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


  • David Longfield


Educational development is key to the future prosperity of South Sudan. 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.

Suggested Citation

  • David Longfield, 2015. "Educational Development in South Sudan: Conscious Design or Spontaneous Order?," Economic Affairs, Wiley Blackwell, vol. 35(2), pages 178-196, June.
  • Handle: RePEc:bla:ecaffa:v:35:y:2015:i:2:p:178-196

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    References listed on IDEAS

    1. Myrdal, Gunnar, 1989. "The Equality Issue in World Development," American Economic Review, American Economic Association, vol. 79(6), pages 8-17, December.
    2. World Bank, 2012. "Education in the Republic of South Sudan : Status and Challenges for a New System," World Bank Publications, The World Bank, number 13136.
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