Education Program (Education in Emergency)

Enhanced School, learning facilities and capacity of the teacher has to offer Quality, relevant, equitable education in safe protective learning environment for the marginalized children at community level for all.

Security analysis .The security situation in Greater Bahr El Ghazal remains unpredictable since the outbreak of conflict between IO and Government 2013.   The fighting has displaced over 90,000 individuals within Bahr el Ghazal Region. This result into displacement of over 50,000 boys and 45,000 girls out of schools due to insecurity and communal fight in the region

Education assessment .Education assessment conducted in the Bahr el Ghazal region  shown many schools both primary and secondary schools don’t have kitchen, food stores, and WASH facilities and some schools are still operating under trees schools, some schools are completely damaged that need complete rehabilitation.  The assessment indicated that 85% of schools do not have school learning materials, such school schools benches, chalkboards, writing materials lacking in most of the schools.

Economic hardship. The conflict has destabilized livelihood of communities and parents are not able to earn sufficient income to provide enough food for their children, let alone to cover the costs of health care.  This had contributed negatively on education in target areas. Schools that are not benefit from WFP food for education their enrolment is very low and poor performance and poor attendance of the pupils compare to those schools being supported by WFP with food for education their attendance  and performance is high. Economic barriers particularly at the household level leading to drop-outs as children become contributors to household economies, or families can no longer afford to send children to school due to high school fees.

Teacher’s capacity is very low. The assessment further point out that the teacher’s capacity in all schools assessed is very low many teachers are voluntary teachers who have no teaching skills or secondary school level. Almost  70.7% of teachers have only completed Primary School education and only 30% teachers had any teacher training these figures highlight the critical need for emergency-specific teacher training, to ensure that volunteers and teachers recruited by the government have the necessary information to provide support and lifesaving information to emergency affected learners.

Gender disparity. Female teaching in school is very low in some schools there are no female teachers. Gender and geographical disparities are the biggest equity factors preventing this from being achieved. There may be several reasons why girls are underrepresented.  One, identified in a youth consultation, is the “cultural practice” of early marriage and early pregnancy. Others are  schools without buildings or sanitary facilities, affecting girls disproportionately, Psycho-social barriers such as age-lapse among the pupils and the challenges of maturation for teenage girls; Inadequate numbers of qualified teachers – especially female role models – and other human resource limitations; lack of WASH facilities  and Gaps between policy formulation and implementation.

The assessment identified The need to improved school facilities to increase access to learners is paramount important. CARD in collaboration with Education partners envision to provide inter-sartorial interventions to address the different, problems, demands/needs and capacity of women, men, boys and girls, to increase access to quality education in a safe and protective learning environment to 95,000 learners in Bahr el Ghazal Region.  CARD education strategic plan aim to establishment/rehabilitation of school learning facilities, kitchen/Stores and renovation of school facilities to meet WFP’s requirement to qualify for on-site school meals program. To achieve this program strategic goal, the following strategic action will be taken

Provision of emergency teaching and learning materials in learning centres. Enhance to teaching staff capacity of both females teachers and male teachers on effective teaching, child-centred pedagogy, classroom management, learning assessments and life skills on peace building.  In addition, training of PTA/SMCs on school management and accountability for in effectively management and back to school learning campaigns, and improvement of school WASH facilities. This aim to improve the school feeding program and school facilities to undertake community outreach activities.