Exploring the Linkages between Education Sector Governance, Inequity, Confict, and Peacebuilding in South Sudan

This research draws on a conceptual framework that captures the economic, cultural, political, and social dimensions of education governance and inequality and their relation to conflict and peace. The framework combines dimensions of redistribution (equality and inclusion in education access, resources, and outcomes), recognition (affirmation of diversity in education structures, processes, and content), representation (participation in decision-making related to resource allocation and use), and reconciliation (dealing with the past and relations of horizontal and vertical trust). Quantitative analysis of education, census, and conflict data revealed clear patterns of inequality in educational access, resources, and outcomes in South Sudan. Inequalities were particularly clear across different states and across counties within states. While relations between groups may be facilitated through recognition of identity and diversity in education structures and content, vertical trust between communities or schools and government, and between levels of government, is negatively affected by inadequate redistribution of education opportunities and resources, limited attention to vertical aspects of recognition, and limited opportunities for representation in decision-making.

Resource Info

Resource Type

Report

Published

Published by

United Nations Children's Fund (UNICEF)

Authored by

Mario Novelli, Gabrielle Daoust, Jan Selby, Rosario Scandurra, Luka Biong Deng Kuol, Emma Salter

Topic(s)

Education for Peacebuilding
Education Policy
School Management

Geographic Focus

South Sudan