It is rare to hear children reciting their school lessons while helping with housework or playing at home. But thanks to an education initiative called the Learning Village, the new habit might take root in Southern Sudan.

(A facilitator addresses teachers at an education workshop. © Akim Mugisa, courtesy SudanVotes)

The use of interactive radio instruction programmes is one of the pillars of the Learning Village, a project of the Government of South Sudan’s (GoSS) Department of Alternative Education Systems in the Ministry of Education, Science and Technology.

According to Evalino Elias, an outreach coordinator, the Learning Village programme has been well received in all 59 participating schools of Yei River County in Central Equatoria State. “Children showed great interest in the use of radio sets,” he said. “The programme enhances pupils’ knowledge retention in schools.”

He added, however, that the programme is hampered by teacher transfers, the government’s civil service reform programme known as retrenchment (downsizing) and delays in payment of teachers’ salaries.

For all the anticipation in the run-up to South Sudan’s independence in July, the world’s newest nation can take no pride in having one of the lowest literacy rates in the world. Estimates range from 12-24%. After decades of conflict that crippled key sectors, development partners working with GoSS have been taking unprecedented steps to foster development, with particular emphasis on education.

To help reverse South Sudan’s poor quality of education and some the world’s lowest school attendance, the United States Agency for International Development (USAID) is supporting the Education Development Centre (EDC) to use radio as a means of delivering high quality education to children in Southern Sudan as well as the disputed regions of Abyei, Blue Nile and Southern Kordofan.

The EDC trains selected teachers in Southern Sudan Interactive Radio Instruction (SSIRI), which aims to improve the quality of basic education and make it more widely available. Another objective is to strengthen English language skills across all age groups by using radio as a mode of instruction.

Targeting primary school children up to fourth grade, the Learning Village focuses on local language literacy, English, mathematics and life skills. Solar-powered radio sets are used to play pre-recorded programmes that are broadcasted on local radio stations. Digital MP3 players substitute radios in areas without access to transmission signals.

Another programme, Radio-Based Education for All (RABEA) targets audiences with various levels of English language skills, focusing on arithmetic, health, and civic education programmes such as disarmament, demobilisation and reintegration (DDR). Elections, land ownership, democracy and women’s rights also form part of the curriculum.

Habib Muhamad, an avid radio listener in Yei, praised RABEA as a source of information about elections, democracy and other subjects. “It is through this radio program that I was able to understand my rights to vote or to stand in an election,” he said. “I have also learned that land in Southern Sudan belongs to the people but its management is regulated by our government.”

The initiative faces some logistical challenges. Godfrey Data Joseph, a deputy head teacher at Payawa Primary School in Mugwo Payam, said teachers are unable to implement the programme when they’re transferred to areas with different local languages.

Joel Yeka, a teacher at Lizira Primary School in Yei Town Payam, acknowledges the importance of the programme’s packaging, including the use of catchy songs. But he sees a potential drawback: although pupils and teachers follow the Learning Village broadcasts, they do not take notes in the exercise books. “This may make pupils lazy” about writing in the future, Yeka warned.

SSIRI, a six-year programme begun in 2007, is expected to end in 2012 when it will be taken over by the Ministry of Education Science and Technology.

(original article at SudanVotes)

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Read Marvis Birungi’s article School syllabi to include human rights and listen to her audio report:

Below are a few maps from various sources, pilfered from the BBC and elsewhere that display information about Sudan’s physical geography, ethnic group distribution, infant mortality rates, access to water & sanitation facilities, education rates, food consumption percentages, location of oil production infrastructure, language diversity and religions practiced. They are recent additions to my Mapping Sudan page that I share with you here.

