

2,000

4,000

6,000

8,000


Male Female

39

4.7.3. Professors/Lecturers

No. and % of university professors/lecturers and pupil-teacher ratio (PTR) by state and gender, 2015 State Year Total Male Female Male % Female % PTR CEQ 2015 515 476 39 92.4% 7.6% 17.0 EEQ 2015 LAK 2015 NBG 2015 WAR 2015 WBG 2015 171 146 25 85.4% 14.6% 13.7 WEQ 2015 35 35 0 100.0% 0.0% 9.4 Total 2015 721 657 64 91.1% 8.9% 15.8

Number of university professors/lecturers by state and gender, 2015

University pupil-teacher ratio (PTR) by state, 2015

9 There are 721 University professors/lecturers in South Sudan. 9 Consistent across states are 1) gender disparity, and 2) low PTRs. 9 More than 90% of University professors are males. In Western Equatoria, all of them are females. 9 Although no data is displayed here, 96% of classrooms are permanent structures, the rest being semi-permanent

buildings.

0

100

200

300

400

500


Male Female

02468

1012141618


40

5. EARLY CHILDHOOD DEVELOPMENT AND EDUCATION, 2015 5.1. Access 5.1.1. Enrolment

Number of ECDE school pupils by state and grade, 2015 State Total Baby/Infant Middle/Nursery Top/Graduate CEQ 38,266 15,684 11,897 10,685 EEQ 16,524 7,290 4,835 4,399 LAK 5,002 2,401 1,882 719 NBG 5,250 2,247 1,523 1,480 WAR 5,875 2,278 1,828 1,769 WBG 8,208 3,281 2,587 2,340 WEQ 10,085 4,642 3,065 2,378 Total 89,210 37,823 27,617 23,770

Number of ECDE school pupils by grade and gender, 2015

% of ECDE school pupils by grade and gender, 2015

Number of ECDE pupils by state and gender, 2015

% of ECDE pupils by state and gender, 2015

9 There are 89,210 pupils in early childhood development and education schools. Baby/infant grade has the greatest number

(37,823), followed by middle/nursery (27, 617) and top/graduate (23,770). 9 The state with the greatest number of EDC pupils is Central Equatoria (38,266), followed by Eastern Equatoria (16,524). Lakes

has the lowest enrolment with only 5,002 pupils. 9 Gender is overall balanced. The states with the lowest percentage of females are Lakes (37.7%) and Warrap (42.5%).

0

5,000

10,000

15,000

20,000

25,000

Baby/Infant Middle/Nursery Top/Graduate

Male Female

0%

25%

50%

75%

Baby Middle Top Total

Male Female

0

5,000

10,000

15,000

20,000


Male Female

0%

25%

50%

75%


Male Female

41

5.1.2. Overage Pupils

Number and % of ECDE school at-age and overage pupils by state and gender, 2015 State Total Male Female

At age Overage % overage At age Overage % overage At age Overage % overage CEQ 10,960 27,306 71.4% 5,511 13,950 71.7% 5,449 13,356 71.0% EEQ 4,500 12,024 72.8% 2,332 6,068 72.2% 2,168 5,956 73.3% LAK 1,457 3,545 70.9% 833 2,285 73.3% 624 1,260 66.9% NBG 1,531 3,719 70.8% 753 1,951 72.2% 778 1,768 69.4% WAR 1,956 3,919 66.7% 1,256 2,120 62.8% 700 1,799 72.0% WBG 2,187 6,021 73.4% 1,155 3,356 74.4% 1,032 2,665 72.1% WEQ 3,172 6,913 68.5% 1,567 3,433 68.7% 1,605 3,480 68.4% Total 25,763 63,447 71.1% 13,407 33,163 71.2% 12,356 30,284 71.0% * “At age” includes under-age and at-age pupils.

Number of ECDE school overage pupils by state and gender, 2015

% of ECDE school overage pupils by state and gender, 2015

Number and % of ECDE school at-age and overage pupils by grade and gender, 2015

Grade Total Male Female

At age Overage Overage % At age Overage Overage % At age Overage

Overage %

Baby/Infant 12,423 25,400 67.2% 6,499 13,436 67.4% 5,924 11,964 66.9% Middle/Nursery 7,639 19,978 72.3% 3,910 10,449 72.8% 3,729 9,529 71.9% Top/Graduate 5,701 18,069 76.0% 2,998 9,278 75.6% 2,703 8,791 76.5% Total 25,763 63,447 71.1% 13,407 33,163 71.2% 12,356 30,284 71.0% * “At age” includes under-age and at-age pupils.

% of ECDE school overage pupils by grade and gender, 2015

9 In the Baby/Infant grade, age 3

is the appropriate age for the grade. Please refer to the introduction for more information on how overage pupils are defined. In ECDE schools, 71% pupils are overage regardless of their gender.

9 The percentage of overage pupils ranges from 66.7% in Warrap to 73.4% in Western Bahr-el-Ghazal.

9 By grade, the percentage of overage pupils is greatest in Top/Graduate (76%).

0

5,000

10,000

15,000


Male Female

0%

25%

50%

75%


Male Female

0%

25%

50%

75%

Baby/Infant Middle/Nursery Top/Graduate Total

Male Female

42

5.2. Resources

5.2.1. Schools Number of ECDE schools by ownership, 2015

Ownership type Schools Community 164 Government / RSS Ministry 51 NGO / International partner 9 Private group / individual 93 Religious group 141 State Government 184 Unknown 91 Grand Total 733

% of ECDE schools by ownership type, 2015

9 1 in 3 early childhood development and education schools is

owned by the government (mostly by the state government) 9 Community schools are the second most numerous category,

with 22% of all early childhood development and education schools. 19% are owned by religious groups.

Number and % of ECDE schools with meals by state, 2015 State Schools Schools w/ meals Schools w/out meals

Count % total Count % total CEQ 301 58 19.3% 243 80.7% EEQ 128 55 43.0% 73 57.0% LAK 38 24 63.2% 14 36.8% NBG 48 14 29.2% 34 70.8% WAR 25 11 44.0% 14 56.0% WBG 94 32 34.0% 62 66.0% WEQ 99 25 25.3% 74 74.7% Total 733 219 29.9% 514 70.1% * “Schools with meals” refers to schools that have reported to be receiving meals from an external entity. Remaining schools either do not receive meals from an external entity or did not respond.

Number of ECDE schools with and without meals by state, 2015

% of ECDE schools with and without meals by state, 2015

Community22.4%

Government / RSS Ministry7.0%

NGO / International

partner1.2%

Private group / individual

12.7%Religious

group19.2%

State Government

25.1%

Unknown12.4%

0

50

100

150

200

250


Schools with meals Schools without meals

0%

25%

50%

75%

100%


Schools with meals Schools without meals

43

9 Most ECDE schools in South Sudan do not offer free meals. Overall, 29.9% of them have meals during the day. 9 Lakes state is the only one where schools offering free meals are more numerous than schools without free meals. 9 Offering school meals can be an important way of drawing children into early childhood development and education schools, and

offer valuable nutrition help. Pupils concentrate, stay healthy, and may improve learning.

5.2.2. Teachers

Number and % of ECDE teachers by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 1,224 390 31.9% 834 68.1% EEQ 505 183 36.2% 322 63.8% LAK 125 100 80.0% 25 20.0% NBG 252 188 74.6% 64 25.4% WAR 140 106 75.7% 34 24.3% WBG 329 175 53.2% 154 46.8% WEQ 311 147 47.3% 164 52.7% Total 2,886 1,289 44.7% 1,597 55.3%

Number of ECDE school teachers by state and gender, 2015

% of ECDE school teachers by state and gender, 2015

9 The number of early childhood development and education teachers stands at 2,886. 55.3% of them are females. 9 The distribution of teachers across states follows the one of students. Central Equatoria has the most teachers (1,224). 9 In Greater Equatoria, teachers are mostly females while they are outnumbered by males in Greater Bahr-el-Ghazal.

Number and % of ECDE teachers by professional qualification and state, 2015 State Total Trained Untrained Unknown

Count % total Count % total Count % total CEQ 1,224 575 47.0% 446 36.4% 203 16.6% EEQ 505 236 46.7% 190 37.6% 79 15.6% LAK 125 44 35.2% 47 37.6% 34 27.2% NBG 252 132 52.4% 100 39.7% 20 7.9% WAR 140 51 36.4% 49 35.0% 40 28.6% WBG 329 175 53.2% 73 22.2% 81 24.6% WEQ 311 139 44.7% 110 35.4% 62 19.9% Total 2,886 1,352 46.8% 1,015 35.2% 519 18.0% * “Trained” includes teachers with pre-service/in-service teacher training and higher education diploma. “Unknown” include those whose professional qualification was not reported.

0

200

400

600

800


Male Female

0%

25%

50%

75%


Male Female

44

Number of ECDE school teachers by professional qualification and state, 2015

% of ECDE school teachers by professional qualification and state, 2015

9 Trained teachers account for almost 47% of the total. Untrained teachers make up 35% of the total. 9 There is little difference across states at the exception of Warrap and Lakes where trained teachers make up respectively 36 and

35% of the teaching force.

Number and % of ECDE teachers by academic qualification and state, 2015 State Total Primary School Secondary School University and above Unknown

Count % total Count % total Count % total Count % CEQ 1,224 99 8.1% 984 80.4% 55 4.5% 86 7.0% EEQ 505 54 10.7% 391 77.4% 9 1.8% 51 10.1% LAK 125 54 43.2% 53 42.4% 4 3.2% 14 11.2% NBG 252 71 28.2% 158 62.7% 20 7.9% 3 1.2% WAR 140 37 26.4% 77 55.0% 3 2.1% 23 16.4% WBG 329 56 17.0% 216 65.7% 18 5.5% 39 11.9% WEQ 311 58 18.6% 205 65.9% 8 2.6% 40 12.9% Total 2,886 429 14.9% 2,084 72.2% 117 4.1% 256 8.9% * “Primary school” includes primary school dropouts and completers. “Secondary school” attainment includes completion of junior school (Sudan curriculum) and secondary school.

Number of ECDE school teachers by academic qualification and state, 2015

0100200300400500600


Trained Untrained Unknown

0%

20%

40%

60%



0

200

400

600

800

1,000

1,200


Primary school Secondary school University and above Unknown

45

% of ECDE school teachers by academic qualification and state, 2015

9 72% of early childhood development and education teachers are secondary school completers. 9 Distribution of qualification across states is unequal. In Lakes, only 42% of the teachers are secondary school completers, which is

half the share of Central Equatoria.

Number and % of ECDE school teachers by employment status and state, 2015 State Total Paid Part-Time Unpaid

Count % total Count % total Count % total CEQ 1,224 969 79.2% 10 0.8% 245 20.0% EEQ 505 295 58.4% 11 2.2% 199 39.4% LAK 125 87 69.6% 38 30.4% NBG 252 189 75.0% 63 25.0% WAR 140 67 47.9% 73 52.1% WBG 329 250 76.0% 16 4.9% 63 19.1% WEQ 311 201 64.6% 8 2.6% 102 32.8% Total 2,886 2,058 71.3% 45 1.6% 783 27.1%

Number of ECDE school teachers by employment status and state, 2015

% of ECDE teachers by employment status and state, 2015

9 The vast majority (71%) of early childhood development and education teachers are paid. 27% are unpaid, and part-time teachers

account for a negligible share of the total. 9 Similar to academic qualification, there is quite a discrepancy across states. Less than 50% of teachers in Warrap are paid, while

almost 80% of them have a salary in Central Equatoria.

0%10%20%30%40%50%60%70%80%


Primary school Secondary school University and above Unknown

0200400600800

1,000


Paid Part-time Unpaid

0%

20%

40%

60%

80%


Paid Part-time Unpaid

46

ECDE school pupil-teacher ratio (PTR) by state and ownership, 2015 State Overall Government Non-government

Pupil Teacher PTR Pupil Teacher PTR Pupil Teacher PTR CEQ 38,266 1,224 31.3 5,942 192 30.9 32,324 1,032 31.3 EEQ 16,524 505 32.7 6,383 185 34.5 10,141 320 31.7 LAK 5,002 125 40.0 3,392 87 39.0 1,610 38 42.4 NBG 5,250 252 20.8 2,278 88 25.9 2,972 164 18.1 WAR 5,875 140 42.0 2,715 57 47.6 3,160 83 38.1 WBG 8,208 329 24.9 3,688 178 20.7 4,520 151 29.9 WEQ 10,085 311 32.4 2,507 60 41.8 7,578 251 30.2 Total 89,210 2,886 30.9 26,905 847 31.8 62,305 2,039 30.6

* “Non-government” here includes schools under community, private, NGO-supported, religious group, and unknown ownership.

ECDE school pupil-teacher ratio (PTR) by state and ownership, 2015

9 The PTR stands at 30.9. Although it is higher in government-owned schools, the difference is not significant and does not

necessarily induce better learning conditions in non-government schools. 9 Warrap and Western Equatoria are the two states where PTR is above 40.

5.2.3. Classrooms

Number of ECDE school classrooms and pupil-classroom ratio (PCR) by state and type, 2015 State Total Perm Semi-

perm Open-air Roof only Tent Other PCR

CEQ 925 372 405 109 20 8 11 49.2 EEQ 383 141 149 56 20 17 0 57.0 LAK 139 37 48 49 4 1 0 58.8 NBG 266 90 126 31 11 1 7 24.3 WAR 94 35 23 36 0 0 0 101.3 WBG 393 181 134 31 34 9 4 26.1 WEQ 252 81 76 64 24 7 0 64.2 Total 2,452 937 961 376 113 43 22 47.0

% of ECDE school classrooms by type, 2015

ECDE school pupil-classroom ratio (PCR) by state, 2015

9 The bulk of the classrooms are permanent and semi-permanent structures. Both combined make up 77.4% of all classrooms. 9 PCR at ECDE level is 47, and ranges from 101.3 in Warrap to 26.1 in Western Bahr-el-Ghazal.

0

10

20

30

40

50


Government Non-government Overall

Perm38.2%

Semi-perm39.2%

Open-air15.3%

Roof only4.6%

Tent1.8%

Other0.9%

0102030405060708090

100110


47

Number of ECDE school classrooms and pupil-classroom ratio (PCR) by ownership type, 2015 Ownership Total Perm Semi-perm Open-air Roof only Tent Other PCR Community 457 101 201 93 41 13 8 57.3 Government 168 49 54 54 9 2 62.3 NGO/Int’l. partner 27 2 11 10 4 84.1 Private group 400 181 186 13 16 1 3 34.0 Religious group 494 237 192 38 9 16 2 47.0 State Gov. 310 124 120 52 13 0 1 46.1 Other 596 243 197 116 25 7 8 46.6 Total 2,452 937 961 376 113 43 22 47.0

ECDE school pupil-classroom ratio (PCR) by state and ownership, 2015

Number and % of ECDE schools with permanent and semi-permanent classrooms by state, 2015 State Schools With perm and semi-perm Without perm and semi-perm

Count % total Count % total CEQ 301 212 70.4% 89 29.6% EEQ 128 84 65.6% 44 34.4% LAK 38 20 52.6% 18 47.4% NBG 48 38 79.2% 10 20.8% WAR 25 11 44.0% 14 56.0% WBG 94 83 88.3% 11 11.7% WEQ 99 44 44.4% 55 55.6% Total 733 492 67.1% 241 32.9%

Number of ECDE schools with and without perm. and semi-perm. classrooms by state, 2015

020406080

100

04080

120160200


Schools with perm or semi-perm classrooms

Schools without perm or semi-perm classroom

48

% of ECDE schools with and without perm. and semi-perm. classrooms by state, 2015

9 Over 67% of all early childhood development and education schools have permanent and/or semi-permanent structures. 9 Western Equatoria and Warrap are the two states where the share of schools without these structures is greater than the number of

schools having these types of classrooms (respectively 55.36% and 56%).

5.2.4. Curriculum and Instruction

Number and % of ECDE school by language of instruction and grade, 2015 Language Baby/Infant Nursery/Middle Top/Graduate English (#) English (%)

463 486 489 63.2% 66.3% 66.7%

Arabic (#) Arabic (%)

114 103 92 15.6% 14.1% 12.6%

Mother Tongue (#) Mother Tongue (%)

348 288 256 47.5% 39.3% 34.9%

Other (#) 10 8 7 Other (%) 1.4% 1.1% 1.0%

Number of ECDE school by language of instruction and grade, 2015

% of ECDE school by language of instruction and grade, 2015

9 The majority of ECDE schools, particularly in the top grade, have English as one of their languages of instruction. 9 Mother tongue is used in 47.5% of ECDE schools in Baby grade. This rate declines as grades go up. 9 Arabic is used in 15% of the baby grade classrooms. It also declines as grades go up.

5.2.5. Facilities

Number and % of ECDE schools with/without access to drinking water by state, 2015 State Schools Access No access


0%

25%

50%

75%

100%


Schools with perm or semi-perm classrooms

Schools without perm or semi-perm classroom

0

100

200

300

400

500

Baby Middle Top

English (#) Arabic (#)

Mother Tongue (#) Other (#)

0%

20%

40%

60%

Baby Middle Top

English (%) Arabic (%)

Mother Tongue (%) Other (%)

49

Number of ECDE schools with/without access to drinking water by state, 2015

% of ECDE schools with/without access to drinking water by state, 2015

9 Nationally, 39.2% of the early childhood development and education schools have access to drinking water. 9 Lakes is the only state where the number of schools with access to drinking water outnumbers the number of schools without. 9 In Western Equatoria and Northern Bahr-el-Ghazal, over 70% of schools do not have access to drinking water.

Number and % of ECDE schools with and without access to latrine by state, 2015 State Schools Access No access


Number of ECDE schools with/without access to latrine by state, 2015

0

50

100

150

200


Access No access

0%

25%

50%

75%

100%


Access No access

0

50

100

150

200

250


Access No access

50

% of ECDE schools with/without access to latrine by state, 2015

9 2 in 3 early childhood development and education schools have access to a latrine in the seven states. 9 This ratio is pretty much the same across all states.

0%

25%

50%

75%

100%


Access No access

51

6. PRIMARY SCHOOL, 2015 6.1. Access 6.1.1. Enrolment

Number of primary school pupils by state and grade, 2015 State Total P1 P2 P3 P4 P5 P6 P7 P8 CEQ 194,230 38,911 29,777 29,570 29,251 24,223 18,376 13,548 10,574 EEQ 112,041 27,435 20,197 17,663 15,825 12,421 8,360 6,080 4,060 LAK 128,949 35,240 24,275 21,141 17,195 13,242 8,344 5,912 3,600 NBG 191,772 61,539 35,580 28,771 23,185 17,774 11,908 7,802 5,213 WAR 203,186 60,422 37,498 31,006 25,221 20,223 15,197 8,887 4,732 WBG 83,727 18,708 14,327 12,705 11,108 9,500 7,433 5,952 3,994 WEQ 91,457 21,961 17,044 15,767 13,081 9,250 6,852 4,587 2,915 Total 1,005,362 264,216 178,698 156,623 134,866 106,633 76,470 52,768 35,088

Number of primary school pupils by grade and gender, 2015

% of primary school pupils by grade and gender, 2015

Number of primary school pupils by state and gender, 2015

020,00040,00060,00080,000

100,000120,000140,000160,000180,000

P1 P2 P3 P4 P5 P6 P7 P8

Male Female

0%

25%

50%

75%

P1 P2 P3 P4 P5 P6 P7 P8 Total

Male Female

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000


Male Female

52

% of primary school pupils by state and gender, 2015

9 There are 1,005,365 primary school pupils in South Sudan. 9 Across the seven states, enrolment decreases as grades go up. The number of pupils drops by more than 85%, from 264,216 in

P1 to only 35,088 in P8. 9 Gender disparity in enrolment remains pronounced and consistent in each grade, 60% of all the pupils being males. 9 At state level, males always outnumber females, although the extent of the disparity varies. In Central Equatoria, enrolment is

almost gender-balanced while only 1 in 3 pupils is a female in Warrap.

Primary school gross enrolment rate (GER) by state and gender, 2015

State Total Male Female

Ages 6-13 pop

All ages enrolled GER Ages 6-13

pop All ages enrolled GER Ages 6-13

pop All ages enrolled GER

CEQ 278,762 194,230 69.7% 143,821 101,255 70.4% 134,941 92,975 68.9% EEQ 245,146 112,041 45.7% 126,163 64,314 51.0% 118,983 47,727 40.1% LAK 183,818 128,949 70.2% 94,790 85,595 90.3% 89,028 43,354 48.7% NBG 228,320 191,772 84.0% 114,736 117,300 102.2% 113,584 74,472 65.6% WAR 278,408 203,186 73.0% 140,801 133,487 94.8% 137,607 69,699 50.7% WBG 89,197 83,727 93.9% 45,681 48,774 106.8% 43,516 34,953 80.3% WEQ 137,652 91,457 66.4% 71,164 49,558 69.6% 66,488 41,899 63.0% Total 1,441,303 1,005,362 69.8% 737,156 600,283 81.4% 704,147 405,079 57.5% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates. ** Rates beyond 100% mean that many overage students inflate enrolment and outnumber at-age population.

Primary school gross enrolment rate (GER) by state and gender, 2015

9 The overall gross enrolment rate (GER) in South Sudan is close to 70%. 9 This rate is not homogeneous, it goes beyond 90% in Western Bahr-el-Ghazal and falls below 50% in Eastern Equatoria. 9 The GER by gender in all states demonstrates a disparity in favour of males. Overall, it reaches over 81% for males while it stands

at 57.5% for females.

0%

25%

50%

75%


Male Female

0%

25%

50%

75%

100%


Male Female Average

53

Primary school net enrolment rate (NER) by state and gender, 2015


Ages 6-13 pop

Ages 6-13 enrolled NER Ages 6-13

pop Ages 6-13

enrolled NER Ages 6-13 pop

Ages 6-13 enrolled NER

CEQ 278,762 127,904 45.9% 143,821 65,474 45.5% 134,941 62,430 46.3% EEQ 245,146 72,490 29.6% 126,163 40,773 32.3% 118,983 31,717 26.7% LAK 183,818 76,478 41.6% 94,790 49,154 51.9% 89,028 27,324 30.7% NBG 228,320 118,347 51.8% 114,736 70,423 61.4% 113,584 47,924 42.2% WAR 278,408 118,959 42.7% 140,801 76,047 54.0% 137,607 42,912 31.2% WBG 89,197 51,767 58.0% 45,681 28,899 63.3% 43,516 22,868 52.6% WEQ 137,652 60,581 44.0% 71,164 31,873 44.8% 66,488 28,708 43.2% Total 1,441,303 626,526 43.5% 737,156 362,643 49.2% 704,147 263,883 37.5% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates.

Primary school net enrolment rate (NER) by state and gender, 2015

9 The overall Net Enrolment Rate (NER) in primary school in South Sudan is 43.5%. Only 2 in 5 children at-age of being enrolled

actually attend primary school. 9 Similar to GER rates, NER gender disparity favours males (49.2%) over females (37.5%). The greatest disparities are found in

Lakes and Warrap, where female enrolment is only 55% that of males. 9 At the high end is Western Bahr-el-Ghazal with a 58% NER. Eastern Equatoria is at the low end with only 29%.


Number and % of primary school at-age and overage pupils by state and gender, 2015


At age Overage Overage % At age Overage Overage

% At age Overage Overage %

CEQ 18,380 175,850 90.5% 9,284 91,971 90.8% 9,096 83,879 90.2% EEQ 12,400 99,641 88.9% 7,056 57,258 89.0% 5,344 42,383 88.8% LAK 10,594 118,355 91.8% 6,717 78,878 92.2% 3,877 39,477 91.1% NBG 19,251 172,521 90.0% 11,636 105,664 90.1% 7,615 66,857 89.8% WAR 20,513 182,673 89.9% 13,293 120,194 90.0% 7,220 62,479 89.6% WBG 12,322 71,405 85.3% 6,218 42,556 87.3% 6,104 28,849 82.5% WEQ 11,642 79,815 87.3% 6,062 43,496 87.8% 5,580 36,319 86.7% Total 105,102 900,260 89.5% 60,266 540,017 90.0% 44,836 360,243 88.9% * “At age” includes under-age and at-age pupils.

Number of primary school at-age and overage pupils by state and gender, 2015

0%

25%

50%

75%


Male Female Average

0

50,000

100,000

150,000

200,000


At age Overage

54

% of primary school at-age and overage pupils by state and gender, 2015

Number and % of primary school at-age and overage pupils by grade and gender, 2015




P1 59,440 204,776 77.5% 34,165 120,852 78.0% 25,275 83,924 76.9% P2 17,974 160,724 89.9% 10,432 95,312 90.1% 7,542 65,412 89.7% P3 10,180 146,443 93.5% 5,859 87,449 93.7% 4,321 58,994 93.2% P4 6,695 128,171 95.0% 3,827 76,906 95.3% 2,868 51,265 94.7% P5 4,692 101,941 95.6% 2,652 60,859 95.8% 2,040 41,082 95.3% P6 3,107 73,363 95.9% 1,695 44,823 96.4% 1,412 28,540 95.3% P7 1,915 50,853 96.4% 1,025 31,672 96.9% 890 19,181 95.6% P8 1,099 33,989 96.9% 611 22,144 97.3% 488 11,845 96.0% Total 105,102 900,260 89.5% 60,266 540,017 90.0% 44,836 360,243 88.9% * “At age” includes under-age and at-age pupils.

Number of primary school at-age and overage pupils by grade and gender, 2015

% of primary school at-age and overage pupils by grade and gender, 2015

0%

25%

50%

75%

100%


At age Overage

0

50,000

100,000

150,000

200,000

250,000

P1 P2 P3 P4 P5 P6 P7 P8

At age Overage

0%

25%

50%

75%

100%


At age Overage

55

9 89.5% of primary school pupils are overage. 9 Very little discrepancy exists across states, as the share of overage pupils systematically falls between 85.3 and 91.8%. 9 No significant gender disparity is noticeable. 9 The share of overage pupils increases as grades go up. 77.5% of all pupils are overage in P1; that share reaches 96.3% in P8.

6.1.3. New Entrants

Primary school gross intake rate (GIR) by state and gender, 2015


Age 6 NE all ages GIR Age 6 NE all

ages GIR Age 6 NE all ages GIR

CEQ 34,845 20,404 58.6% 17,977 10,527 58.6% 16,867 9,877 58.6% EEQ 30,643 17,044 55.6% 15,770 9,652 61.2% 14,872 7,392 55.6% LAK 22,977 15,772 68.6% 11,848 10,313 87.0% 11,128 5,459 68.6% NBG 28,540 30,962 108.5% 14,342 18,218 127.0% 14,198 12,744 108.5% WAR 34,801 35,138 101.0% 17,600 17,998 102.3% 17,200 17,140 101.0% WBG 11,149 6,030 54.1% 5,710 3,338 58.5% 5,439 2,692 54.1% WEQ 17,206 11,825 68.7% 8,895 6,185 69.5% 8,311 5,640 68.7% Total 180,161 137,175 76.1% 92,142 76,231 82.7% 88,015 60,944 69.2% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates.

Primary school gross intake rate (GIR) by state and gender, 2015

9 The gross intake rate (GIR) is 76.1% and varies greatly by state, from 108.5% in Northern Bahr-el-Ghazal to 54.1% in Western

Bahr-el-Ghazal. This means that the number of intakes in Northern Bahr-el-Ghazal is greater than the total number of children at age of being enrolled in P1.

9 There is no significant GIR gender disparity.

Primary school net intake rate (NIR) by state and gender, 2015


Age 6 pop

New entrants

age 6 NIR Age 6

pop New

entrants age 6

NIR Age 6 pop

New entrants

age 6 NIR


-10%

15%

40%

65%

90%

115%

140%


Male Female Average

56

Primary school net intake rate (NIR) by state and gender, 2015

9 NIR is significantly lower than GIR and stands at 20%. Only 1 in 5 children aged 6 years old attends P1. 9 NIR gender disparity favours males (22.2%) over females (17.7%). 9 State variations are important. NIR reaches almost 30% in Western Bahr-el-Ghazal against only 14% in Eastern Equatoria.

6.1.4. Pupils with Special Needs

Number and % of primary school pupils with special needs by state and gender, 2015


All pupils Spec needs pupils

Special needs % All pupils Spec needs

pupils Special

needs % All pupils Spec needs pupils

Special needs %

CEQ 194,230 3,679 1.9% 101,255 2,068 2.0% 92,975 1,611 1.7% EEQ 112,041 4,218 3.8% 64,314 2,426 3.8% 47,727 1,792 3.8% LAK 128,949 850 0.7% 85,595 579 0.7% 43,354 271 0.6% NBG 191,772 3,225 1.7% 117,300 2,054 1.8% 74,472 1,171 1.6% WAR 203,186 2,964 1.5% 133,487 1,896 1.4% 69,699 1,068 1.5% WBG 83,727 1,309 1.6% 48,774 652 1.3% 34,953 657 1.9% WEQ 91,457 1,498 1.6% 49,558 808 1.6% 41,899 690 1.6% Total 1,005,362 17,743 1.8% 600,283 10,483 1.7% 405,079 7,260 1.8%

Number of primary school with special needs by state and gender, 2015

Number of primary school with special needs by type and gender, 2015

* “Poor vision” includes pupils whose eye visions require glasses but do not have access to them.

