education cluster emergency rapid assessment report duk ... · from bor south, twic east counties...
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Education Cluster Emergency Rapid Assessment Report
Duk County, Jonglei, State 8th-12th February 2016
Figure 1: Children learning under a tree in Poktap primary school
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General impact: More positively, IDPs and host community have reconciled and peacefully coexist between. However latent conflict exist and the potential trigger is anticipated to be lack of resources. During focus group discussions (FGD), IPDs reported occasional disputes with host community over tree cutting for use as shelters. The main urgent priority needs is reportedly, includes food, water and NFIs then followed by protection, education, health. Registration is currently NOT ongoing and has created significant disparity between new and old arrivals. A very unequal situation in the camp was observed. The influx of IDPS and returnees has resulted into overstretched education system. With only 6 schools functioning and population concentrated in three locations (Ayuledit, Poktap and Duk-Padiet), congestion and inadequate facilities in schools located in the 3 locations will be experienced. Whereas IDPs and host populations reported no intentions to move again, government is planning to relocate the IDPs to Dongchak and Mareng respectively. Whereas Mareng has non-functioning school that require massive renovation, Dongchak has no school. Main findings: The main education challenges in the locations assessed are lack of learning materials and space, anticipated congestion, limited prioritization of education among other life threatening needs, uncertainty around further movements of IDPs to government gazetted areas, schools occupations by various groups. Main Recommendations: successful education uptake highly depends on provision of other life threatening needs such as food and shelter. Rationalisation of education delivery is urgently recommended to ensure targeted interventions.
Executive Summary
Executive Summary
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Contents Executive Summary ................................................................................................................... 2
Executive Summary ................................................................................................................... 2
Emergency Context .................................................................................................................... 4
Emergency Context .................................................................................................................... 4
Team Composition, Objectives and Methodology .................................................................... 5
Team Composition, Objectives and Methodology .................................................................... 5
Assessment Team................................................................................................................... 5
Mission objectives ................................................................................................................. 5
Methodology .......................................................................................................................... 5
Major Findings ........................................................................................................................... 5
Major Findings ........................................................................................................................... 5
Access and Learning Environments....................................................................................... 6
Teaching and Learning .......................................................................................................... 8
Teachers and Other Education Personnel .............................................................................. 8
Education Policy .................................................................................................................... 9
School occupation: ................................................................................................................. 9
Basic Education needs ........................................................................................................... 9
Recommendations .................................................................................................................... 10
Conclusions .............................................................................................................................. 10
Annex ....................................................................................................................................... 11
List of persons interviewed .................................................................................................. 11
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Duk County is one of the Jonglei State Counties, badly affected by the December-15th, 2013 violence. Nearly all inhabitants of Duk County were forced to refugee and all basic services and basic infrastructures including schools, medical centres and water points were either damaged or completely destroyed.
Humanitarian partners received reports of huge influx of IDPs and returnees in Duk County and Twic East Counties. The IDPs mostly came from the three northern neighbouring counties of Ayod, Uror and Nyirol whereas IDPs were predominantly came from Bor, Twic East, Equatoria, Uganda, Kenya refugee camps etc. The main triggers of IDPs movement were majorly shortage/lack of services such as food, water and security in their locations of origin. Relative peace experience in the past three months in Duk County, including the entire Jonglei State was the main trigger of spontaneous voluntary return of returnees originally from Duk County. . The returnees were from Kenya, Uganda refugee camps and from Bor South, Twic east Counties and Equatoria in South Sudan. Education situation in Duk County remains dire and the challenges to rebuild an infrastructure that was after all underdeveloped during pre-crisis remains daunting. Prior to the crisis, 26 basic schools distributed equitably in the 6 counties were functioning. However, during the assessment, the county education authorities reported that only 6 schools are currently functioning with 5 expected to open in the areas where IDPs and returnees have settled. Further 2 schools are expected to be opened in Dongchak and Mareng, areas where government plan to open IDP camps. This means that up to 13 schools are likely to remain closed for the entire year. The humanitarian situation in Duk County remains fluid and unpredictable as per influx of population is concerned. Population per location is below. However, the assessment team witnessed daily influx of IDPs and returnees especially in Duk-Padiet so the figures are highly likely to increase with time.
