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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
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.
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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