0%

20%

40%


Male Female Average

0

500

1,000

1,500

2,000

2,500


Male Female

0

500

1,000

1,500

2,000

2,500

Poor Vision BehaviorChallenge

Learningdisability

PartialDeafness

PhysicalImpairment

MentalImpairment

CompleteDeafness

CompleteBlindness

Male Female

57

Number and % of primary school pupils with special needs by grade and gender, 2015


All pupils Spec needs pupils

Special needs % All pupils Spec needs

pupils Special

needs % All pupils Spec needs pupils

Special needs %

P1 264,216 4,564 1.7% 155,017 2,848 1.8% 109,199 1,716 1.6% P2 178,698 3,127 1.7% 105,744 1,828 1.7% 72,954 1,299 1.8% P3 156,623 2,746 1.8% 93,308 1,631 1.7% 63,315 1,115 1.8% P4 134,866 2,464 1.8% 80,733 1,410 1.7% 54,133 1,054 1.9% P5 106,633 1,826 1.7% 63,511 1,051 1.7% 43,122 775 1.8% P6 76,470 1,381 1.8% 46,518 746 1.6% 29,952 635 2.1% P7 52,768 976 1.8% 32,697 561 1.7% 20,071 415 2.1% P8 35,088 659 1.9% 22,755 408 1.8% 12,333 251 2.0% Total 1,005,362 17,743 1.8% 600,283 10,483 1.7% 405,079 7,260 1.8%

Number of primary school pupils with special needs by grade and gender, 2015

9 The percentage of pupils with special needs averages 1.8% of all pupils. More males are affected by these special needs. However,

this gender disparity is the result of higher male enrolment. No significant disparity is noticeable across states. 9 For both male and female pupils, poor vision, behaviour challenge, and learning disability are the top three special needs

among all disability types. 9 The share of students with special needs remains quite consistent across grade and gender.

Number and % of primary school demobilised soldiers by state and gender, 2015


All pupils Demob soldiers

Demob. soldiers % All pupils Demob

soldiers Demob.

soldiers % All pupils Demob soldiers

Demob. soldiers

% CEQ 194,230 1,176 0.6% 101,255 753 0.7% 92,975 423 0.5% EEQ 112,041 371 0.3% 64,314 234 0.4% 47,727 137 0.3% LAK 128,949 606 0.5% 85,595 448 0.5% 43,354 158 0.4% NBG 191,772 1,279 0.7% 117,300 901 0.8% 74,472 378 0.5% WAR 203,186 1,440 0.7% 133,487 1,035 0.8% 69,699 405 0.6% WBG 83,727 1,190 1.4% 48,774 431 0.9% 34,953 759 2.2% WEQ 91,457 258 0.3% 49,558 131 0.3% 41,899 127 0.3% Total 1,005,362 6,320 0.6% 600,283 3,933 0.7% 405,079 2,387 0.6%

Number of primary school demobilised soldiers by state, 2015

0

500

1,000

1,500

2,000

2,500

3,000

P1 P2 P3 P4 P5 P6 P7 P8

Male Female

0200400600800

1,0001,200


Male Female

58

Number and % of primary school demobilised soldiers by grade and gender, 2015


All pupils Demob soldiers

Demob. soldiers % All pupils Demob

soldiers Demob.

soldiers % All pupils Demob soldiers

Demob. soldiers

% P1 264,216 1,565 0.6% 155,017 895 0.6% 109,199 670 0.6% P2 178,698 875 0.5% 105,744 489 0.5% 72,954 386 0.5% P3 156,623 794 0.5% 93,308 492 0.5% 63,315 302 0.5% P4 134,866 841 0.6% 80,733 543 0.7% 54,133 298 0.6% P5 106,633 772 0.7% 63,511 513 0.8% 43,122 259 0.6% P6 76,470 627 0.8% 46,518 427 0.9% 29,952 200 0.7% P7 52,768 449 0.9% 32,697 287 0.9% 20,071 162 0.8% P8 35,088 359 1.0% 22,755 252 1.1% 12,333 107 0.9% Total 1,005,362 6,282 0.6% 600,283 3,898 0.6% 405,079 2,384 0.6%

Number of primary school demobilised soldiers by grade, 2015

9 There are 6,282 demobilised soldiers in primary schools in South Sudan, out of which 62% are males. 9 As grades go up, the share of demobilised soldiers increases (from 0.6% in P1 to 1% in P8). 9 States with the highest number of demobilised soldiers are Warrap and Northern Bahr-el-Ghazal, with 1,440 and 1,279 pupils

respectively. Western Equatoria has the lowest number, at 258.

Number and % of primary school orphans by grade, 2015

Number of primary school orphans by state, 2015

0200400600800

1,000

P1 P2 P3 P4 P5 P6 P7 P8

Male Female

02,0004,0006,0008,000

10,00012,00014,00016,000


Grade Enrolment Total Count % enrolment

P1 264,216 11,857 4.5% P2 178,698 8,535 4.8% P3 156,623 7,887 5.0% P4 134,866 7,348 5.4% P5 106,633 6,051 5.7% P6 76,470 4,803 6.3% P7 52,768 3,617 6.9% P8 35,088 2,851 8.1% Total 1,005,362 52,949 5.3%

9 Primary schools orphans-pupils make up 5.3% of all

pupils enrolled. Among different states, the percentage of orphans range from 7.3% in Central Equatoria to 3.2% in Lakes.

9 Although the absolute number of primary school orphans decreases from P1 to P8, the percentage of orphans among all pupils increases from 4.5% in P1 to 8.1% in P8.

59

6.2. Resources 6.2.1. Schools

Number of primary schools by ownership, 2015

Ownership type Schools Government 1,800 State Government 257 NGO / Intnal. partner 9 Religious group 214 Community 416 Private group / individual 105 Unknown 111 Grand Total 2,912

* “Other” includes NGO-supported, unknown, and unspecified other ownership types.

% of primary schools by ownership type, 2015

9 State ownership accounts for almost70%

of South Sudanese primary schools. 9 Community and Religious group are other

popular forms of ownership, with respectively 14.3% and 7.3% falling into these categories.

Number and % of primary schools with meals by state, 2015 State Schools Schools with meals Schools without meals Unknown

Count % Count % Count % CEQ 566 24 4.2% 497 87.8% 45 8.0% EEQ 327 92 28.1% 216 66.1% 19 5.8% LAK 347 137 39.5% 185 53.3% 25 7.2% NBG 557 84 15.1% 401 72.0% 72 12.9% WAR 524 107 20.4% 354 67.6% 63 12.0% WBG 211 85 40.3% 108 51.2% 18 8.5% WEQ 380 31 8.2% 296 77.9% 53 13.9% Total 2,912 560 19.2% 2,057 70.6% 295 10.1%

Number of primary schools with and without meals by state, 2015

% of primary schools with and without meals by state, 2015

9 In South Sudan, approximately 1 in 5 schools provide meals to their pupils. 10% of primary schools have not provided information

about that indicator. 9 The figures vary greatly across states. 40.3% provide free meals in WBG while only 4.2% do so in Central Equatoria.

Government, 61.8%

State Government,

8.8%

NGO / Intnal. partner, 0.3%

Religious group, 7.3%

Community, 14.3%

Private group / individual,

3.6%

Unknown, 3.8%

0100200300400500600


Schools with meals Schools without meals Unknown

0%

20%

40%

60%

80%

100%


Schools with meals Schools without meals Unknown

60

6.2.2. Teachers

Number and % of primary school teachers by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 5,835 4,275 73.3% 1,560 26.7% EEQ 3,161 2,644 83.6% 517 16.4% LAK 2,475 2,281 92.2% 194 7.8% NBG 4,648 4,237 91.2% 411 8.8% WAR 4,397 4,087 92.9% 310 7.1% WBG 1,847 1,481 80.2% 366 19.8% WEQ 2,752 2,283 83.0% 469 17.0% Total 25,115 21,288 84.8% 3,827 15.2%

Number of primary schools teachers by state and gender, 2015

% of primary schools teachers by state and gender, 2015

9 There are 25,115 teachers in primary schools. 9 The distribution of the teaching force closely follows that of enrolment. Central Equatoria, Warrap, and Northern Bahr-el-Ghazal

have both the highest enrolment figures and the greatest number of teachers. 9 Almost 85% of teachers are males. The ratio peaks at 92% in the Greater Bahr-el-Ghazal area. Number and % of primary school teachers by professional qualification and state, 2015 State Total Trained Untrained Unknown

Count % total Count % total Count % total CEQ 5,835 2,624 45.0% 1,946 33.4% 1,265 21.7% EEQ 3,161 1,097 34.7% 1,459 46.2% 605 19.1% LAK 2,475 942 38.1% 1,054 42.6% 479 19.4% NBG 4,648 1,441 31.0% 1,778 38.3% 1,429 30.7% WAR 4,397 1,496 34.0% 1,398 31.8% 1,503 34.2% WBG 1,847 780 42.3% 572 31.0% 495 26.8% WEQ 2,752 1,261 45.8% 843 30.6% 648 23.5% Total 25,115 9,641 38.4% 9,050 36.0% 6,424 25.6% * “Trained” encompasses teachers with pre-service teacher training, in-service teacher training, and higher education diploma. “Unknown” teachers include those whose professional qualification was not reported.

0

1,000

2,000

3,000

4,000

5,000


Male Female

0%

25%

50%

75%

100%

CEQ EEQ LAK NBG WAR WBG WEQ TotalMale Female

61

Number of primary school teachers by professional qualification and state, 2015

% of primary school teachers by professional qualification and state, 2015

9 At national level, 1 in 3 teachers have not received any teaching training. 9 This share varies from 30.6% in Western Equatoria to 46.2% in Eastern Equatoria. 9 It is noteworthy that the category of trained teachers itself is composed of teachers of various qualifications, including pre-service

and in-service teacher training as well as higher education diploma. 9 25% have not responded to this question.

Number and % of primary school teachers by state and qualification type, 2015

State Total Untrained In-service Pre-service Diploma Unknown

Count % total Count %

total Count % total Count %

total Count % total

CEQ 5,835 1,946 33.4% 861 14.8% 1,144 19.6% 619 10.6% 1,265 21.7% EEQ 3,161 1,459 46.2% 315 10.0% 507 16.0% 275 8.7% 605 19.1% LAK 2,475 1,054 42.6% 562 22.7% 283 11.4% 97 3.9% 479 19.4% NBG 4,648 1,778 38.3% 751 16.2% 449 9.7% 241 5.2% 1,429 30.7% WAR 4,397 1,398 31.8% 809 18.4% 498 11.3% 189 4.3% 1,503 34.2% WBG 1,847 572 31.0% 293 15.9% 257 13.9% 230 12.5% 495 26.8% WEQ 2,752 843 30.6% 590 21.4% 497 18.1% 174 6.3% 648 23.5% Total 25,115 9,050 36.0% 4,181 16.6% 3,635 14.5% 1,825 7.3% 6,424 25.6%

Number of primary school teachers by professional qualification and gender, 2015

% of primary school teachers by professional qualification and gender, 2015

0500

1,0001,5002,0002,5003,000



0%

10%

20%

30%

40%

50%



01,0002,0003,0004,0005,0006,0007,0008,000

Male Female

0%

20%

40%

Male Female

62

9 Among trained teachers, the most common qualification is in-service with 16.6% of all teachers, followed by pre-service at

14.5%, and higher education diploma at 7.3%. 9 Although male teachers outnumber female ones, the latter tend to have higher professional qualifications. Indeed, 43% have a

receive teacher training while only 37% of males did so.

Number and % of primary school teachers by academic qualification and state, 2015 State Total Primary School Secondary School University and above Unknown

Count % total Count % total Count % total Count % total CEQ 5,835 241 4.1% 4,776 81.9% 329 5.64% 489 8.38% EEQ 3,161 539 17.1% 2,303 72.9% 100 3.16% 219 6.93% LAK 2,475 861 34.8% 1,325 53.5% 45 1.82% 244 9.86% NBG 4,648 2,461 52.9% 1,686 36.3% 107 2.30% 394 8.48% WAR 4,397 1,517 34.5% 2,250 51.2% 88 2.00% 542 12.33% WBG 1,847 390 21.1% 1,068 57.8% 190 10.29% 199 10.77% WEQ 2,752 470 17.1% 1,935 70.3% 80 2.91% 267 9.70% Total 25,115 6,479 25.8% 15,343 61.1% 939 3.74% 2,354 9.37% * “Primary school” includes primary school dropouts and completers. “Secondary school” attainment includes completion of junior school (Sudan curriculum) and secondary school.

Number of primary school teachers by academic qualification and state, 2015

% of primary school teachers by academic qualification and state, 2015

9 The majority of the teachers at national level have secondary qualification (61%). 9 At state level however, the composition of teachers’ academic qualification varies greatly. The lowest qualification levels are

found in Northern Bahr-el-Ghazal where over 52% of the teachers have not attended secondary school. In Central Equatoria, 8 in 10 teachers are secondary school completers and almost 6% graduated from a higher education institution.

0500

1,0001,5002,0002,5003,0003,5004,0004,5005,000


Primary School Secondary School University and above Unknown

0%

25%

50%

75%



63

Number and % of primary school teachers by employment status and state, 2015 State Total Paid Part Time Unpaid

Count % total Count % total Count % total CEQ 5,835 4,457 76.4% 120 2.1% 1,258 21.6% EEQ 3,161 2,140 67.7% 28 0.9% 993 31.4% LAK 2,475 1,617 65.3% 65 2.6% 793 32.0% NBG 4,648 2,528 54.4% 107 2.3% 2,013 43.3% WAR 4,397 2,328 52.9% 100 2.3% 1,969 44.8% WBG 1,847 1,356 73.4% 113 6.1% 378 20.5% WEQ 2,752 1,935 70.3% 95 3.5% 722 26.2% Total 25,115 16,361 65.1% 628 2.5% 8,126 32.4%

Number of primary school teachers by employment status and state, 2015

% of primary school teachers by employment status and state, 2015

9 At national level, 2 in 3 primary school teachers are paid. The rest is either unpaid or working on a part-time basis. 9 Central Equatoria has highest share of paid teachers at 76%, in contrast with Warrap where only 53% of them are paid.

Primary school pupil-teacher ratio (PTR) by state and ownership, 2015 State Overall Government Non-government

Pupil Teacher PTR Pupil Teacher PTR Pupil Teacher PTR CEQ 194,230 5,835 33.3 102,502 3,042 33.7 91,728 2,793 32.8 EEQ 112,041 3,161 35.4 75,924 2,052 37.0 36,117 1,109 32.6 LAK 128,949 2,475 52.1 109,502 2,086 52.5 19,447 389 50.0 NBG 191,772 4,648 41.3 153,060 3,474 44.1 38,712 1,174 33.0 WAR 203,186 4,397 46.2 166,789 3,515 47.5 36,397 882 41.3 WBG 83,727 1,847 45.3 59,498 1,151 51.7 24,229 696 34.8 WEQ 91,457 2,752 33.2 57,752 1,818 31.8 33,705 934 36.1

Total 1,005,36

2 25,115 40.0 725,027 17,138 42.3 280,335 7,977 35.1 * “Non-government” here includes schools under community, private, NGO-supported, religious group, and unknown ownership.

0500

1,0001,5002,0002,5003,0003,5004,0004,500


Paid Part Time Unpaid

0%

25%

50%

75%



64

Primary school pupil-teacher ratio (PTR) by state and ownership, 2015

9 The national average for pupil-teacher ratio (PTR) stands at 40. In other words, there is 1 teacher for 40 pupils. 9 At the state level, the overall PTR significantly differs across states. While the Greater Equatoria area has a relatively low PTR of

33, Greater Bahr-el-Ghazal (and particularly Lakes) displays PTRs systematically above 40. 9 PTR in all states but Western Equatoria is slightly better in non-government schools.

6.2.3. Classrooms

Number of primary school classrooms and pupil-classroom ratio (PCR) by state and type, 2015 State Total Perm Semi-


CEQ 3,943 2,010 1,480 217 155 28 53 55.7 EEQ 2,218 918 663 387 207 20 23 70.9 LAK 2,322 558 380 1,122 202 31 29 137.5 NBG 3,399 931 884 1,336 165 26 57 105.7 WAR 3,325 743 863 1,393 242 30 54 126.5 WBG 1,395 747 430 71 95 38 14 71.1 WEQ 2,298 911 370 797 148 27 45 71.4 Total 18,900 6,818 5,070 5,323 1,214 200 275 84.6

% of primary school classrooms by type, 2015

Primary school pupil-classroom ratio (PCR) by state, 2015

Number of primary school classrooms and pupil-classroom ratio (PCR) by ownership type, 2015 Ownership Total Perm Semi-perm Open-air Roof only Tent Other PCR Government / RSS Ministry 11,493 3,946 2,584 3,887 794 113 169 95.7 State Government 1,618 809 347 340 108 12 2 86.7 NGO / International partner 87 10 42 9 8 13 5 87.8 Religious group 1,824 1,013 604 118 59 21 9 59.4 Community 2,365 382 917 789 190 22 65 86.9 Private group / individual 827 387 361 29 27 11 12 42.3 Unknown 686 271 215 151 28 8 13 72.5 Grand Total 18,900 6,818 5,070 5,323 1,214 200 275 84.6

0

10

20

30

40

50

60



Perm36.1%

Semi-perm26.8%

Open-air28.2%

Roof only6.4%

Tent1.1%

Other1.5%

0

20

40

60

80

100

120

140


65

Primary school pupil-classroom ratio (PCR) by ownership, 2015

Number and % of primary schools with permanent and semi-permanent classrooms by state, 2015 State Total With perm and semi-perm classrooms Without perm and semi-perm classrooms

Count % total Count % total CEQ 566 489 86.4% 77 13.6% EEQ 327 256 78.3% 71 21.7% LAK 347 166 47.8% 181 52.2% NBG 557 300 53.9% 257 46.1% WAR 524 298 56.9% 226 43.1% WBG 211 180 85.3% 31 14.7% WEQ 380 223 58.7% 157 41.3% Total 2,912 1,912 65.7% 1,000 34.3%

Number of primary schools with and without perm. and semi-perm. classrooms by state, 2015

% of primary schools with and without permanent and semi-permanent classrooms by state, 2015

9 On average, permanent and semi-permanent structures account for over 65% of all classrooms. However, almost 1 in

3 classrooms is an open-air one. 9 In Western Bahr-el-Ghazal and Central Equatoria, over 85% of the schools have permanent and semi-permanent structures.

Less than 50% do so in Lakes. 9 The pupil-classroom ratio (PCR) averages 84.6 at national level, with great variations across states. At the low end are

Lakes and Warrap where PCR reaches approximately 130. At the high end are Central Equatoria and Eastern Equatoria where PCRs are below the national average (55.7 and 71 respectively).

9 PCR changes depending on ownership. Best PCR is found in schools owned by private individuals/groups (42.3), whereas government schools have the least satisfying PCR, at 95.7.

0

20

40

60

80

100

120

Government /RSS Ministry

StateGovernment

NGO /International

partner

Religiousgroup

Community Private group/ individual

Unknown

0100200300400500600


With perm and semi-perm classrooms Without perm and semi-perm classrooms

0%

25%

50%

75%

100%



66

Number and % of primary schools with/without multi-shift by state, 2015 State Total Single-shift Multi-shift Unknown

Count % total Count % total Count % total CEQ 566 395 69.9% 20 3.5% 151 26.5% EEQ 327 221 67.6% 19 5.8% 87 26.6% LAK 347 204 58.8% 30 8.6% 113 32.6% NBG 557 320 57.6% 43 7.7% 194 34.7% WAR 524 307 58.6% 44 8.4% 173 33.0% WBG 211 103 48.8% 38 18.0% 70 33.2% WEQ 380 244 64.2% 26 6.8% 110 28.9% Total 2,912 1,794 61.6% 220 7.6% 898 30.8%

Number of primary schools with/without multi-shift by state, 2015

% of primary schools with/without multi-shift by state, 2015

9 61.6% of primary schools in South Sudan are single-shift schools. 9 The state with the highest percentage of multi-shift primary school is Western Bahr-el-Ghazal, at 18%. Central Equatoria has the

lowest percentage of multi-shift schools, at 3.5%.


Primary school pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015 State Enrolment English textbooks Math textbooks

Count PTextR Count PTextR CEQ 194,230 105,271 1.8 102,112 1.9 EEQ 112,041 86,728 1.3 90,345 1.2 LAK 128,949 72,630 1.8 70,200 1.8 NBG 191,772 120,785 1.6 112,434 1.7 WAR 203,186 86,773 2.3 81,489 2.5 WBG 83,727 50,525 1.7 48,823 1.7 WEQ 91,457 57,638 1.6 55,678 1.6 Total 1,005,362 580,350 1.7 561,081 1.8

050

100150200250300350400


Single-shift Multi-shift Unknown

0%

10%

20%

30%

40%

50%

60%

70%


Single-shift Multi-shift Unknown

67

Primary school pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015

Primary school pupil-textbook ratio (PTextR) by grade and subject (English and Math), 2015 Grade Enrolment English textbooks Math textbooks

Count PTextR Count PTextR P1 264,216 165,419 1.6 161,211 1.6 P2 178,698 124,022 1.4 119,912 1.5 P3 156,623 110,455 1.4 105,789 1.5 P4 134,866 91,783 1.5 88,103 1.5 P5 106,633 38,757 2.8 37,940 2.8 P6 76,470 25,358 3.0 24,931 3.1 P7 52,768 14,873 3.5 15,059 3.5 P8 35,088 9,683 3.6 8,136 4.3 Total 1,005,362 580,350 1.7 561,081 1.8

Primary school pupil-textbook ratio (PTextR) by grade and subject (English and Math), 2015

9 On average, PTextR for English

and Maths at national level are similar (1.7 and 1.8).

9 Overall, the ratio remains the same across states, with the exception of Warrap (2.3 and 2.5).

9 PTextR stays below 2 from P1 to P4, but increases to above 2 or 3 from P5 to P8.

9 PTextR for English textbooks is slightly lower than for Math textbooks.

Number of primary schools by language of instruction and grade, 2015 Language P1 P2 P3 P4 P5 P6 P7 P8 English %

1,602 1,700 1,961 2,306 2,172 1,735 1,253 900 55.8% 59.5% 69.9% 87.7% 97.0% 96.0% 91.9% 85.8%

Arabic %

246 242 210 165 116 88 67 55 8.6% 8.5% 7.5% 6.3% 5.2% 4.9% 4.9% 5.2%

Mother Tongue 1,966 1852 1505 809 261 157 75 48 % 68.5% 64.8% 53.6% 30.8% 11.7% 8.7% 5.5% 4.6% Other %

19 17 17 15 9 7 6 6 0.7% 0.6% 0.6% 0.6% 0.4% 0.4% 0.4% 0.6%

*Not all primary schools offer P1-P8; the grade levels served vary across schools. Some schools serve P1-P4, some serve P5-P8, some only P1, etc.

0

1

1

2

2

3


English Math

012345


English Math

68

Number of primary school by language of instruction and grade, 2015

% of primary school by language of instruction and grade, 2015

9 Data shows that schools use alternatively several languages in the same grade. 9 English becomes the main teaching language from P2. 9 Mother tongue is used by 68.5% of primary schools in P1. The figures declines as grades go up and stands at 4.6% in P8.

Number and % of primary schools by curriculum and grade, 2015 Curriculum P1 P2 P3 P4 P5 P6 P7 P8 South Sudan %

2,862 2,847 2,796 2,621 2,226 1,796 1,350 1,029 99.7% 99.6% 99.6% 99.7% 99.4% 99.4% 99.0% 98.1%

Sudan %

5 6 4 3 3 1 1 5 0.2% 0.2% 0.1% 0.1% 0.1% 0.1% 0.1% 0.5%

Uganda %

1 1 1 2 1 0.0% 0.0% 0.1% 0.1% 0.1%

Other %

2 5 7 5 10 9 11 14 0.1% 0.2% 0.2% 0.2% 0.4% 0.5% 0.8% 1.3%

* Not all primary schools offer P1-P8; the grade levels served vary across schools. Some schools serve P1-P4, some serve P5-P8, some only P1, etc.

Number of primary schools by curriculum and grade, 2015

0500

1,0001,5002,0002,5003,000

P1 P2 P3 P4 P5 P6 P7 P8

English Arabic Mother Other

0%

25%

50%

75%

100%

P1 P2 P3 P4 P5 P6 P7 P8

English Arabic Mother Other

0

500

1,000

1,500

2,000

2,500

3,000

P1 P2 P3 P4 P5 P6 P7 P8

South Sudan Sudan Uganda Other

69

% of primary schools by curriculum and grade, 2015

9 South Sudanese curriculum is used by almost 100% of schools in all grades.

6.2.5. Facilities

Number and % of primary schools with and without access to drinking water by state, 2015 State Schools Access No access

Count % total Count % total CEQ 566 277 48.9% 289 51.1% EEQ 327 128 39.1% 199 60.9% LAK 347 143 41.2% 204 58.8% NBG 557 146 26.2% 411 73.8% WAR 524 201 38.4% 323 61.6% WBG 211 84 39.8% 127 60.2% WEQ 380 76 20.0% 304 80.0% Grand Total 2,912 1,055 36.2% 1,857 63.8%

Number of primary schools with access to drinking water by state, 2015

% of primary schools with access to drinking water by state, 2015

9 In South Sudan, 64% of primary schools do not have access to drinking water. 9 The situation is worst in Western Equatoria and Northern Bahr-el-Ghazal, where figures reach 80% and 73.8%respectively.

Conversely, almost 50% of primary schools have access to drinking water in Central Equatoria.

0%

25%

50%

75%

100%

P1 P2 P3 P4 P5 P6 P7 P8

South Sudan Sudan Uganda Other

0

100

200

300

400

500


Access No access

0%

25%

50%

75%

100%


Access No access

70

Number and % of primary schools with and without access to latrine by state, 2015 State Schools Access No access

Count % total Count % total CEQ 566 414 73.1% 152 26.9% EEQ 327 180 55.0% 147 45.0% LAK 347 127 36.6% 220 63.4% NBG 557 196 35.2% 361 64.8% WAR 524 185 35.3% 339 64.7% WBG 211 106 50.2% 105 49.8% WEQ 380 204 53.7% 176 46.3% Total 2,912 1,412 48.5% 1,500 51.5%

Number of primary schools with access to latrines by state, 2015

% of primary schools with access to latrines by state, 2015

9 Slightly less than 50% of South Sudan primary schools have access to latrines. 9 Central Equatoria has the largest percentage of primary schools with latrines (73%); in contrast, Northern Bahr-el-Ghazal and

Warrap have the lowest percentage (35%).

Number and % of primary schools with and without access to electricity by state, 2015 State Schools Access No access

Count % total Count % total CEQ 566 46 8.1% 520 91.9% EEQ 327 9 2.8% 318 97.2% LAK 347 5 1.4% 342 98.6% NBG 557 2 0.4% 555 99.6% WAR 524 5 1.0% 519 99.0% WBG 211 5 2.4% 206 97.6% WEQ 380 7 1.8% 373 98.2% Total 2,912 79 2.7% 2,833 97.3%

0

100

200

300

400

500


Access No access

0%

25%

50%

75%

100%


Access No access

71

Number of primary schools with access to electricity by state, 2015

% of primary schools with access to electricity by state, 2015

9 Most primary schools in South Sudan lack access to electricity. The percentage of primary schools with access to electricity is only

2.7% (national average). 9 This average is driven up by Central Equatoria; 8.1% of its schools have access to electricity. If it was taken out the calculation,

the average would be 1.1%.

Number and % of primary schools with and without access to health centre by state, 2015 State Schools Access No access

Count % total Count % total CEQ 566 61 10.8% 505 89.2% EEQ 327 44 13.5% 283 86.5% LAK 347 39 11.2% 308 88.8% NBG 557 27 4.8% 530 95.2% WAR 524 31 5.9% 493 94.1% WBG 211 26 12.3% 185 87.7% WEQ 380 51 13.4% 329 86.6% Total 2,912 279 9.6% 2,633 90.4%

Number of primary schools with access to a health centre by state, 2015

0100200300400500600


Access No access

0%

25%

50%

75%

100%


Access No access

0

100

200

300

400

500

600


Access No access

72

% of primary schools with access to a health centre by state, 2015

9 Nationally, 1 in 10 schools have access to a health centre. 9 At state level, while states like Western Equatoria, Western Bahr-el-Ghazal, Lakes, and Eastern Equatoria have more than 10% of

primary schools with access to health centre, the percentage falls below 6% in Warrap and Northern Bahr-el-Ghazal.

