GESS Quarterly Progress Report 12 – 2016

Girls’ Education South Sudan (GESS)

Quarterly Progress Report (QPR) 12 – Q3- 2016

October 2016

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

Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016

Issue and revision record

Revision Date Originator Checker Approver Description

1.

22.10.2016 Emma van der

Meulen

Akuja de Garang Patricia Schwerzel First draft

2. 31.10.2016 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

Issue and revision record _______________________________________________________________ 2

Table of Content _______________________________________________________________________ i

Annexes i

List of Abbreviations ___________________________________________________________________ ii

1. Executive Summary of Progress on Logframe Indicators 1

2. Financial Summary 6

3. GESS Programme Coordination 8

3.1 Interim Strategy (July – October 2016) ___________________________________________ 8

3.2 Governance ________________________________________________________________ 9

3.3 GESS Communications _______________________________________________________ 9

3.4 State Anchor Management ___________________________________________________ 11

3.5 Coordination with other development actors ______________________________________ 12

4. Achievements and Challenges per Output 14

4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation__________________________ 14

4.2 Output 2.1 – Cash Transfers __________________________________________________ 22

4.3 Output 2b – Capitation Grants _________________________________________________ 25

4.4 Output 2.3 – Quality Education ________________________________________________ 27

4.5 Output 3a – Knowledge, Evidence and Research __________________________________ 29

4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS) __________________ 31

Annexes

Annex 1. Logical Framework 33

Annex 2. Quarterly Risk Monitoring Report by State 43

Annex 3. State-by-State Progress Update on Activities per Output 52

Annex 4. GESS Interim Strategy August-October 2016 55


ii

List of Abbreviations

AET African Education Trust

ADRA Adventist Development and Relief Agency

ACROSS Association of Christian Resource Organisations Serving

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 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 South Sudan

GRS Government of the Republic of Sudan

GUN Greater Upper Nile

HARD Hope Agency for Relief and Development

HE His 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


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LG Listening group

LSS AI Local Services Support Aid Instrument

MNO Mobile (phone) Network Organization

MoEST Ministry of Education, Science and Technology

MoFCEP Ministry of Finance, Commerce and Economic Planning

MoFCI&EP

MoGEI

Ministry of Finance, Commerce, Investment and Economic Planning

Ministry of General Education and Instruction

MoLPS&HRD Ministry of Labour, Public Service and 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

SMoGEG&SW State Ministry of General Education, Gender and Social Welfare

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

SSBC

South Sudanese Pounds

South Sudan Broadcasting Cooperation

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 Volunteer 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 September 2016

Milestone target 30th September 2017

Progress Indicator1

Impact 1: Gender parity index for primary and secondary schools

Primary GPI = 0.72 Secondary GPI = 0.54

Primary GPI: 0.77 Secondary GPI: 0.53 Primary GPI is above the milestone (>30,000 pupils), Secondary GPI is very slightly below milestone, reflecting high female drop-out at secondary school level. Source: http://sssams.org/ams/indicators.php as at 30th September

Primary GPI =0.76 Secondary GPI = 0.58

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

PLE = 65% SSCSE = 65%

Girls’ pass rate for South Sudan Certificate of Secondary Education 2015-16 = 74.3%. Source: National Examinations Council PLE results from 2015 are not yet available, and are being collated at state level. Exam results for 2013-14 and 2014-15 for CES, EES, WRP, NBeG and UTY are being compiled and analysed in order to populate new SSSAMS module.

PLE = 75.0% SSCSE = 70%

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% Learning Assessments from the Midline are currently being

n/a (endline in 2018)

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

1. Executive Summary of Progress on Logframe

Indicators


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Progress Indicator1

marked and analysed, with findings expected by 14th November 2016.

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

M: 80.8%

F: 81.7%

T: 81.2%

Average promotion rates: M: 80.1% F: 92% T: 86.0% Source2: https://www.sssams.org/reports.php?tab=tab2. NB calculation corrected from previous QPR. For some year groups by gender, the number of pupils exceeds the number of pupils in the corresponding cohort the previous year: this means that pupils who were not in school the previous year have resumed their education. See body text for discussion of enrolment vs/ attendance.

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

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

P5-P8 =

130,000

S1-S4 =

36,000

2016: P5-P8: 178,715 S1-S4: 24,184 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 1,294,262 pupils in 3448 schools, compared to 1,142,140 in 2015 in 3324 schools.

School

Type Female Male Sum of TOTAL

Primary

(incl

ALP

etc) 531,186

693,3

04 1,224,490

Second

ary 24,229

45,54

3 69,772

Grand

Total 555,415

738,8

47 1,294,262

Source: http://sssams.org/reports.php 30/09/16

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

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

88% (from at least 700 schools)

90th percentile value taken from position 1122 is 87.87%. This is the attendance average for P5-S4 girls within 1245 schools making at least 5 reports of girls' attendance in Academic Year 2016. NB value reported in previous QPR had included boys and


2 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. We will compare

SSSAMS figures to EMIS 2016, should EMIS 2016 data become available later in the year.


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Progress Indicator1

girls; specification has now been corrected. Source, including detailed notes: https://www.sssams.org/reports.php?&tab=tab6

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

Baseline +5% [Baseline was 22%]

36% n/a (endline in 2018)

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

1.4m by 30 Sep 2016

2million adults (15+) reached. Of those who listen to Our School 50% of our audience were women and 50% men.


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

845 913 School communities reached 1085

Output 1.3: Percentage of people in the sample study who demonstrate awareness and understanding of elements of the school system that support girls’ education

+5% from baseline [Baseline was 27%]

53%. Among those who were aware of activities, 55% were women and 45% men.


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

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

Cumulatively, 122,460 unique girls are confirmed to have received Cash Transfers over the course of the project, as at 30/09/16, thus exceeding the milestone by a margin. This total comprises:

• Girls paid in 2014 (first CT payments, so all of them counted as unique recipients) – 54,988

• Girls paid in new schools (that were not paid in 2014) in 2015 - 48,776

• Girls paid in P5 (first time recipients) in 2015 in schools also paid in 2014 – 18,696

Payments for 2016 CTs began on 17th October. As at 30th September, 202,899 girls were in eligible year groups. 166,072 have been validated and approved to receive. A total of at least 70,741 new unique girls have been approved to receive a Cash Transfer for the first time in 2016. This is made up of 23,033 girls from schools where Cash Transfers were not paid in either 2014 or 2015 and 47,708 P5 girls from schools where Cash Transfers have previously been paid who are newly eligible. On this basis, the headline result for the programme of 200,000 individual girls reached will be almost reached in November 2016, almost two years early.3

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

3 This headline result comprises 150,000 girls in primary and 50,000 girls in secondary schools. Based on current enrolment trends,

the programme is on track to exceed the target in primary schools, but below track to reach the targeted number of secondary school

girls.


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Progress Indicator1

Up to date figures for individual years’ recipients are at: https://www.sssams.org/ct/profile.php

Output 2.2: Cumulative number of schools receiving one capitation grant

GRSS = 2,965 GESS = 235

As of 30/9/2016, 3,576 cumulative unique primary and secondary schools have received CGs. Unique primary schools: 3,339 Unique secondary schools: 237 Due to the economic crisis, in 2016 GESS stepped in to pay the majority of primary schools, while GRSS continued to pay primary schools in the (former) states of Greater Upper Nile. Total unique schools paid by GRSS: 3,095 Total unique schools paid by GESS: 481 Where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting. The total number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016. Total number of primary schools paid by GESS in 2016: 1,848 Total number of secondary schools paid by GESS in 2016: 149 See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools).

GRSS = 3,045 GESS = 255

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

(i) Effective school governance = 1500

1541 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.


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 1541 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

218 schools reached with regular Head Teacher Training. 184 schools reached with regular Teacher Training. 1875 teachers from 184 schools took part in training on interactive teaching methods; 1439 teachers from 180 schools took part in training on making our classrooms more inclusive; and 1589 teachers from 168 schools took part in training on preparing scheme of work; 1550 teachers from 159 schools took part in training on planning lessons; 1464 teachers from 153 schools took part in 2nd training on interactive teaching methods. The reach of schools as well as training content will be further widened in Q4 of 2016.



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Progress Indicator1

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 305 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. 2040 girls were included in girl clubs in 68 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

1317 teachers from 159 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. 816 teachers from 93 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 Q4 of 2016.


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

6 studies A cumulative total of 9 studies have now been conducted and disseminated to policy makers. These include four midline surveys in 2016 (School Survey, Household Survey, County/Payam Survey, subnational PFM Survey) plus the Longitudinal Qualitative Survey (LQS) completed in 2016, on top of the four from 2014 (School Survey, Household Survey, County/ Payam Survey, subnational PFM Survey) This brings the total number of completed and disseminated studies in 2016 to five, on top of the four from 2014, thus surpassing the milestone of 3 in 2014 and 3 in 2016, total 6, by a margin.

n/a (endline targets in 2018)

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

2 2 Learning Assessments have been conducted: the Baseline in 2014 and Midline in 2016. The Midline Learning Assessment in Mathematics and English was administered to a sample of schools in 2016 in all ten former states before the milestone date of 30th September.


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)

70% 2,279 schools out of 3,448 with enrolment in 2016 – 66% - had made at least one report as at 30/9/2016. 2,062 schools – 60% - had made five or more reports as at 30/9/2016 1,623 schools – 47% - had made ten or more reports. For details, see: https://www.sssams.org/rpt_school.php?tab=tab1 By the time of writing, these figures had increased: out of 3522 schools, 2386 (68%) had made at least one report, 2259 (64%) had made at least five reports and 1769 (50%) ten or more. 2016 reporting has been stronger than in previous years, despite the deteriorating security and operational context. Particularly notable has been the high proportion of schools that ‘keep on reporting’ having started.

75%


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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 Jul 2016 – 30 Sep

2016) £ 2,917,047

Proposed spending in next quarter (1 Oct 2016 – 31

Dec 2016) £ 6,305,441

Cumulative spend to date 30 Sep 2016 £ 35,073,089

Cumulative balance to date 30 Sep 2016 £ 24,986,366

2. Financial Summary


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Financial overview split per sub-output

Overall spending was 27% below forecast because of two main factors: 1) delayed payment of cash transfers to girls, and 2) reduced activity by all State Anchors due to spreading insecurity after July 2016. Both factors were the result of continued insecurity in the country, particularly in the most populous Equatoria areas that contain the largest numbers of schools and students. Because of the prolonged insecurity schools in some counties were closed and State Anchor staff were hampered in visiting schools or conducting trainings. Planning and organizing the cash transfers to girls in this environment delayed, though payments began in early October 2016 and are proceeding well despite shortages of local currency and security concerns. Payment of cash transfers and distribution of capitation grants are expected to proceed without further delay in the fourth quarter leading to a much higher forecast for spending over the previous quarter.

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 Jul – 30 Sep 2016)

£520,000 £436,408 £1,147,652 £1,016,512 £659,060 £277,526 £4,047,158

Actual spend in previous quarter (01 Jul – 30 Sep 2016)

£422,450 £503,298 £255,748 £680,737 £563,936 £490,878 £2,917,047

Proposed spending in next quarter (01 Oct – 31 Dec 2016)

£495,000 £353,766 £3,751,498 £676,326 £640,038 £388,813 £6,305,441

Cumulative spend to date

£6,509,001 £4,462,937 £7,546,328 £6,317,431 £4,304,506 £5,932,887 £35,073,089

Cumulative balance to date

£3,200,424 £2,617,064 £6,953,672 £6,482,569 £4,965,494 £767,113 £24,986,366


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3.1 Interim Strategy (July – October 2016)

At the height of the Juba crisis (8th-10th of July 2016), Mott MacDonald evacuated a number of staff

members including six GESS staff – the Team Leader, Deputy Team Leader/Education Advisor, Grants

Accountability Manager, and three short-term consultants to Nairobi. In addition, some national staff

members who were living in less secure areas/zones of Juba and deemed risky were provided with

alternative hotel accommodation in safer areas nearer to the office to reduce their exposure to risk at home

and en route. Mott MacDonald assisted national support staff who wished to do so, to relocate to Uganda

by road convoy. Consortium partners BBC MA and CGA also temporarily evacuated key staff to Nairobi.

