Proposal preliminary

The Christian community of Eastern Bank and Education Director of Jur River County, Western Bahr el Ghazal State both made an appealed to the Episcopal Church of South Sudan & Sudan- Christian Action for Relief and Development.

To open Girl Secondary School in the county; the demanded came as result most of the Girls dropping out in various schools and very few could finish their secondary education. The girls’ education has become a major issue in Western Bahr el Ghazal State with large number of young girls still does not attend school, their access to basic education, especially in Jur River County remained low.

According to State Director General Western Bahr el Ghazal State said that, the complications related to girls drop out are before finish secondary school: are  cultural believe, parents believe that it is more advantageous to educate sons than daughters because the girls are seen as an asset for unknown being mainly the future ‘husbands’. Girls are denied equal right, due to collision with traditional customs and cultural practice and early marriage, early pregnancy. Others are poverty issues, insecurity or armed conflict, home chores, or schools without buildings or sanitary facilities, affecting girls disproportionately.

The Christian communities added that  girls drop out of school are due to long distance condition, boys beaten girls in school academically, and girls mix with boys in same school interfere with girls performance give girls leeway to drop out, additionally boys engage girls for sex relationship, financial challenges are girls influence education negatively. The two views agreed that the best way to address the issue is to have girl’s secondary school separately this was seen as the best way to help girls achieve their potential goals in future.

 It was from this background the ECSS-CARD translated these views into a proposal to support the strategic priorities that have been elaborated by the Government of South Sudan (GoSS) as well as state governments planning framework to meet the recovery gap, with longer term impact at community level and state government particularly the lines ministries and to contribute to the Millennium Development Goals, to eliminate gender disparity in primary and secondary education

To meet these recovery needs, ECSS-CARD did consultation with State Ministry of Education, Science and Technology (SMOEST) staffs and local community leaders, Local church leaders carried out cause-effect analysis for education challenges in the State. Church leaders and community’s priorities Girl education as the pressing need now, this need has been proved in other assessments done in South Sudan, such as (I) Government of South Sudan assessment report on Learning Spaces in South Sudan and (2) Sudan Households Survey conducted by Ministry of Health of GoSS. Therefore; the initiators of this project are Christian community, State Governments in their priorities that have been driven by community demands after South Sudan independent.

Relevance project intervention in target areas.

The proposed action falls under the Ministry of Education Science and Technology priority which is aim to eliminate barriers to girls education. Awareness creation programmes on the importance of girls education is implemented in all the ten states annually. Creation of boarding Secondary schools for girls South Sudan Education Strategic goal is to increase funding for general education to support implementation of the General as well as to strengthen the capacity of the ministry, state ministries of education and county education departments[1].

There is a solid connection between the South Sudan Education priorities and strategies with a view to girl’s education and full inclusion of stakeholders and the ECSS-CARD national strategic plan are in totally in agreement to South Sudan strategic which aim to improve girl attendance, retention and performance and to eliminate barriers to girls education and promote gender equality throughout the education system.

Both institutions acknowledged that the best ways to achieve girls education is to encourage girls to stay in school is by having strong female role models at the schools, particularly at upper primary and secondary levels.  Female teachers provide role models, guidance and a safe haven for the female students.  Female teachers can provide a female-friendly environment at the school.  If the school environment is child friendly – safe, clean, accessible and of good quality chances are high to achieve expected result.

The institutions strategic analysed that putting good infrastructure will responds to the needs of the target group’s priority.  Because given the presence poor state of infrastructure throughout South Sudan, infrastructure has been accorded priority status. Constructing girl’s secondary school will attract many girls and allow them to learn and perform well in their academic.  

Title of action

To contribute to the government and local communities’ efforts to improve girl’s access to education and reduce gender disparity.


To improved Girl’s access to quality education of academic excellence for Social Transformation and Economic development in Western Bahr el Ghazal, South Sudan.


To strengthened girl’s education system to reduce girl’s dropout of school and improve policy on girl’s education


To increase girl’s access to education system and reduce gender disparity

Local of the Action

Wau and Jur River County, Western Bahr el Ghazal State.

Implementing Partner

Episcopal Church of South Sudan-Christian Action for Relief and Development. (ECSS-CARD)

Duration of the Action

10 Months, commence on 1st February 2015 End on  1st Dec     2015

Contact person

Rt. Rev. Moses Deng Bol.


Project Location Analysis/Background

Educationally, Western Bahr el Ghazal State  in the past was on the top in term of girls education,  this days the State is drastically   behind girl’s educationally ,  the whole state  with highest number doesn’t  has high school. This is too sad, There are numerous factors have contributed to such dramatically collapse of girl education system, among are “cultural practice” of early marriage and early pregnancy. Lack of willingness to support girl education; although there is the State Ministry of Women’s Affairs, but it is very poorly funded compared to other government ministries. Government policies are not conducive for girl’s children education with little adaptation to local situations.  Others are child protection issues of insecurity or armed conflict, combined with far distances to school, or schools without buildings or sanitary facilities, affecting girls disproportionately. This may explain why only 37 percent of all primary students are girl.