6.3. Student Flow 6.3.1. Promotion Rate

Primary school promotion rate by state and grade, 2015 State P1-P2 P2-P3 P3-P4 P4-P5 P5-P6 P6-P7 P7-P8 CEQ 75.4% 91.3% 101.0% 92.6% 83.9% 80.8% 85.7% EEQ 70.1% 82.7% 87.6% 82.0% 72.5% 70.2% 68.9% LAK 69.0% 82.8% 91.5% 89.4% 79.3% 78.7% 72.9% NBG 57.2% 69.3% 81.4% 80.2% 75.8% 75.2% 74.4% WAR 63.7% 73.4% 80.8% 79.3% 77.8% 67.8% 65.5% WBG 70.8% 87.9% 94.4% 96.0% 95.3% 98.7% 92.5% WEQ 73.8% 80.7% 85.3% 76.0% 73.7% 73.4% 69.2% Average 61.9% 65.8% 72.0% 68.6% 65.4% 64.5% 64.4%

* Promotion exceeding 100% occur due to high increase in enrolment between 2014 and 2015.

Primary school promotion rate for male pupils by state and grade, 2015 State P1-P2 P2-P3 P3-P4 P4-P5 P5-P6 P6-P7 P7-P8 CEQ 74.9% 90.4% 100.1% 90.9% 83.4% 81.7% 87.9% EEQ 70.2% 81.9% 88.6% 82.9% 73.3% 71.7% 71.5% LAK 70.6% 83.3% 93.1% 91.5% 80.4% 79.5% 74.8% NBG 58.1% 69.1% 80.9% 79.1% 75.3% 75.3% 75.4% WAR 63.7% 73.1% 80.3% 78.2% 77.1% 67.3% 65.3% WBG 70.3% 88.4% 93.2% 94.1% 95.0% 98.6% 92.0% WEQ 72.7% 79.5% 85.2% 75.6% 73.7% 73.5% 71.2% Average 62.0% 65.3% 71.7% 68.0% 65.1% 64.4% 65.3%

* Promotion exceeding 100% occur due to high increase in enrolment between 2014 and 2015. Primary school promotion rate for female pupils by state and grade, 2015 State P1-P2 P2-P3 P3-P4 P4-P5 P5-P6 P6-P7 P7-P8 CEQ 74.2% 91.2% 101.2% 93.4% 83.3% 78.8% 83.2% EEQ 68.7% 82.0% 85.6% 80.3% 70.7% 66.8% 61.8% LAK 63.2% 80.2% 89.1% 87.6% 77.8% 74.9% 70.0% NBG 53.4% 67.8% 81.3% 82.3% 76.0% 75.9% 74.1% WAR 60.9% 70.8% 79.4% 78.7% 76.0% 67.4% 64.2% WBG 70.1% 84.9% 92.8% 96.7% 97.2% 98.9% 92.6% WEQ 73.6% 78.6% 81.6% 72.4% 71.3% 71.0% 64.0% Average 60.0% 64.8% 71.1% 68.3% 64.8% 63.7% 62.4%

* Promotion exceeding 100% occur due to high increase in enrolment between 2014 and 2015.

0%

25%

50%

75%

100%


Access No access

73

Primary school promotion rate by grade and gender, 2015

9 The primary school promotion rate at the national level ranges from 62% to 71% for each grade. Noticeably, promotion rate

from P1 to P2 is the lowest of all grades, implying that many new entrants may lack preparedness for primary school. 9 Across states, differences can be noticed between the good performance of Central Equatoria and Western Bahr-el-Ghazal and

lower promotion rates in Northern Bahr-el-Ghazal and Warrap. 9 In terms of promotion rate by gender, male pupils have a slightly higher promotion rate for each grade. The disparity is not too

pronounced however, with the percentage difference generally falling within the 1% to 3% range.

6.3.2. Repetition Rate

Primary school repetition rate by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 15.2% 10.3% 12.0% 16.0% 14.4% 10.8% 10.4% 9.4% EEQ 13.0% 11.5% 13.5% 17.6% 17.5% 14.7% 16.1% 22.0% LAK 11.5% 9.0% 9.0% 9.2% 7.9% 7.2% 7.8% 5.1% NBG 13.4% 9.7% 9.9% 8.7% 8.2% 7.0% 6.2% 9.6% WAR 11.8% 7.5% 6.9% 7.1% 5.5% 6.4% 6.7% 4.5% WBG 12.3% 11.1% 11.1% 12.3% 10.1% 8.7% 8.3% 13.4% WEQ 16.7% 12.6% 14.8% 13.7% 9.4% 9.9% 10.5% 9.1% Average 8.4% 7.7% 8.3% 9.1% 8.3% 7.5% 7.7% 7.9%

Primary school repetition rate for male pupils by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 15.0% 10.3% 12.1% 16.0% 14.2% 10.2% 9.2% 7.9% EEQ 12.4% 11.1% 12.2% 15.5% 15.3% 12.8% 14.7% 21.7% LAK 11.3% 7.5% 8.2% 8.1% 6.8% 6.2% 7.0% 4.3% NBG 12.3% 8.8% 9.0% 8.2% 7.3% 6.2% 5.6% 9.0% WAR 10.9% 6.7% 6.3% 6.4% 5.0% 5.6% 6.0% 4.6% WBG 11.1% 10.6% 8.7% 11.8% 8.8% 7.5% 7.4% 12.3% WEQ 16.3% 12.6% 15.2% 13.8% 8.7% 9.1% 10.0% 14.1% Average 8.0% 7.1% 7.6% 8.3% 7.4% 6.7% 6.9% 7.2% Primary school repetition rate for female pupils by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 16.0% 10.8% 12.7% 17.2% 15.7% 12.2% 12.5% 12.0% EEQ 14.3% 12.6% 16.1% 21.8% 22.2% 19.1% 20.4% 25.1% LAK 13.1% 13.0% 12.5% 13.0% 11.8% 11.4% 11.7% 9.3% NBG 15.7% 11.9% 12.5% 10.7% 10.8% 9.2% 8.2% 13.3% WAR 14.4% 9.9% 9.1% 9.5% 7.3% 8.8% 10.1% 4.6% WBG 14.7% 12.6% 15.9% 14.1% 13.0% 11.2% 10.8% 16.3% WEQ 17.8% 13.6% 15.7% 15.4% 11.1% 11.9% 12.6% 15.4% Average 9.5% 9.2% 10.1% 11.3% 10.7% 9.8% 10.1% 9.7%

0%

25%

50%

75%

P1-P2 P2-P3 P3-P4 P4-P5 P5-P6 P6-P7 P7-P8

Male Female Average

74

Primary school repetition rate by grade and gender, 2015

9 At national level, repetition rates fluctuate by no more than 2 percentage points across grades. No discernible trend can

be noticed though. 9 Repetition rates display strong gender disparity across grades. Females’ rates are systematically higher than males’ by

1.5 to 3.5 percentage points. 9 Eastern Equatoria is the state with the highest repetition rate, in particular from P3 and P4.

6.3.3. Dropout Rate

Primary school dropout rate by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 8.2% 6.0% 6.3% 6.0% 6.7% 6.1% 6.6% 7.3% EEQ 7.3% 6.3% 6.5% 7.9% 9.8% 10.0% 9.7% 10.4% LAK 8.6% 6.5% 7.3% 7.1% 9.5% 8.9% 10.1% 10.8% NBG 8.2% 6.1% 6.7% 7.4% 8.0% 8.0% 8.0% 9.9% WAR 5.1% 4.9% 5.2% 5.6% 6.2% 7.7% 7.7% 5.9% WBG 6.0% 5.7% 7.1% 7.8% 9.4% 9.4% 12.7% 19.7% WEQ 8.5% 6.2% 6.7% 7.3% 8.9% 10.3% 12.3% 8.8% Average 7.3% 5.9% 6.4% 6.8% 7.9% 8.1% 8.8% 9.4% Primary school dropout rate for male pupils by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 8.1% 6.3% 6.3% 5.7% 6.2% 5.4% 5.1% 6.2% EEQ 7.0% 6.4% 5.6% 6.7% 8.1% 8.8% 8.1% 8.7% LAK 8.3% 6.3% 7.0% 7.1% 8.0% 8.1% 9.4% 9.9% NBG 8.4% 5.8% 6.2% 6.8% 7.0% 7.3% 6.2% 7.9% WAR 4.7% 4.5% 5.0% 5.1% 5.3% 6.5% 5.9% 4.9% WBG 6.0% 5.0% 6.6% 7.8% 8.2% 8.0% 10.4% 17.3% WEQ 8.2% 6.2% 6.7% 6.7% 7.0% 8.5% 9.1% 9.2% Average 7.1% 5.6% 6.0% 6.3% 6.8% 7.1% 7.0% 8.1%

Primary school dropout rate for female pupils by state and grade, 2015 State P1 P2 P3 P4 P5 P6 P7 P8 CEQ 8.1% 6.1% 6.7% 6.8% 7.8% 7.3% 9.1% 9.2% EEQ 7.9% 6.7% 8.1% 10.2% 13.1% 12.8% 13.5% 14.6% LAK 10.0% 7.7% 9.4% 8.4% 14.6% 13.4% 14.5% 16.9% NBG 8.3% 7.1% 8.2% 9.2% 10.7% 10.2% 13.3% 19.4% WAR 6.4% 6.4% 6.3% 7.5% 8.9% 11.8% 14.1% 10.2% WBG 6.3% 7.2% 8.6% 8.6% 11.9% 12.3% 17.5% 25.0% WEQ 9.4% 6.8% 7.3% 8.9% 12.4% 14.2% 18.8% 23.6% Average 8.0% 6.7% 7.6% 8.3% 10.5% 10.7% 13.0% 15.7%

0%

2%

4%

6%

8%

10%

12%

P1 P2 P3 P4 P5 P6 P7 P8

Male Female Average

75

Primary school dropout rate by grade and gender, 2015

9 As grades go up, dropout rates increase at national level; from 7.3% in P1 to 9.4% in P8. 9 Female pupils are particularly concerned by such an increase, as their dropout rate goes from 8% to 15.7%. 9 Northern Bahr-el-Ghazal particularly illustrates such a gender disparity; in P8, the dropout rate for females is almost 20%

while it is not even 8% for males.

Number and % of primary school dropouts by reason and gender, 2015 Reason Total Male Female

Count % total Count % total Couldn't pay fees 12,660 6,894 54.5% 5,766 45.5% Course didn't meet needs 1,198 768 64.1% 430 35.9% Family or personal problem 6,934 3,983 57.4% 2,951 42.6% Joined the military 1,262 993 78.7% 269 21.3% Learning very hard 1,760 936 53.2% 824 46.8% Long distance to school 7,353 4,217 57.4% 3,136 42.6% Looked for or found paid work 1,819 1,317 72.4% 502 27.6% Marriage 2,424 517 21.3% 1,907 78.7% Moved/displaced 5,206 3,114 59.8% 2,092 40.2% Other 1,426 759 53.2% 667 46.8% Pregnancy 1,675 109 6.5% 1,566 93.5% Prolonged illness, sickness 2,390 1,377 57.6% 1,013 42.4% Sent in prison 130 83 63.8% 47 36.2% Unknown 16,287 8,957 55.0% 7,330 45.0% Total 62,524 34,024 54.4% 28,500 45.6%

Number of primary school dropouts by reason and gender, 2015

0%

4%

8%

12%

16%

P1 P2 P3 P4 P5 P6 P7 P8

Male Female Average

01,0002,0003,0004,0005,0006,0007,0008,0009,000

10,000

Male Female

76

% of primary school dropouts by reason and gender, 2015

9 Difficulties to pay fees, long distance to school and family problems are the top 3 dropout reasons. They affect male pupils

most notably. 9 3,473 girls had to drop out school because of pregnancy and marriage. They account for 12% of all female dropouts.

0%10%20%30%40%50%60%70%80%90%

100%

Male Female

77

7. SECONDARY SCHOOL, 2015 7.1. Access 7.1.1. Enrolment

Number of secondary school students by state and grade, 2015 State Total S1 S2 S3 S4 CEQ 25,506 8,452 6,806 5,415 4,833 EEQ 6,296 2,218 1,767 1,366 945 LAK 3,049 1,416 914 475 244 NBG 5,824 2,659 1,604 1,351 210 WAR 6,054 2,728 1,861 1,212 253 WBG 6,755 2,465 2,143 1,968 179 WEQ 5,444 2,108 1,491 1,172 673 .Total 58,928 22,046 16,586 12,959 7,337

Number of secondary school students by grade and gender, 2015

% of secondary school students by grade and gender, 2015

Number of secondary school students by state and gender, 2015

% of secondary school students by state and gender, 2015

9 South Sudan has 58,928 students enrolled in secondary school in 2015 (7 States only). The number of students decreases

as grade level increases; from 22,046 in S1 to 7,337 in S4. 9 CEQ state has the largest number of secondary students among all states, followed by WBG and EEQ. Lakes state has the

smallest number of secondary students (3,049). 9 Male students make up around 70% of the student body in each secondary grade.

0

5,000

10,000

15,000

20,000

S1 S2 S3 S4

Male Female0%

20%

40%

60%

80%

S1 S2 S3 S4

Male Female

0

5,000

10,000

15,000

20,000


Male Female

0%20%40%60%80%

100%


Male Female

78

Secondary school gross enrolment rate (GER) by state and gender, 2015


Ages 14-17 pop

All ages enrolled GER Ages 14-

17 pop All ages enrolled GER Ages 14-

17 pop All ages enrolled GER


Secondary school gross enrolment rate (GER) by state and gender, 2015

9 GER for secondary schools is 9.3% at the national level. Male’s GER is twice as high as female’s one. 9 GER also varies greatly by state, from 3.6% for Lakes to 20.3% for Central Equatoria. In Warrap, GER for male students

(8.1%) is about four times as high as that of female students (1.9%).

Secondary school net enrolment rate (NER) by state and gender, 2015


Ages 14-17 pop

Ages 14-17 enrolled NER Ages 14-

17 pop Ages 14-17

enrolled NER Ages 14-17 pop

Ages 14-17 enrolled NER

CEQ 125,792 9,315 7.4% 65,739 5,139 7.8% 60,053 4,176 7.0% EEQ 113,658 1,568 1.4% 60,526 1,041 1.7% 53,132 527 1.0% LAK 84,469 1,142 1.4% 45,092 627 1.4% 39,377 515 1.3% NBG 88,884 1,179 1.3% 45,282 678 1.5% 43,602 501 1.1% WAR 120,369 1,301 1.1% 61,144 933 1.5% 59,225 368 0.6% WBG 37,307 2,287 6.1% 19,731 1,391 7.0% 17,576 896 5.1% WEQ 65,301 1,369 2.1% 34,823 828 2.4% 30,478 541 1.8% Total 635,780 18,161 2.9% 332,337 10,637 3.2% 303,443 7,524 2.5% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates.

Secondary school net enrolment rate (NER) by state and gender, 2015

9 At national level, net enrolment rate (NER) is 2.9 %. With the exception of Central Equatoria (7.4%) and Western Bahr-el-

Ghazal (6.1%), NER is between 1 and 2% in all states. 9 Gender difference is less pronounced in NER as compared to GER; nationally, there is only a 0.7 percentage point difference.

Such statement underlies that there is more overage male than overage female pupils (see next section for more information).

0%

5%

10%

15%

20%

25%


Male Female Total

0%

2%

4%

6%

8%

10%


Male Female Total

79


Number and % of secondary school at-age and overage students by state and gender, 2015




CEQ 2,135 23,371 91.6% 1,060 14,764 93.3% 1,075 8,607 88.9% EEQ 123 6,173 98.0% 78 4,291 98.2% 45 1,882 97.7% LAK 289 2,760 90.5% 134 1,904 93.4% 155 856 84.7% NBG 181 5,643 96.9% 78 4,319 98.2% 103 1,324 92.8% WAR 168 5,886 97.2% 106 4,847 97.9% 62 1,039 94.4% WBG 782 5,973 88.4% 464 4,041 89.7% 318 1,932 85.9% WEQ 98 5,346 98.2% 52 3,665 98.6% 46 1,681 97.3% Total 3,776 55,152 93.6% 1,972 37,831 95.0% 1,804 17,321 90.6% * “At age” includes under-age and at-age pupils.

Number of secondary school at-age and overage students by state, 2015

% of secondary school at-age and overage students by state, 2015

9 Around 9 in 10 secondary school students in South Sudan are overage. 9 Although there is little variation across states, a gender disparity is noticed, as 95% male students are overage against 90%

of female students.

Number and % of secondary school at-age and overage students by grade and gender, 2015 Grade Total Male Female

At age Overage Overage % At age Overage Overage % At age Overage Overage % S1 1,140 20,906 94.8% 587 14,350 96.1% 553 6,556 92.2% S2 988 15,598 94.0% 504 10,771 95.5% 484 4,827 90.9% S3 1,076 11,883 91.7% 589 8,041 93.2% 487 3,842 88.8% S4 572 6,765 92.2% 292 4,669 94.1% 280 2,096 88.2% Total 3,776 55,152 93.6% 1,972 37,831 95.0% 1,804 17,321 90.6% * “At age” includes under-age and at-age pupils.

0

5,000

10,000

15,000

20,000

25,000


At age Overage

0%

25%

50%

75%

100%


At age Overage

80

Number of secondary school at-age and overage students by grade, 2015

% of secondary school at-age and overage students by grade and gender, 2015

9 The overage rate stays above 90% in each secondary grade. 9 The share of overage male students is systematically higher than the share of female students.

7.1.3. Intakes

Secondary school gross intake rate (GIR) by state and gender, 2015


Age 14 pop

Intakes all ages GIR Age 14

pop Intakes all ages GIR Age 14

pop Intakes all ages GIR

CEQ 31,448 6,425 20.4% 16,434 3,888 23.7% 15,013 2,537 16.9% EEQ 28,414 1,732 6.1% 15,131 1,226 8.1% 13,283 506 3.8% LAK 21,117 779 3.7% 11,273 470 4.2% 9,844 309 3.1% NBG 22,221 1,957 8.8% 11,320 1,504 13.3% 10,900 453 4.2% WAR 30,092 2,384 7.9% 15,286 1,899 12.4% 14,806 485 3.3% WBG 9,326 1,481 15.9% 4,932 997 20.2% 4,394 484 11.0% WEQ 16,325 1,525 9.3% 8,705 1,029 11.8% 7,619 496 6.5% Total 158,943 16,283 10.2% 83,081 11,013 13.3% 75,859 5,270 6.9% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates.

Secondary school gross intake rate (GIR) by state and gender, 2015

9 GIR at the secondary level is 10.2% nationally, which can be further disaggregated into 13.3% for males and 6.9% for females. Central Equatoria has the highest GIR among all states (20%), while Lakes has the lowest one (3.7%).

9 As is the case at national level, GIR for female students is systematically lower than for males.

Secondary school net intake rate (NIR) by state and gender, 2015


Age 14 pop

Intakes age 14 NIR Age 14

pop Intakes age 14 NIR Age 14

pop Intakes age 14 NIR

CEQ 31,448 485 1.5% 16,434 249 1.5% 15,013 236 1.6% EEQ 28,414 23 0.1% 15,131 12 0.1% 13,283 11 0.1% LAK 21,117 158 0.7% 11,273 65 0.6% 9,844 93 0.9% NBG 22,221 99 0.4% 11,320 46 0.4% 10,900 53 0.5% WAR 30,092 50 0.2% 15,286 25 0.2% 14,806 25 0.2% WBG 9,326 282 3.0% 4,932 166 3.4% 4,394 116 2.6% WEQ 16,325 28 0.2% 8,705 12 0.1% 7,619 16 0.2% Total 158,943 1,125 0.7% 83,081 575 0.7% 75,859 550 0.7% * Population projection is based on the 2008 SSCCSE and UIS-defined population growth rates. Population numbers do not include migration estimates.

0

5,000

10,000

15,000

20,000

25,000

S1 S2 S3 S4

At age Overage

0%

25%

50%

75%

100%

S1 S2 S3 S4 Total

At age Overage

0%

10%

20%

30%

40%

50%


Male Female Total

81

Secondary school net intake rate (NIR) by state and gender, 2015

9 Though there are 160,000 people at-age entering secondary school nationally, only 0.7% of them are actually enrolled. 9 Net intake rate (NIR) for almost all states falls below 2%, with the only exception of WBG where it reaches 3%.

7.1.4. Students with Special Needs

Number and % of secondary school students with special needs by state and gender, 2015

State

Total Male Female

All pupils Spec

needs pupils

Special needs % All pupils

Spec needs pupils

Special needs % All pupils

Spec needs pupils

Special needs

% CEQ 25,506 1,004 3.9% 15,824 437 2.8% 9,682 567 5.9% EEQ 6,296 176 2.8% 4,369 108 2.5% 1,927 68 3.5% LAK 3,049 21 0.7% 2,038 18 0.9% 1,011 3 0.3% NBG 5,824 281 4.8% 4,397 218 5.0% 1,427 63 4.4% WAR 6,054 105 1.7% 4,953 86 1.7% 1,101 19 1.7% WBG 6,755 126 1.9% 4,505 25 0.6% 2,250 101 4.5% WEQ 5,444 84 1.5% 3,717 53 1.4% 1,727 31 1.8% Total 58,928 1,797 3.0% 39,803 945 2.4% 19,125 852 4.5%

Number of secondary school students with special needs by state and gender, 2015

Number of secondary school students with special needs by type and gender, 2015

* “Poor vision” includes pupils whose eye visions require glasses but do not have access to them.

0%

1%

2%

3%

4%


Male Female Total

0100200300400500600


Male Female

0100200300400500600700

Poor Vision BehaviorChallenge

PhysicalImpairment

Learningdisability

PartialDeafness

MentalImpairment

CompleteBlindness

CompleteDeafness

Male Female

82

Number and % of secondary school students demobilised soldiers by state and gender, 2015


All Demob. Special needs % All Demob. Special

needs % All Demob. Special needs %

CEQ 25,506 112 0.4% 15,824 102 0.6% 9,682 10 0.1% EEQ 6,296 87 1.4% 4,369 87 2.0% 1,927 0 0.0% LAK 3,049 15 0.5% 2,038 15 0.7% 1,011 0 0.0% NBG 5,824 15 0.3% 4,397 15 0.3% 1,427 0 0.0% WAR 6,054 38 0.6% 4,953 38 0.8% 1,101 0 0.0% WBG 6,755 9 0.1% 4,505 7 0.2% 2,250 2 0.1% WEQ 5,444 9 0.2% 3,717 9 0.2% 1,727 0 0.0% Total 58,928 285 0.5% 39,803 273 0.7% 19,125 12 0.1%

Number and % of secondary school demobilised soldiers by grade and gender, 2015 Grade Total Male Female

Count Demob. % Count Demob. % Count Demob. % S1 22,046 58 0.3% 14,937 53 0.4% 7,109 5 0.1% S2 16,586 64 0.4% 11,275 60 0.5% 5,311 4 0.1% S3 12,959 93 0.7% 8,630 90 1.0% 4,329 3 0.1% S4 7,337 70 1.0% 4,961 70 1.4% 2,376 0 0.0% Total 58,928 285 0.5% 39,803 273 0.7% 19,125 12 0.1%

Number of secondary school demobilised soldiers by type and gender, 2015

Number of secondary school demobilised soldiers by grade, 2015

9 3% of secondary school students have special learning needs. 9 The top 3 categories are poor vision, behavior challenge, and physical impairment. 9 The rate of students with special needs stays constant from S1 to S4. There is also little difference by gender in each grade. 9 The share of demobilised soldiers in secondary schools is 0.5; almost all of them are males.

Number and % of secondary school orphans by state and type, 2015 State Enrolment Total

Count % enrolment CEQ 25,506 1,864 7.3% EEQ 6,296 1,230 19.5% LAK 3,049 139 4.6% NBG 5,824 277 4.8% WAR 6,054 599 9.9% WBG 6,755 1,094 16.2% WEQ 5,444 596 10.9% Total 58,928 5,799 9.8%

0

50

100

150


Male Female

0

50

100

S1 S2 S3 S4

Male Female

9 Almost 10% of secondary school students at national

level are categorized as orphans. 9 Although most of them are located in Central Equatoria,

Eastern Equatoria has the greatest share of orphan students (almost 20%).

83

Number of secondary school orphans by state and type, 2015

N

umber and % of secondary school orphans by grade and type, 2015

State Enrolment Total Count % enrolment

S1 22,046 2,098 9.5% S2 16,586 1,676 10.1% S3 12,959 1,389 10.7% S4 7,337 636 8.7% Total 58,928 5,799 9.8%

Number of secondary school orphans by grade and type, 2015

% of secondary school orphans by grade and type, 2015

7.2. Resources 7.2.1. Schools

Number of secondary schools by ownership, 2015 Ownership type Schools Community 76 Government / RSS Ministry 49 NGO / International partner 3 Private group / individual 42 Religious group 24 State Government 36 Unknown 15 Grand Total 245

* “Other” includes NGO-supported, unknown, and unspecified other ownership types.

% of sec. schools by ownership type, 2015

9 Among the 245 secondary schools in South Sudan, 51% of

them are owned by the government (national/state). 9 Religious groups represent the second greatest owner, with

17% of secondary schools, and 14.7% are owned by private groups/individuals.

0500

1,0001,5002,000


0

500

1,000

1,500

2,000


0%

5%

10%

15%

20%


Government / RSS

Ministry31.0%

State Government

20.0%

NGO / International

partner1.2%

Religious group17.1%

Community9.8%

Private group /

individual14.7%

Unknown6.1%

% of secondary school orphans by state and type, 2015

9 The percentage of orphans by grade remains fairly

constant around the overall rate of 8%-10%.

0%

5%

10%

15%

20%


84

7.2.2. Teachers

Number and % of secondary school teachers by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 1,351 1,149 85.0% 202 15.0% EEQ 461 399 86.6% 62 13.4% LAK 175 164 93.7% 11 6.3% NBG 304 290 95.4% 14 4.6% WAR 269 251 93.3% 18 6.7% WBG 379 331 87.3% 48 12.7% WEQ 334 304 91.0% 30 9.0% Total 3,273 2,888 88.2% 385 11.8%

Number of secondary schools teachers by state and gender, 2015

% of secondary schools teachers by state and gender, 2015

9 There are 3,273 secondary school teachers in South Sudan. The number of secondary school teachers varies greatly by state. At

the high end is Central Equatoria, which has 1,351 secondary school teachers; at the low end is Lakes with 164 teachers. 9 Male teachers make up the majority of the teaching force. At the national level, as many as 88% of the teachers are males. This

disparity remains more or less constant across states (greater disparity in Greater Bahr-el-Ghazal area).

Number and % of secondary school teachers by professional qualification and state, 2015 State Total Trained Untrained Unknown

Count % total Count % total Count % total CEQ 1,351 864 64.0% 198 14.7% 289 21.4% EEQ 461 302 65.5% 127 27.5% 32 6.9% LAK 175 107 61.1% 21 12.0% 47 26.9% NBG 304 165 54.3% 71 23.4% 68 22.4% WAR 269 207 77.0% 21 7.8% 41 15.2% WBG 379 221 58.3% 86 22.7% 72 19.0% WEQ 334 231 69.2% 45 13.5% 58 17.4% Total 3,273 2,097 64.1% 569 17.4% 607 18.5% * “Trained” encompasses teachers with pre-service teacher training, in-service teacher training, and higher education diploma. “Unknown” teachers include those whose professional qualification was not reported.

0200400600800

1,0001,2001,400


Male Female

0%

25%

50%

75%

100%


Male Female

85

Number of secondary school teachers by professional qualification and state, 2015

% of secondary school teachers by professional qualification and state, 2015

9 Around 65% of the secondary teachers are trained. 9 By state, Warrap has the highest share of trained teachers with 77%. In Northern Bahr-el-Ghazal, they are only 54%.

Number and % of secondary school teachers by professional qualification and state, 201 State Total Untrained In-service Pre-service Diploma Unknown

Count % total Count % total Count % total Count % total Count % total CEQ 1,351 198 14.66% 53 3.92% 23 1.70% 788 58.33% 289 21.39% EEQ 461 127 27.55% 10 2.17% 4 0.87% 288 62.47% 32 6.94% LAK 175 21 12.00% 10 5.71% 22 12.57% 75 42.86% 47 26.86% NBG 304 71 23.36% 16 5.26% 22 7.24% 127 41.78% 68 22.37% WAR 269 21 7.81% 24 8.92% 15 5.58% 168 62.45% 41 15.24% WBG 379 86 22.69% 10 2.64% 17 4.49% 194 51.19% 72 19.00% WEQ 334 45 13.47% 15 4.49% 15 4.49% 201 60.18% 58 17.37% Total 3,273 569 17.4% 138 4.2% 118 3.6% 1,841 56.2% 607 18.5%

Number of secondary school teachers by professional qualification and gender, 2015

% of secondary school teachers by professional qualification, 2015

9 Among the trained teachers, ‘diploma’ is the most common form of qualification type, as over 56% of teachers have one. 9 At state level, this type of qualification is most present in Eastern Equatoria.

0

200

400

600

800

1,000



0%

20%

40%

60%

80%

100%



0200400600800

1,0001,2001,4001,6001,800

Male Female

Untrained, 17.4%

In-service, 4.2%

Pre-service, 3.6%

Diploma, 56.2%

Unknown, 18.5%

86

Number and % of secondary school teachers by academic qualification and state, 2015 State Total Primary School Secondary School University and above

Count % total Count % total Count % total CEQ 1,351 3 0.22% 454 33.60% 770 56.99% EEQ 461 1 0.22% 156 33.84% 289 62.69% LAK 175 71 40.57% 73 41.71% NBG 304 141 46.38% 140 46.05% WAR 269 2 0.74% 86 31.97% 162 60.22% WBG 379 9 2.37% 65 17.15% 235 62.01% WEQ 334 4 1.20% 137 41.02% 178 53.29% Total 3,273 19 0.6% 1,110 33.9% 1,847 56.4% * “Primary school” includes primary school dropouts and completers. “Secondary school” attainment includes completion of junior school (Sudan curriculum) and secondary school.

