GESS Quarterly Progress Report 11 – 2016

Girls’ Education South Sudan (GESS)

Quarterly Progress Report (QPR) 11 - Q2 - 2016

August 2016

Government of South Sudan / Department for International Development (DFID)

Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 11 – Q2-2016

Issue and revision record

Revision Date Originator Checker Approver Description

1.

15.08.2016 Emma van der

Meulen

Akuja de Garang Patricia Schwerzel First draft

2. 22.08.2016 Emma van der

Meulen

Akuja de Garang Patricia Schwerzel Final draft

This document is issued for the party which commissioned it

and for specific purposes connected with the above-captioned

project only. It should not be relied upon by any other party or

used for any other purpose.

We accept no responsibility for the consequences of this

document being relied upon by any other party, or being used

for any other purpose, or containing any error or omission

which is due to an error or omission in data supplied to us by

other parties

This document contains confidential information and

proprietary intellectual property. It should not be shown to

other parties without consent from us and from the party

which commissioned it.


i

Table of Content

List of Abbreviations ___________________________________________________________________ ii

1. Executive Summary of Progress on Logframe Indicators 1

2. Financial Summary 5

3. GESS Programme Coordination 7

3.1 Governance ________________________________________________________________ 7

3.2 Staffing Changes ____________________________________________________________ 7

3.3 GESS Communications _______________________________________________________ 8

3.4 State Anchor Management ____________________________________________________ 9

3.5 Coordination with other actors _________________________________________________ 11

4. Challenges and Achievements per Output 12

4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation__________________________ 12

4.2 Output 2.1 – Cash Transfers __________________________________________________ 20

4.3 Output 2b – Capitation Grants _________________________________________________ 20

4.4 Output 2.3 – Quality Education ________________________________________________ 22

4.5 Output 3a – Knowledge, Evidence and Research __________________________________ 24

4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS) __________________ 26

Annexes

Annex 1. Logical Framework 27

Annex 2. Quarterly Risk Monitoring Report by State 37

Annex 3. Memorandum of Understanding between GESS and MoGEI 45

Annex 4. Rationale for Outcome Indicator 3 baseline and milestones 46


ii

List of Abbreviations

AET African Education Trust

ADRA Adventist Development and Relief Agency

AY Academic Year

BBC MA British Broadcasting Cooperation Media Action

BCC Behaviour Change Communication

BoG Board of Governors

BOSS Bank of South Sudan

BMB MM BMB Mott MacDonald

BRAC Building Resources Across Communities

BSI Budget Strengthening Initiative

CARITAS CH CARITAS Switzerland

CBoSS Central Bank of South Sudan

CED County Education Department

CEO County Education Officer/Advisor

CGA Charlie Goldsmith Associates

CHF Common Humanitarian Fund

CM Community Mobilisation

CY Calendar Year

DAR Daily Attendance Register

DFID Department for International Development

DG Director General

ECS Episcopal Church of Sudan

EfC Education for Change

EiE Education in Emergency

EMIS Education Management Information System

EU European Union

ES Education Specialist

FHSS Food for the Hungry South Sudan

FY Financial Year

GBP Great Britain Pound

GEE Gender Equity through Education

GESP General Education Strategic Plan

GESS Girls’ Education South Sudan

GPE(P) Global Partnership for Education (Programme)

GRSS Government of the Republic of South Sudan

GRS Government of the Republic of Sudan

GUN Greater Upper Nile

HARD Hope Agency for Relief and Development

HE His/Her Excellency

IDP Internally Displaced Person

IDI In-depth Interview

IMED Improved Management of Education Delivery

ISCED International Standards for the Classification of Education

JICA Japan International Cooperation Agency

KER Knowledge Evidence & Research

LG Listening group

LSS AI Local Services Support Aid Instrument

MNO Mobile (phone) Network Organization


iii

MoEST Ministry of Education, Science and Technology

MoFCEP Ministry of Finance, Commerce and Economic Planning

MoFCIEP

MoGEI

Ministry of Finance, Commerce, Investment and Economic

Planning

Ministry of General Education and Instruction

MoLPSHRD Ministry of Labour, Public Service & Human Resource

Development

MoTPS Ministry of Telecommunications and Postal Services

NEF National Education Forum

NNGO National Non-Governmental Organisation

ODI Overseas Development Institute

PAR Pupils Attendance Register

PES Payam Education Supervisor

PFM Public Finance Management

PoC Protection of Civilians

PTA Parent Teacher Association

QPR Quarterly Progress Report

RDF Resource Development Foundation for Africa

RSS Republic of South Sudan

RS Republic of Sudan

SA(s) State Anchor NGO(s)

SALF Standard Action Liaison Focus

SDP School Development Plan

SGB School Governing Body

SMC School Management Committee

SMoE State Ministry of Education

SMoF State Ministry of Finance

SSNLA South Sudan National Legislative Assembly

SSSAMS South Sudan School Attendance Monitoring System

SSEPS South Sudan Electronic Payroll System

SSP South Sudanese Pounds

TA Technical Assistance

TNA Teacher Needs Assessment

ToT Trainer of Trainers

TTI Teacher Training Institute

TWG Technical Working Group

UMCOR United Methodist Committee On Relief

UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific & Cultural Organisation

UNICEF United Nations Children’s Fund

U/S Undersecretary

USAID United States Agency for International Development

VfM Value for Money

VSO Voluntary Service Overseas

VSM Visual Storytelling Materials

WB World Bank

WFP World Food Programme

WI Winrock International


1

Logframe Indicator Milestone target

30 September 2016

Current level of progress against milestone target at end of quarter reported on 30th June 2016

Progress Indicator1

Impact 1: Gender parity index for primary and secondary schools

Primary GPI = 0.72 Secondary GPI = 0.54

Primary GPI: 0.75 Secondary GPI: 0.48 Source: http://sssams.org/ams/indicators.php as at 4th August

Impact 2: Girls pass rate at Primary Leaving Examinations and South Sudan Certificate of Secondary Education

PLE = 65% SSCSE = 65%

PLE 2014: 61% SSCSE Sudan Curriculum (April-May 2015): 73% SSCSE South Sudan Curriculum (Jan-Feb 2015): 41%] Primary exam results for AY2015 are being collated. Secondary Exam results for academic year 2015 are not yet available. New SSSAMS exams module development has occurred during Q1 2016, and will be populated for end AY2015 Exams in Q3.

Impact 3: Average scores on learning achievements in Maths and English

Maths: +0.1 SD

English +0.1 SD

Literacy 2014 baseline: P5 - F:51.4%, M: 56.9% P8 - F: 61.5%, M: 61.9% S2 - F: 52.8%, M: 53.6% Numeracy 2014 baseline: P5 - F: 40.1%, M: 43.1% P8 - F: 40.2%, M: 40.2% S2 - F: 30.1%, M: 30.8%

Midline currently being conducted

1 Green = on track; orange = slightly behind track; red = behind track

1. Executive Summary of Progress on Logframe

Indicators


2

Logframe Indicator Milestone target 30 September 2016


Progress Indicator1

Outcome 1: Weighted average promotion rate for upper primary and secondary (P5-S4)

M: 80.8%

F: 81.7%

T: 81.2%

Promotion Average P5-S4, based on 2016 enrolment registered on SSSAMS to date: M:88.9% F:79.7% T:84.3% Source: https://www.sssams.org/reports.php?tab=tab2

Outcome 2: Number of girls enrolled in upper primary and secondary (P5-S4)

P5-P8 = 130,000

S1-S4 = 36,000

2016: P5-P8: 161,383 S1-S4: 21,881 Total P5-S4 enrolment is above milestone: P5-P8 is above milestone by a margin, S1-S4 below. 2016 enrolment is the highest ever recorded on SSSAMS, with 1,246,609 pupils in 3364 schools, comparing to 1,142,140 in 2015 in 3324 schools.

2016 Total Enrolment Education Girls Boys Total Primary 505,210 674,692 1,179,902 Secondary 21,881 44,826 66,707 Total 527,091 719,518 1,246,609

Outcome 3: Average girls’ attendance rates at upper primary and secondary (P5-S4)

Baseline 2015: 87.5% (reported attendance of 472nd school out of 523 schools with P5-S4 pupils reporting regularly, and excluding days of full attendance) 30/9/2016 milestone 88% (from at least 700)

90th percentile value taken from position 1109 of 1231 is 89.33% https://sssams.org/reports.php?iv=YTD

Outcome 4: Percentage of adults in the sample study who place importance on sending girls to school

Baseline +5% To be measured at midline in 2016

Output 1.1: Number of adults reached with girls’ education radio outputs

1.4m by 30 Sep 2016

946,000 (as per the previous quarter)

Output 1.2: Number of school communities reached with the community mobilisation activities

845 909 School communities reached by end of June 2016

Output 1.3: Percentage of people in the sample study who demonstrate awareness and understanding of elements of the school

+5% from baseline

To be measured at midline in 2016


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Progress Indicator1

system that support girls’ education

Output 2.1: Cumulative number of unique, individual girls receiving one cash transfer

Total = 105,000 GESS = 105,000 GRSS = 0

Cumulatively, 121,887 unique girls are recorded on SSSAMS as having received Cash Transfers over the course of the project. This total is made up of: AY2014 received (paid paysheets returned) – 54,868. P5 AY2015 received – 36,023 P6-S4 received AY2015 in schools that did not receive in 2014 -- 30,996 This figure is a conservative estimate: a methodology for estimating the number of P6-S4 girls receiving in 2015 who were new recipients (eg returning to school in 2015, after not being in school in 2014, as many did) at schools where CTs were received in 2014 is being developed. Owing to pressures on analytical team time, this figure does not yet include new unique girls form the c11,000 2015 recipients paid. Payments for 2016 CTs are expected to begin in August. Figures for individual years’ recipients are at: https://www.sssams.org/ct/profile.php A tab is being added to show the calculation of unique girls set out in the bullets above.

Output 2.2: Cumulative number of schools receiving one capitation grant

GRSS = 2,9652 GESS = 235

As of 6/8/2016, 3543 cumulative unique primary and secondary schools have received CGs.

• Primary schools: 3306 • Secondary schools: 237

See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools). Additionally, by the end of 2015, 234 Early Childhood Development Centres (ECDs) had been approved to receive CGs, and the money had been sent from the Ministry of Finance and Economic Planning (MoFEP). Schools counted as having received for these purposes are the number of school Capitation Grants paid out by MoFEP, less those known to have been held by a State Ministry of Finance and/or State Ministry of Education. The confirmation of receipt and accountability of CGs paid in 2015 is ongoing while evidence continues to be collected to enable waiving of 2015 approved schools whose funds were ‘held’ from being required to submit accountability in order to be eligible for 2016 funds.

Output 2.3.i: Cumulative number of schools receiving full package of community-based school improvement programme

(i) Effective school governance = 1500

1540 School Management Committees trained on school governance and management of school activities and school finance. 3225 and 2595 schools (12106 school representatives) were briefed on how to write School Development Plan and School Budget in Q4 of 2014 and Q4 of 2015 respectively, additional training planned for Q4 of 2016.

2 Note that in 2016, GESS will fund both primary and secondary schools’ Capitation Grants in response to GRSS budget constraints.

For more information, see section 3.1 and Annex 3.


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Progress Indicator1

Output 2.3.ii: Cumulative number of schools receiving full package of community-based school improvement programme

(ii) Supportive School Supervision = 1500

2595 schools supported by the Payam Education Supervisor in the process of writing School Development Plan and School Budget for 2016. Additional 1540 SMCs receive regular support from PES during the SMC training.