Classrooms are overcrowded due to over age children, the continuous arrival of returnees and IDPs from the North Sudan, who may use schools as emergency shelters, leading to disruption of schooling and potential tensions[2]. This puts a strain on classrooms, teachers; hence lowering quality. As per now only 25 per cent of primary classrooms are permanent structures, 30 per cent in semi-permanent structures (mud, thatch, or grass), 10 per cent under a roof, 2 per cent in tents and 33 per cent are held in open air.[3]   This result to low enrolment and low school attainment among girls and women, the gender disparity in the attainment of girl’s education— especially in secondary school is low due to the relatively high cost of education at this level. Gender based violence within and around schools is all too common, highlighting the need for female teacher training on critical protection principles and psychosocial support practices.[4]

 The education data available shows a clear gender disparity in terms of educational access in emergency affected areas in South Sudan Western Bahr el Ghazal without exception. Girls are less likely to attend temporary learning spaces than boys… Furthermore, qualitative evidence from Cluster actors across the country indicates that the biggest barrier to girl’s education is not security or access issues related to the learning environments in emergencies, but more a result of traditional beliefs and community attitudes towards girls’ education.[5]  Preventing this from being achieved Even less girls, 29 percent on average,

Similar gender disparities exist for teachers at all levels: Gender disparity also has a strong rural/urban characteristic: Over 80 percent of South Sudan’s population lives in rural areas where female teachers tend to be fewest. Western Bahr el Ghazal States with the lowest Gender Parity Index in primary school enrollment correspond to the four states with the lowest rate of female teachers.  One critical consequence of these statistics is that there will be a shortage of girls with complete secondary education from whom to recruit female teachers over the next several years. The State Ministry of Education Science and Technology at states level it mandate is to deliver basic and secondary education of good quality as stated in document of policy priorities issued by GoSS in 2007, the Department of Basic Education within MOEST after independent has made a number of schools available, and supported by States Government, the detail for schools enrolment is provided on table below.

Student enrolment[6] 

Primary School

















Secondary School









Secondary Teacher









Class Room[7].

Primary school





Open air
































Secondary school





Open air




















Project Description

The overall intention of  10 Months project, commencing on 1st February  2015  ending on 1st Dec  2015  seeks  to reduce prevalence  of girls dropout  in school to stimulate significant increment  in secondary school enrolment of girls, thereby enlarging the stock of educated women capable of participating fully in the economic and social development of the country Western Bahr el Ghazal in particular and to Building a well-equipped boarding high school which shall shield them from some culture practice in order to contribute to the Millennium Development Goals and the Government and local communities’ efforts to improve access to education and attract specifically girls .

In line of the above, the interlinked specific objective has been formulated.

Objective: Strengthened girl’s education system to minimised dropout in school and improve girl’s performance to better address social economic development.

The concrete  expected results leading  to realisation of this specific objective or intervention are: construction of  8 news classrooms Girl’s high  school for estimated of 800 girls, construction of  2 latrines block, construction 1 administration blocks, promotion of decent employment for the female teachers to serve as role models and mentoring out of- school girls, establishing child-friendly school principals as minimum benchmarks for effective schools linked to community empowerment, Creating school management committees with community involvement and participation (Parent Teachers Association), Service delivery – on a partnership basis with all stakeholders, partners  providing more girls’ only schools, provide facilities (instructional materials, water and girls’ only toilets, libraries, etc.) for the promotion of quality education.

provide a healthier and safer environment for girls by enhancing school attractiveness through community participation in school-based water supply and sanitation programs; promote a supportive community environment for girls’ education through widespread public awareness about the merits of female educational, social and economic development, monitoring and evaluating of girls’ education programmes and strengthening inspectorate[8] and finally provide teacher in-service training  (capacity for female teachers).

The overall project budget is…188,000 USD………….. the Capacity building  of the targeted group Parent Teachers Association, and female teachers, girls and local government authorities aim at sustainability strategy of the project once it come to end.  It’s also provided and access to basic social services essential to their livelihoods. The project implementation modality will work through local government authorities and local Community Base Organizations (CBOs) Christian community leaders this to ensure participation of all relevant stakeholders in all stages of project cycle management to promote sustainability.

Expected project outputs are

Project justification.

1.1.1. Illiteracy mother. The large number of out-of-school girls is the fact that mothers are illiteracy. Evidence shows, for instance, that an increase in the share of mothers with a primary or secondary education is associated with a reduction in the child mortality rate, and that educated parents have better nourished children. Parental literacy also plays a role in children attending school.[9]  Most women in South Sudanese are illiteracy only 8 percent of women are literate; as such children prone to death, one child in three is stunted due to malnutrition (UNESCO, 2011); 2,054 out of every 100,000 mothers die in childbirth; only 38 percent of adults are literate; and approximately 20 percent of the population are food insecure[10] (South Sudan Household Health Survey, 2010). The situation is even worse for girls, where a girl is three times more likely to die in childbirth than to enter Grade 8, United Nations Education Science and Culture Organization (UNESCO, 2011)[11].  

1.1.2. Lack of learning spaces. Learning spaces assessment conducted by GoSS and UNICEF indicate: Western Bahr El Ghazal State Jur River County in particular enrolment girls are lower for girl.  This caused due to a massive demand for secondary education in the new nation which has led to a large demand for learning spaces, learning and teaching materials and qualified teaching staffs combine to a continuous arrival of returnees and IDPs putting a strain on classrooms, teachers and text books; hence lowering quality[12], inaccessibility and unavailability of safe drinking water. Some schools still operate under trees; other had temporary learning spaces while the few may have one to four concrete buildings and lacking other necessities in question in this school fewest learners are girls.  