Number of secondary school teachers by academic qualification and state, 2015

% of secondary school teachers by academic qualification and state, 2015

9 Among the trained secondary school teachers, ‘university degree’ is the most common qualification type with 56% of all

teachers, compared to 34% who have ‘secondary certificate’, and less than 1% who have ‘primary school certificate’. 9 At the state level, most states are ranging from over 50% percentage of teachers with university qualifications.

Number and % of secondary school teachers by employment status and state, 2015 State Total Paid Part Time Unpaid

Count % total Count % total Count % total CEQ 1,351 1,061 78.53% 160 11.84% 130 9.62% EEQ 461 357 77.44% 26 5.64% 78 16.92% LAK 175 162 92.57% 3 1.71% 10 5.71% NBG 304 220 72.37% 24 7.89% 60 19.74% WAR 269 238 88.48% 2 0.74% 29 10.78% WBG 379 316 83.38% 56 14.78% 7 1.85% WEQ 334 240 71.86% 39 11.68% 55 16.47% Total 3,273 2,594 79.3% 310 9.5% 369 11.3%

0

100

200

300

400

500



0%10%20%30%40%50%60%70%



87

Number of secondary school teachers by employment status and state, 2015

% of secondary school teachers by employment status and state, 2015

9 By employment status, the majority of secondary school teachers nationally is paid (79%), while 21% of them are ‘unpaid’ or

‘part-time’. 9 At state level, Lakes has over 90% paid teachers, followed by Warrap and Western Bahr-el-Ghazal. Northern Bahr-el-Ghazal has

the largest percentage of unpaid teachers, at 20%.

Secondary school pupil-teacher ratio (PTR) by state and ownership, 2015 State Overall Government Non-government

Pupil Teacher PTR Pupil Teacher PTR Pupil Teacher PTR CEQ 25,506 1,351 18.9 12,406 686 18.1 13,100 665 19.7 EEQ 6,296 461 13.7 4,050 292 13.9 2,246 169 13.3 LAK 3,049 175 17.4 1,203 64 18.8 1,846 111 16.6 NBG 5,824 304 19.2 2,766 171 16.2 3,058 133 23.0 WAR 6,054 269 22.5 4,846 195 24.9 1,208 74 16.3 WBG 6,755 379 17.8 2,700 176 15.3 4,055 203 20.0 WEQ 5,444 334 16.3 2,324 176 13.2 3,120 158 19.7 Total 58,928 3,273 18.0 30,295 1,760 17.2 28,633 1,513 18.9


Secondary school pupil-teacher ratio (PTR) by state and ownership, 2015

9 On average, secondary school pupil-teacher ratio (PTR) is 18; in other words there are 18 students per teacher. PTR for non-

government schools is slightly higher than that for government schools. 9 Warrap has the highest PTR among all states, at 23, in contrast to Eastern Equatoria, with a PTR of 14 which is the lowest.

0

200

400

600

800

1,000

1,200


Paid Part-Time Unpaid

0%

20%

40%

60%

80%

100%


Paid Part-Time Unpaid

05

1015202530



88

7.2.3. Classrooms

Number of secondary school classrooms and pupil-classroom ratio (PCR) by state and type, 2015 State Total Perm Semi-


CEQ 472 366 101 3 0 1 1 54.6 EEQ 176 160 16 0 0 0 0 35.8 LAK 90 67 20 0 2 1 0 35.0 NBG 137 83 43 3 5 0 3 46.2 WAR 121 68 30 4 9 7 3 61.8 WBG 193 150 41 0 0 1 1 35.4 WEQ 165 137 15 4 4 3 2 35.8 Total 1,354 1,031 266 14 20 13 10 45.4

% of secondary school classrooms by type, 2015

Secondary school pupil-classroom ratio (PCR) by state, 2015

9 Nationally, there are 1,354 classrooms at secondary level in South Sudan. Most of the classrooms are permanent or semi-

permanent, which in total make up 96% of all classrooms. 9 National PCR is 45, with great variation across states; almost 62 in Warrap against 35 in Lakes.

Number of secondary school classrooms and pupil-classroom ratio (PCR) by ownership type, 2015 Ownership Total Perm Semi-perm Open-air Roof only Tent Other PCR Government / RSS Ministry 382 316 51 6 1 5 3 40.7 State Government 310 226 74 1 5 3 1 50.0 NGO / International partner 20 20 0 0 0 0 0 35.7 Religious group 285 253 24 2 5 1 0 43.7 Community 96 54 29 4 4 2 3 40.6 Private group / individual 199 116 75 0 4 1 3 42.9 Unknown 62 46 13 1 1 1 0 42.4 Grand Total 1,354 1,031 266 14 20 13 10 45.4

Secondary school pupil-classroom ratio (PCR) by ownership, 2015

9 Government schools (national and state) own over 50% of all classrooms in South Sudan, followed by religious group-owned

classrooms (21%). 9 State government schools display the lowest performance in terms of PCR (50). On the high end, NGO-owned schools have the

best PCR (35.7).

Permanent, 76.1%

Semi-permanent,

19.6%

Open-air, 1.0%

Roof only, 1.5%

Tent, 1.0% Other, 0.7%

0

10

20

30

40

50

60

70


0

10

20

30

40

50

60


StateGovernment

NGO /International

partner

Religiousgroup

Community Private group/ individual

Unknown

89

Number and % of secondary schools with permanent and semi-permanent classrooms by state, 2015 State Total With perm and semi-perm classrooms Without perm and semi-perm classrooms

Count % total Count % total CEQ 81 80 98.8% 1 1.2% EEQ 31 31 100.0% 0.0% LAK 16 13 81.3% 3 18.8% NBG 29 23 79.3% 6 20.7% WAR 22 18 81.8% 4 18.2% WBG 33 31 93.9% 2 6.1% WEQ 33 29 87.9% 4 12.1% Total 245 225 91.8% 20 8.2%

Number of secondary schools with and without perm. and semi-perm. classrooms by state, 2015

% of secondary schools with and without permanent and semi-permanent classrooms by state, 2015

9 Among the 245 secondary schools in South Sudan, 92% of them have permanent or semi-permanent classrooms. 9 At state level, all Eastern Equatorian secondary schools have permanent or semi-permanent structures, while over 20% schools

in Northern Bahr-el-Ghazal lack permanent/semi-permanent constructions.


Secondary school pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015 State Enrolment English textbooks Math textbooks

Count PTextR Count PTextR CEQ 25,506 3,008 8.5 2,532 10.1 EEQ 6,296 2,069 3.0 1,522 4.1 LAK 3,049 788 3.9 789 3.9 NBG 5,824 400 14.6 375 15.5 WAR 6,054 882 6.9 198 30.6 WBG 6,755 391 17.3 269 25.1 WEQ 5,444 522 10.4 530 10.3 Total 58,928 8,060 7 6,215 9

0

20

40

60

80



0%

25%

50%

75%

100%



90

Secondary school pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015

9 At national level, pupil-textbook ratio

(PTextR) in secondary schools is quite high for both English and Math textbooks; one textbook is shared by 9 pupils on average.

9 There is great variation in terms of PTextR by state, ranging from 3 in Eastern Equatoria to around 17 in Western Bahr-el-Ghazal for English. With the exception of Warrap and Western Bahr-el-Ghazal, there is little to no difference between PTextR for Mathematics and English.

Secondary school pupil-textbook ratio (PTextR) by grade and subject (English and Math), 2015 Grade Enrolment English textbooks Math textbooks

Count PTextR Count PTextR S1 22046 2,164 10.2 1,868 11.8 S2 16586 2,594 6.4 1,564 10.6 S3 12959 1,791 7.2 1,540 8.4 S4 7337 1,511 4.9 1,243 5.9 Total 58,928 8,060 7.3 6,215 9.5

Secondary school pupil-textbook ratio (PTextR) by grade and subject (English and Math), 2015

9 PTextR tends to increase along

the grades, for both subjects. 9 For Mathematics, it is 11.8 in S1

while it is 5.9 in S4. 9 For English, it is 10 in S1 and 5

in S4.

Number and % of secondary schools by curriculum and grade, 2015

Curriculum S1 S2 S3 S4

South Sudan South Sudan %

197 192 170 121 89.5% 88.5% 85.4% 96.8%

Sudan Sudan %

15 16 24 6.8% 7.4% 12.1%

Other Other %

8 9 5 4 3.6% 4.1% 2.5% 3.2%

* Not all secondary schools offer S1-S4; the grade levels served vary across schools. Some schools serve S1-S2, some serve S3-S4, some only S1, etc.

Number of secondary schools by curriculum and grade, 2015

% of secondary schools by curriculum and grade, 2015

9 South Sudanese curriculum is used by 85 to 97% of all secondary schools in each grade. 9 In S4, South Sudanese curriculum is used in almost 97% of all schools. The Sudanese curriculum is the second most used.

05

101520253035


English Math

0

5

10

15

S1 S2 S3 S4 Total

English Math

050

100150200250

S1 S2 S3 S4

South Sudan Sudan Other

0%20%40%60%80%

100%120%

S1 S2 S3 S4

South Sudan Sudan Other

91

7.2.5. Facilities

Number and % of secondary schools with and without access to drinking water by state, 2015 State Schools Access No access


Number of secondary schools with access to drinking water by state, 2015

% of secondary schools with access to drinking water by state, 2015

9 58% of secondary schools in South Sudan have access to drinking water. 9 The best performance is in Eastern Equatoria where 67.7% of secondary schools have drinking water. In Western Bahr-el-

Ghazal, however, over 50% of secondary schools do not have access to drinking water.

Number and % of secondary schools with and without access to latrine by state, 2015 State Schools Access No access


0

10

20

30

40

50


Access No access

0%

25%

50%

75%

100%


Access No access

92

Number of secondary schools with access to latrine by state, 2015

% of secondary schools with access to latrine by state, 2015

9 71% of secondary schools have access to latrines. 9 Discrepancies across states are wide. While 93.5% of Eastern Equatorian secondary schools have access to latrines, only

48.5% do so in Western Bahr-el-Ghazal.

Number and % of secondary schools with and without access to electricity by state, 2015 State Schools Access No access


Number of secondary schools with access to electricity by state, 2015

010203040506070


Access No access

0%

25%

50%

75%

100%


Access No access

0%

25%

50%

75%

100%


Access No access

93

% of secondary schools with access to electricity by state, 2015

9 Overall access to electricity is limited to only20% of secondary schools. 9 The best performance is found in Central Equatoria (28.4%), while less than 5% have access to power in Warrap.

Number and % of secondary schools with and without access to health centre by state, 2015 State Schools Access No access

Count % total Count % total CEQ 81 4 4.9% 77 95.1% EEQ 31 1 3.2% 30 96.8% LAK 16 1 6.3% 15 93.8% NBG 29 1 3.4% 28 96.6% WAR 22 0.0% 22 100.0% WBG 33 0.0% 33 100.0% WEQ 33 3 9.1% 30 90.9% Total 245 10 4.1% 235 95.9%

Number of secondary schools with access to a health centre by state, 2015

% of secondary schools with access to a health centre by state, 2015

9 Access to health centres is marginal (4% on average). Only Western Equatoria and Lakes have more than 5% of secondary schools equipped with health facilities.

0%

25%

50%

75%

100%


Access No access

0

20

40

60

80

100


Access No access

0%

25%

50%

75%

100%


Access No access

94

7.3. Student Flow 7.3.1. Promotion Rate

Secondary school promotion rate by state, grade, and gender, 2015 State Overall Male Female

S1-S2 S2-S3 S3-S4 S1-S2 S2-S3 S3-S4 S1-S2 S2-S3 S3-S4 CEQ 97.8% 169.7% 139.0% 96.2% 163.2% 135.4% 100.8% 181.4% 146.5% EEQ 73.7% 79.4% 88.8% 74.6% 79.6% 90.3% 71.9% 79.0% 85.5% LAK 71.8% 99.8% 95.4% 74.3% 99.7% 93.9% 63.6% 100.0% 98.2% NBG 73.9% 72.2% 39.4% 74.3% 70.2% 43.0% 71.0% 77.5% 26.1% WAR 126.8% 77.1% 44.5% 126.8% 78.5% 46.9% 127.3% 71.5% 32.6% WBG 79.4% 84.0% 33.0% 81.9% 89.9% 38.6% 77.6% 76.5% 23.3% WEQ 80.6% 75.2% 70.6% 74.5% 76.5% 69.6% 96.8% 72.8% 72.5% Average 74.6% 80.1% 71.8% 74.8% 79.3% 71.5% 74.1% 81.7% 72.5%

* Promotion exceeding 100% occur due to massive increase in enrolment between 2014 and 2015.

Secondary school promotion rate by grade and gender, 2015

9 Promotion rate is

the highest between S1 and S3.

7.3.2. Repetition Rate

Secondary school repetition rate by state, grade, and gender, 2015 State Overall Male Female

S1 S2 S3 S4 S1 S2 S3 S4 S1 S2 S3 S4 CEQ 3.8% 8.0% 6.2% 3.3% 6.4% 5.4% 4.8% 10.8% 7.6% EEQ 5.7% 8.3% 9.3% 5.2% 7.0% 10.4% 6.9% 11.3% 6.9% LAK 4.2% 12.7% 5.2% 3.0% 9.0% 5.3% 8.9% 20.8% 4.9% NBG 5.9% 4.9% 14.2% 4.7% 5.5% 12.6% 9.9% 3.6% 23.7% WAR 14.6% 4.8% 7.5% 13.0% 4.7% 8.0% 21.8% 4.9% 5.0% WBG 4.2% 7.4% 5.9% 3.5% 6.2% 6.1% 5.4% 9.1% 5.8% WEQ 10.4% 8.2% 8.5% 9.7% 9.8% 8.3% 11.9% 5.5% 8.8% Average 4.4% 5.7% 5.5% 3.9% 5.1% 5.5% 5.4% 6.7% 5.4%

Secondary school repetition rate by grade and gender, 2015

9 No data as

computed for S4. 9 Repetition rate is

higher for females than males.

9 On average, repetition is the highest in S2 (5.7%).

65%

70%

75%

80%

85%

S1-S2 S2-S3 S3-S4

Male Female Average

0%1%2%3%4%5%6%7%8%

S1 S2 S3 S4

Male Female Average

95

7.3.3. Dropout Rate

Secondary school dropout rate by state and grade, 2015 State S1 S2 S3 S4

Total Male Fem. Total Male Fem. Total Male Fem. Total Male Fem. CEQ 4.6% 4.4% 4.9% 7.3% 6.0% 9.7% 7.1% 6.1% 9.0% 10.9% 6.7% 21.3% EEQ 14.0% 11.4% 20.0% 10.0% 7.3% 16.4% 9.8% 7.2% 15.7% 6.9% 6.3% 8.6% LAK 14.2% 11.0% 26.1% 32.5% 28.5% 41.5% 23.7% 18.6% 33.1% 0.0% 0.0% 0.0% NBG 5.2% 3.0% 12.3% 8.5% 5.7% 15.8% 17.0% 9.4% 55.7% 33.7% 18.9% 34.3% WAR 15.1% 12.9% 24.9% 17.7% 15.3% 28.6% 15.5% 13.9% 26.4% 0.0% 0.0% 0.0% WBG 8.3% 8.7% 7.7% 5.8% 4.6% 7.4% 31.7% 16.4% 69.2% 0.0% 0.0% 0.0% WEQ 9.6% 8.3% 12.4% 10.5% 7.6% 15.5% 13.7% 10.6% 19.5% 15.5% 10.5% 20.0% Average 6.1% 5.3% 7.7% 7.9% 6.5% 10.6% 8.6% 6.6% 12.7% 9.5% 6.6% 16.3%

* Negative dropout rates occur due to high increase in enrolment between 2014 and 2015.

Secondary school dropout rate by grade and gender, 2015

9 Dropout rate increases as

grades go up. 9 The dropout rate appears

highest for female students enrolled in S3 and S4.

9 Higher dropout rate in S4 may be due to the limited educational opportunities (only a few high schools have the S4 level).

Number of secondary school dropouts by reason and gender, 2015 Reason Total Male Female

Count % total Count % total Couldn't pay fees 616 392 63.6% 224 36.4% Course didn't meet needs 63 35 55.6% 28 44.4% Family or personal problem 399 250 62.7% 149 37.3% Joined the military 117 98 83.8% 19 16.2% Learning very hard 214 150 70.1% 64 29.9% Long distance to school 266 169 63.5% 97 36.5% Looked for or found paid work 57 43 75.4% 14 24.6% Marriage 318 88 27.7% 230 72.3% Moved/displaced 255 189 74.1% 66 25.9% Pregnancy 269 194 72.1% 75 27.9% Prolonged illness, sickness 244 5 2.0% 239 98.0% Sent in prison 130 83 63.8% 47 36.2% Other/Unknown 13 6 46.2% 7 53.8% Total 3,335 1,869 56.0% 1,466 44.0%

Number and % of secondary school dropouts by reason and gender

9 Difficulties to pay fees, family issues, marriage, and pregnancy come as top dropout reasons. 9 The two first ones are in majority mentioned by males, while marriage and pregnancy concern primarily females.

0%

5%

10%

15%

20%

S1 S2 S3 S4

Male Female Average

0 100 200 300 400 500

Couldn't pay feesCourse didn't meet needs

Family or personal problemJoined the militaryLearning very hard

Long distance to schoolLooked for or found paid work

MarriageMoved/displaced

OtherPregnancy

Prolonged illness, sicknessSent in prison

Female Male

96

8. ALTERNATIVE EDUCATION SYSTEM (AES), 2015 8.1. Access 8.1.1. Enrolment

Number of AES centre learners by state and programme, 2015

State Total ALP BALP CGS IEC PEP Other CEQ 12,673 6,611 459 5,209 394 EEQ 4,179 3,417 129 86 531 16 LAK 21,819 19,032 575 1,574 638 NBG 31,735 28,782 489 660 51 155 1,598 WAR 13,382 12,326 151 293 170 341 101 WBG 10,616 7,520 125 862 220 1,889 WEQ 12,434 9,405 533 2,335 161 Total 106,838 87,093 2,461 11,019 441 1,027 4,797

% of AES centre learners by programme, 2015

9 There are 106,838 learners enrolled in AES programmes

in South Sudan. Among them, 82% are enrolled in Accelerated Learning Programme (ALP), followed by 10% in Community Girls Schools (CGS), 2% in Basic Functional Adult Literacy (BFAL) programmes, and 5% in other programmes.

9 The states with the largest and second largest number of AES learners are Northern Bahr-el-Ghazal and Lakes, with 31,735 and 21,819 respectively. In contrast, Eastern Equatoria has the smallest number of AES learners with only 4,000 people enrolled.

9 For each AES program, the number of learners differs greatly across states. For example, learners in Pastoralist Education Programmes (PEP) are located in three states, and 52% of them are in Eastern Equatoria.

Number of AES centre learners by programme and gender, 2015

% of AES centre learners by programme and gender, 2015

Number and % of AES centre learners by state and gender, 2015

State Centres Male Female Count % total Count % total

CEQ 12,673 6,129 48.4% 6,544 51.6% EEQ 4,179 2,211 52.9% 1,968 47.1% LAK 21,819 14,034 64.3% 7,785 35.7% NBG 31,735 18,410 58.0% 13,325 42.0% WAR 13,382 7,514 56.2% 5,868 43.8% WBG 10,616 6,267 59.0% 4,349 41.0% WEQ 12,434 6,294 50.6% 6,140 49.4% Total 106,838 60,859 57.0% 45,979 43.0%

ALP81.5%

BFAL2.3%

CGS10.3%

IEC0.4%

PEP1.0%

Other/multiple4.5%

010,00020,00030,00040,00050,00060,000

ALP BFAL CGS IEC PEP Other

Male Female

0%

25%

50%

75%

100%

ALP BFAL CGS IEC PMS Other

Male Female

97

Number of AES centre learners by state and gender, 2015

% of AES centre learners by state and gender, 2015

9 At national level, males outnumber females in AES schools (57% versus 43%). 9 Community Girls School (CGS) is the only category where females are more numerous than males. Pastoralist Education

Programme (PEP) has the greatest gender disparity in enrolment, with 69% of male and 31% of female learners. 9 Central Equatoria is the only state where females outnumber males (48.4% versus 51.6%).

Number of AES centre learners by state and age group, 2015 State Total Ages ≤10 Ages 11-15 Ages 16-20 Ages ≥21 CEQ 31,735 1,623 8,699 12,966 8,447 EEQ 10,616 1,066 2,024 3,100 4,426 LAK 21,819 892 5,093 7,332 8,502 NBG 13,382 538 1,952 4,490 6,402 WAR 12,673 3,867 3,355 2,566 2,885 WBG 12,434 965 1,038 4,043 6,388 WEQ 4,179 202 354 1,098 2,525 Total 106,838 9,153 22,515 35,595 39,575

% of AES centre learners by age group, 2015

9 Nationwide, 37% of AES learners fall into the

t21 age group, followed by 33% in the 16-20 age group.

9 By state, generally, there are more learners enrolled in the two higher age groups. There are a few variations however; for example, in Warrap, there are more learners in the 11-15 age group than the over 21 age group.

9 The younger the learners, the higher the share of females.

0

5,000

10,000

15,000

20,000


Male Female

0%

25%

50%

75%

100%


Male Female

Ages ≤108.6%

Ages 11-1521.1%

Ages 16-2033.3%

Age ≥2137.0%

98

Number of AES centre learners by age group and gender, 2015

% of AES centre learners by age group and gender, 2015

8.2. Resources 8.2.1. Centres

Number of AES centres by programme, 2015 Programme No. centres Accelerated Learning Programme (ALP) 802 Basic Adult Literacy Programme (BALP) 41 Community Girls School (CGS) 263 Intensive English Course (IEC) 5 Pastoralist Education Programme (PEP) 9 Other/Multiple 36 Total 1,156

* Some centres have more than one programme.

9 Over 69% of AES schools in South Sudan offer ALP

programmes. 9 Less than 1% offer Intensive English Course (IEC) or PEP

programmes.

% of AES centres by programme, 2015

8.2.2. Teachers

Number of AES centre teachers by state and programme, 2015 State

Total ALP BALP CGS IEC PEP Other/Multiple

CEQ 524 312 19 173 20 EEQ 320 291 13 3 8 5 LAK 715 597 36 61 21 NBG 1,233 1,119 19 31 9 3 52 WAR 524 475 11 15 6 14 3 WBG 440 311 18 36 14 61 WEQ 641 539 25 63 14 Total 4,397 3,644 141 382 29 25 176 * Some centres have more than one programme. Hence, some teachers may teach more than one programme.

0

5,000

10,000

15,000

20,000

25,000

Ages ≤10 Ages 11-15 Ages 16-20 Age ≥21

Male Female

0%

25%

50%

75%


Male Female

ALP69.4%

BFAL3.5%

CGS22.8%

IEC0.4%

PEP0.8%

Other/multiple3.1%

99

% of AES centre teachers by programme, 2015

9 There are 4,397 AES teachers. It is noteworthy that some

teachers teach more than one AES programmes in the same centre.

9 ALP teachers make up the majority of AES teachers, with83%. In contrast, PEP programmes have only 1% of the total teachers.

9 Northern Bahr-el-Ghazal has the largest number of AES teachers (28%), the majority of whom are ALP teachers.

9 Eastern Equatoria has the least number of teachers, with about 7%.

Number of AES centre teachers by programme and gender, 2015

% of AES centre teachers by programme and gender, 2015

*”Other” includes centres with multiple programmes.

Number and % of AES centre teachers by state and gender, 2015 State Total Male Female PTR Count % total Count % total CEQ 524 294 56.1% 230 43.9% 60.6 EEQ 320 285 89.1% 35 10.9% 33.2 LAK 715 638 89.2% 77 10.8% 30.5 NBG 1,233 1,148 93.1% 85 6.9% 10.9 WAR 524 486 92.7% 38 7.3% 24.2 WBG 440 392 89.1% 48 10.9% 28.3 WEQ 641 582 90.8% 59 9.2% 6.5 Total 4,397 3,825 87.0% 572 13.0% 24.3

Number of AES centre teachers by state and gender, 2015

ALP82.9%

BFA3.2%

CGS8.7%

IEC0.7%

PEP0.6%

Other/Multiple4.0%

0500

1,0001,5002,0002,5003,0003,500


Male Female

0%

25%

50%

75%

100%


Male Female

0200400600800

1,0001,2001,400


Male Female

100

% of AES centre teachers by state and gender, 2015

AES centre pupil-teacher ratio (PTR) by state, 2015

9 There is a noticeable gender disparity in the teaching force; around 87% of AES teachers are males. 9 Gender disparity is the prominent feature of the teaching force across states, with the exception of Central Equatoria where

almost 44% of teachers are females. 9 At the national level, the pupil-teacher ratio (PTR) for AES centres is 24 students per teacher. 9 PTRs vary by state, with a high of 61 students per teacher in Central Equatoria and a low of 7 students per teacher in

Western Equatoria.

Number and % of AES centre teachers by professional qualification and state, 2015 State Total Trained Untrained Unknown

Count % total Count % total Count % total CEQ 524 243 46.4% 195 37.2% 86 16.4% EEQ 320 194 60.6% 86 26.9% 40 12.5% LAK 715 320 44.8% 311 43.5% 84 11.7% NBG 1,233 427 34.6% 555 45.0% 251 20.4% WAR 524 266 50.8% 147 28.1% 111 21.2% WBG 440 262 59.5% 105 23.9% 73 16.6% WEQ 641 336 52.4% 180 28.1% 125 19.5% Total 4,397 2,048 46.6% 1,579 35.9% 770 17.5% * “Trained” encompasses teachers with pre-service teacher training, in-service teacher training, and higher education diploma. “Unknown” teachers include those whose professional qualification was not reported.

Number of AES centre teachers by professional qualification and state, 2015

0%

25%

50%

75%

100%


Male Female

010203040506070


0

100

200

300

400

500

600



101

% of AES centre teachers by professional qualification and state, 2015

9 Among the 4,397AES teachers in South Sudan, 1 in 3 has not received any formal training. 9 It is important to note that 17% of AES teachers have not responded to this question. 9 Lakes and NBG display the lowest performance, whereas almost 2 in 3 teachers are trained in Eastern Equatoria.

Number and % of AES centre teachers by professional qualification and state, 2015

State Total Untrained In-service Pre-service Diploma Unknown

Count % total Count %

total Count % total Count %

total Count % total

CEQ 524 195 37.2% 91 17.4% 70 13.4% 82 15.6% 86 16.4% EEQ 320 86 26.9% 59 18.4% 36 11.3% 99 30.9% 40 12.5% LAK 715 311 43.5% 156 21.8% 97 13.6% 67 9.4% 84 11.7% NBG 1,233 555 45.0% 215 17.4% 127 10.30% 85 6.9% 251 20.4% WAR 524 147 28.1% 113 21.6% 72 13.7% 81 15.5% 111 21.2% WBG 440 105 23.9% 95 21.6% 52 11.8% 115 26.1% 73 16.6% WEQ 641 180 28.1% 129 20.1% 113 17.6% 94 14.7% 125 19.5% Total 4,397 1,579 35.9% 858 19.5% 567 12.9% 623 14.2% 770 17.5%

Number of AES centre teachers by professional qualification and gender, 2015

% of AES centre teachers by professional qualification, 2015

9 Among the 47% of trained AES teachers nationally, the type of training received is equally spread between In-Service, Pre-

Service and Diploma. 9 Eastern Equatoria has a high share (30%) of university graduates as AES teachers. Conversely, they are less than 10% in

Northern Bahr-el-Ghazal.

Number and % of AES teachers by academic qualification and state, 2015 State Total Primary School Secondary School Diploma Unknown

Count % Count % Count % Count % CEQ 524 32 6.1% 454 86.6% 21 4.0% 17 3.2% EEQ 320 46 14.4% 226 70.6% 29 9.1% 19 5.9% LAK 715 276 38.6% 375 52.4% 8 1.1% 56 7.8% NBG 1,233 616 50.0% 529 42.9% 12 1.0% 76 6.2% WAR 524 122 23.3% 332 63.4% 6 1.1% 64 12.2% WBG 440 66 15.0% 295 67.0% 34 7.7% 45 10.2% WEQ 641 131 20.4% 465 72.5% 6 0.9% 39 6.1% Total 4,397 1,289 29.3% 2,676 60.9% 116 2.6% 316 7.2% “Secondary school” attainment includes completion of junior (Sudan curriculum) and secondary levels.

0%

25%

50%

75%



0500

1,0001,5002,0002,500

Male Female

Untrained35.9%

In-service19.5%

Pre-service12.9%

Diploma14.2%

U nknown17.5%

102

Number of AES centre teachers by academic qualification and gender, 2015

% of AES centre teachers by academic qualification, 2015

9 Nationally, the majority of AES teachers (61%) completed secondary school. 9 In all of the three Greater Equatoria states, secondary school completers represent no less than 70% of AES teachers.