Output 2.3.iii: Cumulative number of schools receiving full package of community-based school improvement programme

(iii) Teacher Professional Development Programme = 200

209 schools reached with regular Head Teacher Training. 178 schools reached with regular Teacher Training. 1837 teachers from 174 schools took part in training on interactive teaching methods; 1428 teachers from 178 schools took part in training on making our classrooms more inclusive; and 1486 teachers from 161 schools took part in training on preparing scheme of work; 1255 teachers from 147 schools took part in training on planning lessons; 1099 teachers from 98 schools took part in 2nd training on interactive teaching methods. The reach of schools as well as training content will be further widened in Q3 of 2016.

Output 2.3.iv: Cumulative number of schools receiving full package of community-based school improvement programme

(iv) School-based mentoring for girls = 200

Mentors from 316 schools trained on mentoring programme. Further mentors from 69 secondary schools (207 teacher mentors and 138 peer mentors) were trained on secondary school mentoring programme. 2070 girls were included in girl clubs in 69 secondary schools.

Output 2.3.v: Cumulative number of schools receiving full package of community-based school improvement programme

(v) Low cost teaching and learning materials = 200

927 teachers from 103 schools took part in training on how to prepare teaching and learning aids. The training included activities allowing teachers to use available textbooks in more interactive and inclusive ways. 337 teachers from 34 schools took part in training on how to make teaching and learning materials from locally available materials. The reach of schools and training content will be further rolled out in Q3 of 2016.

Output 3.1: Cumulative number of relevant research and evaluation studies conducted and disseminated to policy makers

6 studies Four midline surveys (School Survey, Household Survey, County/Payam Survey, subnational PFM Survey) are currently underway or have been completed so far in 2016. In addition to these, the Longitudinal Qualitative Survey (LQS) is ongoing, and will therefore bring the total number of completed and disseminated studies in 2016 to five, on top of the four from 2014, thus seeing this milestone exceeded by a margin.

Output 3.2: Maths and English Learning Assessment administered to representative sample of schools

2 Baseline learning assessment conducted 2014. Midline Learning Assessments are currently underway.

Output 3.3: Percentage of primary and secondary schools with SSSAMS reporting attendance of pupils and teachers regularly (at least 6 times per academic year; defined pro rata as 5 times by 31 December 2015)

70% 1908 schools out of 3366 with enrolment in 2016 - 57% - have made at least one report as at 9/8/16. 1496 – 44% - have made five or more reports at at 9/8/16. 1210 – 36% - have made ten or more reports. These figures are accurate as of 9/8/2016. For details, see: https://www.sssams.org/rpt_school.php?tab=tab1 2016 reporting has been stronger than in previous years, despite the downside security and operational context. Particularly notable has been the high proportion of schools that ‘keep on reporting’ once they start.


5

Financial Overview

Spending GBP

Approved spending (managed funds and BMB TA &

PM) 1 Apr 2013 –30 Sep 2018

£60,059,425

Actual spend in previous quarter (1 Apr 2016 – 30

Jun 2016)

£2,981,449

Proposed spending in next quarter (1 Jul 2016 – 30

Sep 2016)

£4,057,158

Cumulative spend to date 30 Jun 2016 £32,166,037

Cumulative balance to date 30 Jun 2016 £27,893,388

2. Financial Summary


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Financial overview split per sub-output

Overall expenditure in the previous quarter was 15% less than the forecast. Across all Outputs, no invoices could be processed for half of the State Anchors in June who were unable to submit reports on time given the disruption to security. A significant proportion of expected Cash Transfer payments (£84k – 35% of expected value amounts) were not paid because of local challenges to access and security. Forecasts for the next quarter continue to be uncertain given the commitment of the project to support SSP value amount capitation grants for all schools nationally – the GBP-SSP exchange rate remains highly variable. Spend is projected to significantly increase in the following quarter most notably because 2016 Cash Transfers will start to be disbursed.

GBP BMB TA Output 1 Output 2a Output 2b Output 2c Output 3 Total

Approved spending 2013-2018

£9,709,425 £7,080,000 £14,500,000 £12,800,000 £9,270,000 £6,700,000 £60,059,426

Projected spend in previous quarter (01 Apr – 30 Jun 2016)

£590,000 £438,068 £536,424 £785,272 £799,495 £339,521 £3,488,780

Actual spend in previous quarter (01 Apr – 30 Jun 2016)

£506,586 £363,777 £362,227 £745,778 £655,792 £347,290 £2,981,449

Proposed spending in next quarter (01 Jul – 31 Sep 2016)

£520,000 £436,408 £1,147,652 £1,016,512 £659,060 £277,526 £4,057,158

Cumulative spend to date

£6,096,547 £3,959,638 £7,290,579 £5,636,694 £3,740,570 £5,442,009 £32,166,037

Cumulative balance to date

£3,612,878 £3,120,362 £7,209,421 £7,163,306 £5,529,430 £1,257,991 £27,893,388


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3.1 Governance

Education Transfer Monitoring Committee (ETMC) meetings took place April 13th; 17th May and 17th June

2016. Discussions centred on the need for GESS to look into paying primary schools capitation grants for

2016 given GRSS budget constraints. The meetings also extensively deliberated on the need to increase

capitation grants expenditure margins to enable schools to use a higher percentage of the grants to

supplement teachers’ incentives given the loss of value of SSP. After consultation with the committee and

DFID a MoU was signed between MoGEI and GESS/MM detailing how this will be executed (see Annex

3).

The GESS consortium convened in Juba in the first week of June to conduct an internal midterm review

meeting to evaluate progress over the last three years and re-assess the programme design in light of the

changing operational context. The meeting was facilitated by John Shotton. CGA, BBC MA and Winrock

representatives attended, as well as output leads and the GESS Secretariat team. The outcome of this

meeting is to produce a re-prioritisation proposal by the end of September.

3.2 Staffing Changes

Tina McLellan provided interim support to the Quality Education team and the GESS management team as

Deputy Team Leader, in the months of March, April and May. In May, GESS recruited a new Deputy Team

Leader, Mr Klaas Atsma. Klaas Atsma was formerly the Team Leader of IMED, the EU-funded education

programme that closed in April 2016. He adds value to the team as Senior Education Advisor, working

closely with the Quality Education team, and brings with him an excellent understanding of the South

Sudan education sector and the MoGEI.

On May 18th 2016 Hannah Rollings replaced Paul Black, who had provided interim support to the GESS

Secretariat as Senior Communication and Media Advisor for up to six months. There was a one week

handover period with Paul Black, before his contract finished at the end of the month of May. Hannah will

3. GESS Programme Coordination


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work as Communications Officer based in Juba, responsible for all programme communications. For more

details, see section 3.3 below.

GESS recruited an additional monitor in June, Mr John Lokong, to increase the team’s capacity to oversee

implementation in the field. He will be based in the GESS Secretariat in Juba and travel regularly to the

states.

3.3 GESS Communications

Over the course of the reporting period the GESS communications unit worked on high profile events, with

the aim of boosting the visibility of the Programme. There was also significant work towards refining the

communications strategy and communications guidelines, with the aim of maintaining a consistent

message and Programme identity.

Events

The Women Deliver conference, which took place from the 16-19 May 2016 in Copenhagen, Denmark,

hosted 5,000 individuals from 168 countries, coming together to discuss, and advocate for, the health,

rights and wellbeing of girls and women. The event was a significant opportunity to present the work of all

GESS consortium partners. This was done in two ways: through a booth in the main hall in which we were

able to showcase key achievements and examples of GESS results and through a presentation hosted by

BBC Media Action in which we discussed the GESS programme as a whole alongside other examples

from BBC Media Action’s work. Over the 4 days more than 400 visitors stopped by the GESS booth,

including visitors from the Ministry of Foreign Affairs of the Netherlands, British Embassy, South Sudan

and UK Aid/DFID India who were highly supportive and pleased to see the GESS Programme represented

at the conference. The aim was to ensure that visitors to the GESS booth left with a better understanding,

not only of the challenges that girls meet in trying to get an education in South Sudan, but also how the

funding and partnership between UK Aid and the Ministry of General Education and Instruction, is helping

to overcome some of these challenges.

Team Leader, Akuja, featured on Radio Miraya on May 18th to discuss GESS’ participation at the

conference. Education Specialist, Yolanda Ille Felix, also managed to call in from Copenhagen to discuss

the event.

Significant preparations were underway for National Girls’ Education Day, scheduled to take place on 21st

July. These plans were disrupted due to the recent conflict in Juba. The GESS secretariat, with support

from CGA, has planned to host a Careers Fair for secondary school girls in Juba, bringing together high

profile and inspirational South Sudanese women from the community to mentor girls on their future

careers. We hope that this event can be rescheduled over the coming months.

Trainings

During the State Anchor and Community Mobiliser Workshops that took place in June, the

Communications Officer gave a session on improving ‘Stories of Change’ and taking better photos. The

aim is to receive high quality information and photos that can be utilized for different communications

channels, including the ‘News’ section on the website and GESS social media channels.

Strategy/Branding

The communications unit developed a number of branding materials this quarter, including new business

cards and stickers for items purchased through capitation grants. Printing was disrupted by the conflict

early July and will resume again in August.

The Communications Officer began refining the communications strategy, as well as working on a ‘House

Style’ document, with the aim of maintaining consistent messages and design elements throughout the

Programme. This will become available in Quarter 3 of 2016.


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Work continued on the new GESS website, developed by Dynamic Consulting, a local organization. The

website went live in June, but there were still some adjustments that the Communications Officer

requested to be made for the website to be completed and for the final payment to be made. As well as

general Programme information, the website is home to research, reports, toolkits, videos and audio clips

of BBC Media Action radio shows. Dynamic Consulting came to the GESS office in May to deliver a

training session on using WordPress to edit the website. Three members of the GESS secretariat attended

the training session – the Communications Officer, Team Leader and Finance Manager.

Newsletter

From June, the communications unit started a weekly News Roundup of stories found in the local media

relating to the GESS programme and education in South Sudan in general. This is being distributed to the

GESS team, partners, UK Aid representatives in South Sudan, interested parties at MoGEI and, upon

request, those in the education sector in South Sudan.

Social Media

From Apr-May, the GESS Twitter account had:

• 1,920 visitors

• 87 new followers

• 43,400 impressions (a tweet has been delivered to the Twitter stream of a particular account)

From Apr-May, the GESS Facebook account had:

• 55 new ‘likes’

• 387 unique users engaging with the page

• 23,536 organic impressions (number of impressions seen of any content associated with the page)

3.4 State Anchor Management

3.4.1 Training and workshops

From 7th – 10th June the GESS team conducted an intensive review and planning meeting together with

implementing partners (State Anchors) from all the states focussing on planning and budgeting for year 4

(Oct. 2016 – Sept. 2017) of the programme. MoGEI representatives opened and closed the workshop and

participated in all sessions. The 4-day workshop was attended by State Anchor Team Leaders, Deputy

Team Leaders, Finance Managers and other implementing partner staff. In total 45 – 50 people attended, .

The workshop afforded, GESS management, and technical leads, as well as MoGEI colleagues, to engage

with State Anchors to address challenges faced in the previous six months and propose solutions for

moving forward.

Specific attention was paid during this workshop to financial reporting challenges, communications and

branding of the programme, Value for Money principles in programming and budgeting, management

procedures for asset control, and Duty of Care principles to be adhered to. The workshop had ample time

for detailed “surgery sessions” where the technical Output teams interacted with the respective SA teams.

“Master classes” on the analysis of SSSAMS data were held for SA staff on 11th June.