In response to this crisis, GESS prepared, at the request of DFID on 18th July 2016, a 3-month Interim

Strategy for the programme. The Interim Strategy covered the period August - October 2016. It provided

an overview of what activities might be feasible to continue and how the programme will be managed until

the situation in Juba has stabilized. The programme clearly stated the aim to continue implementing

activities while demonstrating sensitivity to the conflict and duty of care.

Duty of Care of personnel and programme assets remains paramount. Operations in Juba are more

volatile than ever before. Between July – August 2016, Mott MacDonald and consortium partners, BBC

Media Action, Charlie Goldsmith Associates and Winrock International had temporarily reduced staffing

and operations in Juba down to those functions that are only possible to continue from Juba and that are

essential for the continuation of the programme. A number of staff members were relocated regionally and

worked remotely from Nairobi, Kampala and Addis Ababa. However since the last week of July

senior/essential GESS Secretariat staff and consortium partners staff members returned to Juba. From late

September the GESS team was back at full capacity.

Most State Anchors remained fully operational with the exception of those based in Juba who were directly

affected by the violence. Continuous programme delivery was enabled by GESS’ resilient design and well

established remote management systems. GESS is delivered by locally-embedded State Anchors and

their teams, and during this period was making the most of the extensive scope of remote management

options that the South Sudan School Attendance Monitoring System (SSSAMS) offers, which includes

Capitation Grants and Cash Transfer data. Mobile monitoring systems are also set up for the monitoring of

3. GESS Programme Coordination


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Community Mobilisation activities and Quality Education work, enabling the technical teams to monitor

activities remotely while outside South Sudan.

As a security measure, the GESS Secretariat developed a rotational schedule for management and

technical staff to work remotely to avoid condensation of staff in Juba. This schedule covered the period of

July – October 2016. It is being revised monthly to assess whether it is secure enough for all staff to be full

time based in Juba. See annex 4 for further details of the GESS interim strategy (submitted to DFID on

11th August 2016).

3.2 Governance

During this quarter, a total of four Education Transfer Monitoring Committee (ETMC) meetings took place.

The table below highlights key recommendations and decisions taken by the ETMC.

Date ETMC recommendations, decisions and highlights

21/07/2016 • ETMC looked at the operational context post 8 -12 July 2016 conflict, and noted that the crisis had slowed down the implementation of the project work, and therefore the implementation timelines agreed upon earlier, with MoGEI, State Anchors and within GESS, were to be reviewed with a view to setting realistic ones.

• ETMC observed that there was need to check if the schools were open post 8th -12th July crisis before paying. If schools were permanently closed, they should be excluded from pay. If only temporarily closed due to fear of resuming operations, payment should be made

10/08/2016 • ETMC was informed of challenges with transferring of funds to the Greater Upper Nile due to insecurity and therefore it will take longer for the schools to receive the funds. State Anchors were to hold the funds until the security improves.

• A committee comprising of representatives from AES, ECD, ALP, Primary, Secondary, CGA and GESS is to be formed, to address the reasons why there are over 1000 schools that have provided enrolment for 2016, but are not yet qualified to receive the Capitation Grants.

13/09/2016 • Emphasis was made on the need to check if schools are open before funds are dispatched to them

• 186,325 girls were eligible to receive Cash Transfers, while 107,163 had been validated at schools. The Validation was still ongoing and the deadline was set for 3rd October 2016.

30/09/2016 • SSP 2,300 to be paid to each girl was approved by the ETMC • GESS project contracted Cooperative Bank to deliver cash to girls in 2016. Rationale

for contracting Coop Bank was presented to and accepted by ETMC.

During the quarter, GESS was represented at the Gender Thematic Working Group of MoGEI. Key issues

discussed were: planning for marking the National Girls’ Education day and planning for an annual gender

workshop. The objective of the workshop is to review last years’ actions and work toward developing a

gender strategy for the sector.

3.3 GESS Communications

Strategy/Branding

We released a statement on the GESS website, Mott MacDonald website and their respective social media

channels on August 11th 2016 with regards to the programme’s continued efforts throughout and after the

conflict in July. This was to assure GESS stakeholders and supporters that the programme continued to be

fully operational and continued to support the people of South Sudan to maintain its education sector.

Taking advantage of being in Nairobi (better quality and lower costs for printing), the Communications

Officer designed some new branding materials that were produced in August, including:

• 1x general programme banner;

• 100x A4 folders;

• 1000x A5 PVC stickers for items purchased with CGs;


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• 1000x A6 PVC stickers for items purchased with CGs; and

• 100x business cards for each member of the GESS team.

New GESS promotional material, including the general programme banner seen above.

At the end of August, at the request of DFID, we started to compile bi-weekly updates on GESS. These

updates include cumulative data and ongoing activities from each output and allow DFID to keep up-to-

date on both the activities on the ground, as well as the major milestones that have been met.

The website was finalized in August by Dynamic Consulting. There were significant delays in completion

and some questions on quality of production and attention to detail. After Dynamic made some key

changes and fixed some errors, they were paid and the project was finalized. The GESS Communications

Officer will maintain and frequently update the website content and news sections.

Events

On July 1st we held a press conference at the Ministry of General Education and Instruction (MoGEI)

where the Honourable Undersecretary announced the start of Capitation Grant disbursement for 2016.

South Sudan Broadcasting Cooperation (SSBC), The Dawn and the Nation Mirror were there to report on

the proceedings.

Honorable Undersecretary, Michael Lopuke, at the press conference for Capitation Grant disbursement.


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Due to the conflict in July, National Girls’ Education Day, which was supposed to take place on the 21st,

was postponed until 11th October.

Social Media

From Jul-Sep, the GESS Twitter account had:

• 845 visitors

• 85 new followers

• 35,400 impressions (a tweet has been delivered to the Twitter stream of a particular account)

From Jul-Sep, the GESS Facebook account had:

• 45 new ‘likes’

• 561 unique users engaging with the page

• 30,038 organic impressions (number of impressions seen of any content associated with the page)

3.4 State Anchor Management

The table below provides an overview of field visits of the M&E team at the GESS Secretariat this quarter.

During each visit, field monitors record and report on 1) State Anchor management and organisational

issues, 2) progress and quality of implementation at school and/or community level, and 3)

‘institutionalisation’ of GESS, through interviews with State and County education officials. State County visited Team Date of visit

Jonglei � Bor Majak Malak 31 Aug. – 12 Sept. NBeG � Aweil Majak Malak 16 Sept. – 26 Sept. WBeG � Yambio John Lokong 5 Sept. – 9 Sept. Lakes � Rumbek Tim Monybuny

John Lokong 18 – 26 Aug.

WBeG � Wau Tim Monybuny 5- 6 Sept.

10-13 Sept. . Warrap � Gogrial W.

� Tonj North Tim Monybuny 7 – 9 Sept.

EES � Torit Wim Groenendijk 6 – 8 Sept. CES � Juba Tim Monybuny

John Lokong 31 Aug. (various interviews with Jubek State SMoGEGSW officials).

State Anchor Annual Performance Review

In accordance with the annual workplan and budget cycle of GESS, performance assessments procedures

were carried out on all (8) SAs, covering 10 (historical) States.

The informed views and experiences of all respective State MoGEI and a number of CEDs on the

coordination capacity of SAs with MoGEI structures (at State and County levels) were solicited during 31st

August. – 26th September by the GESS monitoring team (see schedule above), with a specific monitoring

template. It was not possible to visit Unity and Upper Nile States, but interviews were held in Juba with

representatives from Northern Liech (in Unity) and Eastern Nile and Latjor (in Upper Nile) State Ministry of

General Education, Gender and Social Welfare (SMoGEG&SW) present in Juba. Direct monitoring of the

organisational / management capacity of the SAs was carried out, utilizing a management capacity

monitoring template. In addition, detailed reviews were carried out on the technical performance of each

SAs over the period 1 October. 2015 – September 2016, by the 3 Output leads in GESS, with Value for

Money analysis by GESS’s economist, and financial management assessments by GESS’s finance

manager. These reviews informed the assessment proceedings.

Before 27th September a procedure was developed, to carry out the SAs performance assessment. This

was carried out by 2 representatives of MoGEI (national) – George Ali, Clement Kajokole - and 2 team

members of the GESS M&E unit (Tim Monybuny, Wim Groenendijk). The procedure included scoring


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protocols. Scores above 60% were, in principle, considered as adequate (although with specific

management recommendations) and scores below 40% are considered inadequate – reason for contract

termination. Scores between 40% - 60% would lead to contract extension, but under stringent performance

conditions with contractual agreements.

The SAs review was carried out by this panel on 27th – 28th September. during two extensive review days.

Independent scores were made and scored on scoresheets, which were later validated and confirmed

within the total panel. As a result of the performance assessment, the following scores were given.

1. Stromme (CES) 76.2 %

2. ADRA (Warrap) 76.2 %

3. HARD (WBeG) 74.8 %

4. UMCOR (NBeG) 71.4 %

5. FHSS (Jonglei) 71.4 %

6. Windle (Unity) 70.0 %

7. FHSS (Upper Nile) 63.8 %

8. Windle (WES) 61.0 %

9. Caritas (EES) 60.5 %

10. BRAC (Lakes) 38.6 %

Based on this scoring, GESS proceeded with the preparation of contract extensions for SAs no. 1 to 9,

while notice of contract termination will be issued to BRAC (Lakes State). The GESS secretariat will

continue with the procurement of a (new) State Anchor for Lakes, in close coordination with national

MoGEI and SMoGEG&SW, and aiming at an effective transition of capacities, knowledge and assets

(where possible including local staff), within the timeframe October – December. 2016.

3.5 Coordination with other development actors

GESS held meetings and discussions with the Education Cluster on synergies between humanitarian

partners and GESS with a view to revising the 2014 Memorandum of Understanding between GESS and

Education in Emergencies partners. This is part of efforts to ensure linkages are made between short-term

Education in Emergency (EiE) interventions and long-term development programmes such as GESS so

that children affected by conflict in South Sudan, who are receiving EiE, can effectively transition onto

formal education when the situation stabilises.

In addition, GESS also met with the World Food Programme to look into possibilities of partnering to

distribute deworming treatment to all school children in South Sudan. This is part of GESS’ efforts to

contribute to decreasing the prevalence of intestinal worm infections among primary school children, which

in turn reduces morbidity and improves nutritional status and improves attendance and performance in

schools.

159,560 supplementary readers and books worth 277.755.60 USD were received free of charge by GESS

thanks to the partnership established with the USAID-funded education programme Room to Learn

(managed by Winrock). These books will benefit 220 GESS Pilot schools. The majority of books have now

been delivered to the schools by the State Anchors.


13

Daniel, Head Teache

“The support that we have received from GESS is very

important, because since 2006 up to 2013, the school

was not receiving anything, either from government or

from NGOs.”


