Capacity Building and Role of Institutions of Higher Learning in South Sudan

Posted: September 6, 2017 by PaanLuel Wël in David Matiop Gai, Junub Sudan, Opinion Articles, Opinion Writers

By David Matiop Gai, Juba, South Sudan

September 6 2017, (SSB) — Capacity building thus important institutional development evidences with the great demands of a great attention for total reforms in South Sudan. Capacity building efforts are currently neither putted in place as strategic plans for change nor focused on for national ability by those who were assigned but I observed one evaluation of high-quality training provided pivot notice that capacity building outcomes are what purposes assist the nation to reduce insecurity and political instability because if youths are highly trained, you cannot cheat educated people to the point of their death the way our youths in South Sudan are everyday deceived by their tribemates politicians.

Capacity building in fragile state risks becoming irrelevant when situation change rapidly. Top reasons for failures in human resources capacity building includes: leadership uninvolvement or uncommittment that always lead to security problems, political and economic imperatives. Lack of user involvement supposed to design decisions in the hands of rightful people. And lack of identifying areas for future funding such as education I am now talking about, branches human social development like agriculture, engineer, mechanic, artist, linguistic, plumber, etc inputs for the nation capacity building.

Capacity building priority in South Sudan and this must include functional capacity prioritization; Management capacity prioritization; public administrative prioritization; effective administrative and democratic governance in South Sudan prioritization; rule of law prioritization to boast skilful and supplement the absence of appropriate legal policy frameworks for the country.

Therefore, currently majority of capacity building providers and institution of higher learning especially ministry of high education and directorate of accreditation failed to do so many issues of human resources capacity buildings, and human capitals; for example set up training for national curriculum and make good time to use it properly are problems. Which means national certificates within South Sudan or certificates produced by South Sudan are not supposed to be authenticated and this may lead to spoils of documents, otherwise certificates are owned by Universities who seals and stamps it, but where do South Sudan ministry of higher learning got stamping original certificates even documents produced in the country? Is ministry fake to itself?

What I know and to the best of my knowledge, students who had studied outside South Sudan must authenticate their documents through ministry of foreign affairs, embassy of South Sudan, legal institution of the host country, and not original certificate but photocopies of the certificates, that is internationally recognized and right procedures. Another process of authentication is when South Sudanese want to study outside South Sudan; any embassy in Juba whose country may host student can authenticate documents for further clarity of what hosting country may want.

The main reasons are cited in authentication because authentication is the process of proving that something is true, genuine or valid, and it is an action of verifying the identity of a user. Therefore, I wonder how come the Ministry stamping certificates and they are not the one producing it, instead their work is to verify the documents and affirmed the originality, but the ministry spoils document by stamping it and invalids it forever. I think, this behaviour is uneducated behaviour for they do what they don’t know. Which ministry of higher learning in which country stamp original documents for use?

National and private universities were designed for capacity building both for government, and communities’ capacity building in attracting ability of students to afford higher education which means public and private universities relatively formed for one purpose to educate and linked South Sudanese externally to their environment. Therefore, accreditation department does not have legal procedures of doing accreditation but universities are offers incivility a letter of no objection to operate which is not enough. So is that letter of no objection so solid required? No. So let’s  learn the true examples below.

Public Institutions of higher learning in South Sudan for example

S/N Name Year Location Accreditation
1 University of Juba 1975 Juba Accredited not chartered
2 Upper Nile University 1991 Malakal Accredited not chartered
3 Dr. John Garang Memorial University of Science and Technology 2008 Bor Accredited not chartered
4 Rumbek University 2010 Rumbek Accredited not chartered
5 University of Bahr El-ghazal 1991 Wau Accredited not chartered
6 University of Northern Bahr El-ghazal 2011 Aweil Accredited not chartered

Private Institutions of higher Learning in South Sudan

S/N Name Year Location Accreditation
1 Akobo Heritage & Memorial University Not known Akobo Not known
2 Kuda University Not known Juba Not known
3 Bentiu Heritage & Memorial University Not known Bentiu Not Known
4 Catholic University in South Sudan 2008 Juba & Wau Letter of no objection
5 Christian Teaching Community College 2007 Bor Not known
6 Ebony University Not known Wau Not known
7 South Sudan Christian University of Science and Technology 2009 Juba Letter of no objection
8 St. Mary University College 2009 Juba Letter of no objection
9 Yei Agricultural and Mechanical University Not known Yei Not known
10 Bridge University 2010 Juba Shifted to University status
11 Legal Study Centre 2010 Juba Letter of no objection
12 Institute of Management Studies 2009 Juba Letter of no objection
13 Pan Africa University 2009 Juba Shifted to university status
14 Star International University 2016 Juba Letter of no objection
15 Starford International University College 2016 Juba Letter of no objection

And the above mentioned institutions of higher learning are well lead non-state actors that can be transformative in South Sudan than war. The high demands for training is an approach that civil servants may learn by time capacity building appear to be more effectively. In other words, Ministry of higher education is another model for measuring capacity building effectiveness through: reactive learning; learning process; behaviour; and results. What is the educational statistics for the country? Do we know educated population in South Sudan? Which institution registered the statistics of educated people in South Sudan? If not, then ministry of higher education is in problems.

The categories for human capacity development based on primary framework in South Sudan as a tool for the organization of the above institutions for human capital and human resources capacity building in more active roles. Therefore, recommendation approaches for capacity building are to unify institutions of higher learning in South Sudan, than ignoring bountiful roles of Private universities and ensure activities that manage relationship to fulfil objectives of capacity building in the Republic of South Sudan for nationwide reforms not war.

The author is a co-founder of South Sudan Mental Health care Organization, (SSMHCO). He holds Bachelor degree in Social Work and Social Administration from SSCUST, Bachelor of Theology from CLT, Bungoma, Kenya/Kalispell, USA, and a fellow researcher. He can be reach at david.matiopgai@gmail.com.

The opinion expressed here is solely the view of the writer. The veracity of any claim made is the responsibility of the author, not PaanLuel Wël: South Sudanese Bloggers (SSB) website. If you want to submit an opinion article or news analysis, please email it to paanluel2011@gmail.com. SSB do reserve the right to edit material before publication. Please include your full name, email address and the country you are writing from.

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