THE DIOCESAN EDUCATION REPORT OF 2012 From
The Episcopal Church of Sudan Wau-Diocese (Western Bahr El Ghazal State & Warrap State) Compiled and circulated by Diocesan Education Department Wau Diocese The Episcopal Church of Sudan Western Bahr El Ghazal State P.O.BOX. 52 Wau- South Sudan Tel:0929862396 Email:education@wau.anglican.org www.wau.anglican.org
School Girls in Sunday Basic School Posting For a Group Photo (2010)
Introduction: The Episcopal church of Sudan Wau Diocese as per the South Sudan education ministry goals and Objectives and under The Alternative education system guidelines and instructions had opened Complementary basic schools And other literacy / learning centres in the two states of South Sudan as the Diocese of Wau is covering two states namely Warrap and Western Bahr El Ghazal States. This came as a result of trying to alleviate the level of literacy in South Sudan as well as Accelerating development in the new country since it is well known that development begins with human being first. The end product of well-educated, informed and developed human is a mystery in the success of the lives of millions on the planet. The Goal of Diocesan Education Department: The long-term goal of diocesan education programs is to attain illiterate free, well-informed, mentally and spiritually developed South Sudanese who will meet the requirements of all developing sectors of the Republic Of South Sudan. However, the above stated goal will not be achieved through the government interventions only since the government system may not have the necessary requirements to meet the needs of all learners within South Sudan due to its daunting challenges and problems which require long term planning to resolve some of the problems if not all. Vision The diocesan education department: Is visionary aspiring to give quality education coated with Christian Values. Mission The diocesan Education department. Is established to reduce the level of illiteracy and enable learners to acquire knowledge and skills needed For spiritual growth, moral uprightness, self-reliability and meeting developmental aspirations of the Republic of South Sudan. Objectives The diocesan Education department is objectively focussing on: 1. Increasing literacy and functional skills for children as well as adults so as to be self-reliant and economically secure. 2. Providing accelerated learning opportunities for out of school children and youth in order to claim back the school-age going children who could not make it during the war due to some problems that were facing them.
3. Providing adult and A.L.P education as an alternative learning opportunities for illiterate parents, illiterate ex-combatants dropped out girls and earlier married off young ladies. 4. Providing intensive English course for Arabic language pattern teachers or children. 5. Provide life skills training on cross cutting issues like: HIV/AIDS and reproductive health program, business and microfinance management, nutrition and common preventable diseases, Hygiene and sanitation. 6. Increase the enrolment and improve the quality of education programmes in the two states 7. Providing early child development programmes for under six years children 8. Improving the girl child education empowerment in the education system. 9. Providing both spiritual growth in faith and good moral values The Education Programmes Carried Out By The Diocesan Education Department In Wau Diocese Episcopal Church Of Sudan. The diocesan education department is one of the education development partners under the ministry of general education and instructions entrusted with the running of the following programs. These programs include: a) Primary Education Program b) Accelerated Learning Program & Basic Adult Literacy Program c) Vocational Training Program d) Girls Child Education Empowerment Program e) Spiritual Leadership and Pastoral Education Training Program f) Intensive English Course program g) Early Child Development Program h) Secondary Education Program i) Life Skills And Counseling Education Program j) Literacy & Financial Education Program k) Teachers Training Program l) School Gardening Program m) Hygiene And Sanitation program n) HIV/AIDS Awareness Training Program o) Constructions of Learning Spaces program p) Technical And Vocational Training Program
The diocesan education department is however, currently doing twelve out of the sixteen programs under the diocesan education department. These include: 1: Basic Adult Literacy Program (BALP) and Accelerated learning program (A.L.P) Where learners mainly grown up youths and illiterate parents plus uniformed unit acquire functional skills and knowledge needed to face the challenges of the evolving world. The BALP and A.L.P are aimed at alleviating the widespread illiteracy levels that exist in South Sudan. It promotes literacy and numeracy among adults (men and women) from age 18 and above that have had no prior access to basic education due to traditional barriers, socio-economic status and the civil war. Thus, this program seeks to empower individuals to effectively contribute in the development of self, the community and the nation. The graduates of this program progress to different levels of education/skills training based on their performances and preferences. Learners mainly out of school children, dropped out girls, illiterate excombatants and uniformed forces are given ‘catch up’ learning options which can help them to get access to education for all. This program is strategically and purposely compressed and geared towards achieving what should have been achieved in 8 years of primary school circles to be achieved within a short period of time maximally four years. This is to let the ‘left-behinds’ in term of education catch up with the elites of the Republic of South Sudan. This was aiming at the reduction of illiteracy and enables learners to acquire knowledge and skills needed for self-reliance and tuning to the changing world. There is a need for an increase emphasis on ‘catch up’ phase with large numbers of over-age youth attending primary schools and the consequent social protection issues that this situation raises. The Alternative Education System can be used to claim out of school children and over-age youth back into the formal system.
Currently the Diocese of Wau has opened in three centres (one in Warrap and two in Western Bahr el Ghazal states) as a response to the education needs of: school children, over aged youth and parents, dropped out girls, Arabic language graduates who need English and returnees from Arabic based countries. Demobilized soldiers or uniformed armed unit. The centres have largely targeted adults and youth who did not have educational opportunities at school age during the civil war. Currently 331 learners enrolled according to the 2012 diocesan education statistics the largest portion of enrolment consisting of female learners between the ages of 8 and 74. Female learners between the ages of 12 and 26 make up 56% of enrolment making Gender parity in the AES much better than in the formal schooling system, where male learners representing 67% of the learners, and females at 33% 2: Intensive English course program This is the program targeting those wanting to improve their English proficiency or the Arabic language graduates or those who were using Arabic as medium of instruction go to the Anglophones set up since English language was declared as the official language of communication and medium of instruction in all learning institutions of South Sudan. There is also the issue of transforming Arabic patterns teachers into English patterns teachers which is being taken into consideration by the education development partners as well as the ministry itself. Windle Trust one of the NGOs working in Western Bahr el Ghazal state in English
language development has so far trained 245 teachers in English and is now trying its best to train more. The intensive English course should be viewed as a successful intervention for Arabic based children, Adults, dropped out girls and over aged youth of South Sudan. Although long-term studies will Have to be conducted to determine the overall effect of the course on the development of the nation. It is clear that many youth and adults believe that the programmes are worthwhile and effective. 3: Early Child Development Program Early child development is one of the programs under the ministry of education targeting children between the ages of (5-7) who cannot be enrolled in primary one. It is a human nursery field where the children are oriented and geared towards a greater task of evolving around education sector. In South Sudan ECD is often poorly advocated for due to: a. Lack of funds for early child development directorate. b. Lacks of constructed centres that are equipped with the necessary teaching and learning materials. c. Most of the centres being concentrated in semi-urban areas leaving the rural children having no access to early child development services. d. Lack of ECD teachers who are trained. e. ECD lacking support from the government and communities, as well as education development partners despite international recognition of its importance in education for all (EFA), and its supporting effects for children to enter and stay in school. Therefore the diocese of Wau Episcopal church of Sudan want to intervene by opening early child development centres in every diocesan basic school with some necessities for pre-school children and now there are two centres operating in Western Bahr el Ghazal state. 4: Primary Education Program:
There is a massive demand for basic education in the new nation which has led to a large demand for learning spaces, learning and teaching materials and qualified teaching staffs yet the diocese is having low capacity to cater for these immediate and urgent needs of the school children as there is a continuous arrival of returnees and IDPs putting a strain on classrooms, teachers and text books; hence lowering quality. Therefore the diocese has intervened by offering some of the basic education services in response to this large demand for basic education. In the two states the diocese has opened 18 primary schools (6 in Western Bahr el Ghazal and 12 in Warrap states). Some schools still operate under trees, other had temporary learning spaces while the lucky one may have one to four concrete buildings lacking other necessities in question. 5: Secondary Education Program:
The diocese of Wau is committed to providing secondary education to prepare a growing population of students for self-reliance and sustainability. In Western Bahr el Ghazal it has opened two secondary schools one is mixed secondary schools and another one for girls though there were no girls who turn up for registration. This could be due to some of the following assumptions made after: In most cases, less than 5 percent (and in some cases less than one percent) of the children sitting for primary end year examination are girls. This is alarming! Also many primary schools in Western Bahr el Ghazal states have not yet sat grade eight examinations in English hence the student population aged 14-17 are at primary level or are out-of-school. Poor promotion rates (only 34 %t from p7 to p8) and high drop-out rates (60% by p7) are the result.