Location Individuals Estimated School going population
based on sample head count
Poktap 24,382 3,942
Ayueldit 18,000 1,900
Duk-Padiet 47,000 5,335
Payuel 2,286 Not visited/verified
Gadiang 5,400 Not Visited/verified
Pajut 17,457 Not visited/verified
Werenyol 21,345 Data not Available
Emergency Context
Emergency Context
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Assessment Team Name Organization Title/Position Duty Station Contact Mawut Majak Deng INTERSOS Education Officer Bor [email protected]
m
Aduong Thiong Chol Norwegian Refugee Council (NRC)
Project Coordinator Education
Jonglei and Lakes
Duku Francis Danson UNICEF Education Specialist
Mission objectives Determine with degree of accuracy the number of school going children in and out of
school among IDPs and host communities and establish education priorities for the
children.
Assess the availability, status and adequacy of school infrastructure for the affected
locations
Assess availability and quality of teachers among both communities (IDPs and host)
Methodology In every site visited and within the constraints of available time and resource, the
team begun with headcount of a sample of children found present in each of the 3
schools of Ayueldit, Padiet and Poktap. The count was used to provide a fair estimate
of total number of school-going children-both IDPS and Returnees.
The headcount was followed by focus group discussion with teachers and education
manager and thereafter with children in and out-of-school.
Focus group discussions were also held with community members on broad range of
education issues. In Padiet, separate FGD with IDPs and returnees was organized and
sensitive issues of safety, confidence of living together and possibility of integrated
schools were discussed.
School assessment involving interviews with head teacher/teacher and inspection of
infrastructure including WASH, latrines and classrooms was done.
This section summarizes the findings gathered during the assessment including a snapshot of cross-cutting issues, especially safety, gender and disability.
Team Composition, Objectives and Methodology
Team Composition, Objectives and Methodology
Major Findings
Major Findings
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Access and Learning Environments Access: The assessment found that access to learning was constraint for most children. The
table below compares number of children found at school during the assessment day to
estimated number of children in the community. More than 85% of children are out-of-
school in the assessed locations.
Location Estimated school- going population Schools Girls Boys Total
Ayueldit 1,900 Ayueldit 266 350 616
Duk-Padiet 5,335 Padiet 131 313 444
Poktap 3,942 Poktap 135 469 604
Total 11,177 532 1132 1664
Accessibility of school vary from one to another. Ayueldit primary school, opened on 5th Feb
2016 is accessible to children in only two villages of Ayueldit and Panajak. However,
according to the Payam Administrator, Ayueldeit has 23 villages so children in 21 villages
have no access to schooling. The 21 villages were not visited by the assessment team to so
numbers and distances of these villages to Ayueldit could not be confirmed. The
infrastructural capacity of
Ayueldit primary school is
limited consisting of 4
permanent and 2 TLS
classrooms. Padiet Primary
school on the other hand
was opened on 8th Feb
2016 and is accessible to
all IDPs and returnees
children living in Duk-
Padiet if living conditions
were to be conducive for
schooling. During FGD with
children in Padiet primary
school, a child said that
they “feel a family of one father and mother when in school”. Like Padiet, Poktap Primary
School is within 15 minutes walking distance from the community and such be accessible by
all children. Poktap is currently two-in-one primary school having merged with Jual primary
school. The County Education Department is monitoring the situation and will separate the
schools in case of overcrowding. Jual Primary school is a TLS with a distance of 10 minutes
from Poktap. No safety concerns for children going to school. The team foresee inadequate
facilities in all the schools visited.
School Infrastructure: all the schools visited has some form of damage as detailed in the
table below.
Figure 2: Damaged classrooms in Padiet Primary school
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School Type of classroom facilities
Level of damage
Ayueldit 4 permanent classroom block and 2 TLS
TLS required walling. No damage of permanent classrooms. All (2) Latrines collapsed
Padiet 8 permanent classrooms, one office and store
3 classrooms totally destroyed and not usable, 2 classrooms damaged but still usable if repaired, 1 block of latrine collapsed
Poktap 8 permanent classrooms and 1 store
No classroom damaged, one office block destroyed, and 2 blocks of latrine sunk and further two dug but incomplete.
