2015 emis data summary
TRANSCRIPT
Government of the Republic of South Sudan
NATIONAL EDUCATION
S TAT I S T I C S S U M M A R YNovember 2015
What is EMIS ?The Education Management Information System (EMIS)
is a government programme of the South Sudan Ministry
of Education, Science and Technology (MoEST), which is
managed by the Directorate of Planning and Budgeting’s
Data and Statistics Unit. Established in 2006, EMIS facilitates
information-driven policy discussions and decision-making
by collecting, processing, analysing, storing and
disseminating education statistical information. The Unit
is primarily responsible for conducting the national Annual
Education Census (AEC) of all educational establishments
in the country, in close coordination with counterparts and
stakeholders at state, county, payam, and school levels.
In 2014, Altai Consulting was commissioned by the United
Nations Children’s Fund, with financial assistance from the
European Union, to support the MoEST operate EMIS. The
goal was to rethink the approach and research methodology
to focus on Ministry ownership, sustainability, and
decentralization. By the end of 2015, for the first time in EMIS
history, decentralized data entry with piloted in two states,
data analysis was conducted in South Sudan by MoEST staff,
and census data was released the same year it was collected.
RelevanceTo plan and manage its education system effectively, South
Sudan needs reliable and credible data. It needs information
about how the system is developing and changing over
time, how learning outcomes and gender disparities vary
across regions, and how South Sudan compares vis-à-vis
its neighbours or countries facing similar socio-economic
situations.
By collecting and disseminating detailed statistical information
covering key indicators of South Sudan’s education sector,
from pre-primary to higher education, EMIS assists the
government in identifying educational needs and priorities,
allocating limited resources, and monitoring the sector’s
performance.
2015 Annual Education CensusIn 2015, as a result of insecurity in parts of the country, the
Ministry conducted data collection across only 7 out of 10
states. Yet, more than 6,000 Head Teachers and over 7,500
schools and educational institutions were reached. Additional
data collection was carried out independently across 45%
of all counties in the three conflict-affected states but is not
included in the 2015 national education statistics. Overall,
despite implementation challenges, comparisons with 2013
and 2012 show that the 2015 data is coherent and of good
quality.
JON
UPNUNI
LAK
WARNBG
WEQ EEQ
WBG
CEQ
The 2015 AEC was implementedin 2 main phases:
phase 1
phase 2
Number of pupils and studentsby type of school, 2015
pre-primaryschool
4347
AES46
61
pre-primaryschool
405600
secondaryschool
1940
TVET12
university27
TTI01
8006004002000
Graph1
female male
Pupils and students by type of schooland gender, 2015
Graph3
female male
100%80%60%40%20%0
preprimaryschool 52 48
pre-primaryschool 60 40
secondaryschool 68 32
AES 68 43
TVET 61 39
TTI 70 30
university 76 24
Gender Parity Index by type of school,2015
Graph4
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% 98
67
CEQ
79
50
EEQ
5457
LAK
64
34
NBG
53
23
WAR
75
56
WBG
90
53
WEQ
primary school secondary school
71
53
Total
0%
NER by state and type of school, 2015Graph2
10%
20%
0%
30%
40%
50%
60%
70%
80%
90%
100%
46
3.5
CEQ
30
1
EEQ
42
1
LAK
52
1
NBG
43
1
WAR
58
3
WBG
44
2
WEQ
43
3
Total
primary school secondary school
Primary and secondary school dropout rate by grade and gender, 2015Graph6
100
10
20
30
40
50
60
70
80
90
female male
8 9
P1-P2
8 9
P2-P3
10 11
P3-P4
1018
P4-P5
1320
P6-P7 P7-P8
13
23
1218
P5-P6 S1-S2
2620
S2-S3
1725
S3-S4
21
39
0
Dropouts by reason and gender, 2015Graph7
16000
2000
4000
6000
8000
10000
12000
14000
68945766
couldn’t pay fees
42173136
long distanceto school
39832951
family orpersonal problem
31142092
moved/displaced
5171907
marriage
1377 1013
prolonged illness,sickness
13922
11635
other orunknown
female male
0
Primary and secondary school promotion rate by grade and gender, 2015Graph5
100%
10%
20%
30%
40%
50%
60%
70%
80%
90%
female male
62 60
P1-P2
65 65
P2-P3
72 71
P3-P4
68 68
P4-P5
64 64
P6-P7 P7-P8
6562
65 65
P5-P6 S1-S2
75 74
S2-S3
79 82
S3-S4
71 72
0%
>> 1,274 thousand students were identified in the 2015 census.