14

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

4.1.1 Achievements

Responding to the July fighting

The BBC Media Action office re-opened in Juba in early August following the July fighting. While the office

was closed in the latter half of July, two senior GESS national staff, the Senior Editor and National

Community Mobilisation Coordinator (NCMC), supported by the Project and Production Assistant

established operations in Kampala to ensure radio programmes continued to broadcast, and to coordinate

the continuation of community mobilisation activities with minimal disruption. Providing direction to State

Anchors, Our School Producers outside Juba and partner radio stations was important for the ongoing

stability of Output 1 deliverables as they were seeking short-term direction in an uncertain environment. In

doing so, radio broadcasts continued on all 29 partner radio stations in the latter half of July as did Our

School production outside Juba. Since the international management team in the immediate term was

focused on the security of national staff and other overall management issues from Nairobi, the ability for

the Senior Editor and NCMC to work independently demonstrated strong leadership skills.

Although it was important to resume activities as swiftly as possible to minimise disruption to the work plan,

of equal importance was the need to reflect upon changing needs for girls’ education and education overall

in the immediate term as a result of the violence in Juba. As a result, the Juba editorial team made the

decision to push back some of the pre-planned Our School topics and to focus on topics and ‘big

questions’ that reflected emerging needs in an emergency context. The following ‘big questions’ were

developed in response to the July fighting and production of these began from August:

• What should parents consider when deciding to send their children to school?

• How are parents coping with their children’s education in a situation of high cost of living?

• How do teachers deal with tensions and conflict between people from different backgrounds?

• What is happening in school to build trust among pupils from different backgrounds?

Although fighting did not initially spread outside of Juba, most if not all the locations where field Producers

are based has experienced tension or conflict in recent years. Such situations have affected attendance

4. Achievements and Challenges per Output


15

and quality of education. With all the GESS Producers focusing on these topics, we will have a bank of

programmes that can be repeated in the event conflict breaks out in other parts of South Sudan.

Programmes in the Protection of Civilian sites (POCs)

The Nuer language Producer has been based in Juba producing programmes from UN House since 2014.

Producing Nuer language Our School programmes in POCs other than UN House had been discussed

prior to the July 2016 fighting in Juba in order to diversify the stories and voices from the Nuer community.

When it became clear after the BBC Media Action office reopened that the security environment around

UN House was still too tense for the Nuer Producer to produce programmes, the plan to record in the

Bentiu POC was pulled forward. Due to the communication and logistical constraints in Bentiu, extra

planning and preparation was necessary. The Producer worked with the Juba editorial team to produce

plans for production of three programmes and to ensure all major risks had been identified and control

measures applied. When the Producer eventually travelled to the Bentiu POC, this planning allowed her to

produce her programmes more swiftly that expected. Her programmes in the Bentiu POC focused on how

parents are coping with the high cost of living and are continuing to send their children to school, how

teachers are dealing with tensions and conflict between people from different backgrounds in school and

what is happening in schools to build trust among pupils from different backgrounds. The Output 1 Project

Director also travelled to Bentiu and met with individuals from organisation including Internews, UNICEF,

Windle Trust and Non-Violent Peace Force. This was largely to assess progress on the distribution of

programmes and re-assess some of the key challenges for girls’ education in the POC in order to develop

new locally relevant programmes.

Call-in programmes and audience feedback

In this quarter there has been lively audience feedback from call-in discussion programmes. After an Our

School programme on menstruation on Jonglei FM, there were examples of supportive practices by family

members to help girls manage with menstruation. For example Daniel, a 28 year old male from Lekyak

said

When a programme was broadcast by Radio Good News in Rumbek about staying motivated to continue

one’s education during and after a conflict after the July fighting, callers felt the topic was relevant because

they said there are many students in their community who have dropped out of school because of conflict.

Abiru, a male caller suggested that children in school should support children out of school:

“I have my younger girl and two sisters I use to give

each one of them a share in my salaries because I know

there are some things they need to buy privately without

my knowledge because of fear.”


16

In other locations callers also demonstrated positive learning. After the broadcast of a programme on

Radio NTC in Nimule to improve understanding and empathy towards students living with disabilities,

some callers mentioned that they felt the examples featured in the episode were relevant and had helped

them to understand that children living with disabilities can perform just as well and sometimes even better

than able-bodied children.

Gender

Not all comments from callers who had listened to the Our School radio programme were positive. After

the programme on women role models was aired on Radio Rumbek FM, one caller said:

A male caller to Radio Good News after a programme on dropout in upper primary said:

While the first caller seemed to be influenced by his belief about the school environment, the latter caller

displayed negative attitudes to girls associating the reasons for their dropout with their own weaknesses

rather than wider decision makers and influencers. BBC Media Action has produced programmes that

“Children are idle at home because of the crisis, but the

best thing to do is to keep yourself busy and also advise

your fellow brothers and sisters to go back to school in

case they have dropped out”.

“I appreciate the programme but I will not send

daughters to school anymore because they are easily

pregnant in the school”.

“Some girls don’t behave themselves they give their time

to boys that is why some get themselves pregnant and

later marry off before completing their school.”


17

explore such attitudes; for example, a programme on classroom behaviour was produced in 2015 that

includes questions probing the way boys treat girls in class. Furthermore BBC Media Action radio

producers have received training to pick up and address gender negative attitudes, the application of which

is being monitored by the Juba based Editors. Relevant programmes have also been scheduled for future

production including:

• Why do some communities think that schools are such a dangerous place for girls?

• Why is it always the girl’s fault?

To also address the fact that it is mainly men who phone the Our School call-in programmes, BBC Media

Action requested all partner radio stations to send out a message on air encouraging more women to call.

While men tend to control access to mobile phones, and male callers still dominate, women and girls have

been calling the programme. After a programme looking at how menstruation affects girls’ attendance aired

on Jonglei FM in Bor, a 14 year old orphan who is living with her uncle explained her lack of self-strength

to share her needs/ demands with her guardian. She said

She nevertheless found the will to call and share her experience after hearing the programme. To

encourage women to call the discussion programmes even further, BBC Media Action will request stations

to have specific women only call-ins.

The Our School reach figures demonstrate that the programme has an event audience split of men and

women. However, within their respective groups listenership is still higher among men than it is among

women: in total 25% of all women surveyed listened to the programme. By comparison, 35% of all men

surveyed listened to the programme. The research and project teams are now working together to look at

ways to address this.

Community mobilisation M&E

As part of the CM data collection whereby activity reports are completed by CMOs using the Kobo Collect

smartphone app, additional questions are being asked to help understand how effective community

mobilisation is. In particular we have been looking at the number of people taking action following CM

activities.

Community Mobilisation monitoring and evaluation visits have also taken place this quarter. Between 29th

August and 2nd September the NCMC and Project and Production Assistant travelled to Warrap to

conduct Exit Interviews with community mobilisation participants, and to monitor the performance of

Community Mobilisation Officers (CMOs). In particular there was a need to review the progress of a

relatively new CMO in Tonj North, and in Twic where CMO performance had seemingly declined. The

initial indicator for concern was a lack of community mobilisation activity reports from these two community

mobilisers without a reasonable explanation; the mobile networks in Warrap for example are relatively

stable. To confirm whether activities were taking place or not and why, a monitoring exercise was needed.

“I fear to tell them my menstruation. What comes to my

mind is that I thought when uncle received his salaries

he will be giving me some money but he cannot do, and

this situation cannot favour me with my education.”


18

In both cases, the monitoring team was pleasantly surprised by what they found in those locations. The

CMO in Tonj North while needing more guidance to deliver impactful activities, has been working and

seems to have the respect of the school communities. The reporting issues seem to be linked to technical

problems. A keen observation made by the NCMC in his report was that “for community mobilisation

activities to be successful some kind of strong and healthy relationship and rapport has to be built with the

community members”. A challenge expressed by the CMO has been what he feels is a lack of support by

State Anchor management. The NCMC is making efforts to mediate and develop a plan to troubleshoot

this situation, ensure the Tonj North CM is mentored and ensure the effect on delivery is minimised.

Examples of outcomes from the community mobilisation exit interviews included:

A man called Akec from Mayen Dit listening club in Tonj North [See Annex 1] who said that his club had

discussed school visit (there is an Our School programme and visual storytelling print on ‘parents’ school

visit) and following this:

Kuech from the same listening club said they had also discussed parental involvement in supporting

children’s education (another Our School and visual storytelling material topic) and “as a result some of the

parents chose some educated people within the community to teach their children at home after coming

back from the school.”

Anai in Twic said that after the topic on budgeting for education “I started to sell groundnuts to budget for

my daughter such that when school starts I can register my children.”

The NCMC also conducted a CM M&E visit to Maban in Upper Nile between the 21st to 2rd September

[See Annex 2]. Since the beginning of implementation logistical and security challenges meant that a CM

M&E visit to Upper Nile by BBC Media Action had not yet been conducted, which made a visit in year three

essential. Observations of the CMO were positive. In particular he actively encouraged women to speak

and participate. In the exit interviews, Pepe, a woman from Thonyeji Listening Club said

“We selected an eight member committee to move from

school to school and house to house to check on the

parents who do not want to send their children to school,

especially girls”.

“As for me and my husband we shall divide the work.

I will ask my husband to pay school fees and I will

work hard and get money for school uniform.”


19

Tichar a woman who had been participating in another listening club called Giafte said she learned that the

responsibility on parents. She said

Another woman Mahajuk commented on the impact the listening club had on her. She said that “since I

was born, I have never heard anything like this, but it is really good and I am going to make sure that all my

children go to school to study and are given enough time to read their books at home after school”.

Radio station training and capacity strengthening

As part of a drive for lasting change for girls’ education related radio programming in South Sudan, the

Output 1 GESS team has been working with other BBC Media Action teams to develop and deliver a

phase of training and capacity building for partner radio stations. The intended output from these stations

as a result of the training is for stations to produce their own local radio programmes focused on topics

where barriers to girls’ education and challenges to positive reproductive, maternal, neonatal and child

health converge. The focus topics decided on by the training were nutrition, early marriage and

menstruation. Following a process of analysing needs assessments and developing a tailored approach to

each station, embedded training was delivered in three stations that are part of the Catholic Radio Network

(CRN); Radio Good News in Rumbek, Radio Anisa in Yambio and Don Bosco in Tonj South. Embedded

training was also planned for another CRN station Radio Emmanuel in Torit, but logistical challenges

meant that their training had to be conducted remotely, with a plan for the embedded training to take place

in the next quarter. Alongside the embedded training for CRN, an experienced international Trainer ran

training in Juba for non-CRN stations to also produce local programmes on nutrition, menstruation and

early marriage. These consisted of a mix of local community and local government stations from across the

country; Voice of Freedom, Maridi FM, Voice of Kajo Keji, Radio Rumbek and Wau FM. The international

trainer was also assigned to work with BBC Media Action national trainers to run the training in order

support their skill-building. Following a process of collecting self-reported needs assessments from the

stations, a seven day training workshop was conducted in Juba at the end of September. The training

report is currently being finalised.

Research and Midline Survey 2016

BBC Media Action successfully received the dataset for the GESS Output 1 Midline Survey and was able

to conduct data checks and begin the process of analysis. The analysis is currently underway and going

through a series of internal quality assurance checks ahead of reporting for Annual Review. This has also

provided an excellent opportunity for training the two research officers working on the GESS portfolio in

quantitative analysis, interpretation and reporting.

BBC Media Action also conducted user-testing around the Toposa programme in Kapoeta.

The team also went to Wau to assess the feasibility of continuing with the longitudinal study. The situation

for the majority of the population in Wau is desperate and many of those who participated in Wave 1 of the

study are displaced having fled to the bush, to neighbouring towns or across the border. We were able to

“Our children are good, it is the parents who separate

them by saying I can only send a boy to school not a

girl…but after this meeting I am going to treat my

children equally, all of them must go to school equally”.


