Girls’ Education South Sudan (GESS)girlseducationsouthsudan.org/wp-content/uploads/2017/… · · 2017-02-09Girls’ Education South Sudan (GESS) Quarterly Progress Report (QPR)

Girls’ Education South Sudan (GESS)

Quarterly Progress Report (QPR) 13 – Q4- 2016

January 2016

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

Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 13 – Q4-2016

Issue and revision record

Revision Date Originator Checker Approver Description

1.

28 Jan 2017 Ira Sangar/Emma

van der Meulen

Akuja de Garang Patricia Schwerzel First draft

2. 31 Jan 2017 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 7

3. GESS Programme Coordination 9

3.1 GESS Secretariat – Highlights __________________________________________________ 9

3.2 Governance ________________________________________________________________ 9

3.3 GESS Communications ______________________________________________________ 10

3.4 State Anchor Management ___________________________________________________ 13

3.5 Coordination with other development actors ______________________________________ 15

4. Achievements and Challenges per Output 17

4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation__________________________ 17

4.2 Output 2.1 – Cash Transfers __________________________________________________ 24

4.3 Output 2b – Capitation Grants _________________________________________________ 27

4.4 Output 2.3 – Quality Education ________________________________________________ 29

4.5 Output 3a – Knowledge, Evidence and Research __________________________________ 34

4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS) __________________ 35

Annexes

Annex 1. Logical Framework 37

Annex 2. State-by-State Progress Update on Activities per Output 47


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


iii

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 30th

September 2017 Current level of progress against milestone target at end of quarter reported on 31st December 2016

Progress Indicator1

Impact 1: Gender parity index for primary and secondary schools

Primary GPI = 0.76 Secondary GPI = 0.58

Primary GPI: 0.77 Secondary GPI: 0.53 Thus primary GPI is already above 2017 milestone, Secondary GPI is very slightly below 2016 milestone (0.54), targeted actions re secondary for 2017 are aimed at bringing it on track (gap is just over 2000 pupils).

Source: http://sssams.org/ams/indicators.php as at 27th December 2016.

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

PLE = 75.0% SSCSE = 70%

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.

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

n/a (endline in 2018) Please refer to the table below with results from the GESS Learning Assessments in 2014 and 2016. Greater Upper Nile was not included in the Baseline Assessment, but was in the Midline. Analysis demonstrates a significant selection effect - midline results including GUN are marginally lower (national average test scores decreased from 45.74% in 2014 to 44.70% in 2016), because of effect of conflict on schools there. Excluding GUN, average test scores rose.

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

1. Executive Summary of Progress on Logframe Indicators


2

Logframe Indicator Milestone target 30th September 2017

Current level of progress against milestone target at end of quarter reported on 31st December 2016

Progress Indicator1

Most girls' scores increased since 2014 while boys' scores decreased. While there was a statistically significant gender gap in terms of average scores in 2014, the gap has closed in the 2016 results. There was a pattern of generally stronger progress at upper primary (particularly girls’ numeracy results), less at secondary correlates with enrolment data. A difference in difference analysis at the level of individual schools, taking girls as the ‘treatment’ group, and boys as the ‘control’, found a statistically significant effect on girls performance. If each grade level and type is considered separately, 4 out of 6 tests show a positive and significant (at least marginally) effect. This indicates that in the aggregate, the GESS interventions as a whole have had a positive effect in girls’ test scores relative to boys.

GESS Learning

Assessment

Results

Girls Boys

2014

mean score

(SD)

2016

mean score

(SD)

met target

(+.1SD of

2014

mean)

2014

mean score

(SD)

2016

mean score

(SD)

met target

(+.1SD of

2014 mean)

P5 Literacy 51.6% (23.1) 47.6% (20.1) NO 57.2% (22.1) 50.3% (19.5) NO

P8 Literacy 61.5% (16.8) 62.3% (18.4) NO 62.3% (15.4) 64.4% (16.2) YES

S2 Literacy 50.5% (13.2) 30.5% (16.7) NO 53.5% (11.4) 33.7% (17.9) NO

P5 Numeracy 37.5% (15.8) 48.6% (20.0) YES 43.5% (17.2) 49.7% (19.0) YES

P8 Numeracy 37.1% (15.5) 43.4% (18.5) YES 40.2% (15.6) 41.6% (17.6) NO (but very

close)

S2 Numeracy 27.7% (11.3) 27.5% (13.5) NO 30.9% (12.8) 26.9% (12.2) NO

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

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

Average promotion rates: M: 81.0% F: 93.0% T: 87.0% Source: https://www.sssams.org/reports.php?tab=tab2 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.

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

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

2016: P5-P8: 179,295 S1-S4: 24,538 Total P5-S4 enrolment in 2016 was already above 2017 milestone: P5-P8 exceeded 2016 and 2017 milestones by a margin, S1-S4 was below 2016 milestone (36,000). 2016 enrolment was the highest ever recorded on SSSAMS. As at 26th December there were 1,315,633 pupils enrolled in 3556 schools, compared to 1,142,140 in 2015 in 3324 schools.


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Progress Indicator1

School Type Female Male TOTAL

Primary (incl

ALP etc) 539,948 705,233 1,245,181

Secondary 24,538 45,914 70,452

Grand Total 564,486 751,147 1,315,633

Source: http://sssams.org/pupilHist.php#dat (26/12/16)

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

89% (from at least 800 schools)

90th percentile value is 87.48%, as at 15/12/16. This is the AY2016 attendance average for P5-S4 girls in 1202 schools making at least 5 reports of girls' attendance in Academic Year 2016. 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

n/a (endline in 2018) 36%

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

n/a (endline in 2018) 2 million adults (15+) reached. Of those who listen to Our School 50% of our audience were women and 50% were men.

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

1085 913 School communities reached

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

n/a (endline in 2018) 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 = 150,000 GESS = 105,000 GRSS = 45,000

Cumulatively, 184,212 unique girls are confirmed to have received Cash Transfers over the course of the programme, thus already exceeding the milestone for 2017 by a margin. Payments for 2016 CTs began on 17th October and were complete by the end of the school year in the second week of December. Despite the deteriorating operating and security context, payment teams reached 127,867 girls in 23 of the existing 28 states of South Sudan, including conflict-affected areas in Greater Equatoria and Greater Upper Nile.

Figure is made up of:

AY2014 received (paid paysheets returned)

54,868

P5 AY2015 received 36,023

P6-S4 received AY2015 in schools that did not receive in 2014

30,996

2016 new unique 62,187


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Progress Indicator1

processed

2016 in processing 138

Total 184,212

A total of 62,187 new unique girls are confirmed to have received a Cash Transfer for the first time in 2016. On this basis, the headline result for the programme of 200,000 individual girls reached was close to being met in December 2016, almost two years early. 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 = 3,045 GESS = 255

As of 31/12/2016, 3,601 cumulative unique primary and secondary schools have received CGs. Unique primary schools: 3,359 Unique secondary schools: 242 Due to the economic crisis, in 2016 GESS stepped in to pay some primary schools: Total unique schools paid by GRSS: 3,096 Total unique schools paid by GESS: 505 (Where GRSS and GESS have both paid a unique school, the school is attributed to GESS) >2,100 schools were also paid ‘inflation correction’ amounts in December, at 30% of their total AY2016 CG allocation, to partially offset the impact of inflation and economic crisis. See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools).

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

(i) Effective school governance = 2000

1541 School Management Committees trained on school governance and management of school activities and school finance.

2671 schools and 6121 number of Head Teachers and School Management Committees and BOG had a one day training on how to develop the plans and budgets for annual year 2017

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

(ii) Supportive School Supervision = 2000

1541 schools receive regular support from PES during the SMC training.

470 Payam Education Supervisors and Inspectors attended a five days training. Payam Education Supervisors have participated in the one day training of the school management committee in 1837 schools.

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 and 189 school reached with regular Teacher Training.

205 Head Teachers trained on (i) how to manage school activities (ii) how to observe teachers’ class room performance and give feedback and (iii) how to use class room performance data. 208 Head Teachers trained on how to include Teachers’ Professional Development activities in the School Development Plan. 188 Head Teachers trained on how to create effective learning environment. 150 Head Teachers trained on (i)


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Progress Indicator1

how to engender Our School and observe lessons through a gender lens and (ii) how to provide feedback to teachers focusing on gender interaction.

1895 teachers from 189 schools trained on how to make our lessons interactive. 1439 teachers from 180 schools trained on how to make our lessons inclusive. 1671 teachers from 172 schools trained on how to (i) prepare scheme of work and (ii) plan and prepare our lesson.

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.

Furthermore, 614 secondary school girls from 5 secondary schools in Juba benefited as they had the opportunity to interact freely with professional mentors (South Sudanese Women professionals) in the first ever career fair. 61 secondary schools with 1830 girls conducted 3 sessions of peer-led and teacher-led mentoring sessions each. 3 County Education officials trained on mentoring for lake state

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

1671 teachers from 184 schools trained on how to use and prepare teaching and learning aids. 1536 teachers from 180 schools trained on how to prepare teaching and learning resources from locally available materials.

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

n/a (endline targets in 2018)

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 2014 baseline surveys (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 and meeting the endline target of 9.

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

n/a (endline in 2018) As at 31/12/2016, 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 and marking and analysis has been completed (see report in Impact indicator 3 above).

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)

75% 2,486 schools out of 3,556 with enrolment in 2016 – 70% - had made at least one report as at 31/12/2016. 2,208 schools – 62% - had made five or more reports as at 31/12/2016. 1,865 schools – 52% - had made ten or more reports. For details, see: https://www.sssams.org/rpt_school.php?tab=tab1 2016 reporting was 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. To drive further improvement, GESS will discuss with ETMC to raise the


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Progress Indicator1

reporting requirement for schools to qualify for AY2017 Capitation Grants.


7

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 Oct 2016 – 31

Dec 2016) £6,705,235

Proposed spending in next quarter (1 Jan 2017 – 31

Mar 2017)

£ 2,581,363

Cumulative spend to date 31 Dec 2016 £41,778,325

Cumulative balance to date 31 Dec 2016 £18,281,110

2. Financial Summary


8

Financial overview split per sub-output

Overall spend in the final quarter of 2016 was about 6% over forecast. This is principally because (i) GBP

exchange rate deteriorated further than expected, raising costs across the board; (ii) SAs were able to

resume activities more quickly than anticipated following the disruption initiated by the increased violence

of July 2016. In addition, the project increased its spending on capitation grants to ensure schools

received greater allocations given the major deterioration in SSP value during 2016.

Spending in the first quarter of 2017 is targeted to be more modest. Spend is normally lower in this period

because the academic year only begins towards its end. Various activities across the board will also be

delayed, however, to assist DFID-SS with a cash flow resource constraint for its 2016/17 financial year.