Jual 4 TLS classrooms Required walling and one block of latrine incomplete
WASH facilities: All schools have
water points (boreholes) within 3 minutes
walking distance for children with exception
of Jual. In Poktap the borehole belongs to the
school. However, general shortage of water
in the community makes the boreholes less
accessible to the children. All schools do not
have functioning latrines. In Poktap and
Padiet primary schools, latrines have been
misused and abandoned. Open defecation
was observed in all schools. All schools have
non-existing hand washing facilities.
Protection issues relating to access
to school:
o Fear of child Abduction: In all FGDs, parents express fear of child abduction. This was
common fear in Ayueldit where children travel long distances to school. In Padiet, parents
indicated that fear of abduction does not influence their decision to send children to school
noting that abduction is an old phenomena.
o Fear of recruitment: In Padiet teachers indicated that most parents have sent their children
mostly adolescents to Uganda or Kenya for fear of recruitment. Assessment team observed
that most children were below 15 years and in lower primary, an assertion to the claim of
transfer of children away from Duk. However, child labour was another common protection
issue which could be a reason for low enrollment for adolescents. Girls are used for
household chores such as collection of firewood, water and taking care of siblings while boys
are reportedly in mobile cattle camp during dry season in search for water. Some of the
Youths which are school-going ages are used for community defense.
o Unexploited Ordinances (UXOs): The assessment team observed that Padiet primary school
was used as a military base. Observable evidence of military trenches dug around the school
makes a cause of alarm for intended and unintended dangerous remains of war.
o Distance: may prevent access mainly in Ayueldit.
Exclusion: The assessment team assessed possible exclusions from education of children from
disadvantaged groups. There were no indications of exclusion on ethnicity. Teachers and community
Figure 3: sunk latrine in Poktap Primary school
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leaders mentioned that schools were seen as safe heavens for children and the two communities
(IDPs and Host/Returnees) live in harmony. The second layer of exclusion is due to vulnerability
caused by disability, separated children. Children with physical disability were being enrolled in
school. However, one major area of exclusion and protection are children in the cattle camp faced
with additional targeted attack by cattle raiders. The following barriers to schooling were identified
in the needs assessment by parents, teachers and children themselves;
o User Fees of 10SSP reported in Ayueldit
o Hunger and lack of shelter-food and accommodation are priorities “school is not a priority,
we need NFI and saucepans” said one of the mama during a focus group discussion.
o Lack of sanitary kits and clothes for girls
o Schooling is not considered a priority in the current situation
o Learning materials including textbooks
o Ignorance and cultural belief of the importance of education
Teaching and Learning
The current emergency has not caused schools to close. All the schools visited except Jual
which has been merged with Poktap are functioning. However most schools and especially
Padiet remained closed since 2013 until 8th Feb 2016. All schools have serious shortage of
materials for learning including textbooks. In Padiet, a container used as storage facility for
textbooks was burnt while in Poktap, the store containing school materials and furniture
were already destroyed by previous violence.
Language of Instruction in all schools was appropriate. All schools use more than one
language (English, Nuer and Dinka) as a result all children feel welcomed.
The assessment team was not able to observe teaching. However, discussion with teachers
and education managers showed that capacity development for teachers on life skills,
psychosocial.
Conflict sensitive teaching: the assessment team observed a legacy of hatred on tribal line
being silently communicated/passed to children. In Poktap primary schools, inappropriate,
abusive and derogative words were written in classrooms. There is need for incentives to
include IDPs teachers and women.
Teachers and Other Education Personnel The previous conflict affected teacher’s significantly in Duk County. A snapshot and comparison between current status and that of 2013 is below. Overall, number of teachers have reduced by 33 percent and 100% for female teachers. 33% of the teaching force is volunteers and 25% IDPs. PTA is functioning in two schools (Poktap and Ayueldit).
School Number before crisis After crisis
Male Female Total Male Female Total
Ayueldit 11 0 11 9 0 9
Padiet 12 2 14 10 0 10
Poktap and Jual 13 2 15 9 0 9
Total 36 4 40 28 0 28
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Education Policy All school functioning conform to the South Sudan education policy especially in relation to language of instruction and free education in 3 of the 4 schools assessed. However, advocacy is needed on schools being used as shelter by IDPs, destruction of schools and usage of schools to communicate hatred messages.