Conversely, they never represent more than 67% in the Greater Bahr-el-Ghazal states.

Number and % of AES centre teachers by employment status and state, 2015 State Total Permanent AES teacher Part-time AES teacher Volunteer

Count % total Count % total Count % total CEQ 524 488 93.1% 17 3.2% 19 3.6% EEQ 320 247 77.2% 16 5.0% 57 17.8% LAK 715 578 80.8% 13 1.8% 124 17.3% NBG 1,233 831 67.4% 93 7.5% 309 25.1% WAR 524 429 81.9% 6 1.1% 89 17.0% WBG 440 384 87.3% 21 4.8% 35 8.0% WEQ 641 525 81.9% 1 0.2% 115 17.9% Total 4,397 3,482 79.2% 167 3.8% 748 17.0%

Number of AES centre teachers by employment status, 2015

% of AES centre teachers by employment status, 2015

9 Most AES teachers (79.2%) are employed on a permanent-basis. 9 The lowest share of permanent teachers is found in Northern Bahr-el-Ghazal (67.4%). 9 17% of AES teachers are volunteers and around 4% are part-time teachers at the national level. 9 Northern Bahr-el-Ghazal has the largest percentage of volunteer and part-time teachers, with25%&8% respectively.

0

500

1,000

1,500

2,000

2,500

Primaryschool

Secondaryschool

Universityand above

Unknown

Male Female

Primary school29.4%

Secondary school60.5%

Diploma2.9%

Unknown7.2%

0500

1,0001,5002,0002,5003,0003,5004,0004,500

Permanent Part-time Volunteer Total

Male Female

Permanent AES teacher

79.2%

Part-time AES teacher

3.8%

Volunteer17.0%

0.0%

103

8.2.3. Classrooms

Number and % of AES centres’ type of building by state, 2015 State Total Perm Semi-


CEQ 539 189 291 34 13 4 8 66.1 EEQ 313 150 74 69 17 3 0 47.4 LAK 687 165 174 281 57 2 8 64.4 NBG 935 411 217 264 28 14 1 21.3 WAR 355 128 75 136 15 1 0 62.4 WBG 310 194 87 14 11 4 0 44.2 WEQ 711 343 105 216 34 8 5 9.3 Total 3,850 1,580 1,023 1,014 175 36 22 41.0

Number of AES centres’ type of Classrooms building 2015

% of AES centres’ type of Classrooms building 2015

9 In South Sudan, there are 3,850classrooms for AES centres. Among them, 41% are permanent, 27% semi-permanent, and

27% are open-air. 9 At the national level, the pupil-classroom ratio (PCR) is 41 students per classroom. Figures across states are widely spread, as

Western Equatoria has a 9.3 PCR while Central Equatoria has 66 students per classroom.


AES centre pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015 State Enrolment English textbooks Math textbooks

Count PTextR Count PTextR CEQ 12,673 4,245 3.0 4,358 2.9 EEQ 4,179 2,125 2.0 2,096 2.0 LAK 21,819 11,253 1.9 11,237 1.9 NBG 31,735 12,083 2.6 10,794 2.9 WAR 13,382 5,386 2.5 2,147 6.2 WBG 10,616 2,547 4.2 2,409 4.4 WEQ 12,434 5,331 2.3 4,968 2.5 Total 106,838 42,970 2.5 38,009 2.8

AES centre PTextR by state and subject (English and Math), 2015

9 National PTextR is 2.5 for

English textbooks, and 2.8 for Math textbooks.

9 Little discrepancy exists between states, with the exception of PTextR or Mathematics books in Warrap (6.2).

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

Perm Semi-Perm Open air Roof Tent

Perm41.3%

Semi-Perm26.7%

Open air26.5%

Roof4.6%

Tent0.9%

01234567


English Math

104

8.3. Student Flow 8.3.1. Dropouts

Number and % of AES centre dropouts by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 1,578 823 52.2% 755 47.8% EEQ 461 222 48.2% 239 51.8% LAK 2,736 1,485 54.3% 1,251 45.7% NBG 3,107 1,600 51.5% 1,507 48.5% WAR 2,503 1,140 45.5% 1,363 54.5% WBG 841 342 40.7% 499 59.3% WEQ 1,796 830 46.2% 966 53.8% Total 13,022 6,442 49.5% 6,580 50.5%

Number of AES centre dropouts by state and gender, 2015

% of AES centre dropouts by state and gender, 2015

9 13.022 students dropped out in 2014 at the national level. Among them, 49.5% were males and 50.5% females. 9 Northern Bahr-el-Ghazal has the largest number of dropouts, with 3,107, followed by Lakes (2,736). On the other end are

Eastern Equatoria and Western Bahr-el-Ghazal, which have 461 and 841 dropouts respectively.

Number and % of AES centre dropouts by reason and gender, 2015 Reason Total Male Female

Count % total Count % total Couldn't pay fees 1,422 722 50.8% 700 49.2% Course didn't meet needs 139 62 44.6% 77 55.4% Family or personal problem 1,749 943 53.9% 806 46.1% Joined the military 907 822 90.6% 85 9.4% Learning very hard 564 301 53.4% 263 46.6% Long distance to school 1,052 567 53.9% 485 46.1% Looked for or found paid work 428 265 61.9% 163 38.1% Marriage 1,487 537 36.1% 950 63.9% Moved/displaced 1,051 575 54.7% 476 45.3% Pregnancy 707 0 0.0% 707 100.0% Prolonged illness, sickness 683 402 58.9% 281 41.1% Sent in prison 47 39 83.0% 8 17.0% Other/Unknown 2,762 1,183 42.8% 1,579 57.2% Total 13,022 6,442 49.6% 6,580 50.6%

0

500

1,000

1,500

2,000

CEQ EEQ LAK NBG WAR WBG WEQMale Female

0%10%20%30%40%50%60%70%


Male Female

105

Number of AES centre dropouts by reason and gender, 2015

% of AES centre dropouts by reason and gender, 2015

9 Family issues, difficulty to pay fees, and marriage are the most frequently reported reasons to drop out AES. 9 Pregnancy and marriage account for 25% of female dropouts and only 8% of male dropouts. 9 12% males dropped out to join the army.

8.4. Programme Profiles 8.4.1. Accelerated Learning Programme (ALP)

Number of ALP learners by state and grade, 2015

State Total L1 L2 L3 L4 CEQ 6,611 2,387 2,054 1,421 749 EEQ 3,417 1,268 1,058 701 390 LAK 19,032 7,779 6,436 3,516 1,301 NBG 28,782 10,832 8,788 6,681 2,481 WAR 12,326 5,263 4,155 2,422 486 WBG 7,520 3,393 2,176 1,233 718 WEQ 9,405 3,694 2,982 1,971 758 Total 87,093 34,616 27,649 17,945 6,883

Number and % of ALP learners by grade and age group, 2015

Grade Total Ages ≤10

Ages 11-15

Ages 16-20

Ages ≥21

L1 34,616 2,778 9,072 11,638 11,128 L1 % 8.03% 26.21% 33.62% 32.15%

L2 27,649 967 5,994 9,987 10,701 L2 % 3.50% 21.68% 36.12% 38.70%

L3 17,945 423 2,732 7,214 7,576 L3 % 2.36% 15.22% 40.20% 42.22%

L4 6,883 130 655 2,537 3,561 L4 % 1.89% 9.52% 36.86% 51.74% Total 87,093 4,298 18,453 31,376 32,966

4.9% 21.2% 36.0% 37.9%

0

400

800

1,200

1,600

Male Female

0%20%40%60%80%

100%

Male Female

106

Number of ALP learners by grade and gender, 2015

Number of ALP learners by age group and gender, 2015

Number and % of ALP teachers by state and gender, 2015

State Total Male Female Count % total Count %total

CEQ 312 252 80.8% 60 19.2% EEQ 291 258 88.7% 33 11.3% LAK 597 557 93.3% 40 6.7% NBG 1,119 1,044 93.3% 75 6.7% WAR 475 439 92.4% 36 7.6% WBG 311 277 89.1% 34 10.9% WEQ 539 494 91.7% 45 8.3% Total 3,644 3,321 91.1% 323 8.9%

Number and % of ALP teachers by state and professional qualification, 2015

State Total Trained Untrained Count % total Count % total

CEQ 312 165 52.9% 147 47.1% EEQ 291 183 62.9% 108 37.1% LAK 597 280 46.9% 317 53.1% NBG 1,119 388 34.7% 731 65.3% WAR 475 247 52.0% 228 48.0% WBG 311 190 61.1% 121 38.9% WEQ 539 281 52.1% 258 47.9% Total 3,644 1,734 47.6% 1,910 52.4%

Number of ALP teachers by state and gender, 2015

Number of ALP teachers by professional qualification and gender, 2015

ALP pupil-teacher ratio (PTR) by state, 2015

State Learner Teacher PTR

CEQ 6,611 312 21.2 EEQ 3,417 291 11.7 LAK 19,032 597 31.9 NBG 28,782 1,119 25.7 WAR 12,326 475 25.9 WBG 7,520 311 24.2 WEQ 9,405 539 17.4 Total 87,093 3,644 23.9

ALP pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015

State Enrol. English Math Count PTextR Count PTextR

CEQ 6,611 3,653 1.8 3,763 1.8 EEQ 3,417 1,995 1.7 1,964 1.7 LAK 19,032 9,498 2.0 9,515 2.0 NBG 28,782 10,899 2.6 9,677 3.0 WAR 12,326 5,098 2.4 1,929 6.4 WBG 7,520 2,038 3.7 1,924 3.9 WEQ 9,405 4,139 2.3 3,928 2.4 Total 87,093 37,320 2.3 32,700 2.7

0

5,000

10,000

15,000

20,000

25,000

L1 L2 L3 L4

Male Female

0

5,000

10,000

15,000

20,000

25,000


Male Female

3,321 323

91.1%

8.9%0

5001,0001,5002,0002,5003,0003,500

Male Female

Teachers Teachers %

1,734.00 1,910.00

47.59%52.41%

0.00

500.00

1,000.00

1,500.00

2,000.00

2,500.00

Trained Untrained/Unknown

Teachers Teachers %

107

ALP pupil-teacher ratio (PTR) by state, 2015

ALP pupil-textbook ratio (PTextR) by state and subject (Eng and Math), 2015

9 The number of ALP learners decreases as the grade level increases, from 34,616in L1 to only 6,883in L4. 9 38% of ALP learners fall into the ≥21 age group, followed by 36% in the 16-20 age group. 9 There are more male learners than female learners in each grade level of ALP. 9 Among the 3,644ALP teachers, more than 90% of them are males. 9 The percentage of female teachers for all states stays within the 7% to 20% range. 9 48% of ALP teachers are trained, as compared to 52%who are untrained or unknown. 9 PTR for ALP programmes averages 24 at the national level, and ranges from 12 in Eastern Equatoria to 32 in Lakes. 9 PTextR is approximately 2 for English and 3 for Math textbooks. Lakes has the highest rate, with6 students per book.

8.4.2. Basic Adult Literacy Programme (BALP)

Number of BALP programme learners by state and grade, 2015

State Total L1 L2 CEQ 459 281 178 EEQ 129 95 34 LAK 520 238 282 NBG 339 200 139 WAR 151 85 66 WBG 125 90 35 WEQ 474 258 216 Total 2,197 1,247 950

Number and % of BALP programme learners by grade and age group, 2015

State Total Ages 5-10

Ages 11-15

Ages 16-20

Ages ≤21

L1 1,247 33 104 390 720 L1% 2.6% 8.3% 31.3% 57.7% L2 950 0 10 236 704 L2% 0.0% 1.1% 24.8% 74.1% Total 33 114 626 1,424

Number of BALP programme learners by grade and gender, 2015

Number of BALP programme learners by age group and gender, 2015

Number and % of BALP programme teachers by state and gender, 2015

State Total Male Female Count % total Count % total

CEQ 19 12 63.2% 7 36.8% EEQ 13 12 92.3% 1 7.7% LAK 36 33 91.7% 3 8.3% NBG 19 17 89.5% 2 10.5% WAR 11 11 100.0% 0 0.0% WBG 18 14 77.8% 4 22.2% WEQ 25 18 72.0% 7 28.0% Total 141 117 83.0% 24 17.0%

Number and % of BALP programme teachers by state and professional qualification, 2015



21.2

11.7

31.9

25.7

25.9

24.2

17.4

23.9

0 10 20 30 40

CEQEEQLAKNBG

WARWBGWEQTotal

2.3

2.7

0

1

1

2

2

3

3

English Math

0100200300400500600700

L1 L2

Male Female

0

200

400

600

800

1,000


Male Female

108

Number of BALP programme teachers by state and gender, 2015

Number of BALP programme teachers by professional qualification and gender, 2015

BALP programme pupil-teacher ratio (PTR) by state, 2015


CEQ 459 19 24.2 EEQ 129 13 9.9 LAK 520 36 14.4 NBG 339 19 17.8 WAR 151 11 13.7 WBG 125 18 6.9 WEQ 474 25 19.0 Total 2,197 141 15.6

BALP programme pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015


CEQ 459 85 5.4 85 5.4 EEQ 129 68 1.9 68 1.9 LAK 576 29 19.9 30 19.2 NBG 489 47 10.4 52 9.4 WAR 151 10 15.1 11 13.7 WBG 125 71 1.8 72 1.7 WEQ 536 272 2.0 191 2.8 Total 2,465 582 4.2 509 4.8

BALP programme pupil-teacher ratio (PTR) by state, 2015

BALP programme pupil-textbook ratio (PTextR) by state and subject (Eng and Math), 2015

9 Nationally, there are 2,197BALP programme learners, with 57% in L1 and 43% in L2. 9 The ≤21 age group is the largest age group for L1, with 58% learners. For L2, the largest age group is the same ≤21, which

has 74% of learners. 9 The number of males BALP students is slightly greater than the number of females, respectively 1,123 and 1,074. 9 83% of the total BFAL teachers are male (national average). The percentage of male teachers generally stays above 60% in

each state, with the exception of Warrap, which has 100% male teachers. 9 Slightly over 45% of BFAL teachers are trained. 9 PTR at national level is averaging 16. It ranges from a low of 7 in Western Bahr-el-Ghazal to a high of 24 in Central Equatoria. 9 PTextR is 4 for English and 5 for Math textbooks. Western Bahr-el-Ghazal and Eastern Equatoria have the lowest PTextR (2),

while LAK has the highest (19).

8.4.3. Community Girl School (CGS) Programme

Number of CGS programme learners by state and grade, 2015

State Total L1 L2 L3 CEQ 5,169 3,085 642 1,442 EEQ 86 23 63 0 LAK 1,574 273 177 1,124 NBG 596 256 191 149 WAR 263 98 137 28 WBG 757 238 402 117 WEQ 2,327 962 836 529 Total 10,772 4,935 2,448 3,389

Number and % of CGS programme learners by grade and age group, 2015


Ages 11-15

Ages 16-20

Ages ≥21

L1 4,935 2,934 631 751 619 59.45% 12.79% 15.22% 12.54%

L2 2,448 489 600 471 888 19.98% 24.51% 19.24% 36.27%

L3 3,389 868 1,771 265 485 25.61% 52.26% 7.82% 14.31%

Total 10,772 4,291 3,002 1,487 1,992

117 24

83.0%

17.0%

020406080

100120140

Male Female

Teachers Teachers %

64.00 77.00

45.39%54.61%

0.00

20.00

40.00

60.00

80.00

100.00

Trained Untrained

Teachers Teachers %

24.2

9.9

14.4

17.8

13.7

6.9

19.0

15.6

0 5 10 15 20 25 30

CEQEEQLAKNBG

WARWBGWEQTotal

4.24.8

0

1

2

3

4

5

6

English Math

109

Number of CGS programme learners by grade and gender, 2015

Number of CGS programme learners by age group and gender, 2015

Number and % of CGS programme teachers by state and gender, 2015



Number and % of CGS programme teachers by state and professional qualification, 2015



Number of CGS programme teachers by state and gender, 2015

Number of CGS programme teachers by professional qualification and gender, 2015

CGS programme pupil-teacher ratio (PTR) by state, 2015

State Learners Teachers PTR

CEQ 5,209 173 30.1 EEQ 86 3 28.7 LAK 1,574 61 25.8 NBG 660 31 21.3 WAR 293 15 19.5 WBG 862 36 23.9 WEQ 2,335 63 37.1 Total 11,019 382 28.8

CGS programme pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015


CEQ 5,209 499 10.4 503 10.4 EEQ 86 4 21.5 5 17.2 LAK 1,574 1,190 1.3 1,184 1.3 NBG 660 289 2.3 216 3.1 WAR 293 106 2.8 79 3.7 WBG 862 56 15.4 70 12.3 WEQ 2,335 872 2.7 794 2.9 Total 11,019 3,016 3.7 2,851 3.9

* Data breakdown by grade displays different figures than aggregated totals. This discrepancy is the result of misreporting which affects the way database filters are applied to each computation. Further verification is required.

0500

1,0001,5002,0002,5003,000

L1 L2 L3

Male Female

0500

1,0001,5002,0002,5003,000

Ages ≤10 Ages 11-15Ages 16-20 Age ≥21

Male Female

182 200

47.6% 52.4%

0

50

100

150

200

250

Male Female

Teachers Teachers %

141.00 241.00

36.91%

63.09%

0.00

50.00

100.00

150.00

200.00

250.00

300.00

Trained Untrained

Teachers Teachers %

110

CGS programme pupil-teacher ratio (PTR) by state, 2015

CGS programme pupil-textbook ratio (PTextR) by subject (Eng and Math), 2015

9 There are 10,772 students in CGS. Enrolment fluctuates from L1 to L3. 9 Learners in the ≤10 age group make up 59% of all CGS learners. As age groups go up, the percentage of learners goes down. 9 There are more female learners than male learners in each grade level and age group. 9 Although the programme is meant for girls, male learners make up about 43%. 9 There is less gender disparity in the makeup of CGS teachers; 52% CGS teachers are females compared with 48% males.

Among them, only 37% of them are trained. 9 The average PTR for CGS programmes is 28 at the national level. The state with the highest PTR is Western Equatoria (37).

PTextR is slightly less than 3 for both English and Math textbooks.

8.4.4. Intensive English Course (IEC) Programme

Number of IEC programme learners by state and grade, 2015

State Total Begin. Inter. Adv. CEQ EEQ LAK NBG 43 15 16 12 WAR 150 75 45 30 WBG 173 75 46 5 WEQ Total 366 165 107 94

Number and % of IEC programme learners by grade and age group, 2015


Ages 10-15

Ages 16-20

Ages ≥21

Begin. 165 15 38 41 71 9.1% 23.0% 24.8% 43.0% Inter. 107 0 19 26 62 0.0% 17.8% 24.3% 57.9% Adv. 94 0 12 6 76 0.0% 12.8% 6.4% 80.9% Total 366 15 69 73 209

Number of IEC programme learners by grade and gender, 2015

Number of IEC programme learners by age group and gender, 2015

Number and % of IEC programme teachers by state and gender, 2015


CEQ EEQ LAK NBG 9 9 100.0% WAR 6 4 66.7% 2 33.3% WBG 14 13 92.9% 1 7.1% WEQ Total 29 26 89.7% 3 10.3%

Number and % of IEC programme teachers by state and professional qualification, 2015


CEQ EEQ LAK NBG 9 9 100.0% WAR 6 6 100.0% WBG 14 8 57.1% 6 42.9% WEQ Total 29 17 58.6% 12 41.4%

30.1

28.7

25.8

21.3

19.5

23.9

37.1

28.8

0 10 20 30 40

CEQEEQLAKNBG

WARWBGWEQTotal

3.73.9

0112233445

English Math

0

20

40

60

80

100

Beginner Intermediate Advanced

Male Female

0

50

100

150

200


Male Female

111

Number of IEC programme teachers by state and gender, 2015

Number of IEC programme teachers by professional qualification and gender, 2015

IEC programme pupil-teacher ratio (PTR) by state, 2015


CEQ EEQ LAK NBG 51 9 5.7 WAR 170 6 28.3 WBG 220 14 15.7 WEQ Total 441 29 15.2

* Data breakdown by grade displays different figures than aggregated totals. This discrepancy is the result of misreporting which affects the way database filters are applied to each computation. Further verification is required.

IEC programme pupil-textbook ratio (PTextR) by state and subject (English and Math), 2015

State Enrol. English Count PTextR

CEQ EEQ LAK NBG 51 0 WAR 170 0 WBG 220 57 3.9 WEQ Total 441 57 7.7

IEC programme pupil-teacher ratio (PTR) by state, 2015

IEC programme pupil-textbook ratio (PTextR) for English, 2015

9 IEC programmes can be found only in three states: Western Bahr-el-Ghazal, Warrap, and Northern Bahr-el-Ghazal. 9 The number of IEC learners drops from 165 in L1 to less than 100 in L3. By age group, 39% of learners are ≤10, and 27%

are 11-15. 9 There are slightly more male learners than female learners in each grade. Overall, there are 45% male learners compared

with 55% female learners. 9 Among the 29 IEC programme teachers, 90% of them are males, and about 59% are trained. 9 National PTR is 12learners per teacher, and Northern Bahr-el-Ghazal has the best PTR with4 learners per teacher. 9 PTextR is 4 students per English textbooks at the national level.

26 3

89.7%

10.3%

0

5

10

15

20

25

30

Male Female

Teachers Teachers %

17 12

58.6%

41.4%

0

5

10

15

20

Trained Untrained

Teachers Teachers %

5.7

28.3

15.7

15.2

0 5 10 15 20 25 30

CEQEEQLAKNBG

WARWBGWEQTotal

0112233445


112

8.4.5. Pastoralist Education Programme (PEP)

Number of PEP programme learners by state and grade, 2015

State Total L1 L2 L3 L4 CEQ EEQ 531 106 235 190 0 LAK NBG 155 57 28 32 38 WAR 341 172 129 40 0 WBG WEQ Total 1,027 335 392 262 38

Number of % of PEP programme learners by grade and age group, 2015

State Total Ages ≤10

Ages 11-15

Ages 16-20

Ages ≥21

L1 335 115 105 37 78 34.3% 31.3% 11.0% 23.3%

L2 392 30 97 132 133 7.7% 24.7% 33.7% 33.9%

L3 262 9 79 162 12 3.4% 30.2% 61.8% 4.6%

L4 38 0 0 12 26 0.0% 0.0% 31.6% 68.4%

Total 1,027 154 281 343 249 15.0% 27.4% 33.4% 24.2%

Number of PEP programme learners by grade and gender, 2015

Number of PEP programme learners by age group and gender, 2015

Number and % of PEP programme teachers by state and gender, 2015


CEQ EEQ 8 8 100.0% 0 0.0% LAK NBG 3 2 66.7% 1 33.3% WAR 14 14 100.0% 0 0.0% WBG WEQ Total 25 24 96.0% 1 4.0%

Number and % of PEP programme teachers by state and professional qualification, 2015


CEQ EEQ 8 8 100.0% LAK NBG 3 3 100.0% WAR 14 7 50.0% 7 50.0% WBG WEQ Total 25 7 28.0% 18 72.0%

Number of PEP programme teachers by gender, 2015

Number of PEP programme teachers by professional qualification and gender, 2015

050

100150200250300

L1 L2 L3 L4

Male Female

050

100150200250


Male Female

24 1

96.0%

4.0%0

5

10

15

20

25

30

Male Female

Teachers Teachers %

7.00 18.00

28.00%

72.00%

0.00

5.00

10.00

15.00

20.00

Trained Untrained

Teachers Teachers %

113

PEP programme pupil-teacher ratio (PTR) by state, 2015


CEQ EEQ 531 8 66.4 LAK NBG 155 3 51.7 WAR 341 14 24.4 WBG WEQ Total 1,027 25 41.1

PEP programme PTextR by state and subject (English and Math), 2015


CEQ EEQ 531 18 29.5 19 27.9 LAK NBG 155 15 10.3 15 10.3 WAR 341 139 2.5 121 2.8 WBG WEQ Total 1,027 172 6.0 155 6.6

PEP programme pupil-teacher ratio (PTR) by state, 2015

PEP programme pupil-textbook ratio (PTextR) by state and subject (Eng and Math), 2015

9 PEP schools and learners are found in only three states: Eastern Equatoria, Northern Bahr-el-Ghazal, and Warrap. 9 33% of PEP learners are between 16-20 years of age, and 27% are between 11-15 years of age. 9 There are twice as many male learners enrolled in PEP programmes as female learners; 711 males versus 316 female. 9 Out of the 25 total PEP teachers, 24 are males, out of which 28% are trained. 9 Nationally, PTR for PEP programmes is 41 learners per teacher. At state level, the lower end is Eastern Equatoria with 66.4

while the higher end is Warrap with 24.4. 9 PTextR is 6 learners per English textbook and 7 learners per Math textbook.

8.4.6. Other Programme

Number of other programme learners by state and grade, 2015

State Total L1 L2 L3 L4 CEQ 394 160 63 121 50 EEQ 16 12 4 0 0 LAK 638 278 207 136 17 NBG 1,598 461 530 369 238 WAR 101 43 26 23 9 WBG 1,889 926 803 105 55 WEQ 161 75 26 45 15 Total 4,797 1,955 1,659 799 384

Number and % of other programme learners by grade and age group, 2015

State Total Ages ≤10

Ages 10-15

Ages 16-20

Ages ≥21

L1 1,955 196 263 579 917 10.0% 13.5% 29.6% 46.9%

L2 1,659 75 180 631 773 4.5% 10.8% 38.0% 46.6%

L3 799 67 122 224 386 8.4% 15.3% 28.0% 48.3%

L4 384 10 18 169 187 2.6% 4.7% 44.0% 48.7%

Total 4,797 34 583 1,603 2,263 7.3% 12.2% 33.4% 47.2%

Number of other programme learners by grade and gender, 2015

Number of other programme learners by age group and gender, 2015

66.4

51.724.4

41.1

0 20 40 60 80

CEQEEQLAKNBG

WARWBGWEQTotal

6.06.6

01234567

English Math

0200400600800

1,0001,2001,400

L1 L2 L3 L4

Male Female

0

500

1,000

1,500


Male Female

114

Number and % of other programme teachers by state and gender, 2015



Number and % of other programme teachers by state and professional qualification, 2015



Number of other programme teachers by gender, 2015

Number of other programme teachers by professional qualification and gender, 2015

Other programme pupil-teacher ratio (PTR) by state, 2015

State Learners Teachers PTR

CEQ 394 20 19.7 EEQ 16 5 3.2 LAK 638 21 30.4 NBG 1,598 52 30.7 WAR 101 3 33.7 WBG 1,889 61 31.0 WEQ 161 14 11.5 Total 4,797 176 27.3

Other programme PTextR by state and subject (English and Math), 2015


CEQ 394 8 49.3 7 56.3 EEQ 16 40 0.4 40 0.4 LAK 637 536 1.2 508 1.3 NBG 1,598 833 1.9 834 1.9 WAR 101 33 3.1 7 14.4 WBG 1,889 325 5.8 325 5.8 WEQ 161 48 3.4 55 2.9 Total 4,796 1,823 2.6 1,776 2.7

Other programme pupil-teacher ratio (PTR) by state, 2015

Other programme PTextR by state and subject (Eng and Math), 2015

9 In total, there are 4,797 learners in all other AES programmes. As the grade level increases, the number of learners goes

down. 9 ≥21 is the largest age group, with 48% of all learners. Number of learners drop as the level increases from L1 to L4. 9 Overall, there are more male learners than female learners in each grade.

155 21

88.1%

11.9%

0

50

100

150

200

Male Female

Teachers Teachers %

85 91

48.3% 51.7%

0

20

40

60

80

100

Trained Untrained

Teachers Teachers %

19.7

3.2

30.4

30.7

33.7

31.0

11.5

27.3

0 10 20 30 40

CEQEEQLAKNBG

WARWBGWEQTotal

2.6 2.7

0

1

1

2

2

3

3

English Math

115

9. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET), 2015 9.1. Access 9.1.1. Enrolment

Number and % TVET centre students by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 2,106 1,288 61.2% 818 38.8% EEQ 227 113 49.8% 114 50.2% LAK 236 117 49.6% 119 50.4% NBG 69 17 24.6% 52 75.4% WAR WBG 312 252 80.8% 60 19.2% WEQ 100 69 69.0% 31 31.0% Total 3,050 1,856 60.9% 1,194 39.1%

Number of TVET centre students by state and gender, 2015

% of TVET centre students by state and gender, 2015

Number and % TVET centre students by programme and gender, 2015 Programme Total Male Female

Count % total Count % total Automotive 438 381 87.0% 57 13.0% Building construction 369 303 82.1% 66 17.9% Computer technology 276 174 63.0% 102 37.0% Electrical/electronic tech. 232 186 80.2% 46 19.8% Hairdressing 165 23 13.9% 142 86.1% Printing and publishing 2 2 100.0% 0 0.0% Road construction 184 152 82.6% 32 17.4% Tailoring and embroidering 453 41 9.1% 412 90.9% Water technology 43 42 97.7% 1 2.3% Welding and metal fabrication 42 42 100.0% Woodwork and furniture making 147 143 97.3% 4 2.7% Other 699 367 52.5% 332 47.5% Grand Total 3,050 1,856 60.9% 1,194 39.1%

0

500

1,000

1,500


Male Female

0%

25%

50%

75%

100%


Male Female

116

Number of TVET centre students by programme and gender, 2015

% of TVET centre students by programme and gender, 2015

9 National TVET enrolment is 3,050; 2 in 3 learners are in Central Equatoria. 9 Gender disparity in enrolment remains pronounced and consistent across states; males account for around 60% of all learners. 9 Surprisingly, females outnumber males in Northern Bahr-el-Ghazal; they are 52 while males are only 17. 9 Tailoring, Automotive Construction, and IT are the most popular programmes with 453, 438, 369 and 276 learners respectively. 9 Females outnumber males in two courses only: tailoring (90.9%) and hairdressing (86.1%).