The core priority of getting resources to schools will still be maintained. At the end of this quarter the

project will look to quickly resume full activities to make up for lost time. Given the cash flow constraint,

some activities currently included in the above projections for Q1 2017 may be accounted for in the

following 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 Oct – 31 Dec 2016)

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

Actual spend in previous quarter (01 Oct – 31 Dec 2016)

£ 490,050 £ 482,298 £ 3,717,303 £ 843,235 £ 721,134 £ 451,215 £ 6,705,235

Proposed spending in next quarter (01 Jan – 31 Mar 2017)

£ 396,500 £ 257,507 £ 274,781 £ 806,794 £ 451,409 £ 394,373 £ 2,581,363

Cumulative spend to date

£6,999,051 £4,945,234 £11,263,630 £7,160,666 £5,025,641 £6,384,102 £41,778,325

Cumulative balance to date

£2,710,374 £2,134,766 £3,236,370 £5,639,334 £4,244,359 £315,898 £18,281,100


9

3.1 GESS Secretariat – Highlights

GESS Team Leader Akuja Awarded MBE

GESS Team Leader Akuja de Garang has been awarded an Member of the Order of British Empire (MBE)

by Her Majesty the Queen for services to the promotion of girls' education and social development in South

Sudan on 31st of December 2016. The award is recognition of Akuja's work leading the GESS programme

and her passionate and powerful advocacy of girls’ education.

A+ Score in Annual Review 2016

The GESS Annual Review 2016 took place in Juba from 7-15 November 2016. The reviewer, Mr Hassan

Ahmed, met with all GESS stakeholders, consortium partners, a number of State Anchors and visited

several schools around Juba. While we await the final report, the overall score was confirmed as A+.

Staffing changes

At the end of this quarter, Agnieszka Mikulska, Quality Education Adviser, and Wim Groenendijk, Deputy

Team Leader, left the GESS programme and South Sudan after many years. Both will remain available to

GESS as short-term advisers in 2017. Yolanda Ille-Felix, GESS Education Adviser, took over from

Agnieszka as output lead for Qualilty Education. Wim’s responsibilities in State Anchor monitoring and

management will be taken over by the GESS monitors Tim Monybuny and Majak Malak, supported by

Larry Duffee, Finance Manager, on operational and contractual matters.

3.2 Governance

Overview of ETMC Meetings and Key Decisions

Date Recommendations, Decisions & Highlights

10/10/2016 • ETMC noted that GRSS budget allocation for Capitation Grants was not sufficient. ETMC recommended GESS to prepare a report on the Capitation Grants deficit, so that the Minister of Education can be briefed.

• 7 Primary and 3 Secondary Tranche 1 schools were approved for Capitation Grant payment.

• A sub-committee was set-up to review schools that have not benefitted by the program previously, in addition to those struggling to account and recommend ways of addressing the

3. GESS Programme Coordination


10

challenges.

• 166,072 Girls were approved to receive cash transfers.

• Decision on "Straight Through” payments of CGs to be fast tracked through Hon. Minister

• Cooperative Bank was to be advised that in cases where girls have transferred from schools where they were validated, and joined other schools due to the crisis, they should be paid their CTs, even if they are not on the payment list.

• ETMC also approved new amounts for Special Needs schools, which are now eligible to receive a SSP 100,000 base amount and SSP 750 per pupil, and that they should be paid after assessment

10/11/2016 • 24 Primary, 1 ECD, and 1 Secondary school were approved for CG tranche 1 payment.

• It was noted that the Committee of Education in the Legislative Assembly supports direct transfers to schools (“Straight Through”)

• 43 CT incidents out 71,000 payments were identified and 27 of them had been resolved

• It was noted that though the attempted incidents of Cash Transfers had been highlighted a lot in the media, the programme was responding to them well and solving them together with the community, and that all culprits must be brought to book.

• It was noted that the persistent inflation in the country has led to the decline the value of funds being sent to schools. There is need to address the effects of inflation by paying an increased amount to the current funds being paid to schools in 2016 to offset the effects of inflation.

• It was therefore proposed that all the schools that have qualified for Capitation Grants should be paid an additional amount as a supplementary inflation correction as follows: - Proposed inflation correction amounts to be paid in two instalments, a first instalment of

30% * 10000/78 pri 20000/160 now, and a second instalment, of x% * 10000/78 pri 20000/160 in Jan; x to be set in December

- T2s continue at previous value amounts (30% of 10000/78 pri 20000/160), for those that qualify: thus the incentive to account remains.

• ETMC recommended that the sector review meeting should address among others two main issues affecting education: Operational transfers and Direct Transfer to schools

• All schools approved in 2016 to be paid 100% of the double amount. The ones already paid 70% should be paid the remaining 30% and those not paid anything yet to receive 100%. GUN schools to be included in the payments

12/12/2016 • Approval was given for payment of CG Tranche 1 to 17 schools and Tranche 2 to 808 schools.

• It was reported that the current GESS funding is sufficient to fund a full programme in 2017, but not in 2018.

• ETMC approved that schools should be paid a second inflation correction instalment at a further 70% of the original AY2016 Capitation Grant amounts in January, while percentages for eligible uses of the CG remain unchanged.

• Regarding non-payment of CTs in Greater Unity State, and other opposition controlled areas, it was reported that the National Economic Intelligence (NEI) had not given the necessary clearance to Coop bank to enable payments to proceed. An extra letter was required to obtain clearance. This will be arranged for from April 1st 2017 onwards.

3.3 GESS Communications

Strategy/Branding

Planned printing of materials in Nairobi through Italic Printing, including:

� 50 A3 GESS 2017 calendars

� 5x GESS wall planners for secretariat planning

� 100x business cards

� 100x corporate folders

Medical Aid Films delivered the new GESS film on the 16th December. The film was internally reviewed

and approved. The film provides an updated overview of the GESS programme and puts girls and their

families who have benefitted from the programme in the spotlight. We are discussing a possible launch of

the film in London with DFID.


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The Communications Officer went on a field mission to Yambio, (former) Western Equatoria State, in order

to gather materials (photo, video and stories) on the Cash Transfer process. Output 1 and 2c activities

were also captured. Photo and video content is saved to the server, in the folders specific to each output.

Events/Media Relations

National Girls’ Education Day/International Day of the Girl Child – 11th October

GESS was in the steering committee to help plan for the event. The event took place at Juba Girls’

Secondary School and involved representatives from MoGEI; SMoGEI; girls’ education partners; South

Sudanese female leaders; and over 500 girls, representing 6 schools in Juba.

GESS organised a parallel session – a Careers Fair for secondary school girls. This free event gave

girls the opportunity to meet and learn from women who have achieved success in many different sectors,

from law to engineering and humanitarianism. 20 female mentors, representing 13 different organisations

(inc. Co-operative Bank, Al Jazeera and UNFPA), participated in the Careers Fair. Each mentor was

involved in personal discussions with groups of girls from Senior 2 and 3 forms. Over 200 secondary

school girls participated in these discursive sessions.

Due to the success of the event, we would like to make it an annual affair, potentially separating it from the

Ministry celebrations, so that we are not subject to delays, which led to a significant reduction in time left

for the Careers Fair.

As well as this incredible array of South Sudanese women, 8 secondary school girls joined us. These 8

girls are participating in the GESS Peer Mentoring programme. As well as acting as mentors on the day,

they documented the event on camera phones and voice recorders. The mentors joined us prior to the

event to receive training, including interviewing skills and advice on how to take a good photo.

GESS Team Leader, Akuja de Garang, speaks at National Girls’ Education Day


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Akuja and GESS Peer Mentor, Achol Majur, went on Radio Miraya to advocate for National Girls’

Education Day, and to discuss the planned event. An audio clip of the radio programme can be found here:

https://audioboom.com/posts/5150508-gess-invest-in-education-listen-to-your-daughters-and-protect-girls

Cash Transfer Media Dialogue

A press conference and public discussion was held at CMS Basic School in Juba on the morning of Friday

2nd December to update local media and civil society organisations on the Cash Transfer progress, and to

discuss issues including:

• The progress and scale of Cash Transfer payments.

• Ways in which monitoring and payment teams are working with local communities and education

authorities to ensure the process runs smoothly.

• Measures being taken to mitigate risks and ensure funds reach the intended recipients.

GESS stakeholders gather at a Press Conference on Cash Transfers

Speakers at the event included Akuja; the Honourable Undersecretary MoGEI; the Deputy Director of

Partner Coordination; Cash Transfer beneficiaries; the female Head Teacher of the school; and a member

of the Parent Teacher Association, all of whom spoke positively about the impact of Cash Transfers and

the processes surrounding payment.

The event was attended and covered by representatives from CEPO (Community Empowerment for

Progress Organisation), Catholic Radio Network, Eye Radio, Juba Monitor, The Dawn, and SSBC,

resulting in positive print, online and social media coverage for the programme..

Discussions were had with Journalists for Human Rights (JHR) and the Juba Monitor on plans to work with

GESS on data journalism, making use of SSSAMS data. CEPO also expressed interest in collaborating

with GESS and CGA on its Education Budget Tracker programme for community accountability.

We plan to hold regular roundtable events with members of the press to encourage dialogue, strengthen

accountability and promote mutual understanding.

Akuja and George Ali, the Deputy Director of Partners Coordination, appeared on Radio Miraya, Eye Radio

and CRN on the topic of Cash Transfers.


13

Outside South Sudan, the GESS Programme Director presented GESS results and progress at the

Cambridge Education Technical Forum in Cambridge, UK on December 19th. The MAF GESS film was

also screened at this event.

Social Media

From Oct-Dec 2016, the GESS Twitter account had:

• 2,682 visitors (+1,837)

• 123 new followers (+38)

• 103,900 impressions (a tweet has been delivered to the Twitter stream of a particular account)

(+68,500)

From Oct-Dec, The GESS Facebook account had:

• 83 new ‘likes’ (+38)

• 1,022 unique users engaging with the page (+461)

• 44,211 organic impressions (number of impressions seen of any content associated with the page)

(+14,173)

3.4 State Anchor Management

The GESS programme continued to implement its programming through eight State Anchors

(implementing NGOs), in the 10 former States.

