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AVSI 2020 IN-DEPTH ASSESMENT of EASTERN EQUATORIA STATE SCHOOLS

Subject/Objective: 

This report is derived from the rapid assessment conducted during the distribution of new South Sudan curriculum text books in Eastern Equatoria State during the months of February and March 2020. The 209 schools assessed represent 95% of all fuctioning schools in Eastern Equatoria State  

Purpose of the assessment:
- To provide AVSI a general picture of the education needs in Eastern Equatoria state;
- To have a well detailed school profile of the majority of schools in Eastern Equatoria state, in order to understand the specific needs at school and county level;
- To support the MoE of EES in gathering information about education needs in the state;
- To have an informed project management in order to guarantee the adaptability of the projects to the raising needs

Methodology: 

The data were collected using rapid assessment form developed by AVSI M&E department during the implementation of education projects. The data collected have been entered in MEAL tools/data base for their further analysis.
- Questions have been asked by AVSI staff and a representative of the SMoE to the Head Teachers of the schools.
- The total number of schools reached during the distribution of textbook was 222 primary schools and 29 secondary schools in the whole EES. Among them: 64 primary schools and 6 secondary schools in former Kapoeta state and 158 primary schools and 23 secondary schools in former Torit State. Out of the schools reached, AVSI managed to assess 209 (95%) schools (see Figure 1 for a more detailed geographical disaggregation).
- ALP centres and TVET have not been included in this research.

Key findings: 

Pre-primary sections are more vulnerable compared to primary sections in term of facilities like latrines, classrooms, teachers, teaching and learning materials. They all share the few available facilities with primary classes. Nursery sections have few ECD teachers, they depend on primary teachers who are even volunteers with limited teaching skills. The available trained ECD teachers are concentrated only in urban schools and mostly in private schools.
❑ More volunteer teachers compared to government/ paid teachers; this is because government teachers deserted teaching professions due to lack of salaries/low salaries which is even not paid in time as required leaving schools with more volunteers.
❑ High enrolment gap between boys and girls. There are more boys enrolled in schools compared to girls in all levels. In nursery the gap is 4%, in primary 10% and in secondary the gap is 28%. This also account for higher dropout rate in girls than boys.
❑ Urban schools are more favoured in term of constructions, supplies and allocation of teachers. This why there are more temporary structures and high number of classrooms under trees in rural schools.
❑ Low numbers of female teachers registered in eastern Equatorial states. Female teachers account to 26% and out of which 18% are volunteers.

Sample size: 
95% of state schools
Assessment Report: 
Assessment Questionnaire: 
Publicly Available
Assessment Data: 
Publicly Available
Operations(s)/Webspace(s): 
Assessment Date(s): 
17 Mar 2020 to 11 Apr 2020

Level of Representation

Governorate / State / Regional
Status: 
Report completed
Collection Method(s): 
Structured Interview
Population Type(s): 
Children
Cluster(s)/Sector(s): 
Leading/Coordinating Organization(s): 
AVSI Foundation
Location(s): 
Eastern Equatoria