GESS Quarterly Progress Report 12 – 2016
Transcript of GESS Quarterly Progress Report 12 – 2016
Girls’ Education South Sudan (GESS)
Quarterly Progress Report (QPR) 12 – Q3- 2016
October 2016
Government of South Sudan / Department for International Development (DFID)
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
Issue and revision record
Revision Date Originator Checker Approver Description
1.
22.10.2016 Emma van der
Meulen
Akuja de Garang Patricia Schwerzel First draft
2. 31.10.2016 Emma van der
Meulen
Akuja de Garang Patricia Schwerzel Final draft
This document is issued for the party which commissioned it
and for specific purposes connected with the above-captioned
project only. It should not be relied upon by any other party or
used for any other purpose.
We accept no responsibility for the consequences of this
document being relied upon by any other party, or being used
for any other purpose, or containing any error or omission
which is due to an error or omission in data supplied to us by
other parties
This document contains confidential information and proprietary
intellectual property. It should not be shown to other parties
without consent from us and from the party which
commissioned it.
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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Table of Content
Issue and revision record _______________________________________________________________ 2
Table of Content _______________________________________________________________________ i
Annexes i
List of Abbreviations ___________________________________________________________________ ii
1. Executive Summary of Progress on Logframe Indicators 1
2. Financial Summary 6
3. GESS Programme Coordination 8
3.1 Interim Strategy (July – October 2016) ___________________________________________ 8
3.2 Governance ________________________________________________________________ 9
3.3 GESS Communications _______________________________________________________ 9
3.4 State Anchor Management ___________________________________________________ 11
3.5 Coordination with other development actors ______________________________________ 12
4. Achievements and Challenges per Output 14
4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation__________________________ 14
4.2 Output 2.1 – Cash Transfers __________________________________________________ 22
4.3 Output 2b – Capitation Grants _________________________________________________ 25
4.4 Output 2.3 – Quality Education ________________________________________________ 27
4.5 Output 3a – Knowledge, Evidence and Research __________________________________ 29
4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS) __________________ 31
Annexes
Annex 1. Logical Framework 33
Annex 2. Quarterly Risk Monitoring Report by State 43
Annex 3. State-by-State Progress Update on Activities per Output 52
Annex 4. GESS Interim Strategy August-October 2016 55
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List of Abbreviations
AET African Education Trust
ADRA Adventist Development and Relief Agency
ACROSS Association of Christian Resource Organisations Serving
AY Academic Year
BBC MA British Broadcasting Cooperation Media Action
BCC Behaviour Change Communication
BoG Board of Governors
BOSS Bank of South Sudan
BMB MM BMB Mott MacDonald
BRAC Building Resources Across Communities
BSI Budget Strengthening Initiative
CARITAS CH CARITAS Switzerland
CBoSS Central Bank of South Sudan
CED County Education Department
CEO County Education Officer/Advisor
CGA Charlie Goldsmith Associates
CHF Common Humanitarian Fund
CM Community Mobilisation
CY Calendar Year
DAR Daily Attendance Register
DFID Department for International Development
DG Director General
ECS Episcopal Church Sudan
EfC Education for Change
EiE Education in Emergency
EMIS Education Management Information System
EU European Union
ES Education Specialist
FHSS Food for the Hungry South Sudan
FY Financial Year
GBP Great Britain Pound
GEE Gender Equity Through Education
GESP General Education Strategic Plan
GESS Girls’ Education South Sudan
GPE(P) Global Partnership for Education (Programme)
GRSS Government of the Republic South Sudan
GRS Government of the Republic of Sudan
GUN Greater Upper Nile
HARD Hope Agency for Relief and Development
HE His Excellency
IDP Internally Displaced Person
IDI In-depth Interview
IMED Improved Management of Education Delivery
ISCED International Standards for the Classification of Education
JICA Japan International Cooperation Agency
KER Knowledge Evidence & Research
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LG Listening group
LSS AI Local Services Support Aid Instrument
MNO Mobile (phone) Network Organization
MoEST Ministry of Education, Science and Technology
MoFCEP Ministry of Finance, Commerce and Economic Planning
MoFCI&EP
MoGEI
Ministry of Finance, Commerce, Investment and Economic Planning
Ministry of General Education and Instruction
MoLPS&HRD Ministry of Labour, Public Service and Human Resource Development
MoTPS Ministry of Telecommunications and Postal Services
NEF National Education Forum
NNGO National Non-Governmental Organisation
ODI Overseas Development Institute
PAR Pupils Attendance Register
PES Payam Education Supervisor
PFM Public Finance Management
PoC Protection of Civilians
PTA Parent Teacher Association
QPR Quarterly Progress Report
RDF Resource Development Foundation for Africa
RSS Republic of South Sudan
RS Republic of Sudan
SA(s) State Anchor NGO(s)
SALF Standard Action Liaison Focus
SDP School Development Plan
SGB School Governing Body
SMC School Management Committee
SMoGEG&SW State Ministry of General Education, Gender and Social Welfare
SMoF State Ministry of Finance
SSNLA South Sudan National Legislative Assembly
SSSAMS South Sudan School Attendance Monitoring System
SSEPS South Sudan Electronic Payroll System
SSP
SSBC
South Sudanese Pounds
South Sudan Broadcasting Cooperation
TA Technical Assistance
TNA Teacher Needs Assessment
ToT Trainer of Trainers
TTI Teacher Training Institute
TWG Technical Working Group
UMCOR United Methodist Committee On Relief
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific & Cultural Organisation
UNICEF United Nations Children’s Fund
U/S Undersecretary
USAID United States Agency for International Development
VfM Value for Money
VSO Volunteer Service Overseas
VSM Visual Storytelling Materials
WB World Bank
WFP World Food Programme
WI Winrock International
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Logframe Indicator Milestone target 30 September 2016
Current level of progress against milestone target at end of quarter reported on 30th September 2016
Milestone target 30th September 2017
Progress Indicator1
Impact 1: Gender parity index for primary and secondary schools
Primary GPI = 0.72 Secondary GPI = 0.54
Primary GPI: 0.77 Secondary GPI: 0.53 Primary GPI is above the milestone (>30,000 pupils), Secondary GPI is very slightly below milestone, reflecting high female drop-out at secondary school level. Source: http://sssams.org/ams/indicators.php as at 30th September
Primary GPI =0.76 Secondary GPI = 0.58
Impact 2: Girls pass rate at Primary Leaving Examinations and South Sudan Certificate of Secondary Education
PLE = 65% SSCSE = 65%
Girls’ pass rate for South Sudan Certificate of Secondary Education 2015-16 = 74.3%. Source: National Examinations Council PLE results from 2015 are not yet available, and are being collated at state level. Exam results for 2013-14 and 2014-15 for CES, EES, WRP, NBeG and UTY are being compiled and analysed in order to populate new SSSAMS module.
PLE = 75.0% SSCSE = 70%
Impact 3: Average scores on learning achievements in Maths and English
Maths: +0.1
SD
English +0.1
SD
Literacy 2014 baseline: P5 - F: 51.4%, M: 56.9% P8 - F: 61.5%, M: 61.9% S2 - F: 52.8%, M: 53.6% Numeracy 2014 baseline: P5 - F: 40.1%, M: 43.1% P8 - F: 40.2%, M: 40.2% S2 - F: 30.1%, M: 30.8% Learning Assessments from the Midline are currently being
n/a (endline in 2018)
1 Green = on track; orange = slightly behind track; red = behind track
1. Executive Summary of Progress on Logframe
Indicators
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Logframe Indicator Milestone target 30 September 2016
Current level of progress against milestone target at end of quarter reported on 30th September 2016
Milestone target 30th September 2017
Progress Indicator1
marked and analysed, with findings expected by 14th November 2016.
Outcome 1: Weighted average promotion rate for upper primary and secondary (P5-S4)
M: 80.8%
F: 81.7%
T: 81.2%
Average promotion rates: M: 80.1% F: 92% T: 86.0% Source2: https://www.sssams.org/reports.php?tab=tab2. NB calculation corrected from previous QPR. For some year groups by gender, the number of pupils exceeds the number of pupils in the corresponding cohort the previous year: this means that pupils who were not in school the previous year have resumed their education. See body text for discussion of enrolment vs/ attendance.
"M: 83.1% F: 85.2% T: 84.1% "
Outcome 2: Number of girls enrolled in upper primary and secondary (P5-S4)
P5-P8 =
130,000
S1-S4 =
36,000
2016: P5-P8: 178,715 S1-S4: 24,184 Total P5-S4 enrolment is above milestone: P5-P8 is above milestone by a margin, S1-S4 below. 2016 enrolment is the highest ever recorded on SSSAMS, with 1,294,262 pupils in 3448 schools, compared to 1,142,140 in 2015 in 3324 schools.
School
Type Female Male Sum of TOTAL
Primary
(incl
ALP
etc) 531,186
693,3
04 1,224,490
Second
ary 24,229
45,54
3 69,772
Grand
Total 555,415
738,8
47 1,294,262
Source: http://sssams.org/reports.php 30/09/16
P5-P8 = 154,000 S1-S4 = 52,000
Outcome 3: Average girls’ attendance rates at upper primary and secondary (P5-S4)
88% (from at least 700 schools)
90th percentile value taken from position 1122 is 87.87%. This is the attendance average for P5-S4 girls within 1245 schools making at least 5 reports of girls' attendance in Academic Year 2016. NB value reported in previous QPR had included boys and
89% (from at least 800 schools)
2 These figures are estimates based on enrolment on SSSAMS. They do not follow the method of computation specified by UNESCO
because of unavailability of accurate data on Gross Enrolment Ratios for primary and secondary education. We will compare
SSSAMS figures to EMIS 2016, should EMIS 2016 data become available later in the year.
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Logframe Indicator Milestone target 30 September 2016
Current level of progress against milestone target at end of quarter reported on 30th September 2016
Milestone target 30th September 2017
Progress Indicator1
girls; specification has now been corrected. Source, including detailed notes: https://www.sssams.org/reports.php?&tab=tab6
Outcome 4: Percentage of adults in the sample study who place importance on sending girls to school
Baseline +5% [Baseline was 22%]
36% n/a (endline in 2018)
Output 1.1: Number of adults reached with girls’ education radio outputs
1.4m by 30 Sep 2016
2million adults (15+) reached. Of those who listen to Our School 50% of our audience were women and 50% men.
n/a (endline in 2018)
Output 1.2: Number of school communities reached with the community mobilisation activities
845 913 School communities reached 1085
Output 1.3: Percentage of people in the sample study who demonstrate awareness and understanding of elements of the school system that support girls’ education
+5% from baseline [Baseline was 27%]
53%. Among those who were aware of activities, 55% were women and 45% men.
n/a (endline in 2018)
Output 2.1: Cumulative number of unique, individual girls receiving one cash transfer
Total = 105,000 GESS = 105,000 GRSS = 0
Cumulatively, 122,460 unique girls are confirmed to have received Cash Transfers over the course of the project, as at 30/09/16, thus exceeding the milestone by a margin. This total comprises:
• Girls paid in 2014 (first CT payments, so all of them counted as unique recipients) – 54,988
• Girls paid in new schools (that were not paid in 2014) in 2015 - 48,776
• Girls paid in P5 (first time recipients) in 2015 in schools also paid in 2014 – 18,696
Payments for 2016 CTs began on 17th October. As at 30th September, 202,899 girls were in eligible year groups. 166,072 have been validated and approved to receive. A total of at least 70,741 new unique girls have been approved to receive a Cash Transfer for the first time in 2016. This is made up of 23,033 girls from schools where Cash Transfers were not paid in either 2014 or 2015 and 47,708 P5 girls from schools where Cash Transfers have previously been paid who are newly eligible. On this basis, the headline result for the programme of 200,000 individual girls reached will be almost reached in November 2016, almost two years early.3
Total = 150,000 GESS = 105,000 GRSS = 45,000
3 This headline result comprises 150,000 girls in primary and 50,000 girls in secondary schools. Based on current enrolment trends,
the programme is on track to exceed the target in primary schools, but below track to reach the targeted number of secondary school
girls.
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Logframe Indicator Milestone target 30 September 2016
Current level of progress against milestone target at end of quarter reported on 30th September 2016
Milestone target 30th September 2017
Progress Indicator1
Up to date figures for individual years’ recipients are at: https://www.sssams.org/ct/profile.php
Output 2.2: Cumulative number of schools receiving one capitation grant
GRSS = 2,965 GESS = 235
As of 30/9/2016, 3,576 cumulative unique primary and secondary schools have received CGs. Unique primary schools: 3,339 Unique secondary schools: 237 Due to the economic crisis, in 2016 GESS stepped in to pay the majority of primary schools, while GRSS continued to pay primary schools in the (former) states of Greater Upper Nile. Total unique schools paid by GRSS: 3,095 Total unique schools paid by GESS: 481 Where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting. The total number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016. Total number of primary schools paid by GESS in 2016: 1,848 Total number of secondary schools paid by GESS in 2016: 149 See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools).
GRSS = 3,045 GESS = 255
Output 2.3.i: Cumulative number of schools receiving full package of community-based school improvement programme
(i) Effective school governance = 1500
1541 School Management Committees trained on school governance and management of school activities and school finance. 3225 and 2595 schools (12106 school representatives) were briefed on how to write School Development Plan and School Budget in Q4 of 2014 and Q4 of 2015 respectively; additional training planned for Q4 of 2016.
(i) Effective school governance = 2000
Output 2.3.ii: Cumulative number of schools receiving full package of community-based school improvement programme
(ii) Supportive School Supervision = 1500
2595 schools supported by the Payam Education Supervisor in the process of writing School Development Plan and School Budget for 2016. Additional 1541 SMCs receive regular support from PES during the SMC training.
