[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587764-105":59,"doc-detail-587764-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","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","","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.",{"@graph":69,"@context":123},[70,84,106],{"@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/strengthening-tvet-in-south-sudan-through-greening-and-gender-transformation-report-of-the-baseline-study/587764/",{"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/strengthening-tvet-in-south-sudan-through-greening-and-gender-transformation-report-of-the-baseline-study/587764.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of the baseline study on greening and gender transformation in TVET in South Sudan?","Question",{"text":113,"@type":114},"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.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which areas of TVET governance and programming does the study examine?",{"text":118,"@type":114},"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.",{"name":120,"@type":111,"acceptedAnswer":121},"What key barriers and gender-related challenges are highlighted?",{"text":122,"@type":114},"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.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},587764,1792188753,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","International Centre for Technical and Vocational Education and Training  \nStrengthening TVET in South Sudan  \nthrough greening and gender transformation  \nReport of the baseline study  \nStrengthening TVET in South Sudan  \nthrough greening and gender transformation  \nReport of the baseline study  \n\n| UNESCO – a global leader in education\u003Cbr>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.\u003Cbr>| The Global Education 2030 Agenda\u003Cbr>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.\u003Cbr>|\n| --- | --- |\n\nUNESCO-UNEVOC  \nInternational Centre for Technical and Vocational Education and Training  \nUN Campus Platz der Vereinten Nationen 1  \n53113 Bonn Germany  \n© UNESCO 2025  \nThis 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)) .  \nThe 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.  \nThe 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  \nGraphics and lay-out: Christiane Marwecki  \nCopy-editing: Jacqueline Lawless  \nCover photo: UNESCO-UNEVOC  \nTable of contents  \nForeword 7  \nAcknowledgments 7  \nAbbreviations 8  \nExecutive summary 9  \nKey findings 10  \nKey recommendations 11  \nSECTION 1  \nBackground 13  \nIntroduction 13  \nBaseline study objectives 14  \nScope of the study 14  \nBaseline study methodology 15  \nQuality assurance 15  \nData analysis 15  \nLimitations 15  \nKey questions 15  \nSECTION 2  \nCurrent state of greening and gender transformation inTVET in South Sudan 17  \nTVET governance in South Sudan 17  \nNumber ofTVET centres 17  \nTVET programmes 17  \nRelevant TVET policies, legislative frameworks, plans and strategies 18  \nPolicy to support the identification of the skills needed for the green transition 18  \nBarriers and enabling policies to facilitate better practices 18  \nIdentification of skills for the green transition that promote a gender perspective 22  \nGovernance and stakeholders 22  \nTVET funding 23  \nGreening TVET 25  \nDevelopment of green curricula, competency standards and assessment of skills 25  \nEngaging students to develop their environmental awareness, skills and institutional culture 25  \nGreening training and professional development of teachers and in-company ","cbCaiiiPZBMwir6S","https://ap.wps.com/l/cbCaiiiPZBMwir6S","pdf",5334461,64,"English","# Table of contents\n## Foreword\n## Acknowledgments\n## Abbreviations\n## Executive summary\n## Key findings\n## Key recommendations\n## SECTION 1 - Background\n### Introduction\n### Baseline study objectives\n### Scope of the study\n### Baseline study methodology\n### Quality assurance\n### Data analysis\n### Limitations\n### Key questions\n## SECTION 2 - Current state of greening and gender transformation in TVET in South Sudan\n### TVET governance in South Sudan\n### Number of TVET centres\n### TVET programmes\n### Relevant TVET policies, legislative frameworks, plans and strategies\n### Policy to support the identification of the skills needed for the green transition\n### Barriers and enabling policies\n### Identification of skills for the green transition that promote a gender perspective\n### Governance and stakeholders\n### TVET funding\n### Greening TVET\n### Gender transformation in TVET\n### Roadmap to introducing gender transformation in day-to-day running in TVET\n## SECTION 3 - Recommendations\n### An integrated approach\n### Specific recommendations to unlock greening TVET\n### Specific recommendations for gender transformation\n## References\n## Appendices","[{\"question\":\"What is the purpose of the baseline study on greening and gender transformation in TVET in South Sudan?\",\"answer\":\"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.\"},{\"question\":\"Which areas of TVET governance and programming does the study examine?\",\"answer\":\"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.\"},{\"question\":\"What key barriers and gender-related challenges are highlighted?\",\"answer\":\"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.\"}]","Strengthening TVET in South Sudan through greening and gender transformation - Report of the baseline study | PDF",1792062998,161]