Satellite Image Map

(Source: NASA)

Ethnic Group Distribution

(Source: Dr. M. Isady, http://gulf2000.columbia.edu/maps.shtml)

Distribution of Religion

(Source: Dr. M. Isady, http://gulf2000.columbia.edu/maps.shtml)

Languages in Sudan

(Source: Dr. M. Isady, http://gulf2000.columbia.edu/maps.shtml)

Infant Mortality Rates

(Source: Sudan Household Health Survey, 2006)

Percentage Using ‘Improved’ Water & Sanitation

(Source: Sudan Household Health Survey, 2006)

Percentage of Children Who Completed Primary School

(Source: Sudan Household Health Survey, 2006)

Percentage Households with ‘Poor’ Food Consumption

(Source: Sudan Household Health Survey, 2006)

(source: Drilling Info International)

We left Sudan because of war and now we are going back for the first time in twenty years.

(source: Map No. 3707 Rev. 10, UNITED NATIONS, Department of Peacekeeping Operations Cartographic Section, April 2007; demarcation line source is US Department of State)

The Sudan has been at war with itself in two successive civil wars since its independence in 1956 from British rule in the southern region and British-administered Egyptian rule in the rest (Anyanya 1: 1956-1972 & Anyanya 2: 1983-2005). Colonial powers may have decided to create Africa’s largest country by maintaining the two administrative regions together but they may just as easily have divided the country along the Jan 1, 1956 Line of Demarcation. Power in a post-colonial Sudan was handed over to the political elite in Khartoum to the detriment of Southern Sudan, Darfur, and other peripheral regions far from the capital. Power, wealth, resources and development have always been tightly controlled by a small click of autocrats based at the confluence of the White Nile and the Blue Nile rivers. This Line of Demarcation is the divide that is now a defining line needing negotiations should Southerners vote for independence in a 2011 self-determination referendum, scheduled in the Comprehensive Peace Agreement that ended the second civil war in January 2005.

In the late 1980s, the war’s front line moved agressively through the border areas now dividing Southern Sudan from the rest of the country. When the war reached Koor’s, Gabriel Bol’s and Garang’s villages near Akon—where Northern Bahr el Ghazal meets Warrap state—everyone ran for survival. Those not fast enough were killed. Some managed to hide. Others, mostly children, were taken by northern government-backed militia and enslaved, like Koor’s younger brother Chol who we meet in the film after he is released from bondage and brought to Nairobi begin school.

Families were scattered as militia burned villages, killed their inhabitants and stole cattle. They ran in all directions to escape. Boys, often quick and nimble, ran the fastest and furthest away from the killing. As the youth continued to evade the war, they found themselves merging into growing bands of lost youth heading east toward safety. More than fifty thousand Sudanese eventually settled into one of five refugee camps in Ethiopia. In 1991, Ethiopia’s Mengistu government, allies to the Sudan People’s Liberation Movement/Army (SPLM/A), fell. The new government chased the refugees out of Ethiopia, leaving the film’s three protagonists to roam for another year toward Kakuma II Refugee Camp in northern Kenya where they met.

Chris Koor Garang enrolls his younger brother, Chol, into a boarding school in Nairobi, Kenya. (courtesy Rebuilding Hope)

In 2001, the United States established the Refugee Resettlement Program for 4000 southern Sudanese refugees from Kakuma. Koor Garang was resettled in Tuscon, Arizona. Garang Mayuol went to Chicago, Illinois. Gabriel Bol Deng went to Syracuse, New York. A great book that should be read before viewing the film is David Eggers (2006) What is the What: the autobiography of Valentino Achak Deng. It provides the Lost Boys context in more detail than the film, which will help the viewer better understand where Koor, Garang and Gabriel are coming from.

Each of the three boys’ (now men’s) stories are similar. They are representative of many “lost boys” who immigrated from refugee camps for distant countries, recieved an education and are beginning to return to Southern Sudan. Some are returning permanently to work in the government, to teach, to start businesses, etc. Others are going back as philanthropic visitors to build schools, supply clinics, etc.

The three grown men share the common goal of locating their families that they haven’t seen since the war sent them fleeing their respective village so long ago. Some members of their families now live in the same villages from which they ran. Others now live in larger state capitals. Some have fallen victim to the war and were killed like two million other Sudanese.

