Archive for the ‘Education’ Category

KASNEB professional exams and training in Juba

Posted: December 9, 2014 by PaanLuel Wël in Economy, Education

  1. Introduction

KASNEB was established by the Government of Kenya on 24 July 1969. The Accountants Act, Cap 531 of the Laws of Kenya, which was enacted in July 1977, gave KASNEB retroactive   recognition since its inception in 1969. – See

KASNEB is mandated by various regulations in Kenya for training in various professional courses that provide successful candidates clear professional path in the region and the World.

In Kenya, it is a tool that professionals differentiate themselves from amorphous academic folks. KASNEB certifications are ticket to clear path to practice and consult. All financial positions today require either a Certified Public Accountant; Financial Analysts required Certified Securities and Investment Analysts and so do other professional careers.

As part of improving financial literacy, KASNEB made arrangements with Juba University for providing training to KASNEB students. However, that seems to be off – track as JU lack lecturers and qualified people to facilitating the training to enable students passed usual high-end examination offer by KASNEB.

It is only tested people; and who appreciate the content and extend of the exams that can offer reliable and dependable training that will match the standard required by KASNEB for its professional training.

In this regards, we approached KASNEB to be a credited as training; and facilitating institutions with regards to its exams. KASNEB acknowledged that though today, exams are administered at Kenya embassy in South Sudan, this is not sustainable and they looking forward to a more sustainable methodology.

We presented to KASNEB, The Dream College of Professional and Development Studies as panacea to training opportunities and challenges in South Sudan.

The Dream College of Professional and Development Studies will train, facilitate, and provide South Sudan perspective to examination and marking. We have contacted KASNEB and KASNEB is willing to go extra mile to give South Sudanese opportunities for their professional growth.

KASNEB certifications are recognized World-wide and qualified students become members of various professional bodies. For details of courses provide, see

  1. Services

We have approached KASNEB, KASNEB agrees to accredit The Dream College to provide training, assess and recommend students for admission into KASNEB courses, facilitate fees payment, participate in exams setting and marking.

We are making contacts with various colleges and lecturers in Kenya with view to get materials and lecturers base on our students demand in South Sudan. All the ground work for the training is done.

We are currently calling upon students to send us their details – level they are currently studying; request for registration as students for next year exams or for student’s admission. Base on respond, we intend to offer classes in Juba for those planning to sit for June exams. Depending on the number, we can offer regular classes, materials or blocks when exams neared. Please confirm you needs so that we plan and respond to your needs accordingly.

  1. Actions

Please share this with your friends, go through KASNEB courses and let us know the courses you have register for or certification you want to do and let us know so that we facilitate your registration or provide materials as you may need.

These courses targets accountants, finance professionals, auditors, financial analysts, investment analysts, businessmen, companies’ secretaries, credit analysis and financial reporters. These people mostly worked in capital markets of Central Bank, Finance department of all institutions, Auditors, tax specialists in all institutions and public interested in financial literacy.

Please widely circulate to your friends, colleagues, and companies and confirm back your interest with necessary details the soonest so assistance.

Do not hustle, growth with knowledge, work for your future.

  1. Contacts

For all queries contact to our lead promoter

CPA Gabriel Garang – Certified Public Accountant, KASNEB; B.A (Economics) and MA – Economics Policy and Management and currently KASNEB’s student of Certified Securities and Investment Analysts




New Book: Christian Faith among the Jieeng

Posted: December 9, 2014 by PaanLuel Wël in Books, Education

Christian Faith among the Jieeng
The Shift in Values, the Stages of Faith, and the Cultural and Religious Experiences of Jieeng Believers in the Episcopal Diocese of Bor
by Nathaniel Athian Deng Mayen, BSW, Rev.

