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Baseline study: Support for Education and Successful Transitions among Vulnerable Children (SIDA)

Baseline study for a SIDA-funded project.

Country/Region: South Sudan
Dates/Duration: 2020 - 2020
Funded by: Save the Children South Sudan

Save the Children (SC) is implementing the Swedish International Development Cooperation Agency (SIDA)-funded ‘Multi-Year Support for education and successful transitions among vulnerable children in South Sudan’ project.

Its aim is to provide continued access to protective, quality and equitable education services to children in South Sudan using a holistic approach, integrating both education and child protection, to increase impact and achieve lasting change. CGA conducted the baseline assessment in the projects’ target areas of Bor, Kapoeta North, Kapoeta South, Kapoeta East and Magwi counties in Jonglei and Eastern Equatoria States.

The baseline aimed to provide benchmarks against which the project will measure impact and progress as well as provide information that would support SC ensure project activities are adapted, designed and implemented to be responsive to specific geographical areas and groups.

It looked at benchmark information on current enrolment patterns, challenges for children to progress academically, and the ability of teachers to provide quality education. The study also explored marginalisation factors, including gender, impacting children’s access to education, school safety mechanisms and structure and school governance committees as well as the difference between and within the selected marginalised groups. The study identified key potential challenges and barriers to project progress and risks to project success.

At each location a mixed method approach to data collection methods was used. Key data collection methods were survey questionnaires, key informant interviews and focus group discussions. The key informants included in the research were learners, teachers, community mobilisers, Child Protection focal points and PTA/SMC members. Key secondary data sources, including South Sudan’s Schools Attendance Monitoring System (SAMS) and the Human Resources Information System (HRIS), were also used in the research.



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