20

trace a few participants to the protection of civilian site, including one of the teachers we interviewed in

2015. This has implications for the continuation of the study - discussed in the challenge section below.

4.1.2 Challenges

Production

In this quarter the Madi and Wau Arabic Our School Producers resigned. The Wau Arabic Producer is

leaving to pursue further studies, while the Madi language Producer resigned due to personal security

concerns from living and working in South Sudan. This means that from the beginning of October there is

no Our School Producer based in Wau and no Producer in Nimule, although in Eastern Equatoria we have

a Producer based in Torit and Kapoeta South. While this could have posed a challenge to production, it

has also coincided with a period of reflection and potential re-prioritisation of Our School broadcast

languages. Our School has been produced in nine languages, but existing languages may be replaced

with languages spoken and/or understood by communities in locations where barriers to girls’ education

are more acute. Although there was considerable value in producing programmes in these languages

since they were identified as two of the most widely spoken local languages in their respective areas, by

coincidence the Wau Arabic and Madi language programmes were high on this list of languages that could

be ceased. Nevertheless, a bank of programmes in these language now exist that can be re-broadcast and

our understanding is that the Simple Arabic programme will be an effective replacement programme in

Wau. Options for new languages are being considered using BBC Media Action research and wider GESS

data, including SSSAMS.

Community mobilisation

Working from Kampala, the Community Mobilisation Coordinator was able to provide direction to State

Anchors and community mobilisers themselves around their activities. Unfortunately the fighting did spread

from Juba into wider Central Equatoria and for most of the quarter CM activities have not been possible in

Yei, Lainya, and Morobo in particular. CM activities did however continue in Terekeka, and in Juba during

September. The State Anchor, Stromme has been supporting the CMOs in those locations and has

demonstrated agility by moving the Yei CMO to begin working in Kajo Keji from October. Activities in other

parts of the country have been able to continue relatively seamlessly, although continued insecurity

impeded work in Raga and Wau County in Western Bahr El Ghazal. Unfortunately the activities of some

State Anchors outside of Juba were disrupted because they rely heavily on their Juba based office for

funds to deliver activities, and operational budgets could not be released due to the fighting. This was the

case for particular parts of Unity state for example. BBC Media Action discussed this as a lesson learned

with the Unity state Team Leader as it was a potentially avoidable obstruction. The Team Leader was

asked to discuss how to avoid future situations where delivery hinges on the status of the Juba office, with

other senior team members in his organisation.

Research

The security situation continues to pose challenges to the research studies under the programme, most

specifically the longitudinal qualitative study in Wau. Following the scoping trip to Wau in this quarter, the

team discussed the ethical implications of continuing the study with participants in this particular situation,

especially considering their needs and expectations and the design of the study. Consequently we are

adapting our tools to allow for more flexibility in discussions with those participants who we are able to

trace and consent to participating in the study (issues of consent have been discussed with the team and

protocols will be followed to ensure to minimise any potential harm participating in the research may cause

participants).

4.1.3 Plans for Next Quarter

Re-prioritising and planning

In this quarter BBC Media Action will be refining the Output 1 year four implementation plan. This will

include decisions on potential new radio programme language(s) production. Key factors that will affect


21

decision making include cost, security and logistics. For planning of community mobilisation activities,

significant attention will be given to how CM volunteers are to be inducted, trained and mentored through a

training of trainers approach. As it is not feasible for BBC Media Action to train all the CM volunteers

directly, CMOs have been trained in Training of Trainers and will be expected, with support from State

Anchor management and BBC Media Action to support CM volunteers.

Development of interactive drama tool & community mobilisation training

In the next quarter, development of an interactive drama tool to complement the Our School programme

and visual storytelling materials will gather pace. This tool aims to engage listening club and community

dialogue participants in meaningful games, role plays and other relevant physical activities to explore

barriers to girls’ education in another potentially impactful way. A specialist consultant in interactive

drama/participatory theatre will develop the tool through a process of workshopping with the BBC Media

Action GESS team and local theatre organisations from South Sudan. This will be rolled out at Community

Mobilisation training in December 2016.

Wider distribution of the Nuer Our School programmes

BBC Media Action will be coordinating with Internews to establish progress on the second phase of Our

School programme distributions in the POC via another 1000 SD cards. Discussions for further expansion

of the Our School programme distribution via SD cards and solar wind-up radios in partnership with

another development programme will also take place. If the latter takes shape, these distributions are likely

to take place inside and outside the Rubkona/Bentiu and Malakal POCS.

Additional production of Public Service Announcements (PSAs)

A new batch PSAs will be produced focusing on the following topics; boys’ attitude to girls receiving cash

transfers (CTs), girls should about how to spend their CTs; the importance of attendance monitoring and

cholera prevention. Like the previous batch of PSAs, the new ones will be produced in Simple Arabic, Bari,

Dinka, Nuer, but in this quarter the new batch and the previous batch will also be recorded in Zande.

Language choice has been made based on estimated numbers of people speaking and/or understanding

these languages in South Sudan. BBC Media Action will coordinate closely with partners from CGA so that

PSAs are produced to coincide with 2016 CTs and CT PSAs will be broadcast during the CT distributions.

CM Volunteers

Supported by BBC Media Action, State Anchors will be engaging a new cohort of CM volunteers who were

budgeted for at the State Anchor workshop in June 2016. These volunteers will expand the coverage of

community mobilisation into counties where CM has not yet been conducted. These volunteers will be

mentored and supported by Community Mobilisation Officers who have received Training of Trainers (ToT)

training.

Research

In the next quarter, we will circulate reporting from the GESS Output 1 Midline Survey and conduct a series

of dissemination events in association with the CGA and the KER component of the programme. These will

include discussions with MoGEI and the education cluster in South Sudan.

In collaboration with CGA, the team is also exploring how we better conduct research to explore our

potential reach and impact among those living in Protection of Civilian sites. In the next quarter we will

conduct scoping visits to these sites to firm up our plans and procedures for doing this.

Finally, we will be looking at conducting the interviews with those participants we are able to track in the

longitudinal qualitative study in Wau.

Annex 1: Listening Clubs Participants listen to the Our School programme. Mading Abiel Listening Club,

Twic, Warrap


22

Annex 2: Listening Club Participants facilitated through visual storytelling. Giafta Listening Club, Maban,

Upper Nile

4.2 Output 2.1 – Cash Transfers

4.2.1 Achievements

Cumulatively, 122,460 unique girls are confirmed to have received Cash Transfers over the course of the project, as at 30/09/16, thus exceeding the milestone by a margin.

This total comprises:

• Girls paid in 2014 (first CT payments, so all of them counted as unique recipients) – 54,988 • Girls paid in new schools (that were not paid in 2014) in 2015 - 48,776 • Girls paid in P5 (first time recipients) in 2015 in schools also paid in 2014 – 18,696


23

Salma, 19, S2

Payment execution for 2016 CTs began on 17th October 2016. As at 30th September 2016, 202,899 girls were in eligible year groups. A total of 166,072 girls have been validated and approved to receive a CT. A total of at least 70,741 new unique girls have been approved to receive a Cash Transfer for the first time in 2016. This total is made up of 23,033 girls from schools where Cash Transfers were not paid in either 2014

or 2015 and 47,708 P5 girls from schools where Cash Transfers have previously been paid who are newly eligible.

On this basis, the headline result for the programme of 200,000 individual girls reached will be almost reached in November 2016, almost two years early. This headline result comprises 150,000 girls in primary and 50,000 girls in secondary schools. Based on current enrolment trends, the programme is on track to exceed the target in primary schools, but below track to reach the targeted number of secondary school girls.

Over the last quarter, validation of eligible girls continued across all ten former states, driven by GESS

State Anchors, in spite of the conflict in Juba from 8th-12th July and the upsurge in insecurity across the country. The validation process has provided additional assurance, through the evidence of SA staff’s observations, of the continued operation of well over 2100 schools in which more than 1m pupils are enrolled despite the conflict. In addition, the CT validation process provided assurance of the continued attendance of a >10% sample of pupils enrolled in SSSAMS.

In areas where schools were closed as a result of insecurity - including Lainya, Yei and Morobo in Central

Equatoria, Mundri East and Mundri West in Western Equatoria, Magwi and Lafon in Eastern Equatoria and Wau and Raja in Western Bahr el Ghazal - the programme responded by allowing schools extra time to complete the validation process. We continue to monitor the security situation in these counties in order to resume validation and start payments when possible (see ‘challenges’ section below for specifics).

At a special meeting of the Education Transfers Monitoring Committee (ETMC) on 30th September it was agreed that each girl will receive 2,300 SSP in 2016, up from 320 SSP in 2015, in order to partly offset the effects of inflation and the reduction of the effective value of the SSP.

Cooperative Bank of South Sudan was selected and contracted by BMB Mott as the payment execution

service provider based on their experience and delivery of the 2015 Cash Transfer exercise. Process documentation will be shared with DFID. While the market for exchange is much more favourable to customers than it was in 2015, following the floating of the SSP, the cost of execution services has increased, reflecting the deteriorating security context.

Payment of cash transfers began in five of the old ten States in w/c 17th October, and is expected to be substantially complete in all accessible areas within a month.

Impact analysis by Lee Crawfurd, researcher at the Center for Global Development/University of Sussex,

found that “Schools that receive capitation grants and cash transfers for girls are more likely to remain open, to increase their enrolment numbers, and increase attendance”.

The School Sample Survey found that the number of 2014 and 2015 CT recipients found attending, in unannounced spot checks in July-August 2016, was high in comparison to national enrolment and attrition rates

“I felt happy and it helped me. It benefited my mother too

because I budgeted that money for my school fees”


24

4.2.2 Challenges

The deteriorating security situation across the country, the 8-12th July crisis in Juba, and renewed conflict in places including Lainya, Yei and Morobo in Central Equatoria, Mundri East and Mundri West in Western Equatoria, Magwi and Lafon in Eastern Equatoria and Wau and Raja in Western Bahr el Ghazal, and the

increased insecurity on main roads, have created problems for schools to stay open, and for State Anchors and education official to reach schools to validate eligible girls.

This has affected validation in Lainya and Morobo counties, where to date it has not been possible for validate any girls. It is therefore unlikely that they will be paid this year. The insecurity in Yei, where over 72% of eligible girls had been validated, means that payments cannot take place at the moment. Tension in Yei remains high and the area is still inaccessible. We are monitoring the situation closely and will commence payments when possible. In (former) Eastern Equatoria large parts of the (former) state are affected by insecurity, in particular road ambushes are common. We have therefore pushed payments to mid-November, in the hope the situation will improve. Currently it is only feasible to pay within a five kilometre radius from Torit. In greater Mundri (former Western Equatori) only up to 50% of schools have been accessible and validated.

The security crisis across the country delayed the progress and conclusion of the validation process, meaning that the 2016 payment process will launch later than planned: clearly, while the expectation of CTs has some value in supporting enrolment and attendance, their actual delivery, and access to the resources, has more, and should ideally take place significantly earlier in the academic year.

As well as the risks of being caught up in fighting or ambushes, and the disruption to schools, the latest developments in the conflict are now affecting project implementation, with State Anchors and Consortium Partners operating in the Greater Bahr-el-Ghazal region forced to relocate staff in response to threats.

Despite GESS’ extensive endeavours, Mobile Money, which would provide a secure and cost-effective payment execution method to individuals, particularly in low-resource areas, has not yet been operationalised, despite regulations having been approved by the Bank of South Sudan.

