Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The 2012 National Communication Act defines information technology as “establishing, collecting, processing and storing of information and sending it through electronic devices, including those involving the use of computers and other communication systems”. There is no definition provided for the term information and communication technologies (ICTs), although the term is used in several government documents.
The 2020 National Inclusive Education Policy defines assistive devices as “materials and equipment designed to assist a learner in performing a particular educational task. It is intended to compensate for any form of functional limitation that makes it difficult for a learner with a disability to access the curriculum. Assistive devices and communication technologies, mobility aids, hearing aids and visual aids”.
The term education technology (EdTech) is not used in government documents.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: There is no ICT Act or ICT in Education/EdTech Act. The 2012 National Communication Act provides for universal access and services in the Republic of South Sudan (Article 73) (including broadband connectivity), with no mention of education or schools.
The 2012 General Education Act includes provisions for alternative education systems to “provide learning opportunities for learners who have missed their formal education in the basic education system, and those who never joined basic education” (Article 9.2).
The 2011 Constitution of the Republic of South Sudan (as amended in 2013) stipulates that all levels of government shall promote industrial and technological development by adopting appropriate policies and legislation for the encouragement and attraction of local and foreign investment (Article 37: 2).
Policies, plans and strategies: There is no ICT in Education/EdTech policy or strategy or national ICT policy, but the government refers to technology in several policies and strategies specific to education. The 2015 Policy for Alternative Education Systems and 2013 Alternative Education System Implementation Guide promote the use of media and other communication technologies for the provision of alternative education opportunities to marginalized children, youth and adults that do not have access to, have dropped out of or have missed formal education. This includes the South Sudan Interactive Radio Instruction (SSIRI) program for primary level and adults.
The 2017-22 General Education Strategic Plan aims to enhance ICT infrastructure in schools, while the South Sudan Curriculum Framework supports the development ad integration of ICT skills in the national curriculum. There are also objectives for the provision of assistive devices for students with disabilities in the 2020 National Inclusive Education Policy.
The 2021-24 Revised National Development Strategy has a dedicated section on ICT, which is viewed as an important tool for the country’s development, with the government aiming to put in place the appropriate infrastructure, systems and culture for its integration. Education objectives relating to ICT include strengthening the use of ICT in education implementation programs, equipping offices and schools and ICT, training staff on the use of ICT, and promoting digital transfer.
Digital competency frameworks: There is no digital competency framework for teachers or learners but the South Sudan Curriculum Framework includes some ICT-related competencies for students.
Changes occurred as a result of COVID-19: Due to the impact of the COVID-19 pandemic, the 2021-24 Revised National Development Strategy supports several strategies for increasing the use of ICT across the education system. This includes the establishment of online infrastructure in schools, the migration to digital or online modes of delivery through a combination of both face-to-face and online classes, the deployment of ICT specialists in schools and colleges to support online teaching and learning, the establishment of a digital identity for students and staff, curriculum and lectures to be made available online, and all teachers and students to acquire communication devices. Moreover, schools and offices aim to be equipped with ICT, in addition to staff being trained on the use of ICT.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
The 2021-24 Revised National Development Strategy supports the construction and expansion of existing infrastructure in schools, particularly following the impact of the COVID-19 pandemic.
Electricity: The 2016 Basic School Construction Standards and Guidelines aim to ensure that all school construction adheres to agreed minimum standards for child friendly and safe learning spaces, including the supply of electricity. Sustainable energy sources aim to be additionally installed wherever possible.
The 2021-24 Revised National Development Strategy aims to improve South Sudan’s energy facilities, which includes investing in transmission infrastructure to expand the distribution of electricity across the country. However, there is no explicit reference to schools.
Computers and devices: The 2021-24 Revised National Development Strategy aims for all students and teachers to acquire communication devices. In addition, the 2017-22 General Education Strategic Plan supports the procurement and distribution of assistive learning devices for children with disabilities, the donation of 10,000 computers to schools, as well as the construction of ICT labs in existing secondary schools. The 2020 National Inclusive Education Policy also provides for the provision of assistive devices and technology equipment like adaptive learning devices like Braille and audio visual aids.