In Christian Faith among the Jieeng, Rev. Nathaniel Athian Deng Mayen provides an insider’s perspective on the development of Christian faith among the Jieeng (Dinka). Based on his teaching and clergy experiences and observations, Rev. Athian discusses the stages of faith, the shift in values and beliefs, and the cultural and religious experiences of Jieeng believers in the Episcopal Diocese of Bor. The author maintains that the shift in Jieeng cultural values and the subsequent conversion to Christianity are a result of the believers’ experiences and encounters with God. God mysteriously reveals Himself to the animist believers and wins their hearts through miracles. Thus, the miracles reveal the powerlessness of the animist deities (jak) whom the believers consequently abandon and embrace Christianity. Christian Faith among the Jieeng is an introductory discussion that opens up conversations about Jieeng spirituality in the context of Christian faith. The book draws attention to cultural teachings about social relationships, youth responsibilities, women’s leadership, and the role of leaders in guiding the faith and behaviors of the believers. It also discuss the following questions. Is Christianity the existence of God or a colonial tool to disintegrate indigenous cultures and values among the Jieeng? Why is Christianity miraculously taking precedence over indigenous religions and animist worships? What happened after the Jieeng believers in the Episcopal Diocese of Bor preferably embraced Christianity and abandoned their animist deities and divinities?

Mandate of the people

Book Review By Reuben G. Panchol

“The ‘Youth’, used in a political context in Kenya, had little to do with a defined age group – it was rather anyone, usually unemployed, who was willing and capable and could be hired to do damage to an opposing group by means of hurling abuse, stone and others missiles at hand, as well as carry out other forms of political subversion” (Dr. Magaret A. Agola). Does this ring a bell to any of us? Yes, I am sure it does; especially in most if not in all the third world countries, particularly in Africa continent at large.

The Mandate of the People, by Dr. Margaret A. Ogola, was published by Focus Publisher Ltd in 2012 in Nairobi, Kenya. ISBN: 9966-01-177-3. 168 pp. Personal Rating: 5 (outstanding). Amazon Digital Services, Inc. ASIN: B00F96ET0W. Kindle price is $ 5.99

Author’s Background

For few of us that were blessed and lucky enough to made it to Kenya in one piece regardless of all the odds the befall en of early 1990s had; especially those who had hearts and courage to go to school in the mighty sun of Turkana Land, you might be familiar with Dr. Margaret A. Ogola. Dr. Ogola was the Kenyan Author of The River and Source, I swear by Apollo and this very book Mandate of the People. Dr. Ogola earned her Bachelor of Medicine and Surgery in 1984 from University of Nairobi and Post Graduate Diploma on Planning & Management of Development Projects from Catholic University of Eastern Africa in 2004. Her life was cut short by cancer in September 2011 (Daily Nation). Rest in Peace Dr. Ogola


In this book Dr. Ogola presented very well a whole approach of African Politics, where by one-eye men among the blinds (the so-called politicians) claimed themselves to the messiah of their respective communities. People like of Gervase Kitamo Gwalla aka KG and JJ Sori have eroded the society to its core through corruption, egoism, and power hunger. Whenever, a messiah show up to save the powerless citizens and dig them out the poverty, they hunt him/her down like what King Herod to Jesus in New Testament. It is even worst when one is not a true son of the land. They start calling you names. When one insisted like Adam Leo Agade; they proceeded to a next level of malicious acts and find whatever main to do away with you and erased your deed in the mind of those poor citizens.

When it comes to politics, African intended to overshadow and underrate the power of the women. In this book power of women is real; it was through encouragement of Adam Leo Agade’s wife (Suzanna Talam – a lawyer by professional) that compelled him to go into politics in order to save the people of Migodi North constituency from the greedy politicians who had oppressed and switched off a light of hope for generations. For the wind of change (Pamoja Twaweza-‘Together we can’) to blow across Migodi land women like these of Bonareri Bikoti, Jamhuri Ewalan (aka Jamie), Anisa Mkubwa-Kisaka and Professor Josephine Kasina Sema, the winner of the Migodi South Parliamentary elections, and the rest of women who had gathered courage to come out to case theirs votes must stand still. These women over turned the table in the face of KG and Sori (Migodi North) and Haddai Kora (Migodi South). Change does not come generously; it takes the guts and one his/her commitment. No doubt such strong women exist in every community across the world.

