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Educational Development in South Sudan: Conscious Design or Spontaneous Order?

Lookup NU author(s): David Longfield

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Abstract

Educational development is key to the future prosperity of South Sudan. Officially the situation appears bleak with up to fifty percent of primary aged children out of school, high reported dropout rates and poor attainment. Those involved in the development of education; government departments, international agencies, individuals and communities are following one of two different approaches as they seek to extend the reach of education. The paper suggests that these different approaches arise because those involved consciously or unconsciously hold to either a conscious design or spontaneous order model for educational development. This paper looks at the two theories and at their outworking as seen in the schools and communities in Juba. It finds, despite the rhetoric of the official reports, that most growth is organic and that most recent educational development is emerging spontaneously.

Publication metadata

Author(s): Longfield DV

Publication type: Article

Publication status: Published

Journal: Economic Affairs

Year: 2015

Volume: 35

Issue: 2

Pages: 178–196

Print publication date: 01/06/2015

Online publication date: 15/06/2015

Acceptance date: 25/02/2015

Date deposited: 03/07/2015

ISSN (print): 0265-0665

ISSN (electronic): 1468-0270

Publisher: Wiley-Blackwell Publishing Ltd.

URL: http://dx.doi.org/10.1111/ecaf.12126

DOI: 10.1111/ecaf.12126

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