Handbook of International Development and Education
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Handbook of International Development and Education

Edited by Pauline Dixon, Steve Humble and Chris Counihan

This Handbook considers the myths and untruths that currently exist in international development and education. Using historic and contemporary evidence, this compendium redefines the international development narrative through a new understanding of 'what works', drawn from pragmatic ideas and approaches.
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Chapter 12: Education in post conflict zones: a case study of South Sudan

David Longfield


This chapter is based on a series of studies in Juba, South Sudan, looking at the provision of education by schools of different management types. It looks briefly at the background to the present situation, but the focus is on the present provision and its diversity and changing nature as the country has moved from conflict, through peace, to independence. First a little background is given then the basic results of the survey, in terms of numbers of pupils, are presented and some of the official statistics and headline statements from official reports are considered in the light of these results. Next the study’s contribution to the discussion on gender is briefly presented; school type is looked at in more detail; then significant growth in the number of schools is analysed to study the contribution of the government and the different private proprietor and non-profit management types over time and across localities. This leads into an analysis of how so much growth is actually taking place in such a poor nation. Finally we look briefly at the personal stories of some of the people behind the facts and figures presented in this analysis, before drawing some conclusions. South Sudan became a new nation in July 2011 after a referendum in January of that year in which 99 per cent of those who voted chose independence from Sudan.

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