Poverty will be of history and the most of African countries will witness democracy when their politicians start coming into politics to elevate the life of poor instead of ascending into power to enrich themselves and kinship. After Adam finished her education he starts a successful business and ventured into helping youth in the community to stand on their own feet by setting up Kenya Integrate Youth Organic Out-growers (KIYOO). Mr. Agade did not spend any shilling in term of bribing during his campaign trails; not because he can’t afford it but to show the migodian that they can survive on their own and do well in lieu of these selfish politicians; who always buy their ways into parliament and show up in community once after five years.

Dr. Ogola portrayed that women and young people at grass-root level the genuine agent of change in any community; especially when they are convinced and provided with true and achievable plans. In the book, Mr. Agade and Prof. Sema, saw this opportunity and picked up in order to save Migodian from evil rulers who have deceived them for long period of time. Young people and women are the experts drivers of true change, but one have to know how to press a right button on them in order to attain the change need in the society.

Despite all the roughness of the political roads in Migodi-Land, Mr. Agade (the son of Migodiian daughter) has successfully finished the racing line without bribing anyone within or outside the Migodi. The goal was achieved through help of women and young people at grass-root level. In my humble opinion, this book is a great asset for these who are interested in Political office and these who are inspired to see real changes in their respective communities, nations, social setting, and families. I would highly recommend all the readers to read this book and the other books that were written by Dr. Ogola.

By Morris Mabior Awikjokdit,

Early childhood education is an organized form of educational provision for children between the ages of 3 to 6 years old and there is a great need for the government of South Sudan to put much attention in the provision of pre- school across the ten states in the country. Such provision should be made in the form of pre- schools. Pre- schools perform their functions most effectively when they offer an informal type of social and educational experience to very young children, with much of the learning taking place through play. Pre- school learning is transitional between learning in the home and learning in the schools. South Sudan since the last concluded civil war that has resulted into hard won attainment of Independence dependent on foreign syllabuses beginning from unfix ladder right from primary, secondary to university level which is very difficult process in other advance nations like Kenya, Uganda, Rwanda, Tanzania and so forth have well established ladder of educational system. Our country South Sudan as a young nation learning to walk need to copy and imitate from her sisterly countries any means possible to address education requirements.

The pre- school can never substitute for the home and it should never imitate the school. By providing children with a large circle of playmates and a wide range of supervision, play activities and learning experiences, pre- schools supplement the extensive learning that occurs in a child’s home and within the home environment. As children approach the age of school entry, their activities at pre- school maybe less spontaneous and more ordered, in preparation for life at school, but purposeful play will still be the main mode of learning. Our high government ranks and files assumed that taking their children to East Africa will bring home quality education but it will never bring any single gradual change as long as their expectations about their children is accomplished than there is no problem for the rest of the children from poor families background.

The significance of education at this level lies in the importance of early experiences in the development of a child’s social, physical, mental and emotional capabilities, and in the role that early childhood education can play in preparing children to adapt to the more formal learning atmosphere of the basic school. This initial education also helps to build up children ‘cultural capital’ and to compensate for disadvantages that they may bring from homes where few reading, writing or other education related materials are found.

At present only a small minority like Equatorians children of South Sudan’s are benefiting and able to profit from foreign education at this level. Up to this stage, they have any problem with both educations, health and physical development process accept some invisible part of the country and this can be digested by wise politicians and philosophers. This is because there are relatively few pre- schools. The majority of these are privately owned and operated though some are run by local councils. All aim to meet their costs through fees which few normal Southern households can afford. In addition most of the pre- schools are found in urban areas like Juba, Yei, Maridi, Wau, Kuajok, Tonj mission, Himango and other parts of the country respectively where the population is large enough to ensure their viability.