Number and % of TVET centres with service for female students, 2015 Type of service for female students Centres Centres% Flexible school hours for girls 3 9.7% Focused tutoring for girls 2 6.5% Gender-specific programmes only for girls 2 6.5% Mentoring programme for girls 3 9.7% Other 7 22.6% * One centre may have more than one type of service for female students.

381303

174186

232

152414242

143367

5766

10246

142

32412

1

4332

0 100 200 300 400 500 600 700 800

AutomotiveBuilding constructionComputer technology

Electrical/electronic technologiesHairdressing

Printing and publishingRoad construction

Tailoring and embroideringWater technology

Welding and metal fabricationWoodwork and furniture making

Other

Male Female

87.0%82.1%

63.0%80.2%

13.9%100.0%

82.6%9.1%

97.7%100.0%

97.3%52.5%

60.9%

13.0%17.9%37.0%19.8%86.1%0.0%

17.4%90.9%2.3%

2.7%47.5%39.1%

0% 25% 50% 75% 100%

AutomotiveBuilding constructionComputer technology

Electrical/electronic technologiesHairdressing

Printing and publishingRoad construction

Tailoring and embroideringWater technology

Welding and metal fabricationWoodwork and furniture making

OtherGrand Total

Male Female

117

Number of TVET centres with service for female students, 2015

% of TVET centres with services for female students, 2015

9 Services for female students include mentoring, focused tutoring, flexible hours, and gender-specific programmes for girls only. 9 No more than 10% of all TVET centres reported one of these services; 22.6% of them mentioned other services, without

specifying.

9.2. Resources

9.2.1. Centres

9.2.2. Trainers

Number and % of TVET centre trainers by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 198 148 74.7% 50 25.3% EEQ 34 26 76.5% 8 23.5% LAK 21 19 90.5% 2 9.5% NBG 9 9 100.0% 0.0% WAR WBG 19 16 84.2% 3 15.8% WEQ 9 7 77.8% 2 22.2% Total 290 225 503.7% 65 96.3%

32 2

3

7

012345678

0%

25%

% of TVET centres by ownership, 2015

No. and % of TVET centres by agency of administration, 2015

Ownership Centres Centres % Government 8 25.8% NGO / Intal. partner 6 19.4% Religious group 5 16.1% State Government 11 35.5% Unknown 1 3.2%

9 TVET centres in south Sudan are primarily owned by

the government; 35.5% owned by state governments and 25.8% owned by the national government.

9 Besides these two ownership types, Religious/Faith based accounts for 16.1%, NGO/International partner for 19.4%, and unknown is 3.2%.

Gvernment25.8%

NGO / Internationa

l partner19.4%


State Government

35.5%

Unknown3.2%

118

Number of TVET centre trainers by state and gender, 2015

% of TVET centre trainers by state and gender, 2015

9 The state with the largest number of TVET trainers is Central Equatoria, with more than 198; those with the smallest number

are Northern Bahr-el-Ghazal and Western Equatoria with less than 9. 9 Male trainers make up the majority of the teaching work force (225 teachers out of the overall total of 290).

Number and % of TVET centre trainers by state and professional qualification, 2015 State Total Trained Untrained

Count % total Count % total CEQ 198 140 70.7% 58 29.3% EEQ 34 20 58.8% 14 41.2% LAK 21 2 9.5% 19 90.5% NBG 9 9 100% WAR WBG 19 13 68.4% 6 31.6% WEQ 9 7 77.8% 2 22.2% Total 290 191 65.9% 99 34.1% * “Trained” encompasses the trainers who were formally certified/trained from an accredited institution. “Untrained” includes those who were not formally certified/trained from an accredited institution.

Number of TVET centre trainers by state and professional qualification, 2015

050

100150200


Male Female

0%

25%

50%

75%

100%


Male Female

0

50

100

150

200


Trained Untrained

119

% of TVET centre trainers by state and professional qualification, 2015

Number of TVET centre trainers By professional qualification and gender, 2015

9 Among the 69.5%

professionally qualified trainers at the national level, more than 16% of them have certificate/diploma as centre trainers.

9 The absolute number of qualified male trainers is significantly higher than that of females due to gender disparity of the teaching force. However, the share of trained female teachers is slightly higher than males in some specific fields like tailoring, hairdressing, printing, and publishing.

Number and % of TVET centre trainers by state and academic qualification, 2015

State Total Not completed

primary education Primary education

certificate Second. education

certificate University/

tertiary degree Unknown

Count % Count % Count % Count % Count % CEQ 198 1 0.5% 5 2.5% 76 38.4% 96 48.5% 20 10.1% EEQ 34 2 5.9% 7 20.6% 23 67.6% 2 5.9% LAK 21 1 4.8% 7 33.3% 2 9.5% 11 52.4% NBG 9 8 88.9% 1 11.1% WAR WBG 19 3 15.8% 3 15.8% 7 36.8% 5 26.3% 1 5.3% WEQ 9 5 55.6% 4 44.4% Total 290 7 2.4% 15 5.2% 126 43.4% 108 37.2% 34 11.7%

Number of TVET centre trainers by academic qualification and gender, 2015

0%

25%

50%

75%

100%


Trained Untrained

152

73

39 260

50

100

150

200

Trained Untrained

Male Female

3 10

10185

264 5 25 23 80

20406080

100120

Primary school dropout Primary school Secondary school University and above Unknown

Male Female

120

% of TVET centre trainers by state and academic qualification, 2015

9 At the national level, 2.4% of the trainers

are untrained. 11.4% have not reported any academic qualification.

9 It is noteworthy that the category of trained teachers itself is composed of teachers/trainers of various qualifications, including secondary school as well as higher education degrees.

Number and % of TVET centre teachers/trainers by state and appointment type, 2015 State Total Paid Part Time Unpaid

Count % total Count % total Count % total CEQ 198 184 92.9% 6 3.0% 8 4.0% EEQ 34 24 70.6% 10 29.4% LAK 21 21 100.0% NBG 9 8 88.9% 1 11.1% WAR WBG 19 14 73.7% 1 5.3% 4 21.1% WEQ 9 9 100.0% Total 290 260 89.7% 7 2.4% 23 7.9%

Number of TVET centre trainers by state and appointment type, 2015

% of TVET centre trainers by state and appointment type, 2015

2.4% 5.2%

43.4%37.2%

11.7%0%

10%

20%

30%

40%

50%

Primaryschool

dropout

Primaryschool

Secondaryschool

Universityand above

Unknown

0

50

100

150

200



0%

20%

40%

60%

80%

100%



121

Number of TVET centre trainers by type of appointment by gender, 2015

9 More than 89.7% of TVET

teachers are paid. Roughly 7.9% of those are unpaid/volunteers while the share of part-time trainers is negligible.

9 Central Equatoria has the highest percentage of paid teachers with 92.9%, in contrast with Eastern Equatoria (70%). Conversely, the latter has the highest percentage of unpaid/volunteer teachers (29.4%).

TVET centre pupil-teacher ratio (PTR) by ownership, 2015 State Overall Government Non-government

Trainee Trainer PTR Trainee Trainer PTR Trainee Trainer PTR CEQ 2,106 198 10.6 1,489 149 10.0 617 49 12.6 EEQ 227 34 6.7 227 34 6.7 LAK 236 21 11.2 100 13 7.7 136 8 17.0 NBG 69 9 7.7 69 9 7.7 WAR 312 19 16.4 312 19 16.4 WBG 100 9 11.1 70 5 14.0 30 4 7.5 WEQ 3,050 290 10.5 1,886 201 9.4 1,164 89 13.1 Total 6,100 580 10.5 3,772 402 9.4 2,328 178 13.1


TVET pupil-teacher ratio (PTR) by state and ownership, 2015

9 The national average for pupil-teacher ratio (PTR) is 10.5. 9 At the state level, the overall PTR significantly differs across states; government-run centres tend to have better PTR

than non-government TVET centres.

9.2.3. Curriculum

Number and % of TVET centres by programmes offered, 2015 Programme Centres Centres % Automotive 10 32.3% Building construction 17 54.8% Electrical/electronic technology 4 12.9% Hairdressing 6 19.4% IT 6 19.4% Printing and Publishing 1 3.2% Tailoring 19 61.3% Water technology 2 6.5% Welding 4 12.9% Woodwork 15 48.4% Other 21 67.7% Automotive 10 32.3%

* Some centres teach more than one programme.

9 54.8% of the TVET centres teach

building/construction, while only one centre teaches printing and publishing.

9 Interestingly, automotive is taught only in 32.3% of all TVET centres, whereas it is one of the most popular programmes.

0

50

100

150

200

250


Male Female

0

5

10

15

20


Gov Non gov Overall

122

No. of TVET centres by programmes offered, 2015

% of TVET centres by programmes offered, 2015

Number and % of TVET centres with textbooks/instruction manuals for programmes, 2015

Programme Centres Centres % Automotive 10 32.3% Building construction 17 54.8% Electrical/electronic technology 5 16.1% Hairdressing 3 9.7% IT 5 16.1% Tailoring 13 41.9% Water technology 1 3.2% Welding 2 6.5% Woodwork 15 48.4% Other 19 61.3% Automotive 10 32.3%


9 The number of text books varies

greatly depending on the programme.

9 Building construction, the most frequently taught programme, is also the one where text books can be found in the greatest numbers of TVET centres.

Number of TVET centres with textbooks/instruction manuals for programmes,

2015

% of TVET centres with textbooks/instruction manuals for programmes, 2015

Number and % of TVET centres teaching general skills, 2015

Skill Centres Centres % Eng. language 16 51.6% Entrepre. 10 32.3% IT skills 8 25.8% Literacy 7 22.6% Life skills 13 41.9% Numeracy 9 29.0% Other 5 16.1%

* Some centres teach more than one skill.

9 English language is the most taught skill across all TVET

centres in South Sudan (51.6%). 9 This is followed by life skills, which represents 42%.

Literacy is lowest taught skill (22.6%).

10

17

4

6

6

1

19

2

4

15

21

0 5 10 15 20 25

AutomotiveBuilding construction

Electrical/electronic…Haidressing

ITPrinting and Publishing

TailoringWater technology

WeldingWoodwork

Other

32.3%

54.8%

19.4%

12.9%

19.4%

3.2%

61.3%

6.5%

12.9%

48.4%

67.7%

0% 20% 40% 60% 80%





WeldingWoodwork

Other

1017

53

50

1312

1519

0 5 10 15 20





WeldingWoodwork

Other

32.3%54.8%

16.1%9.7%16.1%0.0%

41.9%3.2%6.5%

48.4%61.3%

0% 20% 40% 60% 80%





WeldingWoodwork

Other

123

No. of TVET centres teaching general skills, 2015

% of TVET centres teaching general skills, 2015

Number and % of TVET centres offering services that enhance employability, 2015

Service Centres Centres % Access to micro credit 1 3.2% Apprenticeship 8 25.8% Entrepren. training 3 9.7% Internship 6 19.4% Job counselling 7 22.6% Job promotion activities 10 32.3% Toolkit 5 16.1% Other 4 12.9%

* Some centres offer more than one service.

9 TVET centres in South Sudan provide a number of

services, ranging from job promotion activities (32.3%) to access to micro credit (3.2%).

9 Job counselling, on the other hand, represents a larger percentage (22.6%), probably because most trainees are looking for employment.

Number of TVET centres offering services That enhance employability, 2015

% of TVET centres offering services That enhance employability, 2015

No. and % of TVET centres by source of curriculum, 2015

Service Centres Centres % Gov curriculum 20 64.5% Borrowed curriculum 2 6.5% School-dev curriculum 9 29.0%


9 The majority of the centres across the country use the

South Sudan curriculum (64.5%). About 6.5% of the centres use borrowed curriculum, and 29% of TVET centres use their own curriculum.

No. of TVET centres by source of curriculum, 2015

% of TVET centres by source of curriculum, 2015

16

10

8

7

13

9

5

0 5 10 15 20

Eng. language

Entrepre.

IT skills

Literacy

Life skills

Numeracy

Other

Eng. language23.5%

Entrepre.14.7%

IT skills11.8%

Literacy10.3%

Life skills19.1%

Numeracy13.2%

Other7.4%

1

8

3

6

7

10

5

4

0 5 10 15

Access to micro creditApprenticeship

Entrepren. trainingInternship

Job counsellingJob promotion activities

ToolkitOther Access to

micro credit2.3% Apprenticeship

18.2%

Entrepren. training6.8%

Internship13.6%

Job counselling15.9%

Job promotion activities22.7%

Toolkit11.4%

Other9.1%

20

2

9

0

10

20

30

Gov curriculum Borrowedcurriculum

School-devcurriculum

Gov curriculum

64.5%

Borrowed curriculum

6.5%

School-dev curriculum

29.0%

124

9.2.4. Facilities

Number and % of TVET centre classrooms by state and type, 2015 State Total Permanent Semi-permanent Other

Count % total Count % total Count % total CEQ 97 86 88.7% 7 7.2% 4 4.1% EEQ 24 23 95.8% 1 4.2% 0 0.0% LAK 8 8 100.0% 0 0.0% 0 0.0% NBG 20 3 15.0% 4 20.0% 13 65.0% WAR WBG 10 10 100.0% 0 0.0% 0 0.0% WEQ 9 9 100.0% 0 0.0% 0 0.0% Total 168 139 82.7% 12 7.1% 17 10.1%

Number of TVET centre classrooms by type, 2015

% of TVET centre classrooms by type, 2015

No. and % of TVET centres with selected facilities, 2015

Facility Centres with the facility

Centres with the facility %

Dormitory for trainees 12 38.7% Hand washing facility 19 61.3% Latrine 24 77.4% Production space/incubator 5 16.1% Electricity 14 45.2% Laboratory/workshop 13 41.9% Library 11 35.5% Safe drinking water 18 58.1%

9 Most TVET classrooms are permanent structures. 9 Half the classrooms are located in Central

Equatoria. 9 Most TVET centres (77.4%) are equipped with

latrines. More than half of them have access to safe drinking water.

9 Less than half have access to electricity and only 1 in 3 has a library.

No. of TVET centres with selected facilities, 2015

% of TVET centres with selected facilities, 2015

9.3. Student Flow 9.3.1. TVET Centre Completion

Number and % of TVET centre graduates by state, 2015 State Total Male Female

Count % total Count % total CEQ 1,480 822 55.5% 658 44.5% EEQ 60 39 65.0% 21 35.0% LAK 22 22 100.0% 0 0.0% NBG 68 15 22.1% 53 77.9% WAR WBG 313 253 80.8% 60 19.2% WEQ 78 55 70.5% 23 29.5% Total 2,021 1,206 59.7% 815 40.3%

139

12 170

50

100

150

Permanent Semi-permanent Other

Permanent82.7%

Semi-permanent7.1%

Other10.1%

12

19

24

5

14

13

11

18

0 5 10 15 20 25 30

Dormitory for traineesHand washing facility

LatrineProduction space/incubator

ElectricityLaboratory/workshop

LibrarySafe drinking water

38.7%

61.3%

77.4%

16.1%

45.2%

41.9%

35.5%

58.1%

0% 25% 50% 75% 100%

Dormitory for traineesHand washing facility

LatrineProduction…Electricity

Laboratory/workshopLibrary

Safe drinking water

125

Number of TVET centre graduates from 2013 by state, 2015

% of TVET centre graduates from 2013 by state, 2015

9 Overall, 2,021 trainees graduated from South Sudan TVET centres in 2015. 9 Almost 60% of them were females. 9 Most graduates were found in Central Equatoria (1,480).

9.4. Operations

9.4.1. Operational Status

No. and % of TVET centres by operational status, 2015

Operational status Centres Centres % Completely destroyed 1 3.2% Not destroyed 23 74.2% Partially destroyed 4 12.9% Unknown 3 9.7%

% of TVET centres by operational status, 2015

Number of TVET centres by operational status

9 Most of the TVET centres operate in permanent structures. This is expected as TVET requires equipment, storage for tools,

workshops, etc. 9 Most of the centre structures remained intact except 12.9% which are partially destroyed and 3.2% completely destroyed.

822

39 22 15 253 55

658

21 53 60 230

200

400

600

800

1,000


Male Female

0%

25%

50%

75%

100%


Male Female

Completely destroyed

3.2%

Not destroyed

74.2%

Partially destroyed

12.9%

Unknown9.7%

0

5

10

15

20

25

Completelydestroyed

Not destroyed Partiallydestroyed

Unknown

126

9.4.2. Fee/Tuition

Number and % of TVET centres by fees/tuition, 2015

Fees/tuition Centres Centres % Unknown 13 41.9% <1,000 13 41.9% 1,000-5000 4 12.9% >5,000 1 3.2%

% of TVET centres by fees/tuition, 2015

Number of TVET centres by fees/tuition, 2015

9 Almost half TVET centres did not report any information with regards to the fees they charge. 9 41.9%of those who responded charge less than 1,000 SSP per year. 9 One centre charges more than 5,000 SSP per year.

Unknown41.9%

<1,00041.9%

1,000-500012.9%

>5,0003.2%

13

41

02468

101214

<1,000 1,000-5000 >5,000

127

10. TEACHER TRAINING INSTITUTE (TTI) 10.1. Access 10.1.1. Enrolment

Number and % TTI students by state and gender, 2015 State Total Male Female

Count % total Count % total CES 459 298 64.9% 161 35.1% EEQ 271 177 65.3% 94 34.7% LAK NBG 142 113 79.6% 29 20.4% WAR WBG WEQ 244 192 78.7% 52 21.3% Total 1,116 780 69.9% 336 30.1%

Number of TTI students by state and gender, 2015

% of TTI students by state and gender, 2015

Number and % TTI students by type of course and gender, 2015 State Total Male Female

Count % total Count % total In Service 551 406 73.7% 145 26.3% Pre Service 565 374 66.2% 191 33.8% Total 1,116 780 69.9% 336 30.1%

Number of TTI students by type of course and gender

0

100

200

300

400

CES EEQ LAK NBG WAR WBG WEQ

Male Female

0%

25%

50%

75%

100%

CES EEQ LAK NBG WAR WBG WEQ Total

Male Female

0100200300400500

Pre Service In Service

Male Female

128

% of TTI students by type of course and gender, 2015

9 There are 1,116 TTI students spread over 4 states: Central Equatoria, Eastern Equatoria, Northern Bahr-el-Ghazal, and

Western Equatoria. 9 70% of TTI students are males. This figures reaches 80% in Northern Bahr-el-Ghazal. 9 Pre-Service enrolment is slightly higher than In-Service one, although the difference is negligible.

10.2. Resources 10.2.1. Institutes

No. and % of TTI by ownership, 2015 Ownership Centres Centres % Government 4 30.8% NGO / International partner 1 7.7% Private group / individual 1 7.7% Religious group 2 15.4% State Government 4 30.8% Unknown 1 7.7% Grand Total 13 100.0%

9 Nationally, over 60% of TTIs are government-owned; 4

of them are run by the national government, while 4 belong to state governments.

9 The second greatest type of ownership is ‘religious group’, with 2 TTIs.

9 NGOs and private groups/individuals both own 1 TTI. 9 1 TTI did not report its ownership.

Number of TTI centres by agency of administration, 2015

% of TTI centres by agency of administration, 2015

10.2.2. Tutors

Number and % of TTI tutors by state and gender, 2015 State Total Male Female

Count % total Count % total CES 45 37 82.2% 8 17.8% EEQ 39 31 79.5% 8 20.5% LAK NBG 18 18 100.0% 0 0.0% WAR WBG WEQ 16 10 62.5% 6 37.5% Total 118 96 81.4% 22 18.6%

0%

25%

50%

75%

100%

Pre Service In Service

Male Female

4

1 1

2

4

10112233445

Government30.8%

NGO / International partner7.7%

Private group / individual7.7%


State Government

30.8%

Unknown7.7%

129

Number of TTI tutor by state and gender, 2015

% of TTI tutor by state and gender, 2015

9 There are a total of 118 TTI tutors across the seven states. 9 Males account for 81.4% of them. In Northern Bahr-el-Ghazal, all tutors are males.

Number and % of TTI tutors by state and professional qualification, 2015 State Total Trained Untrained

Count % total Count % total CES 45 36 80.0% 9 20.0% EEQ 39 28 71.8% 11 28.2% LAK NBG 18 18 100.0% WAR WBG WEQ 16 16 100.0% Total 118 98 83.1% 20 16.9% * “Trained” encompasses the teachers who were formally certified/trained from an accredited institution. “Untrained” includes those who were not formally certified/trained from an accredited institution.

Number of TTI tutors by state and professional qualification, 2015

05

10152025303540


Male Female

0%

25%

50%

75%

100%


Male Female

0

10

20

30

40


Trained Untrained

130

% of TTI tutors by state and professional qualification, 2015

Number of TTI tutors by professional qualification and gender, 2015

9 Most TTI tutors (83.1%) are trained. 9 Eastern Equatoria is the state where

the share of untrained teachers is the greatest (28.2%).

9 In Northern Bahr-el-Ghazal and Western Equatoria, all teachers are trained.

Number and % of TTI tutors by state and academic qualification, 2015

State Total Not completed

primary education

Primary education certificate

Secondary education certificate

University/tertiary degree

Unknown

Count % Count % Count % Count % Count % CES 45 6 13.3% 39 86.7% EEQ 39 5 12.8% 2 5.1% 21 53.8% 10 25.6% 1 2.6% LAK NBG 18 17 94.4% 1 5.6% WAR WBG WEQ 16 1 6.3% 15 93.8% Total 118 5 4.2% 2 1.7% 45 38.1% 65 55.1% 1 0.8%

Number of TTI tutors by academic qualification and gender, 2015

0%

25%

50%

75%

100%


Trained Untrained

83

1315 70

20

40

60

80

100

Trained Untrained

Male Female

2

42

52

3 2 3 13 10

102030405060

Primary dropout Primary school Secondary University and above Unknown

Male Female

131

% of TTI tutors by state and academic qualification, 2015

9 Over 50% TTI tutors are university

graduates. 9 It is noteworthy that 5 teachers

across the seven states are primary school dropouts.

9 38% are secondary school completers.

Number and % of TTI tutors by state and appointment type, 2015 State Total Paid Unpaid

Count % total Count % total CES 45 45 100.0% EEQ 39 39 100.0% LAK NBG 18 18 100.0% WAR WBG WEQ 16 7 43.8% 9 56.3% Total 118 109 92.4% 9 7.6%

Number of TTI tutors by state and appointment type, 2015

% of TTI tutors by state and appointment type, 2015

0%

25%

50%

75%

100%

Primarydropout

Primaryschool

Secondary Universityand above

Unknown

Male Female

0

10

20

30

40

50


Paid Unpaid

0%

25%

50%

75%

100%


Paid Unpaid

132

Number of TTI tutors by type of appointment and gender, 2015

9 Almost all TTI teachers are paid

(92.4%). 9 9 teachers work voluntarily;

they are all located in Western Equatoria.

9 2 in 3 unpaid teachers are females.

TTI pupil-teacher ratio (PTR) by ownership, 2015 Ownership Students Teachers/trainers PTR Government / RSS Ministry 327 30 10.9 NGO / International partner 72 7 10.3 Private group/individual 32 7 4.6 Religious group 474 30 15.8 State Government 211 44 4.8 Total 1,116 118 9.5

TTI pupil-teacher ratio (PTR) by ownership, 2015

9 National PTR is 9.5. The figure ranges from 4.6 for private group/individual-owned TTIs to 15.8 for the ones owned by

religious groups. 9 State government TTIs’ PTR is much greater than the national average (4.8), while national government-owned ones is 10.9.

10.2.3. Curriculum

Number and % of TTI by programmes offered, 2015 Programme Centres Centres % Arabic 2 15.4% Arts & Crafts / Fine arts 7 53.8% Business education 2 15.4% English 12 92.3% Home Economics 1 7.7% Mathematics 12 92.3% Other 10 76.9% Physical Education 10 76.9% Religion 10 76.9% Sciences 12 92.3% Social Studies 12 92.3%


93

316 60

20

40

60

80

100

Paid Unpaid

Male Female

10.9 10.3

4.6

15.8

4.8

9.5

02468

1012141618


NGO /International

partner

Privategroup/individual

Religious group StateGovernment

Total

133

No. of TTI by programmes offered, 2015

% of TTI by programmes offered, 2015

9 Commonly taught programmes are English, Mathematics, Sciences and Social Studies. They are found in 12 out of 13

TTIs.

9 Conversely, Home Economics, Arabic, and Business Education are taught by less than 15% of South Sudan TTIs.

Number of textbooks and pupil-textbook ratio (PTextR) by state and subject (English, Maths, Science and Social Studies), 2015 State Enrolment English textbooks Math textbooks Science Social Studies

Count PTextR Count PTextR Count PTextR Count PTextR CEQ 459 2,297 0.2 1,539 0.3 1,528 0.3 1,511 0.3 EEQ 271 151 1.8 60 4.5 74 3.7 65 4.2 LAK NBG 142 390 0.4 99 1.4 190 0.7 89 1.6 WAR WBG WEQ 244 4 61.0 8 30.5 4 61.0 4 61.0 Total 1,116 2,842 0.4 1,706 0.7 1,796 0.6 1,669 0.7

Number of TTI with textbooks/ instruction manuals for programmes, 2015

9 Average PTextR falls into the 0.4-0.7 range. 9 Large cross-state variations cast doubt on data reliability, as PTextR in Western Equatoria is reportedly 61 for English,

Science, and Social Studies. Further investigation is needed.

10.2.4. Facilities

Number and % of TTI classrooms by state and type, 2015 State Total Permanent Semi-permanent Other

Count % total Count % total Count % total CES 24 20 83.3% 4 16.7% EEQ 6 6 100.0% 0.0% LAK NBG 2 2 100.0% WAR WBG WEQ 7 7 100.0% Total 39 35 89.7% 4 10.3%

27

212

112

101010

1212

0 5 10 15

ArabicArts & Crafts / Fine arts

Business educationEnglish

Home EconomicsMathematics

OtherPhysical Education

ReligionSciences

Social Studies

15.4%53.8%

15.4%92.3%

7.7%92.3%

76.9%76.9%76.9%

92.3%92.3%

0% 20% 40% 60% 80% 100%

ArabicArts & Crafts / Fine arts

Business educationEnglish

Home EconomicsMathematics

OtherPhysical Education

ReligionSciences

Social Studies

0

10

20

30

40

50

60


English Mathematics Science Social studies

134

Number of TTI classrooms by type, 2015

% of TTI classrooms by type, 2015

No. and % of TTIs with selected facilities, 2015 Facility TTIs with the

facility TTIs with the

facility % Dormitory for trainees 5 38.5% Hand washing facility 5 38.5% Latrine 7 53.8% Staff/teachers/trainers quarters 0 0.0% Electricity 6 46.2% Access to computers 6 46.2% Library 5 38.5% Safe drinking water 6 46.2%

9 Almost 9 in 10 classrooms are permanent

structures. 4 other (unspecified) types of classrooms are found in Central Equatoria.

9 Most common facilities include Electricity, Access to Computers, Drinking Water, and Latrines. However, these facilities are never present in more than 50% of all TTIs.

No. of TTIs with selected facilities, 2015

% of TTIs with selected facilities, 2015

10.3. Student Flow 10.3.1. TTI Completion

Number and % of TTI graduates (pre service) by state, 2014 State Total Male Female

Count % total Count % total CES 114 70 61.4% 44 38.6% EEQ 77 55 71.4% 22 28.6% LAK NBG WAR WBG WEQ 49 31 63.3% 18 36.7% Total 240 156 65.0% 84 35.0%

35

405

10152025303540

Permanent OtherPermanent

89.7%

Other10.3%

5

5

7

6

6

5

6

0 2 4 6 8

Dormitory for trainees

Hand washing facility

Latrine

Electricity

Access to computers

Library

Safe drinking water

38.5%

38.5%

53.8%

46.2%

46.2%

38.5%

46.2%

0% 25% 50% 75% 100%

Dormitory for trainees

Hand washing facility

Latrine

Electricity

Access to computers

Library

Safe drinking water

135

Number of TTI pre service graduates from 2013 by state, 2014

Number and % of TTI centre graduates (in service) by state, 2015 State Total Male Female

Count % total Count % total CES 24 12 50.0% 12 50.0% EEQ LAK NBG 133 108 81.2% 25 18.8% WAR WBG WEQ 11 8 72.7% 3 27.3% Total 168 128 76.2% 40 23.8%

Number of TTI in service graduates from 2013 by state, 2015

9 In 2014, 240 students graduated from TTIs. 9 65% of TTI completers were male, in line with enrolment figures. 9 There were more Pre-Service than In-Service completers (240 versus 168). This difference is likely to reduce in the future as

enrolment figures in both courses is almost the same in 2015.