3.4.2 Duty of Care and Asset Management

On 25th June, HARD lost one of their GESS staff, Mr Paul Belenga Akile, CLO-A based in Raga County,

who was killed in Wau during the Wau incident. He was on an official mission to Wau to collect and deposit

GESS administrative documents when fighting broke out in the town. This incident had been reported to

DFID already.

The GESS secretariat contracted Warrior Security Co. in South Sudan, to carry out a comprehensive audit

of the Duty of Care of GESS’s contracted State Anchors and Consortium Partners this quarter, in order to

manage the contractual responsibility over security and safety of (GESS-supported) personnel and assets.

The audit consists of a review of the organisation’s SOPs (security / safety manuals), and site visits of

offices, stores and staff residences in Juba and in the field. This audit process was ongoing during this


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period. The outcome of this auditing will inform the GESS secretariat on possible remedial actions imposed

on its contractual partner, to mitigate risks of harm to personnel or (other) assets).

The GESS secretariat, CPs and State Anchors maintain an assets register which records all main assets

(with a value of over 1,000 GBP, but more detailed for “attractive items” like laptops, Smartphones etc.),

which is updated and verified by GESS on quarterly basis. Liability for losses rests with the contract

partner, unless justified by evidence (such as police statement documentation). All losses, e.g. due to civil

conflict, are reported. In this period, some assets loss was reported from Juba and Lainya (CES) and Wau

(24th – 26th June clashes) due to insecurity circumstances.

3.4.3 Performance challenges

The GESS team maintains regular contact with the State Anchors’ offices, through the reporting system

(increasingly based on mobile – and where possible – real time reporting of results), but augmented with

regular contacts through monitoring visits in the field, and correspondence and meetings at Juba and field

levels.

The following major performance challenges were noted and addressed;

BRAC Lakes Strike by nearly all its (GESS-supported) field staff in May over their working conditions.

GESS met with BRAC to review complaints; BRAC implements review and basic

improvement of field allowances, salaries and other conditions.

ADRA Warrap The Teamleader went on an extended medical leave since end of Jan. 2016, and was not

fully replaced. While the acting (deputy) Teamleader adequately managed GESS

programmes in the field, he received inadequate authorisation from ADRA, which was

addressed through meetings.

Caritas EES There has been unrest among the Caritas staff (South Sudanese vs. expat.) in EES since

the end of Jan. which caused the (Kenyan) Education Specialist to temporarily move back

to Kenya, until end of April. This set back the implementation of the TPD programme (2c)

in EES. GESS had meetings with Caritas on this issue, impacting GESS performance. The

Education Specialist is back since end of April, and carries out intensified training.

HARD WBEG The performance of the Education Specialist (2c) has been inadequate, which was

addressed through meetings, and resolved with additional support by HARD and

replacement by Nov. 2016.

In addition, the access to school communities by GESS-dedicated staff in WBeG was in

particular challenged in Wau (rural) County throughout the period, and in Raga and Wau

town since 14th and 24th June respectively, due to the insurgency in this State.

3.4.4 Handling of Supplementary Readers

GESS received a large consignment of supplementary readers (in English) from DFID, as a follow up of

DFID closing books’ distribution programme. These books were, by agreement, earmarked for distribution

to 300 functional Primary and 26 Secondary schools in Jonglei, Upper Nile and Unity States (justified by

the absolute lack of learning materials in schools, recovering from conflict, there).

During this quarter, most of the distribution to the schools took place from Juba to the schools. Apart from

schools in Bor and Twic E. Counties in Jonglei which were supplied through road transport, all materials

had been transported by air cargo. The booking, and airlifting of these consignment to airstrips in the

Counties posed a main challenge to the State Anchors, due to long lead / waiting times on UNHAS or

chartered commercial flights. Response received from a number of school communities in e.g.Unity,

however, point at a much appreciated response from teachers and pupils, in a way energizing the schools

now that they used interesting reading materials, opening “the world” to them, according to some feedback.

The distribution was still not fully completed by the end of June, but follow up reporting and financial

invoicing has been carried out by the GESS secretariat.

3.4.5 Overview of field visits this quarter:


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The GESS team carried out planned monitoring schedule of field-based activities, paying attention to:

- In all visits, focus on Management capacity and challenges of SAs (see 3.4.1.)

- Specific monitoring of the Cash Transfer delivery in April (e.g. Yambio 13-15 April)

- Systematic monitoring of the accountability by schools of Capitation Grants received. In particular

Secondary Schools CGs were reviewed (DfiD funded).

- Documentation of success stories and audio-visual material collection (e.g. by Paul Black in

Terekeka; 12th – 14th May).

- Coordination with MoGEI and with the Education Cluster partners. The visit by Akuja de Garang to

Awerial County (9th – 12th May) had as purpose to support the transition of NGO supported schools

(in Mingkaman IDP zone) to MoGEI ownership, with GESS support).

State County visited Team Date of visit

Upper Nile state � Melut � Renk � Maban

Monybuny Tim William 11th- 20th April 2016

Unity state � Panrieng Monybuny Tim William 25th- 29th April 2016 Western Equatoria state

� Yambio Wim Groenendijk 13th-15th April 2016

Western Bahr el Ghazal

� Wau � Jur River

Wim Groenendijk 24th – 27th May, 2016

Central Equatoria state

� Terekeka Wim Groenendijk and Paul Black

12th- 14th May 2016

Lakes � Awerial Akuja de Garang 9th – 12th May Northern Bahr el Ghazal

� Aweil Town, � Aweil West � Aweil North � Aweil South

Daniel Gesaka 23rd- 27th May 2016

Warrap state � Gogrial East � Gogrial West � Twic

Monybuny Tim William 21st - 27the June 2016

Central Equatoria � Juba John Robert Lokong/ Larry Duffee

29th June –4th July 2016

Jonglei state � Bor Majak Malak Adhil 20th- 27th June 2016

3.5 Coordination with other actors

In June GESS took part in the South Sudan Education Sector Analysis workshops. The objective of the

workshop was to finalize the General Education Strategic Plan 2017 – 2021. Discussions revolved around

highlighting key priority areas, finalising the simulation model and costing scenarios and develop the

implementation, monitoring and evaluation framework for the plan.

GESS and GPE reached an agreement on the division of School Supervision training activities between

the two programmes. GESS will train Payam Education Supervisors (PES) in five (former) States (1) EE;

2) Warrap; 3) Jonglei; 4) UN; 5) WBG), and GPE will training PES and County Inspectors in the other five

(former) States (1) CE; 2) WE; 3) Unity; 4) NBG and 5) Lakes). Save the Children is implementing the

GPEP School Leadership programme.


12

4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation

4.1.1 Achievements

GESS Producer training and mentoring

In this quarter, follow-up training was conducted in Juba with the GESS senior Editorial team and Our

School Producers. Ben Williams, former BBC Editor and a regular BBC Media Action Trainer who

conducted the Producer training in March returned to assess progress and to build on the refreshed

approach to the Our School programme introduced in March. In the period between the two training

workshops, the Editors guided Producers to apply techniques learned during the March training aimed at

enhancing the curiosity, creativity and ownership of their programmes. While Producers made marked

progress by embracing greater responsibility for planning and pitching their own programme structures,

interview formats and ideas for contributors to the Editors (as opposed to receiving instructions from the

Editors), a review of programmes produced in April and May by the trainer showed there was mixed

progress in terms of curiosity and creativity. While some Producers made strides to be more curious in

their questioning and thereby improve the depth of their interviews, others struggled, partly due to

grappling with a variety of new approaches and techniques simultaneously. In addition, while new interview

formats were encouraged in the March training, Producers continued to gravitate towards familiar interview

formats rather than pushing themselves to try something new.

The Trainer and Output 1 Project Director therefore focused the June training on improving independent

and creative thinking among Producers when planning their programmes, to help them achieve greater

depth in their interviews. This included helping them to propose learning points in the programmes that are

realistic and meaningful for the audience. The latter involves balancing the need to support positive

normative change, with a need to be realistic about actions that can be taken by audiences living in a

constrained context like South Sudan. To improve in these areas, it was important to find an approach that

would be practical for Producers, but also allow them to reflect critically on whether their programmes are

meeting such learning points during the production process. The result was to introduce Producers to

4. Challenges and Achievements per Output


13

thinking about learning points in terms of ‘life skills’ that support girls’ education. In answering the ‘big

question’ in each programme, Producers would have at least one overarching life skill they are trying to

imbue among parents, communities and/or young people to help them manage real life scenarios related

to girls’ education more effectively. These could be beneficial in building lasting support for girls’ education

in a context where practical actions are limited by resource constraints. Such life skills could include

communication skills, problem solving, critical thinking, creative thinking, decision-making, interpersonal

skills, self-awareness, empathy, coping with stress and coping with emotions. Throughout the training

workshop, the Producers were introduced to these life skills and practised structuring, framing and

conducting interviews with these life skills in mind.

Simple Arabic PSA recording ‘Boys’ Behaviour’ – May 2016

Publicity Strategy

April to June saw the culmination of

the final elements of the Our School

publicity strategy, in development

since the beginning of 2016. After

the Our School logo was completed,

T-Shirts were printed with the logo

as part of a process of creating a

visual identity that connects the

radio programmes and Community

mobilisation. T-shirts were provided

to CMOs, Our School Producers,

CM volunteers and GESS partners

working closely with the national

and state level MoGEI. In addition, a

newspaper publicity campaign was

run over April and May in the Juba

Monitor, one of the widest

newspapers in circulation across

South Sudan. The publicity spread included the Our School schedule, logo and a call to action.

Concurrently, radio stations were instructed to increase the regularity with which they were playing the Our

School national and local language promotional trails. Supplementing the media campaign, State Anchors

were also tasked with delivering their on-the-ground publicity activities, budgeted for in the previous

quarter. Most State Anchors were able to conduct loudspeaker announcements to publicise Our School

after consulting with BBC Media Action to identify targeted, strategic locations at the county level. Roving

loudspeakers mounted onto vehicles travelled to populated and public locations like markets where

announcers encouraged the public to listen to Our School. To generate interest, the Our School national

and local language promotional trails were also played.

Public Service Announcements

In addition, PSAs recorded in the last quarter with Bari, Dinka and Arabic and Nuer speaking actors were

edited and finalised as part of the publicity strategy. Challenges in translating English scripts to local

languages accurately required some repeat recordings, but the PSAs were finished in line with scheduled

timelines and broadcast on national and state based partner radio stations around the country. To

enhance the quality assurance of the PSAs and to continue increasing in-house expertise in PSA

production, the GESS Deputy Editor who has been leading the development and production of the PSAs

attended a training working in Abuja, Nigeria led BBC Media Action’s Creative Director. The workshop

focused on the conceptualisation and design of PSAs and allowed the Deputy Editor to learn from BBC

Media Action offices with strong institutional experience of PSA production, particularly India and Nigeria.

To catalyse this experience, the Deputy Editor ran a ‘brown bag’ session for the BBC Media Action South

Sudan office including all the Our School Producers during their Juba training.


14

Community Mobilisation Training

In June, Community Mobilisation (CM) refresher training was conducted in Juba, bringing together all

Community Mobilisers and State Anchor Managers in one workshop. While recognising that bringing such

a large group together could compromise efficacy, this decision was made both for time efficiency and to

ensure that all participants were getting the same information in a workshop heavily centred on

performance management. Training was delivered by the GESS Project Director, National Community

Mobilisation Coordinator and Project and Production Assistant, so the size of the group ultimately proved

manageable with three people. And as the training ran over four days, there was enough time to give

attention to individuals needing extra support.