Although some rural pre- schools exist, they are few and far between. Because of the associated costs, very few poor children enjoy the benefits of education at this end like the author himself. Because of its urban concentration, it reaches very few rural children. The national ministry of education should encourage the establishment of programmes that support all round early childhood development in South Sudan, particularly those programmes intended for children living in rural and poor urban areas. Within the constraints of available resources it will work to this end with partner state ministries, counties and urban payams, local communities, non- governmental organizations, religious groups, families and individuals.

The Hon. Minister of education should also continue to dedicate some of its resources to this level of education through the training of pre- school teachers, cooperation in the monitoring of pre- school standards, assistance in curriculum formulation and the design of materials, and support for the development of policy guidelines. I am seeing that the ministry of education should recognizes that early childhood education is very beneficial for the development of the child and useful as a preparatory stage for entry into basic or primary school. However, because of the limitations of access, it will not establish pre- school as a condition of a country entering into another phase of civil war and political unrest.

Childhood education policy

The national ministry of education should acknowledge the important role of early childhood education in the multi- dimensional development of young children preparing them to primary education. Within the constraints of available resources the national ministry of education should encourage and facilitate the establishment of pre- school programmes that would reach out to all children especially to those living in rural and poor urban areas. The provision and funding of early childhood education will be the responsibility of councils, local communities, non- governmental organizations, private, individuals and families.

Strategies and mechanisms

The ministry should provide professional services to pre- school education by training teachers for pre- schools, developing curriculum materials for use in pre- schools, and maintaining standards at pre- schools. The ministry should collaborate with providers, partner ministries and others to develop policy guidelines for pre- school and early childhood education.


Kenyan intellectuals have never been kind to foreigners of more superlative endowments and achievements.

In the early 1960s Ezekiel (Es’kia) Mphahlele came here and established Chemchemi Cultural Centre.

A leading Kenyan daily editor and a leading Kenyan editor for a foreign publishing house managed to frustrate him and send him packing.

The best artist from South Africa, Selvon Mvusi, with great ideas for the development of art died in West Africa where he had gone for a conference.

His office was broken open and all his papers confiscated by the head of department. Had they been presented to his family, perhaps they would have been donated to the university. Instead an individual grabbed them. And they disappeared. Used up selfishly.

John Ruganda, upon his return from Canada, with a PhD on how Francis Imbuga tells the truth laughingly, was thrown out of Kenya through the machinations, largely, of one Chris Wanjala.

The ground for the action was that he had no work permit to stage a play in Kenya. What was wrong with going to get him a work-permit so that he could train and employ Kenyan actors and actresses? So that he could help develop theatre in Kenya?

Sometime in 1973 or 1974, Okot p’Bitek and I used to be feted by the Goethe Institute, Paa ya Paa Art Gallery, the USIS, British Council, etc.


One day after we had read our poems and were drinking the whisky or Tusker with which Franz Nagel entertained us and our followers after work, four of our young Kenyan followers turned nationalistically nasty.

They demanded to know why we were so popular in the cultural circuit of Nairobi. Why should we Ugandans monopolise these houses?

Why were they (Kenyans) being shunned? Why don’t we go back to our country? Okot started driving to Kisumu that very night in his Jaguar. In reverse!

After I had installed Ngugi wa Thiong’o as the head of literature department and realising that my presence was an interference I left for Papua New Guinea and headed a literature department there.

Okot also left for Makerere where he was appointed professor of creative writing.

Of the four Kenyans who gave us our marching orders that night, there was Wanjala, Robert Angira Otieno, Aloo Ojuka, Atieno Odhiambo, and perhaps Robert William Ochieng. (If I got any name wrong, Wanjala can set the record right. He had barked the most that night.)


Whenever I pass through Nairobi and find that scholarly publications on literature are increasing in Kiswahili only, I ask myself were we foreigners sent back to our countries because mediocre Kenyan scholars in English literature wanted to perpetrate the literary barrenness?

I do not agree that there are no intellectuals in South Sudan. There is the lawyer, anthropologist, ethnologist and novelist Francis Mading Deng. There is the international jurist Abel Alier.