70

55

31

44

2218

01020304050607080


Male Female

12

108

81225

30

20

40

60

80

100

120

CES EEQ LAK NBG WAR WBG WEQMale Female

136

11. UNIVERSITY (UNI) 11.1. Access 11.1.1. Enrolment

Number and % of university students by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 8,741 6,672 76.3% 2,069 23.7% EEQ LAK NBG WAR WBG 2,349 1,962 83.5% 387 16.5% WEQ 329 249 75.7% 80 24.3% Total 11,419 8,883 77.8% 2,536 22.2%

* Lines left empty means that no data was available during the census, see section 12 for the list of missing schools and educational establishments.

Number of university students by state and gender, 2015

% of university students by state and gender, 2015

Number and % university students by programme and gender, 2015 Programme Total Male Female

Count % total Count % total Administration 57 41 71.9% 16 28.1% Agric., Nat. Res. & Env. 905 654 72.3% 251 27.7% Arts and Social Sciences 932 671 72.0% 261 28.0% Business & Management 2,177 1,702 78.2% 475 21.8% Children Ministry 17 8 47.1% 9 52.9% Development Studies 959 694 72.4% 265 27.6% Education 1,854 1,570 84.7% 284 15.3% English 7 6 85.7% 1 14.3% Journalism & Communicat. 124 78 62.9% 46 37.1% Law 459 397 86.5% 62 13.5% Philosophy 213 170 79.8% 43 20.2% Public Health 429 333 77.6% 96 22.4% Rehabilitation 24 19 79.2% 5 20.8% Science & Technology 825 665 80.6% 160 19.4% Socio Economic Sciences 2,169 1,678 77.4% 491 22.6% Religious Studies 246 197 80.1% 49 19.9% Women Programme 22 0 0.0% 22 100.0%

0

2,000

4,000

6,000

8,000


Male Female

0%

25%

50%

75%

100%


Male Female

137

Number of university students by programme and gender, 2015

% of university students by programme and gender, 2015

41654671

1,7028

6941,570

678

397170

33319

6651,678

1970

16251261

4759

265284

1466243965160

4914922

0 200 400 600 800 1,0001,2001,4001,6001,800

AdministrationAgriculture, natural resources and environment

Arts and social sciencesBusiness and management

Children ministryDevelopment studies

EducationEnglish

Journalism & mass communicationLaw

PhilosophyPublic health

RehabilitationScience and technology

Socio-economic sciencesTheology and religious studies

Women's programmes

Female Male

71.9%72.3%72.0%

78.2%47.1%

72.4%84.7%85.7%

62.9%86.5%

79.8%77.6%79.2%80.6%

77.4%80.1%

28.1%27.7%28.0%21.8%52.9%27.6%15.3%14.3%37.1%13.5%20.2%22.4%20.8%19.4%22.6%19.9%

100.0%

0% 25% 50% 75% 100%

Administration

Arts and social sciences

Children ministry

Education

Journalism & mass communication

Philosophy

Rehabilitation

Socio-economic sciences

Women's programmes

Male Female

9 In 2015, 11,419 students are enrolled in universities. 9 Only three states have university students: Central Equatoria (which contains over 50% of the total), Western Bahr-el-

Ghazal, and Western Equatoria. 9 The greatest number of bachelor degree students are enrolled in Business and Management (2,177), Socio-Economic

Sciences (2,169), and Education (1,854). 9 There is a male/female gender disparity in every discipline at university level, with the exception of Women’s Programmes and

Children Ministry. Overall, females account for 22% of all university students.

138

11.2. Resources

11.2.1. Centres N

o. and % of universities by ownership, 2015

11.2.2. Professors/Lecturers

Number and % of university professors/lecturers by state and gender, 2015 State Total Male Female

Count % total Count % total CEQ 515 476 92.4% 39 7.6% EEQ LAK NBG WAR WBG 171 146 85.4% 25 14.6% WEQ 35 35 100.0% 0 0.0% Total 721 657 91.1% 64 8.9% * Lines left empty means that no data was available during the census, see section 12 for the list of missing schools and educational establishments.

Number of university professors/lecturers by state and gender, 2015

0

100

200

300

400

500


Male Female

% of universities by ownership, 2015

Ownership Univ. % Government 2 15.4% NGO / International partner 5 38.5% Private group / individual 6 46.2%

9 There are 13 universities, 11 of which are in Central Equatoria, 1 in Western Equatoria, and 1 in Western Bahr-el-Ghazal.

9 Almost 50% of them are owned by a private group/individual. There are only 2 public universities.

Government, 15.4%

NGO / International

partner, 38.5%

Private group / individual,

46.2%

139

% of university professors/lecturers by state and gender, 2015

University pupil-teacher ratio (PTR) by state and ownership, 2015 State Overall Government Non-government

Students Teachers PTR Students Teachers PTR Students Teachers PTR CEQ 17,482 515 33.9 8,848 210 42.1 8,634 305 28.3 EEQ LAK NBG WAR WBG 4,698 171 27.5 4,698 171 27.5 WEQ 658 35 18.8 658 35 18.8 Total 22,838 721 31.7 13,546 381 35.6 9,292 340 27.3


University pupil-teacher ratio (PTR) by state and ownership, 2015

9 Central Equatoria has the greatest number of professors/lecturers at university level, with515 out of 721 in total. 9 The average PTR is 27.3. However, the number of pupils per teacher is 50% higher for universities that are not owned by a private

group/individual.

11.2.3. Curriculum

Number and % of universities by discipline taught, 2015 Programme Centres Centres % Administration 1 8.3% Agric., Nat. Res. & Env. 3 25.0% Arts and Social Sciences 3 25.0% Business & Management 6 50.0% Children Ministry 1 8.3% Development Studies 2 16.7% Education 7 58.3% English 1 8.3% Journalism & Communicat. 1 8.3% Law 3 25.0% Philosophy 2 16.7% Public Health 3 25.0% Rehabilitation 1 8.3% Science & Technology 5 41.7% Socio Economic Sciences 3 25.0% Religious Studies 4 33.3% Women Programme 1 8.3%


9 Business/management and

education are the disciplines offered by the greatest number of universities in south Sudan.

9 Science and Technology and Religious studies come in 3rd and 4th positions.

0%

25%

50%

75%

100%


Male Female

01020304050


Gov Non gov Total

140

No. of universities by programmes offered, 2015

No. and % of universities offering distance learning,2015

Service Centres Centres % Distance learning 6 46.2%

9 6 universities (almost 50% of them) offer distance

learning services.

No. of universities offering distance learning, 2015

% of universities offering distance learning, 2015

No. and % of universities with policy on student and faculty diversity, 2015

Centres Centres % Policy Existing 10 76.9% Policy Not Existing 1 7.7% Policy Being Elaborated 2 15.4%


9 Most universities (10 of them) have adopted policies

to encourage student diversity. 9 2 universities are currently designing such policies.

No. of universities with policy on student and faculty diversity, 2015

% of universities with policy on student and faculty diversity, 2015

133

61

27

11

32

31

53

41

0 1 2 3 4 5 6 7 8Administration

Agriculture, natural resources and environmentArts and social sciences

Business and managementChildren ministry

Development studiesEducation

EnglishJournalism & mass communication

LawPhilosophy

Public healthRehabilitation

Science and technologySocio-economic sciences

Theology and religious studiesWomen's programmes

6.0

7.0

5666667777

Yes No0%

25%

50%

75%

100%

Yes No

0

2

4

6

8

10

12

Yes No In progress0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Yes No In progress

141

11.2.4. Facilities

Number and % of university classrooms by state and type, 2015 State Total Permanent Semi-permanent Other PCR

Count % total Count % total Count % total CEQ 184 168 91.3% 9 4.9% 7 3.8% 49.4 EEQ LAK NBG WAR WBG 26 19 73.1% 0 0.0% 7 26.9% 123.6 WEQ 7 6 85.7% 1 14.3% 0 0.0% 47.0 Total 217 193 88.9% 10 4.6% 14 6.5% 56.3

Number of university classrooms by type, 2015

% of university classrooms by type, 2015

No. and % of university with selected facilities, 2015

Facility Centres with the facility

Centres with the facility %

Dormitory for students 0 0.0% Hand washing facility 12 92.3% Staff/teachers/trainers quarters 6 46.2% Electricity 13 100.0% Library 13 100.0% Safe drinking water 10 76.9% Lecture hall 12 92.3%

9 Almost 95% of all university classrooms are

permanent and semi-permanent structures. 9 Other structures include ‘roof only’ classrooms, in

particular in Western Bahr-el-Ghazal. 9 Although PCR is 56.3 on average, the ratio is

much higher in Western Bahr-el-Ghazal where it reaches 123.6.

9 In terms of facilities, all universities have a library and all but one have a lecture hall. It is worth noticing that none have dormitory for students.

No. of university with selected facilities, 2015

% of university with selected facilities, 2015

193

10 140

50

100

150

200

250

Permanent Semi-permanent OtherPermanent

88.9%

Semi-permanent

4.6%

Other6.5%

0

12

6

13

13

10

0 5 10 15

Dorm for students

Hand wash

Staff quarters

Electricity

Library

Drinking water

0.0%

92.3%

46.2%

100.0%

100.0%

76.9%

0% 25% 50% 75% 100%

Dorm for students

Hand wash

Staff quarters

Electricity

Library

Drinking water

142

11.3. Student Flow 11.3.1. University Completion

Number and % of university graduates from 2014 by state State Total Male Female

Count % total Count % total CEQ 1,667 1,322 79% 345 21% EEQ LAK NBG WAR WBG 376 315 84% 61 16% WEQ 57 42 74% 15 26% Total 2,100 1,679 80% 421 20%

Number of university graduates from 2014 by state

% of university graduates from 2013 by state, 2015

9 In 2014, 2,100 students graduated from a South Sudanese university. 9 Most graduates are found in Central Equatoria and 80% of them are males, in line with enrolment figures.

1,322

315 42345 61 150

500

1,000

1,500


Male Female

0%

25%

50%

75%

100%

CEQ EEQ LAK NBG WAR WBG WEQ Average

Male Female

143

12. MISSING SCHOOLS 12.1. Early Childhood Development and Education Schools No. State County Payam UID Name 1 Central Equatoria Lainya Kupera PPR-000003 Kayoki Primary school 2 Central Equatoria Lainya Lainya PPR-000005 Lainya Primary School 3 Central Equatoria Lainya Mukaya PPR-000006 Dmo 2 Primary School 4 Central Equatoria Juba Rejaf PPR-000012 Guma III Pre-Primary 5 Central Equatoria Kajo-Keji Kangapo 1 PPR-000038 Pamoju Pre-primary 6 Central Equatoria Kajo-Keji Nyepo PPR-000047 Lori Pre-primary 7 Central Equatoria Kajo-Keji Liwolo PPR-000051 Kendiri Pre-primary 8 Central Equatoria Lainya Kenyi PPR-000115 Kenyi pre-primary 9 Central Equatoria Yei River Wotogo PPR-000183 Wur lake pre-primary 10 Central Equatoria Yei River Yei PPR-000189 Sopiri pre-primary 11 Central Equatoria Yei River Lasu PPR-000192 Pisak pre-primary 12 Central Equatoria Yei River #N/A PPR-000249 Nyamori Nursery 13 Central Equatoria Juba Juba PPR-000250 Dr. John Garang International Pre-Primary School 14 Central Equatoria Juba Munuki PPR-000253 Gudele East Christian Nursery School 15 Central Equatoria Juba #N/A PPR-000276 Maria Luisa Nursery - Kworijik 16 Central Equatoria Juba Rejaf PPR-000282 Gumbo I self-help pre-primary 17 Central Equatoria Juba Rejaf PPR-000308 Little Angels pre school 18 Central Equatoria Juba Juba PPR-000309 Juba Parents School 19 Eastern Equatoria Magwi Nimule PPR-010099 DAVID LOUDEN nursery 20 Eastern Equatoria Magwi Nimule PPR-010104 St. Kizito pre-primary 21 Eastern Equatoria Kapoeta East Natinga PPR-010108 Nakwathon Academy pre-primary 22 Eastern Equatoria Kapoeta East Mogos PPR-010109 Mogos pre-primary 23 Eastern Equatoria Kapoeta South Kapoeta PPR-010118 Singaita pre-primary 24 Lakes Rumbek East Pacong PPR-030007 Pan-Awac Pri-Primary 25 Lakes Rumbek East Pacong PPR-030009 Pacong Pri-Primary 26 Lakes Rumbek East Atiaba PPR-030025 Abinkuac girls pre-primary 27 Lakes Rumbek Centre Matangai PPR-030026 Maker Kuei pre-primary 28 Lakes Rumbek Centre Rumbek Town PPR-030028 Malual bab pre-primary 29 Lakes Rumbek Centre Rumbek Town PPR-030030 E.C.S pre-primary 30 Lakes Yirol West #N/A PPR-030033 St Daniel Comboni Kindergarten 31 Lakes Rumbek North Aloor PPR-030035 Piramang Pre-primary 32 Northern Bahr-el-Ghazal Aweil East Rial Dit PPR-040016 Wanyjok St. Bakhita girls pre-primary 33 Northern Bahr-el-Ghazal Aweil West Mariam west PPR-040025 Tony Bilair Pre-primary 34 Northern Bahr-el-Ghazal Aweil Town Aweil Town East PPR-040034 Faith Pre-primary 35 Northern Bahr-el-Ghazal Aweil East Malual Baai PPR-040042 Chuom Akot Pre-primary 36 Warrap Twic Awang PPR-070004 Aweng pre-primary 37 Warrap Gogrial West Kuac North PPR-070008 John Garang pre-primary 38 Warrap Gogrial West Alek South PPR-070018 Dor peace girl pre-primary 39 Warrap Gogrial West Alek South PPR-070020 Akoi Pre-primary 40 Warrap Gogrial East Touch West PPR-070026 Panthany bok Pre-primary 41 Western Bahr-el-Ghazal Jur River KANGI PPR-080042 Kangi pre-primary 42 Western Equatoria Yambio Bangasu PPR-090005 Anibie pre-primary 43 Western Equatoria Yambio Yambio PPR-090007 Bishop Abangita pre-primary 44 Western Equatoria Nagero Nagero PPR-090009 Nagbagi pre-primary 45 Western Equatoria Yambio Yambio PPR-090024 Mbiko high pre- primary 46 Western Equatoria Yambio Yambio PPR-090025 Tabitha Adventist pre-primary 47 Western Equatoria Yambio Yambio PPR-090026 Elite pre-primary 48 Western Equatoria Yambio Yambio PPR-090030 Napere II pre-primary 49 Western Equatoria Maridi Maridi PPR-090049 Don Bosco Nursery School 50 Western Equatoria Maridi Maridi PPR-090055 Town pre-primary 51 Western Equatoria Ibba Ibba Town PPR-090069 ECS Ibba Pre-primary 52 Western Equatoria Yambio Iwire PPR-090070 Bright Star pre-primary 53 Western Equatoria Yambio Yambio PPR-090072 Yabongo II Pre-primary

144

54 Western Equatoria Yambio Yambio PPR-090073 Lutheran Pre-primary 55 Western Equatoria Yambio Bangasu PPR-090075 Makonga Pre-primary 56 Western Equatoria Yambio Yambio PPR-090078 Gangara Emilia Pre-primary 57 Western Equatoria Yambio Yambio PPR-090079 Bangasi Pre-primary 58 Western Equatoria Yambio Yambio PPR-090080 Nagori Pre-primary 59 Western Equatoria Yambio Yambio PPR-090082 Napere River Pre-primary 60 Western Equatoria Yambio Yambio PPR-090087 Nazaretha II Pre-primary 61 Western Equatoria Ibba Ibba Town PPR-100003 Hope primary school 62 Western Equatoria Ibba Ibba Town PPR-100004 Ibba Girls boarding School 63 Western Equatoria Ibba Madebe PPR-100006 Marko CGS 64 Western Equatoria Ibba Manikakara PPR-100008 Yosa community school 65 Western Equatoria Ibba Manikakara PPR-100019 Abiriko 66 Western Equatoria Yambio Gangura PPR-100327 Mbamu Pre Primary School 67 Western Equatoria Mundri East Lakamadi PPR-100334 Lanyi Pre Primary School 68 Western Equatoria Yambio Yambio PPR-100342 Joy Pre Primary School 69 Western Equatoria Tambura Tambura PPR-100355 Bakosoro Pre Primary School 70 Northern Bahr-el-Ghazal Aweil West GomJuer Centre PPR-100394 Nyamlel MMI Comboni Pre Primary School 71 Warrap Tonj North Marial lou PPR-100399 St. Bakhita Nursary School 72 Warrap Tonj North Pagol PPR-100400 Bol Bol Pre Primary 73 Warrap Twic Wunrok PPR-100401 St. Daniel Comboni - Wunakech 74 Eastern Equatoria Lafon Lopit North PPR-100420 Habirongi pre Primary School 75 Western Bahr-el-Ghazal Wau Wau South PPR-300328 Achol Majok

12.2. Primary Schools No. State County Payam UID Name 1 Central Equatoria Juba Rejaf PRI-000225 Rajaf East primary school 2 Central Equatoria Terekeka Muni PRI-000403 Tukoro Primary school 3 Central Equatoria Yei River Tore PRI-008208 LARUMBA PRIMARY SCHOOL 4 Central Equatoria Yei River Wotogo PRI-008217 Nehemiah PRIMARY SCHOOL 5 Central Equatoria Terekeka Tindilo PRI-008263 Tindilo Basic School 6 Central Equatoria Juba Rokon PRI-008324 St. Joseph primary 7 Central Equatoria Yei River Mugwo PRI-008361 Kenyira Primary School 8 Central Equatoria Lainya Lainya PRI-008371 Giwaya Primary School 9 Central Equatoria Lainya Kupera PRI-008424 ST. Catherine primary 10 Central Equatoria Juba Juba PRI-008440 Buluk B TTU Primary 11 Central Equatoria Juba Rejaf PRI-008456 Rock view Kindergarten And primary 12 Eastern Equatoria Kapoeta East Natinga PRI-010032 Nakwathom Heritage Academy Primary School 13 Eastern Equatoria Lafon Marguna PRI-010096 Puchwa Primary School 14 Eastern Equatoria Magwi Nimule PRI-010126 Hai Kanisa Primary School 15 Eastern Equatoria Magwi Nimule PRI-010130 Olikwi Primary School 16 Eastern Equatoria Torit Bur PRI-010135 Loronyo Primary School 17 Eastern Equatoria Torit Bur PRI-010136 Losito Primary School 18 Eastern Equatoria Torit Ifwotu Isaloro PRI-010151 Iluma Primary School 19 Eastern Equatoria Torit Kudo PRI-010218 Lohilawaca Primary school 20 Eastern Equatoria Budi Lotukei PRI-010226 Himan Primary School 21 Eastern Equatoria Budi Ngarich PRI-010328 Farak -Sika Primary School 22 Eastern Equatoria Budi Komiri PRI-010381 Kuwua 23 Eastern Equatoria Lafon Lohutok PRI-010424 Ibahure Primary 24 Eastern Equatoria Kapoeta East Lopyat PRI-010430 Jie primary 25 Eastern Equatoria Ikotos Ikotos PRI-010454 Loffi primary 26 Lakes Rumbek Centre Kolnyang PRI-030005 Mamer Primary School 27 Lakes Rumbek Centre Jiir PRI-030007 Mading Primary School 28 Lakes Cuiebet Chitchok PRI-030012 Barjiek Primary School 29 Lakes Rumbek North Madol PRI-030028 Biar Primary school 30 Lakes Rumbek North Meen PRI-030033 Meen Primary School 31 Lakes Rumbek Centre Rumbek Town PRI-030049 Malual-Kodi Primary School

145

32 Lakes Rumbek Centre Mayom PRI-030051 Tiit Ruooc Primary School 33 Lakes Rumbek Centre Rumbek Town PRI-030059 Malual-Akon Primary School 34 Lakes Awerial Jonglei PRI-030085 Marial Primary School 35 Lakes Awerial Ajuong PRI-030093 Mayom Primary School 36 Lakes Rumbek East Atiaba PRI-030167 BAR PAKENY PRIMARY SCHOOL 37 Lakes Rumbek North Meen PRI-030327 Apabuong Primary School 38 Lakes Rumbek North Aloor PRI-030359 Ngaphal Primary school 39 Lakes Wulu Bahr-gel PRI-030411 MAYIEL PRIMARY SCHOOL 40 Lakes Rumbek North Pagor PRI-030416 RORBAR PRIMARY SCHOOL 41 Lakes Rumbek North Wuring PRI-030424 Payii Primary school 42 Lakes Cuiebet Tiaptiap PRI-030458 Joljo Primary School 43 Lakes Rumbek East Mathiang PRI-030478 Ayen Kok Primary 44 Lakes Rumbek East Aduel PRI-030491 Marial Duol Primary School 45 Lakes Rumbek Centre Rumbek Town PRI-030495 Dharai primary 46 Northern Bahr-el-Ghazal Aweil Centre Barmayen PRI-040040 Pan Jap Primary School 47 Northern Bahr-el-Ghazal Aweil East Baac PRI-040068 Gordhim Comboni Primary School 48 Northern Bahr-el-Ghazal Aweil East Baac PRI-040069 Vyoon Primary School 49 Northern Bahr-el-Ghazal Aweil East Mangok Lou PRI-040100 Majok-Palueel Basic School 50 Northern Bahr-el-Ghazal Aweil Town Malou Awear PRI-040124 Mayom Wel Primary school 51 Northern Bahr-el-Ghazal Aweil East Wunlang PRI-040139 Macher Tit primary School 52 Northern Bahr-el-Ghazal Aweil South Gakrol PRI-040254 Gakrol Upper Primary School 53 Northern Bahr-el-Ghazal Aweil East Mangok Lou PRI-040343 Rumwel Primary school 54 Northern Bahr-el-Ghazal Aweil South Tiar Aliet PRI-040414 Pankar Upper Primary School 55 Northern Bahr-el-Ghazal Aweil East Cuiebet PRI-040449 Maker-Aramthai Primary School 56 Northern Bahr-el-Ghazal Aweil Town Baidit PRI-040501 Mathiang Primary School 57 Northern Bahr-el-Ghazal Aweil East Mangar-Tong PRI-040545 Warapath Primary School 58 Northern Bahr-el-Ghazal Aweil East Mangok PRI-040551 Abaany Primary School. 59 Northern Bahr-el-Ghazal Aweil East Wunlang PRI-040553 Mokabiik Primary School. 60 Northern Bahr-el-Ghazal Aweil East Baac PRI-040555 Luka Aguot Primary 61 Northern Bahr-el-Ghazal Aweil Town Juba PRI-040564 Faith Primary School 62 Northern Bahr-el-Ghazal Aweil West Mariam west PRI-040590 George Bush and Tony Blair primary 63 Northern Bahr-el-Ghazal Aweil Town Aweil Town North PRI-040593 Mary mackillop primary 64 Northern Bahr-el-Ghazal Aweil North Malual West PRI-040615 Kolangap primary 65 Northern Bahr-el-Ghazal Aweil East Mangok Lou PRI-040626 Rumpadhel girls Primary 66 Northern Bahr-el-Ghazal Aweil Town Malou Awear PRI-040692 Luka Lual Riiny primary 67 Warrap Gogrial West Kuac Jok PRI-070054 Pan-riang Primary School 68 Warrap Twic Pan-nyok PRI-070186 Pannyok Primary School 69 Warrap Twic Turalei PRI-070328 Turalei 70 Warrap Tonj North Rualbelt PRI-070515 Thankoon Primary School 71 Warrap Tonj North Alabek PRI-070519 Aru Primary School 72 Warrap Twic Pan-nyok PRI-070534 Bondor Primary School 73 Warrap Tonj South Tonj Town PRI-070572 Lachok Primary School 74 Warrap Gogrial West Raiu PRI-070609 Malek akol primary 75 Warrap Gogrial West Akon North PRI-070635 Achot jaang primary 76 Warrap Gogrial West Alek North PRI-070684 Mabior Pagong Primary School 77 Warrap Tonj North Awul PRI-070698 Ayakakat primary 78 Warrap Gogrial West Gogrial PRI-070711 Ruma Akuong primary 79 Western Bahr-el-Ghazal Jur River Marial Bai PRI-080215 MARIAL AJIITH PRIMARY SCHOOL 80 Western Bahr-el-Ghazal Raja Raja PRI-080224 MANGOK DENG PRIMARY SCHOOL 81 Western Bahr-el-Ghazal Wau Wau North PRI-080250 comfort wau primary 82 Western Bahr-el-Ghazal Jur River Kuajina PRI-080259 Adicin primary 83 Western Bahr-el-Ghazal Jur River Alur PRI-080263 Ekema primary 84 Western Bahr-el-Ghazal Jur River Kuajina PRI-080305 Mayuo Primary 85 Western Bahr-el-Ghazal Jur River Kuajina PRI-080306 Kulo Primary 86 Western Bahr-el-Ghazal Jur River KANGI PRI-080313 Anguir Jur Primary 87 Western Bahr-el-Ghazal Jur River Marial Bai PRI-080316 Madhol Primary 88 Western Bahr-el-Ghazal Wau Wau North PRI-080323 El Mukthar Girls primary 89 Western Bahr-el-Ghazal Jur River KANGI PRI-080333 Achol Guot primary

146

90 Western Equatoria Yambio Yambio PRI-090092 Pazuo Primary School 91 Western Equatoria Ezo Ezo PRI-090180 Degere Community Girls School 92 Western Equatoria Ezo Naandi PRI-090196 Nyasi Primary School 93 Western Equatoria Ezo S/Yubu PRI-090214 Mabenge Primary school 94 Western Equatoria Ezo Bariguna PRI-090217 Banduguyo Primary school 95 Western Equatoria Ibba Ibba Town PRI-090247 Ngungua Primary School 96 Western Equatoria Maridi kozi PRI-090259 UNJIRIMA Primary School 97 Western Equatoria Mundri East Kediba PRI-090294 Dosho Primary school 98 Western Equatoria Mundri East Kediba PRI-090300 Wandi Primary School 99 Western Equatoria Mundri East Lozoh PRI-090316 Wiroh Primary school 100 Western Equatoria Mundri West Amadi PRI-090328 Amada centre Primary school 101 Western Equatoria Yambio Li-Rangu PRI-090465 Makpaturu Primary school 102 Western Equatoria Mundri East Kediba PRI-090507 Mirindani Primary School 103 Western Equatoria Mvolo Mvolo PRI-090538 Dotiraba Primary school 104 Western Equatoria Nagero Nagero PRI-090592 Naringindo Primary School 105 Western Equatoria Mundri East Kediba PRI-090606 BEKENYE PRIMARY SCHOOL 106 Western Equatoria Mundri East Kediba PRI-090655 Magyiri U. P. School 107 Western Equatoria Tambura Namatina PRI-090658 Bafilo 108 Western Equatoria Yambio Yambio PRI-090672 St.mary primary 109 Western Equatoria Ibba Baggari PRI-090695 St. Mary Primary 110 Western Equatoria Mundri East Kediba PRI-090704 Labiko community School 111 Western Equatoria Yambio Yambio PRI-090733 Nagori primary 112 Western Bahr-el-Ghazal Jur River KANGI PRI-100160 Bar-apun 113 Western Bahr-el-Ghazal Wau Wau South PRI-100171 Khor-Ukanda Basic School 114 Northern Bahr-el-Ghazal Aweil East Malual Baai PRI-100201 Kuomkou Primary School 115 Warrap Gogrial West Kuac North PRI-100251 Ammy Robin 2 Primary School 116 Warrap Tonj South Tonj PRI-100257 Bakitha Primary School 117 Warrap Tonj South Tonj PRI-100284 Model Primary School 118 Warrap Twic Turalei PRI-100286 Mother Teresa Primary School 119 Warrap Tonj North Akop PRI-100291 Pakur 120 Warrap Twic Turalei PRI-100298 St. Joseph Catholic Primary School 121 Warrap Gogrial East #N/A PRI-100306 Wutakac primary school 122 Lakes Cuiebet Cuiebet PRI-100312 All Saints 123 Lakes Rumbek Centre Rumbek Town PRI-100338 Meen Atol 124 Lakes Wulu Domuloto PRI-100342 Ngolonyologi Primary School 125 Lakes Rumbek Centre Turalei PRI-100353 Sunrise 126 Western Equatoria Yambio Li-Rangu PRI-100359 Banzimi Foki Primary School 127 Western Equatoria Yambio Yambio PRI-100361 Basidi Primary School 128 Western Equatoria Yambio Bangasu PRI-100394 Naybaka Primary 129 Central Equatoria Terekeka Marguna PRI-100410 Bura primary school 130 Central Equatoria Juba Rejaf PRI-100421 Gorom Primary School 131 Central Equatoria Juba Lokiliri PRI-100459 Nyeli Primary School 132 Eastern Equatoria Torit #N/A PRI-100481 Angairo Loulang 133 Eastern Equatoria Torit #N/A PRI-100486 Hai Miaro Ii 134 Eastern Equatoria Torit #N/A PRI-100514 Oronyo Pri Sch 135 Lakes Rumbek Centre Meen PRI-100603 Meen Primary School 136 Northern Bahr-el-Ghazal Aweil North Malual West PRI-100610 Muony Primary School 137 Central Equatoria Juba #N/A PRI-100620 UN House (IDP) 138 Central Equatoria Juba Juba PRI-100621 UN House Juba POC 1-2 (IDP) 139 Central Equatoria Juba Juba PRI-100622 UN House Juba POC 3 (IDP) 140 Central Equatoria Juba #N/A PRI-100623 UNMISS Tomping (IDP) 141 Northern Bahr-el-Ghazal Aweil East Baac PRI-100647 Lol Akuei Primary 142 Northern Bahr-el-Ghazal Aweil West Gumjuer East PRI-100664 Addholu Primary School 143 Western Equatoria Yambio Yambio PRI-100807 Luthrand 144 Warrap Tonj North Pagol PRI-200672 BOLBOL 145 Northern Bahr-el-Ghazal Aweil North Jaac PRI-300672 Military Primary School