The original plan, for GRSS to assume responsibility for paying some Cash Transfers from the third year of the programme, could not be delivered in the context of renewed conflict, inflation and continuing economic

crisis. CTs continue to represent a strong and effective investment. They are also a substantial proportion of GESS’ spend: to sustain the P5-S4 CT programme into 2017 and 2018, even at the reduced allocation of £20 value amount (rather than £28) per recipient, will have material implications for funding of other activities.

4.2.3 Plans for Next Quarter Payment execution for 2016 CTs began on 17th October. As at 30th September, 202,899 girls were in eligible year groups. 166,072 have been validated and approved to receive.

CGA teams will support and monitor the payment process in each of the former states, providing ongoing support to the State Anchors, State Ministries of Education, County and Payam Education Departments and school administrations.

GESS will ensure that colleagues from the Ministry of General Education and Instruction accompany payment teams and are involved in monitoring the exercise.

In order to ensure the correct girls have been paid and to support accountability processes, CGA will monitor the return of CTEFs and data entry teams will update the system with details of each individual payment.

A report on lessons learnt from the 2016 payment process will be produced and disseminated.


25

4.3 Output 2b – Capitation Grants

4.3.1 Achievements 3,339 unique primary and 237 unique secondary schools have received at least one Capitation Grant over the course of the programme. More than 9000 capitation grant tranches have been paid over the course of the programme to date.

As of 30/9/2016, 3,576 cumulative unique primary and secondary schools had received CGs, made up of: unique primary schools: 3,339; unique secondary schools: 237. The 30/9/16 milestone of 2,965 primary and 235 secondary schools paid by 30/9/2016 has thus been exceeded by a margin. List of unique schools and date of first payment is at : http://www.sssams.org/sbrt/uniqueschools_received.php

Due to the economic crisis, in 2016 GESS stepped in to pay the majority of primary schools, while GRSS

continued to pay primary schools in the (former) states of Greater Upper Nile – the equivalence GESS=Secondary, GRSS =Primary, that was assumed in the logframe, therefore no longer applies;.

Total unique schools paid by GRSS is 3,095, total unique schools paid by GESS to date: 481. The total

number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016.

Where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting). See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools). As at 30/09/2016, the total

number of primary schools paid by GESS in 2016 was 1,848, and the total number of secondary schools paid by GESS in 2016 was 149.

Capitation Grants have continued in Q3 2016 to be paid at the SSP rates that were set in June. Clearly, the effective value of these has been greatly reduced; equally clearly, this has reduced the value for money achieved, in that the same overhead has been supporting value amounts of reduced effective value and reduced value in GBP terms. See plans for next quarter for options for resolution.

Despite the events of July 8th-12th, Capitation Grant activities continued; GESS staff stayed in Juba, and worked together closely with MoGEI as soon as MoGEI re-opened, and full programmatic functions were

resumed within one week of the crisis. An ETMC meeting at which new schools were approved was held on 21st July, nine days after the crisis.

604 primary schools and 55 secondary schools were approved during the quarter to receive Tranche 1 Capitation Grants. 127 primary schools and 6 secondary schools were approved to receive Tranche 2 payments.

Banks were instructed to pay a total of 882 schools during the quarter, comprising 820 primary schools, 37 secondary schools, 21 schools operating the Alternative Education System, 3 pre-primary schools and 1 school running an Accelerated Learning Programme. GESS assessed, through the State Anchors, the

school status (open/closed) prior to any payment, to ensure funds are send only to schools that are open and operating.

CGA and the GESS Secretariat continued assessing and adapting to the post-crisis context by mapping which schools and banks were operational in order to establish accessibility of schools, prepare a programme for payment and select a payment execution provider.

Bank statements were obtained on behalf of schools to provide evidence of the fate of those funds sent by MoFEP in 2015 that were held in the State Ministries of Finance and did not reach the intended schools. CGA obtained bank statements for the 1176 schools whose 2015 Capitation Grant funds were held by

State Ministries of Finance, and 818 schools have now been waived from the requirement to account for funds they in fact never received. Out of 818 waived, 527 were as a result approved to receive payments.

Capitation Grant policy has been modified to allow 60% of Capitation Grants to be used to pay teacher incentives to teachers on the Government payroll, responding to the effects of non-payment of salaries, inadequate remuneration of teachers and high inflation. Capitation Grants paid in August were therefore used to pay incentives for work from February 2016. In order to qualify for this, schools must provide

evidence of each teacher’s daily attendance, evidence of lessons taught and a signed paysheet. The rate of incentive allowed, 200 SSP per month, was set by reference to the total SSP amount available to schools, but is now worth less than $3.


26

A committee of ETMC has been formed to discuss the possible provision of incentives for County and Payam Education officials who play a critical role in monitoring the Capitation Grant processes.

Accountability requirements were successfully tightened to progressively improve the quality of incoming ledgers and ensure that full accountability requirements are met, and detailed reports provided month-by-

month to ETMC. School-by-school feedback was given for ledgers that are incomplete, and a checklist was developed and shared with State Anchors to reinforce future training of schools.

4.3.2 Challenges

Obtaining bank statements for those schools whose funds from MOFEP in 2014 and 2015 were held by some State Ministries of Finance was a labour-intensive process, and the operationalisation of ‘straight- through’ payments, which would bypass this issue, has continued to be delayed by MoFEP despite being prioritised by MoGEI.

The discussion on ‘straigh-through’ payments (direct transfers to schools) are continuing and are in an advanced stage, but have not yet been concluded. In the meantime, MoGEI continues to invoice MoFEP

for the payment of capitation grants of primary schools in the (former) Greater Upper Nile states and approved ECD schools.

Capitation Grant payments started later than planned this year, because the programme needed to resolve challenges related to the amount to be paid in the context of the devaluation of the SSP, as well as budget constraints of GRSS as documented in previous QPRs. This means that the uptake of Tranche 2 of Capitation Grants will likely remain low this year, as most schools will receive their Tranche 1 payment in the second half of the year and may not manage to account in time.

The GRSS Capitation Grant budget for the FY2016/17 remained at SSP 60m, however effective value has

reduced as a result of inflation in the country and increasing this budget was unfortunately not prioritised, despite GESS engagement. Salary budgets increased threefold, and the budget for Higher Education also increased.

The effective value of the amounts paid to schools is continuing to fall, with the 75 SSP: 1 USD threshold now being breached.


CGA will continue to present more schools to ETMC for approval, and to facilitate payment of Capitation Grants.

CGA will ensure that schools are helped to account for Tranche 1 in order to help them qualify for Tranche 2 payments and support schools to meet the new hurdles required to use Capitation Grants to fund teacher incentives.

The operationalisation of ‘straight through’ payments is prioritised and being pursued through further discussion with MoFEP (and their technical advisers).

A committee was formed at the ETMC meeting in September to discuss the issue of possible 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.

As per the issue of SSP:USD exchange rate and effective value above, it may be relevant to review Capitation Grant value amount rates for the 2017 Academic Year sooner rather than later – one option could be a ‘top-up’ to Tranche 1 releases already made, to partially offset the lost value (and improve VfM for the year). This may also be appropriate in the light of discussions around possible additional funders’ contributions to schools – School Budget Packs can be finalised as soon as there is clarity on those.

A refresher course will be held to support schools to prepare for next year’s budget and reinforce the new regulations around funding teacher incentives.


27

Santino, Head Teacher

4.4 Output 2.3 – Quality Education

4.4.1 Achievements

Effective School Governance – the key achievement in Q3 of 2016 was the continuation of the training to

School Management Committees (SMCs) and Board of Governors (BoGs). In Q3 monthly training courses

reached 937 School Management Committees and Boards of Governors. This year’s achievements

exceeded the target of 1500 SMC/BoG trained by September 2016 by a margin.

Supportive School Supervision – in Q3, Payam Education Supervisors participated in training for School

Management Committees in 865 schools. GESS has continued discussions with the Save the Children

about joining resources for training for school supervisors and finalised design of five-days training

programme for Payam Education Supervisors. An earlier agreement between the GPE/Save the Children

and GESS was sustained that the division of training labour between the two programmes would be based

on the former States. GESS programme agreed to train PES in 5 States: 1) EE; 2) Warrap; 3) Jonglei; 4)

UN; 5) WBG while SCI implementing the GPEP School Leadership programme would train PES and

County Inspectors in 1) CE; 2) WE; 3) Unity; 4) NBG and 5) Lakes. The training will be rolled-out in Q4.

Teacher Professional Development Programme – the key achievement in Q3 of 2016 was continuation

of the roll-out of training programmes for the head teachers and teachers. Lesson scripts for lower grades

Maths and English has been drafted and are pending further discussions with the MoGEI.

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

Teachers; 3) Organisation of Staff Meetings focused at staff development. In Q3 of 2016 the following

training activities took place:

• Head Teachers: continued to participate in the courses. Progress to date on the so far conducted

training courses for HTs: 1) How to manage school activities - 205 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 - 207 Head Teachers trained; 4)

How to include Teachers’ Professional Development activities in the School Development Plan -

208 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 –

150 Head Teachers Trained; 7) How to provide feedback to teachers focusing on gender

interaction – 150 Head Teachers Trained;

• Teachers: continued to participate in courses: Progress to date in implementation of other

courses: 1) How to make our lessons interactive - 1875 teachers trained from 184 schools; 2)

How to make our lessons inclusive - 1439 teachers trained from 180 schools; 3) How to prepare

scheme of work - 1589 teachers trained from 168 schools; 4) How to plan and prepare our

“[It] was very clear, that this money (capitation grant) has to be

used in three areas – some for learning quality, some for

school development so that’s how we planned the budget and

that’s how it has been used. The information came from GESS

through the county. We had full information about how to use

the money.”


28

lessons – 1550 teachers trained from 159 schools; 5) How to make our lessons interactive (part 2)

– 1464 teachers from 153 schools;

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

and hygienic (Progress to date: 123 schools); 2) How to set up and manage school resource

centre (Progress to date: 70 schools); 3) How to engender our school (Progress to date: 61

schools);

School-based Mentoring for Girls – In Q3 of 2016 the mentoring programme conducted mentoring

sessions on HIV/AIDS, STIs, early marriage and early pregnancy in 68 girl clubs established in Q2 of 2016.

2040 girls participated in the mentoring sessions.

Low-cost teaching and learning materials – in Q3 of 2016 eleven Education Specialists continued roll-

out of training to teachers on How to prepare teaching and learning aids. Progress to date: 1) How to use

and prepare teaching and learning aids (1317 teachers from 153 schools trained); 2) How to prepare

teaching and learning resources from locally available materials (816 teachers from 93 schools trained). A

partnership established with the Room to Learn in Q2 of 2016 has resulted in distribution of 159,560

supplementary readers and books (worth 277,755.60 USD) to State Anchors with the aim of distribution of

these books in 220 GESS TPD Pilot schools. This partnership created an opportunity for the GESS

Programme to establish small, school-based early grades libraries in the pilot schools. This opportunity will

be pursued further in Q4 of 2016 and where schools will be breaking early for holidays or inaccessible in

Q1 of 2017.

4.4.2 Challenges

Effective School Governance – County Education Officers from Yei, Morobo and Lainya were unable to

continue work in their counties due to insecurity. They have been transferred to Terekeka, Kajo-Keji and

Juba, where they support the roll-out of the training to SMCs. CEO from Cueibet county in Lakes has been

rejected by the community which resulted in inability to continue working in the county. The CEO was

transferred to Rumbek, where the SA was advised to utilise the CEO, however with limited result. The

quality education team is following-up on the issue with the SA management. A refresher training for CEO

planned for Q3 has been delayed to Q4 due to July insecurity which resulted in evacuation of the GESS

trainers out of the country. Roll-out of the one-day briefing for Head Teachers on School Development Plan

and School Budget was delayed due to unavailability of the School Development Planning and Budgeting

Pack. The Packs are nearly finalised, pending clarity on additional funding to schools. This will result in a

delay of preparation of School Development Plans and School Budgets for the Academic year of 2017.

