South Sudan launches condensed textbooks to boost access to quality education

JUBA – South Sudan’s Ministry of General Education and Instruction, in partnership with development partners, has launched condensed textbooks for the Accelerated Secondary Education Program (ASEP) and Intensive English Courses (IEC) on Tuesday, aiming to expand access to quality education nationwide.

“This programme is a successful pathway for teachers who have previously missed opportunities in the formal education system. The condensed programme allows secondary education to be completed in two years instead of four,” said the Minister of General Education and Instruction, Dr Kuyok Abol Kuyok, during the launch in Juba on Tuesday.

“Access to every child in South Sudan must include quality education. You cannot have quality education if the teachers are not trained, if the teachers are not qualified,” Kuyok said.

Kuyok expressed gratitude to the World Bank for funding the project, as well as to WTI and the Project Implementation Unit (PIU) for their ongoing support. “This is a project that is ours, and we need to own it. All of us must work together to make sure that the project is successful at the end of the day,” he added.

Kuyok highlighted that ASEP currently has 3,433 enrolled learners, including 1,193 female learners, across 58 centres nationwide.

The programme targets volunteer primary school teachers who lack secondary education qualifications, enabling them to complete their secondary education and sit for the South Sudan Certificate of Secondary Education. In addition, 1,000 refugee teachers are participating in intensive English language courses to strengthen teaching quality and integration into the national education system.

Meanwhile, representatives from WTI highlighted practical steps taken to ensure programme success. Viola Riak, Gender-Based Violence Specialist, explained that the project has affirmative action targets to ensure that 35% of learners are female. It also includes refugee learners, ensuring inclusivity in all project activities.

“One component of the project ensures that teachers are trained, and the second ensures that schools which are not operational are revived,” she said.

She highlighted the project’s gender and refugee targets.

“At least 35% of ASEP learners must be female,” she said. “The project also has a target of ensuring that at least 40% of learners are from refugee settings.”

Riak stated that women will receive scholarships to complete ASEP and transition into teacher training institutes.