6: Girls Child Education Empowerment Program The girl child education empowerment program is focussing on: a) The enrolment of girls in learning centres irrespective of their ages, social status or economical position b) The retention of girls in schools irrespective of their problems. c) Promotion rate of women to higher learning institutions irrespective of their marital, political or Religious background. In most African societies, there is gender inequality in all spheres of life, particularly within the home, school and community. Patriarchal structures are deeply rooted. Change in attitudes, beliefs and practices are not guaranteed unless the girl child is empowered to stand up and demand her rights, respect and space. Some very serious social problems that prevent girls from advancing in society can be identified by making a few observations about the attitude of many men in society towards women and girls: 1. In many places, parents believe it is more advantageous to educate sons than daughters because the girls are seen as an asset for unknown being mainly the future ‘husbands’. 2. Boys are taught by parents or relatives to take leading positions in the society while girls are taught on how to respect men and be good homemakers. 3.some traditional African religions deny women or girls of being equal with men saying that in the eyes of God, men and women are not equal because man was in God’ s image while woman was man’s image. 4. There are Ministries for Women’s Affairs, but they are very poorly funded compared to other government ministries. 5. Women occupy only around one-tenth of key decision-making positions in the society or not all. 6 Under aged girls (12-16) are suppose to be forcefully married to older men but There will be a big outcry when one a 16-year- old boy married a 45-year-old woman, compared to hundreds of girls under 16 years of age who are forcefully married in some apostolic sects to men of 70 years and older. All of these factors contribute to the ongoing marginalization of women and girls in society making them vulnerable to all sorts of problems facing women in general. In South Sudan there is a grim image of how girl child education empowerment efforts miscarriages due to coming to collision with traditional customs, religious ideologies and even political reasons. There may be several reasons why girls are underrepresented in South Sudan’s education system. One, identified in a youth consultation, is the “cultural practice” of early marriage and early pregnancy. Others are poverty issues, insecurity or armed conflict, home chores, far distances to school, or schools without buildings or sanitary facilities, affecting girls disproportionately. Yet over 80 percent of South Sudan’s population lives in rural areas where the enrollment of girls in basic schools tends to be fewest. The classes with the lowest girls’ enrollment in primary school is from upper classes i.e. primary 5 to 8 . One critical consequence of these differences is that there will be a shortage of girls with complete primary education certificates to be enrolled in secondary schools over the next several years. To build a truly fair and just education system, resources must be distributed in such a way as to achieve similar learning outcomes across the diocesan education system and to bring all groups of people to the same level of learning and teaching achievement or success. The strategies for making a case for girls are:
Building a well equipped boarding school for them which shall shield them from some of the problems mentioned above like pregnancy among others. Initiating community girls’ schools where the rural girls can access learning services in their community without having to travel hundreds of miles only to find frustrating issues. Scholarship programs for well performing girls in the schools hence creating competition. Employing more female teachers who will be exemplary to the girls in the schools hence creating an attitude of aping their counterpart female teachers. Campaigning in the community to let their girls’ child learn instead of marrying them off or keeping them for unknown husbands. Forming girls’ child education advocacy at school based levels or community levels. 7: Literacy & Financial Education Program This is a program geared towards letting older women to acquire basic numeracy and literacy skills which can help them to read and numerate simple mathematical calculations when starting their micro business. They are also introducing bible reading group and saving techniques of the small business starting up capital. 8: Spiritual Leadership and Pastoral Education Training Program This leadership and pastoral education training program is mostly targeting religious and apprentice leaders who are in a special way have responded to divine vocation to continue the mission of Jesus Christ as he commanded to go out and teach the good news of salvation. Hence this program is acting as a complementary program geared towards achieving the best holistic journey to God or heaven. 9: School Gardening Program This is a program under the ministry of general education and instruction geared towards improving school nutrition hence there is still a long way to determine the best alternatives in place and the program is targeting community supported scheme. This to say policies are yet to be determined and regulations put in place on how we can implement the program instead. 10: Hygiene and Sanitation program We are moving towards an illness free millennium but that it will not be achieved if the basic facts about hygiene and sanitation did not reach the population through any means possible. The means and policies regulatory system are in place but only implementation still a big challenge because of so many problems which include financial constraints. 11: HIV/AIDS Awareness Training Program This is a program targeting the sexually active population in South Sudan who in way or another are vulnerable to the incurable deadly disease due to lack of knowledge on HIV/AIDS, poverty, negligence, religious ideologies, peer pressure among others things hence the diocesan education department is responding to issue by creating awareness, training on behaviour change communication and positive life skills training. 12: Constructions of Learning Spaces. The total number of primary classrooms in the diocesan schools this year is made up of 67% open air
Classrooms and 28% of them were constructed with permanent materials. The other 5% are made of traditional materials like: mud, reeds, stick with grass thatched roofs; and tents. The pupils to permanent classroom ratio, therefore, stand at 248:1. Of the 8 classrooms in the secondary system, 5 are permanent structures and 3 are semi-permanent. While the secondary system is in much better condition percentage-wise than the primary schools, the pupils to permanent classroom ratio stands at 52:1 .Studies have shown that girls will stay in school after puberty if there are sanitary facilities and other social support services. However, cultural barriers and other influences are still reasons many girls leave the formal education system. As of 2011 78:1 of both primary schools and secondary had access to latrines. Nevertheless the greatest differences in reasons for leaving school are not caused by only gender issues, but in the disparities between urban and rural families. Strategies Construction of permanent classrooms in some selected schools Provision of at least three temporary learning spaces for each school Construction of pavilions in open air classrooms Activities Carried In the First Half the Year 2012 The diocesan education department has been carrying out a number of planned and Impromptu activities since the beginning of this year: These activities include: a) Conducting diocesan education department meetings b) Registration of pupils of both basic, pre-school, adult, accelerated learning program and secondary schools learners c) Employing of new teachers d) Teaching and Setting examinations e) Training of education managers on clinical supervision by a team sent from Juba. f) Training of Literacy education program facilitators g) Carrying fields visit. h) Carrying out monthly monitoring and evaluation of the program activities i)
Conducting HIV/AIDS awareness workshops
j)
Hygiene and sanitation workshop conducted by Population Service International.
