Integrated Essential Emergency Education Services (IEEES)

Context and Issue

The IEEES project, funded by USAID and executed by UNICEF and its partners in South Sudan, spans three years. Its objective is to enhance the retention of the most vulnerable boys and girls in schools by offering consistent learning opportunities. Additionally, it aims to enhance their educational outcomes, protection levels, and resilience amidst violent conflict. The project targets an additional 300,000 girls and boys, with 38% being girls, building upon the previous Emergency Education Project's aim of 300,000 learners. By 2020, the IEEES aims to increase the target beneficiaries to 600,000 learners. Ultimately, the project seeks to bolster resilience and aid in recovering South Sudanese children, adolescents, and their families by establishing connections with other sectors and providing psychosocial support.

Solution

The key elements of the intervention included (i) enhancing the school environment by establishing new child-friendly Temporary Learning Spaces (TLS) in 296 schools and renovating 165 classrooms; (ii) supplying fundamental school materials, including 2,731 teacher kits and 10,569 student kits; and (iii) providing incentive assistance to 6,724 volunteer teachers, of whom 3,203 were female.

Impact

The IEEES initiative offers a sense of regularity and optimism for children and teenagers to pursue their education even amidst challenging conditions. This is demonstrated by a rise in the desire for education, particularly in regions where refugees or internally displaced persons (IDPs) are resettling. Returnees actively seek enrollment in IEEES project schools or learning centres in these areas. Consequently, there has been a notable increase in enrollment and attendance rates across all supported project schools. The emergency education project has spurred greater demand for education among parents, communities, and educators.

The IEEES project has made significant strides in improving education access, retention, and resilience for vulnerable children in South Sudan, yet its long-term success hinges on comprehensive evaluation, sustainable teacher support, and multi-sectoral integration. While increased enrollment and attendance rates highlight the initiative’s impact, data triangulation—combining qualitative, quantitative, and participatory assessments—is essential to capture deeper insights into learning outcomes, teacher effectiveness, and gender-specific challenges. The reliance on volunteer teacher incentives poses sustainability concerns, necessitating a transition toward formalized teacher compensation and professional development. Additionally, as demand for education rises among refugees and internally displaced persons (IDPs), stronger linkages with national education policies, social protection programs, and community engagement are required to institutionalize emergency education interventions. Addressing these factors will enhance the project’s scalability and long-term viability, ensuring that education remains a pillar of resilience and recovery in South Sudan.