There is the young autobiographer Steven Wondu and up and coming economist Bure Yongo.

I defy anybody who says The Last Word, Meditations of Taban lo Liyong, Corps Lovers and Corps Haters, Words that Move a Mountain; Ballads of Underdevelopment, Carrying Knowledge up a Palm Tree, Homage to Onyame, an African God, Culture is Rutan, are not intellectually leading products from me in the field of essay-writing, post-modernist novel writing and poetry writing in the whole of Africa.

Meditations ranks among the world’s best 50 post-modernist novels. In the field of essay writing I would rank high, among the world’s first writers, mostly Americans, if any five best essays are rated in communication, persuasion and exploration of new ideas.

I have been modest too long among non-readers, non-experts on literature and writers of students’ guides for secondary schools who call themselves professors.

When Kenyan universities start to insist on published critical works as ground for appointment to associate professorships and professorships then we shall know that the universities have come of age.

But that will not happen when so-called professors gather their shillings from parallel students. Do they lie on top of them, parallel? Or sideways, parallelly?


As far as intellectual progress is concerned, I bet on Rwanda giving eastern Africa a lead. Banda Academy did produce exemplary Malawian intellectuals.

The leading economist among them is Prof Thandiwe Mkandawire, the economist who was like me, an African Scholarship Programme of American Universities – scholar, then an American MA and finally an American PhD.

Okot p’Biket is Okot p’Bitek. Taban lo Liyong is Taban lo Liyong. To say “Taban is not as deep as Okot p’Bitek” is no criticism. Has Ochieng read and understood my books?

A critic who is at the same time an intellectual would read them to find out what they are all about. If he still has time he would then read Okot p’Bitek’s books to find out what each is about.

If there is any reason, or need, for comparison or contrast then he could do that on the strength of the corpuses of the two authors.

When I find myself at the age of 77 showing directions about how the scholars should approach my writings to those I had associated within my first year in Nairobi University’s Institute of African Studies, and when I say I am frustrated, then younger scholars laugh at me and my frustrations, as if it is an individual thing, I know that our salvation is still far.


For Ngugi is neither read nor critiqued, Meja Mwangi is not read and assessed; David Mailu is just read; Okot p’Bitek’s Song of Lawino was just read; Okello Oculli is not dismissed, Susan Kiguli is not read nor made a subject of weekend seminars; Tim Wangusa in not read; Imbuga is read as a secondary school textbook.

John Nagenda is not read, Peter Nazareth is not read, Elvania Zirimu is not read, Margaret Ogola is read as a textbook, and Marjorie Oludhe is read as a textbook.

I am only known as the loud mouth who claimed that East Africa is a literary desert!

The article in question is NEVER READ. The text is out of context. My books do not fit in the secondary school curriculum.

The university students are not brought up to the standard that would make them feel at home in the intellectual word that we share with Ayi Kwei Armah, Kwame Nkrumah, Mkandawire, especially about the nature of the western world, and the world.

I am bemoaning all the books that are not read. What texts do our MA and PhD students study so that they produce unpublishable books? I do not know what specialisations the lecturers have for appointments, and promotions.

In this regard, I may be excused if I say university appointment and promotion boards are barren of criteria for selecting the best teachers for Kenyan graduate students.


So, as an old “prefect” for scholarship, made so by my appointment by VC Arthur Porter in 1969, I am here again to say it is the universities that are maintaining low standards in Kenya (and Uganda, leave alone South Sudan).

Why not, for the next 10 years appoint professor of literature from America, Europe and a few West Africans?

If, like the elephant, I repeat the same stuff, it is because the old stuff keeps on presenting itself before me.

The profit motive, when publishers have fallen prey to profits that killed the Heinemann African Writers series, so that the books that sell the most were produced, those that were not ‘popular’ were discontinued, then be sure Taban’s works would not be republished.

I have asked a reputable East African publisher to reproduce The Last Word. After over 20 years, I have given up. I have brought from London Rex Collings Publishers a copy of Meditations of Taban lo Liyong, he has it by his bedside.