Gabriel Bol Deng in home village (courtesy: Rebuilding Hope)

Chris Koor Garang is studying to become a registered nurse and works as a Licensed Practical Nurse. He has set up a Non-governmental Organization (NGO) (The Ubuntu) to provide medical supplies to the modest Brown Back Medical Centre in Akon, to distribute mosquito nets to local people and share his skills with care givers there.

Gabriel Bol Deng finished his undergraduate degree in mathematics education and is a strong believer that education is the answer to relieve poverty for his people. He started his own NGO (Hope For Ariang) to build a school in his home town of Ariang. When he arrives in Akon, Gabriel Bol meets an uncle at the market and asks the whereabouts of his parents. He is told to go to his home village to find out because he is not the one to say. Upon arrival in the village, an aunt walks up to him, revealing that his mother lives on in Gabriel’s eyes that resembled hers. He later shares an intimate moment under a large and healthy tree and tells us:

Our ancestors, when they die, they know what those people who are alive are doing. And I believe my mom really, and my dad… they know what I’m doing. The tree grew out of where my placenta was buried and it’s where my mom was buried… My mom is giving something back in the form of a tree. This tree is the greatest blessing ever and the greatest connection between me and my mom… There is no better way to honor them than really, to help people and contributing to making life better in Ariang village.

Garang Mayuol's homecoming (coutesy: Rebuilding Hope)

Garang Mayuol’s main goal during his first visit home is to seek out and locate his mother who he hasn’t seen in twenty years. He would also help his two friends with their NGOs. All three of them realized, as they distribute mosquito nets and sewing kits to villagers, that the need quickly surpassed their supplies. The anguish from not being able to provide for everyone is self-evident on each of their faces, particularly when one man repeats to Koor over and over after being told that there are no mosquito nets, “Just one will be enough for me and my kids.” While buyig supplies in Kenya, they decided to purchase less mosquito nets than expected due to weight restrictions on the charter flight to South Sudan. A decision that weighed heavy on their shoulders.

The historical background provided in the film is minimal but it still provides context to the war that displaced four million people, sent one million into refugee camps outside of the country and killed two million. Post-colonial power, typical for the British in retreat, was distributed to a select few to British best interest rather than the best interests of the population as a whole.

Gabriel Bol describes the source of conflict in Sudan when he states that the main source of the problem lies in the hunger for leadership. He says that clicks and specific groups are dominating politics and using religion to divide the people of Sudan.

The film portrays divisions between Arabs and non-Arabs in Sudan within its historical narrative. When referring to the divide-and-conquer strategies of Sudan’s central government in the civil war (Muslim north vs Christian South) and in Darfur (Arab vs black non-Arabs), Marlowe suggests that non-Arab black Darfuris are natural allies of Southerners. The divisions exploited by the Khartoum government are much more complexe and are not necessarily divided along religious, linguistic or ethnic lines. They were exploited along political lines to control power and share wealth to suit their political ends. It is dangerous to hint about such cultural/ethnic divisions prior to a self-determination referendum, because the minorities on both sides of the North/South border will suffer if political powers continue to exploit these divisions to prevent or promote separation of the Sudan.

Despite this, Rebuilding Hope gave me a glimpse at something new in Southern Sudan. The diaspora who left their homeland because of war are returning with hope for the future and a with strong connection to the land and its people they were froced abandoned so long ago.

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Jen Marlowe recently wrote an update about South Sudan and updates us in her article: S. Sudan makes some progress amid possibility of war.

More from Jen Marlowe on Untold Stories: Pulitzer Centre on Crisis Reporting, including a video about education and health care in South Sudan.

Have you seen another film about South Sudan, Lost Boys or about changes taking place in Sudan that we should now about? If you are South Sudanese and have regturned to your homeland to rebuild after being in exile, what is your experience? Please share in the comments below.