k) Hygiene and sanitation kits distributed by Population Service International l)
Three literacy & financial facilitators refreshment trainings conducted in both states
Achievements made in the first half of the year 2012 The diocesan education department had so far achieved the following: a) Attended three education development partners coordination meetings b) Conducted three successful diocesan education meetings
c) Enrolled 8788 both basic schools children in primary and Alternative education system d) Enrolled 304 in secondary school e) Employed 240 teaching staffs both on incentives and voluntary basis f) Constructed three temporary learning spaces in three schools g) Conducted in collaboration with the provincial education training office in Juba phase 3 stage 1 and 2 in-services teachers training. h) Conducted school management and clinical supervision training in Wau for three weeks. i)
Donated 160 school text books to Wuncei a newly opened school in Tonj North County.
j)
Procured 46 text books for adult and A.L.P teachers
k) Three hand pumps repaired l)
Two blocks of latrines renovated by ACTED an international organization working for human hygiene and sanitation.
m) One adult education was opened in Sunday basic school n) One kindergarten school was opened in 2012
Challenges Encountered In the Process: The diocesan education department had; in trying to improve the diocesan education system got a lot of problems which include the following: a) Lack of transport means hence hindering coordination, supervision, monitoring and evaluation. b) Lacks of diocesan office furniture and equipment for easy work for coordinators and schools managers c) High rate of teachers turnover affecting learning progress in schools d) Lack of funds to cater for teachers incentives so as to retain teachers in schools hence reducing the rate of teacher’s turnover which is largely affecting the learning process e) Lack of school basic materials like: textbooks, chalks, seats, exercise books among other things. f) Lack of capital investment fund to run numerous programs of the diocesan education department. g) Lack of learning spaces for learners in towns and rural areas h) Lack of fund for education capacity building programs i) Lack of education based data collection systems The problems are countless yet the means and capacity to resolve them are limited.
Ways Forwards or Prioritized Needs of the Education Department The diocesan education department as per the stated problems above the following problems has been prioritized: 
Provision of transport means for diocesan education coordinator to facilitate his monitoring,
Evaluation and reporting on timely basis as some schools are in the remotest part of the diocese hence there is need for a motorcycle for education coordinator. Construction of well equipped diocesan education office so as to help in educational planning and Implementation of the projects effectively and efficiently. Construction of learning spaces for children under trees or in temporary learning spaces. Provisions of text books to schools to use so as to reduce dependency on teachers only.
Diocesan Schools Gross Enrollment Statistics: Western Bahr El Ghazal State Secondary Schools Statistics Year School name Salaam Secondary St.Mary Girls’ secondary Total
2012 Total Boys Girls 145 19 164 -
2011 Total Boys Girls 234 23 257 -
2012 Total Boys Girls 262 42 304 304
2011 Boys 19 163 182
2012 Boys 146 41 103 290
Adult and A.L.P Education Program Statistics Year School Name Sunday Adult Eastern bank Kwajok Total
2010 Boys -
Total Girls -
-
Total Girls 23 120 143
42 283 325
Total Girls 185 56 146 387
331 97 249 677
Basic Schools Statistics Year School name
2010 2011 Boys Girls Total Boys
Girls
Sunday
389 367
267 145
656 436 512 440
307 217
234 628 88
45 238 23
279 228 866 672 111 145
64 250 78
Piantok Tharqueng Salaam Nyinakook Total
Total
743 657 292 922 223
2012 Boys
Girls Total 804 814
322 723 260
64 288 121
386 1011 381
Warrap State Year
2010 Boys 132 123 243 342 129 459 125 123 124 247 121 2168
Wuntin Yarachot Kuelek Linda Lachatem Nyeth Marol Bienhom Kachat Madol Cathamaath
Total
2011 Boys 166 234 168 243 266 257 420 453 154 178 582 567 169 245 158 245 135 212 270 382 142 211 2630 3227
Girls 34 45 23 78 25 123 44 35 11 23 21 462
Total Girls 68 56 78 89 78 124 57 46 15 27 45 683
2012 Boys 341 302 315 299 369 335 570 542 298 256 850 691 321 302 288 291 259 227 412 409 231 256 3910 4264
Total Girls 72 112 98 108 116 222 77 86 19 150 68 1128
413 427 467 678 414 1072 398 374 278 562 309 5392
The above figures show that there is increase in the enrollment of both boys and girls and the reason could be due to the massive return of refugees and internally displaced persons from the neighboring countries and abroad since the onset of the signing of the peace agreement. 2: Learners-Teacher Ratio: The number of teachers employed by the diocese compared to the number of learners enrolled this year is fairly indicating that the ratio seems to be amicably complying with the south Sudan standard ratio of 25:1 or 55:1. The datum below is an indicator of whether the learners-teachers ratio is addressed amicably.