Procurement of new State Anchor for (former) Lakes State

The programme performance of BRAC – (former) Lakes State, was evaluated (by a joint MoGEI / GESS

panel) as inadequate (with a score of 38.6%; below the required threshold of 40%), whereupon steps were

made for a contract termination process. A restricted Call for Proposal was issued for this purpose in

October 2016, extended to the three preferred educational NGOs at the joint recommendation of the (new)

State Ministry of Education (SMoE) of Lakes West, Lakes East and Gok States, as well as the (7) GESS

State Anchors that had passed satisfactorily the performance assessment over the period October 2015 –

September 2016. The Call for Proposals went through two phases; namely a request to submit an

Expression of Interest (by c.o.b. of 3rd November 2016), whereupon a full proposal application pack was

sent to the organisations (on 4th November 2016) to the organisations that submitted an EoI. In total 6

organisations submitted an EoI; which resulted in the submission of 4 proposals by c.o.b. of 18th

November. 2016. One submission was incomplete, so that finally (from 21st – 24th November. Nov.) 3 full

proposals (by Windle Trust, Stromme Foundation, and Food for the Hungry (in consortium form with

ACROSS and Nile Hope) were evaluated, by a panel of GESS key staff, in close coordination with MoGEI

representatives. On 24th November the proposal evaluation was closed, with Windle Trust International.

reviewed as best-scored proposal, whereupon contract negotiation meetings took place in the week 28th

November – 2nd December 2016, to achieve improved programme delivery aspects and more cost

effective delivery, over the initial programme proposal and budget.

Between 6th – 9th December 2016, transition coordination meetings and planning meetings and

consultations took place in Rumbek by representatives of Windle Trust, BRAC, and the GESS secretariat,

in continuous coordination with representatives of the three some representing the (former) Lakes State.

An effective transfer of GESS-procured assets was a key element of this transition. The GESS secretariat

commends the outgoing SA (BRAC), the incoming SA (Windle Trust), and the MoGEI representatives in

(former) Lakes for a harmonious and effective transition, which gives good assurance of a seamless

transition in GESS services delivery, without major gaps expected in early 2017.

Developments in (former) Eastern Equatoria State

The implementation of GESS activities in (former) Eastern Equatoria faced major challenges, related to the

operational management capacity of the State Anchor (Caritas Switzerland, working in consortium form

with War Child Holland and Caritas Torit). Justified by reasons of insecurity, Caritas reduced its outreach

from Torit to outlying Counties and school communities with effect from October. 2016. While the security


14

in several Counties (e.g. Magwi, parts of Torit, Lopa, Budi etc.) indeed called for intensive security

monitoring and adapted programming, no clear planning for adapted programming to heightened insecurity

scenarios was presented by Caritas Switzerland, while an unexpected resignation of its Country

Representative, per 1st November, delayed financial reporting, and, in general, inadequate communication

with the GESS Secretariat, contributed to a lack of quality of GESS services’ delivery. Just before 1st

December 2016, Caritas Switzerland communicated to have a programme “pausing” phase of 3 months,

whereupon a security assessment will inform Caritas on its commitment and modalities for programme

implementation on the longer term. The GESS Secretariat will closely assess Caritas Switzerland’s

organisational capacity in early 2017, to ensure continued services’ delivery, if and where security

conditions objectively allow this.

Escalating Insecurity

In some other States, escalated and volatile insecurity conditions presented also serious challenges to

State Anchor management. In (former) CES, operational presence by the SA (Stromme Int.) justified and

caused the temporary withdrawal of GESS field staff from (former) Yei River, Morobo and Lainya Counties,

to Juba, Kajo Keji and Terekeka Counties, while some locations in Juba and Kajo Keji also continued to be

not accessible for outreach, due to insecurity. The GESS Secretariat had detailed meetings with Stromme,

agreeing to review this temporary staff relocation by early December., whereupon it was agreed to

maintain this adapted staff relocation until March 2017, due to a lack of improvement in security conditions.

Following that the situation will be reassessed to determine whether staff members can relocate back or

whether contracts should be terminated.

Other SAs faced similar challenges to its staffing and outreach in insecure Counties and Payam’s. In

Western Bahr el Ghazal, HARD continued to serve the school communities from Wau rural (South and

West of Wau town) from Wau municipality, through its staff assigned field staff, since December 2015

based in Wau town. In (former) Western Equatoria field staff have been maintained in all Counties by the

SA Windle Trust, but their outreach was severely limited in more insecure Counties (Mundri West, Mundri

East, Ezo in particular). Inevitably, this limited the capacity to validate and support the payment of Cash

Transfers to school girls, for instance.

In the Upper Nile region, insecurity conditions prevailed in some locations in Unity. Field staff based in Leer

were temporarily relocated to Nyal centre in Panyijar County. To ensure at least some GESS services’

support, an arrangement was made with the Southern Liech South SMoE to pay Capitation Grants to some

schools in Leer County, directly through the SMoE personnel. The transfer of CGs of a number of schools

in Leer County took place on 19th December. 2016.

Overview of Monitoring Visits undertaken by the GESS Secretariat:

State Location visited

Objective of monitoring field visit Date of visit

Responsible

Lakes Rumbek Centre

• Lakes: Mapping of Education Partners in Lakes, Meeting with State Ministry of Education, follow up BRAC on asset registration, validation of program files, final check on girls validation

4th- 6th Oct 2016

Wim Groenendijk Monybuny Tim William

Central Equatoria

Juba • Monitoring the payment of cash transfers in Libya 2 Secondary School, Muniki Payam and Merkolong Local Church Primary school, Hai Tarawa.

20th Oct 2016

Larry Duffee

Lakes Rumbek Centre

• Monitoring the payment of cash transfers

• Monitoring mentoring activities

• Follow up on capitation grants

17th-28th Oct 2016

Monybuny Tim William


15

accountability

Western Bhar el Gahzal

Wau • Monitoring the payment of cash transfers

• Monitoring mentoring activities

• Follow up on capitation grants accountability

31st Oct– 6th Nov 2016


Central Equatoria

Juba • Monitoring of 2016 Cash Transfers for girls in P4-S4.

17th – 19th Oct 2016

Majak Malak Adhil

Abyei Area Agok/Aneet • Assessment of the status of schools in the area with objective to extend GESS activities. The assessment was initiated by MoGEI as part of general GRSS policy to include Abyei as recipient of services from GRSS and donors. Recommendations from this assessment where presented to ETMC and will subsequently be presented to the Steering Committee for approval.

6th - 11th Nov 2016


Northern Bhar El Ghazal

Aweil Town • Monitoring of 2016 Cash Transfers for girls in P4-S4.

• follow up on accountability for 2016 Capitation Grants (60% incentive to teacher and 40% for both physical inputs and quality education) in selected schools.

• Technical support for Education Specialist on quality Education.

• Discussion with UMCOR Aweil Manager about 2016 incomplete validation, close supervision of ES, issues related to CGS and CTs, etc.

20th Oct – 17th Nov 2016

Majak Malak Adhil

Lakes

State

Rumbek • Guidance and monitoring of the transition from BRAC to Windle Trust

6 – 9 Dec. 2016;

Wim Groenendijk Larry Duffee

3.5 Coordination with other development actors

GESS contributed to the coordination and facilitation of the General Education Annual Sector Review

(GEAR) which took place 21st – 25th November 2016. The objective of GEAR is to review progress made

in education over the past year. The Sector Review brought together all 28 State Ministers and Director

Generals. Through the State Anchors, GESS assisted the State Ministries of Education in the preparation

of their presentations. During the review, GESS also shared findings of the GESS midline surveys as part

of KER dissemination plan. The presentation was well received and participants requested that findings be

further shared with technical teams at state, county and payam level.

On the 15th December, GESS State Anchor Team Leaders also participated in a one-day meeting called

by Undersecretary of MoGEI. The purpose of which was for GESS partners to share progress,

achievements and challenges in 2016.


16

GESS established a partnership with the now closed Room to Learn programme, as reported on in

earlier QPRs, which resulted in distribution of supplementary readers and books to all the 220 pilot schools

as well as pocket libraries.

GESS and GPE continued collaboration on School Supervision. Save the Children (SCI), as the

implementer for GPE’s School Leadership Programme, and GESS agreed a division of labour for the

training of 470 Payam Education Supervisors (PES) and Inspectors, who attended a five days training co-

shared between Save the Children and GESS. GESS programme agreed to train PES in 5 former States –

EE, Warrap, Jonglei, UN and WBG, while SCI would train PES and County Inspectors in CE, WE, Unity,

NBG and Lakes. Not all counties in the states have been covered yet, and we discuss in early 2016 how to

cover the remaining counties.

The GESS Quality Education Team has been discussing joint facilitation of deworming of children with

World Food Programme (WFP). WFP will provide deworming tablets, transport them to states where

UNHAS operates, and GESS through the SAs would transport and administer the tablets to all school

children. GESS State Anchors are to prepare budgets for deworming of all school children and this was not

yet completed ahead of the December holiday. After budgets are agreed, this collaboration may go ahead

in the first quarter of 2017, with a second dose after six months during the second school term.


17

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

4.1.1 Achievements

Analysis of the Output 1 midline research

Between October and December BBC Media Action conducted detailed analysis of the Output 1

quantitative midline survey data. Initial analysis during the previous quarter showed that all 2016 log-frame

indicator milestones measured by the quantitative survey (Output 1.1, Output 1.3 and Outcome 4) had

been met and exceeded. The data, disaggregated by gender in key areas, shows increases in knowledge

and understanding of the school system, as well as some positive shifts in attitudes and practices around

girls’ education. Further statistical analysis using regressions was conducted to control for a number of

factors including the level of education of the respondent, income, age, levels of knowledge on the

education system and access to radio overall. A key finding from this analysis shows that regular

listeners to Our School with a daughter/girl are on average 6 times more likely to say they have the

daughter/girl in school compared to non-listeners. In advance of the October Annual Review a

preliminary report was shared with the GESS Secretariat and consortium partners, and both BBC Media

Action and CGA collaborated to run a dissemination and discussion on GESS midline results and insights

with the Ministry of General Education and Instruction (MoGEI) in late October. The further analysis will be

presented in the final midline report to be completed in early 2017, and some highlights are detailed below:

Knowledge

Output 1 midline results showed that knowledge about education and the school system was higher among

Our School audiences than non-listeners. In particular, there were a higher number of respondents aware

of elements of the school system that support girls’ education (including cash transfers, capitation grants,

training for head teachers and teachers, school mentors and school management committees). There was

also a significant and positive association between awareness of initiatives supporting education

and Our School, with 76% of those reached by Our School aware of three or more initiatives compared to

44% of those who did not listen. Regression analysis showed that, when controlling for other factors, this

association between listeners of the Our School programme remained significant for listeners from the

4. Achievements and Challenges per Output


18

low income group, who were on average 3.5 times more likely to have improved knowledge about

the education system in South Sudan compared to non-listeners.

Practices

The data also demonstrates more frequent discussion between parents and children among Our

School listeners. Regression analysis showed that regular listeners to Our School are on average 2 times

more likely to frequently discuss education with their daughters/girls compared to non-listeners.

On all measures, participation was significantly higher among those who listened to Our School compared

to those who did not. For example, 48% of those who listened to Our School said they had asked a

question to or sought information from a local school compared to 29% of those who did not listen.