Supportive School Supervision – challenges related to the GESS – Save the Children/GPE agreement

on joint implementation of the training programme for PES has continued. Training programme that was

developed by GESS for the Payam Education Supervisors and approved by MoGEI in a meeting on

17.06.16 has been reversed and GESS was requested by MoGEI to implement training programme as

developed by the Save the Children. The decision was based on the fact that the Save the Children went

ahead with training Master Trainers and Trainers for PES, when GESS team was still evacuated and in

Kampala and used its own materials rather than materials developed with participation of GESS.

Teacher Professional Development Programme – the biggest challenge in Q3 was the security

situation. In Q3 three out of 11 GESS Pilot TPD locations were seriously affected by insecurity: 1) Juba; 2)

Yei; 3) Torit. In Q3 the Education Specialist of Juba, Yei and Torit were faced by armed conflicts,

displacement of local population, including teachers and students and evacuation outside of the working

location. The Education Specialist from Torit was evacuated to Kenya, and since then terminated the

contract. The Education Specialist from Yei was evacuated out to Kampala and now transferred to Torit to

support training implementation in Torit. The Education Specialist in Juba was unable to work for about a

half of the quarter as the result of July conflict, however now has returned to work.


29


Effective School Governance: 1) Finalise all training modules for SMC/BoG targeted in 2016; 2) Work

closely with Room to Learn and MoGEI to distribute the merged manual “Handbook for School Governing

Bodies” to all schools across South Sudan (if decision to print is taken by USAID); 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 in CE, Jonglei, lakes, NBG, Unity, UN, Warrap, WBG, WE; 5)

Conduct effectiveness assessment of SMC/BoG post one-year, school-based training for SMC/BoG;

Supportive School Supervision: 1) Roll-out training for PES in 5 GESS focus states (EE, Warrap,

Jonglei, UN, WBG);

Teacher Professional Development Programme: 1) Finalise all planned training for HTs and teachers in

the Pilot schools; 2) Discuss with MoGEI the way forward on scripted lessons for English and Maths in the

GESS Pilot TPD schools; 3) Conduct training for Education Specialists; 4) Write lessons learnt report from

implementation of the Pilot TPD programme in 2016.

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) Finalise training for teachers on How to use and prepare

teaching and learning aids and How to develop teaching and learning resources from locally available

materials in the remaining schools 2) Distribute books and pocket libraries to GESS 220 Pilot TPD schools;

4.5 Output 3a – Knowledge, Evidence and Research

4.5.1 Achievements Cumulatively, a total of 9 major research studies have now been completed and disseminated – 4 in 2014 (Household, County/Payam, School, Subnational PFM) and 5 in 2016 (the above, plus Longitudinal Qualitative Survey) – surpassing the target of 3 in 2014 and 3 in 2016 by a margin.

Fieldwork for the midline research surveys was completed between June and September 2016, across all 10 former states, by teams of researchers from CGA (County/Payam, School, Subnational PFM) and

Forcier (Household), working with MoGEI representatives. The Learning Assessment was administered August-September to more than 8000 pupils across the ten States, with SA staff invigilating.

Following the events of 8th-12th July in Juba, research teams were remobilised within a week. Despite the conflict, coverage of schools, SMoGEGSW, County Education Departments and Payam Education Offices across all 10 former States was delivered. In spite of continued insecurity in Unity and insecurity in new locations of Western Bahr el Ghazal, Eastern, Western and Central Equatoria, research was carried out for

the School, County/Payam, Learning Assessment and PFM surveys from at least one County per former state.

CGA analysed findings from the School, County/Payam and Household Surveys and presented them to the Ministry of General Education and Instruction and consortium partners at ETMC on the 30th September, along with analysis and findings from the Subnational PFM Survey, which were prepared by PFM expert Johan Verhaghe, to acclaim from MoGEI. A series of further more detailed dissemination workshops are planned in October and November, taking each study in turn.

Additionally, Round 2a of the LQS studies were conducted in 11 primary and secondary schools across the country and will be complemented by Round 2b in the balance of the LQS schools in the next quarter.

The School Survey was conducted in 93 schools in 26 counties across all 10 former States, comprising 75 primary and 18 secondary: the reduced sample size reflected the effect of the conflict on accessibility.

For the Household Survey, 87 households in 11 counties were surveyed by GESS research teams in 8 of the 10 former States.


30

Data collection for the County/Payam Survey involved interviewing a total of 24 County Education Officials at 22 County Education Offices and 48 Payam Education Offices in 9 of the 10 former states.

The Learning Assessment was completed across all 10 former states. A total of 8,653 literacy and numeracy tests were distributed for learners at P5, P8 and S2 to 65 schools and State Anchors were trained on how to administer the tests. Headline findings were:

o School Sample Survey: Attitudes towards girls’ education have progressed from baseline; impact of CGs on schools visible and recognised; Number of 2014 and 2015 CT recipients found attending high in comparison to national enrolment and attrition rates – evidence of CT impact

o Household survey: rising cost of education, positive impact of CTs at household level, continued positive attitude towards school and teachers despite challenges

o County/Payam survey: Majority of county and payam officials reported positive improvements in schools, and in school enrolment, over baseline; significant increase in resources available to County offices since the baseline, including bank accounts and office equipment such as computers and telephones, some improvement for Payams; reported increase in the frequency of school visits by Payam and County officials; better access to key documents

o PFM survey: Impact of price inflation, and reduced effective value of SSP; grants and transfers are more effective the more regularly they come; income-sharing upwards from schools has become more of an issue as overall sector income has been reduced; school fees remain a material source of income for schools; CGs process has initiated/strengthened accountability practices in schools.

4.5.2 Challenges

Insecurity in Juba from 8th-12th July, in addition to new and ongoing conflict in Central Equatoria, Western

Equatoria, Eastern Equatoria, Unity and Western Bahr el Ghazal, rendered it necessary to circumscribe the scope of the research programme in order to balance maximum possible coverage with reasonable steps to keep staff safe.

Researchers for the Household Survey did not reach Unity, Western Bahr el Ghazal and parts of Central Equatoria.

Research in some areas was affected by the Presidential decree replacing the 10 state system with a 28 state administrative structure. It became clear during data collection that some parts of the country - most notably Central Equatoria, Northern Bahr el Ghazal and Unity - have begun to migrate local education

authority structures to the new system. Anecdotal evidence suggests that county officials are often promoted to state level, and payam officials to county level, leaving a staffing gap and lack of institutional memory at the payam level.

This had particular repercussions for the County/Payam Survey and Subnational Public Financial Management Survey, as record keeping processes and responsibility structures were in a state of flux in some areas.

Training of State Anchors by Forcier for the Learning Assessment was delayed after the July conflict, but

tests were still delivered within the time frame. Forcier is due to complete marking and data entry by October 26th.


A series of more detailed dissemination workshops on the Midline Studies are planned from mid-October with MoGEI and other education partners. This will include a session considering KER findings described above in tandem with findings from BBC Media Action’s research.

Opportunities to present the findings of the Midline Studies at relevant conferences and in academic publications will also be sought and pursued.


31

Following the dissemination of the final LQS studies produced in Round 2a, research will be conducted for Round 2b in the remaining 10 LQS schools.

Impact analysis, giving difference-in-difference analysis of GESS interventions and association with enrolment and attendance progress, from Lee Crawfurd (CGD/University of Sussex), to be circulated in mid-October.

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

4.6.1 Achievements

A total of 1,294,262 pupils were enrolled on SSSAMS as at 30/09/16, of whom 555,415 were girls; this was across 3448 schools. The 1.3m mark was broken shortly after. This is the highest enrolment ever recorded on SSSAMS.

Despite the challenging operational conditions, 3,448 schools had submitted enrolment data to SSSAMS during 2016 as of 30/09/16 – also a record.

2,279 schools – 66% - had made at least one report during the 2016 Academic Year.

60% of schools – 2,062 – had made five or more reports (milestone target set in 2013 before the conflict was 70%) and 47% of schools – 1,623 – had made ten or more reports.

For details, see https://www.sssams.org/rpt_school.php?tab=tab1

In the conflict SSSAMS has provided assurance about the extent to which (despite unevidenced assertions made by some actors) schools have continued to sustain functionality – and which has been

complemented by the evidence of the CTs validation process as described above. In terms of SSSAMS reports:

o 2,997 unique schools have now reported on SSSAMS at least once. o As at 22nd September, 1057 schools had made pupil attendance reports in the last month

– demonstrating positively that they were open (NB this was during a period in which there have school holidays, that in some areas dragged on for longer than the planned two

weeks); 662 had made reports in the last seven days; among reports made within the preceding month, all ten (old) States, and 58/79 (old) Counties, were represented.

o SSSAMS also provides evidence of the effect of the conflict: Counties that are recently under-represented relative to reporting performance over the last three years have been Yei, Lainya, Morobo, Ezo, Maridi, Mundri West and Mundri East: corresponding to areas where SPLA activity has been most concentrated since 8/7/16. But even within these, only Mundri East was (at 22/9/16, when this analysis was done) completely unrepresented – again, showing the resilience of South Sudan’s schools, in the face of a campaign of exceptional brutality and scope.

CGA staff have been calling schools directly in order to support more regular reporting resulting in a significant uptick in the number of new schools reporting in every former State, despite the operational challenges.

CGA staff have also been providing direct technical support to schools that have difficulty with paper reporting.

4.6.2 Challenges

The post-15/12/13 conflict continues to present a much more difficult operating environment for schools

and for SSSAMS than was envisaged when the milestones were set. Not only are schools less accessible

(for pupils, teachers, officials and SAs) and poorer, but mobile network coverage has become less

consistent, with outages in various conflict-affected locations because MNOs cannot reach towers to refuel


32

generators, or because they have been required to switch off network (for example during SPLA

operations).

The conflict in Juba from 8th-12th July subsequently spread to other areas – including in Central Equatoria

(Yei River, Lainya, Morobo, Tore); Western Equatoria (Mundri East and West); Eastern Equatoria (Magwi,

Pageri, Lafon, Nimule-Juba Road, Torit); Upper Nile (Nasir, Maban) and Unity states (Leer and Rubkona) –

has further affected school opening and reporting, as well as the attendance of both teachers and pupils.

The economic crisis, late payment of teacher remuneration, and its much-reduced value, has had an

impact on the number of teachers teaching, and teaching regularly, reducing the number of teachers who

are in a position to send attendance reports.

Insecurity in many areas has also affected the ability of State Anchors to access schools in order to obtain

paper reports or of teachers to deliver them to State Anchors to be uploaded into SSSAMS.

The inaccessibility of some areas due to flooding in the last quarter - specifically parts of Northern Bahr el

Ghazal and Lakes - increased the difficulty of obtaining paper reports and impeded State Anchors from

accessing schools to support reporting and accountability.

4.6.3 Plans for Next Quarter Minister, MoGEI, has requested a letter be provided for him to send to State Ministries to request that they

take an active role in using SSSAMS for management, and monitoring and encouraging schools to report

both teacher and pupil attendance, and to ensure schools open on time in 2017. This has been provided.

He also wishes to hold a Ministerial Launch of SSSAMS, to build awareness and drive improved reporting

and use for management, most likely to occur in November.