Name of school Sunday Piantok Tharqueng Salaam Sunday Pre-School Sunday Adult & A.L.P Education Program Wuntin Yarachot Kuelek Linda Lachatem
No of teachers 17 15 10 21
No of learners 804 814 386 1011
Learners-teacher Ratio. 47:1 54:1 39:1 48:1 25:1
2
50
15
331
22:1
16 14 15 18 14
413 427 467 678 414
26:1 31:1 31:1 38:1 30:1
Nyeth Marol Bienhom Kachat Madol Cathamaath
Total
21 12 12 11 17 10 240
1072 398 374 278 562 309 8788
51:1 33:1 31:1 25:1 33:1 31:1 36:1
Though the above is fairly addressing the standard ratio there is an assumption that the rate of enrollment may increase next year. Problem of Learning Spaces and Child Friendly School Physical Infrastructures: The diocese plus other partners had tried very much to address the problem of learning space by considering the following. A) Learners-Classroom Ratio: The ratio of learners-classroom ratio seems to be having undesired condition in both schools as tabulated below. Name of school
No of classrooms
No of learners
Learners-classroom ratio
Sunday Piantok Tharqueng
9 8 6 10 1
804 814 386 1011 50
83:1 82:1 48:1
4 6 5 3 8 4 9 0 0 0 4 0 76
331 413 427 467 678 414 1072 398 374 278 562 309 8788
83:1 69:1 85:1 156:1 85:1 103:1 119:1 398:0 374:0 278:0 141:1 309:0 115:1
Salaam Sunday Pre-School Sunday Adult & A.L.P Education Program Wuntin Yarachot Kuelek Linda Lachatem Nyeth Marol Bienhom Kachat Madol Cathamaath
Total
50:1
In the above ratios the problems of learning space seems not to have been addressed amicably since the above figures are not complying with the south Sudan standard learners classroom ratio of 55:1 or even lower. This could be due to the diocesan financial constraint in meeting all the problems of construction of more classrooms and staff rooms.
B) Learners-Seat Ratio: This seems to be one of the biggest problems facing the diocesan schools as indicated by the information below. Name of school Sunday Piantok Tharqueng Salaam Sunday Pre-School Sunday Adult & A.L.P Education Program Wuntin Yarachot Kuelek Linda Lachatem Nyeth Marol Bienhom Kachat Madol Cathamaath
Total
No of seats 129 60 0 54
No of learners 804 814 386 1011
0
50
110 78 23 45 88 36 165 12 12 12 57 0 881
331 413 427 467 678 414 1072 398 374 278 562 309 8788
learners-seat ratio 6:1 14:1 386:1 19:1 50:1 3:1 5:1 19:1 10:1 8:1 12:1 6:1 33:1 31:1 23:1 9:1 309:1 10:1
The above ratio is an indicator of what to prioritize first in the diocesan education plan. The Children used to bring their personal chairs to school and return with them after the School lessons. This could be due to the diocese inability to supply all the schools with Seats and other necessities. C) School Fencing and Building Conditions: Some of the classes still operate under temporary shelters made out of bamboo reeds, other under shady trees and still others operate under pavilions without fence due to financial constraint facing the diocesan education section. In the collected data the following tabulated information was recorded for each school. Name Of School
No Of Concrete Buildings
No Of Temporary Learning Spaces
Sunday Piantok Tharqueng
9 8 6 10 1
1 4 2 -
Salaam Sunday Pre-School
No 0f classes Under a Tree
fenced
Plastered
-
-
-
Sunday Adult & A.L.P Education Program Wuntiid Yarachot Kuelek Linda Lachatem Nyeth Marol Bienhom Kachat Madol Cathamaath
4 4 3 3 6 0 6 0 0 0 0 0
-
-
2 2 2 4 3 0 0 0 4 0
5 2 3 8 8 8 4 8
Total This is an indicator of what could be done to the increasing enrollment rate annually and what to put first in addressing the issue of learning space in the next annual work plan. 4: School Feeding Programme: The school feeding seems to have been handled by the World Food Programme; one of the education nutritional partners working in the two states; but it came at a time when the organization was freezing its serves in 2011 after the outcomes of the referendum hence only schools in rural areas were being supplied by world food programme with food items. While basic schools in semi-urban or urban areas are neglected because of being in the main towns and the government issued a nullification note not to supply those in the main towns like Wau. 5: Water and Sanitation: A) Sanitation: The issue of sanitation facilities seems not to have been put into consideration as indicated by the below data. Name of school Sunday Piantok Tharqueng Salaam Sunday Pre-School Sunday Adult & A.L.P Education Program Wuntin Yarachot Kuelek Linda Lachatem Nyeth
No of rooms 5 3 3 8 1
Number of learners 804 814 386 1011 50
3 3 4 0 6 4 8
331 413 427 467 678 414 1072
Rooms given To Girls. -
Learners-latrine rooms ratio 160:1 271:1 129:1 126:1 50:1
-
110:1 138:1 107:1 467:0 113:1 104:1 134:1
Marol Bienhom Kachat Madol Cathamaath
0 0 2 5 0 55
Total
398 374 278 562 309 8788
-
398:0 374:0 139:1 112:1 309:0 160:1
In the above indicators it was found out that the lack of school latrines for girls led to some of the girls to shy off using the same latrines with the boys due to the fear of being embarrassed by the bullying and naughty boys when they get in. The only block present are almost full and smell badly creating discomfort especially for menstruating ladies. B) Safe Drinking Water: Though some of the NGOs, had tried to installed hand pumps in some schools still The issue of water seems not to have been addressed because the hand pumps given per a school got broken frequently therefore the problem of maintenance is the first priority to be taken into consideration. The data for hands is yet to be analyzed. 6: School Stationery: A) Text Books-Learners Ratio: The problem of school learning materials is not addressed completely due to lack of supply of text books from the ministry of education as well as the failure of the education ministry at the state to meet the cost of printing school text books for the whole state .This issue should be prioritize first since there is a proven phenomenon of learners catering for 75% of their success while the teacher will only provide 25% of their success but in the real sense the teachers are the one providing the 75% while the learners will only be depending on the teachers for knowledge giving their teachers stress and discomfort. Hence the problem of text books of the basic schools as well as secondary schools is still one of the biggest problems facing the education ministry even at the national level. The table below shows the available text books per a class.