1.1.3. Negative Culture, beliefs, attitude toward girl education. A girl child does not exist in isolation. There are men; women and boys whose attitudes, beliefs are harmful to girls education combine to cultural practices all of which are undermine the empowerment of the girl child and their education. Communities are able to support girl’s education by setting up Girls Empowerment programme but the attitudes, beliefs and culture practices toward girl education are here is very unfavorable.  Some very serious social problems that prevent girls from advancing in society can be identified by making a few observations about the attitude of many men in society towards women and girls:

In many places, parents believe it is more advantageous to educate sons than daughters because the girls are seen as an asset for unknown being mainly the future ‘husbands’. In such case women or girls are denied equal right. There may be several reasons why girls are underrepresented in South Sudan’s education system cultural practice” of early marriage and early pregnancy. Others are poverty issues, insecurity or armed conflict, home chores, far distances to school, or schools without buildings or sanitary facilities, affecting girls disproportionately[13] as well as distancing, or marginalization, maintain existing inequities.

1.1.4. Long conflict. Decades of neglect and years of civil war has left the country with a shattered infrastructure, a large diaspora of some of its best talents, and generations of young people who have never had the opportunity of schooling and most of these are women consequently, poverty another thing most South Sudanese people are still live below the poverty line, in the end its women and girls who suffer mostly in most of the cases. The long conflict has prevent most girls not to attend schools

1.1.5. Inaccessibility and Unavailability of water sources. Accessibility and availability of safe drinking water is one of the critical challenges face by the most of the schools in Western Bahr el Ghazal State that need immediate intervention. As matter of fact, almost all schools in the state depending on water purchase from donkeys for both drinking and domestic use. The water supplies by local people contribute to the dissemination of gastrointestinal diseases among the population, which disproportionately affects young children and people with deficient immune systems.

Quality of water sell to various schools are not  potable and safe for human consumption because the wells are often  left in uncovered  as well as tins in which water are being carry not fit for human consumption and those who can’t afford buying water they are wasting precious time collecting dirty water; children are dying from preventable diarrhoeal diseases.  It’s obvious where there is a lack of safe drinking water it is children who suffer most. Their health, well-being and education are all affected.  As children are generally more vulnerable to the effects of not having safe drinking water and hygiene/sanitation, we seek to priority their needs alongside those of adults.

1.1.6. Hygiene and sanitation. Is another major challenge in most of the schools as matter of fact the documentations about hygiene and sanitation in most of the schools are chilling? Water, health and sanitation facilities are usually inadequate while pupil-teacher ratios could be as high as 1:100 in urban slums. The target group are general lack of awareness and practice of personal hygiene or environmental sanitation. 20% Percentage of population with access to improved sanitation, majority of schools use traditional latrines. While Hygiene hand washing is at the most critical times is very poor. About half (45%) of the population do not wash hands during the key times this is most of pupils do not have knowledge on importance of hand washing at critical times. Again is the issue of solid wastes management, pupils throw the wastes to the bush/garden or leave them in the compound. This is not a good practice as leaving wastes anyhow would inhabit and will provide a breeding ground for vector diseases such as mosquitoes, flies, etc. installation of water tanks in school will not only improve their health but will contribute to their academic success

1.1.7. Poor Government system policy supporting Girl child’s education programme. There is a Ministry of Women’s Affairs, but it is very poorly funded compared to other government ministries. Government policies are not conducive for girl’s children education with little adaptation to local situations. The unsolved issue of force marriage, cultural practice is major drawn back. Capacities of governments to deliver technical support, programmes support girl education is inexistence coordination, administrative facilitation and to link activities at different government levels are weak in South Sudan, Western Bahr el Ghazal State not being an exception. Girl’s education has usually been addressed with humanitarian interventions, creating dependency of girls who have got used to food distributions (handouts), while root causes have not been addressed.

On the other hand, the system see Girls as merely  just women or just children, and therefore to confront issues affecting girls requires a unique set of tools that can be applied specifically to them. The project aims to provide and instil within girl the means for elevating their social status. Through education, knowledge and leadership skills, girls are able to create a ‘space’ where they are able to exercise their rights in groups., the project  will launch Campaigning in the community to let their girls’ child learn instead of marrying them off or keeping them for unknown husbands.

1.1.8. Lack of capacity building. The target group’s capacity is weak to address girls education, since there are few female teachers, in some school there no female teachers at all, hence the matter affect girls remain unresolved ever since girls fear to bring their issues to men it’s neither even advisable nor practical.  The few women who are teaching lack capacity to address girl’s issues they end up handling them from culturally worldview. And they are not to be blame for that since they never attend training on girl child education programme. The project will develop schools’ technical capacity and pedagogical skills to create a girl-friendly environment that enhances the participation of girls and improves learning outcomes.

The issue here is not just incorporating women as a target group in the project and adds numbers of women to activities. Women are the main player in bring up a child in the context of South Sudan at the same time to educate a child. Therefore implementing partner derives its gender concept from a perspective of women as agents of change. One of the guiding principles in capacity building of the teachers and stakeholders is training and coaching in gender profiling in program development. Women will act as exemplary to the girls in the schools hence creating an attitude of aping their counterpart female teachers.

Description of Project beneficiaries.

The main target groups are girls; girls are being marginalized educational because of the cultural practices. Economically it contributed badly and drag them to pursue their studies, lack of sanitary facilities, affecting girls disproportionately combine to most of schools in South Sudan are not accessible due to long distances.  Culturally girls are seen as currency they suffered injustice in the name of   dowry, most are force to marriage unwillingly in earlier age and suffer domestic violence which has been perpetrated against young girls.  Girls face a vicious cycle of violence and abuse in all aspect of life because of cattle.  