(ii) Supportive School Supervision = 2000
Output 2.3.iii: Cumulative number of schools receiving full package of community-based school improvement programme
(iii) Teacher Professional Development Programme = 200
218 schools reached with regular Head Teacher Training. 184 schools reached with regular Teacher Training. 1875 teachers from 184 schools took part in training on interactive teaching methods; 1439 teachers from 180 schools took part in training on making our classrooms more inclusive; and 1589 teachers from 168 schools took part in training on preparing scheme of work; 1550 teachers from 159 schools took part in training on planning lessons; 1464 teachers from 153 schools took part in 2nd training on interactive teaching methods. The reach of schools as well as training content will be further widened in Q4 of 2016.
(iii) Teacher Professional Development Programme = 200
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Logframe Indicator Milestone target 30 September 2016
Current level of progress against milestone target at end of quarter reported on 30th September 2016
Milestone target 30th September 2017
Progress Indicator1
Output 2.3.iv: Cumulative number of schools receiving full package of community-based school improvement programme
(iv) School-based mentoring for girls = 200
Mentors from 305 schools trained on mentoring programme. Further mentors from 69 secondary schools (207 teacher mentors and 138 peer mentors) were trained on secondary school mentoring programme. 2040 girls were included in girl clubs in 68 secondary schools.
(iv) School-based mentoring for girls = 200
Output 2.3.v: Cumulative number of schools receiving full package of community-based school improvement programme
(v) Low cost teaching and learning materials = 200
1317 teachers from 159 schools took part in training on how to prepare teaching and learning aids. The training included activities allowing teachers to use available textbooks in more interactive and inclusive ways. 816 teachers from 93 schools took part in training on how to make teaching and learning materials from locally available materials. The reach of schools and training content will be further rolled out in Q4 of 2016.
(v) Low cost teaching and learning materials = 200
Output 3.1: Cumulative number of relevant research and evaluation studies conducted and disseminated to policy makers
6 studies A cumulative total of 9 studies have now been conducted and disseminated to policy makers. These include four midline surveys in 2016 (School Survey, Household Survey, County/Payam Survey, subnational PFM Survey) plus the Longitudinal Qualitative Survey (LQS) completed in 2016, on top of the four from 2014 (School Survey, Household Survey, County/ Payam Survey, subnational PFM Survey) This brings the total number of completed and disseminated studies in 2016 to five, on top of the four from 2014, thus surpassing the milestone of 3 in 2014 and 3 in 2016, total 6, by a margin.
n/a (endline targets in 2018)
Output 3.2: Maths and English Learning Assessment administered to representative sample of schools
2 2 Learning Assessments have been conducted: the Baseline in 2014 and Midline in 2016. The Midline Learning Assessment in Mathematics and English was administered to a sample of schools in 2016 in all ten former states before the milestone date of 30th September.
n/a (endline in 2018)
Output 3.3: Percentage of primary and secondary schools with SSSAMS reporting attendance of pupils and teachers regularly (at least 6 times per academic year; defined pro rata as 5 times by 31 December)
70% 2,279 schools out of 3,448 with enrolment in 2016 – 66% - had made at least one report as at 30/9/2016. 2,062 schools – 60% - had made five or more reports as at 30/9/2016 1,623 schools – 47% - had made ten or more reports. For details, see: https://www.sssams.org/rpt_school.php?tab=tab1 By the time of writing, these figures had increased: out of 3522 schools, 2386 (68%) had made at least one report, 2259 (64%) had made at least five reports and 1769 (50%) ten or more. 2016 reporting has been stronger than in previous years, despite the deteriorating security and operational context. Particularly notable has been the high proportion of schools that ‘keep on reporting’ having started.
75%
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Financial Overview
Spending GBP
Approved spending (managed funds and BMB TA &
PM) 1 Apr 2013 –30 Sep 2018 £ 60,059,425
Actual spend in previous quarter (1 Jul 2016 – 30 Sep
2016) £ 2,917,047
Proposed spending in next quarter (1 Oct 2016 – 31
Dec 2016) £ 6,305,441
Cumulative spend to date 30 Sep 2016 £ 35,073,089
Cumulative balance to date 30 Sep 2016 £ 24,986,366
2. Financial Summary
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Financial overview split per sub-output
Overall spending was 27% below forecast because of two main factors: 1) delayed payment of cash transfers to girls, and 2) reduced activity by all State Anchors due to spreading insecurity after July 2016. Both factors were the result of continued insecurity in the country, particularly in the most populous Equatoria areas that contain the largest numbers of schools and students. Because of the prolonged insecurity schools in some counties were closed and State Anchor staff were hampered in visiting schools or conducting trainings. Planning and organizing the cash transfers to girls in this environment delayed, though payments began in early October 2016 and are proceeding well despite shortages of local currency and security concerns. Payment of cash transfers and distribution of capitation grants are expected to proceed without further delay in the fourth quarter leading to a much higher forecast for spending over the previous quarter.
GBP BMB TA Output 1 Output 2a Output 2b Output 2c Output 3 Total
Approved spending 2013-2018
£9,709,425 £7,080,000 £14,500,000 £12,800,000 £9,270,000 £6,700,000 £60,059,426
Projected spend in previous quarter (01 Jul – 30 Sep 2016)
£520,000 £436,408 £1,147,652 £1,016,512 £659,060 £277,526 £4,047,158
Actual spend in previous quarter (01 Jul – 30 Sep 2016)
£422,450 £503,298 £255,748 £680,737 £563,936 £490,878 £2,917,047
Proposed spending in next quarter (01 Oct – 31 Dec 2016)
£495,000 £353,766 £3,751,498 £676,326 £640,038 £388,813 £6,305,441
Cumulative spend to date
£6,509,001 £4,462,937 £7,546,328 £6,317,431 £4,304,506 £5,932,887 £35,073,089
Cumulative balance to date
£3,200,424 £2,617,064 £6,953,672 £6,482,569 £4,965,494 £767,113 £24,986,366
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3.1 Interim Strategy (July – October 2016)
At the height of the Juba crisis (8th-10th of July 2016), Mott MacDonald evacuated a number of staff
members including six GESS staff – the Team Leader, Deputy Team Leader/Education Advisor, Grants
Accountability Manager, and three short-term consultants to Nairobi. In addition, some national staff
members who were living in less secure areas/zones of Juba and deemed risky were provided with
alternative hotel accommodation in safer areas nearer to the office to reduce their exposure to risk at home
and en route. Mott MacDonald assisted national support staff who wished to do so, to relocate to Uganda
by road convoy. Consortium partners BBC MA and CGA also temporarily evacuated key staff to Nairobi.
In response to this crisis, GESS prepared, at the request of DFID on 18th July 2016, a 3-month Interim
Strategy for the programme. The Interim Strategy covered the period August - October 2016. It provided
an overview of what activities might be feasible to continue and how the programme will be managed until
the situation in Juba has stabilized. The programme clearly stated the aim to continue implementing
activities while demonstrating sensitivity to the conflict and duty of care.
Duty of Care of personnel and programme assets remains paramount. Operations in Juba are more
volatile than ever before. Between July – August 2016, Mott MacDonald and consortium partners, BBC
Media Action, Charlie Goldsmith Associates and Winrock International had temporarily reduced staffing
and operations in Juba down to those functions that are only possible to continue from Juba and that are
essential for the continuation of the programme. A number of staff members were relocated regionally and
worked remotely from Nairobi, Kampala and Addis Ababa. However since the last week of July
senior/essential GESS Secretariat staff and consortium partners staff members returned to Juba. From late
September the GESS team was back at full capacity.
Most State Anchors remained fully operational with the exception of those based in Juba who were directly
affected by the violence. Continuous programme delivery was enabled by GESS’ resilient design and well
established remote management systems. GESS is delivered by locally-embedded State Anchors and
their teams, and during this period was making the most of the extensive scope of remote management
options that the South Sudan School Attendance Monitoring System (SSSAMS) offers, which includes
Capitation Grants and Cash Transfer data. Mobile monitoring systems are also set up for the monitoring of
3. GESS Programme Coordination
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Community Mobilisation activities and Quality Education work, enabling the technical teams to monitor
activities remotely while outside South Sudan.
As a security measure, the GESS Secretariat developed a rotational schedule for management and
technical staff to work remotely to avoid condensation of staff in Juba. This schedule covered the period of
July – October 2016. It is being revised monthly to assess whether it is secure enough for all staff to be full
time based in Juba. See annex 4 for further details of the GESS interim strategy (submitted to DFID on
11th August 2016).
3.2 Governance
During this quarter, a total of four Education Transfer Monitoring Committee (ETMC) meetings took place.
The table below highlights key recommendations and decisions taken by the ETMC.
Date ETMC recommendations, decisions and highlights
21/07/2016 • ETMC looked at the operational context post 8 -12 July 2016 conflict, and noted that the crisis had slowed down the implementation of the project work, and therefore the implementation timelines agreed upon earlier, with MoGEI, State Anchors and within GESS, were to be reviewed with a view to setting realistic ones.
• ETMC observed that there was need to check if the schools were open post 8th -12th July crisis before paying. If schools were permanently closed, they should be excluded from pay. If only temporarily closed due to fear of resuming operations, payment should be made
10/08/2016 • ETMC was informed of challenges with transferring of funds to the Greater Upper Nile due to insecurity and therefore it will take longer for the schools to receive the funds. State Anchors were to hold the funds until the security improves.
• A committee comprising of representatives from AES, ECD, ALP, Primary, Secondary, CGA and GESS is to be formed, to address the reasons why there are over 1000 schools that have provided enrolment for 2016, but are not yet qualified to receive the Capitation Grants.
13/09/2016 • Emphasis was made on the need to check if schools are open before funds are dispatched to them
• 186,325 girls were eligible to receive Cash Transfers, while 107,163 had been validated at schools. The Validation was still ongoing and the deadline was set for 3rd October 2016.
30/09/2016 • SSP 2,300 to be paid to each girl was approved by the ETMC • GESS project contracted Cooperative Bank to deliver cash to girls in 2016. Rationale
for contracting Coop Bank was presented to and accepted by ETMC.
During the quarter, GESS was represented at the Gender Thematic Working Group of MoGEI. Key issues
discussed were: planning for marking the National Girls’ Education day and planning for an annual gender
workshop. The objective of the workshop is to review last years’ actions and work toward developing a
gender strategy for the sector.
3.3 GESS Communications
Strategy/Branding
We released a statement on the GESS website, Mott MacDonald website and their respective social media
channels on August 11th 2016 with regards to the programme’s continued efforts throughout and after the
conflict in July. This was to assure GESS stakeholders and supporters that the programme continued to be
fully operational and continued to support the people of South Sudan to maintain its education sector.
Taking advantage of being in Nairobi (better quality and lower costs for printing), the Communications
Officer designed some new branding materials that were produced in August, including:
• 1x general programme banner;
• 100x A4 folders;
• 1000x A5 PVC stickers for items purchased with CGs;
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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• 1000x A6 PVC stickers for items purchased with CGs; and
• 100x business cards for each member of the GESS team.
New GESS promotional material, including the general programme banner seen above.
At the end of August, at the request of DFID, we started to compile bi-weekly updates on GESS. These
updates include cumulative data and ongoing activities from each output and allow DFID to keep up-to-
date on both the activities on the ground, as well as the major milestones that have been met.
The website was finalized in August by Dynamic Consulting. There were significant delays in completion
and some questions on quality of production and attention to detail. After Dynamic made some key
changes and fixed some errors, they were paid and the project was finalized. The GESS Communications
Officer will maintain and frequently update the website content and news sections.
Events
On July 1st we held a press conference at the Ministry of General Education and Instruction (MoGEI)
where the Honourable Undersecretary announced the start of Capitation Grant disbursement for 2016.
South Sudan Broadcasting Cooperation (SSBC), The Dawn and the Nation Mirror were there to report on
the proceedings.
Honorable Undersecretary, Michael Lopuke, at the press conference for Capitation Grant disbursement.
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Due to the conflict in July, National Girls’ Education Day, which was supposed to take place on the 21st,
was postponed until 11th October.
Social Media
From Jul-Sep, the GESS Twitter account had:
• 845 visitors
• 85 new followers
• 35,400 impressions (a tweet has been delivered to the Twitter stream of a particular account)
From Jul-Sep, the GESS Facebook account had:
• 45 new ‘likes’
• 561 unique users engaging with the page
• 30,038 organic impressions (number of impressions seen of any content associated with the page)
3.4 State Anchor Management
The table below provides an overview of field visits of the M&E team at the GESS Secretariat this quarter.
During each visit, field monitors record and report on 1) State Anchor management and organisational
issues, 2) progress and quality of implementation at school and/or community level, and 3)
‘institutionalisation’ of GESS, through interviews with State and County education officials. State County visited Team Date of visit
Jonglei � Bor Majak Malak 31 Aug. – 12 Sept. NBeG � Aweil Majak Malak 16 Sept. – 26 Sept. WBeG � Yambio John Lokong 5 Sept. – 9 Sept. Lakes � Rumbek Tim Monybuny
John Lokong 18 – 26 Aug.
WBeG � Wau Tim Monybuny 5- 6 Sept.
10-13 Sept. . Warrap � Gogrial W.
� Tonj North Tim Monybuny 7 – 9 Sept.
EES � Torit Wim Groenendijk 6 – 8 Sept. CES � Juba Tim Monybuny
John Lokong 31 Aug. (various interviews with Jubek State SMoGEGSW officials).
State Anchor Annual Performance Review
In accordance with the annual workplan and budget cycle of GESS, performance assessments procedures
were carried out on all (8) SAs, covering 10 (historical) States.
The informed views and experiences of all respective State MoGEI and a number of CEDs on the
coordination capacity of SAs with MoGEI structures (at State and County levels) were solicited during 31st
August. – 26th September by the GESS monitoring team (see schedule above), with a specific monitoring
template. It was not possible to visit Unity and Upper Nile States, but interviews were held in Juba with
representatives from Northern Liech (in Unity) and Eastern Nile and Latjor (in Upper Nile) State Ministry of
General Education, Gender and Social Welfare (SMoGEG&SW) present in Juba. Direct monitoring of the
organisational / management capacity of the SAs was carried out, utilizing a management capacity
monitoring template. In addition, detailed reviews were carried out on the technical performance of each
SAs over the period 1 October. 2015 – September 2016, by the 3 Output leads in GESS, with Value for
Money analysis by GESS’s economist, and financial management assessments by GESS’s finance
manager. These reviews informed the assessment proceedings.