Internet connectivity: The 2012 National Communication Act includes broadband penetration as part of its universal access and services in the Republic of South Sudan (Article 73), although this does not explicitly apply to schools. The 2021-24 Revised National Development Strategy aims to invest in stronger and bigger broadband capacity for public institutions, which includes internet capability, communication equipment (such as computers), and technical expertise to service ICT systems. The government explicitly aims to establish online infrastructure in schools, with the deployment of ICT specialists in schools and colleges to support online teaching and learning and curriculum and lectures to be made available online. According to the 2019 South Sudan Country Report for the Fifth UN Conference on the Least Developed Countries, a national communications grid for ICT is being developed, based on a fibre optic network, with efforts being made to establish access to the global communication network of submarine cables, build a national broadband network linked to it and implement a policy of universal access and promote competition among providers. This has been estimated to cost US$ 850 million, to be funded mainly by the private sector. The first phase of fibre backbone connection was established in January 2020.
2.2.2. Technology and learning environments
South Sudan has long been promoting distance learning as part of its Policy for Alternative Education Systems. This includes the South Sudan Interactive Radio Instruction (SSIRI) programmes which aim to improve basic education for children in schools and learning centres, and also reach out of school youth and adults. There are three interactive radio programmes: 1) Learning Village to supplement classroom teaching in lower primary classes; 2) Radio Based Education for All (RABEA) for youth and adults; and 3) Professional Studies for Teachers (PST) to upgrade teachers’ skills which address in-service teacher training topics. MP3 players are loaded with the programmes and used in the classroom situation as and when required or can be broadcast from local radio stations. The 2012-17 General Education Strategic Plan similarly promotes distance learning, with plans for a national policy for distance learning to be developed, highlighting that distance learning programs will be developed and made accessible through the media and ICT. Distance learning is also included as part of the 2015-17 Girls Education Strategy for South Sudan.
In March 2020, all schools were ordered to close due to COVID-19, during which the Ministry of General Education and Instruction, through collaboration with external development partners such as USAID and UNICEF aimed to ensure the continuity of learning through distance learning, with radios being distributed to children from vulnerable households across the country. According to the 2021-24 Revised National Development Strategy, basic lessons were broadcast on radio and television, with the use of photocopied notes where there was limited or no bandwidth. The government additionally aimed to establish an online infrastructure in schools and provide a dual mode of face-to-face and online classes in the long-term.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The South Sudan Curriculum Framework aims to prepare young people for the “changing life ahead”, with specific objectives to integrate ICT in curriculum subjects from early childhood to Grade 8. The framework additionally identifies student competencies which include critical and creative thinking, communication (including use a range of media, technologies and languages), cooperation, and culture and identity.
The development of scientific and technological skills and promotion of education, science and technology are also highlighted in the 2019 South Sudan Country Report for the Fifth UN Conference on the Least Developed Countries and the 2012-17 General Education Strategic Plan. There are several documents that aim to provide girls with equitable access to learning opportunities to redress past inequalities in education provision (including the promotion of affirmative action policies and gender-sensitive curriculum), such as the Ministerial Order No.22/2017 on Girls Education in the Republic of South Sudan, 2015-17 Girls Education Strategy, and 2021-24 Revised National Development Strategy, although there is no specific mention of increasing girls’ participation in STEM.
2.3.2. Teachers
There is no ICT competency framework for teachers. The 2021-24 Revised National Development Strategy supports training teachers on the use of ICT, which is similarly highlighted in the Policy for Alternative Education Systems and 2013 Alternative Education System Implementation Guide (the latter of which also highlights in-service teacher training through the use of radio broadcasts). The 2017-22 General Education Strategic Plan aims to establish in-service training programs in ICT for inspectors and supervisors.
2.4. Cybersecurity and safety
The 2019 South Sudan Country Report for the Fifth UN Conference on the Least Developed Countries aims to update the legal and regulatory frameworks to safeguard citizens’ digital rights and incorporate the potential implications of increasing the use of emerging technologies and data into existing legal safeguards.
2.4.1. Data privacy
The 2021 Cybercrimes and Computer Misuse Provisional Order provides for the protection and prevention of crimes committed through computers or computer systems, internet or any related activities (Article 3). This includes the disclosure of passwords or data (Article 14), although there is no explicit reference to education or schools in the Act.
2.4.2. Online abuse and cyberbullying
The 2021 Cybercrimes and Computer Misuse Provisional Order includes provisions for the protection and prevention against cybercrimes, but there is no specific reference to education or schools.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The Ministry of General Education and Instruction (MoGEI) is overall responsible for the development and integration of ICT in the education system of South Sudan.
The Ministry of Transport and Communications assists the MoGEI in developing ICT infrastructure in schools, including the establishment of an online learning environment and provision of distance learning through radio and television broadcasts.
3.2. Roles of schools
There is no prohibition of the use of mobile devices in classrooms in South Sudan.