CGA will continue to communicate with schools through State Anchors to identify gaps in reporting and

encourage schools to send reports more regularly. Schools that encounter difficulties in reporting will

receive capacity-building support through the SSSAMS helpline. CGA will continue to encourage paper

reporting through the State Anchors in areas with no telephone network.

School budget packs for 2017 will be printed and distributed to the State Anchors for further distribution to

CEDs and schools. Pupil Admission Registers and Pupil Promotion Registers for the 2017 Academic Year

will be printed and distributed to the State Anchors for further distribution to CEDs and schools.


33

Annex 1. Logical Framework PROJECT NAME

Girls' Education South Sudan v 31 July 2016

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






The government will provide conducive atmosphere that will support the donor operation in contributing to the achievement of MoGEI 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**

Primary GPI =0.77 ** Secondary GPI = 0.53**

Source

MoGEI 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.

SSCSE 2015-2016 results: 74.3%; PLE results not yet available.

Source

MoGEI Exams secretariat and SMoGEGSW examination Department **This excludes PLE results from Unity and Upper Nile States.

Impact Indicator 3

Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)


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Average scores on learning achievements in Mathematics and English

Planned TBD after Maths and English baseline data on standardized test reports released

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.

Assessment completed; results available November 2016

Source

Reports on learning assessment scores

Abbreviations

MoGEI: Ministry of General Education and Instruction

SMoGEGSW: State Ministry of General Education, Gender and Social Welfare

GESS Girls' Education South Sudan

GPI Gender Parity Index

PLE Primary Leaving Examination

SSCSE South Sudan Certificate of Secondary Education




35

PROJECT NAME


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 MoGEI 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)*

T:86.1% F:92.0% M:80.1% (SSSAMS 2016)*

Source

MoGEI - EMIS and SSSAMS. NB: 2015 and 2016 rates are estimations based on enrolment on SSSAMS in 2014 - 2016. It has not been calculated based on the method of computation specified by UNESCO.

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

P5-P8 = 178,715 S1-S4 = 24,184

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 schools (P5-S4)

Planned TBD after 2013 SSSAMS enrolment reports released

Insufficient data

87.5% (reported attendance of 472nd school out of 523 schools with P5-S4 pupils reporting regularly)





36

Achieved 87.87% (from 1245 schools)

Source

SSSAMS. NB: Rationale for baseline and milestones has been submitted to DFID in Q2-2016. See Annex 4 of GESS QPR11.

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 36%

Source

BBC Media Action survey reports

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

60m 78.9m 138.9m 43%

INPUTS (HR) DFID (FTEs)

Abbreviations

MoGEI: Ministry of General Education and Instruction


SSSAMS South Sudan School Attendance Monitoring System


BBC British Broadcasting Cooperation


37

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 2,000,000

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 437 667 913

Source

GESS monitoring report

WEIGHTING (%)

Output Indicator 1.3

Baseline 2014

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

25% 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 53%

Source

BBC survey report


7.0m 7.0m 100%


Abbreviations


BBC British Broadcasting Cooperation

TBD To be determined


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PROJECT NAME



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

Total = 122,460 GESS= 122,460 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.


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*

GRSS = 3,095 primary; 234 pre-primary GESS = 481 unique schools*: 237 secondary; 244 primary**

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. *The total number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016, however where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting. ** this


39

includes 58 primary schools in Unity State paid by GESS exceptionally through the State Anchor in 2015.

WEIGHTING (%)


Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

60% 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







40





Source

GESS monitoring reports on community-based school improvement activities

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

37.1m 78.9m 116.0m 32%



41

PROJECT NAME



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 9

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 2

Source

Research reports and learning assessment records

WEIGHTING (%)


Baseline 2013

Milestone (2014)

Milestone (2015)

Milestone (2016)

Milestone (2017)

Target (2018)

15% 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)

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

Achieved

29% of 3001 schools on SSSAMS have made at least one report. 42% 60%

Source

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


6.0m 6.0m 100%



42

Abbreviations


M&E Monitoring and Evaluation


SSSAMS South Sudan School Attendance Monitoring Systems


43

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 Few days of conflict within Torit around 15 July. Ongoing high risks of highway robbery on the corridor along Juba – Nimule road and other access roads in Imatong State. Local insurgencies in Lafon, Chukudum and some locations in Magwi, and local clashes in most Counties, apart from 3 Kapoeta Counties. From 10th July – 5 Sept., most GESS supported staff were on lock down in Torit, thereafter resumption of duties. A number of schools are closed due to

Insecurity has been main constraint to road transport. Travel outside Torit town, and to all Counties in Imatong State very challenging due to insecurity (in some cases with armed or UNMISS convoy). On 28th September a two-vehicle convoy of Caritas fell into an armed ambush 3 kms. out of Magwi – with no casualties. Travel within 3 Kapoeta Counties is relatively safe. Risk H

Teachers were generally paid up to September. by MoGEI apart from Budi (reportedly until May only). Difficulty for teachers to collect their salaries – due to insecurity on roads – negatively affected performance. Risk M

High risk of CGs robbed on many roads, after withdrawal from the banks in Torit, affecting most school communities. 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 H

No CTs were paid, but validation of school girls for 2016 CTs carried out (to be paid in October – November.) Due to lock down or immobility of CLOAs and other GESS in many locations, CT validation was largely delegated to Payam Education Supervisors based in Payams / near school communities. Risk H

Strict security assessments before and during any staff movements by road. Delegation of GESS duties to local education staff; e.g. validation of school girls for CTs in many cases delegated to PES’s. Rationalize CG payment to schools, by informing school representatives when funds are banked – to avoid unnecessary journeys.


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

conflict (Magwi; 65 out of 100 schools closed). Risk H

Lakes Generally relatively peaceful. Inter-County/community conflict at Bar Ghel (between Wulu and Cueibet) caused displacement and closing of some schools since September. In July inter communal conflict related to cattle raiding affected Akot and Aluakluak areas in Rumbek East. and Yirol West. Risk M

Flooding posed a challenge to access some locations (Cueibet, Yirol West. Yirol East. and Awerial) and reduced the access of essential commodities to Rumbek. Risk M

All schools generally functional, apart from 4 in Bar Ghel zone (due to displacement). Teachers’ salaries generally were paid until July 2016. Risk M

Payment of CGs has been ongoing to schools. In some schools CGS were being received for the first time since two years (due to previous blockage at SMoF level), causing renewed interest and support for GESS programming. Some CG transfers of Cueibet were delayed at KCB – Rumbek level. The CEO of Rumbek North was threatened when he sought accountability from the CED. This was resolved by BRAC with state ministry officials . Risk L

Validation of all school girls carried out according to schedule, in coordination with state ministry officials and CEDs. A few schools in Bar Ghel (Wulu) were not validated due to displacement. No main risks to staff movement, due to generally better security environment, although transport of cash (also by recipient school communities) remains at risk of robbery on roads. Scarcity of fuel and other commodities and high inflation

Involvement of state education authorities to support all processes including providing security. For 2016 payment of primary schools is going straight to schools although the programme is continuously lobbying for ‘straight-through payments’ with GRSS so they can also pay directly to schools once they resume payments in 2017. Risk M


45




/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

impacts on staff performance. Risk L

CES Since mid-July (after the Juba crisis) the conflict impacted Yei River, Lainya and Morobo Counties, causing mass flight (to Uganda) or internal displacement by most of population in these Counties. Nearly all schools, certainly in rural locations, are reportedly closed in these 3 Counties. In Juba / Jubek, the situation normalized in Juba town with schools open by end of July, but many Payams West, South West, of Juba not accessible and schools reportedly

All roads in Yei, Morobo, Lainya are insecure and not travelled. Access to rural locations with Juba / (Jubek State rural) and Kajo Keji is risky, and requires in many instances armed escorts. Travel within Terekeka and Kajo Keji relatively safer. Transport Juba to Kajo Keji and Yei, if required, is by air. Risk H

Schools generally opened, but with delays e.g. due to drought in Tali Payam (Terekeka). Most schools in Lainya, Morobo, Yei closed, although no definite data. 16 schools in Juba (town) closed, often due to their teachers from the region (Uganda etc.) not reporting back after the crisis while also the pupils enrolment markedly dropped in some schools due to cross-border flight or displacement.

During the July crisis, 7 schools in Juba were broken into, and had assets (bought from CGs) stolen. Absence of GESS staff (and also County / Payam staff) in Yei, Morobo, Lainya, makes it hard to quantify losses (of CG procured assets) due to break ins, but likely high losses. Some schools are occupied by armed forces, causing losses and degrading of facilities. Delayed approval of CGs to 4 schools in Kajo Keji this quarter. Risk H.

Payment of CTs in Yei, Morobo, Lainya to be suspended for the time being, in spite of some validation prior to the conflict. Payment in other Counties due to start in October, although some parts of Juba (rural) are bound not to be accessible (or not been previously validated). Risk H

Temporary closing / evacuation of staff from September. to December, from Lainya, Yei Morobo, and posting these to Juba, Kajo Keji and Terekeka. The Education Specialist in Yei is ‘on loan’ to EES (Caritas) the next quarter. Intensified support on CG accountability etc. in the locations that are accessible, so that some quality improvement can be achieved.


46




/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

closed. Isolated incidences east of Juba (Mangalla, Lobonok etc.) too. Kajo Keji and Terekeka Counties are relatively least conflict affected but at risk of road robbery and other insecurity. High urban criminality in Juba, often reducing school hours. Risk H

Teachers’ salaries continued to be paid. Reports of schools closed in Terekeka due to teachers’ striking. Risk H

NBEG In the aftermath of conflict in Wau (24 – 27 June) there was some spill over to Bar Mayen Payam (Aweil Centre.) early July and outreach work was temporarily halted. Similarly, Achana Payam (Aweil West) bordering Raga was temporarily insecure in July due to conflict

All schools were accessible this quarter (apart from some challenges early in the quarter at Bar Mayen, and Achana / Nyambuli respectively). Road access to a few locations was not possible due to flooding. Risk L

Schools were operational but many teachers were absenting, due to ‘delayed’ salary payment, some not received since February 2016 in Aweil Town, Aweil West. and Aweil South In other schools and in Aweil East, North, Centre,

The ‘straight through’ payment of CGs saw a marked improvement of CG delivery this quarter; some schools receiving for the first time after two years. However, some delays in CG transfer at bank account and other levels occurred. In general, the higher CG delivery with

The validation of eligible school girls was carried out, but not completed, during this quarter. No issues with access to schools. Risk L

The introduction of the straight through’ payment to schools made a big change in the GESS programme acceptance by school communities.


47




/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

spill over from Raga. Otherwise, all locations in NBEG were secure with no main concerns on travel and location safety. Risk M

generally, salaries are not paid since July. The 200 SSP teachers receive through CGs helps teachers to ‘survive’ although disbursements also started a bit CGs in the year. . Risk M

teachers’ allowances build in helped energize school communities and County and Payam education officers. Risk L

WBEG The conflict on 24th – 27th June in Wau town, subsided this period but large parts of population from Wau (rural) and - municipality remained displaced within Wau (PoC and spontaneous) Ongoing insecurity in in most parts of Wau (rural) County, and some communities in Jur River River, bordering Wau (rural) prevented access with GESS

Access to Wau (rural) is not possible due to security restrictions. Access to Raga has been made, this quarter, but via Aweil. Some locations in Jur River (South East) were very hard to access due to flooding. Risk H

Schools generally were open. Most schools in Wau (rural) County were generally relocated to Wau town where host schools host displaced schools’ in their premises, supported by 4 centralized “Teaching Centers” by state ministry/CED. Teachers’ salaries were paid in most schools up to September 2016

Schools generally did receive CGs, including (60%) teachers’ incentives. Some ongoing follow up of blocked or delayed CGs, due to past accountability or bank account issues. Risk M

Validation carried out for CTs to be paid in October. Not all schools validated in Raga, due to limited access period after conflict. Schools in Wau rural generally displaced to Wau town, were they were validated in host locations, but with less enrolment compared to previous years. Risk M

Coordinate with local authorities about access to school communities in locations affected by conflict. Ongoing Risk assessing and mitigation of HARD’s operations in the area on GESS-projects.