Before 27th September a procedure was developed, to carry out the SAs performance assessment. This
was carried out by 2 representatives of MoGEI (national) – George Ali, Clement Kajokole - and 2 team
members of the GESS M&E unit (Tim Monybuny, Wim Groenendijk). The procedure included scoring
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protocols. Scores above 60% were, in principle, considered as adequate (although with specific
management recommendations) and scores below 40% are considered inadequate – reason for contract
termination. Scores between 40% - 60% would lead to contract extension, but under stringent performance
conditions with contractual agreements.
The SAs review was carried out by this panel on 27th – 28th September. during two extensive review days.
Independent scores were made and scored on scoresheets, which were later validated and confirmed
within the total panel. As a result of the performance assessment, the following scores were given.
1. Stromme (CES) 76.2 %
2. ADRA (Warrap) 76.2 %
3. HARD (WBeG) 74.8 %
4. UMCOR (NBeG) 71.4 %
5. FHSS (Jonglei) 71.4 %
6. Windle (Unity) 70.0 %
7. FHSS (Upper Nile) 63.8 %
8. Windle (WES) 61.0 %
9. Caritas (EES) 60.5 %
10. BRAC (Lakes) 38.6 %
Based on this scoring, GESS proceeded with the preparation of contract extensions for SAs no. 1 to 9,
while notice of contract termination will be issued to BRAC (Lakes State). The GESS secretariat will
continue with the procurement of a (new) State Anchor for Lakes, in close coordination with national
MoGEI and SMoGEG&SW, and aiming at an effective transition of capacities, knowledge and assets
(where possible including local staff), within the timeframe October – December. 2016.
3.5 Coordination with other development actors
GESS held meetings and discussions with the Education Cluster on synergies between humanitarian
partners and GESS with a view to revising the 2014 Memorandum of Understanding between GESS and
Education in Emergencies partners. This is part of efforts to ensure linkages are made between short-term
Education in Emergency (EiE) interventions and long-term development programmes such as GESS so
that children affected by conflict in South Sudan, who are receiving EiE, can effectively transition onto
formal education when the situation stabilises.
In addition, GESS also met with the World Food Programme to look into possibilities of partnering to
distribute deworming treatment to all school children in South Sudan. This is part of GESS’ efforts to
contribute to decreasing the prevalence of intestinal worm infections among primary school children, which
in turn reduces morbidity and improves nutritional status and improves attendance and performance in
schools.
159,560 supplementary readers and books worth 277.755.60 USD were received free of charge by GESS
thanks to the partnership established with the USAID-funded education programme Room to Learn
(managed by Winrock). These books will benefit 220 GESS Pilot schools. The majority of books have now
been delivered to the schools by the State Anchors.
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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Daniel, Head Teache
“The support that we have received from GESS is very
important, because since 2006 up to 2013, the school
was not receiving anything, either from government or
from NGOs.”
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4.1 Output 1 –-‘Our School’ Radio and Community Mobilisation
4.1.1 Achievements
Responding to the July fighting
The BBC Media Action office re-opened in Juba in early August following the July fighting. While the office
was closed in the latter half of July, two senior GESS national staff, the Senior Editor and National
Community Mobilisation Coordinator (NCMC), supported by the Project and Production Assistant
established operations in Kampala to ensure radio programmes continued to broadcast, and to coordinate
the continuation of community mobilisation activities with minimal disruption. Providing direction to State
Anchors, Our School Producers outside Juba and partner radio stations was important for the ongoing
stability of Output 1 deliverables as they were seeking short-term direction in an uncertain environment. In
doing so, radio broadcasts continued on all 29 partner radio stations in the latter half of July as did Our
School production outside Juba. Since the international management team in the immediate term was
focused on the security of national staff and other overall management issues from Nairobi, the ability for
the Senior Editor and NCMC to work independently demonstrated strong leadership skills.
Although it was important to resume activities as swiftly as possible to minimise disruption to the work plan,
of equal importance was the need to reflect upon changing needs for girls’ education and education overall
in the immediate term as a result of the violence in Juba. As a result, the Juba editorial team made the
decision to push back some of the pre-planned Our School topics and to focus on topics and ‘big
questions’ that reflected emerging needs in an emergency context. The following ‘big questions’ were
developed in response to the July fighting and production of these began from August:
• What should parents consider when deciding to send their children to school?
• How are parents coping with their children’s education in a situation of high cost of living?
• How do teachers deal with tensions and conflict between people from different backgrounds?
• What is happening in school to build trust among pupils from different backgrounds?
Although fighting did not initially spread outside of Juba, most if not all the locations where field Producers
are based has experienced tension or conflict in recent years. Such situations have affected attendance
4. Achievements and Challenges per Output
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and quality of education. With all the GESS Producers focusing on these topics, we will have a bank of
programmes that can be repeated in the event conflict breaks out in other parts of South Sudan.
Programmes in the Protection of Civilian sites (POCs)
The Nuer language Producer has been based in Juba producing programmes from UN House since 2014.
Producing Nuer language Our School programmes in POCs other than UN House had been discussed
prior to the July 2016 fighting in Juba in order to diversify the stories and voices from the Nuer community.
When it became clear after the BBC Media Action office reopened that the security environment around
UN House was still too tense for the Nuer Producer to produce programmes, the plan to record in the
Bentiu POC was pulled forward. Due to the communication and logistical constraints in Bentiu, extra
planning and preparation was necessary. The Producer worked with the Juba editorial team to produce
plans for production of three programmes and to ensure all major risks had been identified and control
measures applied. When the Producer eventually travelled to the Bentiu POC, this planning allowed her to
produce her programmes more swiftly that expected. Her programmes in the Bentiu POC focused on how
parents are coping with the high cost of living and are continuing to send their children to school, how
teachers are dealing with tensions and conflict between people from different backgrounds in school and
what is happening in schools to build trust among pupils from different backgrounds. The Output 1 Project
Director also travelled to Bentiu and met with individuals from organisation including Internews, UNICEF,
Windle Trust and Non-Violent Peace Force. This was largely to assess progress on the distribution of
programmes and re-assess some of the key challenges for girls’ education in the POC in order to develop
new locally relevant programmes.
Call-in programmes and audience feedback
In this quarter there has been lively audience feedback from call-in discussion programmes. After an Our
School programme on menstruation on Jonglei FM, there were examples of supportive practices by family
members to help girls manage with menstruation. For example Daniel, a 28 year old male from Lekyak
said
When a programme was broadcast by Radio Good News in Rumbek about staying motivated to continue
one’s education during and after a conflict after the July fighting, callers felt the topic was relevant because
they said there are many students in their community who have dropped out of school because of conflict.
Abiru, a male caller suggested that children in school should support children out of school:
“I have my younger girl and two sisters I use to give
each one of them a share in my salaries because I know
there are some things they need to buy privately without
my knowledge because of fear.”
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In other locations callers also demonstrated positive learning. After the broadcast of a programme on
Radio NTC in Nimule to improve understanding and empathy towards students living with disabilities,
some callers mentioned that they felt the examples featured in the episode were relevant and had helped
them to understand that children living with disabilities can perform just as well and sometimes even better
than able-bodied children.
Gender
Not all comments from callers who had listened to the Our School radio programme were positive. After
the programme on women role models was aired on Radio Rumbek FM, one caller said:
A male caller to Radio Good News after a programme on dropout in upper primary said:
While the first caller seemed to be influenced by his belief about the school environment, the latter caller
displayed negative attitudes to girls associating the reasons for their dropout with their own weaknesses
rather than wider decision makers and influencers. BBC Media Action has produced programmes that
“Children are idle at home because of the crisis, but the
best thing to do is to keep yourself busy and also advise
your fellow brothers and sisters to go back to school in
case they have dropped out”.
“I appreciate the programme but I will not send
daughters to school anymore because they are easily
pregnant in the school”.
“Some girls don’t behave themselves they give their time
to boys that is why some get themselves pregnant and
later marry off before completing their school.”
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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explore such attitudes; for example, a programme on classroom behaviour was produced in 2015 that
includes questions probing the way boys treat girls in class. Furthermore BBC Media Action radio
producers have received training to pick up and address gender negative attitudes, the application of which
is being monitored by the Juba based Editors. Relevant programmes have also been scheduled for future
production including:
• Why do some communities think that schools are such a dangerous place for girls?
• Why is it always the girl’s fault?
To also address the fact that it is mainly men who phone the Our School call-in programmes, BBC Media
Action requested all partner radio stations to send out a message on air encouraging more women to call.
While men tend to control access to mobile phones, and male callers still dominate, women and girls have
been calling the programme. After a programme looking at how menstruation affects girls’ attendance aired
on Jonglei FM in Bor, a 14 year old orphan who is living with her uncle explained her lack of self-strength
to share her needs/ demands with her guardian. She said
She nevertheless found the will to call and share her experience after hearing the programme. To
encourage women to call the discussion programmes even further, BBC Media Action will request stations
to have specific women only call-ins.
The Our School reach figures demonstrate that the programme has an event audience split of men and
women. However, within their respective groups listenership is still higher among men than it is among
women: in total 25% of all women surveyed listened to the programme. By comparison, 35% of all men
surveyed listened to the programme. The research and project teams are now working together to look at
ways to address this.
Community mobilisation M&E
As part of the CM data collection whereby activity reports are completed by CMOs using the Kobo Collect
smartphone app, additional questions are being asked to help understand how effective community
mobilisation is. In particular we have been looking at the number of people taking action following CM
activities.
Community Mobilisation monitoring and evaluation visits have also taken place this quarter. Between 29th
August and 2nd September the NCMC and Project and Production Assistant travelled to Warrap to
conduct Exit Interviews with community mobilisation participants, and to monitor the performance of
Community Mobilisation Officers (CMOs). In particular there was a need to review the progress of a
relatively new CMO in Tonj North, and in Twic where CMO performance had seemingly declined. The
initial indicator for concern was a lack of community mobilisation activity reports from these two community
mobilisers without a reasonable explanation; the mobile networks in Warrap for example are relatively
stable. To confirm whether activities were taking place or not and why, a monitoring exercise was needed.
“I fear to tell them my menstruation. What comes to my
mind is that I thought when uncle received his salaries
he will be giving me some money but he cannot do, and
this situation cannot favour me with my education.”
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In both cases, the monitoring team was pleasantly surprised by what they found in those locations. The
CMO in Tonj North while needing more guidance to deliver impactful activities, has been working and
seems to have the respect of the school communities. The reporting issues seem to be linked to technical
problems. A keen observation made by the NCMC in his report was that “for community mobilisation
activities to be successful some kind of strong and healthy relationship and rapport has to be built with the
community members”. A challenge expressed by the CMO has been what he feels is a lack of support by
State Anchor management. The NCMC is making efforts to mediate and develop a plan to troubleshoot
this situation, ensure the Tonj North CM is mentored and ensure the effect on delivery is minimised.
Examples of outcomes from the community mobilisation exit interviews included:
A man called Akec from Mayen Dit listening club in Tonj North [See Annex 1] who said that his club had
discussed school visit (there is an Our School programme and visual storytelling print on ‘parents’ school
visit) and following this:
Kuech from the same listening club said they had also discussed parental involvement in supporting
children’s education (another Our School and visual storytelling material topic) and “as a result some of the
parents chose some educated people within the community to teach their children at home after coming
back from the school.”
Anai in Twic said that after the topic on budgeting for education “I started to sell groundnuts to budget for
my daughter such that when school starts I can register my children.”
The NCMC also conducted a CM M&E visit to Maban in Upper Nile between the 21st to 2rd September
[See Annex 2]. Since the beginning of implementation logistical and security challenges meant that a CM
M&E visit to Upper Nile by BBC Media Action had not yet been conducted, which made a visit in year three
essential. Observations of the CMO were positive. In particular he actively encouraged women to speak
and participate. In the exit interviews, Pepe, a woman from Thonyeji Listening Club said
“We selected an eight member committee to move from
school to school and house to house to check on the
parents who do not want to send their children to school,
especially girls”.
“As for me and my husband we shall divide the work.
I will ask my husband to pay school fees and I will
work hard and get money for school uniform.”
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Tichar a woman who had been participating in another listening club called Giafte said she learned that the
responsibility on parents. She said
Another woman Mahajuk commented on the impact the listening club had on her. She said that “since I
was born, I have never heard anything like this, but it is really good and I am going to make sure that all my
children go to school to study and are given enough time to read their books at home after school”.
Radio station training and capacity strengthening
As part of a drive for lasting change for girls’ education related radio programming in South Sudan, the
Output 1 GESS team has been working with other BBC Media Action teams to develop and deliver a
phase of training and capacity building for partner radio stations. The intended output from these stations
as a result of the training is for stations to produce their own local radio programmes focused on topics
where barriers to girls’ education and challenges to positive reproductive, maternal, neonatal and child
health converge. The focus topics decided on by the training were nutrition, early marriage and
menstruation. Following a process of analysing needs assessments and developing a tailored approach to
each station, embedded training was delivered in three stations that are part of the Catholic Radio Network
(CRN); Radio Good News in Rumbek, Radio Anisa in Yambio and Don Bosco in Tonj South. Embedded
training was also planned for another CRN station Radio Emmanuel in Torit, but logistical challenges
meant that their training had to be conducted remotely, with a plan for the embedded training to take place
in the next quarter. Alongside the embedded training for CRN, an experienced international Trainer ran
training in Juba for non-CRN stations to also produce local programmes on nutrition, menstruation and
early marriage. These consisted of a mix of local community and local government stations from across the
country; Voice of Freedom, Maridi FM, Voice of Kajo Keji, Radio Rumbek and Wau FM. The international
trainer was also assigned to work with BBC Media Action national trainers to run the training in order
support their skill-building. Following a process of collecting self-reported needs assessments from the
stations, a seven day training workshop was conducted in Juba at the end of September. The training
report is currently being finalised.