Category
Subject
1
English English English English English English English Total
2
Christian religion education
Class 8 7 6 5 4 3 2 1 8 7
No of Copies No of Pupils Learners –Text Book Ratio 812 31 859 32 834 19 1136 102 1213 102 1324 Data missing 1257 29 1353 8788 35
812 859
Christian religion education Christian religion education Christian religion education Christian religion education Christian religion education Christian religion education Total
3
Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Total
4
Science Science Science Science Science Science Science
5
6
7
Total Nutrition Agriculture Agriculture Agriculture Total Social studies Social studies Social studies Social studies Social studies Social studies Social studies Total Nutrition
6
29
834
5
44
1136
4
50
1213
3
45
1324
2
42
1257
1
79
1353 8788
8 7 6 5 4 3 2 1
812 859 834 1136 1213 1324 1257 1353 8788
46 24 50 60 60 63 38
8 7 6 5 4 3 2 1
32 34 70 10 43 34 61
812 859 834 1136 1213 1324 1257 1353
7 6 5 4
60 52 10 36
8788 859 834 1136 1213
7 6 5 4 3 2 1
37 44 17 32 47 63 22
859 834 1136 1213 1324 1257 1353
8
31
812
8
9
Literature Literature Total
8 7
18 23
812 859
Alphabets hand books
Kinder garten
4
50
Charts & numerical charts Total
Kinder garten
3
50
B.A.L.P & A.L.P B.A.L.P & A.L.P B.A.L.P & A.L.P
4 3 2
12 11 12
65 51 92
B.A.L.P & A.L.P
1
15
123
Secondary School Text-Books: Category
Subject
Class
No of Copies
No of Pupils
1
Mathematics Mathematics Mathematics Mathematics Total Biology Biology Biology Biology Total Chemistry Chemistry Chemistry Chemistry Total Physics Physics Physics Physics Total English English English English Total
4 3 2 1
0 2 2 5
4 3 2 1
0 4 2 0
4 3 2 1
0 3 0 0
4 3 2 1
0 0 2 3
4 3 2 1
0 4 3 5
0 106 96 102 304 0 106 96 102 304 0 106 96 102 304 0 106 96 102 304 0 106 96 102 304
2
3
4
5
Learners –Text Book Ratio
6
Commercial science 4 0 0 Commercial science 3 4 106 Commercial science 2 3 96 Commercial science 1 3 102 Total 304 7 Agriculture 4 0 0 Agriculture 3 2 106 Agriculture 2 0 96 Agriculture 1 1 102 Total 304 8 Computer science 4 0 0 Computer science 3 3 106 Computer science 2 4 96 Computer science 1 0 102 Total 304 9 Geography 4 0 0 Geography 3 3 106 Geography 2 0 96 Geography 1 0 102 Total 304 10 History 4 0 0 History 3 4 106 History 2 2 96 History 1 0 102 Total 304 11 C.R.E 4 0 0 C.R.E 3 3 106 C.R.E 2 3 96 C.R.E 1 3 102 Total 304 12 Literature 0 4 0 Literature 4 3 106 Literature 4 2 96 Literature 1 1 102 Total 304 The above data is an indication that the ratio of text books to learners is very poor. B) Exercise Books Ratio- Learners: The supply of school writing materials was taken up by UNICEF but there was a policy guiding their supply that said the schools in the main towns should not be supplied because the schools can get access to the writing materials and buy them. Hence rural basic schools were the one being supplied by UNICEF neglecting basic schools in Wau towns, like Wau. C) The Supply Of Teaching Aids Is Zero In Sunday Basic School: The supply of teaching aids like: chalks, rulers or preparation books for teachers is not considered at the state ministry of education hence some of the school like Sunday basic school had to struggle using the little fees collected from the learners to get those things by themselves.
Special Needs Education: The issue of special needs education seems not to have been put into consideration by the state ministry of education hence the enrollment of disable children into the basic schools is low and the three basic schools under the diocese hasn’t also put any strategy to address the enrollment of disable children into the learning system as indicated in the table below. Name of disable sex Type of disability Type of support Name of school child needed Isaac Lual m lamed Piantok Gor Mabior m crippled Movement Piantok device Madut Akot m lamed Piantok Khamis m Paralyze Wheeled Sunday tricycle Cikom m Hearing impaired Audio hearing device Sunday The above named learners only need some special attention to be given them especially that with hearing problem.
The Qualification of Teachers: Most of the teachers almost 95% have got only Secondary level certificates most of whom did not attend any teachers trainings or induction courses telling us that their capacity need to be upgraded so as to deliver their services efficiently. This corresponds to the call by the state ministry of education to orientate the newly 265 appointed teachers by the ministry in terms of offering those teachers induction courses and pedagogical skills which can help them in executing their teaching profession.
The Annual Diocesan Education Development Strategic Plan The Annual Diocesan Education Development Strategic Plan is an integral part of the South Sudan general education and instructions strategies as well as featuring out the diocesan education management issues and institutional capacity development. The diocesan education department through the Annual Diocesan Education Development Strategic Plan is focussing on the following areas of concerns:
Financing the Diocesan Education Annual Budget Diocesan Education Programs Funding Scenarios The purpose of this funding is to meet the cost of the implementation of strategy, for each of the annually planned activities and to gain in this manner the goals that were anticipated. The total estimated budget for completion of the activities successfully is close to 1126258 SSP including recurrent and capital investment based on the projected programmes. Evidently, the financial data presented here are only estimates. This is true for any plan, but it is particularly true for diocesan education department, because quite understandably there are several difficulties with obtaining exact data for past financial spending which form the basis for future estimates. These difficulties relate, among other things, to the following points: (a) Data for previous years ‘financial reports were partly integrated into the data for this year.
(b) There are significant differences in costs between and within schools. This has an impact on cost estimates and it will need to be addressed when schools budgetary allocations are made. (c) Several key data related to enrolment (in particular in basic education) remain unclear which makes calculating unit cost very problematic. (d) The cost of each activity currently is dependent on a variety of factors that fluctuate almost on a daily basis, such as the economic situation in the country, the size of returnee influxes and the displacement of communities. Estimating the Cost of the Strategic Plan The cost of the strategy is based on a number of core targets which relate to the policy objectives outlined in the diocesan education programs for both basic and secondary. These cover issues of access, quality and capacity development in both education sectors. They are reflected in the Key Performance Indicators which are a critical tool on which the basis of the strategy can be monitored. In addition there are a number of assumptions about the unit costs of core inputs such as classrooms, textbooks and the teachers’ incentives. When calculating the cost, inflation has not been considered and both costs and funding are expressed in 2012 prices. The assumptions are (a) Diocesan primary schools Gross Enrollment Rate will increase to 30 percent and secondary to 2 percent hence there is need for increasing the number of learning spaces. (b) the pupil to permanent classroom ratio will reach 1:110 (c) The qualified pupil to teacher ratio will reach 1:60 at primary level (d) The pupil to textbook ratio will reach 1: 5 in primary and secondary (e) The number of Alternative Education System students enrolled will reach 600 adults, 500 youth and 700 pastoralists (f) 50 percent of education managers will be trained in a range of management skills Strategy, estimated total costs The projected costs for diocesan education department is summarized below Program Annual Spending Share In Total Funded portion Cost ECD Investment Capital 9362 0.83 5000 Primary Investment Capital 42578 3.78 8740 Secondary Investment Capital 91100 8.09 00 Monitoring & Evaluation Cost 42500 3.77 00 Training Programs 17341 1.53 00 AES Investment Capital 67120 5.96 1650 Capacity Building 61641 5.47 000 Administration Cost 13658 1.21 3450 Coordination Cost 11908 1.06 500
Budget Deficit 4362 33838 91100 42500 17341 65470 61641 10208 11408
Teachers Incentive Overall Total
769320 1126528 ssp
68.29 100.0%
122600 141940
646720 902598
Financing scenarios The financing scenarios of the diocesan education department are based on the following assumptions: The diocesan education activity scales are expected to be constant over the year. The economics of the states will remain stable over the period of scholarship year. The scenarios presented below differ only in terms of the share of overall budget dedicated to education.