The training content covered three key areas; improving the delivery and reporting of CM activities, gender

sensitivity and Training of Trainers. Improving the delivery of CM activities and reporting was needed due

to performance gaps identified in the preceding quarter. While CMOs were reaching school communities,

they were not always meeting their weekly and monthly Listening Club and Community Dialogue activity

session targets. Mobile reporting by CMOs was also patchy among some CMOs and while this was in part

due to network challenges, some State Anchor Managers have not been doing enough to regularly monitor

the regularity and quality of reporting and to proactively troubleshoot reporting quality in a timely fashion.

This first part of the workshop focused on successes, including the increased involvement of young people

in listening clubs, and challenges that could explain reasons for activity deficits. Linked to this was a

session focusing on communication between State Anchor Managers and CMOs, including the opportunity

for CMOs to openly address any issues with their State Anchor Managers or with BBC Media Action. This

was an extremely constructive process and resulted in a number of action points for CMOs, State Anchor

Managers and BBC Media Action. Another session increased understanding among CMOs about the

importance to the project of meeting activity targets and completing mobile data reports in full. This session

helped CMOs to appreciate the broader Output 1 component that they as individuals are contributing to,

and connected neatly to a session focused on techniques to ensure activity targets are met and exceeded.

Listening Club session during CM M&E visit in Bor – May 2016

In May, a community mobilisation monitoring and evaluation visit was conducted in Bor. The National

Community Mobilisation Coordinator visited two listening clubs in Tuonygeu and Manyual school

communities to observe the performance of the CMO and to understand what impact, if any, the

community mobilisation work was having. Interviews with participants yielded positive results. Participants

suggested that they had gained knowledge, were thinking about girls’ education more positively and had


15

taken or were intending to take action as a result of their participation in CM and exposure to the Our

School radio programme and visual materials. Examples of what participants said include:

Awan - housewife, Manyual listening club, Bor

Peter - Manyual primary school community listening club, Bor

Research

Getting the midline survey to field and monitoring its implementation was a key success in this quarter. The

Research & Learning team at BBC Media Action conducted quality assurance checks at various stages of

the fieldwork and examined data as it came in. They also received regular debriefs from the fieldwork

agency.

Throughout this quarter, the team was preparing for a continuation of the longitudinal qualitative study that

was due to go to field in July. In addition, the team have continued to collect audience feedback from the

partner radio stations.

Audience Feedback

We have continued to gather audience feedback from the call-in programmes that follow the Our School

programmes have been broadcast. This process has become more complex since increasing the

“In the picture [budgeting for education visual material print], the family

sat together and agreed together to raise the money for the school fees

by selling the animal but for our case husband and wife don’t sit

together to discuss the issue of children school. But after this meeting,

we shall go and talk to our husbands so that we sit together to discuss

the issues of the children school.”

“We have now learnt the benefit of education and we shall always

support our children by selling some of the animals we have.”

(Makuei - Manyual primary school community listening club-Bor)

“We have seen from those who come from East Africa with

Education that their businesses do very well since they are

educated compare to non-educated business people in our village.

Therefore we shall make sure this time, our children are well

educated both boys and girls.”


16

broadcast network to 29 partners, and the need to liaise with individual stations as part of the information

gathering process. Despite stations attributing a decrease in the number of calls they receive in recent

months, to a worsening economic situation that has caused the price of phone calls to increase, these

feedback platforms to encourage opinion and discussion around the Our School programme are still active

and contain rich insights. A key challenge identified in the last quarter was a dearth of women callers. To

address this, stations were explicitly asked to request women to call as well as men. While there is some

way to go before establishing parity between men and women callers (particularly because of a suggested

link to deeper norms around who has access to the mobile phone), there are some strong examples of

women and girls calling in to respond to the programme.

On Spirit FM in Yei, Mary listened to the Simple Arabic programme on ‘Returning to school after failing

exams’. She said,

Victoria from Morobo called into Spirit FM after listening to the Bari programme on ‘Young Mothers’ and

said:

Jonglei FM, broadcast from Bor, received calls from women after they listened to the Dinka programme on

the ‘Immediate Benefits of Education’. Maria from Malou indicated that she learned things at school that

she could apply immediately, supporting the premise of the programme:

“If pupil is repeating class at first I will meet

student in the class to tell them about repeaters

so that they cannot joke.”

“When your daughter has dropped from school,

please do not allow her to go to the husband`s

home, instead let her deliver and send her back

to school.”

“I learn how to wear smart clothes and wash my

hand after visiting the latrine with soaps and I

want my colleague’s friends, mates do the same

way I do.”


17

Mama Rebecca said:

On Mingkaman FM, Yuol in Bor listened to the programme on ‘Parents’ School Visit’ and said she doesn’t

want her child to be illiterate like her and she is always ready to visit her to keep her busy in school.

While continuing to encourage women and girls to call in, have their opinions heard and participate in the

discussion, the positive support for girls from male callers is also valued.

On Don Bosco Radio in Tonj South, Mabior from Mayom Abun said:

On Nhomlaau FM, Chuor from Aweil East listened to the programme on ‘School Fees’ and commented:

SD card distribution in the POCs

The first round of the SD card distribution roll-out in the POCs along with Internews’ solar wind-up radios

took place in May with the following distribution pattern across the Protection of Civilian sites in Juba, Bor,

Bentiu and Malakal

1. Bor POC (population 2,000): 20

2. UN House POC (population 27,983): 100

“The immediate benefit of education to a girl is,

she can transform the community, feed her

children, and know the sickness of her child.”

“It very important program I want to say that many girls

dropout from the school because of the following; lack of

parental care, sometimes subjects become difficult to

them, men disturbed them a lot. To support them we

need to do the following; provide them with their daily

needs…creating special awareness on the important of

girl child education”

“It’s a responsibility of parents to pay school fees

for the future their children in the teaching... I

like the program very much.”


18

3. Malakal POC (population 40,000): 125

4. Bentiu (population 121,000): 750

A second batch of 1000 SD cards was also loaded with content, distributed in collaboration with Internews

and Free Voice. The SD cards have been distributed to a mixture of groups that received SD cards from

the first batch, and to new recipients. The latter are comprised of both Internews and non-Internews

discussion groups. In the second round, the distribution plan has also encompasses a social inclusion

element where150 SD cards containing the Nuer Our School programme have been earmarked for the

most vulnerable and information poor groups in UN House POC. This, for example includes people living

with disability.

4.1.2 Challenges

Insecurity

Insecurity between April and June, particularly in Western Bahr El Ghazal posed a challenge to delivery of

CM activities. A large exodus of people from Wau County to Wau Municipality disrupted CM activities in

that Wau County. However the State Anchor was able to respond with agility, mirroring this movement of

people and reorienting the Wau Country CMO to Wau municipality.

Research

The fieldwork for the GESS Output 1 midline survey encountered delays. The fieldwork agency explained

that these delays were due to insecurity. The UNHAS flights to various locations in the sample were also

affected. However, the fieldwork is now complete.

In doing preparation for the longitudinal qualitative study, the team have found that two of the four locations

have been badly affected by insecurity in the last year with the result that participants have been displaced.

While the research team has tried several ways in which to contact these individuals, there are some

instances where we have not been able to establish contact.

Participatory theatre tool

Tight timelines and multiple concurrent activities squeezed the time available to carry out a thorough

consultancy and development process for a participatory theatre tool in time for the June community

mobilisation training. Additionally, a programmatic need to focus on improving delivery of existing CM

activities and activity reporting, led to the conclusion that it was not the appropriate time to introduce a new

tool. A strategic decision was therefore taken to delay the development of the tool to avoid rushing the

process. The feasibility of developing the tool in the next quarter will be assessed.

Toposa Producer progress

When a new Toposa language Our School programme was introduced in early 2016, a Toposa speaking

trainee Producer was hired. While she demonstrated many of the key qualities needed to be an effective

Producer, she needed support to build many of the technical skills required for radio programme making.

While a period of intensive training in Juba at the end of 2015 created sound foundations, programme

making back in Torit during this quarter was slow due to a dearth of relevant Toposa speaking contributors,

and also a lack of technical fluency when using equipment like radio editing software. To address this

issue, the Our School Senior Editor travelled to Torit for 10 days to do one-to-one mentoring with the

Producer. On the back of the mentoring, the Producer’s rate of production has improved and as well as the

quality of first drafts of her programme.

4.1.3 Plans for Next Quarter

Radio partnerships

In the next quarter most of the 29 partner radio station contracts will be renewed. Alongside this, a series

of embedded trainings as well as workshop based training will be delivered both at partner radio stations

and Juba. While aiming to meet station specific needs and to enhance the long-term skill base of the

stations, the training will focus on equipping the stations to produce their own local language factual


19

programming. Content will address barriers and drivers that affect improvements to maternal and child

health and girl’s education, looking particularly at topics where both converge.

Radio programmes

Our School

The Our School Producers will be completing a refresher of their hostile environment course as part of

BBC Media Action security protocols. This will be followed, security environment depending, by the staff

travelling to different areas in their states in order to facilitate their production work. In particular, the aim is

for the Toposa language producer to relocate to the Kapoeta Counties from Torit, to help her produce her

radio programmes. Similarly, the Bari Producer will aim to travel to different parts of central Equatoria to

make her programmes. Following the June Producer training, the Senior Editor and Deputy Editor will work

with the Producers to incorporate thinking about ‘life skills’ into their programmes, and to ensure they are

broadening their skillsets by pushing themselves to try different interview formats.

PSAs

The recently produced batch of PSAs will continue to broadcast, with the timing of Capitation Grant (CG)

and Cash Transfer (CT) PSA broadcasts to be coordinated with GESS partners in line with the

rollout/distribution of CGs and CTs. The production team will also be planning for, and assessing the

feasibility of producing an additional batch of PSAs before the end of next quarter.

Community Mobilisation

An initiative to establish a new cohort of CM

volunteers in order to expand the reach of

community mobilisation will begin next quarter.

At the June State Anchor budget workshop, BBC

Media Action took forward the discussion with

each State Anchor to expand CM activities in

their state. Considering budgetary constraints,

this will be achieved by bringing on CM

volunteers to conduct Community Dialogues in

counties that do not currently have a CM

presence. Existing Community Mobilisers will

train and mentor the cohort of volunteers in their

state, hence the partial focus of the June CM

training on Training of Trainers. In the next

quarter BBC Media Action will support State

Anchors to budget for, and establish the work plan for their CM volunteers. Planning will also take place to

establish how we can conduct an assessment of CM effectiveness considering the fragile security

environment.

Research

In the next quarter, the Research team will be focusing on analysis and reporting of the Output 1 midline

survey data. The findings from the data will be shared with consortium partners ahead of the mid-term

review.

The team will also be assessing the feasibility of resuming the longitudinal qualitative study in this quarter.

Due to the conflict in July we will need to reassess our participants’ availability and location. Any fieldwork

will need to be done in line with BBC Media Action internal risk assurance policies.

The team will continue to collect feedback from partner radio stations.

Figure 1 Listening Club session in Terekeka, May 2016


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4.2 Output 2.1 – Cash Transfers

4.2.1 Achievements

COOP successfully paid out the most of all outstanding 2015 CTs in April 2016; work was delayed by

security issues in the country.

The key activity in Q2 was getting PARs back and enrolment uploaded. Persistent work with the schools

saw enrolment turnaround from being well below 2015 track in April 2016 to the current position, where

total enrolment, at 1.25m, is now substantially above the 1.14m recorded in 2015. More than 183,000 girls

have been enrolled in P5-S4, and more than 171,000 of these have full data entry (9th August figures).