79% of those identified are in primary schools. Only about 43%
of the children old enough to go to primary school actually
enrol, ranging from 30% in Eastern Equatoria to 58% in Western
Bahr-El-Ghazal. Only 3% of the children old enough to go to
secondary school actually do so, with 7% in Central Equatoria,
6% in Western Bahr-El-Ghazal, and less than 2% in other states.
>> More male students than female students attend schools
for each school type and the gap is more significant for
universities (76% are male students), teacher training institutes
(70%), and secondary schools (68%). Enrolment in secondary
schools is also dominated by boys, especially in Lakes, Warrap,
and Northern Bahr-El-Ghazal, where the gender parity index
vary from 0.23 to 0.64.
>> Promotion rates throughout primary and secondary schools
are usually in the range of 65-75%, depending on grade, with
almost no variation between male and female students. Drop-
out rates across primary and secondary schools are high and
increasing from P1 to S4.
>> 62,524 primary school students dropped out in 2014. The
most common reasons are ‘couldn’t pay fees’ (12,660), ‘long
distance to school’ (7,353), ‘family or personal problem’ (6,934).
Additionally, 1,262 indicated ‘joining the military’ as the main
reason (933 boys), 2,424 got married and had to leave school
(1,907 girls), and 1,675 indicated ‘pregnancy’ as the primary
dropout reason (1,566 girls).
>> 3,335 students dropped out of secondary school in 2014 for
similar reasons.
Access student flow
>> The number of schools across the country has grown
over the last 2 years for all types. The number of pre-primary
schools has risen 28%, with 80% of growth provided by new
non-government owned schools. On the other hand, primary
schools have seen a 10% growth driven almost entirely by new
government owned schools. There are 39% more secondary
schools in 2015 than in 2013; the growth coming from both new
government and non-government owned schools.
>> At the state level, the majority of new pre-primary,
secondary schools and Alternative Education System (AES)
centres opened in Central Equatoria, while most of the new
primary schools opened in Northern Bahr-El-Ghazal.
>> The 2015 census identified around 36,629 teachers, 82%
of them are men. Untrained teachers are common across
all school types, and represent on average 1 in 3 teachers in
pre-primary, primary schools and AES centres. The highest
shares of untrained pre-primary and primary school teachers
are found in Eastern Equatoria, Lakes, and Northern Bahr-El-
Ghazal, while untrained secondary school teachers are most
common in Eastern Equatoria, Northern Bahr-El-Ghazal, and
Western Bahr-El-Ghazal.
>> Pupil-Teacher Ratio (PTR) is 31 for pre-primary schools
and 40 for primary schools (42 in government owned primary
schools, among the highest in the world). It is only 18 for
secondary schools due to low enrolment rates. PTRs are the
highest in Warrap, Lakes, and Western Bahr-El-Ghazal.
schools teachers
Growth of number of schoolsby type, 2013-2015
Graph8
10%
20%
30%
40%
50%
28
pre-primary
39
secondary
10
primery
12
AES
0%
100
200
300
secondary
24
45
primery
257
2
Growth of number of schools by typeand ownership, 2013-2015
Graph9
Government Non-government
pre-primary
34
127
AES
52
73
0%
Teachers by type of schooland gender, 2015
Graph11
female male
2500020000150001000050000
pre-primaryschool
15971289
382721288
pre-primaryschool
3852888
secondaryschool
5723825
AES
65225
TVET
2296
TTI
39511
university
Share of teachers by professionalqualification and type, 2015
Graph12
trained unknownuntrained
100%80%60%40%20%
preprimaryschool 47 35 18
pre-primaryschool 38 36 26
secondaryschool 64 35 19
AES 47 36 18
TVET 66 34
TTI 83 17
0%
Growth in schools by state and by type, 2015Graph10
100%
10%
20%
30%
40%
50%
60%
70%
80%
90%
55
4335
87
35
25
70 0
29
7 8 114 6 4
15
3 3
25 25
91
31
44
4