This project aim to support girls irrespective of their ages, social status or economical position that retention them in schools. Girl in Jur and Wau County regardless of their economic status both they are educationally deny equal opportunity to access to education. Therefore, project education empowerment aim to bring all groups of girls to the same level of learning and teaching. To ensure that the project’s objective is achieved attention will be pay to mothers since child success lie in the hand of mothers, parent involvement in the processing plays a role in girl children attending school every day.

The project will support beneficiaries estimated to be 800 girls as direct beneficiaries and estimated 3000 people as indirect beneficiaries (It is expected one child in the school has a family of six people). Project beneficiaries are conflict-affected and returnees in rural areas of Western Bahr el Ghazal State Also the project will benefit 15 teachers, 50 PTAs members, Church schools, and county and payams education administrators.

The project focuses on education activities for sustainable rural livelihoods.

State ministry of Education Science and Technology selected two Counties in Western Bahr el Ghazal State (Jur River and Wau) to be targeted for this project activities implementation. This was done to ensure that all the major ethnic communities (Luo, Dinka and Fertit) are supported by the project. The Payams and the villages selected were those currently not being served by other agencies especially those activities proposed in this project. Secondly, the high population of people and returnees in these areas was also considered in selection of the Payams and villages. The villages had high populations and hence, the scaling up of the benefits is likely to be higher. Total project direct beneficiaries are as below:





# Persons

Direct beneficiaries

Indirect beneficiaries





Jur River








Marial Baai







Eastern Bank







Wau Municipality  















Note: Within target groups, extremely vulnerable categories will include orphan girls and single parent girls with many dependent members such as sibling and mothers.

Detailed description of activities under result areas.

2.2.1. Conduct a baseline survey in the second month of the project inception. The SMOEST, Diocesan Education Department, will be involved in baseline survey. The survey will be based on factors that prevent girls to go school and make them dropout will be done through questionnaires (HFIAS and DSS), FGDs and key informant interviews. A survey on accessibility and feasibility of girl education programmes parent’s affordability for tuition fees, availability of schools in the target areas, bursary and stationery materials of the target group will be part of the baseline exercise. Training, in methodology and techniques of data collection and interviewing of partners staff like ECSS education department, SMOEST. The training will be conducted by an external consultant hired by ECSS-CARD. The baseline survey will be a major exercise which requires preparation and (logistics) organization.

2.2.2. Define beneficiary selection criteria and methodology in dialogue with local stakeholders and payam and Diocesan authority, Christian community leaders, local traditional leaders.

2.2.3. Project startup includes resource mobilization, and recruitment new 15 teachers which will include  female teachers, identification of 4 tutors to conduct teachers training,  recruitment of 4 project staff and staff in approaches, techniques, formats and tools as well as procurement guidelines and reporting guidelines / formats.

2.2.4. Open and Select the winning bidder. The project wills not jumpstart. ECSS-CARD will invite publicly tender note from construction companies to submit it their profiles, quotation and letter of recommendation from previous work and after which the Tender Committee Penal Open and Select the winning bidder and award for construction 1 secondary schools.

2.2.5. Construction 8 of new classrooms in Eastern Bank in Jur River County.  The project is expected to construct 8 new classrooms for Girl’s High School with furniture. The selected winning bidder will be contracted by ECSS-CARD to construct 8 Classrooms in 5 months period. The constructor company will be guiding by the principle of the implementation of the project activities. Construction of teacher’s 1 administration blocks schools facilities for teachers and construction of 2 latrines block or toilet of separate toilet facilities for teachers and students will be considered. It is anticipated that with these quality learning academic centre will safe and supportive learning environment will be created for eventual improved learning outcomes.

2.2.6. Purchase of text books: Procurement, transport of text books (cost sharing around 20%) The stipulated percentage of cost recovery from the beneficiary parents for text books received will also be included in the contract. The percentage will be adjusted, if necessary, depending on the findings of the survey, done during the inception phase, on affordability by the parents for the target group. The modalities mutual responsibilities on rules/regulations for text books’ loss by the child return quota and multiplication will be agreed before the issue child text books. Each child who borrows text books will sign in date of taken and return date indicating text books title, authors, and publisher’s years.

 It’s essential mention here any child damage school property for whatever reason will incur some charges. The charges will be determined by the quality of property damage by the child; it’s important the parents will be made aware and remind always about this.

2.2.7. Formation of PTA in school and training for county education Directors, supervisors, Diocesan Education Coordinators, PTA. One week training in Girls Education Management and school monitoring and evaluation will be conducted to inform and reinforce the stakeholders their roles in school management also to sending girls to schools not only girls but all children.

2.2.8. Provision of portable, potable water and safe for human consumption in girl’s High school. The project will  purchase two water tanks and delivery to school and its will be solely   school and community’s responsibility to fill water tanks with potable and safe drinking water every week, however, this will be subjected to discussion between school administration and parents.

2.2.9. Groundwork with local stakeholders on selection criteria and methodology. The project will not jumpstart but prepare stakeholders and beneficiaries incrementally. Identification, selection and registration of girls will not only be based on the mutually agreed and pre-set criteria, but should also be aligned to specific orphan, single parent  vulnerability criteria.  

