Education reform priorities in South Sudan: A stakeholder analysis

This study explores stakeholder perspectives on educational priorities and reforms in resource-constrained settings, with a focus on curriculum development, teacher capacity building, and the integration of digital learning. Drawing on surveys, interviews, and focus group discussions with 75 respondents in eight educational actor groups, the findings reveal critical challenges, including teacher shortages, inadequate infrastructure, misalignment of curricula across levels, and weak ICT integration. Stakeholders emphasised the urgent need for continuous professional development, effective language policies, and a semi-autonomous curriculum development centre to harmonise reforms. The study underscores the importance of partnerships between governments, international organisations, and communities in addressing systemic gaps and fostering sustainable educational transformation. Recommendations highlight curriculum alignment, teacher retention strategies, and investment in context-appropriate digital learning tools. In general, the research contributes to the discourse on educational reforms in post-conflict and resource-limited contexts, providing actionable insights for policy and practice. The study's mixed-methods approach and engagement across eight educational actor groups enabled triangulation of perspectives in this complex post-conflict context.