Research and Midline Survey 2016
BBC Media Action successfully received the dataset for the GESS Output 1 Midline Survey and was able
to conduct data checks and begin the process of analysis. The analysis is currently underway and going
through a series of internal quality assurance checks ahead of reporting for Annual Review. This has also
provided an excellent opportunity for training the two research officers working on the GESS portfolio in
quantitative analysis, interpretation and reporting.
BBC Media Action also conducted user-testing around the Toposa programme in Kapoeta.
The team also went to Wau to assess the feasibility of continuing with the longitudinal study. The situation
for the majority of the population in Wau is desperate and many of those who participated in Wave 1 of the
study are displaced having fled to the bush, to neighbouring towns or across the border. We were able to
“Our children are good, it is the parents who separate
them by saying I can only send a boy to school not a
girl…but after this meeting I am going to treat my
children equally, all of them must go to school equally”.
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trace a few participants to the protection of civilian site, including one of the teachers we interviewed in
2015. This has implications for the continuation of the study - discussed in the challenge section below.
4.1.2 Challenges
Production
In this quarter the Madi and Wau Arabic Our School Producers resigned. The Wau Arabic Producer is
leaving to pursue further studies, while the Madi language Producer resigned due to personal security
concerns from living and working in South Sudan. This means that from the beginning of October there is
no Our School Producer based in Wau and no Producer in Nimule, although in Eastern Equatoria we have
a Producer based in Torit and Kapoeta South. While this could have posed a challenge to production, it
has also coincided with a period of reflection and potential re-prioritisation of Our School broadcast
languages. Our School has been produced in nine languages, but existing languages may be replaced
with languages spoken and/or understood by communities in locations where barriers to girls’ education
are more acute. Although there was considerable value in producing programmes in these languages
since they were identified as two of the most widely spoken local languages in their respective areas, by
coincidence the Wau Arabic and Madi language programmes were high on this list of languages that could
be ceased. Nevertheless, a bank of programmes in these language now exist that can be re-broadcast and
our understanding is that the Simple Arabic programme will be an effective replacement programme in
Wau. Options for new languages are being considered using BBC Media Action research and wider GESS
data, including SSSAMS.
Community mobilisation
Working from Kampala, the Community Mobilisation Coordinator was able to provide direction to State
Anchors and community mobilisers themselves around their activities. Unfortunately the fighting did spread
from Juba into wider Central Equatoria and for most of the quarter CM activities have not been possible in
Yei, Lainya, and Morobo in particular. CM activities did however continue in Terekeka, and in Juba during
September. The State Anchor, Stromme has been supporting the CMOs in those locations and has
demonstrated agility by moving the Yei CMO to begin working in Kajo Keji from October. Activities in other
parts of the country have been able to continue relatively seamlessly, although continued insecurity
impeded work in Raga and Wau County in Western Bahr El Ghazal. Unfortunately the activities of some
State Anchors outside of Juba were disrupted because they rely heavily on their Juba based office for
funds to deliver activities, and operational budgets could not be released due to the fighting. This was the
case for particular parts of Unity state for example. BBC Media Action discussed this as a lesson learned
with the Unity state Team Leader as it was a potentially avoidable obstruction. The Team Leader was
asked to discuss how to avoid future situations where delivery hinges on the status of the Juba office, with
other senior team members in his organisation.
Research
The security situation continues to pose challenges to the research studies under the programme, most
specifically the longitudinal qualitative study in Wau. Following the scoping trip to Wau in this quarter, the
team discussed the ethical implications of continuing the study with participants in this particular situation,
especially considering their needs and expectations and the design of the study. Consequently we are
adapting our tools to allow for more flexibility in discussions with those participants who we are able to
trace and consent to participating in the study (issues of consent have been discussed with the team and
protocols will be followed to ensure to minimise any potential harm participating in the research may cause
participants).
4.1.3 Plans for Next Quarter
Re-prioritising and planning
In this quarter BBC Media Action will be refining the Output 1 year four implementation plan. This will
include decisions on potential new radio programme language(s) production. Key factors that will affect
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decision making include cost, security and logistics. For planning of community mobilisation activities,
significant attention will be given to how CM volunteers are to be inducted, trained and mentored through a
training of trainers approach. As it is not feasible for BBC Media Action to train all the CM volunteers
directly, CMOs have been trained in Training of Trainers and will be expected, with support from State
Anchor management and BBC Media Action to support CM volunteers.
Development of interactive drama tool & community mobilisation training
In the next quarter, development of an interactive drama tool to complement the Our School programme
and visual storytelling materials will gather pace. This tool aims to engage listening club and community
dialogue participants in meaningful games, role plays and other relevant physical activities to explore
barriers to girls’ education in another potentially impactful way. A specialist consultant in interactive
drama/participatory theatre will develop the tool through a process of workshopping with the BBC Media
Action GESS team and local theatre organisations from South Sudan. This will be rolled out at Community
Mobilisation training in December 2016.
Wider distribution of the Nuer Our School programmes
BBC Media Action will be coordinating with Internews to establish progress on the second phase of Our
School programme distributions in the POC via another 1000 SD cards. Discussions for further expansion
of the Our School programme distribution via SD cards and solar wind-up radios in partnership with
another development programme will also take place. If the latter takes shape, these distributions are likely
to take place inside and outside the Rubkona/Bentiu and Malakal POCS.
Additional production of Public Service Announcements (PSAs)
A new batch PSAs will be produced focusing on the following topics; boys’ attitude to girls receiving cash
transfers (CTs), girls should about how to spend their CTs; the importance of attendance monitoring and
cholera prevention. Like the previous batch of PSAs, the new ones will be produced in Simple Arabic, Bari,
Dinka, Nuer, but in this quarter the new batch and the previous batch will also be recorded in Zande.
Language choice has been made based on estimated numbers of people speaking and/or understanding
these languages in South Sudan. BBC Media Action will coordinate closely with partners from CGA so that
PSAs are produced to coincide with 2016 CTs and CT PSAs will be broadcast during the CT distributions.
CM Volunteers
Supported by BBC Media Action, State Anchors will be engaging a new cohort of CM volunteers who were
budgeted for at the State Anchor workshop in June 2016. These volunteers will expand the coverage of
community mobilisation into counties where CM has not yet been conducted. These volunteers will be
mentored and supported by Community Mobilisation Officers who have received Training of Trainers (ToT)
training.
Research
In the next quarter, we will circulate reporting from the GESS Output 1 Midline Survey and conduct a series
of dissemination events in association with the CGA and the KER component of the programme. These will
include discussions with MoGEI and the education cluster in South Sudan.
In collaboration with CGA, the team is also exploring how we better conduct research to explore our
potential reach and impact among those living in Protection of Civilian sites. In the next quarter we will
conduct scoping visits to these sites to firm up our plans and procedures for doing this.
Finally, we will be looking at conducting the interviews with those participants we are able to track in the
longitudinal qualitative study in Wau.
Annex 1: Listening Clubs Participants listen to the Our School programme. Mading Abiel Listening Club,
Twic, Warrap
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Annex 2: Listening Club Participants facilitated through visual storytelling. Giafta Listening Club, Maban,
Upper Nile
4.2 Output 2.1 – Cash Transfers
4.2.1 Achievements
Cumulatively, 122,460 unique girls are confirmed to have received Cash Transfers over the course of the project, as at 30/09/16, thus exceeding the milestone by a margin.
This total comprises:
• Girls paid in 2014 (first CT payments, so all of them counted as unique recipients) – 54,988 • Girls paid in new schools (that were not paid in 2014) in 2015 - 48,776 • Girls paid in P5 (first time recipients) in 2015 in schools also paid in 2014 – 18,696
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Salma, 19, S2
Payment execution for 2016 CTs began on 17th October 2016. As at 30th September 2016, 202,899 girls were in eligible year groups. A total of 166,072 girls have been validated and approved to receive a CT. A total of at least 70,741 new unique girls have been approved to receive a Cash Transfer for the first time in 2016. This total is made up of 23,033 girls from schools where Cash Transfers were not paid in either 2014
or 2015 and 47,708 P5 girls from schools where Cash Transfers have previously been paid who are newly eligible.
On this basis, the headline result for the programme of 200,000 individual girls reached will be almost reached in November 2016, almost two years early. This headline result comprises 150,000 girls in primary and 50,000 girls in secondary schools. Based on current enrolment trends, the programme is on track to exceed the target in primary schools, but below track to reach the targeted number of secondary school girls.
Over the last quarter, validation of eligible girls continued across all ten former states, driven by GESS
State Anchors, in spite of the conflict in Juba from 8th-12th July and the upsurge in insecurity across the country. The validation process has provided additional assurance, through the evidence of SA staff’s observations, of the continued operation of well over 2100 schools in which more than 1m pupils are enrolled despite the conflict. In addition, the CT validation process provided assurance of the continued attendance of a >10% sample of pupils enrolled in SSSAMS.
In areas where schools were closed as a result of insecurity - including Lainya, Yei and Morobo in Central
Equatoria, Mundri East and Mundri West in Western Equatoria, Magwi and Lafon in Eastern Equatoria and Wau and Raja in Western Bahr el Ghazal - the programme responded by allowing schools extra time to complete the validation process. We continue to monitor the security situation in these counties in order to resume validation and start payments when possible (see ‘challenges’ section below for specifics).
At a special meeting of the Education Transfers Monitoring Committee (ETMC) on 30th September it was agreed that each girl will receive 2,300 SSP in 2016, up from 320 SSP in 2015, in order to partly offset the effects of inflation and the reduction of the effective value of the SSP.
Cooperative Bank of South Sudan was selected and contracted by BMB Mott as the payment execution
service provider based on their experience and delivery of the 2015 Cash Transfer exercise. Process documentation will be shared with DFID. While the market for exchange is much more favourable to customers than it was in 2015, following the floating of the SSP, the cost of execution services has increased, reflecting the deteriorating security context.
Payment of cash transfers began in five of the old ten States in w/c 17th October, and is expected to be substantially complete in all accessible areas within a month.
Impact analysis by Lee Crawfurd, researcher at the Center for Global Development/University of Sussex,
found that “Schools that receive capitation grants and cash transfers for girls are more likely to remain open, to increase their enrolment numbers, and increase attendance”.
The School Sample Survey found that the number of 2014 and 2015 CT recipients found attending, in unannounced spot checks in July-August 2016, was high in comparison to national enrolment and attrition rates
“I felt happy and it helped me. It benefited my mother too
because I budgeted that money for my school fees”
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4.2.2 Challenges
The deteriorating security situation across the country, the 8-12th July crisis in Juba, and renewed conflict in places including Lainya, Yei and Morobo in Central Equatoria, Mundri East and Mundri West in Western Equatoria, Magwi and Lafon in Eastern Equatoria and Wau and Raja in Western Bahr el Ghazal, and the
increased insecurity on main roads, have created problems for schools to stay open, and for State Anchors and education official to reach schools to validate eligible girls.
This has affected validation in Lainya and Morobo counties, where to date it has not been possible for validate any girls. It is therefore unlikely that they will be paid this year. The insecurity in Yei, where over 72% of eligible girls had been validated, means that payments cannot take place at the moment. Tension in Yei remains high and the area is still inaccessible. We are monitoring the situation closely and will commence payments when possible. In (former) Eastern Equatoria large parts of the (former) state are affected by insecurity, in particular road ambushes are common. We have therefore pushed payments to mid-November, in the hope the situation will improve. Currently it is only feasible to pay within a five kilometre radius from Torit. In greater Mundri (former Western Equatori) only up to 50% of schools have been accessible and validated.
The security crisis across the country delayed the progress and conclusion of the validation process, meaning that the 2016 payment process will launch later than planned: clearly, while the expectation of CTs has some value in supporting enrolment and attendance, their actual delivery, and access to the resources, has more, and should ideally take place significantly earlier in the academic year.
As well as the risks of being caught up in fighting or ambushes, and the disruption to schools, the latest developments in the conflict are now affecting project implementation, with State Anchors and Consortium Partners operating in the Greater Bahr-el-Ghazal region forced to relocate staff in response to threats.
Despite GESS’ extensive endeavours, Mobile Money, which would provide a secure and cost-effective payment execution method to individuals, particularly in low-resource areas, has not yet been operationalised, despite regulations having been approved by the Bank of South Sudan.
The original plan, for GRSS to assume responsibility for paying some Cash Transfers from the third year of the programme, could not be delivered in the context of renewed conflict, inflation and continuing economic
crisis. CTs continue to represent a strong and effective investment. They are also a substantial proportion of GESS’ spend: to sustain the P5-S4 CT programme into 2017 and 2018, even at the reduced allocation of £20 value amount (rather than £28) per recipient, will have material implications for funding of other activities.
4.2.3 Plans for Next Quarter Payment execution for 2016 CTs began on 17th October. As at 30th September, 202,899 girls were in eligible year groups. 166,072 have been validated and approved to receive.
CGA teams will support and monitor the payment process in each of the former states, providing ongoing support to the State Anchors, State Ministries of Education, County and Payam Education Departments and school administrations.
GESS will ensure that colleagues from the Ministry of General Education and Instruction accompany payment teams and are involved in monitoring the exercise.
In order to ensure the correct girls have been paid and to support accountability processes, CGA will monitor the return of CTEFs and data entry teams will update the system with details of each individual payment.
A report on lessons learnt from the 2016 payment process will be produced and disseminated.
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4.3 Output 2b – Capitation Grants
4.3.1 Achievements 3,339 unique primary and 237 unique secondary schools have received at least one Capitation Grant over the course of the programme. More than 9000 capitation grant tranches have been paid over the course of the programme to date.
As of 30/9/2016, 3,576 cumulative unique primary and secondary schools had received CGs, made up of: unique primary schools: 3,339; unique secondary schools: 237. The 30/9/16 milestone of 2,965 primary and 235 secondary schools paid by 30/9/2016 has thus been exceeded by a margin. List of unique schools and date of first payment is at : http://www.sssams.org/sbrt/uniqueschools_received.php
Due to the economic crisis, in 2016 GESS stepped in to pay the majority of primary schools, while GRSS
continued to pay primary schools in the (former) states of Greater Upper Nile – the equivalence GESS=Secondary, GRSS =Primary, that was assumed in the logframe, therefore no longer applies;.