2.2.10. Community contribution. The project will not cater for everything with exception of construction 8 classrooms, purchase text books once for initial, toilet, teachers training, PTA capacity building, teacher’s administration blocks, and provision of water tanks. But things such as land where schools will be constructed, school kitchen, filling water tanks every week, writing materials for the learners, schools uniforms, feeding programme, school fees and payment of the teachers these are solely responsibility of the parents or community.

The project’s philosophy is to make the target groups independent. The ECSS-CARD strategically trained target group to become self-government of their local resources utilizes them effectively and continue once project phase out. Project aim to make the target group become master of their own destiny, self-governing community are capable of self-sustaining life and self-supporting, self-initiative.

 Livelihoods Context and Socio-economic Characteristics of Wau and Jur River Counties

Western Bahr el Ghazal State (WBGS): Is one of the ten states that form South Sudan with Headquarters in Wau Town. It’s divided administratively into 3 counties: Jur River, Wau and Raga. The project activities will be carried out in the following counties.

Jur River County: Jur River County is one of the counties covered by this project. The Luo ethnic group who are predominantly agriculturalists are the main inhabitants of Jur River County. The Dinka ethnic group is found within Marial Baai Payam of the County. Most of Jur River County lies in the ironstone plateau agro-ecological zone of South Sudan with thick, tall grasses and sparse forest trees. The ironstone plateau is predominantly an agricultural area. Wild foods, particularly shea-butter nut, game and honey are common, together with fishing. The main rainfall season in Jur River County falls between June and November.

Household’s food economy in the area mainly consists of own production (long term and short term sorghum, Simsim, groundnuts and varieties of indigenous vegetables), goat, sheep, chicken and fish) and wild food (fruits, roots, leaves and honey at small scale). In addition to crop farming, the communities also own some livestock, of which most of the cattle are kept with neighboring Dinka tribes. As the county with the least developed agricultural production in WBGS, the communities normally supplement their household food and income during the lean/hunger gap period with income from livestock trade. Grains are either obtained with money earned from selling livestock or by direct exchange of livestock (especially goats) for grains. Therefore, livestock-grains term of trade is an important economic factor in this area.

Wau Municipality: The community in Wau different communities majority of which are Luo and Bantu ethnic collectively known as Fertit, Dinka are minority.  The communities are predominantly sedentary farmers, the urban population in Wau town and its suburbs have a sizeable number of returnees and IDPs. A Western Bahr el Ghazal State rank 3rd highest in terms of number of returnees from Sudan (17,000) and it is estimated that about 4% of the households in the state host either IDPs or returnees.

Returnees have had to make drastic livelihoods changes for food and income sources while IDPs mainly depend on limited quantities of food aid, some of which they sell to earn a small income. Both groups are highly vulnerable with many of them involved in petty businesses, menial jobs and daily labor activities to earn meager incomes for survival. While the host community household food economy in the area mainly consists of own production. Long term sorghum, Simsim, Groundnuts, fruits trees and varieties of indigenous vegetables), (livestock chicken and goats and fish.

 Wild foods, particularly Shea-butter nut, hunting in the bushes and honey are common, together with fish. The main off-farm activities in the area during dry and rainy season is burning and selling of charcoal in Wau town.

Project Implementation Modality.

3.3.1. Level of coordination. ECSS  at the national level is member of Education cluster, it has been/its  heavily funded  both by government of South Sudan, World Relief, USAID among others to build the capacity of teachers across nationwide, at the State  and county respectively level, ECS-CARD is member of  Education Cluster, Agriculture and  Food Security Livelihood Cluster, Economic cluster, with other development actors such as HARD, United Nation Resident Coordination Office (UNRCO), the World Health Organization (WHO) the International Organization for Migration (IOM), World Food Programme (WFP), United Nations Development Programme (UNDP), and UNICEF.

This synergism structures will ensure that smooth coordination with State and others. In principle, ECSS-CARD will continue to collaborate with State Government and these UN agencies. Because WFP is playing an important role in school feeding programme in the region and UNICEF in schools construction to avoid overlapping and easy mapping of basic education programmes in the State.

There are international NGOs/  such as HARD, ECSS, UNICEF working in the area of the stipend and tuition program that ensured provision of monthly stipends to girl students, others provide sanitary and WFP provide food to girls in such areas and others ECSS-CARD will made an agreement  to support girls education programme. ECSS-CARD will work and   maintained close and active collaboration with these organizations working in basic education such as, HARD,ECSS Education Department, Windle Trust International and Norwegian People’s Aid NPA for clear mapping of basic education activities and targeting on the villages for more coverage and avoid overlapping, especially Windle Trust International, ECSS who are engaged in teachers training. There are other NGOs who are not working in basic education, but in an information sharing meeting organized by UNRCO on monthly basis, these NGOs share information on protection, human rights and conflict prevention among returnees, local community and ethnic groups in the target areas and on resource allocation and land allocation conflicts that have been generated. ECSS-CARD benefits from this experience to organize meetings in the community.

3.3.2. An effective gender approach is not just incorporating women as a target group in the project and adds numbers of women to activities. Girls’ education does not only bring the immediate benefit of empowering girls, but its best investment in a country’s development.

Educated girls develop essential life skills, including: self-confidence, the ability to participate effectively in society, and protect themselves from HIV/AIDS, sexual exploitation. Girl’s education also helps cutting children and maternal mortality rates, contributing to national economic stability and controlling disease and health status. Children of educated women are more likely to go to school and, consequently, this has exponential positive effects on education and poverty reduction for generations to come. The implementing partner derives its gender concept from a perspective of women as agents of change. The project will address their relative social positions and positively transform gender relations.