In June, SAs were issued with ‘refresher’ guidance, including instructions, guidelines and timelines,

regarding 2016 transfers to ensure that their capacity and performance is sustained.

In late May, CGA asked payment execution service providers to give indicative prices, and provided an

options note to GESS Secretariat. Discussions on potential execution options are underway and expect to

be finalised in July ahead of actual payment of girls in August.

Monthly ETMC meetings have continued, keeping decision-makers fully appraised.

4.2.2 Challenges

The deteriorating security situation across the country, and the 8-12th July crisis caused delays in the

distribution of CTEFs, resulting in delays in the validation of eligible girls as compared to 2014 and 2015.

Ongoing conflict throughout the country has also resulted in more general delays to cash transfer

processes and wider operations in some parts of the country, particularly in Wau, Mundri and Maridi.

State Anchors prioritised focus on Capitation Grant processes earlier in the year, and this has also

contributed to delays in the enrolment of girls in the CT Tracker, particularly at the beginning of the quarter.

Activity on this increased in late June, but was then disrupted just before the recent crisis in Juba.

The CTs modality is relatively robust to downside security circumstances, because of its substantial remote

support and monitoring aspects, as compared to eg more contact-intensive interventions.

The fall of the GBP against world currencies, including the USD, following the EU Referendum Result in

the UK on 23rd June has reduced the purchasing power of GESS funding, including of SSP for CTs value

amounts.


� Work to ensure that CTEFs are distributed to all eligible schools is ongoing at the time of writing

(early August)

� Work with the State Anchors/MoGEI to get CTEFs returned.

� Finalise the contractual agreement and operational arrangements with the selected Payment

Execution provider and make payments.

� Oversee the payment exercise of CTs throughout the country, and ensure that the Cash Transfer

tracker fully and promptly reflects all the payment progress details.

4.3 Output 2b – Capitation Grants

4.3.1 Achievements

Schools have continued to be supported to pass hurdles to access capitation grants this quarter. Monthly

ETMC meetings have continued, with CGs approvals processed each month.

As a short –term response to the economic crisis that has taken hold across the Country, GESS, with

DFID-SS agreement, agreed to fund CGs for all approved primary schools, as well as the secondary


21

schools that were originally supported, and that a higher proportion of CGs could be used to support

teacher incentives, to be available for both volunteer and GRSS-payroll teachers (in the light of the

reduced effective value of teacher remuneration). An Memorandum of Understanding between GESS and

the MoGEI with details of this arrangement was signed in June 2016 (see Annex 3) This move was

conditional on a commitment from MoEST-GRSS to ensure their best efforts to execute CGs: to ensure

that they reach schools, to facilitate getting financial and outputs accountability. This commitment also

required that they continue to budget for CGs and, where possible, execute CGs and to make progress on

‘straight-through’ payments i.e. direct financial transfers to school bank accounts from the Ministry of

Finance and Economic Planning (MoFEP). Discussion on ‘straight through’ payments with MoFEP began

in June, but have been delayed by the absence from country of MoFEP technical advisers from BSI and

others.

Discussions are ongoing with a donor partner about a possible major contribution to payments to schools

aligned with the school capitation grants mechanism, to support teacher remuneration.

4.3.2 Challenges

The continuing fall of the South Sudan Pound has reduced the effective value of school capitation grants

rates for which – both GRSS-funded and GESS-funded – had been fixed in SSP terms. This has had the

effect of reducing the value for money of GESS’ investment (because GBP-denominated overheads

become a higher proportion relative to GBP-denominated value amounts).

The fall of the GBP against world currencies, including the USD, following the EU Referendum Result on

23rd June has reduced the purchasing power of GESS funding, including of SSP for CGs value amounts.

It became apparent this quarter that the MoGEI was not in a position to fulfil their part of the collaboration

of funding primary school Capitation Grants due to the economic crisis. GESS negotiated the terms and

conditions of a MoU with MoGEI to fund primary school CGs as an interim measure in response to this

crisis. This process has led to delays in the payment of CGs, compared to previous years. The payments

have started immediately after the MOU was signed in the third week of June.

Reports indicate that bank branch managers in some states have been unwilling to provide updated bank

statement to the SAs, which has resulted in delays waiving some schools of the requirement to account for

money that was held by the SMoE or SMoF at state level to make them eligible to receive CGs in 2016.

The 8-12th July crisis delayed work by Banks, SAs and GESS Secretariat. The evacuation and delayed

return of BSI technical advisers to MoFEP, and the current scheduled end of their funding in September

2016, leaves MoFEP with reduced capacity to deliver the PFM reforms that are desirable to maintain and

deepen GRSS’ engagement in providing services for its own people.

The CGs modality is relatively robust to downside security circumstances, because of its remote support

and monitoring character, as compared to more contact-intensive interventions.


� Continue approving more schools through ETMC, and facilitating payment.

� Ensure that schools are helped to account for Tranche 1 in order to help them qualify for Tranche

2 payments.

� Pursue the operationalisation of ‘straight through’ payments through further discussion with

MoFEP (and their technical advisers if present/by remote).

� Discuss the issue of Payam Education Supervisor (PES) incentives and their operationalization, in

order to ensure that schools receive the support they need and that PES capacity continues to

grow.


22

� Continue with the process to waive remaining schools whose CGs were held in 2014 and 2015 of

the requirement to account for those amounts, so that they qualify for CG approval in 2016.

� Depending on evolution of GBP-SSP exchange rate and the possible additional aligned funding

mentioned above, it may be relevant to review value amount rates.

4.4 Output 2.3 – Quality Education

4.4.1 Achievements

Effective School Governance

The key achievement in Q2 of 2016 was the continuation of the training to SMCs and BoGs as well as an

assessment of the SMC/BoG effectiveness in 512 schools. To date this year in Q1 and Q2 jointly 1069

training courses were conducted to SMCs/BoGs. A partnership with USAID-funded Room to Learn (R2L)

led to a draft version of the merged GESS School Governance Toolkit and R2L PTA Manual which now will

be printed in one volume. Also a refresher course for County Education Officers was conducted in Eastern

Equatoria and a number of support visits were conducted to CEOs in CE and EE.

Supportive School Supervision

The key achievement in Q2 of 2016, in addition to mobilising 191 Payam Education Supervisors to take an

active part in the training for SMCs and BoGs, was preparation and review by the MoGEI of the draft

training manual for trainers of Payam Education Supervisors. Coordination was ongoing between the

GESS Quality Education team and GPE/Save the Children on the implementation of training activities

targeting PES, as described above in section 3.5.

Teacher Professional Development Programme

The key achievement in Q2 of 2016 was the roll-out of new training for head teachers on ‘How to engender

our school and observe lessons through a gender lens’ and ‘How to provide feedback to teachers focusing

on gender interactions’. A tailor-made lesson observation format was developed, printed and distributed to

all GESS Pilot schools to enable the head teachers to observe lessons through a gender lens and to focus

their lesson observations on gender interactions in the classroom. A Lessons Learnt Report from the

implementation of GESS Pilot TPD in the first 6 months was printed and distributed to the key State and

National stakeholders, including the MoGEI. On top of that, support visits to Education Specialists in

Northern Bahr el Ghazal and Eastern Equatoria were conducted, and the pilot programme that started in

Maban in Q1 has now been rolled-out to more teachers. Additionally SA budgets for Year 4 of the

programme were discussed with the SA Team Leaders and the Finance Officers and reviewed to enable

implementation of the GESS Pilot TPD in Year 4. Lesson scripting for lower grades Maths and English has

been initiated. A partnership agreement with Room to Learn has been signed which will result in GESS

Pilot 220 TPD schools receiving pocket libraries and supplementary readers for beginner readers.

The GESS Pilot TPD Programme consists of 3 activities: 1) Training for Head Teachers; 2) Training for

Teachers; 3) Organisation of Staff Meetings focused at staff development. In Q2 of 2016 the following

training activities took place:

� Head Teachers: participated in new courses: How to engender our school and observe lessons

through a gender lens and How to provide feedback to teachers focusing on gender interaction -

144 Head Teachers were trained. Progress to date on the so far conducted training courses for

HTs: 1) How to manage school activities - 202 Head Teachers trained; 2) How to observe

teachers' classroom performance and provide them with feedback – 206 Head Teachers trained;

3) How to use classroom observation data - 208 Head Teachers trained; 4) How to include

Teachers’ Professional Development activities in the School Development Plan - 209 Head

Teachers trained; 5) How to create effective learning environment – 188 Head Teachers Trained;

6) How to engender our school and observe lessons through a gender lens – 144 Head Teachers

Trained; 7) How to provide feedback to teachers focusing on gender interaction – 144 Head

Teachers Trained;


23

� Teachers: participated in new courses: How to make our lessons interactive (part 2) – teachers in

98 schools trained (1099 teachers). Progress to date in implementation of other courses: 1) How to

make our lessons interactive - 1837 teachers trained from 174 schools; 2) How to make our

lessons inclusive - 1428 teachers trained from 178 schools; and 3) How to prepare scheme of work

- 1486 teachers trained from 161 schools; 4) How to plan and prepare our lessons – 1255 teachers

trained from 147 schools; 5) How to make our lessons interactive (part 2) – 1099 teachers from 98

schools;

� Staff meetings: roll out of three staff meetings was ongoing in Q3: 1) How to keep school clean and

hygienic (Progress to date: 116 schools); 2) How to set up and manage school resource centre

(Progress to date: 48 schools); 3) How to engender our school (Progress to date: 55 schools);

School-based Mentoring for Girls

In Q2 of 2016 the mentoring programme trained 138 secondary school teachers and 69 secondary school

head teachers as mentors for girls. Additionally 138 female secondary school students from 69 secondary

schools were trained as peer mentors for girls. 2070 girls were recruited to girl clubs established in 69

schools. All schools in which mentors and peer mentors were trained for mentoring programme received

mentoring kits to support the work of mentors and peer mentors.

Low-cost teaching and learning materials

In Q2 of 2016 eleven Education Specialists rolled-out training to teachers on How to prepare teaching and

learning aids. Progress to date: 1) How to use and prepare teaching and learning aids (927 teachers from

103 schools trained); 2) How to prepare teaching and learning resources from locally available materials

(337 teachers from 34 schools trained);

4.4.2 Challenges


Insecurity remains a challenge across the country and despite the fact that the County Education Officers

implement their work, some delays on the workplans are apparent.


The key challenges are staff rotation at Payam level, and related to that lack of institutional memory in the

Payam offices. Some Payam Education Supervisors are not very motivated to fulfil their job description.


The biggest challenge in Q2 was the security situation and delay in payment of teacher salaries. In Q2,

Wau, one of the 11 GESS Pilot TPD locations, was seriously affected by insecurity, leading to

displacement of local population, including teachers and students, teacher transfers, disturbance to the

school timetable and temporary closure of schools, which interrupted the work of the Education Specialist

in Wau.

Management issues in Eastern Equatoria, which were reported in Q1, were now resolved and the

Education Specialist has now returned to the duty station, however the implementation of the training

courses is delayed. The Education Specialist in Eastern Equatoria has been off sick in the month of June.

Rotation of teachers due to non-payment of teacher salaries and the general low-level of teacher salaries

have been reported now by all Education Specialists as a challenge. In Unity for example, it is reported

that only a few teachers that started with the GESS Pilot TPD course are still working as teachers in the

GESS Pilot schools.