Total unique schools paid by GRSS is 3,095, total unique schools paid by GESS to date: 481. The total
number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016.
Where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting). See: http://sssams.org/ams/output2.php and http://sssams.org/sbrt/uniqueschools_received.php (list of unique schools). As at 30/09/2016, the total
number of primary schools paid by GESS in 2016 was 1,848, and the total number of secondary schools paid by GESS in 2016 was 149.
Capitation Grants have continued in Q3 2016 to be paid at the SSP rates that were set in June. Clearly, the effective value of these has been greatly reduced; equally clearly, this has reduced the value for money achieved, in that the same overhead has been supporting value amounts of reduced effective value and reduced value in GBP terms. See plans for next quarter for options for resolution.
Despite the events of July 8th-12th, Capitation Grant activities continued; GESS staff stayed in Juba, and worked together closely with MoGEI as soon as MoGEI re-opened, and full programmatic functions were
resumed within one week of the crisis. An ETMC meeting at which new schools were approved was held on 21st July, nine days after the crisis.
604 primary schools and 55 secondary schools were approved during the quarter to receive Tranche 1 Capitation Grants. 127 primary schools and 6 secondary schools were approved to receive Tranche 2 payments.
Banks were instructed to pay a total of 882 schools during the quarter, comprising 820 primary schools, 37 secondary schools, 21 schools operating the Alternative Education System, 3 pre-primary schools and 1 school running an Accelerated Learning Programme. GESS assessed, through the State Anchors, the
school status (open/closed) prior to any payment, to ensure funds are send only to schools that are open and operating.
CGA and the GESS Secretariat continued assessing and adapting to the post-crisis context by mapping which schools and banks were operational in order to establish accessibility of schools, prepare a programme for payment and select a payment execution provider.
Bank statements were obtained on behalf of schools to provide evidence of the fate of those funds sent by MoFEP in 2015 that were held in the State Ministries of Finance and did not reach the intended schools. CGA obtained bank statements for the 1176 schools whose 2015 Capitation Grant funds were held by
State Ministries of Finance, and 818 schools have now been waived from the requirement to account for funds they in fact never received. Out of 818 waived, 527 were as a result approved to receive payments.
Capitation Grant policy has been modified to allow 60% of Capitation Grants to be used to pay teacher incentives to teachers on the Government payroll, responding to the effects of non-payment of salaries, inadequate remuneration of teachers and high inflation. Capitation Grants paid in August were therefore used to pay incentives for work from February 2016. In order to qualify for this, schools must provide
evidence of each teacher’s daily attendance, evidence of lessons taught and a signed paysheet. The rate of incentive allowed, 200 SSP per month, was set by reference to the total SSP amount available to schools, but is now worth less than $3.
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A committee of ETMC has been formed to discuss the possible provision of incentives for County and Payam Education officials who play a critical role in monitoring the Capitation Grant processes.
Accountability requirements were successfully tightened to progressively improve the quality of incoming ledgers and ensure that full accountability requirements are met, and detailed reports provided month-by-
month to ETMC. School-by-school feedback was given for ledgers that are incomplete, and a checklist was developed and shared with State Anchors to reinforce future training of schools.
4.3.2 Challenges
Obtaining bank statements for those schools whose funds from MOFEP in 2014 and 2015 were held by some State Ministries of Finance was a labour-intensive process, and the operationalisation of ‘straight- through’ payments, which would bypass this issue, has continued to be delayed by MoFEP despite being prioritised by MoGEI.
The discussion on ‘straigh-through’ payments (direct transfers to schools) are continuing and are in an advanced stage, but have not yet been concluded. In the meantime, MoGEI continues to invoice MoFEP
for the payment of capitation grants of primary schools in the (former) Greater Upper Nile states and approved ECD schools.
Capitation Grant payments started later than planned this year, because the programme needed to resolve challenges related to the amount to be paid in the context of the devaluation of the SSP, as well as budget constraints of GRSS as documented in previous QPRs. This means that the uptake of Tranche 2 of Capitation Grants will likely remain low this year, as most schools will receive their Tranche 1 payment in the second half of the year and may not manage to account in time.
The GRSS Capitation Grant budget for the FY2016/17 remained at SSP 60m, however effective value has
reduced as a result of inflation in the country and increasing this budget was unfortunately not prioritised, despite GESS engagement. Salary budgets increased threefold, and the budget for Higher Education also increased.
The effective value of the amounts paid to schools is continuing to fall, with the 75 SSP: 1 USD threshold now being breached.
4.3.3 Plans for Next Quarter
CGA will continue to present more schools to ETMC for approval, and to facilitate payment of Capitation Grants.
CGA will ensure that schools are helped to account for Tranche 1 in order to help them qualify for Tranche 2 payments and support schools to meet the new hurdles required to use Capitation Grants to fund teacher incentives.
The operationalisation of ‘straight through’ payments is prioritised and being pursued through further discussion with MoFEP (and their technical advisers).
A committee was formed at the ETMC meeting in September to discuss the issue of possible Payam Education Supervisor (PES) incentives and their operationalization in order to ensure that schools receive the support they need and that PES capacity continues to grow.
As per the issue of SSP:USD exchange rate and effective value above, it may be relevant to review Capitation Grant value amount rates for the 2017 Academic Year sooner rather than later – one option could be a ‘top-up’ to Tranche 1 releases already made, to partially offset the lost value (and improve VfM for the year). This may also be appropriate in the light of discussions around possible additional funders’ contributions to schools – School Budget Packs can be finalised as soon as there is clarity on those.
A refresher course will be held to support schools to prepare for next year’s budget and reinforce the new regulations around funding teacher incentives.
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Santino, Head Teacher
4.4 Output 2.3 – Quality Education
4.4.1 Achievements
Effective School Governance – the key achievement in Q3 of 2016 was the continuation of the training to
School Management Committees (SMCs) and Board of Governors (BoGs). In Q3 monthly training courses
reached 937 School Management Committees and Boards of Governors. This year’s achievements
exceeded the target of 1500 SMC/BoG trained by September 2016 by a margin.
Supportive School Supervision – in Q3, Payam Education Supervisors participated in training for School
Management Committees in 865 schools. GESS has continued discussions with the Save the Children
about joining resources for training for school supervisors and finalised design of five-days training
programme for Payam Education Supervisors. An earlier agreement between the GPE/Save the Children
and GESS was sustained that the division of training labour between the two programmes would be based
on the former States. GESS programme agreed to train PES in 5 States: 1) EE; 2) Warrap; 3) Jonglei; 4)
UN; 5) WBG while SCI implementing the GPEP School Leadership programme would train PES and
County Inspectors in 1) CE; 2) WE; 3) Unity; 4) NBG and 5) Lakes. The training will be rolled-out in Q4.
Teacher Professional Development Programme – the key achievement in Q3 of 2016 was continuation
of the roll-out of training programmes for the head teachers and teachers. Lesson scripts for lower grades
Maths and English has been drafted and are pending further discussions with the MoGEI.
The GESS Pilot TPD Programme consists of three activities: 1) Training for Head Teachers; 2) Training for
Teachers; 3) Organisation of Staff Meetings focused at staff development. In Q3 of 2016 the following
training activities took place:
• Head Teachers: continued to participate in the courses. Progress to date on the so far conducted
training courses for HTs: 1) How to manage school activities - 205 Head Teachers trained; 2) How
to observe teachers' classroom performance and provide them with feedback – 206 Head
Teachers trained; 3) How to use classroom observation data - 207 Head Teachers trained; 4)
How to include Teachers’ Professional Development activities in the School Development Plan -
208 Head Teachers trained; 5) How to create effective learning environment – 188 Head
Teachers Trained; 6) How to engender Our School and observe lessons through a gender lens –
150 Head Teachers Trained; 7) How to provide feedback to teachers focusing on gender
interaction – 150 Head Teachers Trained;
• Teachers: continued to participate in courses: Progress to date in implementation of other
courses: 1) How to make our lessons interactive - 1875 teachers trained from 184 schools; 2)
How to make our lessons inclusive - 1439 teachers trained from 180 schools; 3) How to prepare
scheme of work - 1589 teachers trained from 168 schools; 4) How to plan and prepare our
“[It] was very clear, that this money (capitation grant) has to be
used in three areas – some for learning quality, some for
school development so that’s how we planned the budget and
that’s how it has been used. The information came from GESS
through the county. We had full information about how to use
the money.”
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lessons – 1550 teachers trained from 159 schools; 5) How to make our lessons interactive (part 2)
– 1464 teachers from 153 schools;
• Staff meetings: roll out of three staff meetings was ongoing in Q3: 1) How to keep school clean
and hygienic (Progress to date: 123 schools); 2) How to set up and manage school resource
centre (Progress to date: 70 schools); 3) How to engender our school (Progress to date: 61
schools);
School-based Mentoring for Girls – In Q3 of 2016 the mentoring programme conducted mentoring
sessions on HIV/AIDS, STIs, early marriage and early pregnancy in 68 girl clubs established in Q2 of 2016.
2040 girls participated in the mentoring sessions.
Low-cost teaching and learning materials – in Q3 of 2016 eleven Education Specialists continued roll-
out of training to teachers on How to prepare teaching and learning aids. Progress to date: 1) How to use
and prepare teaching and learning aids (1317 teachers from 153 schools trained); 2) How to prepare
teaching and learning resources from locally available materials (816 teachers from 93 schools trained). A
partnership established with the Room to Learn in Q2 of 2016 has resulted in distribution of 159,560
supplementary readers and books (worth 277,755.60 USD) to State Anchors with the aim of distribution of
these books in 220 GESS TPD Pilot schools. This partnership created an opportunity for the GESS
Programme to establish small, school-based early grades libraries in the pilot schools. This opportunity will
be pursued further in Q4 of 2016 and where schools will be breaking early for holidays or inaccessible in
Q1 of 2017.
4.4.2 Challenges
Effective School Governance – County Education Officers from Yei, Morobo and Lainya were unable to
continue work in their counties due to insecurity. They have been transferred to Terekeka, Kajo-Keji and
Juba, where they support the roll-out of the training to SMCs. CEO from Cueibet county in Lakes has been
rejected by the community which resulted in inability to continue working in the county. The CEO was
transferred to Rumbek, where the SA was advised to utilise the CEO, however with limited result. The
quality education team is following-up on the issue with the SA management. A refresher training for CEO
planned for Q3 has been delayed to Q4 due to July insecurity which resulted in evacuation of the GESS
trainers out of the country. Roll-out of the one-day briefing for Head Teachers on School Development Plan
and School Budget was delayed due to unavailability of the School Development Planning and Budgeting
Pack. The Packs are nearly finalised, pending clarity on additional funding to schools. This will result in a
delay of preparation of School Development Plans and School Budgets for the Academic year of 2017.
Supportive School Supervision – challenges related to the GESS – Save the Children/GPE agreement
on joint implementation of the training programme for PES has continued. Training programme that was
developed by GESS for the Payam Education Supervisors and approved by MoGEI in a meeting on
17.06.16 has been reversed and GESS was requested by MoGEI to implement training programme as
developed by the Save the Children. The decision was based on the fact that the Save the Children went
ahead with training Master Trainers and Trainers for PES, when GESS team was still evacuated and in
Kampala and used its own materials rather than materials developed with participation of GESS.
Teacher Professional Development Programme – the biggest challenge in Q3 was the security
situation. In Q3 three out of 11 GESS Pilot TPD locations were seriously affected by insecurity: 1) Juba; 2)
Yei; 3) Torit. In Q3 the Education Specialist of Juba, Yei and Torit were faced by armed conflicts,
displacement of local population, including teachers and students and evacuation outside of the working
location. The Education Specialist from Torit was evacuated to Kenya, and since then terminated the
contract. The Education Specialist from Yei was evacuated out to Kampala and now transferred to Torit to
support training implementation in Torit. The Education Specialist in Juba was unable to work for about a
half of the quarter as the result of July conflict, however now has returned to work.
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4.4.3 Plans for Next Quarter
Effective School Governance: 1) Finalise all training modules for SMC/BoG targeted in 2016; 2) Work
closely with Room to Learn and MoGEI to distribute the merged manual “Handbook for School Governing
Bodies” to all schools across South Sudan (if decision to print is taken by USAID); 3) Roll-out one day
briefing on School Development Plan and School Budget; 4) Roll-out refresher course for County
Education Officers on school governance in CE, Jonglei, lakes, NBG, Unity, UN, Warrap, WBG, WE; 5)
Conduct effectiveness assessment of SMC/BoG post one-year, school-based training for SMC/BoG;
Supportive School Supervision: 1) Roll-out training for PES in 5 GESS focus states (EE, Warrap,
Jonglei, UN, WBG);
Teacher Professional Development Programme: 1) Finalise all planned training for HTs and teachers in
the Pilot schools; 2) Discuss with MoGEI the way forward on scripted lessons for English and Maths in the
GESS Pilot TPD schools; 3) Conduct training for Education Specialists; 4) Write lessons learnt report from
implementation of the Pilot TPD programme in 2016.
School-based Mentoring for Girls – 1) Finalise training of mentors in the remaining 31 secondary
schools; 2) Monitor implementation and the quality of mentoring sessions in secondary schools.
Low-cost teaching and learning materials – 1) Finalise training for teachers on How to use and prepare
teaching and learning aids and How to develop teaching and learning resources from locally available
materials in the remaining schools 2) Distribute books and pocket libraries to GESS 220 Pilot TPD schools;
4.5 Output 3a – Knowledge, Evidence and Research
4.5.1 Achievements Cumulatively, a total of 9 major research studies have now been completed and disseminated – 4 in 2014 (Household, County/Payam, School, Subnational PFM) and 5 in 2016 (the above, plus Longitudinal Qualitative Survey) – surpassing the target of 3 in 2014 and 3 in 2016 by a margin.
Fieldwork for the midline research surveys was completed between June and September 2016, across all 10 former states, by teams of researchers from CGA (County/Payam, School, Subnational PFM) and
Forcier (Household), working with MoGEI representatives. The Learning Assessment was administered August-September to more than 8000 pupils across the ten States, with SA staff invigilating.