20
CEQ EEQ LAK NBG WBG WEQWAR
primary schoolpre-primary school secondary school AES
78
0%
10%
20%
30%
40%
50%
33
15
37
CEQ
38
46
28 27
EEQ
43
12
38
43
LAK
40
23
38
45
NBG
31
23 2822
WBG
35 36
17
36
Total
3531
13
28
WEQ
3532
8
28
WAR
Share of untrained teachers by state and type, 2015Graph13
primary schoolpre-primary school secondary school AES
36
0%
10%
20%
30%
40%
50%
31.8 30.6
pre-primary
42.3
35.1
primary
17.2 18.9
secondary
Pupil-teacher ratio (PTR), 2015Graph14
government non-government
0%
10%
0%
20%
30%
40%
50%
60%
70%
33
19
61
CEQ
33 35
14
33
EEQ
52
12
40
31
LAK
21 19
41
11
NBG
45
18
2825
WBG
31
40
18
24
Total
32 33
16
7
WEQ
42
2423
WAR
Pupil-teacher ratio by state and type, 2015Graph15
primary schoolpre-primary school secondary school AES
31
46
Pupil-classroom ratio (PCR) by state and by type, 2015Graph18
150
50
0
100
56 55
26
CEQ
57
71
36
19
EEQ
137
35
59 64
LAK
24
46
106
51
NBG
71
35 3826
WBG
47
85
45 41
Total
6471
3628
WEQ
101
127
62 66
WAR
primary schoolpre-primary school secondary school ALS
49
>> Pre-primary, primary schools and AES centres have the
lowest share of permanent classrooms and the highest share
of classrooms that are neither permanent nor semi-permanent.
These classrooms are often open-air types. For example, 28%
of primary school classrooms are open-air, ranging from as low
as 5% in Western Bahr-El-Ghazal to as much as 48% in Lakes.
>> Pupil-Classroom Ratio (PCR) is 47 for pre-primary schools,
varying from 24 in Northern Bahr-El-Ghazal to 101 in Warrap.
>> PCR is 85 for primary schools, with Central Equatoria having
56 pupils per classroom and Lakes having 137 pupils per
classroom.
>> PCR is 45 for secondary schools, ranging from 35 in Lakes
to 62 in Warrap.
CLASSROOMS
Distribution of school classroomsby type, 2015
Graph16
permanentother
semi-permanent
100%80%60%40%20%0%
pre-primaryschool 38 39 23
primaryschool 36 27 37
secondaryschool 76 25 4
AES 47 27 32
TVET 83 34 10
TTI 90 10
university 83 4
Share of primary school open-airclassrooms by state, 2015
Graph17
10%
0%
20%
30%
40%
50%
60%
3
CEQ
17
EEQ
48
LAK
39
NBG
42
WAR
5
WBG
35
WEQ
28
Total
>> 64% of primary schools have no access to drinking water;
the lowest share being in Central Equatoria (51%) and highest
in Western Equatoria (80%).
>> 52% of primary schools have no latrines. The share varies
from 27% in Central Equatoria to 65% in Northern Bahr-El-
Ghazal.
>> 97% of primary schools have no access to electricity. For
instance, 92% of schools in Central Equatoria have no access
to electricity, while this indicator is almost 100% in Northern
Bahr-el-Ghazal.
Facilities
100%
10%
0%
20%
30%
40%
50%
60%
70%
80%
90%
51
27
92
CEQ
61
45
97
EEQ
5963
99
LAK
60
50
98
WBG
64
52
97
WEQ
80
46
98
WEQ
62 65
99
WAR
Share of schools with no access to facilities by state, 2015Graph19
no access to latrinesno access to drinking water no access to electricity
74
100
NBG
65
www.goss.org
© Ministry of Education, Science & Technology 2015
Photos courtesy of UNICEF and Altai Consulting
This publication may be used as a part or as a whole, provided that the MoEST is acknowledged as the source
of information. The map used in this document is not the official map of the Republic of South Sudan and are for
illustrative purposes only.
Soft copies of the complete national and state education statistical booklets, along with the EMIS baseline list of
schools and related documents, can be accessed and downloaded at: www.southsudanemis.org.
For inquiries or requests, please use the following contact information:
- George Mogga
Director of Planning and Budgeting MoEST
- Giir Mabior
EMIS Manager MoEST
- Data & Statistics Unit
MoEST
- Phuong Nguyen
Chief, Education & Adolescent Development UNICEF
- Akshay Sinha
Education Officer UNICEF
- Daniel Skillings
Project Director Altai Consulting
- Philibert de Mercey
Senior Methodologist Altai Consulting
- Charles-Henri Putz
Graphic design