24



1) Organise 3 training sessions for SMCs/BoGs in all 2016 focus schools; 2) Work closely with Room to

Learn and MoEST to distribute the merged manual “Essentials of School Governing Bodies” to all schools

across South Sudan; 3) Roll-out one day briefing on School Development Plan and School Budget; 4) Roll-

out refresher course for County Education Officers on school governance; 5) Continue the assessment of

SMC/BoG in 2016 target schools for school governance training;


1) Pilot training for PES; 2) Initiate roll-out of training for PES in 5 GESS focus states (EE, Warrap, Jonglei,

UN, WBG);


1) Widen the reach of HTs and teachers with the training courses; 2) Roll-out training content for teachers

of lower primary schools on the use of pocket libraries; 3) Discuss with MoGEI the way forward on scripted

lessons for English and Maths in the GESS Pilot TPD schools; 4) Conduct training for Education

Specialists; 5) Distribute pocket libraries to GESS 220 Pilot TPD schools;

School-based Mentoring for Girls

1) Finalise training of mentors in the remaining 31 secondary schools; 2) Monitor implementation and the

quality of mentoring sessions in secondary schools.

Low-cost teaching and learning materials

1) Roll-out training for teachers on How to develop teaching and learning resources from locally available

materials; 2) Purchase and distribute stationery materials for the 220 GESS Pilot TPD schools in which

training for teachers on materials development is conducted;

4.5 Output 3a – Knowledge, Evidence and Research

4.5.1 Achievements

The Midline tools have been updated to reflect suggestions by and feedback from MoGEI, GESS

Secretariat and education partners during a KER summary workshop held in Juba. The tools include a

greater emphasis on gender, accountability and transparency. The sample has also been scaled up to

include the GUN states of Jonglei, Upper Nile and Unity, which were not reached in the 2014 baseline.

Midline data collection began in June/July in all ten States. Four midline surveys are being run – School

Survey (combined with a pass of the more frequent School Sample Survey), Household Survey,

County/Payam Survey, and Subnational Public Financial Managment Survey.

In spite of recent insecurity Juba and the resulting need for a revised scope of work, it is anticipated that

the majority of midline data collection in areas that can be accessed will be completed by 31st August, in

order to allow time for data cleaning, analysis and reporting before the Midterm Review in September. This

is partly thanks to the assignment of two research teams working per state prior to the recent outbreak of

violence. Revised scope aims to visit at least 3 Counties in each former state, but reduce the need for

lengthy road travel while the security situation remains fluid.

The PFM, School, County and Payam Surveys are being conducted by CGA team with facilitation support

from State Anchors (reducing the workload on State Anchors relative to 2014, when the SAs supplied the

researchers/enumerators for the School and County Payam Surveys,) whilst the Household Survey is

being conducted by Forcier and the Learning Assessment will be conducted by Forcier in partnership with

State Anchors.


25

PFM expert Johan Verhaghe met with GESS and MoGEI partners to discuss the scope of the PFM Survey

in June for use in the midline research. A field visit to Western Equatoria was conducted to refine the

baseline PFM Questionnaire used in 2014 and included consultation with CED, PES and SMoEST officials

as well as head teachers. Johan also produced a report of preliminary findings related to improving PFM in

the education sector.

19 final Longitudinal Qualitative Surveys (LQS) case studies from Round 1 were produced, printed and

disseminated to MoGEI and education partners, in addition to a summary report. Two LQS dissemination

workshops were also held with MoGEI and education sector partners to discuss key findings from the first

round along a number of themes, including Attitudes and approaches to education in South Sudan; impact

of Cash Transfers and Capitation Grants and Public Financial Management

The second round of LQS is also being conducted alongside midterm research, returning to the same

schools and re-interviewing the same subjects, where possible. Due to the fact that payment of Cash

Transfers and Capitation Grants has not yet been completed for 2016, it was decided to undertake a

‘lighter’ version of the LQS that places less emphasis on these areas, with a view to conducting a second

phase of Round 2 (Round 2b) LQS research later in the year in order to capture that.

Collectively, this brings the cumulative number of relevant research and evaluation studies conducted and

disseminated to policy makers to five in 2016 alone, on top of the four counted in 2014, and thus

outperforming the milestone by a margin.

4.5.2 Challenges

The midline survey process began later than anticipated due to schools opening late in 2016 following

economic crisis.

Events of 8th-11th July in Juba interrupted data collection already underway in former Warrap, Lakes,

Upper Nile, Northern Bahr el Ghazal, Central Equatoria, Eastern Equatoria, Western Equatoria and

Jonglei. Although researchers were able to resume their work within a week, the renewed conflict had a

considerable effect on locations safely accessible for data collection. As a result, a revised coverage plan

is being worked to, which balances maximum possible coverage in the States with reasonable steps to

keep staff safe.

Continued tension or ongoing insecurity in Western Bahr el Ghazal, Central Equatoria, Western Equatoria

and Unity means that even this level of coverage may not be possible within the Midline timeframe, but has

been scheduled for the final fortnight of August when a view on the current status of these areas will be

taken.

Conflict in Wau in June caused temporary closure of schools and subsequent displacement of people,

prevented the Household survey from being conducted there.


� Final LQS case studies from Round 2a will be produced, printed and disseminated to

MoGEI and education partners through more LQS dissemination workshops. This will

bring the number of research and evaluation studies conducted and disseminated to policy

makers to 6, achieving the 2016 milestone.

� Analysis of Midline data will begin at the end of August with summary reports and

presentations ready for discussion at the MTR meetings. Full reports for all 5 surveys will

be drafted by end of September and disseminated to MoGEI and education partners.

� Meetings will be held with the GESS secretariat in early September to discuss wider

dissemination of results and conclusions drawn from the Midline. Discussions at the KER


26

briefing held in June brought possible suggestions of producing more academic writing

and presenting the findings at relevant conferences.

� The Household Survey will be continued in Q3 following a review of the security situation.

� Learning Assessment fieldwork takes place in August and September, and will deliver on

schedules.

4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS)

4.6.1 Achievements

Key figures:

� A total of 527,091girls and 719,518 boys (1,246,609 pupils in total) were enrolled on

SSSAMS as at 4/8/16.

� 1908 schools out of 3366 with enrolment in 2016 - 57% - have made at least one report as

at 9/8/16.

� 1496 – 44% - have made five or more reports at at 9/8/16.

� 1210 – 36% - have made ten or more reports.

� 2664 unique schools have reported on SSSAMS at least once throughout the course of

the project. This includes some that have reported but may have closed due to conflict.

These figures are accurate as of 9/8/2016. For details, see

https://www.sssams.org/rpt_school.php?tab=tab1

Reporting has been stronger than in previous years, despite the downside security and operational

context. Particularly notable has been the high proportion of schools that ‘keep on reporting’ once they

start. CGA staff have been providing technical support to schools that have difficulty with reporting to the

system, resulting in a significant improvement in attendance reporting.

4.6.2 Challenges

Unfortunately, some schools delayed their opening date (owing to security and/or economic issues in Q1

and Q2) and so enrolment and uploading of PAR data continued till July.

Throughout the last quarter, political or inter- and intra-ethnic insecurity in WES, WBG and Lakes has

affected schools reporting and timely submission of their PARs. Insecurity has also affected regular visits

to the schools by CLOAs to provide support with reporting issues, in that some were either not open or

accessible during the insecurity. Insecurity and a resulting lack of phone network coverage has interrupted

reporting to SSSAMS by schools. The introduction of paper-based monitoring followed by periodic

reporting into SSSAMS by the SAs gives an alternative.

Delays of salaries to CED and PES have negatively affected the monitoring of schools by education

officials.

The breakdown of internet in BRAC’s office in Lakes, which has now lasted for over a month, has resulted

in Lakes State schools falling behind with re-uploading of corrected PARs and budgets onto SSSAMS, and

thus missing out on GESS resources.


� SAs will encourage CLOAs to support schools with the reporting challenges and also to

provide schools with reporting guidance in the form of hand-out sheets.

� CGA staff will continue to provide support to CLOA, CED and PES in regards to reporting

challenges


27

Annex 1. Logical Framework PROJECT

NAME Girls' Education South Sudan v 31 October 2015

IMPACT Impact Indicator 1

Baseline 2012

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Assumption

Transformed life chances of a generation of children in South Sudan especially girls through education

Gender Parity Index (GPI) for primary and secondary schools

Planned Primary GPI =0.64 Secondary GPI = 0.42

Primary GPI =0.68 Secondary GPI = 0.46





The government will provide conducive atmosphere that will support the donor operation in contributing to the achievement of MOEST strategic goal and the overall development goal of the nation.

Achieved Primary GPI =0.69 ** Secondary GPI = 0.47**

Primary GPI =0.69 ** Secondary GPI = 0.50**

Source

MoEST EMIS and SSSAMS. **NB: these figures are estimates based on enrolment on SSSAMS. They do not follow the method of computation specified by UNESCO because of unavailability of accurate data on Gross Enrolment Ratios for primary and secondary education.

Impact Indicator 2

Baseline 2012

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Girls' pass rate at Primary Leaving Examination and South Sudan Certificate of Secondary Education

Planned PLE = 56.5% SSCSE = 56.3%

PLE = 58.5% SSCSE = 58.5%

PLE = 60% SSCSE = 60%

PLE = 65% SSCSE = 65%

PLE = 75.0% SSCSE = 70%

PLE = 80% SSCSE = 75%

Achieved PLE = 61%** SSCSE - South Sudan Curriculum = 41% ; SSCSE Sudan Curriculum = 73%

Exam results for 2015 are not yet available.

Source

MoEST Exams secretariat and S-MoE examination Department **This excludes PLE results from Unity and Upper Nile States.


28

Impact Indicator 3

Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Average scores on learning achievements in Mathematics and English

Planned Gender disaggregated findings available per subject and class/form.

Gender disaggregated findings available per subject and class/form.

Maths: +0.1 SD English +0.1 SD

Maths: +0.25 SD English: +0.25 SD

Achieved Baseline set in 2014.

Baseline set in 2014.

Source

Reports on learning assessment scores


29

PROJECT NAME

Girls' Education South Sudan v 31 October 2015

OUTCOME Outcome Indicator 1

Baseline 2012

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Improved girls’ enrolment, retention and learning at primary and secondary school

Weighted average promotion rate for upper primary and secondary (P5 - S4)

Planned M: 64.3% F: 62.8% T: 63.6%

M: 75.8% F: 75.2% T: 75.5%

M: 78.4% F: 78.8% T: 78.6%

M: 80.8% F: 81.7% T: 81.2%

M: 83.1% F: 85.2% T: 84.1%

M:85.5% F:88.5% T: 87.0%

The austerity measure will not hinder MOEST efforts to sustain gains made in education sector by using its budget to pay salary for teachers and education managers, providing funds for school operation and capital investment. Note: enrolment projections (indicator 2) were based on data collected before the December crisis and do not reflect the impact of the crisis on enrolment.

Achieved T: 61.8% F: 58.8% M: 63.4% . (EMIS 2013)

T:84.0% F:84.0% M:85.1% (SSSAMS 2015)*

Source

MoEST - EMIS and SSSAMS. NB: 2015 rates are estimations based on enrolment on SSSAMS in 2014 and 2015. It has not been calculated based on the method of computation specified by UNESCO. EMIS 2015 will be published in Q4-2015 and can provide further indications.