Following the events of 8th-12th July in Juba, research teams were remobilised within a week. Despite the conflict, coverage of schools, SMoGEGSW, County Education Departments and Payam Education Offices across all 10 former States was delivered. In spite of continued insecurity in Unity and insecurity in new locations of Western Bahr el Ghazal, Eastern, Western and Central Equatoria, research was carried out for
the School, County/Payam, Learning Assessment and PFM surveys from at least one County per former state.
CGA analysed findings from the School, County/Payam and Household Surveys and presented them to the Ministry of General Education and Instruction and consortium partners at ETMC on the 30th September, along with analysis and findings from the Subnational PFM Survey, which were prepared by PFM expert Johan Verhaghe, to acclaim from MoGEI. A series of further more detailed dissemination workshops are planned in October and November, taking each study in turn.
Additionally, Round 2a of the LQS studies were conducted in 11 primary and secondary schools across the country and will be complemented by Round 2b in the balance of the LQS schools in the next quarter.
The School Survey was conducted in 93 schools in 26 counties across all 10 former States, comprising 75 primary and 18 secondary: the reduced sample size reflected the effect of the conflict on accessibility.
For the Household Survey, 87 households in 11 counties were surveyed by GESS research teams in 8 of the 10 former States.
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Data collection for the County/Payam Survey involved interviewing a total of 24 County Education Officials at 22 County Education Offices and 48 Payam Education Offices in 9 of the 10 former states.
The Learning Assessment was completed across all 10 former states. A total of 8,653 literacy and numeracy tests were distributed for learners at P5, P8 and S2 to 65 schools and State Anchors were trained on how to administer the tests. Headline findings were:
o School Sample Survey: Attitudes towards girls’ education have progressed from baseline; impact of CGs on schools visible and recognised; Number of 2014 and 2015 CT recipients found attending high in comparison to national enrolment and attrition rates – evidence of CT impact
o Household survey: rising cost of education, positive impact of CTs at household level, continued positive attitude towards school and teachers despite challenges
o County/Payam survey: Majority of county and payam officials reported positive improvements in schools, and in school enrolment, over baseline; significant increase in resources available to County offices since the baseline, including bank accounts and office equipment such as computers and telephones, some improvement for Payams; reported increase in the frequency of school visits by Payam and County officials; better access to key documents
o PFM survey: Impact of price inflation, and reduced effective value of SSP; grants and transfers are more effective the more regularly they come; income-sharing upwards from schools has become more of an issue as overall sector income has been reduced; school fees remain a material source of income for schools; CGs process has initiated/strengthened accountability practices in schools.
4.5.2 Challenges
Insecurity in Juba from 8th-12th July, in addition to new and ongoing conflict in Central Equatoria, Western
Equatoria, Eastern Equatoria, Unity and Western Bahr el Ghazal, rendered it necessary to circumscribe the scope of the research programme in order to balance maximum possible coverage with reasonable steps to keep staff safe.
Researchers for the Household Survey did not reach Unity, Western Bahr el Ghazal and parts of Central Equatoria.
Research in some areas was affected by the Presidential decree replacing the 10 state system with a 28 state administrative structure. It became clear during data collection that some parts of the country - most notably Central Equatoria, Northern Bahr el Ghazal and Unity - have begun to migrate local education
authority structures to the new system. Anecdotal evidence suggests that county officials are often promoted to state level, and payam officials to county level, leaving a staffing gap and lack of institutional memory at the payam level.
This had particular repercussions for the County/Payam Survey and Subnational Public Financial Management Survey, as record keeping processes and responsibility structures were in a state of flux in some areas.
Training of State Anchors by Forcier for the Learning Assessment was delayed after the July conflict, but
tests were still delivered within the time frame. Forcier is due to complete marking and data entry by October 26th.
4.5.3 Plans for Next Quarter
A series of more detailed dissemination workshops on the Midline Studies are planned from mid-October with MoGEI and other education partners. This will include a session considering KER findings described above in tandem with findings from BBC Media Action’s research.
Opportunities to present the findings of the Midline Studies at relevant conferences and in academic publications will also be sought and pursued.
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Following the dissemination of the final LQS studies produced in Round 2a, research will be conducted for Round 2b in the remaining 10 LQS schools.
Impact analysis, giving difference-in-difference analysis of GESS interventions and association with enrolment and attendance progress, from Lee Crawfurd (CGD/University of Sussex), to be circulated in mid-October.
4.6 Output 3b - South Sudan Attendance Monitoring System (SSSAMS)
4.6.1 Achievements
A total of 1,294,262 pupils were enrolled on SSSAMS as at 30/09/16, of whom 555,415 were girls; this was across 3448 schools. The 1.3m mark was broken shortly after. This is the highest enrolment ever recorded on SSSAMS.
Despite the challenging operational conditions, 3,448 schools had submitted enrolment data to SSSAMS during 2016 as of 30/09/16 – also a record.
2,279 schools – 66% - had made at least one report during the 2016 Academic Year.
60% of schools – 2,062 – had made five or more reports (milestone target set in 2013 before the conflict was 70%) and 47% of schools – 1,623 – had made ten or more reports.
For details, see https://www.sssams.org/rpt_school.php?tab=tab1
In the conflict SSSAMS has provided assurance about the extent to which (despite unevidenced assertions made by some actors) schools have continued to sustain functionality – and which has been
complemented by the evidence of the CTs validation process as described above. In terms of SSSAMS reports:
o 2,997 unique schools have now reported on SSSAMS at least once. o As at 22nd September, 1057 schools had made pupil attendance reports in the last month
– demonstrating positively that they were open (NB this was during a period in which there have school holidays, that in some areas dragged on for longer than the planned two
weeks); 662 had made reports in the last seven days; among reports made within the preceding month, all ten (old) States, and 58/79 (old) Counties, were represented.
o SSSAMS also provides evidence of the effect of the conflict: Counties that are recently under-represented relative to reporting performance over the last three years have been Yei, Lainya, Morobo, Ezo, Maridi, Mundri West and Mundri East: corresponding to areas where SPLA activity has been most concentrated since 8/7/16. But even within these, only Mundri East was (at 22/9/16, when this analysis was done) completely unrepresented – again, showing the resilience of South Sudan’s schools, in the face of a campaign of exceptional brutality and scope.
CGA staff have been calling schools directly in order to support more regular reporting resulting in a significant uptick in the number of new schools reporting in every former State, despite the operational challenges.
CGA staff have also been providing direct technical support to schools that have difficulty with paper reporting.
4.6.2 Challenges
The post-15/12/13 conflict continues to present a much more difficult operating environment for schools
and for SSSAMS than was envisaged when the milestones were set. Not only are schools less accessible
(for pupils, teachers, officials and SAs) and poorer, but mobile network coverage has become less
consistent, with outages in various conflict-affected locations because MNOs cannot reach towers to refuel
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generators, or because they have been required to switch off network (for example during SPLA
operations).
The conflict in Juba from 8th-12th July subsequently spread to other areas – including in Central Equatoria
(Yei River, Lainya, Morobo, Tore); Western Equatoria (Mundri East and West); Eastern Equatoria (Magwi,
Pageri, Lafon, Nimule-Juba Road, Torit); Upper Nile (Nasir, Maban) and Unity states (Leer and Rubkona) –
has further affected school opening and reporting, as well as the attendance of both teachers and pupils.
The economic crisis, late payment of teacher remuneration, and its much-reduced value, has had an
impact on the number of teachers teaching, and teaching regularly, reducing the number of teachers who
are in a position to send attendance reports.
Insecurity in many areas has also affected the ability of State Anchors to access schools in order to obtain
paper reports or of teachers to deliver them to State Anchors to be uploaded into SSSAMS.
The inaccessibility of some areas due to flooding in the last quarter - specifically parts of Northern Bahr el
Ghazal and Lakes - increased the difficulty of obtaining paper reports and impeded State Anchors from
accessing schools to support reporting and accountability.
4.6.3 Plans for Next Quarter Minister, MoGEI, has requested a letter be provided for him to send to State Ministries to request that they
take an active role in using SSSAMS for management, and monitoring and encouraging schools to report
both teacher and pupil attendance, and to ensure schools open on time in 2017. This has been provided.
He also wishes to hold a Ministerial Launch of SSSAMS, to build awareness and drive improved reporting
and use for management, most likely to occur in November.
CGA will continue to communicate with schools through State Anchors to identify gaps in reporting and
encourage schools to send reports more regularly. Schools that encounter difficulties in reporting will
receive capacity-building support through the SSSAMS helpline. CGA will continue to encourage paper
reporting through the State Anchors in areas with no telephone network.
School budget packs for 2017 will be printed and distributed to the State Anchors for further distribution to
CEDs and schools. Pupil Admission Registers and Pupil Promotion Registers for the 2017 Academic Year
will be printed and distributed to the State Anchors for further distribution to CEDs and schools.
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Annex 1. Logical Framework PROJECT NAME
Girls' Education South Sudan v 31 July 2016
IMPACT Impact Indicator 1
Baseline 2012
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018) Assumption
Transformed life chances of a generation of children in South Sudan especially girls through education
Gender Parity Index (GPI) for primary and secondary schools
Planned Primary GPI =0.64 Secondary GPI = 0.42
Primary GPI =0.68 Secondary GPI = 0.46
Primary GPI = 0.70 Secondary GPI = 0.50
Primary GPI =0.72 Secondary GPI = 0.54
Primary GPI =0.76 Secondary GPI = 0.58
Primary GPI = 0.80 Secondary GPI = 0.60
The government will provide conducive atmosphere that will support the donor operation in contributing to the achievement of MoGEI strategic goal and the overall development goal of the nation.
Achieved Primary GPI =0.69 ** Secondary GPI = 0.47**
Primary GPI =0.69 ** Secondary GPI = 0.50**
Primary GPI =0.77 ** Secondary GPI = 0.53**
Source
MoGEI EMIS and SSSAMS. **NB: these figures are estimates based on enrolment on SSSAMS. They do not follow the method of computation specified by UNESCO because of unavailability of accurate data on Gross Enrolment Ratios for primary and secondary education.
Impact Indicator 2
Baseline 2012
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Girls' pass rate at Primary Leaving Examination and South Sudan Certificate of Secondary Education
Planned PLE = 56.5% SSCSE = 56.3%
PLE = 58.5% SSCSE = 58.5%
PLE = 60% SSCSE = 60%
PLE = 65% SSCSE = 65%
PLE = 75.0% SSCSE = 70%
PLE = 80% SSCSE = 75%
Achieved PLE = 61%** SSCSE - South Sudan Curriculum = 41% ; SSCSE Sudan Curriculum = 73%
Exam results for 2015 are not yet available.
SSCSE 2015-2016 results: 74.3%; PLE results not yet available.
Source
MoGEI Exams secretariat and SMoGEGSW examination Department **This excludes PLE results from Unity and Upper Nile States.
Impact Indicator 3
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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Average scores on learning achievements in Mathematics and English
Planned TBD after Maths and English baseline data on standardized test reports released
Gender disaggregated findings available per subject and class/form.
Gender disaggregated findings available per subject and class/form.
Maths: +0.1 SD English +0.1 SD
Maths: +0.25 SD English: +0.25 SD
Achieved Baseline set in 2014.
Baseline set in 2014.
Assessment completed; results available November 2016
Source
Reports on learning assessment scores
Abbreviations
MoGEI: Ministry of General Education and Instruction
SMoGEGSW: State Ministry of General Education, Gender and Social Welfare
GESS Girls' Education South Sudan
GPI Gender Parity Index
PLE Primary Leaving Examination
SSCSE South Sudan Certificate of Secondary Education
EMIS Education Management Information System
EfC Education for Change
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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PROJECT NAME
Girls' Education South Sudan v 31 July 2016
OUTCOME Outcome Indicator 1
Baseline 2012
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Improved girls’ enrolment, retention and learning at primary and secondary school
Weighted average promotion rate for upper primary and secondary (P5 - S4)
Planned M: 64.3% F: 62.8% T: 63.6%
M: 75.8% F: 75.2% T: 75.5%
M: 78.4% F: 78.8% T: 78.6%
M: 80.8% F: 81.7% T: 81.2%
M: 83.1% F: 85.2% T: 84.1%
M:85.5% F:88.5% T: 87.0%
The austerity measure will not hinder MoGEI efforts to sustain gains made in education sector by using its budget to pay salary for teachers and education managers, providing funds for school operation and capital investment. Note: enrolment projections (indicator 2) were based on data collected before the December crisis and do not reflect the impact of the crisis on enrolment.
Achieved T: 61.8% F: 58.8% M: 63.4% . (EMIS 2013)
T:84.0% F:84.0% M:85.1% (SSSAMS 2015)*
T:86.1% F:92.0% M:80.1% (SSSAMS 2016)*
Source
MoGEI - EMIS and SSSAMS. NB: 2015 and 2016 rates are estimations based on enrolment on SSSAMS in 2014 - 2016. It has not been calculated based on the method of computation specified by UNESCO.
Outcome Indicator 2
Baseline 2012
Milestone (2014)
Milestone (2015)
Milestone (2016)
Target (2017) Target (2018)
Number of Girls enrolled in upper primary and secondary schools (P5-S4)
Planned P5-P8 = 83,000 S1-S4 = 13,000
P5-P8 = 87,000 S1-S4 = 18,000
P5-P8 = 103,000 S1-S4 = 25,000
P5-P8 = 130,000 S1-S4 = 36,000
P5-P8 = 154,000 S1-S4 = 52,000
P5 -P8 = 186,000 S1-S4 = 72,000
Achieved P5-P8 = 82,491 S1-S4 = 15,436
P5-P8 = 124,118 S1-S4 = 20,284
P5-P8 = 178,715 S1-S4 = 24,184
Source
SSSAMS. (Note Baseline and projections are based on preliminary SSSAMS data which suggests that EMIS enrolment data is overstated).
