How can Teachers be supported to Provide Quality Learning in Emergency and Conflict Situations: Voices of Teachers in South Sudan

The Ministry of Education current priority is to promote quality education for all children in South Sudan. However, the country fragility is patent and the situation of emergency and conflicts is affecting service delivery.... [ view full abstract ]

The Ministry of Education current priority is to promote quality education for all children in South Sudan. However, the country fragility is patent and the situation of emergency and conflicts is affecting service delivery. The issue of quality and access of education to all is considered very important as it is stated in all policy papers. Teachers’ competencies are the key factors required for quality education leading the country stability with economic and social development.

It cannot be denied that teachers’ ineffectiveness and unconnected professional development may cause poor learning. Interventions that provide teachers with education and training opportunities are essential if learners are not learning in the school. Current efforts by the development partners are not well directed to support majority of untrained teachers engaged in the school. The education strategic plans has been appraised and attracted donor support to the sector, but fixing teachers problems seems ignored. These failures may have been made due to poor planning without considering the reality on the ground.

This paper attempts to identify what is happening in the schools from the voices of the teachers. It will investigate support provided for the teachers. It is hoped the study will contribute to the stakeholders understanding of what teachers are doing in schools and that the study synthesizes teachers’ teaching abilities, the kind of teaching and learning in the schools, and support teachers can receive in emergency and conflicts situations. This may allow stakeholders understanding of what teachers face in emergency and conflicts situations.