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Educational Development in S outh S udan: Conscious Design or Spontaneous Order?
Author(s) -
Longfield David
Publication year - 2015
Publication title -
economic affairs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.24
H-Index - 18
eISSN - 1468-0270
pISSN - 0265-0665
DOI - 10.1111/ecaf.12126
Subject(s) - prosperity , order (exchange) , government (linguistics) , rhetoric , political science , economic growth , capital (architecture) , public relations , economics , geography , finance , theology , linguistics , philosophy , archaeology
Educational development is key to the future prosperity of S outh S udan. Officially the situation appears bleak with up to 50 per cent 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 each following one of two different approaches as they seek to extend the reach of education. The article suggests that these different approaches arise because those involved hold to either a conscious‐design or a spontaneous‐order model for educational development. The article looks at the recent development of schools in Juba, the capital of South Sudan, in the light of these two theories and finds, despite the rhetoric of the official reports, that most growth is organic and that most recent educational development is emerging spontaneously.