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movie trailer:

We are seven around the table. I’m surrounded by Child Protection Specialists, Mine Risk Educators, Child Protection Officers and Mine Victim Assistant Officers. They all work either for UNICEF or United Nations Mine Action Office (UNMAO). Other organizations collaborate with the

I learn that the reported number of landmine and explosive remnants of war (ERW) casualties in Southern Sudan is more than 2,642. In the past 3 1/2 years, 3,050 dangerous areas have been identified through a Landmine Impact Survey but only 1,894 of them have so far been cleared. Each year, the Mine Risk Education Program hopes to reach around 250,000 children with 26 groups of local educators in the field. So far a total of 758,365 Internally Displaced People (IDPs) and refugees have received Mine Risk Education.

After the briefing, a group of us climb into an UNMAO vehicle and drive to a roundabout near the construction site of the Dr. John Garang monument and museum. The War Child vehicle is waiting for us at the rendez-vous point, so we continue behind their lead. We drive 12 kilometres along a bumpy dirt road toward the village of Kabo.

On the way, we notice heavy plumes of black smoke rising from the horizon. We drive closer and can see the flames in the distance.

We continue onward to where the Kajo Kaji Youth Organization Family Association will provide a mine risk education presentation to the youth of the village. I’m going to observe. On the way, we pass a bush fire that rages across the landscape.

Mine Risk Education in Kabo Village

During the civil war the site of Kabo was a former military base. After the signing of the Comprehensive Peace Agreement (CPA) in 2005 between the Government of Sudan in Khartoum and the Sudan People’s Liberation Army/Movement (SPLA/M), the military camp was abandoned. Refugees and other displaced people from within Sudan return to their southern homeland. Some choose to settle in this village. Many families inhabit the former base area. They build houses, open shops, and settle in to their new lives.

Mine Risk Education in Kabo Village

Unfortunately, there are lingering landmines, planted to protect the former base during the civil war. An invisible fence that maims and kills long after the soldiers have left. Throughout Southern Sudan, the scenario repeats itself: families return to resettle an area and landmines litter the arable land where they plan to cultivate.

The kids are taught how to recognize the markers that identify mine areas, what to do if a suspected landmine is found, and who to tell in the communities to get the site added to the Survey.

Lino Madut Angok

The first photo is of Lino Madut Angok, who used to be a student in Sud Academy but has since changed schools with the help of Kellee Jacobs and contacts she has in Canada. Profiles of Lino and four other students who have just left Sud Academy to finish their last year of high school at Riruta Central School can be found on Kellee Jacobs’ blog. Kellee has been actively working with Sud Academy during a volunteer stage there and has written about it on her blog.

Lino carries around the accompanying double-sided letter to inform people of his situation and his history to help get support wherever possible. He showed it to me while visiting him at his new school and allowed me to post it here. It is apparantly a common practice for these boys (men) to always have such a letter to use when needed.

The following portraits are of the student leaders from the Sud Academy whom I asked to point out the badges they wear that represent their leadership role at the school. Although there wasn’t enough time to speak with each of the following students individually about their personal stories that brought them here as refugees, these portraits provide a glimpse into their respective personalities, their shared histories and the perseverance that will carry them forward.

Maduok Magok, Assistant Head Boy

Philip Manyok, Debate Chairman Primary

Daniel Deng Yel, Head Boy

Deng Maduok Deng, Deputy Chairman Duties

David Deng Yel, Time Keeper

Rose Aweng, Office Girl

Augustino Agoth, Prefect

Mayom Madjieu, Treasurer, Student Union

Peter Jok, Deputy Debate Chairman Secondary

Joseph Deng, Chairman Duties/Deputy Information Officer Student Union

Achieng Alice, Assistant Prefect

Kuol Bol Kuol, Advisor Student Union

Reich Maluak Abraham, Chairman Student Union

David Laak, Deputy Chairman, Student Union

Nyang Makuach Wol, Information Officer Student Union

Peter Mariak Akeen, Secretary Student Union

Tina Gon, Treasurer Student Union

Rimond Ayii Kiir, Prefect

Gregory Dut, Deputy School Captain

Wol Makuach, Prefect

Abraham Mawut Achuil, Assistant Environment Prefect

Dangan Pap, Deputy Advisor Student Union

Linet Naliaka, Prefect

Machar Biar Dau, School Captain