3.3.3. Cost sharing / recovery methodology. Cost sharing and recovery aims to reduce the dependency of target groups on external sources for assistance and encourage community to take their lives into their own hands. In all aspects the implementing methodology approach highlights the principle of building the capacities of target groups to gain self-sufficiency before the project comes to an end.

 This project improved Girls education and performance is affirmative actions to provide basic and sustainable education programme that improved quality and equity with more effective female teacher’s development, strengthened education management systems, and improved and expanded basic education; to contribute to the community and government efforts to improve access to education and attract girls of school going age to the classroom. All results have apparent examples, where cost recovery mechanisms are introduced to encourage and motivate beneficiaries to be economically active and independent.

Project Intervention Logic.

Project Methodology Approaches

4.4.1. Entry baseline in the states: ECSS-CARD will confirm the project outcome with Education Management Information System (EMIS) February 2009 Version 1.2 report[14] at the end of the project. The comparison with EMIS report will include pupils learning enrolment level, teachers training capacity, learning space and types, management (planning, policymaking, and budgeting), decentralized management (educational management by local government, school-level management) and textbooks and schools construction/rehabilitation responsibilities in the states. Food security and health education will be included in the assessment of final impact of the project

4.4.2. Construction of classrooms: The project is expected to deliver 8 new classrooms for Girl’s High School in Eastern Bank Jur River County and Wau, with provision of portable, potable water, 1 administration block, 5 latrines and furniture and sanitary facilities. The project will initiative will be guiding by the principles of implementation of the project description. With this kind of intervention it is anticipated that safe and supportive learning environment will be created for eventual improved learning outcomes.

4.4.3. Capacity building: Given the scope of the challenges around Girl Education teaching and learning in the areas selected for this proposal, female teachers, education administrators and PTA training will be the focus to enable them delivers quality basic education and sustainable programme.

4.4.4. Participation of Government and communities: The implementation strategy of the project aims to involve the Government, Christian communities, and the communities in the management of the schools to ensure the smooth transition of school handing over to the Christian community and community once the project ends. A Project Technical Unit (PTU) will be created under the chairmanship of ECSS-CARD and representatives from State Ministry of Education Science and Technology and Diocesan Education Coordinator, communities from the targeted counties. Invitation to participate in the PTU will also be extended to key NGOs and UN agencies in the states such as Intermon Oxfam, Saved the Children-UK, ACTED, UNRCO and UNICEF... The PTU shall meet at the beginning and end of each school year to give overall policy direction, or as when necessary.

4.4.5. Networking and linkage. The project will ensure that Diocesan Education Coordinator, Parent is link with local authorities at the county and payam Level, and other development actors in the state or county. In addition to that the project will arrange and make courtesy/experiential visit in some of schools special primary since there is no Girl’s secondary school exist in the state at the moment, this aim to enhance their realisations and be challenges to aim high academically.

These linkages will also become source of nourishment and affirmation for the target. It will also establish positive academic relations of solidarity and togetherness among schools. It also brings great weight to advocacy and lobbying for girls education programme and scale up activities and creates synergy and building confident among the target group and strengthen the capacity of groups this will serve as part of project long term strategy plan for sustainability.

 4.4.6. Cross Cutting Issues. While Girl’s Education is the project intervention, for the purpose of true satisfier other needs in the area of intervention will be integrated such as hygiene and sanitation, peace building and conflict prevention, hygiene and sanitation, HIV/AIDS, women involve in decision making. The implementing partner derives its gender concept from a perspective of women as agents of change. ECSS-CARD’s a strategy deemed to address their relative social positions and positively transform gender relations, ECSS-CARD will address any other important for improving livelihoods.

4.4.7. Participation of beneficiaries during the programme implementation: The programme is expected to be inclusive and different beneficiaries will be involved in the following ways:

4.4.8. The PTAs which are community-based structures in the schools and whose membership is selected by the communities will act as link between ECSS-CARD and the communities. Their role in this project will be; mobilization of the community to send children to the schools especially girls and PTAs will participate in education information dissemination about girl education to the communities. PTAs will assist in monitoring together with other community representatives. This will be done through visits and FGDs.

4.4.9. Local Community and church leaders. Secondly, the local church leaders, community leaders will be involved in the project implementation through participation in forums where issues like schools construction planned, environmental issues, sending children to school especially girls etc are discussed. The local leaders are South Sudan Relief and Rehabilitation Commissions (SSRRC) staff, Diocesan Education Coordinator, payam Administrators, local chiefs and religious leaders.

 Community meetings will also be held by the project staff where the community will take part in monitoring the progress. Simple guidelines will be developed which staff will use in engaging with the community members. The baseline available will be shared with community so that they understand the starting point before the project implementation. After every three months, meetings will be held with the communities so that they keep track of the activities and progress towards the realization of the results.

How will project improve beneficiaries’ access to basic services?

Girl’s education programme, coverage and availability will be improved for about 800 people, mostly poor girls in Jur and Wau areas of Western Bahr el Ghazal State. The project will improve access to quality education services in 2 counties Jur River and Wau Municipality that have been marked by State Ministry of Education Science and Technology particularly for being the poorest and disadvantaged payams including the ethnics inhabiting the payams, women, and children.