Outcome Indicator 2

Baseline 2012

Milestone (2014)

Milestone (2015)

Milestone (2016)

Target (2017)

Target (2018)

Number of Girls enrolled in upper primary and secondary schools (P5-S4)

Planned P5-P8 = 83,000 S1-S4 = 13,000

P5-P8 = 87,000 S1-S4 = 18,000

P5-P8 = 103,000 S1-S4 = 25,000

P5-P8 = 130,000 S1-S4 = 36,000

P5-P8 = 154,000 S1-S4 = 52,000

P5 -P8 = 186,000 S1-S4 = 72,000

Achieved P5-P8 = 82,491 S1-S4 = 15,436

P5-P8 = 124,118 S1-S4 = 20,284

Source

SSSAMS. (Note Baseline and projections are based on preliminary SSSAMS data which suggests that EMIS enrolment data is overstated).

Outcome Indicator 3

Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Target (2017)

Target (2018)

Average girls' attendance rates at upper primary and secondary

Planned TBD after 2013 SSSAMS enrolment

Insufficient data

87.5% (reported attendance of 472nd school out of 523

88% (from at least 700 schools)




30

schools (P5-S4)

reports released

schools with P5-S4 pupils reporting regularly)

Achieved See note below.

Source

SSSAMS. NB: Rationale for baseline and milestones has been submitted to DFID in Q2-2016. See Annex 4.

Outcome Indicator 4

Baseline 2014

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Percentage of adults in the sample study who place importance on sending girls to school

Planned 27%

Baseline +5%

Baseline

+10%

Achieved

Source

BBC Media Action survey reports

INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID SHARE (%)

60m 78.9m 138.9m 43%

INPUTS (HR) DFID (FTEs)


31

PROJECT NAME


OUTPUT 1 Output Indicator 1.1 Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Assumption

Enhanced household and community awareness of and support for girls' education

Number of adults (15 Years +) reached with girls' education radio outputs

Planned 0 1,400,000 2,000,000 The community environment is supportive of girls education radio output and outreach community mobilization activities.

Achieved 946,000 946,000

Source

BBC survey report

Output Indicator 1.2 Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Number of school communities' reached with the community mobilisation activities.

Planned 0 437 629 845 1085 1325

Achieved 437 667

Source

GESS monitoring report

Output Indicator 1.3 Baseline 2014

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Percentage of people in the sample study who demonstrate awareness and understanding of elements of the school system that support girls' education

Planned 22% Baseline +5%

Baseline +10%

Achieved

Source

BBC survey report


7.0m 7.0m 100%



32

PROJECT NAME


OUTPUT 2 Output Indicator 2.1

Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Assumption

Effective partnerships between Government and local organisations to deliver a community based school improvement programme

Cumulative number of (unique, individual) girls receiving cash transfers

Planned Total = 0 GESS = 0 GRSS = 0

Total = 13,500 GESS = 13,500 GRSS = 0

Total = 53,000 GESS = 53,000 GRSS = 0

Total = 105,000 GESS = 105,000 GRSS = 0

Total = 150,000 GESS = 105,000 GRSS = 45,000

Total = 200,000 GESS = 105,000 GRSS = 95,000

National pop. census (2014) and general election (2015) will not interrupt the operation of Girls' Education South Sudan project. The financial institutions and its technology supports the execution of cash transfer to girls and school capitation grants (direct cap. transfers are compliant with MoFCEP rules and regulations). Mobile money is compliant with GoSS/BSS regulations.

Achieved Total = 4,000 GESS = 4,000 GRSS = 0

Total = 53,607 GESS = 53,607 GRSS = 0

Source

GESS monitoring reports from www.sssams.org and associated tables. Note: A girl may receive cash transfers throughout life of project, but is only counted once.

Output Indicator 2.2

Baseline + Pilot 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Cumulative number of schools receiving capitation grants

Planned GESS - 16 (pilot)

GRSS = 2,800

GESS = 200

GRSS = 2,885

GESS = 215

GRSS = 2,965

GESS = 235

GRSS = 3,045

GESS = 255

GRSS = 3,125

GESS = 275

Achieved First Tranche: GRSS = 2,641 GESS = 183 Second Tranche: GRSS = 397 GESS = 22

GRSS = 3,021 primary; 234 pre-primary GESS = 225 secondary; 58 primary*


33

Source

GESS monitoring reports on capitation grants disbursed. CGA capitation grant database. These figures show the number of cumulative unique schools approved to receive a Capitation Grant. *58 primary schools in Unity State were paid by GESS exceptionally through the State Anchor.


Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Cumulative number of schools receiving full package of community-based school improvement programme

Planned 0 0 (i) Effective school governance = 1000




















Achieved (i) Effective school governance = 865



34




Source

GESS monitoring reports on community-based school improvement activities

INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID Share (%)

37.1m 78.9m 116.0m 32%



35

PROJECT NAME


OUTPUT 3 Output Indicator 3.1

Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018) Assumption

Increased knowledge and evidence available to policymakers of what works to promote girls' education in South Sudan

Cumulative number of relevant research and evaluation studies conducted and disseminated to policy makers

Planned

0 3 6 9

The general condition in the community favours data collection for research and evaluation studies as well as administering learnings assessment in sample schools.

Achieved 4 4

Source

GESS M&E systems and evaluation reports


Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Mathematics and English Learning Assessment administered to representative sample of schools

Planned

0 1 2 3

Achieved 1 1

Source

Research reports and learning assessment records (Note: data collection completed by 30th September 2014, results will be relased in Q4-2014.)

WEIGHTING (%)


Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

Percentage of primary and secondary schools with SSSAMS reporting attendance of pupils and

Planned 0 50% 60% 70% 75% 80%

Achieved

29% of 3001 schools on SSSAMS have made at least one report. 42%


36

teachers regularly (at least 6 times per academic year; defined pro rata as 5 times by 30 September)

Source

GESS Monitoring reports on attendance monitoring systems.www.sssams.org


6.0m 6.0m 100%



37

Annex 2. Quarterly Risk Monitoring Report by State

State Conflict/Insecurity

(Impact on programme)

Accessibility/Logistics

/Communication

(Floods, roads

conditions etc. impact

on programme)

Institutional (schools

open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power

dynamics SMC impact on

programme)

Risk of Cash (on girls,

families, power

dynamics, GBV etc.

impact on programme)

How are risks being

Mitigated?

Update on

risks reported in

the last quarter

EES Risks of armed robbery on roads; Torit – Hyala – Kapoeta – Budi. Cattle raiding related insecurity in greater Kapoeta area. In Magwi County, recurring insecurity due to local insurgency followed by harsh punitive actions by the army. Due to food insecurity, migration to Uganda and Kenya. Risk M3

Some locations or Payams were not accessible due to insecurity (Hiyale Himodonge, Bur in Torit). Cattle raiding, and deteriorating road conditions, challenged access to more school communities. Risk M.

Great variation in timeliness of teachers’ payment. No payment during this period in Kapoeta E., while teachers’ salaries in Magwi County for the quarter were stolen from a police post in Magwi. In other Counties, better payment records. (Torit; to May ‘16). Risk M

High risk of CGs robbed on certain roads, after withdrawal from the bank (e.g. east of Torit). Remote school communities face long and expensive travel requirements to collect CGs, with further risks during traveling and lodging, while taking much time (of teachers) away from school. Risk M

Some CTs were paid in April to schools missing out in ’15. Risk of girls being robbed of their CTs (en route from school to home, or forced to give up or share their CTs by relatives at home). Risk H

Rationalize CG payment to schools, by informing school reps when funds are in the bank – to avoid unnecessary journeys. Support the girls collecting CTs; e.g. helping them to travel in groups with parents after collecting CTs. Sensitize school communities on the purpose of CTs. Use the CM’s messaging for this.

Lakes Compared to previous quarter reduction in incidences and casualties of inter-

At the start of rainy season roads were still accessible. Fuel scarcity is a challenge in many

Teachers’ salaries generally continued to delay. At the end of June, salaries up

No payment of 2016 CGs was carried out yet, even though the process was started. A strike by BRAC /

Payment in May of some schools that missed out in 2015. (all schools Rumbek N., some in Rumbek.

Performance of GESS/SA staff needs close monitoring.

3 Likelihood of risks’ on impact on the programme are ranked: High (H), Medium (M), Low (L)


38




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

clan violence in Lakes, although potential conflicts remain. The creation of new States / Counties creates potential new conflicts too, e.g. the CLO at Cueibet / Gok originating from Rumbek E., had to be withdrawn after local pressures. Risk H

locations to transport. In a few cases, travel / workplans were affected by inter-clan conflict. Risk M

to April had been paid only. Some teachers (e.g. Awerial) looked for other jobs Risk H

GESS staff during May delayed implementation at local level. The anticipation of ‘straight through’ payment of CGs, and teachers’ support through it, raises morale in school communities. Risk M

E., Awerial, Wulu). Close follow up of the payment process; a few cases of teachers’ deducting girls’ payments in Rumbek E. were arrested, as well as one teacher in Wulu who lost CTEFs. Risk M

CES Ongoing insecurity with armed robbery and banditry on main roads; Juba – Lainya - Yei Kajo Keji, Liria – Lobonok etc. Increasing urban criminality in Juba. Displacement; most of Lainya County, Wonduruba, Nyepo, Payams, some other locations in Yei and Morobo Counties.

Some locations / schools not accessible due to poor road conditions (Lainya Juba, Terekeka) but insecurity prevented access to most of Lainya County, (Nyepo Payam (KK), Wonduruba (Juba) and others.

Schools generally opened, but with delays e.g. due to drought in Tali Payam (Terekeka). Teachers’ salaries in Terekeka paid until March, others April and Kajo Keji up till May,. Teachers strike in Juba for over 1 week due to salary delays, while also

Several schools had problems accounting for 2015 CG tranches. A few schools (3 in Juba County) reported as not operational.

Payment of girls in schools that were not accessed in 2015. Some girls in displaced school communities could not all be traced, nd paid (mainly Wonduruba Payam, Juba).

Close follow up of inadequate or unaccounted CGs, with PES / CEDs, school committees etc. Support the CEDs to follow up delayed teachers’ salaries. Monitoring and contacts with schools in conflict affected areas (e.g. Lainya) in


39




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

High risk of travel by road necessitates more air travel. Risk M

Availability and cost of fuel also challenges outreach. Risk M

irregular teachers’ attendance noted (e.g. Kajo Keji.) Risk H

Risk M.

Risk M

coordination with local authorities.

NBEG No major insecurity incidents this quarter. During the 12th – 14th June clashes in Raga, there was a short-lived spill over to Achana (Aweil West) bordering Raga. Ongoing famine outmigration to Sudan from NBeG. Risk M

All schools were in principle accessible this quarter, due to dry season. Fuel scarcity availability and cost is a challenge however. After the 12th – 14th June Raga clashes temporarily halting of outreach to Ayat West (Achana, Nyambuli) and after 24th June (Wau) to Barmayen. Risk M

Schools were operational but many teachers are absent, due to delayed salary payment, not received since Feb. 2016. Alok Sec. School in Aweil closed due to strikes. Transfer of teachers due to new States and County formation caused closure of some schools. Risk H

With effect from this quarter CGs will be paid ‘straight through’ from GESS to schools. This already motivates school communicates anticipating change; (in the past large numbers of Primary CGs were held by SMoF.) The creation of new States with SMoESTs further complicates follow up of ‘old’ CGs. Risk H

Some CT’s paid in May to 4 schools that missed out last year. Risk L

The policy change to ‘straight through’ payments of CGS and incentivization of teachers is welcomed, and will be closely followed up by SMoESTs and SA.

WBEG Ongoing insecurity in in nearly all locations in Wau (rural) County; to a small

All locations were accessible by road (end of dry season conditions).