The seven financing scenarios are presented in Table below:
S/No Financing Scenario
Strategies
1
Community contribution
2
Education Day Collections
3
Education Development Partners Support
4
Well Wishers
5
Leasing Of Educational Assets Schools Income Generating Activities
School fees, PTAs’contribution in kind, land & material resources allocation, community initiated projected. Organizing education day collections, at diocese level, archdeaconry, and deanery or even at parish level. Writing education project proposals, asking for support from donors, seeking help from education based organizations to support some programs. Some well wishers can contribute out of their own will to give in-kind to any school or program. Some education assets like buildings, lands, equipment or furniture can be leased out to bring in income for education development projects. Some schools can raise their own money or resources by doing some income generating activities like sporting, art exhibition, publishing brochures, school magazines and other activities alike. The school can initiated a small garden where it can grow different types of vegetables and sell them to get incomes for running the school.
6
7
Schools Gardening Program
The first financing scenario starts from the assumption that the community member’s income will increase and there will be a 12 percent contribution from the community throughout the whole Strategy, period. In this case, the gap between the total Strategy cost and the diocesan education department budget will increase from about 1126528 to 2529900. The gap will be less than fifty percent of the total cost. This scenario is particularly conservative, as it assumes no change in the education budget within an environment characterized by a complete absence of economic progress and financial markets down turn. The second financing scenario is somewhat more positive and is made on the assumption that the donors and well-wishers will be positively responding to the outlined education strategies by giving inkind: it can be foreseen as an increase in the share of education from 4 percent to 8 percent at the end of strategic plan, with the increase starting in the third month of the Plan. The result is evidently a narrowing of the gap which remains, however, preoccupying at 3 percent of the total budget throughout the whole period.
The third scenario is somewhat more ambitious and made on the assumptions that the education management system has improved to the point of having built trust and confident to some education based organization or well-wishers hence may decided to give in a portion of their possessions to support the education system: it is foreseen as an increase in the share of education over the whole period: starting from 0.1 percent to 0.11 percent. The fourth financing scenario is focussed on individual response to the education system at the diocese and may philanthropically bring out of their conscience to support the education department but this scenario is a root based trust built that means they will do it if they can see and believe in the education system in place. The fifth financing scenario is more of the diocesan education department initiative and is built on the assumption that the education department can be having some assets allocated for education only These assets can be in forms of land, buildings, car, furniture, computers, and other valuable resources A like. These assets can be hired out or leased to get income that can be used to support education department. The sixth financing scenario is built on the assumption that the school managers can have the skills and knowledge to start some income generating activities like: sporting, art exhibition, school brochures, schools magazines which can be valuable sources of income generating activities. This scenario is more of a school based project initiative than the diocesan education department initiative. The heads plus other school managers can be trained on how to go about it. The seven financing scenario is built on the assumptions that the schools can be allocated a portion of fertile lands by the community or government to start their school gardening activities and hence the sale from the harvest can be used to cater for other educational development projects or to improve other incorporated programs of the school. This scenario is focussing only on the management of the school because the project is entirely owned by the school itself and the income will go directly to the school. Developing a Well Rated Annual Diocesan Education Budget: There is going to be a grim picture of how; the operation, management and implementation of identified policies and regulatory frameworks from the diocesan education department; can be carried out if there is no technically and critically planned budget to enable education institutional managers and coordinators to carry out their mandated functions efficiently. This is to say there is no way one will measure the objectives and goals anticipated if there are no quantified and qualified indicators and results in the long run. Hence there is need to plan for budget which can be used to show how the achievable goals can be gotten where, when and why. For this reason, the diocesan education department had planned to project a provisional budget as shown below: Program
Annual Spending Cost ECD investment capital 9362 Primary investment capital 42578 Secondary investment capital 91100 Monitoring & 42500 evaluation cost Training programs 17341
Share In Total
Funded portion Budget Deficit
0.83 3.78 8.09 3.77
5000 8740 00 00
4362 33838 9110 42500
1.53
00
17341
AES investment capital Capacity building Administration cost Coordination cost Teachers incentive Overall Total
67120 61641 13658 11908 769320 1126528 ssp
5.96 5.47 1.21 1.06 68.29 100.0%
1650 000 3450 500 122600 141940
65470 61641 10208 11408 646720 902598
Establishing Core Education Managerial body: Establishment of institutional systems and mechanisms is critical for achievement of education Development outcomes, including: i. Enforcement of policies and regulations, ii. Planning and coordinating efficient service delivery, iii. Monitoring and evaluating education results and outcomes through financial and human performance systems, iv. strengthening key infrastructure, particularly at the diocese, archdeaconry or even at the deanery level is made effective and efficient only if there is enhance system; a well structured and role oriented diocesan education administrative and managerial organ. This is to say not all well planned education programmes will be well implemented without organized and goal oriented administration either at the diocese, archdeaconry or at the deanery level. There are a lot to be done yet there is no taking of the action by either the church members or the community at large hence the education department is shedding a blur image on how the policies and programs can be implemented and evaluated in the long run. Therefore to make an end to such grim image of how implementation of the projects can be done is to put in place this categorized educational management and administration.
Diocesan Education Coordinator
Arch Deaconry Education coordinator
Deanery Education Resources Mobilizers
Improving Performance through Human Resource Development:
The Efficient and effective delivery of expanded diocesan educational services can be improved through provision of specialised training for service providers and managers, hence creating an atmosphere of enhanced educational services delivery from the diocese. A capacity development strategy has been developed to accompany this Plan and sets out the parameters for institutional and individual capacity development at the diocese, arch deaconry and parochial levels. These include: i. ii. iii.
The training of teachers through offering transitional pre-services and in-services training which is now being carried out by the Episcopal church of Sudan education training programme in seven states of south Sudan. The provisional of education managers and coordinators trainings to equip them with the skills and knowledge needed to carry out efficient and effective educational service delivery. The training of parent teachers’ association members on how to mobilize resources for the education with the help of the deanery education resources mobilizers.
