‘Not yet Uhuru’: Interpreting the Education System in Post-Independence South Sudan

Kuyok Abol Kuyok


South Sudan’s independence in July 2011 came with a euphoric promise to break with the Sudan’s cultural
domination, epitomised by the latter’s education system. Yet, despite the introduction of the national curriculum,
South Sudan, as a part of the modern Sudan for decades, is struggling to rid itself of the colonial education system.
This article examines the persistence of foreign education in post-independence South Sudan. The complexities of
the foreign education are intertwined with the concurrent political and economic upheavals that have bedevilled the
world’s youngest nation. The national curriculum is encumbered by government underfunding of
education-associated with a poorly performing economy exacerbated by conflict. Underinvestment in education has
wider implications for the provision of learning resources and teacher training. South Sudan’s continuous reliance on
foreign schooling curricula implies that its education system is not yet ‘free’ and independent. Most importantly, in
the context of the renewed conflict, the lack of the national curriculum is critical for South Sudan’s nation-building
agenda. The evidence in this article has implications for improving educational policy and practice in South Sudan
and other similar post-conflict African countries.

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DOI: https://doi.org/10.5430/wje.v9n3p82

Copyright (c) 2019 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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