The Role of Norway in supporting Education in South Sudan Presentation at UKFIET 2015 by Helge Brochmann

Norway’s priorities – Education 2 White Paper «Education for Development» launched in June, 2014 Goal is to double the Norwegian aid for education during the period Main objectives: –all children have the same opportunities to start and complete school (access) –all children and young people learn basic skills and are equipped to tackle adult life (quality) –as many as possible develop skills that enable them to find gainful employment (work) Focus countries for education (South Sudan, Nepal, Malawi, Ethiopia, Haiti, Sahel region)

Norway’s priorities – Education in crisis situations 3 Education in situations of crisis and conflict is one priority area in the White Paper: –Prevention, preparedness and DRR –Protection of schools during armed conflict (safe school declaration) –Education during humanitarian crises (one million more children, increase hum. funding to education to at least 4 % of hum aid.) Oslo conference - Education in emergencies one of the key thematic areas (agreement on a set of principles, ongoing work to improve the current aid architecture and address the financing gap for EiE) Increased humanitarian support to education (Syrian refugees)

Norway is contributing to education development in South Sudan through various channels 4 Humanitarian aid (Education in emergencies) through UNICEF and NGOs Support to NGOs through Norad civil society funding Core support to UNICEF in particular, but also other UN agencies Support to GPE (South Sudan received a GPE grant of US$ 36.1 million for , with UNICEF as the managing entity). NORCAP secondments to UN

Needs identified for support 5 Teacher training - pre-service and in-service Alternative Education System (AES). ALP - Accelerated Learning Programme Technical and vocational training (TVET) – both skills development alternatives for dropouts and those out of school and more formal vocational training opportunities Inclusive education - initiatives to include marginalised groups such as disabled persons and pastoralists. Peace Education In addition: Food security in connection with education initiatives Both short term and long term interventions and link these Reaching children in opposition controlled areas

Strategy 6 Continue support through existing channels Increase support through selected initiatives Have a flexible approach given uncertainty of situation Strengthen national education system – through various channels given uncertainty around how to cooperate with central government

Overarching principles for education support 7 A conflict sensitive approach Mainstreaming girls and boys equity in all activities Link/bridge humanitarian response to development Long term perspective, also in humanitarian interventions related to education Inclusion of disabled and other marginalised groups should be considered and given priority. Balance geographical support both to areas in conflict, and to more stable states Education initiatives should not undermine the public education system, but coordinate, in particular on state, but also on national level. Have a wider approach than formal classroom based education only, and look for synergies to other sectors

8 Thank you!