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Project staff worked with parents, teachers, women, youth, and other community members to develop and implement school improvement plans. Plans drew on a “good school” visioning exercise, interpretation of relevant access/quality/safety data, and assessment of community assets. In-kind grants supported books and instructional materials, alongside capacity-building workshops for PTA members and teachers, while violent conflict disrupted implementation and raised concerns about long-term sustainability in conflict-affected settings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-community-participation-in-improving-education-in-south-sudan/590751/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-community-participation-in-improving-education-in-south-sudan/590751.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the initiative seek to improve in South Sudan’s education system?","Question",{"text":112,"@type":113},"The initiative focuses on improving education access, quality, and safety by encouraging and enabling community participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in developing and implementing the school improvement plans?",{"text":117,"@type":113},"Project staff engaged parents and teachers and also involved women, youth, and other community members in planning and implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"What resources did the Room to Learn project provide to support participation?",{"text":121,"@type":113},"The project provided in-kind grants, mainly books and other instructional materials, and organized capacity-building workshops for PTA members and teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590751,1792251877,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 5(4), pp. 221-239, October 2017 ISSN: 2354-2160  \nReview  \nPromoting community participation in improving education in South Sudan  \nMark Ginsburg1*, Valerie Haugen2, Francis Lokong3 and Seth Ong’uti4  \n1 University of 2Washington,  \nMaryland, USA. DC, USA.  \n3Juba, Republic of South Sudan. 4 Nairobi, Kenya.  \nAccepted 24 October, 2017  \n\n| ABSTRACT\u003Cbr>This article examines an initiative by the USAID-funded Room to Learn South Sudan project (2013 to 2016) to encourage and enable community participation in improving education access, quality and safety. Project staff engaged parents and teachers as well as women, youth, and other community members in developing and implementing school improvement plans. These plans were informed by their participation in a “good school” visioning exercise; their interpretation of data on measures of access, quality, and safety; and their appraising community assets that could contribute to implementing the school improvement plan. The project provided in-kind grants (mainly books and other instructional materials) and organized one capacity building workshop for PTA members and one for teachers, but was not able to provide other kinds of support (e.g. , funds for construction, on-going technical assistance) . Nevertheless, many of the school communities reported that they had made progress in implementing some aspects of their school development plans, drawing on Room to Learn grants but also resources from the community, the government, and other projects. The project’s implementation – and the daily life of school community members – were both interrupted and challenged by periods of violent conflict between political groups associated with the two major ethnic groups (Dinka and Nuer) . The conflict-affected context not only limited implementation of the school development plans but also calls into question the sustainability of this and\u003Cbr>other initiatives undertaken by educational development projects funded by international organizations. Keywords: Community participation, conflict-affected setting, South Sudan. |\n| --- |\n| *Corresponding [author. E-mail: mginsburg49@yahoo.com. Tel:](author. E-mail: mginsburg49@yahoo.com. Tel:) 1-202-669-5196. |\n\nINTRODUCTION  \nThis article examines an initiative by the USAID-funded Room to Learn South Sudan project (2013 to 2016) to encourage and enable community participation in improving education access, quality and safety. The paper locates the initiative in the global policy and research discourses and in the historical and contemporary context of South Sudan. This discussion of the context is followed by a presentation of findings documenting the ways in which the project sought to promote community participation and the extent to which communities became involved in improving education access, quality and safety. The paper concludes with a reflection on the efforts to promote community  \nparticipation in a conflict-affected context. Questions are raised about the possibilities and limitations of such efforts in the short- and longer-term, in particular around implementation challenges and the sustainability of initiatives undertaken by educational development projects funded by international organizations.  \nGLOBAL DISCOURSES ON COMMUNITY  \nPARTICIPATION IN EDUCATION  \nOn 25 September 2015, the United Nations General Assembly adopted the 2030 Agenda for Sustainable  \nDevelopment, described as “a plan of action for people, planet and prosperity” (UN, 2015: 5) . Sustainable Development Goal 4 (SDG 4) of the Agenda focuses specifically on education: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UN, 2015 : 17) . Unfortunately, none of the targets identified under SDG 4 – including those targets labeled “means of implementation” – highlights the importance of community participation, Nonetheless, participants in the World Education Forum (May 2015) , whi","cbCaidmIfzovFi1c","https://ap.wps.com/l/cbCaidmIfzovFi1c","pdf",278852,"English","# Abstract\n# Introduction\n# Global Discourses on Community Participation in Education","[{\"question\":\"What does the initiative seek to improve in South Sudan’s education system?\",\"answer\":\"The initiative focuses on improving education access, quality, and safety by encouraging and enabling community participation.\"},{\"question\":\"Who participated in developing and implementing the school improvement plans?\",\"answer\":\"Project staff engaged parents and teachers and also involved women, youth, and other community members in planning and implementation.\"},{\"question\":\"What resources did the Room to Learn project provide to support participation?\",\"answer\":\"The project provided in-kind grants, mainly books and other instructional materials, and organized capacity-building workshops for PTA members and teachers.\"}]","Promoting community participation in improving education in South Sudan | PDF",1792070342,48]