Overall, regression analysis also showed that regular listeners of Our School are on average 1.6 times

more likely to have been highly involved with/participated in education compared to non-listeners. Again,

this is the case even when controlling for other factors that could also influence this level of participation,

such as age, education, knowledge of the education system, awareness of other activities done by partner

NGOs, access to radio, gender and confidence.

The report also included an analysis of the South Sudan media landscape in 2016, insights on the current

penetration of different media types and on levels of trust in different sources of information related to

education. These insights alongside the overall analysis will help to inform future radio content and

community mobilisation activities. National Girls Education Day

As part of a GESS led National Girls Education day event in October, BBC Media Action Our School

Producers Catherine Augustino (Simple Arabic language Producer) and Chol Ngut (Nuer language

Producer) participated as mentors in a careers fair that formed part of the event. Together with other South

Sudanese women who had overcome obstacles to complete their education and become professionals,

they spoke to groups of senior four secondary school girls to share their experiences, lessons learned,

advice, and to hopefully inspire and motivate these girls to pursue further education and careers after

school.

During the careers fair Catherine

produced a ‘special’ Our School

programme capturing some of

the experiences from other

mentors and responses from

girls which was broadcast

around the country on Radio

Miraya, a national station in

order to extend the stories of

mentors and discussion with

secondary school girls to a

broader audience (See Annex

1). Catherine also wrote about

her experience in a BBC Media

Action blog. The experience had

particular resonance for her as

the event was held at Juba Girls Secondary school, the school from which she graduated. The blog can be

found at http://www.bbc.co.uk/blogs/bbcmediaaction/entries/9fc92fce-9962-423d-a884-9ea404eb379c Interactive Drama Tool development The development of an ‘interactive drama’ tool for community mobilisation kicked off at the end of the last

quarter with full development taking place from October to December. The tool was designed by a team of

theatre for development practitioners, all with experience of the South Sudan context, with guidance from

BBC Media Action. The team included local practitioners from South Sudan Theatre Organisation. The

Catherine Juma interviews women mentors for Our School programme at the

National Girls’ Education Day Careers Fair


19

interactive drama tool was designed to complement the existing community mobilisation tools – (the Our

School programmes and visual storytelling materials) during community mobilisation sessions and deepen

participants’ level of engagement in social and cultural barriers to girls’ education. Community mobilisation

monitoring and evaluation suggests that listening clubs and community dialogues are already facilitating

positive engagement with and between participants on key issues affecting girls’ education. However, the

interactive drama tool provides an additional dimension to provide support for Community Mobilisation

Officers (CMOs) to frame and unpack entrenched attitudes and norms in an interesting way, something

they find challenging at times. Interactive drama uses a learning approach based on experiencing and

doing through games and other physical activities alongside the listening and visuals provided by the Our

School radio and visual storytelling. This approach empowers individuals to: 1) Explore how their thoughts,

attitudes and behaviours may contribute to the current situation; 2) Discover what they can do to change

the situation - as individuals and as a community - and 3) Rehearse strategies for how this change may be

realised. In this way, difficult issues can be explored playfully and with sensitivity. The approach allows

citizens to contribute to the change process, and to find alternative ways of tackling re-occurring problems,

particularly those that are socially entrenched. Some State Anchors were already supporting their CMOs to

conduct optional music, dance and drama activities to complement their listening clubs and community

dialogues but BBC Media Action felt that clear objectives and methodology were needed to ensure the

work was geared toward social and behaviour change. A draft of the tool was shared with the GESS

Secretariat and input provided by the GESS gender advisor who also attended the training.

Training CMOs to use the interactive drama tool In December, community mobilisers from across

the country attended refresher training in Juba.

While sessions addressed gender sensitivity and

mobile phone reporting, the central focus was to

introduce community mobilisers to the interactive

drama tool, build their skills in facilitating games

and activity sessions by participating in them

themselves and to demonstrate an

understanding of how to apply them. One of the

key objectives of the tool is to allow community

mobilisers to adapt games and sessions to their

local context and by the end of the training one

of the trainers noted that CMOs were able to

demonstrate their ability to use the games and

apply techniques outlined in the tool to their local

contexts.

Extracts from the training report included the following feedback from CMOs:

QUESTION: What have you learnt and how do you feel?

“It [the interactive drama project] will help keep community members involved in the programme as they all get the chance to participant through interactive drama.”

QUESTION: How will you use this training?

“I tried to do drama before, but it did not work. There is a change in me now though. What I did before

was not interactive drama – it was only for a few participants to be involved and the rest of the group

would be watching. I was worried about calling people to come and watch the drama. I was asking,

'What will I do for them?' But now I am confident that people will want to come because they will all be

involved.”

Community Mobilisers learning and trialling interactive

drama games and activities


20

“Change starts with us. Now we have planned the stages – which activity comes after which. The

community will learn by doing. I have learnt, and if they also do what I have done, they will also have

learnt.”

“Since I was in the field, there was a lot of disruption. But from these few days, I have learnt how to

arrange my work. I now know how to use image exercises in my work. I have to involve all my

community. Now we have become like a big stone. We have become heavy with knowledge – no one

will pick me like a light stone now.”

(…this is in reference to a game used during the training, (Throw the Rock) where participants are

asked to consider different people/statuses as rocks and throw them to imagine the impact they may

have on the world around them. Here the CMO is suggesting he will have a much larger impact on

the world around him now.)

“This will help community members come up with their own solutions.”

Production and broadcast of Public Service Announcements (PSAs) In this quarter the radio team produced another batch of PSAs. While the first batch in 2016 was designed

and scripted with remote support from an international PSA expert, the principles and approaches learnt in

producing this initial batch were applied and led by the South Sudan team in the second phase. The team

were able to work independently - developing, scripting and producing PSAs including topics on improving

boy’s attitudes to girls receiving cash transfers, addressing the problem girls have with cash transfer

money being taken from them, the importance of teachers monitoring attendance and cholera prevention in

schools. The PSAs were produced in five languages: Simple Arabic, Zande, Dinka, Nuer and Bari. The

PSAs on boy’s attitudes, the issue of girls having cash transfer money taken away from them and the

cholera PSA are all examples of the editorial and production team responding to emerging needs. For

example, the cholera PSA was motivated by the resurgence of cholera in the latter half of 2016. Output 1

coordinated with UNICEF to ensure there was no duplication and that health information was both accurate

and consistent with UNICEF communication.

Our School programme feedback In this quarter, Our School programmes focused on a range of topics including

� Why teachers still use corporal punishment when they are not supposed to. � What schools are doing to build trust among pupils from mixed backgrounds. � How communities can support efforts to prevent girls’ cash transfers being taken from them. � What communities can do to support teachers. � Why it is important for parents to talk to their children about body changes. � Why it is important for parents to budget for their children’s education alongside Christmas.

The following are examples of audience feedback from call-in discussions after radio broadcasts during the quarter: November 2016: A caller to Voice of Hope radio in Wau said the following after the programme focused on what schools are doing to build trust among pupils from different backgrounds was broadcast:

‘Children don’t care of the tribe of their friends, the issues that arise from family and parents must encourage their children to have friends from other tribes. Children always talk what they heard at home because they know nothing. All negative points come from the elders, and additional lessons at schools that talk about peace help much in building confidence among the children.


21

December 2016: A male caller to Don Bosco radio in Tonj South commented after a programme focusing on what communities can do to support teachers said:

December 2016: A female caller to Anisa Radio in Yambio who said she was a recipient of a cash transfer

commented after the programme on how communities can support efforts to stop cash transfers being

taken from girls. She said she liked the program because she has learned how she could use the money.

There were also some mixed responses to some programmes; for example the programme broadcast in

December exploring why teachers are still beating children when they are not supposed to:

A male caller to Don Bosco radio from Mapel said:

However many callers disagreed and thought caning was a constructive method;

A male caller from Yapangou said “Our teachers were caning us and I was getting first position in the class

because of caning”. One sanctioned caning for pupils in lower classes only, suggesting that he is not fully

convinced in beating as disciplinary measure.

“Very good program if the government is not able to do

something for teachers’ community should do something

so that they can give knowledge to our children/pupils. If

the community contributes something and give it to the

administration of the school so that teachers may have

service then they will not complain”.

“Teachers, don’t beat pupils for no reason unless they

make some mistake if they are not respecting they

should be dismissed in the school instead of caning

them.”

“The pupils from primary one to four are the one to be

cane but from primary five to secondary can just be

advice by the teachers and their parents.”


22

Even when Our School programmes highlight the effect that corporal punishment has on children, presents

alternatives and showcases stories that role model positive practices, comments from individual audience

members in favour of beating could suggest how entrenched attitudes towards such practices are.

However, open discussion and negotiation of such issues are important as part of the change process and

it is encouraging that there are some audiences willing speak out against such practices.

4.1.2 Challenges Preference to send boys to school over girls While the midline results demonstrated significant and positive results for Output 1 it also highlighted areas

where shifts have been more modest, where improvements may be needed or areas we might consider

focusing on in future programmes. For example, while attitudes towards girls going to school continued to

be generally positive (92% of respondents agreed with the statement “girls and boys have the same rights

to an education in South Sudan” compared to 84% at baseline), 40% of respondents agreed with the

statement “if there is a limited amount of money for education it should be spent on sons first”, showing

that in practice when money is limited, boys’ education is prioritised by many. Such insights will be

explored further to understand if and how Output 1 can address this in future programming.

Security challenges Between October and December insecurity and displacement in former Central Equatoria continued,

obstructing plans for our Bari and Simple Arabic Producers to produce programmes from other parts of

Central Equatoria in the latter part of 2016. Community mobilisation also continued to be a challenge with

severe displacement in areas including Morobo, Lainya and Yei with many people also blocked from

leaving Yei because of the insecurity. Last quarter we reported on the agility shown by Stromme (CES

State Anchor) to relocate the Yei CMO to Kajo Keji. Such pro-active measures continued with the Lainya

CMO being relocated to Juba to take over from the Juba CMO who had begun maternity leave. Between

October and December both were able to fully settle into their work as they established a new cycle of

community mobilisation in these locations.

Quality assuring Our School programmes In this quarter the Our School team tackled some difficult yet important topics that threw up challenging

editorial questions. An example included a programme on how teachers and schools are finding ways to

reduce tensions among children from different backgrounds. This was driven by the situation following the

July crisis and existing literature about the potential for schools to be areas to actively cultivate peace.