School occupation: Generally, 3 common categories of classroom occupation were found in 3 of the main
schools assessed as detailed on the table below.
Figure 4: Classroom occupied by teachers in Poktap and medical supplies in Ayueldit primary schools respectively
Primary Schools Number of classrooms occupied Type of occupation
Ayueldit 3 Teachers
Health facility
FSL food distribution store
Padiet 2 Health Facilities
Teachers
Poktap 2 Teachers
Basic Education needs Learning and Teaching materials including recreational kits
Rehabilitation/renovation of learning spaces. Construction of TLs and latrines and provision
of school furniture. Provision of school fence for safety
Capacity building for teachers (psychosocial and pedagogy training), education managers,
PTA and communities members
Community mobilization and awareness especially for girl child education
Food For Education (FFE) programme
Hand Washing facilities for hygiene promotion
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Sanitary/dignity kits
Recommendation Actors Timeframe
Provision of food and shelter to enable education to
start
FSL and NFI clusters ASAP
Provision of alternative education for children who
have missed education since 2013
NRC /UNICEF Beginning this
academic term
Enhancing capacity of teachers, education managers
and community stakeholders for host and IDPS
NRC Beginning in
term 1
Rationalization/prioritization of support to schools with
highest number of beneficiaries.
County Education
Department and NRC
on-going
Timely prepositioning of learning materials given that
Duk County is hard to reach
NRC and UNICEF ASAP
Rehabilitate damaged and destroyed facilities, provide
Tents and construct more TLS where necessary
Partners led by
UNICEF and NRC
ASAP
Advocate for Vacation of occupied classrooms and
support teachers with plastic sheets
Government and
partners
ASAP
Provision of incentives for volunteers teachers through
inclusion in the payroll
State Ministry of
Education
ASAP
Advocate for demining of Padiet primary school Protection cluster ASAP
Creation of peace clubs and conduct peace and
reconciliation seminars among IDPs and host
communities
NRC ASAP
Provision of handwashing facilities and conduct massive
community wide hygiene promotion.
WASH cluster and
Education partners
ASAP
Conduct mass community campaigns and sensitization
on importance of education
NRC ASAP
Provision of inclusive education for vulnerable children State Ministry of
Education/Education
partners
ASAP
Ensure safe movement of children to and from school County Administration ASAP
Develop adequate tracking and registration of children
to enable knowledge management on movements of
IDPS, returnees
RRC and CCCM
Cluster
Continuous
Support to Werenyol Primary school where new
returnees have arrived
C&D ASAP
Recommendations
Conclusions
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List of persons interviewed
Location Methodology Names of persons interviewed Titles
Ayueldit Interviews, FGD and School assessment
Makuach Nhial Jok
Nyablock Chuol Deng
Magany kuol
John Wuor
Assistant Chief
PTA
Teacher
Teacher
Padiet Interviews, FGD separately for IDPs and Returnees and School assessment
Malith Majur Deng
John Madol Nyuon
Simon Abiel Duot
Lam Riak Nyuon
Rebecca Nyakong
Maker
Stephen Ajang
Rebecca Akuch Awan
Rebecca Aluel Arop
Rev. Stephen Majok Ruar
Maker Gathkout
William Nyon Jok
Acol Ngueng Jok
Nyadeng Wal Nhial
Nyadak Bolchie
Anyielpedeng Pech
Nyayuol Chijal
Payam Supervisor
Teacher
Head Teacher
Senior Teacher
Learner
Youth Leader
Church Leader
PTA
PTA
Pastor-Uror
Ass Chief-Uror
Youth Leader-Ayod
PTA-Ayod
IDP-Ayod
IDP-Ayod
IDP-Ayod
IDP-Ayod
Poktap Interviews, FGD and School assessment
Gabriel Deng Mayen
David MAduk Wal
David Goi Dau
Samule Mayak
Simon Ader Akoi
Director-CED
Payam Ispector
Payam Supervisor
HeadTeacher
Deputy Head
Teacher
Annex