He has had it for more than six months.

Why don’t these our publishers, for every 10 titles that become school textbooks, publish one title to enhance intellectual development in East Africa?

Or why don’t authors and publishers jointly talk to the Ministry of Education to underwite classics to enhance intellectualism in Eastern Africa?


Finally, it may be asked, why am I insisting on making the literary intellectual breakthrough in Kenya?

The simple answer is: Because I invested much intellect in producing intellectual Kenyans, using my best seven years, 1968–1975.

And because, somewhere in my mind I suspect the breakthrough in intellectual self-sufficiency as far as East Africa is concerned will be made in Kenya.

When it is made in Kenya, Uganda will follow, Rwanda will follow, and South Sudan will follow!

At times, instead of behaving like the addressed audiences, the Kenyan hearers seem to think they are interlopers.

Sometimes other Eastern Africans instead of reading themselves into my writings, think I am addressing Ugandans, or Kenyans only; without disciple, I am reduced to throwing my arms in the air and saying those with ears, let then ear.

This article is a part of the response of an interview by Prof William Ochieng (Maseno University). Professor Peter Amuka also wrote a separate response. All the articles first appeared in Daily Nation.

Quality, Partnership and Education Accountability

Posted: October 27, 2014 by PaanLuel Wël in Education, Morris Mabioor

By Morris Mabior Awikjokdit,

When talk about quality education, all learners should be facilitated in the attainment of the highest standards of learning through teaching of excellent quality. Quality is brought about by maximizing the efforts of all those responsible for the education of learners and by coordinating all the structures of the system so that centers of education, from pre- school to university, are places where effective teaching, learning and research take place and where the highest standards of achievement, in accordance with ability, are obtained by every student.

I have an opinion that, the government has abounded duty to promote the highest standard of education and learning for all. This entails giving attention to various interdependent factors, including the quality of curriculum, teaching and assessment, the quality of teachers in schools, schools and institutional arrangements, and planning processes. The government should also develop rigorous procedures for the evaluation of educational effectiveness and outcomes, and with due regard to the legitimate autonomy of individual institutions.

Building education partnership

Building the principle of liberalization and on the creation of enabling environment, the government should follow an education policy that encourages and strengthens partnerships in educational development. A cardinal principle is the acceptance by all parties that the various partners participate by right and not by sufferance in educational provision. To promote this participation, the government needs to create conditions that allow the human, financial and other resources under the control of private and voluntary agencies, communities and religious bodies to be channeled without hindrance into education sector of South Sudan.

The development of a strong commitment to partnership will require improved cooperation among various stakeholders, coupled with better coordination and planning of educational provision. Accordingly, while recognizing the rightful autonomy of individual institutions, the government will promote constructive cooperation that will enhance the welfare of all students.

Education accountability

There are many legitimate competing demands for resources in the country. The amount of money available for education of South Sudan is limited and it require further budgetary plan to be carried out by the Ministry concern to cater full payment of teachers, allowances, accommodation and their capacity building as well. To ensure the best possible use of available resources and allow for full public accountability, the governments require ensuring that effective systems are in place at national, states and counties, and institutional levels for evaluating the effectiveness and efficiency with which resources are used. Accountability measures need more attention to be paid to how well education serves parents, learners and the wider community at large.

The goals of the education system

In the light of what I have mentioned in my earlier article, the national Ministry of education should set for itself the goals of producing a learner capable of being animated by a personally held set of civil moral and spiritual values; developing an analytical, innovative, creative and constructive mind; appreciating the relationship between scientific thought, action and technology on the one hand, sustenance of the quality of life on the other; demonstrating free expression of one’s own ideas and exercising tolerance for other people’s view.