Schools generally were open. Schools in Wau (rural) County were

Schools in Jur River and Raga did not (yet) receive the CGs this quarter.

CTs were paid in 2 schools in Jur River (without problems) and all 14 schools in

Coordinate with local authorities about access to school communities.


40




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

extent communities in Jur River River, bordering Wau (rural) throughout review period. Since 12th June clashes in Raga County. From 24th June, serious conflict in Wau town, leading to mass displacement. On 25th June, the CLOA, based in Raga, was killed in Wau during the Wau incident. Risk H

However, insecurity prevented accessing Juba (rural) County locations throughout this period and Raga since 12th June. Risk H

generally relocated to Wau town where local schools hosted displaced schools’ in their premises, further supported by 4 centralized “Teaching Centers” by SMoEST/CED. At end of June ‘16 all schools in Wau were not operating too, due to clashes w.e.f. 24 June. Teachers’ salaries were paid in most schools up to April 2016. Risk H

In Wau (municipality) some CGs were paid; with no anomalies reported. Risk M

Raga County in April, because these schools missed out in Nov. 2015. In Raga malpractice by teachers was noted in one school. This was corrected in coordination with PES and local authorities. Risk M

Closely coordinate with SMoE and the CEDs (Wau Municipality, Wau rural, and Jur River) in Wau on status (operational) and teachers’ postings at schools. Risk mitigation on GESS-supported staff of HARD needs to be improved.

Warrap Incidences of inter-clan fighting in Tonj. E., Tonj. N., Tonj S. (with Cueibet/Gok). This insecurity prevented a few outreach trips.

With the onset of the rainy season, some locations became inaccessible due to flooding. (Tonj. E., Tonj N., some payams in Twic).

All schools open and functional. However, transfer of civil servants (including teachers) to newly created States has caused reduction of a critical no. of

There are rumours that new SMoEST officials in all (newly created) States (Twic, Tonj, Gogrial) demand a charge on CGs paid to schools. The division into 3 new States with SMoEST

Some payments of CTs in April, to 414 girls who were missed in schools not reached in 2015. This exercise was carried out without problems, girls from some remote locations

Good coordination with SMoEST (also newly formed ones in new States) and CEDs on GESS (CG accountability, TPD engagement etc.) has been taken care of.


41




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

Risk M

Fuel scarcity in some locations further poses challenges. Risk M

teachers in some schools. Teachers were generally paid April – May salaries in July. Risk M

structures requires induction and coordination on CG payment and accountability Risk M

could come to central points to collect their CTs Risk M

WES Ongoing insecurity in some Counties; mainly Mundri W. (focus mainly Bangolo Payam), Mundri E., Ezo (access road blocked), Yambio (Li-Rangu, Nadiangere). Risk of armed robberies on roads. Risk H

Insecurity limited access to a number of schools in conflict zones (there has been a risk of robbery, also of motorbikes). Early rainy season conditions allowed access through nearly all roads. Scarcity of fuel is a challenge to access. Risk M.

Schools generally opened, apart from those in conflict zones (Mundri E., most schools in Mundri W., Ezo, Li-Rangu Payam in Yambio, Source Yubu Payam.) In most Counties teachers not paid since April. Some teachers’ strikes reported (Tambura). Risk H

Previous closure of local banks caused problems to access CGs. However, Eden Maridi reportedly opened. Collection of cash also presents risks to the teachers travelling. Risk H

Outstanding CT payment of girls who did not receive in 2015 (when only a no. of schools in Yambio were covered) was carried out end of April – early May. Schools in the two Mundri Counties were not accessible due to insecurity. Several anomalies in the CT delivery at school level noted and addressed. Risk H

Coordinate with local authorities for safe access to schools for all aspects of the GESS programme. Ongoing peace-building meetings etc.

Unity Relative reduction of conflict in central Unity State during

Roads generally still accessible at the beginning of

Teachers in govt. controlled areas (Mayom, Pariang

Preparations were made for 2016 CG delivery to schools (by

No payments for CTs carried out this quarter.

Inform and coordinate with local authorities at all levels (e.g.


42




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

this period, although in particular in / around Leer continuing into April. Some return of population out of Rubkona PoCs to home areas. Risk H

rainy season, although fast deteriorating. Access still limited due to insecurity. Regular flights to most population centers, but lack of inter-County travel; No to very limited mobile networks. Risk H

Abiemnhom) were paid up till May. Teaches in I/O controlled or contested areas generally not paid by govt. but sometimes incentivized by NGOs (on Education Cluster guidelines), and small forms of community support. Risk H

SA) but not yet paid. In some locations, hungry and marauding soldiers may pose a risk to CG transport or safekeeping. Straight through payment to all schools will reduce risk of diversion at local govt. level Risk H

Preparations (validation of girls) in Quarter 3. Risk M.

relating to CG delivery, CT payments, training activities and schools’ monitoring etc.) Gradual expansion of outreach of the GESS programme to ‘normalizing’ Counties with CLOAs and CEOs.

Jonglei In general, nearly all locations relatively peaceful / stable. Travel within Pibor, Likuangole, Gumuruk, Vertet, challenging due to risk of armed robbery on roads. CLOA of Pibor was temporary relocated. Lack of fuel for vehicles presents

Road transport within (new) JGL State (Bor, Twic E., Duk) possible, until rainy season will block travel. All Counties are basically accessed by air, with hardly any possibilities for inter-County travel. Fuel and access to motorbikes

Schools in almost all locations reported functional. Teachers in govt. controlled areas received salaries, but only in Bor and Twic E. with regularity. Schools in I/O controlled areas do not receive teachers’ salaries;

A number of 2015 tranche CGs, previously held by SMoF in Bor, were released and paid. (Bor 10, Fangak 10, Uror 28, Akobo 23, Nyirol 8), through FHSS. Other CGs (2016 tranche) were ‘paid through’ to schools this quarter.

Some outstanding 2015 CTs were still paid by the SA personnel in April. The CTA payment process was concluded end of April, and accounted / reconciled. Physical transport from Juba to the Counties, through Juba airport, has

Access to all Counties is supported by GESS’s GUN strategy, although is it a challenge to support all locations. The ‘straight through’ payment to schools supports this. The anticipated incentivization of teachers through the


43




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

problems to move, especially in more remote locations. Risk M

challenged the mobility and outreach of several staff. Lack of mobile networks in most Counties. Risk H

a limited number of teachers receive incentives through NGOs while others volunteer in the true sense of the word. Risk H

Lack of mobile networks and difficulty to access V-sat in most Counties complicates reporting. Risk M

been tedious, although procedures are straightforward. Risk M

CGs greatly supports teachers’ performance.

Upper Nile

Displacement ongoing, but general trend of return in some Counties (Baliet, Akoka, etc.) In other areas (both Govt. and I/O controlled stabilising governance). Greater Malakal and Nasir remain potential flashpoints for conflict.

All Counties are accessed by air from Juba, with only limited transport links between Counties. Renk, Melut and Mabaan Counties are interconnected by road. Limited river transport options from Malakal to Wau Shilluk (and further to Panyikang and Fashoda).

Nearly all Counties have more schools opening now. Teachers in govt. controlled areas are paid, though with inadequate no. of teachers on payroll. In I/O areas, teachers are not paid but often receive allowances from NGOs. In Mabaan this creates much dissatisfaction as UNHCR supports teachers with 100 $ month as incentive.

FHSS has staff on ground in 5 Counties, but extends CG to a limited no. of other schools through visits by TL and dep. TL and coordination with other NGOs. Ivory Bank in Renk is only operational bank, serving schools accounts in Renk. Starting payment of CGs to schools dissatisfied the past two years (due to misappropriation by local authority) gives new momentum to the GESS programme in e.g. Melut and Renk.

Some ongoing CTs payment in April. Risk to physically carry cash from Juba to Counties / schools (starting at Juba airport) by SA staff.

SA tries to access all Counties, but with concentration on zones with larger number of effective schools. Coordination with partner education NGOs supports SA’s work (logistics, comm. Maintain relations with all SMoEST (in new States, and across the govt./I/O divide, to ensure access to GESS services by all school communities.


44




/Communication

(Floods, roads


on programme)


open, salaries paid

etc. impact on

programme)

Risk of Capitation

(fiduciary, power


programme)


families, power

dynamics, GBV etc.


How are risks being

Mitigated?

Update on

risks reported in

the last quarter

Risk H Risk H Risk H Risk H Risk M


45

Annex 3. Memorandum of Understanding

between GESS and MoGEI


46

Annex 4. Rationale for Outcome Indicator 3

baseline and milestones

GESS Outcome Indicator 3: Average girls' attendance rates at upper primary and

secondary schools (P5-S4) – rationale for baseline and milestones

Source: The baseline and milestones proposed are based on reported attendance rates on SSSAMS.

Over 2500 schools have reported attendance at least once to date (March 2016). Not all these

schools have P5-S4 pupils (because not all primary schools are complete P1-8 schools).

We propose to track attendance rates only of schools that report regularly, defined as ‘at least 5 times

or more by 30th September’ of each year. This matches the definition of regular attendance reporting

in Output Indicator 3 (‘Percentage of primary and secondary schools with SSSAMS reporting

attendance of pupils and teachers regularly (at least 6 times per academic year; defined pro rata as 5

times by 30 September’).

Attendance data received to date from school reporting regularly shows an average attendance rate

of more than 97%. This does not represent the national average. We know that better-run school

report more often, and have higher attendance rates.

Given the limited available data to date as presented above, we propose not to track the average of

attendance rates, but to select an indicator below the average. We will explain this below.

We have analysed the available data and propose to:

- Filter out the schools that report perfect (100%) attendance rates

- Track the attendance rate of the school on 90th centile of reported attendance.

If you arrange 100 schools in order of reported attendance, from highest number of reported present

to lowest (no one reported present), the 90th centile is the reported attendance of the 90

th school.

Choosing the 90th centile rather than the average offsets the selection effect of higher performing

schools being more likely to report regularly. The exact centile chosen below the average is arbitrary,

but fixing this does allow for a more consistent basis to consider the trajectory of attendance over

time.

On this basis, we propose the following baseline and milestone targets:

Baseline 2015: 87.5% (reported attendance of 472nd school out of 523 schools with P5-S4

pupils reporting regularly)

30/9/2016 milestone 88% (from at least 700) 30/9/2017 milestone 89% (from at least 800) 30/9/2018 target milestone 90% (from at least 900) We expect the number of schools reporting regularly to go up over the course of the project. The

number of lower performing schools that report will increase. This means that the number of schools

reporting lower attendance rates is likely to increase, as hitherto, mainly the better-run schools have

been reporting, with higher attendance rates. Therefore the milestone target increases are set

modestly over the years. As the number of regularly reporting schools increases, the incoming

attendance reports represent a growing total number of pupils.

What does this mean?

In a hypothetical scenario where a school is open for 100 days1 in the year, this means girls will likely

attend 90 days out of 100 in 2018, compared to 87.5 days in 2015. This indicator tracks attendance

rates of girls enrolled in classes P5-S4. In 2015, there were just over 130,000 girls enrolled at these

levels on SSSAMS. Together they will benefit from (130,000 girls x 3 days) 390,000 additional days of

schooling.

GESS will reinforce the importance of regular attendance, attendance recording, SMS or paper-based

reporting, and attendance management at all levels. This is currently being done through refresher

training of State Anchor staff working with the schools and communities, as well as through targeted

follow up with the schools by CGA.

1 The official school calendar in South Sudan offers 210 instruction days

Documents

GESS Quarterly Progress Report 11 – 2016