Capacity building planned for Female teachers in line ministry and community to plan, manage, and finance education services will secure an access for 800 girls to quality and sustainable girl’s education services in the targeted counties and payams. As planned in this project, to equip the schools with desks, each child will have desk and chair to sit on in the school. As part of the project approaches to improve beneficiaries’ access to basic services, the project supports GoSS policies frame work to encouraging the enrolment of girls and their retention in school. Members of the community will be sensitized to the importance of girls’ education and the need for women participation in the school PTAs.

The project potential environmental impacts and its mitigation  

The proposed project is likely to generate minimal environmental impacts, these include construction of new classrooms’ facilities that require small-scale civil works, and no big negative environmental impact is expected since the schools are constructed on sites allocated for schools use by the Government and local communities as part of land use planning. But, ECSS-CARD with Diocesan Education Coordinator, teachers and local education administrators will introduce environment awareness in the schools as part of learning for children, by planting trees to replace those that will be cut. Currently within Western Bahr el Ghazal State, there is no effective implementation of environmental laws. There are lots of activities that damage environment such as indiscriminate burning, tree cutting, opening up of new road without environmental impact assessment and poor farming practices. ECSS-CARD intends to tackle these problems in it broader Food Security Programme at different levels. 1st ECSS-CARD is adopting environmental awareness as planned in food security activities to eliminate this environmental impact. 2rnd ECSS-CARD will use different forums such as Livelihood Analysis Forum (LAF), NGOs coordination meetings and food security and livelihoods sector coordination meetings to lobby the authorities to have policies and laws in place to protect the environment. Finally, ECSS-CARD commits itself not to engage directly or indirectly in any activity that is harmful to the environment. All activities will have to be audited to ensure that damage to environment does not take place.

Risk Management.

Due to unforeseen political instability situation, it is very difficult to carry out any development activities, therefore in case there is insecurity situation in the project area that will affect construction of new classrooms, training of female teachers and movement of the project staffs. Goodwill of the top SMOEST officials at the state level is crucial to the success of the outputs. In case SMOEST is unwilling to corporate, it will be difficult to get right teachers for training and carry on with recurrent cost once project ends as they had formally accepted. And the consequences will have high negative impact on project implementation and monitoring at SMOEST level in the states

 Monitoring and Evaluation.

General baseline survey will be undertaken at the beginning of the project to update the existing basic education baseline in the state. ECSS-CARD will use the secondary baseline documents to reviewed and improved to suit this project. Project performance monitoring will focus on project implementation plans and targets, and their execution and achievement and will be done throughout the project implementation by ECSS-CARD Project Manager through quarterly or monthly reports. Performance evaluations will examine the impact of project interventions, problems and constraints faced; their causes, and solutions to them and will be done at the end of the project by an independent body. Involvement of Diocesan Education Coordinator in monitor and evaluation will be added value since Diocese is the key stakeholder and initiator of the project

Role of beneficiaries. PTAs who are CBOs and local church leaders will assist in monitoring together with other community representatives by providing information on the project progress. Community meetings will also be held by the project staff where the community will take part in monitoring the progress. Local leaders will be involved in the project monitoring through participation in forums to discuss project progress, positive or negative.

Authorities (SMOEST) role. ECSS-CARD and SMOEST will jointly undertake a quarterly project meeting reviews to assess progress, identify constraints, and determine ways to overcome them. Before each review, the Diocesan Education Coordinator will prepare progress reports on a quarterly basis and submit these to PTU.

ECSS-CARD and SMOEST will conduct a midterm review during the last quarter of the first year of project implementation to inform planning for the last half of the project. The midterm review will (i) review the scope, design, and project implementation arrangements; (ii) identify changes needed; (iii) assess performance against targets and benchmarks; (iv) review lessons and experiences in education quality enhancement, focusing on new classrooms constructed, teachers training, desks and textbooks. SMOEST will be urged to make regular field visits to the project areas. Therefore, to make the most of community development as a learning process, participation in evaluation process by the community is an absolute necessity

Project Sustainability.

Girl’s education programme sustainability can only succeed when supported by planned Diocesan Education department and GoSS decentralization policies framework. The project is expected to be sustainable beyond the initial phase, supporting basic education because construction of new classrooms, training of Female-teachers, Diocesan Education teachers/PTAs and local education administrators will be provide longer term sustainability. Through capacity building relevant technical skills will be imparted  needs are priorities accordingly to the local resources target group, local communities will be expected to play a vital role in for example, the operation and maintenance of water tanks and schools, through the establishment of Parent Teacher Associations who will also be trained.

It is also essential to mention here that this project fall under ECSS education strategic plan and mission, in addition with ample experience both in teachers training and school management and the fact that ECSS is the initiator of the project will have capacity to manage and run school beyond initial phase.

The   proposed project builds on existing / previous project

The project is a logical continuation of ECSS-CARD’s education Programme planned in the area during 2012-2016 strategic plans to assist Government, local Churches and communities’ efforts to improved girls education and performance and attract all children of school going age to the classroom special girls. The project implementation will use lessons learned in the previous education projects in the areas, and these includes:

Achieving a direct and lasting impact on basic education: There are limitations to achieving a direct and lasting impact on basic education interventions alone. Girl’s education activities must go hand-in-hand with interventions like primary healthcare, providing access to clean water and sanitation and nutrition, food security programmes and health education.

Inter-sectoral collaboration: Given the cross-cutting nature of basic education problems, the lesson learned from the previous projects is that it is important to build- on and to strengthen existing local inter-sectoral coordination mechanisms to maximize combined impact of the projects, rather than create parallel structures that are only sustained by and for as long as the project exists. Project planning should be undertaken with all the stakeholders.