The Strategy, target is to increase qualified diocesan education managers from 20% to 55% throughout the system over the coming period of two years (2012_2014). However, increasing the number of qualified education managers alone is not sufficient; rather, the internal systems and procedures, policies and guidelines must also be in place for these qualified diocesan education managers to implement programmes and plans. The necessary policies and processes will be developed in coordination with other government line ministries as appropriate or alongside other education development partners, to allow diocesan education managers at all levels to properly manage resources well and deliver educational services efficiently. The intended systems, procedures and policies are demonstrated in the programme matrix. System Diocesan education board Diocesan education management
Policies To be determined To composed of coordinators,
Procedures To be determined Their roles and mandat
Archdeaconry education coordination
To be determined
To be determined
Diocesan education information management system Diocesan education resources mobilization
To be determined
To be determined
To be determined
To be determined
Diocesan programs coordination
To be determined
To be determined
One of the most pressing needs is to develop the middle management layer in the diocesan education system and that is arch deaconry educational departments or even at deanery level. The diocese will promote a well stratified education management system to ensure that qualified people are recruited to work with diocesan education coordinators in key management positions. This will provide an immediate increase in the capacity of the educational personnel in the diocese, and will enable key managers to delegate daily tasks and focus on allocating current resources and planning the future development of the diocesan education system. Establishing diocesan education information management system
To establish an effective system of evidence based decision making as part of the planning and budgeting process, the data collection of the diocesan Education Information system will be made stronger. Information collected by arch deaconry education coordinators in their visits to schools, reports submitted by Head Teachers, and all information from other sources will be entered into diocesan Education Information system for later analysis and reporting. Education managers’ at all diocese, archdeaconry and school levels will be trained in analysis and report writing, so that the resulting information will be available to stakeholders throughout the sector. Finally, diocesan Education Information system must move from a donor-funded project to a diocesan owned programme, thus ensuring the system becoming a part of a sustainable diocesan education sector. Although it will be a daunting task, the diocese should build the capacity of all diocesan Education Departments. Monitoring and Evaluation Mechanism: A robust Monitoring & Evaluation system designed to both inspect program systems and develop the human managers of the systems can mitigate the fiduciary risks of early interventions at this level. The M&E and financial management system will first be strengthened in the diocese and gradually rolled out to the schools. At the archdeaconry level intensive training on M&E and resource management will be undertaken two years after the diocese level after which it will be taken to the deanery in the subsequent years.10 percent of the deaneries will be covered within the two years of the Strategic Plan. The diocese will work to improve the productivity of its managers through the increased use of Information and Communication technology tools. Training education managers at diocese, archdeaconry and school levels in the effective use of ICT, will improve connectivity between diocese and archdeaconries, between education line ministries and county education departments, enabling education managers to rapidly respond to data collection needs, accountability issues and possibly staff development requirements through sharing of ideas and resources. Diocesan Programs Coordination Mechanism Improving coordination Programs Co-ordination There are two aspects of programs coordination to be addressed: (a) The need to coordinate the actions of the various diocesan schools stakeholders based on their roles and responsibilities. (b) The need to coordinate the activities of diocesan education managers and schools to ensure that all are working within the diocesan education development strategic plan mandated policies and priorities to deliver good services programmes. (C) The need to introduce horizontal coordination. This horizontal coordination is extremely important in ensuring efficiencies and common standards in the delivery of education services to the people of South Sudan. The horizontal co-ordination between different supportive government ministries and other education development partners is critical to the effective delivery of services for the education sector as a whole. For education support there are a number of line Ministries and directorates with which the diocesan education department should have horizontal co-ordination; for example: Ministry of general education and instructions Ministry of health Ministry of Culture, Youth and Sports; Ministry of Labour, Public Service and Human Resource Development; Ministry of higher education Directorate for Alternative Education System
Directorate for early child development Directorate for HIV/AIDS commission Directorate for Ministry of Agriculture and Forestry (school gardening programmes as part of school feeding), Ministry of Environment, Ministry of Gender and Social Welfare; and Ministry of Humanitarian Affairs and Disaster Management.
The Diocesan Education Co-Ordination Bodies The diocesan Education board is the overall body responsible for overseeing the diocesan Education programs. Day to day monitoring of the Strategy, will be done by head teachers and other education managers on the Plans and Budgets. However, as implementation is at archdeaconry and school levels, archdeaconry based monitoring and evaluation systems will have to be established and this will depend on each archdeaconry capacity development strategy and programmes. Therefore, the co-ordination at the three levels of the diocesan education will be done by the following structures: (a) The diocesan Education board (b) The diocesan Education coordinator (c) The archdeaconry Education coordinators These are the three categorized structures which will be charged with the responsibility of overseeing the Implementation of the Strategy, at the diocese, archdeaconry and school levels respectively. The Diocesan Education Board: The membership of the diocesan education board will include Parent’s teachers’ association members Representatives from the diocese of the Episcopal Church of Sudan wau and including, the private schools directorate representative as well as education development partners. In accordance with the diocesan education department all deanery education resources mobilisers should be members of the diocesan education board as well as P.T.A members. The diocesan Education board shall: (a) Oversee implementation of the Strategy, all over the diocese; (b) Analyse and debate the results of the annual and quarterly reports from the diocesan Education coordinator, based on the indicators in the Strategic Plan; (c) Make decisions on reports on the successes achieved, lessons learned and the obstacles faced in implementing the Strategic Plan; and (d) Endorse proposals that may improve effectiveness of the stakeholders in implementing the Strategic Plan. The Diocesan Education Coordinator shall: (a) Monitor implementation of the Strategy, at the diocese level, archdeaconry level and even school level;
(b) Report to the diocesan Education board at least on a quarterly basis; (c) Disseminate the report to the stakeholders through the media that are available; (d) Draw up the annual report on implementation of the Strategy, and submit it to the diocesan education board for analysis and recommendations. (e) Give opinion on the successes gained, lessons learned and the obstacles faced in implementing the Strategy, diocesan administration (f) Formulate proposals that may improve the effectiveness of the stakeholders in implementing the Strategy, and submit them to the diocesan education board or any other educational development partners. Arch deaconry Education coordinators shall: (a) Monitor implementation of the Strategy, at the school level; (b) Report to the diocesan Education coordinator at least on a quarterly basis; (c)
Disseminate the Strategy, to the stakeholders through the media; church gathering, community meeting and other means possible.
(d) Draw up the monthly report on implementation of the Strategy at school level, and submit it to the diocesan Education coordinator; (e) Compiled and Give opinions on the successes gained, lessons learned and the obstacles faced in implementing the Strategy at the school, to the diocesan Education coordinator (f)
Get feedbacks from the school managers and community concerns that may improve the effectiveness of the education section in implementing the Strategy, and submit them to the diocesan Education coordinator.