  • Cherishing and safeguarding individual liberties and human rights.
  • Appreciating South Sudan’s ethnic cultures, customs and traditions, and upholding national pride, sovereignty, peace, freedom and independence.
  • Participating in the preservation of the ecosystems in one’s immediate and distant environments
  • Maintaining and observing discipline and hand work as the cornerstones of personal and national development
  1. Increasing access to education and life skills training
  2. Building capacity for the provision of quality education
  3. Creating conditions for effective coordination of policies, plans and programmes.
  4. Rationally resource mobilization and utilization.

These goals will inform the education policies and practices of all partners in educational provision and they will also be the basis for teaching and learning in schools and colleges.

The author is a freelance opinion writer and a professional experience teacher based in Warrap state- Kuajok. He can be reached by email: or contact: 0954243501, 0912646306

Principles for the development of education

Posted: October 24, 2014 by PaanLuel Wël in Education

By Morris Mabior Awikjokdit

Education in South Sudan is intended to serve individuals, social and economic well- being and to enhance the quality of life for all. This aim will be guided by the principles of liberalization, decentralization, equality, partnership, and accountability. Liberalization of educational provision entails fundamental changes in power relations within the education sector. Under a liberalized educational system the right of private organizations individuals, religious bodies and local communities to establish and control their own schools and other educational institutions is recognized and welcomed. Liberalization of educational provision allows those with resources to establish such institutions and to run them in accordance with their own principles subject, however, to stipulated rules and regulations. In this way liberalization contributes to expansion of educational opportunities while protecting the right of parents to send their children to educational institutions of their own choice, be they public, private, religious or communal.

Educational decentralization

Decentralization involves the devolution of power from the centre to the local level in states, counties and schools in Bomas and payams. Good pay of teachers in a reasonable scale is part educational decentralization processes that need to be carefully dealt with. It promotes broad based participation in the management of education with great emphasis placed on the creativity, innovation and imagination of the local level of education managers. By allowing various stakeholders to share in decision- making and to take responsibility for education at the local level, decentralization fosters a sense of local ownership and promotes better management. By decentralizing to the local and school levels many of the bureaucratic procedures that currently impede efficiency in the educational system will be eliminated. Government expects that the newly- established education boards will:-

  1. Relieve the Ministry of education of much of the burden of day- to- day business.
  2. Cater for a greater degree of democracy in the management and administration of the system; and
  3. Allow for greater responsiveness to local need.

Equality and equity

I am much quite sure that, every individual (citizen) in South Sudan has a constitutional right to education. Hence, it is a matter of fairness or justice that access to, and participation and benefit in, the education system be available to all. The development of education will therefore seek to promote equality of access, participation and benefit for all in accordance with individual needs and abilities. Measures to promote equality education will include allocating resources to all ten states of South Sudan to those in greatest need providing appropriate support systems, and changing the tangible and intangible qualities of the system itself to cater for the diverse educational needs and interests of the population. It will also include strategies and uniform payment scale of teachers across the nation for the earliest feasible intervention to support children at risk. Parents and their children are in daring need to quality education across the nation as stipulated in the Transitional constitution of the Republic of South Sudan.

The government will ensure that special support measures for such children are developed to enable them to participate in education. Where access, participation and achievement in education are impeded by gender, physical, mental, economic, or social factors, the government should seek to eliminate sources of education disadvantage in order to enhance equity.

The achievement of fairness in education demands that educational policies should value and promote a multifaceted development of the people, taking into account their uniqueness, so that they can fully and rationally participate in the economic cultural and social affairs of society. In all its educational endeavors, the state will aim at making it possible for its citizens to live useful lives, taking into account knowledge and skills appropriate to their age, their social and economic roles, the complexity of the modern world and the social environment in which they lives. Educational policy of South Sudan should deal, therefore, with South Sudan’s cultural and intellectual heritage as well as with knowledge, skills and values that are to be transmitted to future generations. In other words, the concepts of equity in education necessitate the diversification of the curriculum in order to suit different abilities, talents and interests.

The author is a freelance opinion writer and a professional experience teacher based in Warrap state- Kuajok currently in Tonj town for the preparation process of Greater Tonj community conference. You can reach him by email: or contact him on 0912646306.