Outcome Indicator 3
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Target (2017) Target (2018)
Average girls' attendance rates at upper primary and secondary schools (P5-S4)
Planned TBD after 2013 SSSAMS enrolment reports released
Insufficient data
87.5% (reported attendance of 472nd school out of 523 schools with P5-S4 pupils reporting regularly)
88% (from at least 700 schools)
89% (from at least 800 schools)
90% (from at least 900 schools)
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
36
Achieved 87.87% (from 1245 schools)
Source
SSSAMS. NB: Rationale for baseline and milestones has been submitted to DFID in Q2-2016. See Annex 4 of GESS QPR11.
Outcome Indicator 4
Baseline 2014
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Percentage of adults in the sample study who place importance on sending girls to school
Planned 27%
Baseline +5%
Baseline
+10%
Achieved 36%
Source
BBC Media Action survey reports
INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID SHARE (%)
60m 78.9m 138.9m 43%
INPUTS (HR) DFID (FTEs)
Abbreviations
MoGEI: Ministry of General Education and Instruction
GESS Girls' Education South Sudan
SSSAMS South Sudan School Attendance Monitoring System
EMIS Education Management Information System
BBC British Broadcasting Cooperation
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
37
PROJECT NAME
Girls' Education South Sudan v 31 July 2016
OUTPUT 1 Output Indicator 1.1
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Assumption
Enhanced household
and community
awareness of and support
for girls' education
Number of adults (15 Years +) reached with girls' education radio outputs
Planned 0 1,400,000 2,000,000 The community environment is supportive of girls education radio output and outreach community mobilization activities.
Achieved 946,000 946,000 2,000,000
Source
BBC survey report Output Indicator 1.2
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Number of school communities' reached with the community mobilisation activities.
Planned 0 437 629 845 1085 1325
Achieved 437 667 913
Source
GESS monitoring report
WEIGHTING (%)
Output Indicator 1.3
Baseline 2014
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
25% Percentage of people in the sample study who demonstrate awareness and understanding of elements of the school system that support girls' education
Planned 22% Baseline +5% Baseline +10%
Achieved 53%
Source
BBC survey report
INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID SHARE (%)
7.0m 7.0m 100%
INPUTS (HR) DFID (FTEs)
Abbreviations
GESS Girls' Education South Sudan
BBC British Broadcasting Cooperation
TBD To be determined
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
38
PROJECT NAME
Girls' Education South Sudan v 31 July 2016
OUTPUT 2 Output Indicator 2.1
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Assumption
Effective partnerships
between Government
and local organisations
to deliver a community
based school improvement programme
Cumulative number of (unique, individual) girls receiving cash transfers
Planned Total = 0 GESS = 0 GRSS = 0
Total = 13,500 GESS = 13,500 GRSS = 0
Total = 53,000 GESS = 53,000 GRSS = 0
Total = 105,000 GESS = 105,000 GRSS = 0
Total = 150,000 GESS = 105,000 GRSS = 45,000
Total = 200,000 GESS = 105,000 GRSS = 95,000
National pop. census (2014) and general election (2015) will not interrupt the operation of Girls' Education South Sudan project. The financial institutions and its technology supports the execution of cash transfer to girls and school capitation grants (direct cap. transfers are compliant with MoFCEP rules and regulations). Mobile money is compliant with GoSS/BSS regulations.
Achieved Total = 4,000 GESS = 4,000 GRSS = 0
Total = 53,607 GESS = 53,607 GRSS = 0
Total = 122,460 GESS= 122,460 GRSS = 0
Source
GESS monitoring reports from www.sssams.org and associated tables. Note: A girl may receive cash transfers throughout life of project, but is only counted once.
Output Indicator 2.2
Baseline + Pilot 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Cumulative number of schools receiving capitation grants
Planned GESS - 16 (pilot)
GRSS = 2,800
GESS = 200
GRSS = 2,885 GESS = 215
GRSS = 2,965 GESS = 235
GRSS = 3,045 GESS = 255
GRSS = 3,125
GESS = 275
Achieved First Tranche: GRSS = 2,641 GESS = 183 Second Tranche: GRSS = 397 GESS = 22
GRSS = 3,021 primary; 234 pre-primary GESS = 225 secondary; 58 primary*
GRSS = 3,095 primary; 234 pre-primary GESS = 481 unique schools*: 237 secondary; 244 primary**
Source
GESS monitoring reports on capitation grants disbursed. CGA capitation grant database. These figures show the number of cumulative unique schools approved to receive a Capitation Grant. *The total number of schools paid by GESS is higher given GESS stepped in to pay the majority of primary schools in 2016, however where GRSS and GESS have both paid a unique school, the school is attributed to whichever party made the first payment to avoid double counting. ** this
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
39
includes 58 primary schools in Unity State paid by GESS exceptionally through the State Anchor in 2015.
WEIGHTING (%)
Output Indicator 2.3
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
60% Cumulative number of schools receiving full package of community-based school improvement programme
Planned 0 0 (i) Effective school governance = 1000
(i) Effective school governance = 1500
(i) Effective school governance = 2000
(i) Effective school governance = 2600
(ii) Supportive School Supervision = 1000
(ii) Supportive School Supervision = 1500
(ii) Supportive School Supervision = 2000
(ii) Supportive School Supervision = 2600
(iii) Teacher Professional Development Programme = 100
(iii) Teacher Professional Development Programme = 200
(iii) Teacher Professional Development Programme = 200
(iii) Teacher Professional Development Programme = 200
(iv) School-based mentoring for girls = 100
(iv) School-based mentoring for girls = 200
(iv) School-based mentoring for girls = 200
(iv) School-based mentoring for girls = 200
(v) Low cost teaching and learning materials = 100
(v) Low cost teaching and learning materials = 200
(v) Low cost teaching and learning materials = 200
(v) Low cost teaching and learning materials = 200
Achieved (i) Effective school governance = 865
(i) Effective school governance = 1541
(ii) Supportive School Supervision = 865
(ii) Supportive School Supervision = 1541
(iii) Teacher Professional Development Programme = 187
(iii) Teacher Professional Development Programme = 218
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
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(iv) School-based mentoring for girls = 236
(iv) School-based mentoring for girls = 305
(v) Low cost teaching and learning materials = 34
(v) Low cost teaching and learning materials = 159
Source
GESS monitoring reports on community-based school improvement activities
INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID Share (%)
37.1m 78.9m 116.0m 32%
INPUTS (HR) DFID (FTEs)
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
41
PROJECT NAME
Girls' Education South Sudan v 31 July 2016
OUTPUT 3 Output Indicator 3.1
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018) Assumption
Increased knowledge and evidence available to policymakers of what works to promote girls' education in South Sudan
Cumulative number of relevant research and evaluation studies conducted and disseminated to policy makers
Planned 0 3 6 9
The general condition in the community favours data collection for research and evaluation studies as well as administering learnings assessment in sample schools.
Achieved 4 4 9
Source
GESS M&E systems and evaluation reports
Output Indicator 3.2
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
Mathematics and English Learning Assessment administered to representative sample of schools
Planned
0 1 2 3
Achieved 1 1 2
Source
Research reports and learning assessment records
WEIGHTING (%)
Output Indicator 3.3
Baseline 2013
Milestone (2014)
Milestone (2015)
Milestone (2016)
Milestone (2017)
Target (2018)
15% Percentage of primary and secondary schools with SSSAMS reporting attendance of pupils and teachers regularly (at least 6 times per academic year; defined pro rata as 5 times by 30 September)
Planned 0 50% 60% 70% 75% 80%
Achieved
29% of 3001 schools on SSSAMS have made at least one report. 42% 60%
Source
GESS Monitoring reports on attendance monitoring systems.www.sssams.org
INPUTS (£) DFID (£) Govt (£) Other (£) Total (£) DFID SHARE (%)
6.0m 6.0m 100%
INPUTS (HR) DFID (FTEs)
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
42
Abbreviations
GESS Girls' Education South Sudan
M&E Monitoring and Evaluation
EfC Education for Change
SSSAMS South Sudan School Attendance Monitoring Systems
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
43
Annex 2. Quarterly Risk Monitoring Report by State
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
EES Few days of conflict within Torit around 15 July. Ongoing high risks of highway robbery on the corridor along Juba – Nimule road and other access roads in Imatong State. Local insurgencies in Lafon, Chukudum and some locations in Magwi, and local clashes in most Counties, apart from 3 Kapoeta Counties. From 10th July – 5 Sept., most GESS supported staff were on lock down in Torit, thereafter resumption of duties. A number of schools are closed due to
Insecurity has been main constraint to road transport. Travel outside Torit town, and to all Counties in Imatong State very challenging due to insecurity (in some cases with armed or UNMISS convoy). On 28th September a two-vehicle convoy of Caritas fell into an armed ambush 3 kms. out of Magwi – with no casualties. Travel within 3 Kapoeta Counties is relatively safe. Risk H
Teachers were generally paid up to September. by MoGEI apart from Budi (reportedly until May only). Difficulty for teachers to collect their salaries – due to insecurity on roads – negatively affected performance. Risk M
High risk of CGs robbed on many roads, after withdrawal from the banks in Torit, affecting most school communities. Remote school communities face long and expensive travel requirements to collect CGs, with further risks during traveling and lodging, while taking much time (of teachers) away from school. Risk H
No CTs were paid, but validation of school girls for 2016 CTs carried out (to be paid in October – November.) Due to lock down or immobility of CLOAs and other GESS in many locations, CT validation was largely delegated to Payam Education Supervisors based in Payams / near school communities. Risk H
Strict security assessments before and during any staff movements by road. Delegation of GESS duties to local education staff; e.g. validation of school girls for CTs in many cases delegated to PES’s. Rationalize CG payment to schools, by informing school representatives when funds are banked – to avoid unnecessary journeys.
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44
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
conflict (Magwi; 65 out of 100 schools closed). Risk H
Lakes Generally relatively peaceful. Inter-County/community conflict at Bar Ghel (between Wulu and Cueibet) caused displacement and closing of some schools since September. In July inter communal conflict related to cattle raiding affected Akot and Aluakluak areas in Rumbek East. and Yirol West. Risk M
Flooding posed a challenge to access some locations (Cueibet, Yirol West. Yirol East. and Awerial) and reduced the access of essential commodities to Rumbek. Risk M
All schools generally functional, apart from 4 in Bar Ghel zone (due to displacement). Teachers’ salaries generally were paid until July 2016. Risk M
Payment of CGs has been ongoing to schools. In some schools CGS were being received for the first time since two years (due to previous blockage at SMoF level), causing renewed interest and support for GESS programming. Some CG transfers of Cueibet were delayed at KCB – Rumbek level. The CEO of Rumbek North was threatened when he sought accountability from the CED. This was resolved by BRAC with state ministry officials . Risk L
Validation of all school girls carried out according to schedule, in coordination with state ministry officials and CEDs. A few schools in Bar Ghel (Wulu) were not validated due to displacement. No main risks to staff movement, due to generally better security environment, although transport of cash (also by recipient school communities) remains at risk of robbery on roads. Scarcity of fuel and other commodities and high inflation
Involvement of state education authorities to support all processes including providing security. For 2016 payment of primary schools is going straight to schools although the programme is continuously lobbying for ‘straight-through payments’ with GRSS so they can also pay directly to schools once they resume payments in 2017. Risk M
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45
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
impacts on staff performance. Risk L
CES Since mid-July (after the Juba crisis) the conflict impacted Yei River, Lainya and Morobo Counties, causing mass flight (to Uganda) or internal displacement by most of population in these Counties. Nearly all schools, certainly in rural locations, are reportedly closed in these 3 Counties. In Juba / Jubek, the situation normalized in Juba town with schools open by end of July, but many Payams West, South West, of Juba not accessible and schools reportedly
All roads in Yei, Morobo, Lainya are insecure and not travelled. Access to rural locations with Juba / (Jubek State rural) and Kajo Keji is risky, and requires in many instances armed escorts. Travel within Terekeka and Kajo Keji relatively safer. Transport Juba to Kajo Keji and Yei, if required, is by air. Risk H
Schools generally opened, but with delays e.g. due to drought in Tali Payam (Terekeka). Most schools in Lainya, Morobo, Yei closed, although no definite data. 16 schools in Juba (town) closed, often due to their teachers from the region (Uganda etc.) not reporting back after the crisis while also the pupils enrolment markedly dropped in some schools due to cross-border flight or displacement.
During the July crisis, 7 schools in Juba were broken into, and had assets (bought from CGs) stolen. Absence of GESS staff (and also County / Payam staff) in Yei, Morobo, Lainya, makes it hard to quantify losses (of CG procured assets) due to break ins, but likely high losses. Some schools are occupied by armed forces, causing losses and degrading of facilities. Delayed approval of CGs to 4 schools in Kajo Keji this quarter. Risk H.
Payment of CTs in Yei, Morobo, Lainya to be suspended for the time being, in spite of some validation prior to the conflict. Payment in other Counties due to start in October, although some parts of Juba (rural) are bound not to be accessible (or not been previously validated). Risk H
Temporary closing / evacuation of staff from September. to December, from Lainya, Yei Morobo, and posting these to Juba, Kajo Keji and Terekeka. The Education Specialist in Yei is ‘on loan’ to EES (Caritas) the next quarter. Intensified support on CG accountability etc. in the locations that are accessible, so that some quality improvement can be achieved.
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46
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
closed. Isolated incidences east of Juba (Mangalla, Lobonok etc.) too. Kajo Keji and Terekeka Counties are relatively least conflict affected but at risk of road robbery and other insecurity. High urban criminality in Juba, often reducing school hours. Risk H
Teachers’ salaries continued to be paid. Reports of schools closed in Terekeka due to teachers’ striking. Risk H
NBEG In the aftermath of conflict in Wau (24 – 27 June) there was some spill over to Bar Mayen Payam (Aweil Centre.) early July and outreach work was temporarily halted. Similarly, Achana Payam (Aweil West) bordering Raga was temporarily insecure in July due to conflict
All schools were accessible this quarter (apart from some challenges early in the quarter at Bar Mayen, and Achana / Nyambuli respectively). Road access to a few locations was not possible due to flooding. Risk L
Schools were operational but many teachers were absenting, due to ‘delayed’ salary payment, some not received since February 2016 in Aweil Town, Aweil West. and Aweil South In other schools and in Aweil East, North, Centre,
The ‘straight through’ payment of CGs saw a marked improvement of CG delivery this quarter; some schools receiving for the first time after two years. However, some delays in CG transfer at bank account and other levels occurred. In general, the higher CG delivery with
The validation of eligible school girls was carried out, but not completed, during this quarter. No issues with access to schools. Risk L
The introduction of the straight through’ payment to schools made a big change in the GESS programme acceptance by school communities.