(g) Organize for fundraising event together with the deanery education resources mobilizers (h) Do any other duties which will be entrusted to them by the diocesan education coordinator
(ii)
The Education Development Partners Co-Ordination
Much of the supports for education in South Sudan have been in the hands of education development agencies (international NGOs, Indigenous NGOs and religious based organizations) and in many cases these agencies have complemented both government and church initiatives. The diocese has made significant progress in the education development since 1987, through positive responses from NGOs and even other government line ministries which used to fund some projects for the church. The diocesan education development Strategic plan for 2013 will be the framework for all external technical and financial support to the diocesan schools. The Strategy will allow the diocesan education department and development partners to improve the effectiveness of education development assistance in the diocese. The diocesan education
department aims at education development partners to increasingly support diocesan education development systems over the next coming years by injecting some funding to the diocesan education development’s priorities through the application of a number of core principles: (a) Rightly uses of fund: placing greater emphasis on the direct funding of diocesan education department based on the Budget for working projects and Increasing the accountability and transparency in funding specific projects will also serve to promote a greater focus on good indicators, outcomes and help to allocate funding for project priorities; (b) Good financial management Systems: increasingly level of financial management system and Increasing the proportion of funding that utilise systems for accounting, procurement and audit will serve to strengthen the capacities of diocesan education financial report systems. (c) Program oriented projects: encouraging programs oriented funds to support for projects that enhance the diocesan education department ability to plan effectively. So, the diocesan education department will strengthen the relationship between the diocese and education Development Partners. At present there exist some organizations which are pledging to support the diocesan education system and also serve as consultants for exchange of ideas, policies, discussions, etc, but they do not meet or have not met with the diocesan education department on regular basis. The Education development partners Cluster, while primarily focused on emergency education support, are also valuable partners and along with other education stakeholders will be included in the formation of a fully-fledged Education development Working Group, which shall be renamed diocesan Education development support Forum (DEDSF). This will formalise relationships between development partners and the diocese. Part of this process will be the development of Partnership Principles and a Memorandum of Understanding outlining the responsibilities on both sides. The DEDSF will be further developed by the establishment of an education development Technical Committee to bring together expertise from the education development partners’ side with their counterparts on the diocesan education department side. These would build on the Strategy, working groups that would have already been established. The diocesan education department will work with all other stakeholders to ensure that educational development programmes are implemented and managed through a network of organizations including those organized by the religious based society. There are also particular issues relating to a post-conflict environment that require the specific engagement of religious based society – for example ensuring the effective counselling and reintegration of young demobilized soldiers. The young people, who have been empowered as leaders while in the armed groups, need support from within communities as well as specialised agencies to enable them to make positive contributions to their communities. Between the diocesan education programs and other line ministries in the government, and its education development partners, there will be making better use of the resources allocated to the diocesan education sector. Given the large budget deficits within the diocesan education system, and the enormous numbers of tasks and activities to be undertaken, education managers can ill afford to be working without the cooperation of development partners. The public, including parents and communities, rightly expects that all levels of the education system will use their allocated resources wisely, and will waste neither time nor funds due to the inability of education managers to coordinate their activities. To enhance the capacity of diocesan education managers to have greater performance and influence in key management positions, the diocese should first identify promising success in them rather than merely
training them. The diocese will develop their leadership and management abilities through a combination of mentoring and coaching while ensuring that they get the requisite experience in a variety of jobs. Although an intensive experience, the one-on-one coaching from experienced educationists – both men and women – will set them up for success as they assume ever more responsible positions in the education system. This program will include teachers at the school level, to prepare them for employment as Head Teachers, and will identify promising prospects for key management positions in all diocesan education department and Archdeaconry levels.
Improving Monitoring and Evaluation of the Diocesan Education Department: Introduction The diocesan education development strategic plan, like any other strategic plan, is results oriented. Clearly defined targets and indicators have been developed for all the prioritized programmes. Where possible, the annual targets are set against the timeframe to be achieved at the end Of Monitoring And evaluation system and it will be the main goal of the diocesan education department to institutionalise the diocesan Education Information management System, Ensuring that the unit can retain qualified staff and be sufficiently funded to be able to make Comprehensive and timely reports.
Monitoring and Reporting Monitoring is a ‘pulling together’ of a series of progress and financial reports, which provide the detail on how each of the prioritized programmes is or is not progressing, how and if funds are released in the required amounts and on time. Audit reports are the guarantee that funds are used for the intended purposes and provide the public the assurance that good governance principles are being adhered to. It is also important to see the reports not as separate entities but as parts of a unified picture. The following list is a provisional outline of the number and kind of reports, which a normal system would require. The mechanisms for presenting the reports (at Senior Management Meetings, at annual reviews, at diocesan education department) and on how agreed actions can be followed up will be determined in the early stages of implementation of the Strategic Plan. The Diocesan Education Annual Reporting Elements: Requirements Annual Plan and Budget Annual Plan And Budget Consultation Meeting With Diocesan Education Board Semi-Annual Report Annual Monitoring and Evaluation report Diocesan Procurement Plan Annual internal Audit Quarterly Financial Reports Education Development Partners indicative commitments Annual Sub-Sector Review (report) Annual statistical booklets
Targeted indicators Sum of Injections and number of activities Budget in line with the annual plan The outputs Outputs Financial expenditures in line Budget coherence Flat rate budget Share in percentage Each program progress Summative report
Risks & mitigation
Assumptions
Diocesan Education Annual Review The Diocesan Education Annual Review (DEAR) will be conducted to assess annual progress against the performance indicators outlined, both at diocese and archdeaconry level. It is the opportunity for the diocesan education department to present their progress for the activities done and to outline plans for the following period. It also allows all stakeholders (diocesan education board, schools managers’ community members1 and education development partners) to engage in discussions on critical issues affecting the sector. The Diocesan Education Annual Review (DEAR) will be conducted before the budget preparation period each year and will involve all relevant education stakeholders in each archdeaconry to feed into the progress chart both at the school and diocesan level and into the annual budget for next phase. The DEAR will end with a set of agreed actions, which will help the diocesan education board recommends and suggests some possible ways of improving the implementation of the Strategy, in the year ahead. A mid-term evaluation will be conducted on the back of the annual section review between July and August every year. This evaluation will be an opportunity to consolidate the annual progress reports, and conduct an in-depth evaluation of how progress has been made in key performance areas. It will also identify key challenges faced during the implementation period and strategies to overcome these, particularly in areas where outcomes have not been achieved. Again involving all stakeholders at the diocese and community level will also provide space to revisit the objectives and targets outlined in the Strategy, and determine whether there is need for revision of the Strategy, as part of a rolling plan development process. A final evaluation will be conducted at the end of the Strategy, period this is at the end academic year operation (regardless of whether the Strategy has been revised and updated). This evaluation will be summative in nature and will involve conducting a number of key evaluative studies on the priority programme areas to draw out the lessons from the implementation of the Strategy, at both schools and diocese levels. The final report from this evaluation will present the overall performance of the implementation of the Strategy, in terms of outputs, outcomes, cost-effectiveness and sustainability of the interventions proposed in the Strategic Plan.