Since the programme was framed in a constructive way, the Juba editorial team identified the risk of

sensitive material emerging in the interviews but felt the interviews could be well steered to mitigate too

many editorial issues. During standard briefings of Producers, the Editor and Deputy Editor discussed how

the Producers planned to engage potential contributors and focus interviews as well as examining the risks

associated with the programme. For example, while getting informed consent is standard procedure,

Producers were reminded to ensure contributors including child contributors and their parents/guardians

would be fully briefed on the purpose of the programme, how it would be used and where it would be

broadcast. They were also asked about how they would ensure extra sensitivity to contributors during

interviews. Even with such preparation some of the interviews included graphic details of people’s stories,

and some where facts would be difficult to verify. The reason for this may have been because Producers

were trying to be sensitive to contributors’ desires to tell their story and did not manage the process as

tightly as they normally would. Similarly there interviews raised questions around a fundamental BBC

value of ‘do no harm’ both to an audience and potential backlash to contributors. This resulted in some of

the Producers either having to re-record interviews if it was felt that the experience would not be traumatic

for the contributor or decisions made by the senior editorial team with support from BBC Media Action’s

editorial support team in London on content edits in line with BBC editorial guidelines. Feedback to

Producers was also provided to help them understand how they could have managed their interviews more

effectively, which they have been asked to apply in future programmes.

Communication challenges with Producers Ongoing communication challenges in different parts of the country, has made it challenging to keep

production timelines on track with individual Producers. Torit and Kapoeta in this quarter were particularly

difficult. This was not just in relation to guiding our Producers in these areas in the editorial and production


23

elements of the programmes, but also being able to communicating on assessing risk in advance of

production. To try and address such issues, mobile modems that that can be pre-loaded with internet data

are being provided to the Producers. Producers are also being provided with more than one programme

topic at a time so that they can continue to work if the communication network goes down. Nevertheless,

Producers are not permitted to go for production unless a risk assessment has been signed off in Juba,

which continues to create delays for workflow if communication network are down.

CM volunteers The rollout of a cohort of CM volunteers was planned for this quarter but unfortunately the sourcing and

activation of CM volunteers (CMVs) was not possible, largely because State Anchor budgets submitted to

the GESS Secretariat following the 2016 budget workshop had not yet been approved. Nevertheless State

Anchors were requested to make preparations by seeking out potential candidates and supporting the

CMOs. The Team Leader or Deputy Team Leader and their CMOs attended the December CMO training

as CMOs will be expected to mentor the CMVs.

4.1.3 Lessons Learnt

Responding to conflict Midline analysis conducted during October and December shows that almost half (47%) of respondents

agreed with the statement “people who are not from the local area should not be able to attend school

here”. The conflict continues to affect everyday life for many South Sudanese people with population

movement and displacement is common. The latter half of 2016 in particular saw an upsurge in conflict

and ethnically based attacks. Our School programmes have already explored how schools can be inclusive

irrespective of a student's background and following the July 2016 crisis. The initial programmes after

production resumed in August 2016 focused on supporting parents to make effective decisions when

sending their children back to school in times of crisis, what teachers are doing to resolve tensions with

others and set an example, and what schools are doing to reduce tensions among pupils in school.

Nevertheless, midline findings such as the one above show that addressing attitudes related to social

cohesion and inclusion remains an important area for programming.

Flexibility in research In this quarter the research team conducted final field work and analysis in the close-out phase of the

Output 1 longitudinal qualitative study (LQS). The widespread displacement in Western Bahr El Ghazal

rendered the continuation of the LQS untenable due to the displacement of many, if not all of the study

cohort. Before this decision was made a feasibility assessment was conducted in the previous quarter with

a decision to discontinue based on the significantly changed context and the ethical issues of continuing

this methodology with displaced populations. This experience helped the team to find ways of being

flexible in the design, finding ways to adapt the methodology so as to be able to use the LQS data which

had already been collected. Instead of analysing is as a piece of longitudinal research the team has treated

is as cross-sectional – or a baseline for future qualitative work.

The role of Output 1 in supporting efforts to address financial barriers At both baseline and midline, the main reported reason that girls and boys drop out of school is ‘lack of

money for fees’. Although Output 1 does not primarily focus on financial barriers, efforts have been made

to increase knowledge and understanding about cash transfers and capitation grants. An ever deteriorating

economic situation makes it important for Output 1 to reflect on the role mass media and communication

can play to support efforts to address financial barriers. Through Our School, associated radio content and

community mobilisation, we are supporting audiences to make effective decisions that help them to

increase or avail existing financial resources for their children’s education. An Our School programme

produced in this quarter about the importance of parents budgeting for their children’s education alongside

Christmas priorities is a key example since many families spend all their money during the holidays and

have little saved for when the school term begins. A male caller to Anisa Radio in Yambio commented after

the Azande programme had broadcast saying ‘If you know that you don’t have enough money, it is good to

budget only to budget school fee for children’. The midline analysis shows a positive association between

Our School and respondents reporting actions related to budgeting. For example 59% of listeners reported

saving money or selling something to help pay for uniforms or books compared to 49% of non-listeners.

Regression analysis found that listeners were 1.4 times more likely to have done this compared to non-

listeners, even when controlling for other factors such as levels of income and education, among others.


24

4.1.4 Plans for Next Quarter

Recruitment of additional national staff For some time, the Juba team leading the radio and community mobilisation work have been over-

stretched and trying to manage with the heavy oversight of a national, decentralised, remotely managed

project. This is especially because the radio programme production is run directly by BBC Media Action

and the community mobilisation team is of a modest size. As part of efforts to strengthen the central

capacity of the Output 1 national team in Juba, which we anticipate will improve the efficiency of Producers

in the field, a new Senior Producer will be recruited. The Senior Producer will strengthen the central

editorial oversight of the radio programme team with the Editor and other Senior Producer (formerly Deputy

Editor but job title has changed). The Project and Production Assistant role is also being divided into a CM

Assistant and Production Assistant role as the volume of work generated requires a dedicated resource for

radio and community mobilisation respectively. At least one Producer will also be recruited the language

for which will be decided using insights from the midline data.

Finalising the quantitative midline report The team will finalise and share the midline report including further analysis of the midline data in advance

of the mid-term review.

Qualitative research Analysis of existing qualitative research including the LQS data, audience feedback data from partner

stations and the Community Mobilisation data will be reviewed in a combined analysis framework. We will

further analyse these results, including looking at the proportion of participants taking any action in relation

to education as a result of taking part in Output 1 activities. BBC Media Action will also conduct additional

qualitative research, including investigating the possibility of using photo-voice as a participatory method to

collect additional qualitative data in order to report on what impact if any has resulted from listening to Our

School and/or participating in community mobilisation activities.

Community mobilisation In the next quarter community mobilisation volunteers will be rolled out as State Anchor budgets are

finalised. CMOs will be supported by State Anchor management and BBC Media Action to train and

mentor CMVs. In addition, Output 1 will be planning on key areas of focus that need to be addressed with

State Anchor management at the January State Anchor workshop including issues around quality

assurance, sustainability and institutionalisation.

4.2 Output 2.1 – Cash Transfers

4.2.1 Achievements Cumulatively, 184,212 unique girls are confirmed to have received Cash Transfers over the course of the

project, as at 31/12/16, thus exceeding the milestone (set in 2013 before the conflict) by a margin and

meaning that the overall programme target of reaching 200,000 individual girls by 2018 is close to being

met nearly two years ahead of schedule.

During the AY2016 payment process, a total of 127,867 Cash Transfers had been paid out to girls in 2,656

schools in all accessible states by 31st December 2016.

Accountability CTEFs have now been received and reconciled for 127,836 payments, as shown on

www.sssams.org/ct; these provide proof of successful payment and demonstrate that accountability

mechanisms are being observed.

Payment teams covered nine of the former ten states ((former) Unity state was not covered) and 23 of the

existing 28 states; Cash Transfers were paid to girls in several Counties affected by conflict, including Kajo

Keji, Maridi and Yambio.

Of CTs reconciled, at least 62,187 girls received Cash Transfers for the first time in AY2016.


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State Anchors were present at every payment as

part of monitoring teams also consisting of

representatives from the GESS Secretariat, CGA

and MoGEI, who worked with payment agents from

the Cooperative Bank to oversee the payment

process. The payment process provided eye-

witness assurance of the continued operation,

despite the conflict, of up to 1,802 schools visited

for payments, including in areas affected by the

last six months’ upsurge in ethnically targeted

violence. These areas include Namorunyang,

Maridi, Jubek, Imatong and Gbudue in Greater

Equatoria.

GESS managed to trace and pay some girls who

had been displaced due to conflict, particularly

from areas in and around Yei, and presented for

payment in different schools from those in which

they had been validated.

Impact analysis by Lee Crawfurd (CGD/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”,

and, specifically, that average school attendance in

schools that received Cash Transfers grew by 17%

more than schools that did not. It also found that

CTs had a differential effect on girls’ enrolment.

4.2.2 Challenges The intensification of the conflict has affected the CTs process in multiple ways, in particular, to the

detriment of equity, by denying girls displaced from the Equatorias and parts of Greater Upper Nile the

opportunity to access the CTs they had been eligible, and in some cases, verified for. Insecurity has

hampered efforts to reach girls in certain parts of South Sudan who were approved to receive AY2016

Cash Transfers. Parts of Greater Upper Nile and Greater Equatoria have seen open combat between

Government and opposition troops involving heavy artillery and airstrikes. Despite the best efforts of State

Anchors and payment execution agents to reach all approved girls, some areas remained inaccessible to

payment teams.

Displacement of people within and beyond South Sudan has had a significant impact on the payment and

verification of eligible girls, many of whom have either moved to different schools from those in which they

were validated to receive Cash Transfers or have left South Sudan altogether.

Some of these girls would have been approved to receive AY2016 Cash Transfers, but missed out as a

result of displacement, particularly girls from parts of Greater Upper Nile and Greater Equatoria.

Delayed approval processes restricted transportation of cash to opposition-held areas before schools

closed for Christmas leave, resulting in girls in some parts of Greater Upper Nile not being paid.

Rale Moses from Usuma Primary School, Yambio,

(former) Western Equatoria, after receiving her Cash

Transfer money in November.


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Displaced girls from Yei receive their Cash Transfer at their new school of Dr. John Garang National memorial

Secondary School, Juba - December

Road access has also been severely limited due to the increasing incidence of violent ambushes, for

instance along the Juba-Torit and Juba-Nimule roads, rendering it necessary either to increase security

measures for vehicles or to transport payment teams by air, thus incurring higher attendant costs.

Based on detailed monitoring described above, 99.8% of payments took place successfully and without

incident, and recipient girls left with the entirety of their Cash Transfer. All incidents were reported promptly

to local education authorities, CGA and the GESS Secretariat, details logged in a comprehensive incident

tracker, and followed up.

In the absence of mobile money, and in the midst of deepening economic crisis which is continuing to

place people under severe economic stress, the risks to payment teams and recipients of transporting and

receiving cash have not diminished. Of the127,749 AY2016 Cash Transfers paid out, 0.2% were affected

by incidents, the great majority of which took place after the girl had been paid.