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47
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
spill over from Raga. Otherwise, all locations in NBEG were secure with no main concerns on travel and location safety. Risk M
generally, salaries are not paid since July. The 200 SSP teachers receive through CGs helps teachers to ‘survive’ although disbursements also started a bit CGs in the year. . Risk M
teachers’ allowances build in helped energize school communities and County and Payam education officers. Risk L
WBEG The conflict on 24th – 27th June in Wau town, subsided this period but large parts of population from Wau (rural) and - municipality remained displaced within Wau (PoC and spontaneous) Ongoing insecurity in in most parts of Wau (rural) County, and some communities in Jur River River, bordering Wau (rural) prevented access with GESS
Access to Wau (rural) is not possible due to security restrictions. Access to Raga has been made, this quarter, but via Aweil. Some locations in Jur River (South East) were very hard to access due to flooding. Risk H
Schools generally were open. Most schools in Wau (rural) County were generally relocated to Wau town where host schools host displaced schools’ in their premises, supported by 4 centralized “Teaching Centers” by state ministry/CED. Teachers’ salaries were paid in most schools up to September 2016
Schools generally did receive CGs, including (60%) teachers’ incentives. Some ongoing follow up of blocked or delayed CGs, due to past accountability or bank account issues. Risk M
Validation carried out for CTs to be paid in October. Not all schools validated in Raga, due to limited access period after conflict. Schools in Wau rural generally displaced to Wau town, were they were validated in host locations, but with less enrolment compared to previous years. Risk M
Coordinate with local authorities about access to school communities in locations affected by conflict. Ongoing Risk assessing and mitigation of HARD’s operations in the area on GESS-projects.
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State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
services, while reportedly most schools are closed. Clashes in Raga recurred a few days in September. Risk H
but not reaching to some isolated schools. Risk H
Warrap ‘Structural’ inter-clan clashes between Agwok (Gogrial West) and Apuk (Gogrial East.) clans, affected a few schools, and local incidences of inter-clan conflict and some robbery / criminality occurred in most Counties – but without long term closure of schools. Risk M
Flooding of roads made transport to more isolated Payams in most Counties impossible, limiting some outreach. Local insecurity (inter-clan conflict and raiding) prevented also some outreach visits. Risk M
Nearly all schools open and functional. Reduced enrolment due to famine migration (e.g. Twic to Sudan) and due to transfer of civil servants (including teachers) to new States, causing fewer teachers in some schools. Teachers’ salaries paid up till July (by October) Risk M
Ongoing allegations that (new) State Ministry officials and CED officials demand a cut on CGs paid to schools in new States (e.g. Gogrial) and some Counties. Risk H
Validation of school girls for CT payments (in October. – November). In total 27,751 girls were validated, higher than previous years. Risk M
Follow up rumours and concrete cases of claims on CGs by some (new) State Ministry and CED officers with (former) State Ministry and other local authorities. Recover funds if such demands were paid. Raise awareness on the purpose of CGs. Issue a letter of warning from Undersecretary of MoGEI
WES Serious insecurity in Mundri East and Mundri West Counties. Access to Ezo opened, but with
Due to insecurity, only a few schools (Lui, Jambo, Mundri central Payam) open in
Teachers received salaries in most Counties up till July (by October). Teachers in Mundri
Some risks on CG withdrawal due to bank closure, in Mundri Counties especially, and where
Validation of girls for CTs ongoing during this period. Validation of girls in two Mundri Counties could not
Coordinate with local authorities for the safe access to schools for all aspects of the GESS programme.
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49
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
some ongoing insecurity. Localised insecurity (clashes between vigilantes and army) in Maridi, Tambura, Nagero. Risk of armed robberies on roads. Risk H
Mundri Counties, and irregularly. In other Counties schools generally open, but access limited to some (e.g. Li-Rangu, Nadiangere in Yambio) due to local insecurity. Risk H.
area were not paid due to ongoing closure of local banks. Schools generally opened, apart from those in conflict zones (Mundri E., most schools in Mundri West., Ezo, Li-Rangu Payam in Yambio, Source Yubu Payam.) In most Counties teachers not paid since April. Some teachers strikes reported (Tambura). Risk H
school community members are scattered due to conflict. Transport of cash presents also risks to teachers’ travelling. Risk H
be carried out in nearly all schools due to insecurity. Risk H
Unity Ongoing conflict in conflict flash points, during this period mainly in parts of Rubkona, Koch, Leer Counties. The displacement of people to Rubkona PoCs and local sites is continuing.
Roads generally deteriorated due to rains and flooding, while some roads are no go due to UXO and landmine risks. Insecurity prevented road access in several Counties to
Teachers in government controlled areas (Mayom, Pariang Abiemnhom) were paid up till August. Teaches in I/O controlled or contested areas generally not paid
CGs were delivered to schools in Parieng, Mayom, Abiemnhom, Rubkona PoC, Payinjiar. In other locations delivery would be risky due to insecurity. Risk of unpaid soldiers moving around, but so
Validation of girls for CTs in Abiemnhom, Parieng, Mayom, Rubkona PoC, Mayendit, Payinjiar. Preparations should include careful security during and after payment. Risk H.
Inform and coordinate with local authorities at all levels (e.g. relating to CG delivery, CT payments, training activities and schools’ monitoring etc.)
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State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
Risk H schools. Very limited mobile phone network coverage in only few places. Risk H
by government. but some incentivized by NGOs (on Education Cluster guidelines. Risk H
far no incidences reported. Risk H
Jonglei In general, nearly all locations relative peaceful / stable. Localized conflict in Pajut - Duk County – in Sept. Security in greater Pibor improved but travel remains risky. Lack of basic commodities on sale, and lack of fuel presents problems to communities and to transport. Risk M
Road transport within (new) Jonglei State (Bor, Twic East., Duk up to Poktap) was possible, although roads deteriorated by rains. All other places accessed by air. Lack of fuel and access to motorbikes limited outreach of several staff. Lack of mobile networks in most Counties. Risk M
Schools in almost all locations were functional. Teachers in Bor, Twic East, Duk and Pibor, Pochala were paid salaries, up till July. In other areas (I/O controlled) teachers are not paid but some receive incentives by NGOs (on Education Cluster guidelines; 900 SSP/per month). Others volunteers. For the latter, the GESS 200 SSP allowance in CGS makes a big difference. Risk M
Schools in Bor County received CGs through bank accounts, all others paid in cash. Larger number of CGs paid (Bor 44, Fangak 11, Uror 2, Pochala 3, Akobo 27, Twic E. 42, Duk 4, Nyirol 35). The teachers allowances in these CGs were paid to (volunteer and government. paid) teachers, with the PES verifying. Lack of mobile networks in most Counties complicates reporting. Risk L
Validation of girls in all Counties (apart from Pigi, Ayod) was carried out without problems. Delivery of CTs in October. Will require careful logistics planning and prior coordination with authorities on the ground. Risk M
Access to all Counties is basically possible and carried out by the SA, although at high cost and depending on unpredictable flight schedules. SA plans to roll out GESS activities to Ayod County (with 27 schools reportedly functional).
Upper Displacement is All Counties are Nearly all Counties FHSS has staff on Validation of girls SA plans to roll out
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 12 – Q3-2016
51
State Conflict/Insecurity
(Impact on programme)
Accessibility/Logistics
/Communication
(Floods, roads
conditions etc. impact
on programme)
Institutional (schools
open, salaries paid
etc. impact on
programme)
Risk of Capitation
(fiduciary, power
dynamics SMC impact on
programme)
Risk of Cash (on girls,
families, power
dynamics, GBV etc.
impact on programme)
How are risks being
Mitigated?
Update on
risks reported in
the last quarter
Nile ongoing, but general a trend of return to some Counties (Baliet, Akoka, etc.). Separation between Dinka (in town) and Shilluk and Nuer (in PoC) is ongoing in Malakal with uneasy truce in this period. Ongoing conflict in Nasir town between govt. and I/O forces. Isolated clashes in Mabaan and Renk Counties. Risk H
accessed by air from Juba, with only limited transport links between Counties. Cross border travel from Maiwut to Ethiopia with integration to Ethiopian economy (causing rejection of SSP in favour of Ethiopian Birr). Some schools can be accessed by road, but transport means is a serious limitation. Risk M
have more schools opening now. Teachers in govt. controlled areas were paid up to July. In I/O areas, teachers are not paid but some receive allowances from NGOs. (900 SSP/m) in supported schools. The 200 SSP allowance in CGs starts to make a difference in supported schools. Risk M
ground in 5 Counties, but extends CG to a limited number. of other schools through visits by Team Leader and deputy Team Leader and coordination with other NGOs. Payments of CGs in Malakal (PoC and Wau Shilluk), Melut, Renk, Mabaan, Ulang and Maiwut carried out. This restores trust in GESS (and SA) after misappropriation of CGs in past 2 years. Risk M
carried out systematically in Counties with GESS staff (Renk, Mabaan, Melut, Ulang, Maiwut) and in Malakal PoC and Wau Shilluk zone. Payment will require good sensitisation of school communities for protection and good coordination with authorities. Risk M
GESS to more Counties with higher number of schools in next GESS year. . Through coordination with partner education NGOs the CLOAs / CEOs work is much supported. Discussions ongoing on whether to deliver CTs and CGs in USD in Maiwut County (where SSP are not used), to avoid rejection by schools and possible security problems.
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 9 – Q4-2015
52
Annex 3. State-by-State Progress Update on
Activities per Output Output 1 – Number of School Communities reached by state
(former) State Total number of school communities reached from the beginning of implementation to March 2016 (cumulative)
School Communities reached April-June 2016
Number of additional SCs reached July- to September 2016
Total number of school communities reached from the beginning of implementation to September 2016 (cumulative)
Eastern Equatoria State 65 8 0 73
Central Equatoria State 91 20 0 111
Western Equatoria State 99 12 0 111
Northern Bahr el Ghazal State 75 12 0 87
Warrap State 82 8 +4 94
Western Bahr el Ghazal State 103 17 0 120
Lakes State 73 12 0 85
Jonglei State 85 8 0 93
Unity State 53 16 0 69
Upper Nile State 62 8 0 70
TOTAL 788 121 4 913
Output 1: Number of people reached with
community mobilisation activities in each state
between July-September 2016, disaggregated
by gender.
(former) State Total
Female Male
Central Equatoria 294 212
Eastern Equatoria 172 103
Western Equatoria 544 877
Lakes 622 643
Warrap 368 473
Western Bahr El Ghazal 441 830
Northern Bahr El Ghazal 357 617
Unity 848 1312
Upper Nile State 668 915
Jonglei 326 443
Total 4640 6425
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 9 – Q4-2015
53
Output 2a: Cash Transfers – number of girls approved by state
2016 Cash Transfer approvals by former State, 30/09/16
CES 40916
EES 8234
JGL 9868
LKS 17738
NBG 18454
UNS 6212
UTY 7116
WBG 13449
WES 8122
WRP 26831
Grand Total
156940
Output 2b: Number of Capitation Grants paid by GESS in Quarter-3 2016, and cumulative total
Q3 2016 - number of schools paid by GESS Cumulative total 2016 (paid by GESS)
former State AES ALP NUR PRI SEC Total Q3 AES ALP NUR PRI SEC Grand Total
CES 0 0 2 102 7 111 2 477 55 534
EES 0 0 0 42 2 44 139 12 151
JGL 0 0 0 0 4 4 9 9
LKS 0 0 0 117 2 119 143 6 149
NBG 21 0 0 258 13 292 23 336 18 377
UNS 0 0 0 0 0 0 4 4
UTY 2 2
WBG 0 0 0 92 3 95 155 17 172
WES 0 0 0 136 1 137 175 8 183
WRP 0 1 0 71 5 77 1 423 18 442
Total 21 1 3 820 37 882 23 1 2 1848 149 2023
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 9 – Q4-2015
54
Output 2c: Number of schools reached with Quality Education activities, by state, cumulative totals
as at 30/09/2016
(former) State
School Governance - # schools supported
Supportive School Supervision - # schools supported
TPD = # schools supported
Mentoring - # schools supported
Low-cost learning materials - # schools supported
CES 156 156 40 50 18
EES 91 91 20 30 7
JGL 159 159 20 0 20
LKS 309 309 20 28 20
NBG 216 216 20 41 14
UTY 81 81 20 24 18
UNS 56 56 18 27 11
WRP 178 178 20 36 18
WBG 169 169 20 29 20
WES 126 126 20 40 13
Total 1541 1541 218 305 159
Output 3b: Number of Schools by former State for quantities of correctly formatted Daily
Attendance Reports received in Academic Year 2016
Schools that submitted 1 report
Schools that submitted 2 reports
Schools that submitted 3 reports
Schools that submitted 4 reports
Schools that submitted 5 reports
Schools that submitted more than 5 reports
Total schools submitting 5 or more reports
CES 14 4 1 0 31 533 564
EES 16 8 1 1 11 112 123
JGL 7 0 1 1 5 198 203
LKS 13 6 3 1 6 220 226
NBG 24 6 6 5 20 269 289
UNS 1 1 1 0 1 44 45
UTY 12 2 3 6 28 8 36
WBG 12 3 4 0 2 143 145
WES 7 2 2 0 6 200 206
WRP 27 14 2 0 13 212 225
Total 133 46 24 14 123 1939 2062
Girls’ Education South Sudan (GESS) – Quarterly Progress Report (QPR) 9 – Q4-2015
55
Annex 4. GESS Interim Strategy August-October
2016
See separate document.