School in South Sudan

Pre-primary education usually serves children aged 3 to 5 through two years often called Baby Class, Middle Class and Top Class. Completing pre-primary education is not required for admission to Primary 1. Primary school runs from P1 to P8 and normally serves ages 6 to 13. The Primary 8 Leaving Examination and Certificate provide the usual basis for admission to secondary school. Secondary school runs from S1 to S4, generally for ages 14 to 17, and ends with the Unified South Sudan Secondary School Certificate Examination. Formal secondary provision includes academic schools and technical and vocational education and training centres, while higher education begins only after secondary school. The Alternative Education System includes Accelerated Learning Programmes that condense eight years of primary education into four years for many learners aged 12 to 18, Community-Based Girls Schools that provide a four-year primary programme over three years for girls aged 8 to 12, and mobile Pastoralist Education Programmes. These programmes support over-age learners and some former combatants; tuition and learning materials are free, although uniforms are generally not required. Basic or Functional Adult Literacy belongs in this school-related area only where it supports school-age access or transition. Schools may be public, community, private, faith-based or NGO-supported. In 2023, 3,881 of the 7,737 enumerated schools were public, 1,108 were community schools, 686 were private, 717 were faith-based and 46 were NGO schools. The enumerated total included pre-primary, primary, secondary and Alternative Education System provision, and 1,281 schools were not operational. Among operational primary and secondary schools, 98% were co-educational, but around 20% shared premises with another school and often required shifts. The Ministry of General Education and Instruction, known as MoGEI, sets national standards, curriculum, teacher policy, assessment and inspection rules. State Ministries of Education administer education within their states, while County Education Departments, Payam Supervisors and County Inspectors support implementation and monitoring. Head Teachers and Principals manage daily school operations, with School Management Committees, Parent-Teacher Associations and Boards of Governors contributing to school governance. The National Curriculum Development Center develops and reviews curricula, and the National Examinations Council coordinates national examinations. The national curriculum is competency-based and includes peace, national identity, culture and citizenship. Schools may teach in English and national languages or in English alone. Local languages include Dinka, Nuer, Bari, Zande, Acholi and Arabic among others. Textbooks remain scarce. The 2021 primary pupil-to-textbook ratio was about 8 to 1 for English and Mathematics and 9 to 1 for Science and Social Studies, compared with a 1 to 1 standard. School-based assessment operates alongside the national P8 and S4 examinations. Primary education is legally free, and the policy target for 2017 to 2027 also treats secondary education as free and compulsory. In practice, indirect fees and levies, uniforms, supplies and other expenses remain barriers. These costs were associated with 21% of reported primary-school dropouts and 24% of secondary-school dropouts in 2023. School feeding operated in 21% of operational schools, with NGOs and other organisations providing 76% of that support. About one third of schools lacked water, and only 4% had libraries. School access varies sharply with location and circumstances. Conflict, flooding, displacement, poverty, long travel distances, child marriage, pregnancy and pastoral mobility can interrupt attendance. In 2023, school closures were linked especially to a lack of teachers, conflict and flooding. No nationwide school-transport scheme or centralized catchment-school choice procedure is evidenced. Inclusive education follows a mainstreaming policy rather than a separate national special-school tier. In 2023, 51% of operational primary and secondary schools reported enrolling learners with disabilities, but only 42% had disability-friendly features. Psychosocial support, learning materials and targeted assistance may also support girls, displaced learners, refugees, pastoralist communities and learners with disabilities.