Organization experience

The Christian Action for Relief and Development (CARD) is Indigenous Christian based Organization, a development wing of the Episcopal Church of South Sudan and Sudan, Diocese of Wau. Implementing Food Security Thematic Programme in Western Bahr el Ghazal State 2012-2015 funded by European Union (EU). Dairying Farming project Western Bahr El Ghazal 2014-2015 funded by CORDAID, Water Project implemented in Warrap State 2013 funded by Anglican Relief Development Fund (ARDF), Food Relief supported returnees and IDPs in Warrap state and Western Bahr el Ghazal state 2012, 2013, 2014 funded by Humanitarian Aid Relief Trust (HART).

Project Management Arrangements

ECS-CARD’s Executive Director will be responsible to donors and ensuring that all the requirements are met; reports submitted in time, financial requirements are adhered to, planned activities are carried out and supervising all staff under him involved in this project. The Executive Director is based in ECSS-CARD Headquarters Wau Municipality.

The Executive Director will also chair the Project Technical Unit (PTU) quarterly meetings. The role of PTU will be to conduct quarterly review of the project activities, plan for the next quarter, receive both financial and technical (narrative reports) and act on the recommendations. The PTU will be held in the project areas in ECSS-CARD’s headquarters in Wau and PTU comprised of Executive Director, Project Manager, Project Accountant, Diocesan Education Coordinator, Education Project Officer and Logistics Officer.

The Project Manager based in Wau will be responsible for liaising with Donor-technical secretariat and also being a member of PTU will be responsible for supervising the programme activities in the field that are responsible for the establishment of administration procedures to implement the programme. He/she will also be responsible for liaising with local authorities and supervising the management of project resources and narrative report writing.

Diocesan Education Coordinator will be responsible for actualization of the activities, supervising all staff in the project and generating reports to PTU. Diocesan Education Coordinator will also be responsible for assessing the training needs of the teachers and local education administrators as well as PTAs and linkages the target groups with churches schools and others, supervision school construction, teachers training and identification of new female teachers. He/she will be based in ECSS-CARDs headquarter in Wau.

Education Project Officers will be responsible for direct implementation of the Project activities in the respective county or Payams. He/she is responsible for monitoring, evaluation, data collection and report writing.

Project Administration officer. He/she will be responsible for working policies, management of project items, prepare staff contract and administration issues related to project staff from day to day, and project procurement items

Project Accountant. Based in Wau he/she will do financial management and report. He/she will be other support staff necessary to enable smooth and efficient running of the project such as logistician and compound worker.

Logistic officer. He/she will be responsible day to day procurement of project items he/she will work in collaboration with accountant and administrator in the areas of purchasing projects items.


ACTED               Agency for Technical Cooperation and Development

ARDF                 Anglican Relief Development Fund

CBO                   Community Based Organization

ECSS-CARD        Episcopal Church of South Sudan & Sudan - Christian Action for Relief and Development

ECSS                   Episcopal Church of South Sudan and Sudan

(EMIS)                Education Management Information System

EU                      European Union

FGDs                  Focus Group Discussions

GoSS                  Government of South Sudan

HARD                 Hope Agency for Relief and Development

HART                 Humanitarian Aid Relief Trust.

HFIAS and DSS   Household Food Insecurity Access Scale & Dietary Diversity Scale

HIV/AIDS           Human immunodeficiency virus/Acquired immunodeficiency syndrome

IDPs                   Internal Displaced Persons

LAF                    Livelihood Analysis Forum

NPA                   Norwegian People’s Aid

NGOs                Non-governmental organization

PTA                   Parents Teachers Associations

Payam              Administrative sub-division of county

PTU                   Project Technical Unit

SMOEST            State Ministry of Education Science and Technology

SS SC -UK          Saved the Children-United Kingdom,

SSRRC               South Sudan Relief and Rehabilitation Commissions

UNDP                United Nations Development Programme

UNESCO            United Nations Education Science and Culture Organization

UN                     United Nations

UNICEF              United Nations Children Education fund

UNRCO              United Nation Resident Coordination Office

USAID                United State Agencies for International Development

WHO/IOM         World Health Organization/ International Organization and Immigration

WFP                   World Food Programme

[1] General education strategy plan 2012-2017 promoting Learning for all Juba, Republic of South Sudan Jan 2012.

[2] General education strategy plan 2012-2017 promoting Learning for all Juba, Republic of South Sudan Jan 2012.

[3] Education statistics for southern Sudan 2009national statistical Booklet

[4] General education strategy plan 2012-2017 promoting Learning for all Juba, Republic of South Sudan Jan 2012

[5] Needs Assessment and Analysis. Template 2013 South Sudan

[6] Education statistics for southern Sudan 2009national statistical Booklet

[7]Education statistics for southern Sudan 2009national statistical Booklet

[8] Girls’ Education Nigeria Country Office, September 2007

[9] The Millennium Development Goals Report 2009.

[10] South Sudan Household Health Survey, United Nations Education Science and Culture Organization 2010

[11] General education strategy plan 2012-2017 promoting Learning for all Juba, Republic of South Sudan Jan 2012

[12] Learning Space Report-2006 by GoSS and UNICEF).2006

[13] General education strategy plan 2012-2017 promoting Learning for all Juba, Republic of South Sudan Jan 2012

[14] The report about Education Management Information  System in ten States of  South Sudan conducted by MOEST 2009.