147

12.3. Secondary Schools No. State County Payam UID Name 1 Central Equatoria Juba Kator SEC-000035 Fatim Bint Fakhro S. S 2 Central Equatoria Juba Juba SEC-000073 Dr. John Garang Memorial Secondary School 3 Lakes Rumbek Centre Rumbek Town SEC-030006 Rumbek S. S 4 Lakes Rumbek Centre Rumbek Town SEC-030008 Rumbek National Secondary 5 Northern Bahr-el-Ghazal Aweil East Madhol SEC-040011 Madhol Senior Sec. School 6 Northern Bahr-el-Ghazal Aweil Town Aweil Town North SEC-040015 The DayStar Secondary 7 Northern Bahr-el-Ghazal Aweil North Malual Centre SEC-040022 Buath Anyar Secondary 8 Western Equatoria Maridi Maridi SEC-090015 Maridi High School 9 Northern Bahr-el-Ghazal Aweil North Malual Centre SEC-100015 Majak kar Secondary School 10 Northern Bahr-el-Ghazal Aweil Town Aweil Town East SEC-100016 Maper west secondary school 11 Northern Bahr-el-Ghazal Aweil Centre Awiil SEC-100017 New Light School 12 Central Equatoria Juba Munuki SEC-100030 Comprehensive Secondary School 13 Central Equatoria Morobo Lujule SEC-100044 St-Mary S.S 14 Western Bahr-el-Ghazal Raja Deim Zubier SEC-300055 Sopo Girls Secondary School 15 Western Bahr-el-Ghazal Wau Wau South SEC-300057 Deng Nhial Memorial High School 16 Western Bahr-el-Ghazal Wau Wau SEC-300073 Elnukhba Secondary School

12.4. Alternative Education Centres No. State County Payam UID Name 1 Central Equatoria Lainya Kenyi AES-000048 Kenyi (Ibis) ALP 2 Central Equatoria Juba Juba AES-000085 Juba Adult Literacy 3 Central Equatoria Yei River Yei AES-000128 Pakulla SPLA Mobile Center 4 Central Equatoria Yei River Lasu AES-000129 Kerikwa / Kajokeji 5 Central Equatoria Yei River Yei AES-000135 Immanuel Model 6 Central Equatoria Yei River Lasu AES-000138 Pisak ALP Centre 7 Central Equatoria Juba Juba AES-000153 Air defence School 8 Central Equatoria Juba Juba AES-000154 Division 2 Brigade Side 9 Central Equatoria Juba Juba AES-000158 NewSide Police Centre 10 Central Equatoria Juba Juba AES-000159 Mayo Basic 11 Central Equatoria Juba Juba AES-000163 Commando School 12 Central Equatoria Juba Juba AES-000164 Old Custom Military Police 13 Central Equatoria Juba Juba AES-000165 Amarate 14 Central Equatoria Juba Juba AES-000166 JIU 4th Battallion 15 Central Equatoria Juba Juba AES-000169 SPLA Military Police Bilpan 16 Central Equatoria Juba Juba AES-000170 Artelery School 17 Central Equatoria Juba Juba AES-000171 Amarat B 18 Central Equatoria Juba Juba AES-000177 CCI Airport 19 Central Equatoria Juba Juba AES-000186 JIU 1st Brigade / 1st battallion School 20 Central Equatoria Lainya Kupera AES-000213 Bori ALP 21 Central Equatoria Lainya Kupera AES-000244 Jamara Seven AES 22 Central Equatoria Yei River Yei AES-000251 Elimoko East AES 23 Central Equatoria Yei River Yei AES-000262 Hai Supapa South AES 24 Central Equatoria Kajo-Keji Nyepo AES-000273 Lopura ALP 25 Central Equatoria Juba Juba AES-000284 Lire Brigada 26 Central Equatoria Yei River Yei AES-000304 HAI TARAWA WEST CENTRE 27 Central Equatoria Juba Juba AES-000366 Nyiang Centre 28 Central Equatoria Juba Gondokoro AES-000393 GONDOKORO A BASIC SCHOOL 29 Central Equatoria Juba Lirya AES-000398 LIRYA BASIC 30 Eastern Equatoria Ikotos Ikotos AES-010003 Ifune ALP 31 Eastern Equatoria Budi Komiri AES-010009 Hellecit ALP 32 Eastern Equatoria Kapoeta South Kapoeta AES-010022 Nalemupechel 33 Eastern Equatoria Magwi Magwi AES-010045 Maji ALP 34 Eastern Equatoria Magwi Lobone AES-010051 Lerwa ALP

148

35 Eastern Equatoria Kapoeta East Narus AES-010098 St. Thomas Kuron Adult Literacy Program 36 Eastern Equatoria Kapoeta South Longeleya AES-010103 Longeleya 37 Eastern Equatoria Lafon Lohutok AES-010116 Lolongo AES 38 Eastern Equatoria Budi Lotukei AES-010139 New Cush Training Centre 39 Eastern Equatoria Budi Lotukei AES-010140 New Cush Wounded Centre 40 Eastern Equatoria Budi Lotukei AES-010143 Lorema 41 Eastern Equatoria Budi Loudo AES-010157 Nyatuba 42 Lakes Wulu Domuloto AES-030022 Domanjo ALP 43 Lakes Wulu Makundi AES-030024 Bidibadai ALP 44 Lakes Wulu Wulu AES-030026 Marial Keng ALP 45 Lakes Wulu Makundi AES-030028 Kombi ALP 46 Lakes Wulu Wulu AES-030029 Morngeny Comboni 2 ALP 47 Lakes Wulu Makundi AES-030031 Makundi ALP 48 Lakes Wulu Makundi AES-030033 Makundi 2 ALP 49 Lakes Rumbek North Malueth AES-030041 Malueth Centre ALP 50 Lakes Rumbek North Malueth AES-030043 Pendit ALP 51 Lakes Rumbek Centre Rumbek Town AES-030044 Sun-Rise ALP 52 Lakes Rumbek Centre Matangai AES-030045 Nyot-tik Angui ALP 53 Lakes Rumbek Centre Rumbek Town AES-030048 MOE/HQRS ALP 54 Lakes Yirol East Adior AES-030062 Mamer 2ALP 55 Lakes Yirol East Yali AES-030067 Khap B 56 Lakes Rumbek Centre Jiir AES-030105 JOHN GARANG MILLITARY ADULT ALP 57 Lakes Rumbek East Atiaba AES-030106 NSWF AKON BUOI ALP 58 Lakes Rumbek Centre Matangai AES-030107 Mataar adult ALP 59 Lakes Rumbek Centre Mayom AES-030112 LILA ADULT CENTRE ALP 60 Lakes Rumbek Centre Rumbek Town AES-030113 MALUAL BAB ADULT ALP 61 Lakes Rumbek Centre Rumbek Town AES-030116 LAKES STATE PRISON ADULT ALP 62 Lakes Rumbek East Pacong AES-030117 PACONG BALP ALP 63 Lakes Rumbek East Paloch AES-030125 PALOCH BALP ALP 64 Lakes Rumbek East Atiaba AES-030126 MABOR ALUETH ALP 65 Lakes Rumbek North Wuring AES-030135 Chamchuar 66 Lakes Rumbek North Aloor AES-030136 Ngaaphal 67 Lakes Rumbek East Pacong AES-030148 Adir-dir 68 Lakes Wulu Wulu AES-030155 Ayen Mayar AES 69 Lakes Wulu Wulu AES-030156 Alool Adult Centre 70 Lakes Wulu Wulu AES-030158 Malith 71 Lakes Rumbek Centre Matangai AES-030159 Achol Theen 2 72 Lakes Rumbek Centre Matangai AES-030161 Achol Theen 1 73 Lakes Rumbek Centre Malek AES-030162 Madol Akoch 74 Lakes Rumbek Centre Mayom AES-030164 Pan Manga 75 Lakes Rumbek Centre Rumbek Town AES-030165 Diak-Dor ALP 76 Lakes Rumbek Centre Matangai AES-030168 Mabupiny 77 Lakes Rumbek Centre Akuac AES-030169 Akuac 5 78 Lakes Rumbek Centre Akuac AES-030170 Akuac 4 79 Lakes Rumbek Centre Rumbek Town AES-030172 Cumchok Park 80 Lakes Rumbek Centre Malikua AES-030174 Malakia 1 81 Lakes Rumbek Centre Akuac AES-030175 Akuac 2 82 Lakes Rumbek Centre Akuac AES-030177 Akuac 6 83 Lakes Rumbek Centre Rumbek Town AES-030178 Makuriric 84 Lakes Rumbek Centre Malikua AES-030180 Malakia 2 85 Lakes Rumbek Centre Malek AES-030181 Makol 86 Lakes Rumbek Centre Rumbek Town AES-030182 Cumchok 2 87 Lakes Rumbek Centre Rumbek Town AES-030183 Riak Dor ALP 88 Lakes Rumbek East Pacong AES-030185 Panye Brac AES 89 Lakes Rumbek East Pacong AES-030186 Akandag Brac 90 Lakes Rumbek East Pacong AES-030187 Makup Brace 91 Lakes Rumbek East Pacong AES-030188 Meenwel Brac 92 Lakes Rumbek East Pacong AES-030189 Adidip Brac

149

93 Lakes Rumbek East Pacong AES-030190 Panawach West brac 94 Lakes Rumbek Centre Rumbek Town AES-030191 Prison Adult AES 95 Lakes Rumbek East Pacong AES-030192 Aptriv Brac 96 Lakes Rumbek East Pacong AES-030193 Penlang Brac 97 Lakes Rumbek East Pacong AES-030194 Majak Brac 98 Lakes Rumbek East Pacong AES-030195 Malou Brac 99 Lakes Rumbek Centre Rumbek Town AES-030196 Holly cross 100 Lakes Rumbek Centre Jiir AES-030197 Makoi Brac 101 Lakes Rumbek Centre Rumbek Town AES-030203 Akuac-5 Brac 102 Lakes Rumbek Centre Rumbek Town AES-030204 Malakia 1 Brac 103 Lakes Rumbek North Wuring AES-030217 Payii 104 Lakes Rumbek East Mathiang AES-030327 Mathiang Kook 105 Lakes Rumbek Centre Rumbek Town AES-030330 Akon Buoi Adult Education 106 Lakes Rumbek Centre Rumbek Town AES-030331 Wild Life service HQRS 107 Lakes Rumbek Centre Rumbek Town AES-030332 Rumbek Girls ALP 108 Lakes Rumbek Centre Matangai AES-030333 Aber Adult Centre 109 Lakes Rumbek Centre Rumbek Town AES-030334 Deng Nhial ALP 110 Lakes Rumbek Centre Rumbek Town AES-030340 Rumbek Centre (A) ALP 111 Lakes Rumbek Centre Jiir AES-030342 Chumchok park Brac 112 Lakes Rumbek Centre Matangai AES-030346 Panda 2 Brac 113 Lakes Rumbek Centre Matangai AES-030347 Panda 1 Brac 114 Lakes Rumbek Centre Matangai AES-030348 Achol Theen Brac 115 Lakes Rumbek Centre Jiir AES-030355 Tayou 1 brac AES 116 Lakes Rumbek Centre Jiir AES-030357 Akuac III Brac 117 Lakes Rumbek Centre Jiir AES-030358 Chumchok Brac 118 Lakes Rumbek Centre Jiir AES-030359 Akuac II Brac 119 Lakes Rumbek Centre Jiir AES-030362 Makurinie II Brac 120 Lakes Rumbek Centre Jiir AES-030363 Tayou II Brac 121 Lakes Rumbek Centre Jiir AES-030367 Makoi II Brac 122 Lakes Rumbek Centre Jiir AES-030369 Makoi III Brac 123 Lakes Rumbek Centre Jiir AES-030370 Dharai AES 124 Lakes Rumbek Centre Jiir AES-030381 Malual Kodi Brac 125 Lakes Rumbek Centre Matangai AES-030382 Malual Akan Brac 126 Lakes Rumbek Centre Rumbek Town AES-030386 NEW SUDAN WOMEN FEDERATION 127 Lakes Rumbek Centre Jiir AES-030387 ECS RUMBEK ONE 128 Lakes Rumbek Centre Rumbek Town AES-030391 AGER GUM PRIMARY 129 Lakes Rumbek Centre Abyei-Ajok AES-030399 BAR-ALIAP2 130 Lakes Yirol West Aluak-Luak AES-030405 PINYPUOM AND PULEBIT 131 Lakes Yirol West Yirol Town AES-030408 ST. DANIEL 132 Lakes Rumbek East Aduel AES-030409 MABOR-DUANG 133 Lakes Rumbek Centre Rumbek Town AES-030412 RIAK-DOR 134 Northern Bahr-el-Ghazal Aweil East Baac AES-040005 Youth education Centre 135 Northern Bahr-el-Ghazal Aweil South Gakrol AES-040020 Danriang 136 Northern Bahr-el-Ghazal Aweil North Pandit AES-040072 Pandit 137 Northern Bahr-el-Ghazal Aweil Centre Barmayen AES-040076 War Aher ALP 138 Northern Bahr-el-Ghazal Aweil Centre Barmayen AES-040079 Barmayen 139 Northern Bahr-el-Ghazal Aweil Centre Mariem East AES-040087 Maluil 140 Northern Bahr-el-Ghazal Aweil West Guom Juer West AES-040092 Cheikou AES 141 Northern Bahr-el-Ghazal Aweil West Gumjuer East AES-040097 Ngorol 142 Northern Bahr-el-Ghazal Aweil West Ayat Centre AES-040104 Marol Anei 143 Northern Bahr-el-Ghazal Aweil West Ayat Centre AES-040105 Mayom Akuang Rel 144 Northern Bahr-el-Ghazal Aweil East Mangok AES-040109 Mangok LOU AES Centre 145 Northern Bahr-el-Ghazal Aweil East Malual Baai AES-040110 Thor - Kuel 146 Northern Bahr-el-Ghazal Aweil East Mangar-Tong AES-040118 Wanyjok AES Centre 147 Northern Bahr-el-Ghazal Aweil East Warawar AES-040133 Aguekjang 148 Northern Bahr-el-Ghazal Aweil East Wunlang AES-040136 HAL BUL AES 149 Northern Bahr-el-Ghazal Aweil East Mangok Lou AES-040139 Pariak 150 Northern Bahr-el-Ghazal Aweil East Makuac AES-040144 Dokul

150

151 Northern Bahr-el-Ghazal Aweil North Malual Centre AES-040154 Malek Miir 152 Northern Bahr-el-Ghazal Aweil East Makuac AES-040157 War Ayen 153 Northern Bahr-el-Ghazal Aweil East Makuac AES-040158 Majak Wuoi 154 Northern Bahr-el-Ghazal Aweil East Baac AES-040159 Tomkiew 155 Northern Bahr-el-Ghazal Aweil East Warawar AES-040165 Machartiit 156 Northern Bahr-el-Ghazal Aweil East Mangok AES-040178 Majak pahniel 157 Northern Bahr-el-Ghazal Aweil North Ariath AES-040193 MOBILE CAMP 158 Northern Bahr-el-Ghazal Aweil North Malual North AES-040204 MALUAL LOCH 159 Northern Bahr-el-Ghazal Aweil East Warawar AES-040214 MALOU DENG 160 Northern Bahr-el-Ghazal Aweil West Ayat Centre AES-040216 WUR JIIR 161 Northern Bahr-el-Ghazal Aweil West GomJuer Centre AES-040232 AKUAKNGAP 162 Northern Bahr-el-Ghazal Aweil South Ayai AES-040238 Majacuei Centre (AES) 163 Northern Bahr-el-Ghazal Aweil West Guom Juer West AES-040249 Guangneu 164 Northern Bahr-el-Ghazal Aweil West GomJuer Centre AES-040250 Wutchol Yeth 165 Northern Bahr-el-Ghazal Aweil East Mangok AES-040259 Dhok Lou 166 Northern Bahr-el-Ghazal Aweil North Malual East AES-040270 Wath Thok 167 Northern Bahr-el-Ghazal Aweil East Mangok Lou AES-040284 Majak Paluiel ALP 168 Northern Bahr-el-Ghazal Aweil East Mangok Lou AES-040290 Mabil Tokyep 169 Warrap Gogrial West Akon South AES-070013 Women Peace School 170 Warrap Twic Ajak Kuac AES-070028 Molbang Adult Literacy 171 Warrap Twic Pan-nyok AES-070035 Akak 172 Warrap Tonj South Tonj AES-070054 TONJ ADULT SCHOOL 173 Warrap Gogrial East Touch North AES-070057 AJOGO 174 Warrap Tonj South Tonj Town AES-070069 Maker-Dit centre 175 Warrap Twic Turalei AES-070102 Sunrise 176 Warrap Gogrial East Nyang AES-070106 Atayeng 177 Warrap Gogrial West Kuac North AES-070114 Mayen Gumeh ALP 178 Warrap Gogrial West Kuac South AES-070120 Mabior Atuot School 179 Warrap Gogrial West Gogrial AES-070123 Majook Awaan 180 Western Bahr-el-Ghazal Wau Wau AES-080020 KUR MADIR ALP 181 Western Bahr-el-Ghazal Wau Wau AES-080032 Ngachigak basic School 182 Western Bahr-el-Ghazal Wau Baggari AES-080042 Khor ukanda 183 Western Bahr-el-Ghazal Wau Wau AES-080045 Sika Hadid Basic School 184 Western Bahr-el-Ghazal Wau Wau AES-080057 Hai Dinka AES 185 Western Bahr-el-Ghazal Wau Baggari AES-080102 Ngohalimo B 186 Western Bahr-el-Ghazal Wau Wau AES-080107 Kosti Boy 187 Western Bahr-el-Ghazal Wau Besselia AES-080121 Kabii AES 188 Western Bahr-el-Ghazal Wau Besselia AES-080122 Abu Shaka 189 Western Equatoria Yambio Bangasu AES-090007 Yataa ALP 190 Western Equatoria Yambio Bangasu AES-090012 Makanga ALP 191 Western Equatoria Yambio Yambio AES-090022 Yambio S.S ALP Centre 192 Western Equatoria Yambio Yambio AES-090025 Naangbimo ALP 193 Western Equatoria Ezo Bariguna AES-090035 Nazareagbe ALP 194 Western Equatoria Tambura Tambura AES-090064 Kpangima ALP 195 Western Equatoria Nagero Nagero AES-090065 Nagbagi ALP 196 Western Equatoria Maridi kozi AES-090081 Kozi Boma ALP 197 Western Equatoria Maridi Maridi AES-090082 Nangbia ALP 198 Western Equatoria Yambio Yambio AES-090140 NAZARETH 2 ALP 199 Western Equatoria Yambio Gangura AES-090145 Dimbiro Community Girls School 200 Western Equatoria Ibba Ibba Town AES-090161 Ngungua Centre 201 Western Equatoria Mvolo Mvolo AES-090369 Domeri 202 Western Equatoria Mundri East Lozoh AES-090371 Lanyi Centre 203 Western Equatoria Mundri West Mundri AES-090381 MIRI-MAGYA 204 Western Equatoria Yambio Yambio AES-090417 Gbozangara ALP 205 Western Equatoria Mundri West Mundri AES-090418 Janga 206 Western Equatoria Mundri West Mundri AES-090419 Miri Moto 207 Western Equatoria Nagero Nagero AES-090429 Bandala ALP 208 Western Equatoria Nzara Nzara AES-090439 MAMAIKU PRIMARY

151

209 Western Equatoria Yambio Yambio AES-090440 JABUA PRIMARY 210 Western Equatoria Nzara Nzara AES-090441 MABAGU 211 Western Equatoria Nzara Nzara AES-090444 NAKIIRI PRIMARY 212 Western Equatoria Nzara Nzara AES-090450 NAMBATU CHAPLI 213 Western Equatoria Yambio Yambio AES-090455 YWCA 214 Western Equatoria Yambio Yambio AES-090457 Naangbimo 215 Western Equatoria Yambio Yambio AES-090458 Nambazia 216 Western Equatoria Yambio Yambio AES-090459 Badi 217 Western Equatoria Nzara Nzara AES-090464 Nanzeri 218 Western Equatoria Nzara Nzara AES-090467 Nazareta 219 Western Equatoria Yambio Yambio AES-090470 SASA PRIMARY 220 Western Equatoria Nzara Nzara AES-090475 DAY STAR 221 Western Equatoria Nzara Yambio AES-090477 MAKPARA CENTER 222 Western Equatoria Nzara Yambio AES-090478 YABONGO 2 223 Western Equatoria Yambio Yambio AES-090479 LUTHRAND 224 Western Bahr-el-Ghazal Jur River Alur AES-100064 Nyiraya (1) 225 Western Bahr-el-Ghazal Wau Wau AES-100066 Salam Adult Center 226 Western Bahr-el-Ghazal Jur River #N/A AES-100067 Thuk Cuei 227 Northern Bahr-el-Ghazal Aweil East #N/A AES-100085 Majok Deng Long SPLA 228 Northern Bahr-el-Ghazal Aweil East #N/A AES-100086 Makem Pingdong 229 Northern Bahr-el-Ghazal Aweil East Manyiel AES-100097 Nyanruet 230 Lakes Rumbek East Aduel AES-100123 Bar Pakeny ALP 231 Lakes Rumbek East Aduel AES-100124 Bar-Aliap ALP 232 Lakes Wulu Wulu AES-100129 Literacy Center 3 233 Lakes Rumbek East Aduel AES-100130 Mabor Duang ALP 234 Lakes Wulu Wulu AES-100134 Malith Centre 235 Lakes Rumbek Centre Rumbek Town AES-100137 Malual Bap Parish DOR 236 Lakes Rumbek Centre Rumbek Town AES-100142 Police HQ 237 Lakes Rumbek Centre #N/A AES-100147 Wun Abyei 238 Central Equatoria Morobo Kimba AES-100163 Asomoko ALP 239 Central Equatoria Morobo Kimba AES-100197 High way AGE 240 Central Equatoria Morobo Gulumbi AES-100198 Ijirima AGE 241 Central Equatoria Morobo Kimba AES-100201 Imatongo AGE 242 Central Equatoria Morobo Gulumbi AES-100204 Iraga area 243 Central Equatoria Morobo Kimba AES-100224 Ligitolo CGS 244 Central Equatoria Morobo Gulumbi AES-100239 Marakaji Centre 2 245 Central Equatoria Juba #N/A AES-100269 Sant Andrea BAL Centre 246 Central Equatoria Morobo Kimba AES-100276 St. Bhakita ALP 247 Central Equatoria Morobo Gulumbi AES-100277 St. Charles ALP 248 Central Equatoria Yei River Yei AES-100281 HAI TARAWA CGS 249 Eastern Equatoria Torit #N/A AES-100308 Prison Center 250 Western Equatoria Nzara Nzara AES-100349 Nagero CGS 251 Lakes Awerial #N/A AES-100405 Nile 252 Lakes Wulu Wulu AES-100407 Morngeny Centre 253 Warrap Twic Turalei AES-100411 Turalei Womans Grop ALP 254 Warrap Twic Awang AES-100417 Majok-Noon 255 Warrap Twic Ajak Kuac AES-100419 Ajak ALP 256 Warrap Gogrial West Kuac North AES-100428 Mayen Gumel School 257 Warrap Gogrial West Kuac South AES-100429 Karic School 258 Warrap Gogrial West #N/A AES-100437 Majok Pastoralist 259 Warrap Gogrial West #N/A AES-100439 Tit-Anyang Pastoralist 260 Northern Bahr-el-Ghazal Aweil North Ariath AES-100524 Malith Thony 261 Central Equatoria Yei River Yei AES-200518 LOMBERO 2 262 Lakes Yirol West Yirol Town AES-300492 Chalakbuluk 263 Lakes Rumbek East Cueicok AES-300514 Patir AES Centre

152

12.5. Technical and Vocational Education and Training No. State County Payam UID Name 1 Central Equatoria Juba Juba TVE-000008 SFM Basic Skills Centre 2 Central Equatoria Juba Lobonok TVE-000010 Lobnok Vocational Training Centre 3 Central Equatoria Juba Juba TVE-000012 Central Equatoria Association 4 Central Equatoria Yei River Yei TVE-000015 Norwgian Peoples Aids Yei Vocational Training Cent 5 Central Equatoria Juba Juba TVE-000027 Juba Catering Services 6 Lakes Rumbek Centre Rumbek Town TVE-000035 Women for Women international 7 Lakes Rumbek East Pacong TVE-000036 Atiru Vocational Training Centre 8 Western Bahr-el-Ghazal Wau Wau TVE-000040 Don Bosco Vocational Training Centre 9 Western Bahr-el-Ghazal Wau Wau TVE-000041 Wau Vocational Training Centre 10 Western Bahr-el-Ghazal Jur River RocRocDong TVE-000042 Wau Co Education Agricultural Secondary School 11 Western Bahr-el-Ghazal Wau Wau TVE-000043 Wau Technical 12 Northern Bahr-el-Ghazal Aweil East Baac TVE-000044 Malualkon TVET Centre 13 Northern Bahr-el-Ghazal Aweil East Baac TVE-000045 Women Centre Gordhim 14 Eastern Equatoria Kapoeta East #N/A TVE-000056 St.Joseph Vocational Training Centre 15 Central Equatoria Juba Munuki TVE-000060 Nile Institute of Technology 16 Central Equatoria Juba Juba TVE-000061 Supiri Institute of Management and Information Tec 17 Central Equatoria Juba Munuki TVE-000062 Pita Women Association 18 Central Equatoria Juba Juba TVE-000063 WSHDO 19 Eastern Equatoria Torit Imotong TVE-100007 Imehajet Vocational Training Centre 20 Lakes Cuiebet Malou Pec TVE-100010 Bargeel Vocational Training Centre 21 Lakes Rumbek Centre Rumbek Town TVE-100011 Riak Dor Women Training Centre 22 Lakes Rumbek East #N/A TVE-100012 Adul Vocational Training Centre 23 Northern Bahr-el-Ghazal Aweil West #N/A TVE-100017 Maper akout 24 Western Bahr-el-Ghazal Wau Wau TVE-100020 Cambrige Computer Training Centre 25 Central Equatoria Juba Juba TVE-100028 Juba County Vocational (State Ministry of Labour) 26 Central Equatoria Juba Rejaf TVE-100031 Don Bosco Vocational Training Centre (Catholic Chu 27 Central Equatoria Lainya Lainya TVE-100033 Lainya Vocational Training Centre

12.6. Teacher Training Institutes No. State County Payam UID Name 1 Central Equatoria Juba #N/A TTI-000001 Rumbur 2 Northern Bahr-el-Ghazal Aweil East Madhol TTI-000007 Malek-Alel 3 Northern Bahr-el-Ghazal Aweil West GomJuer Centre TTI-000008 NYAMLEL 4 Western Equatoria Maridi Maridi TTI-000013 Maridi 5 Western Equatoria Maridi Maridi TTI-000014 Maridi County Education Centre 6 Western Equatoria Mundri West Mundri TTI-000016 Mundri West County Education Centre 7 Lakes Rumbek Centre Rumbek Town TTI-000019 Rumbek National Training Institute 8 Lakes Yirol East #N/A TTI-000021 Yirol East County Education Centre

12.7. Universities No. State County Payam UID Name 1 Central Equatoria Juba Juba UNI-000001 Mikase College (private) 2 Central Equatoria Juba Juba UNI-000006 Cavendish College (foreign) 3 Central Equatoria Kajo-Keji Lire UNI-000010 Kajo Keji Christian College (private) 4 Lakes Rumbek Centre Rumbek Town UNI-000014 Rumbek University (public) 5 Central Equatoria Juba Juba UNI-000021 Hai Seminar (Private) 6 Central Equatoria Juba Jokala UNI-000024 KAMPALA UNIVERSITY S.S STUDY CENTER

Documents

EDUCATION STATISTICS - Altai Consulting. About EMIS and the Data and Statistics Unit..... 9 1.3. History of 1.4. Relevance and Utilisation of EMIS Data ..... 10 1.5. EMIS 1.6. About