In a context in which teacher salaries have not risen with inflation, and in which the value of the AY 2016

Cash Transfers (2300SSP) is in many cases significantly more than a teacher’s monthly salary, monitoring

teams witnessed a small number of cases in which teachers attempted to deprive girls of all or part of their

Cash Transfers or wrongfully to claim funds by presenting ineligible girls for payment.

Of 94 reported incidents at the time of writing, 64 have been fully resolved and the rest are being followed

up.

The payment execution agent faced an acute shortage of physical SSP cash within the financial system in

the country. This was as result of the regulator (Bank of South Sudan) unable to honour commercial banks

demands for cash. This led to an escalation of operational costs (mobilisation of SSP, transportation and

handling).


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4.2.3 Lessons Learnt GESS will review its media and public information strategy options to balance proactive engagement with

schools, local education authorities, parents, students and the media in order to outline the rationale,

logistics and processes surrounding payment, with managing potential risks stemming from revealing

specific details of timings or locations which could compromise security at payment execution sites.

The existing incident tracker has been refined to ensure swift and effective reporting and follow-up

mechanisms.

Monitoring teams comprising representatives from GESS and CGA are present alongside State Anchor

colleagues at all future payments in order to assist the operation of the process.

The validation process started late in the year for a variety of reasons, thus delaying payment. Some

schools were late to submit enrolment data in their PARs. In response, we will continue to support and

encourage schools to submit PARs early in the year so that validation can take place in good time for

recipients to be able to spend their Cash Transfer in ways that will support their education during that year.

With no immediate end in sight to the current security crisis, we will work, based on increased attendance

reporting rates, to proactively track students from school to school, to ensuring that displacement does not

affect the ability of girls who have been approved to receive a Cash Transfer to do so.

4.2.4 Plans for Next Quarter We aim to ensure that every girl approved for an AY2016 Cash Transfer is paid, and will engage State

Anchors to complete payment of girls in areas which were inaccessible due to insecurity in 2016, as soon

as schools resume for AY2017.

We will compile a short report on the AY2016 payment processes to inform the AY2017 Cash Transfers

process.

We are planning a refresher training as part of the State Anchor workshop in Q1-2017 on technical and

practical aspects of the validation and payment process.

GESS will continue to lobby for the operationalisation of Mobile Money, which would provide a secure and

cost-effective payment execution method to individuals, particularly in low-resource areas, but which has

not yet come to fruition due to obstruction on the part of the GRSS National Communications Agency.

4.3 Output 2b – Capitation Grants

4.3.1 Achievements A total of 3,359 unique primary and 242 unique secondary schools have received at least one Capitation

Grant over the course of the programme. List of unique schools and date of first payment is at:

http://www.sssams.org/sbrt/uniqueschools_received.php

Of the 3,007 schools that submitted budgets in AY2016, 2,736 were approved to receive and funds were

released to 1,989 primary and 165 secondary schools by GESS, while 385 schools received funds from

GRSS.

151 primary and 14 secondary schools were approved during the quarter to receive AY2016 Tranche 1

Capitation Grants.

Of the schools approved in AY2016, 1,269 ledgers were received back by 31/12/16 and 808 schools

qualified to receive Tranche 2 payments and were paid. School-by-school feedback was given for

incomplete ledgers.

In AY2016 SSP 115m was approved for 2,719 schools, including both Tranche 1 and inflation correction

payments, the majority of which was funded by GESS. Second instalment inflation correction payments are

not included in this total.


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Monitoring visits were carried out by Cash Transfer monitoring teams and MoGEI staff to schools that had

not qualified for AY2016 Capitation Grants, identifying the issues preventing them from doing so and

encouraging them to meet the necessary hurdles.

As inflation accelerated, ETMC decided that the doubled amounts no longer represented its intentions, or

best value, given the protracted economic crisis. In order to provide extra support to enable schools to

continue operating and execute their budgets, payment of two inflation correction amounts were approved

in November, the first of which was set at 30% of their AY2016 Capitation Grant allocation (10000 SSP

fixed and 78 SSP variable for primaries, 20000 SSP fixed and 78 SSP variable for secondaries).

The first inflation correction instalment was paid to 2,100 schools in December.

ETMC approved that schools should be paid a second inflation correction instalment at a further 70% of

the original AY2016 Capitation Grant amounts in January.

Detailed reports of approvals, disbursals and issues were provided month-by-month to ETMC, and further

drafts for the 2017 Capitation Grant Detailed Operational Design (DoD) were presented to ETMC.

Amongst these, it was proposed that AY2017 Capitation Grants will be paid in a single tranche in order to

improve uptake and enable closer support to schools. This will be discussed further in January 2017.

ETMC also approved new amounts for Special Needs schools, which are now eligible to receive a SSP

100,000 base amount and SSP 750 per pupil.

With input from CGA, AY2017 State and County Education Transfer guidelines were developed by BSI and

presented to ETMC for adoption.

57 schools in Mundri East and West, including in areas which were badly affected by the recent conflict,

were unaware that 2015 Capitation Grant funds had been paid into their bank accounts, and so had not

spent them – but had taken all necessary steps to qualify for 2016 grants. In order to ensure they were not

at a disadvantage, in November ETMC approved a proposal to pay them their full 2016 Capitation Grant

amounts and first inflation correction instalment.

4.3.2 Challenges Although inflation correction payments have increased the amounts paid to schools, the impact of

protracted inflation on the effective value of the SSP has continued to hamper the ability of schools to

execute their budgets effectively.

The upsurge in violent conflict in different parts of the country negatively affected the basic functioning of

schools in areas including Yei and Maridi and, consequently, their ability to benefit from Capitation Grants

due to the difficulty of accessing funds, contributing to a low uptake of Tranche 2 payments.

In particular, a number of banks reduced operations as a result of heightened insecurity. KCB Bank and

Ivory Bank are now the principal banks active outside the capital.

Schools were therefore restricted in their choice of bank and in some cases forced to accept undesirable

conditions, including high and inconsistent bank charges. For example, Ivory Bank, the only bank that

continued functioning in Raja county, was slow to credit school bank accounts with funds and imposed

unpredictable bank charges, and has now been closed, leaving Raja without any bank operations for the

moment.

The implementation of ‘straight through’ payment by GRSS has not yet been operationalised, although

progress has been made and final approval is expected shortly. The GRSS Capitation Grant budget for the

FY2016/17 was approved at SSP 61m by the Council of Ministers, an increase of SSP 1m on last year,

failing to reflect the impact of high inflation in the country.

4.3.3 Lessons Learnt Late payments of Tranche 1 Capitation Grants (for reasons well documented in earlier QPRs) meant that

Tranche 2 uptake in AY2016 was low, and therefore that a small proportion of schools executed their

budgets within the academic year, with consequences for value for money achieved by GESS.


29

Involving MoGEI staff in Capitation Grant monitoring through visits to schools during the Cash Transfer

payment process increased their engagement with and understanding of the nuts and bolts of the

programme, and further steps will be taken to strengthen their involvement which in turn will contribute to

the long-term sustainability of Capitation Grant processes.

GESS will continue to work with State Anchors to improve their knowledge of the Capitation Grant

programme and proficiency with SSSAMS so that they are better able to support schools to qualify and

account for funds.

4.3.4 Plans for Next Quarter CGA will continue to present schools to ETMC as they qualify for AY2017 approval and continue to

facilitate payment of Capitation Grants.

The second inflation correction instalment, totalling a further 70% of the original 2016 Capitation Grant

amounts, is due to be disbursed in January.

A refresher training is being held for State Anchors in January in preparation of the AY2017 Capitation

Grant activities in which information relating to inflation correction payments will be communicated and

reinforced. New regulations as stated in the DoD will also be communicated to the State Anchors during

the refresher training.

Communications will be sent to schools before the start of the Academic Year in February informing them

of the new and existing regulations and requirements, which include accounting fully for all previous funds

received, including AY2016 ‘normal’ and ‘inflation correction’ amounts, before they can qualify to receive

AY2017 funds.

Schools will also be actively supported to reach the SSSAMS reporting hurdle in order to qualify for

AY2017 Capitation Grant funds.

4.4 Output 2.3 – Quality Education

4.4.1 Achievements Effective School Governance – the key achievement in Q4 of 2016 was the roll out of the one-day

briefing on School Development Plans and Budgets. 2671 schools and 6121 number of Head Teachers

and School Management Committees and BOGs trained on how to develop the plans and budgets and

they supported 2671 schools to write School Development Plans and Budgets for Annual Year 2017.

Supportive School Supervision – in Q4, Payam Education Supervisors and inspectors training was

rolled out across the ten former states. 470 Payam Education Supervisors and Inspectors attended a five

days training co-shared between Save the Children and GESS, based on the earlier agreed division of

labour between the GPE/Save the Children and GESS. GESS programme agreed to train PES in 5 former

States – EE, Warrap, Jonglei, UN and WBG, while SCI implementing the GPEP School Leadership

programme would train PES and County Inspectors in CE, WE, Unity, NBG and Lakes.

Payam Education Supervisors have participated in the one day training of the school management

committee in 1837 schools; they have also carried out supportive supervision to 563 schools, as well as

monitored and supported the distribution of Cash Transfers to girl during the reporting period.

Teacher Professional Development Programme – the key achievement in Q4 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 have been developed. Training to Education Specialists will be rolled out in Q1 of 2017.

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

Teachers; 3) Organization of Staff Meetings focused at staff development. In Q4 of 2016 the following

training activities took place:


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Education Specialist, Julius Amuda from (former) Unity State, at a training session in Juba in December

Teacher Trainings # Teachers Trained # Schools Reached

How to make our lessons interactive 1895 189

How to make our lessons inclusive 1439 180

How to prepare scheme of work 1671 172

How to plan and prepare our lesson 1695 172

How to make our lessons interactive (part 2) 1464 153

Staff Meetings # Schools

Reached

How to keep school clean and hygienic 123

How to set up and manage school resource center 128

How to engender our school 120

Head Teacher Training # Head Teachers

Trained

How to manage school activities 205

How to observe teachers' classroom performance and provide them with feedback 206

How to use classroom observation data 207

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

Plan

208

How to create effective learning environments 188

How to engender Our School and observe lessons through a gender lens 150

How to provide feedback to teachers focusing on gender interaction 150


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Low-cost teaching and learning materials – in Q4 of 2016 Education Specialists continued rollout of

training to teachers on How to prepare teaching and learning aids. Progress to date:

Training # Teachers

Trained

# Schools

Reached

How to use and prepare teaching and learning aids 1671 184

How to prepare teaching and learning resources from locally available

materials

1536 180

GESS established a partnership with Room to Learn, which resulted into distribution of supplementary

readers and books to all the 220 pilot schools as well as pocket libraries. The teachers will be trained on

how to use the pocket libraries and the readers in Q1 of 2017.

