Strengthening TVET in South Sudan through greening and gender transformation - Report of the baseline study

Oct 15, 2026

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Strengthening TVET in South Sudan through greening and gender transformation presents a baseline study prepared by UNESCO-UNEVOC for a project implemented with the Government of South Sudan. The study examines the current state of greening and gender transformation in TVET, including governance, number of centres, TVET programmes, relevant policies and legislative frameworks, skills identification for the green transition, and barriers and enabling measures. It also reviews gender-specific constraints such as cultural norms, GBV, access criteria, curricula, teacher workforce composition, and the availability of sex-disaggregated data, concluding with recommendations and key findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages64

Reading Time2 h 41 min

AccessFree to download

Table of contents

Foreword

Acknowledgments

Abbreviations

Executive summary

Key findings

Key recommendations

SECTION 1 - Background

Introduction

Baseline study objectives

Scope of the study

Baseline study methodology

Quality assurance

Data analysis

Limitations

Key questions

SECTION 2 - Current state of greening and gender transformation in TVET in South Sudan

TVET governance in South Sudan

Number of TVET centres

TVET programmes

Relevant TVET policies, legislative frameworks, plans and strategies

Policy to support the identification of the skills needed for the green transition

Barriers and enabling policies

Identification of skills for the green transition that promote a gender perspective

Governance and stakeholders

TVET funding

Greening TVET

Gender transformation in TVET

Roadmap to introducing gender transformation in day-to-day running in TVET

SECTION 3 - Recommendations

An integrated approach

Specific recommendations to unlock greening TVET

Specific recommendations for gender transformation

References

Appendices

International Centre for Technical and Vocational Education and Training Strengthening TVET in South Sudan through greening and gender transformation Report of the baseline study Strengthening TVET in South Sudan through greening and gender transformation Report of the baseline study | UNESCO – a global leader in education
Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for education, providing global and regional leadership to drive progress, strengthening the resilience and capacity of national systems to serve all learners and responding to contemporary global challenges through transformative learning, with special focus on gender equality and Africa across all actions.
| The Global Education 2030 Agenda
UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.
| | --- | --- | UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training UN Campus Platz der Vereinten Nationen 1 53113 Bonn Germany © UNESCO 2025 This publication is available in Open Access under the Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license ([https://creativecommons.org/licenses/](https://creativecommons.org/licenses/)[ ](https://creativecommons.org/licenses/)by-sa/4.0/deed.en) . By using the content of this publication, users accept to be bound by the terms of use of the UNESCO Open Access Repository ([https://](https://)[ ](https://)[www.unesco.org/en/open-access/cc-sa](www.unesco.org/en/open-access/cc-sa)) . The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Editor and graphic designer: Emily Subden Cover photo: A trainee from the Her Turn programme preparing for her final assessment © KOTO Graphics and lay-out: Christiane Marwecki Copy-editing: Jacqueline Lawless Cover photo: UNESCO-UNEVOC Table of contents Foreword 7 Acknowledgments 7 Abbreviations 8 Executive summary 9 Key findings 10 Key recommendations 11 SECTION 1 Background 13 Introduction 13 Baseline study objectives 14 Scope of the study 14 Baseline study methodology 15 Quality assurance 15 Data analysis 15 Limitations 15 Key questions 15 SECTION 2 Current state of greening and gender transformation inTVET in South Sudan 17 TVET governance in South Sudan 17 Number ofTVET centres 17 TVET programmes 17 Relevant TVET policies, legislative frameworks, plans and strategies 18 Policy to support the identification of the skills needed for the green transition 18 Barriers and enabling policies to facilitate better practices 18 Identification of skills for the green transition that promote a gender perspective 22 Governance and stakeholders 22 TVET funding 23 Greening TVET 25 Development of green curricula, competency standards and assessment of skills 25 Engaging students to develop their environmental awareness, skills and institutional culture 25 Greening training and professional development of teachers and in-company

FAQs

What is the purpose of the baseline study on greening and gender transformation in TVET in South Sudan?

The study establishes the baseline by assessing the current state of greening and gender transformation within TVET, including governance arrangements, policy frameworks, skills identification, and gender-related barriers and enabling factors. It then informs recommendations for implementing green TVET and gender-responsive actions.

Which areas of TVET governance and programming does the study examine?

The report reviews TVET governance in South Sudan, the number of TVET centres, TVET programmes, and relevant TVET policies, legislative frameworks, plans, and strategies. It also considers governance, stakeholders, and TVET funding as part of the current state assessment.

What key barriers and gender-related challenges are highlighted?

The report identifies barriers to making greening a priority in South Sudan’s TVET and outlines gender constraints such as cultural norms and stereotypes limiting female participation, unreported GBV realities, non-robust tailored support systems, biased selection criteria, and limited sex-disaggregated data for monitoring progress.

Oct 15, 2026

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