Equity and Diversity
- Submitted by: rcheng4
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- Category: Other
- Date Submitted: 04/04/2015 08:35 PM
- Pages: 7
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Factors related to diversity & equity in education:
After the independence of South Sudan, the socio-economic disparity between South and North created by lack of development and education in the South was widened even sharply. When it comes to the field of education, the disparity focuses on the share of children in the south in the primary education facilities and the share of girls in the south compared with that of girls in the north. Even during the brief relative peace period (1972-1982), the long-standing inequalities between north and south worsened further. South Sudan failed to receive adequate resource transfer from central government during this period. As a result of inadequate resourcing, social and economic services particularly access to education deteriorated in South Sudan (Deng, 2003).
During the civil war, a great number of schools in South Sudan were deteriorated. However, SPLM tried to build the education. The curriculum context and school syllabus are not standardized across all primary schools during that time. The school syllabuses of the neighboring countries were also adopted (Breidlid, 2013). Despite SPLM has managed to introduce its own school syllabus to all schools in South Sudan, only a half of them use the new syllabus (Deng, 2003). Undoubtedly the new syllabus is relatively more inclusive as it recognized the diversity in South Sudan as valuable resource in enriching syllabus compared to the syllabus that is based only on Arab-Islamic paradigm in North Sudan. Besides, the shortage of textbooks made children carry a high risk of not attending school. And statistics showed that there were a high percentage of unqualified teachers in primary schools. All of these factors contributed to the inequity of education in South Sudan during the war.
Language:
There are around 120 languages in Sudan. The diversity of language in Sudan is just like its diversified ethnics and religious(Abu-Manga, 2010). Arabic is the lingua franca of...
After the independence of South Sudan, the socio-economic disparity between South and North created by lack of development and education in the South was widened even sharply. When it comes to the field of education, the disparity focuses on the share of children in the south in the primary education facilities and the share of girls in the south compared with that of girls in the north. Even during the brief relative peace period (1972-1982), the long-standing inequalities between north and south worsened further. South Sudan failed to receive adequate resource transfer from central government during this period. As a result of inadequate resourcing, social and economic services particularly access to education deteriorated in South Sudan (Deng, 2003).
During the civil war, a great number of schools in South Sudan were deteriorated. However, SPLM tried to build the education. The curriculum context and school syllabus are not standardized across all primary schools during that time. The school syllabuses of the neighboring countries were also adopted (Breidlid, 2013). Despite SPLM has managed to introduce its own school syllabus to all schools in South Sudan, only a half of them use the new syllabus (Deng, 2003). Undoubtedly the new syllabus is relatively more inclusive as it recognized the diversity in South Sudan as valuable resource in enriching syllabus compared to the syllabus that is based only on Arab-Islamic paradigm in North Sudan. Besides, the shortage of textbooks made children carry a high risk of not attending school. And statistics showed that there were a high percentage of unqualified teachers in primary schools. All of these factors contributed to the inequity of education in South Sudan during the war.
Language:
There are around 120 languages in Sudan. The diversity of language in Sudan is just like its diversified ethnics and religious(Abu-Manga, 2010). Arabic is the lingua franca of...