Mentoring in roll-out mentoring and progress to date in Q4 2016: 614 secondary school girls from 5

secondary schools in Juba benefited as they had the opportunity to interact freely with professional

mentors (South Sudanese Women professionals) in the first ever career fair held on 11th October 2016.

Girls listened to experiences on how they became successful women. The professionals also provided

guidance on the choice of future career and what girls can do to achieve their future career and their full

potential. 61 secondary schools conducted 3 sessions of teacher-led mentoring sessions. In addition, 3

County Education officials were trained on mentoring for (former) Lakes state.

Mentoring Sessions # Secondary

Schools

# Girls Reached

3 sessions of peer-led mentoring 61 1830

A mentoring session on use of Cash Transfers takes place at Dr. John Garang National Memorial Secondary School in

Juba


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4.4.2 Challenges

Effective School Governance – insecurity affected a number staff especially in former Yei, Morobo and

Lainya counties. The County Education Officers from these counties continued to work from Juba,

Terekeka and Kajokeji while those in from Magwi, Ikotos and Chukudum counties of Eastern Equatoria

were unable to reach all the schools due to insecurity. They continued to work with schools that are closer

to the towns’ centers, while leaving some rural schools could not be reached.

The roll-out of the one-day briefing for Head Teachers on school development plans and budgets was

delayed due to delay in printing of the budget packs. The budget packs were distributed in late November

and early December when schools are busy preparing for examinations. This will result in a delay in

planning and budgeting for 2017.

Supportive School Supervision – coordination of the partnership between Save the Children and GESS

was challenging. For example, GESS is to provide food, transport and accommodation for the inspectors

and supervisors, while Save the Children provide transport, accommodate and pay incentives to the

facilitators. This arrangement resulted in delays in effecting trainings in different locations and missing of

the training in former Warrap state where the trainer is taken for leadership training and was not there to

conduct the training. The inspectors or supervisor rely heavily on the State Anchor to move them from

school to the school, because the conditional operation grants is not reaching the states.

Teacher Professional Development Programme – insecurity remains the major challenge in Q4 that

affected implementation of the TPD. Yei pilot schools remained closed due to mass displacement of the

population; however the Education Specialist for Yei was transferred to Torit to support implementation of

the TDP. Insecurity limited the work of the Education Specialist to the town center and he could not reach

the TPD schools in the outskirts of the town.

Delay in teacher’s incentive and the rise in high cost of living across the country resulted into demotivation

of teachers and not all teachers from the school attend all the training sessions as planned. The creation of

28 states, and now 33 states, has effected the TPD schools due to high turnover of teachers and

movement from one state to the other. Since TDP is a pilot program and does not happen in every county

and state, the turnover of teachers increases workload on Education Specialist as they face reality of

taking new teachers through old modules.

4.4.3 Lessons Learnt

School governance - Following the regular school based training for teachers and school management

committee in schools, despite the insecurity and economic meltdown of the country, we found out that

schools are kept opened and communities hope is kept alive by the presence of the quality of education

staff that frequently visits and work with SMCs and teachers to improve quality of education.

Lesson learnt on school governance practice has greatly improved.

1) Out of 41 schools visited in Central Equatoria, 34 schools are able to practice effective financial

management, with records in place, procedures of requisitions and authorizations before

payments. Minutes of meeting conducted on termly basis and updated school assets list / records;

2) The Involvement of learners in the School Management Committee is empowering and building

leaners’ leadership skills. The head girl, Abuol Chol, in Bor Primary was given the chance to lead

in writing of the priorities and the school development plan and budget for 2017. The head teacher

said, “after having several sessions of school based effective governance they were impress with

level of participation of head girl in the discussion and improvement in writing skills”. James Chol

Deng, head boy of Alelchok Primary School in Wau state said, “Before the training, I used to fear

teachers and never voice out students concerns”. Having understood my roles and responsibilities

during the training, I “participated in school development and budgeting and raise student’s

grievances for both boys and girls”.


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Teacher professional development – through the TDP trainings of teachers, discovered that teaching

can made easy when a variety of teaching methods are employed;

1) Dikpio Gloria from Badi 1 Academy primary school in Yambio said “the training has significantly

transformed my teaching methodology from an old situation to a modernized standard; TPD of has

helped me excel in my profession as a teacher”. The same is echoed by Jonathan Daudau from

the same school, who said now “I demonstrate and explain the lessons to children using local

materials for easy understanding of the lessons”. He believes that the school performance has

significantly improved in the form of better examination results. Teachers have started reading

programs after distribution of readers in TDP school, the Quality Education output lead observed

pupils in P4 class in City Dove read the books with guidance and support of their teachers. The

readers are making a difference in building the children’s vocabularies

4.4.4 Plans for Next Quarter

Effective School Governance:

1) to organize distribution of the merged manual “Handbook for School Governing Bodies” to all

schools across South Sudan, if printed by USAID;

2) Continue with one-day briefing on School Development Plan and School Budget on schools that

are not covered last December;

3) Roll-out refresher course for County Education Officers on school governance in CE, Jonglei,

lakes, NBG, Unity, UN, Warrap, WBG, WE;

4) Conduct pre assessment on effectiveness of SMC/BoG in the new selected schools, before

onset of school-based training for SMC/BoG in February.

Supportive School Supervision:

1) continue with the roll-out training for PES in the remaining counties of the 5 GESS focus states

(EE, Warrap, Jonglei, UN, and WBG) if Save the Children continue and GPE are willing to honour

co-sharing agreement of division of labour agreed upon last year where GESS take the

responsibilities of organizing all training requirement while Save the Children takes responsibility of

accommodating, transporting and payment of trainers. In case this partnership is not revived,

GESS plans to give on job support training to the already trained and untrained PES and

inspectors using the simple module developed by GESS.

Teacher Professional Development Programme:

1) Finalize all planned training for HTs and teachers in the pilot schools;

2) Conduct refresher training to Education specialist;

3) Discuss with MoGEI the way forward on scripted lessons for English and Maths in the GESS

Pilot TPD schools and roll out the training;

4) Finalise the write up of lessons learnt report from implementation of the Pilot TPD programme in

2016.

School-based Mentoring for Girls:

1) Finalize training of mentors in the remaining 31 secondary schools;

2) Roll out mentoring training in the GUN states that missed training due to insecurity last year;

3) Monitor implementation and the quality of mentoring sessions in secondary schools.

Low-cost teaching and learning materials:

1) Finalize the training on the remaining schools that do not cover the following: 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) train teachers on the use of readers and pocket libraries distributed last year.


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4.5 Output 3a – Knowledge, Evidence and Research

4.5.1 Achievements

Dissemination The topline results of the Midline studies were presented to MoGEI and education partners at ETMC on

30th September. Findings from the KER and BBC MA Midline research were presented at the General

Education Annual Review in November as part of the M&E Technical Working Group session and hard

copies were circulated to the Ministers of Education in attendance. Findings from the Midline were

presented to DFID representatives during the GESS Annual Review in November.

A gender-focused seminar was held in October with representatives from MoGEI directorates and

education partners to disseminate and discuss findings from Midline research carried out under the KER

component and Behavioural Change Communication components.

State Anchors were briefed on the Midline results during the refresher training in January and discussions

were held about effective ways of cascading the findings down to State, County and Payam level.

Analysis Detailed analysis of the Midline results has been continuing, with findings disaggregated by (former) state

and gender, ahead of the finalisation of the reports.

Draft final analysis of the Learning Assessment results has been completed by Forcier Consulting, and

CGA reviewing.

Impact Impact analysis of GESS interventions and association with enrolment and attendance progress by Lee

Crawfurd (CGD/University of Sussex), was launched to an audience of 40 partners at the Lambeth Palace

South Sudan Education Round Table, including DFID Education Head and Profession, and published and

circulated. Further dissemination work includes an upcoming blog.

The difference-in-difference analysis indicated that both Capitation Grants and Cash Transfers have a

statistically significant impact on enrolment and attendance and make schools more likely to remain open,

despite the presence of ongoing conflict.

4.5.2 Challenges A high concentration of events in Q4 for GESS and MoGEI and the end of the school term means that the

development of the next round of the Longitudinal Qualitative Survey (LQS) will take place in January, in

anticipation of the start of the new academic year in February.

Marking and analysis of the Learning Assessment by Forcier was slower than projected, resulting in a

delay in receipt of final marks and the progress indicator for Impact Indicator 3.

4.5.3 Lessons Learnt Building on the successes of the KER Midline studies, we will pursue further avenues of research including

a supplementary PFM survey looking into the costs of education and related impacts. The integration of

more of the analytical and reporting functions at CGA was effective in shortening the cycle times from data

collection to dissemination.

Efforts to increase the involvement of MoGEI in the development of research tools, data collection and

dissemination have improved levels of collaboration and understanding of the KER component, and will

support the use of research findings to inform future policy.

4.5.4 Plans for Next Quarter Research briefs, focused on actions that could follow from the research findings, will be produced and

State Anchors consulted on the best way to ensure Midline findings and recommendations are

appropriately tailored and disseminated at all levels in their respective regions. In partnership with BBC

MA, we will explore options for disseminating the Midline findings through radio communication.

We plan to work with PFM expert Johan Verhaghe and the KER Technical Working Group to develop a

supplementary PFM survey with a focus on the current cost of education for families.


35

We will publish the final reports from the Midline research.

We will also develop the tool for LQS round 2b in collaboration with GESS colleagues, TWG and education

partners. Data collection will focus on the resources available schools and cost of education.

The full suite of LQS round 2a report will be disseminated to MoGEI, education partners and policy

makers.

Thanks to the difference-in-difference analysis that Forcier have conducted in their assessment of the

Learning Assessment results, we will be able to triangulate the findings against ACLED data

(www.acled.org), thus providing conflict-adjusted Learning Assessment scores/difference-in-difference,

and an initial assessment of impact on learning of specific GESS interventions.

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

4.6.1 Achievements

Visibility SSSAMS was officially endorsed as the principal source of education data in South Sudan by Rt Hon Deng

Deng Hoc Yai, the Minister of General Education and Instruction, at the Ministerial launch event held at the

General Education Annual Review in November, attended by Ministers and Directors General of Education

from each of the 28 states. The Minister for General Education and Instruction, as well as Ministers from all

28 States and Abyei, signed a set of commitments for the next Academic Year which included promoting

and encouraging universal and regular attendance reporting to SSSAMS, and utilising SSSAMS data for

management and planning. SSTV and Catholic Radio Network covered the launch and the Minister was

active in endorsing SSSAMS on social media.

SSSAMS data was used as the basis for all National and State-level updates and presentations on the

education sector at the General Education Annual Review, and State Ministers, Directors General and

Directors of Planning from every state were issued with SSSAMS log-in details.