48




/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

services, while reportedly most schools are closed. Clashes in Raga recurred a few days in September. Risk H

but not reaching to some isolated schools. Risk H

Warrap ‘Structural’ inter-clan clashes between Agwok (Gogrial West) and Apuk (Gogrial East.) clans, affected a few schools, and local incidences of inter-clan conflict and some robbery / criminality occurred in most Counties – but without long term closure of schools. Risk M

Flooding of roads made transport to more isolated Payams in most Counties impossible, limiting some outreach. Local insecurity (inter-clan conflict and raiding) prevented also some outreach visits. Risk M

Nearly all schools open and functional. Reduced enrolment due to famine migration (e.g. Twic to Sudan) and due to transfer of civil servants (including teachers) to new States, causing fewer teachers in some schools. Teachers’ salaries paid up till July (by October) Risk M

Ongoing allegations that (new) State Ministry officials and CED officials demand a cut on CGs paid to schools in new States (e.g. Gogrial) and some Counties. Risk H

Validation of school girls for CT payments (in October. – November). In total 27,751 girls were validated, higher than previous years. Risk M

Follow up rumours and concrete cases of claims on CGs by some (new) State Ministry and CED officers with (former) State Ministry and other local authorities. Recover funds if such demands were paid. Raise awareness on the purpose of CGs. Issue a letter of warning from Undersecretary of MoGEI

WES Serious insecurity in Mundri East and Mundri West Counties. Access to Ezo opened, but with

Due to insecurity, only a few schools (Lui, Jambo, Mundri central Payam) open in

Teachers received salaries in most Counties up till July (by October). Teachers in Mundri

Some risks on CG withdrawal due to bank closure, in Mundri Counties especially, and where

Validation of girls for CTs ongoing during this period. Validation of girls in two Mundri Counties could not

Coordinate with local authorities for the safe access to schools for all aspects of the GESS programme.


49




/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

some ongoing insecurity. Localised insecurity (clashes between vigilantes and army) in Maridi, Tambura, Nagero. Risk of armed robberies on roads. Risk H

Mundri Counties, and irregularly. In other Counties schools generally open, but access limited to some (e.g. Li-Rangu, Nadiangere in Yambio) due to local insecurity. Risk H.

area were not paid due to ongoing closure of local banks. Schools generally opened, apart from those in conflict zones (Mundri E., most schools in Mundri West., Ezo, Li-Rangu Payam in Yambio, Source Yubu Payam.) In most Counties teachers not paid since April. Some teachers strikes reported (Tambura). Risk H

school community members are scattered due to conflict. Transport of cash presents also risks to teachers’ travelling. Risk H

be carried out in nearly all schools due to insecurity. Risk H

Unity Ongoing conflict in conflict flash points, during this period mainly in parts of Rubkona, Koch, Leer Counties. The displacement of people to Rubkona PoCs and local sites is continuing.

Roads generally deteriorated due to rains and flooding, while some roads are no go due to UXO and landmine risks. Insecurity prevented road access in several Counties to

Teachers in government controlled areas (Mayom, Pariang Abiemnhom) were paid up till August. Teaches in I/O controlled or contested areas generally not paid

CGs were delivered to schools in Parieng, Mayom, Abiemnhom, Rubkona PoC, Payinjiar. In other locations delivery would be risky due to insecurity. Risk of unpaid soldiers moving around, but so

Validation of girls for CTs in Abiemnhom, Parieng, Mayom, Rubkona PoC, Mayendit, Payinjiar. Preparations should include careful security during and after payment. Risk H.

Inform and coordinate with local authorities at all levels (e.g. relating to CG delivery, CT payments, training activities and schools’ monitoring etc.)


50




/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 schools. Very limited mobile phone network coverage in only few places. Risk H

by government. but some incentivized by NGOs (on Education Cluster guidelines. Risk H

far no incidences reported. Risk H

Jonglei In general, nearly all locations relative peaceful / stable. Localized conflict in Pajut - Duk County – in Sept. Security in greater Pibor improved but travel remains risky. Lack of basic commodities on sale, and lack of fuel presents problems to communities and to transport. Risk M

Road transport within (new) Jonglei State (Bor, Twic East., Duk up to Poktap) was possible, although roads deteriorated by rains. All other places accessed by air. Lack of fuel and access to motorbikes limited outreach of several staff. Lack of mobile networks in most Counties. Risk M

Schools in almost all locations were functional. Teachers in Bor, Twic East, Duk and Pibor, Pochala were paid salaries, up till July. In other areas (I/O controlled) teachers are not paid but some receive incentives by NGOs (on Education Cluster guidelines; 900 SSP/per month). Others volunteers. For the latter, the GESS 200 SSP allowance in CGS makes a big difference. Risk M

Schools in Bor County received CGs through bank accounts, all others paid in cash. Larger number of CGs paid (Bor 44, Fangak 11, Uror 2, Pochala 3, Akobo 27, Twic E. 42, Duk 4, Nyirol 35). The teachers allowances in these CGs were paid to (volunteer and government. paid) teachers, with the PES verifying. Lack of mobile networks in most Counties complicates reporting. Risk L

Validation of girls in all Counties (apart from Pigi, Ayod) was carried out without problems. Delivery of CTs in October. Will require careful logistics planning and prior coordination with authorities on the ground. Risk M

Access to all Counties is basically possible and carried out by the SA, although at high cost and depending on unpredictable flight schedules. SA plans to roll out GESS activities to Ayod County (with 27 schools reportedly functional).

Upper Displacement is All Counties are Nearly all Counties FHSS has staff on Validation of girls SA plans to roll out


51




/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

Nile ongoing, but general a trend of return to some Counties (Baliet, Akoka, etc.). Separation between Dinka (in town) and Shilluk and Nuer (in PoC) is ongoing in Malakal with uneasy truce in this period. Ongoing conflict in Nasir town between govt. and I/O forces. Isolated clashes in Mabaan and Renk Counties. Risk H

accessed by air from Juba, with only limited transport links between Counties. Cross border travel from Maiwut to Ethiopia with integration to Ethiopian economy (causing rejection of SSP in favour of Ethiopian Birr). Some schools can be accessed by road, but transport means is a serious limitation. Risk M

have more schools opening now. Teachers in govt. controlled areas were paid up to July. In I/O areas, teachers are not paid but some receive allowances from NGOs. (900 SSP/m) in supported schools. The 200 SSP allowance in CGs starts to make a difference in supported schools. Risk M

ground in 5 Counties, but extends CG to a limited number. of other schools through visits by Team Leader and deputy Team Leader and coordination with other NGOs. Payments of CGs in Malakal (PoC and Wau Shilluk), Melut, Renk, Mabaan, Ulang and Maiwut carried out. This restores trust in GESS (and SA) after misappropriation of CGs in past 2 years. Risk M

carried out systematically in Counties with GESS staff (Renk, Mabaan, Melut, Ulang, Maiwut) and in Malakal PoC and Wau Shilluk zone. Payment will require good sensitisation of school communities for protection and good coordination with authorities. Risk M

GESS to more Counties with higher number of schools in next GESS year. . Through coordination with partner education NGOs the CLOAs / CEOs work is much supported. Discussions ongoing on whether to deliver CTs and CGs in USD in Maiwut County (where SSP are not used), to avoid rejection by schools and possible security problems.


52

Annex 3. State-by-State Progress Update on

Activities per Output Output 1 – Number of School Communities reached by state

(former) State Total number of school communities reached from the beginning of implementation to March 2016 (cumulative)

School Communities reached April-June 2016

Number of additional SCs reached July- to September 2016

Total number of school communities reached from the beginning of implementation to September 2016 (cumulative)

Eastern Equatoria State 65 8 0 73

Central Equatoria State 91 20 0 111

Western Equatoria State 99 12 0 111

Northern Bahr el Ghazal State 75 12 0 87

Warrap State 82 8 +4 94

Western Bahr el Ghazal State 103 17 0 120

Lakes State 73 12 0 85

Jonglei State 85 8 0 93

Unity State 53 16 0 69

Upper Nile State 62 8 0 70

TOTAL 788 121 4 913

Output 1: Number of people reached with

community mobilisation activities in each state

between July-September 2016, disaggregated

by gender.

(former) State Total

Female Male

Central Equatoria 294 212

Eastern Equatoria 172 103

Western Equatoria 544 877

Lakes 622 643

Warrap 368 473

Western Bahr El Ghazal 441 830

Northern Bahr El Ghazal 357 617

Unity 848 1312

Upper Nile State 668 915

Jonglei 326 443

Total 4640 6425


53

Output 2a: Cash Transfers – number of girls approved by state

2016 Cash Transfer approvals by former State, 30/09/16

CES 40916

EES 8234

JGL 9868

LKS 17738

NBG 18454

UNS 6212

UTY 7116

WBG 13449

WES 8122

WRP 26831

Grand Total

156940

Output 2b: Number of Capitation Grants paid by GESS in Quarter-3 2016, and cumulative total

Q3 2016 - number of schools paid by GESS Cumulative total 2016 (paid by GESS)

former State AES ALP NUR PRI SEC Total Q3 AES ALP NUR PRI SEC Grand Total

CES 0 0 2 102 7 111 2 477 55 534

EES 0 0 0 42 2 44 139 12 151

JGL 0 0 0 0 4 4 9 9

LKS 0 0 0 117 2 119 143 6 149

NBG 21 0 0 258 13 292 23 336 18 377

UNS 0 0 0 0 0 0 4 4

UTY 2 2

WBG 0 0 0 92 3 95 155 17 172

WES 0 0 0 136 1 137 175 8 183

WRP 0 1 0 71 5 77 1 423 18 442

Total 21 1 3 820 37 882 23 1 2 1848 149 2023


54

Output 2c: Number of schools reached with Quality Education activities, by state, cumulative totals

as at 30/09/2016

(former) State

School Governance - # schools supported

Supportive School Supervision - # schools supported

TPD = # schools supported

Mentoring - # schools supported

Low-cost learning materials - # schools supported

CES 156 156 40 50 18

EES 91 91 20 30 7

JGL 159 159 20 0 20

LKS 309 309 20 28 20

NBG 216 216 20 41 14

UTY 81 81 20 24 18

UNS 56 56 18 27 11

WRP 178 178 20 36 18

WBG 169 169 20 29 20

WES 126 126 20 40 13

Total 1541 1541 218 305 159

Output 3b: Number of Schools by former State for quantities of correctly formatted Daily

Attendance Reports received in Academic Year 2016

Schools that submitted 1 report

Schools that submitted 2 reports




Schools that submitted more than 5 reports

Total schools submitting 5 or more reports

CES 14 4 1 0 31 533 564

EES 16 8 1 1 11 112 123

JGL 7 0 1 1 5 198 203

LKS 13 6 3 1 6 220 226

NBG 24 6 6 5 20 269 289

UNS 1 1 1 0 1 44 45

UTY 12 2 3 6 28 8 36

WBG 12 3 4 0 2 143 145

WES 7 2 2 0 6 200 206

WRP 27 14 2 0 13 212 225

Total 133 46 24 14 123 1939 2062


55

Annex 4. GESS Interim Strategy August-October

2016

See separate document.

Documents

GESS Quarterly Progress Report 12 – 2016