For the purposes of contrast, it is worth noting that EMIS data collection was, as in 2014, again not

completed in 2016, and SSSAMS is therefore the critical path data source for South Sudan’s education

sector.

Results SSSAMS supported and document pupil enrolment in South Sudan that rose to record levels in 2016,

despite a substantial deterioration in the operational and security context. Enrolment in December 2016

was 1,315,633 (as at 26/12/16), compared to 1,143,082 pupils in December 2015. This is an increase of

172,551 between the two years and the highest ever recorded. Despite the challenging operational

conditions, a record 3,556 schools had submitted enrolment data to SSSAMS during 2016 as at 31/12/16.

2,484 schools – 70% - had made at least one report during the 2016 Academic Year, increasing from

2,279 (66%) at the end of the previous quarter. 66% of schools – 2,331 – had made five or more reports,

up from 60% at the end of Q3 (milestone target set in 2013 before the conflict was 70%), 62% of schools

(2,208) had reported six times or more and 52% – 1,865 – had made ten or more reports, rising from 47%

at the end of the previous quarter. These increases provide evidence, despite rising insecurity in many

areas and the approach of the end of the school year, that schools remained open and functional and have

responded to the drive to boost reporting. 3,056 unique schools have sent attendance reports to SSSAMS

at least once.

Attendance reporting was significantly higher in 2016 than 2015, despite the ongoing and worsening

conflict and economic crisis.

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


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4.6.2 Challenges The protracted degradation of the operational context means that it is becoming progressively more difficult

for schools to function effectively. Schools are less accessible for pupils, teachers, Payam and County

officials and State Anchors, and mobile network coverage has deteriorated, affecting the ability of schools

to send reports, with outages in various conflict-affected locations because MNOs cannot reach towers to

refuel generators, or because they have been required to shut down the network.

The largescale displacement of people within and out of South Sudan, particularly from parts of Greater

Equatoria (including Yei River, Lainya, Morobo, Mundri East and West, Maridi, Yambio, Magwi, Torit) and

Greater Upper Nile (Nyal, Nasir, Maban, Leer) has inevitably affected the attendance of pupils and

teachers, and led to a disintegration of previously more stable associations between pupils, teachers and

schools, for example as entire schools relocate or teachers with knowledge of SSSAMS reporting leave a

school.

Insecurity related to the armed conflict, in addition to localised intercommunal violence, particularly cattle

raiding in areas including Duk and Eastern Lakes, has inhibited paper reporting in places with unreliable

mobile network as State Anchors are unable to deliver and collect the reports before uploading them into

SSSAMS.

4.6.3 Lessons Learnt Frequent communication with State Anchors and County and Payam education officials prompting them to

encourage schools to report regularly has led to increases in daily reporting, despite the challenges of

unreliable mobile network and insecurity. Encouraging schools to submit paper reports through State

Anchors in areas affected by network outages has helped to improve attendance reporting. A sustained

effort is required to ensure State Anchors are providing sufficient support to schools that need to use paper

reporting, and to support SAs to upload the reports to SSSAMS.

4.6.4 Plans for Next Quarter Before schools open in February we will provide a letter, to be sent to State Ministries, County Education

Directors and Head Teachers, communicating the tightening of reporting requirements in AY2017 and

encouraging continued reporting throughout the Academic Year. There will be a concerted push, via State

Anchors, to ensure schools meet the new requirement early in the school year and subsequently continue

reporting.

AY2017 PARs will be distributed in good time ahead of the start of the school term.

A refresher training will take place in January at which State Anchors, State and County-level officials will

be trained on the new features of the Pupil Admission Registers, which include information on physical

disabilities and pupils’ refugee status.

We will extend the remote approach, enabling schools and SAs to use smartphones to upload supporting

documents for Capitation Grants and Cash Transfers, which will also be included in the refresher training.

Schools will be supported to report regularly through more frequent visits from GESS and GRSS, feedback

on which will be reported to SSSAMS.

CGA will continue to encourage paper reporting in areas with no network and provide support to State

Anchors in uploading the data to SSSAMS.

The SSSAMS helpline will remain available to schools that encounter difficulties in reporting.

We are setting up functionalities within SSSAMS to enable individual donors to send and monitor private

donations, and also to track individual pupils and teachers affected by forced displacement.


37

Annex 1. Logical Framework

PROJECT NAME

Girls' Education South Sudan v 30 September 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

Primary GPI =0.68 Secondary GPI = 0.46





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


38

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




39

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)





40

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


41

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 (%)


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


42

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


43

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







44





Source

GESS monitoring reports on community-based school improvement activities

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

37.1m 78.9m 116.0m 32%



45

PROJECT NAME

Girls' Education South Sudan v 30September 2016


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%



46

Abbreviations


M&E Monitoring and Evaluation


SSSAMS South Sudan School Attendance Monitoring Systems


47

Annex 2. State-by-State Progress Update on Activities per Output2

Output 1 – Number of School Communities reached by state, Q4-2016 and cumulative total (former) State Total number of school

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

School communities reached October-December 2016

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

Eastern Equatoria State 73 12 85

Central Equatoria State 111 12 123

Western Equatoria State 111 10 121

Northern Bahr el Ghazal State 87 12 99

Warrap State 94 11 105

Western Bahr el Ghazal State 120 12 132

Lakes State 85 12 97

Jonglei State 93 8 101

Unity State 69 16 85

Upper Nile State 70 7 77

TOTAL 913 112 1025

Output 1 – Male and Female Participants of Listening Clubs and Community Dialogues between

Oct-Dec 2016 State Male (no of

participants)

Male (% of

total

participants)

Female (no

of

participants)

Female (%

of total

participants)

Total

CE 447 44% 569 56% 1016

EE 622 43% 816 57% 1438

WE 696 55% 575 45% 1271

Lakes 984 56% 772 44% 1756

Warrap 1190 61% 753 39% 1943

WBG 660 52% 608 48% 1268

NBG 1129 61% 722 39% 1851

Unity 974 50% 960 50% 1934

Upper Nile 155 44% 200 56% 355

Jonglei 569 60% 379 40% 948

Total 7426 54% 6354 46% 13780

2 GESS has been updating its reporting to reflect the 28-state structure this quarter. This has largely been done for Capitation Grants

and Cash Transfer and SSSAMS reporting, but not yet for Community Mobilisation and Quality Education activities as this requires

updates of monitoring systems. It should be noted that GRSS announced a decree creating 33 states mid-January 2017. We will

discuss with DFID how best to report in the coming quarter, to ensure consistency and for data to remain comparable across

outputs and over time.


48

Output 2a: Cash Transfers – number of girls approved and paid, by state, 2016 State Total eligible girls Total approved girls Total girls paid

Amadi 2618 1617 1061

Aweil 8057 7339 7274

Aweil East 4687 3862 3761

Boma 338 338 0

Eastern Bieh 5232 4967 0

Eastern Lakes 3857 3857 3729

Eastern Nile 3919 3739 3549

Gbudwe 7797 7037 5731

Gogrial East 15801 14181 13356

Gok 4595 4536 4362

Imatong 15550 11078 3485

Jonglei 3954 3914 3738

Jubek 26245 25712 23605

Latjoor 2922 2607 0

Lol 10294 8966 7283

Maridi 1748 1414 1222

Namorunyang 2334 2259 849

Northern Liech 2592 2303 0

Ruweng 1408 1296 0

Southern Liech 5193 4908 1

Terekeka 655 647 620

Tonj 5645 5047 4757

Twic 9900 8543 8353

Wau 13141 12703 12288

Western Bieh 684 674 0

Western Lakes 9358 9358 9073

Western Nile 59 59 59

Yei 26477 15889 9711

Grand Total 195060 168850 127867

Output 2b: Number of Capitation Grants paid by GESS in Quarter-4 2016 Total schools approved and disbursed for T1 Capitation Grants, 1st Oct - 31st Dec 2016

Schools approved Total schools approved

Schools disbursed

Total schools disbursed

State ALP Pre-pri

Pri Sec ALP Pre-pri

Pri Sec

Amadi 1 1 2 1 1 2

Aweil East 1 1 1 1

Eastern Nile 3 1 4 3 1 4

Gbudwe 21 21 21 21


49

Gogrial East 3 3 3 3

Jonglei 1 1 2 1 1 2

Jubek 43 3 1 47 43 3 1 47

Lol 2 2 2 2

Maridi 2 2 2 2

Northern Liech 2 2 2 2

Ruweng 4 4 4 4

Southern Liech 1 1 1 1

Terekeka 2 1 3 2 1 3

Wau 21 5 26 21 5 26

Western Bieh 1 2 1 4 1 2 1 4

Western Lakes 4 1 5 4 1 5

Yei River 31 2 3 36 31 2 3 36

Grand Total 1 76 74 14 165 1 76 74 14 165

Output 2c: Number of schools reached with Quality Education activities, by (former) state,

cumulative totals as at 31 Dec 2016 State School

Governance # of Schools

Supported

Supportive School Suppervision #

schools Supported

TPD # of Schools

Supported

Mentoring # Schools

Supported

LowCost Leaning Materials #

Schools supported

CE 156 156 40 50 20

EE 91 91 20 30 7

Jonglei 159 159 20 0 20

Lakes 309 309 20 28 20

NBG 216 216 20 41 19

Unity 81 81 18 24 18

Upper Nile 56 56 20 27 20

Warrap 178 178 20 36 18

WBG 169 169 20 29 20

WE 126 126 20 40 18

Total 1541 1541 218 305 180


50

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

Amadi 2 43 43

Aweil East 4 1 2 99 101

Aweil 4 2 4 85 89

Bieh 2 1 1 94 94

Boma 10 10

Fangak 5 1 56 57

Fashoda 1 0

Gbudwe 1 1 3 136 139

Gogrial East 11 2 2 2 3 113 116

Gok 1 1 1 2 61 63

Imatong 9 1 9 90 99

Jonglei 2 3 86 89

Jubek 3 3 1 10 250 260

Latjoor 16 16

Northern Liech

1 1 3 11 14

Southern Liech

1 1 2 43 15 58

Eastern Lakes

2 1 65 65

Western Lakes

3 1 2 114 116

Lol 5 3 1 7 150 157

Maridi 4 1 40 40

Namorunyang 1 3 38 41

Eastern Nile 1 1 31 31

Ruweng 5 1 1 5 6

Terekeka 1 30 30

Tonj 11 1 2 2 108 110

Twic 4 1 1 1 2 32 34

Wau 9 1 3 121 121

Yei River 8 5 1 23 309 332

TOTAL 100 17 20 12 123 2202 2331

Documents

Girls’ Education South Sudan (GESS)girlseducationsouthsudan.org/wp-content/uploads/2017/… · · 2017-02-09Girls’ Education South Sudan (GESS) Quarterly Progress Report (QPR)