OPRD considers education, formal or informal, as one key ingredient for meaningful
development and sustainable prosperity in society as South Sudan. In that respect, one of the
painful realities in many communities in the Country is the poor educational standards and
lack of schools for that matter. Based on the maxim: “Little Education is worse than No
Education”, OPRD observed with trepidation that where physical schools exist, the actual
elements that constitute education are tremendously wanting, for instance, teachers are often
ill equipped or work on a volunteer basis and scholastic materials unavailable; and if, available
– untimely notwithstanding the unresolved problem of harmonization of education curriculum
at the national level. Inadequate learning spaces leaving children attending classes under trees,
lack of nutritional programs for children retarding their growth and leading to malnutrition
ranging from minor to severe and thus affecting education.

Education our key to change
Education our key to change

OPRD has reached out to more than 20,000 vulnerable children through its education projects which also focus on capacity strengthening for teachers, PTA members, and school management committee members as well as providing infrastructure needed to quality and inclusive education.

We have evidenced-based belief that formal education is relatively expensive and tedious as long-term than informal. Whereas informal educations entail the rudiments of family or
community institutions, the formal demands procedural, long time-investment and ability tests
or examinations, movements from one level to the other in addition to physical presence in
school. Because school is not-free, it is cost-related, most families must make a choice
including choosing which (if any) of their children will be educated. By and large, boys against
girls are given priority. In some families in communities, girls are expected to marry and often
leave families at very early age (early marriage) thus contributing to future health problems
plus marginal parenting abilities. For instance, OPRD observed that literacy and illiteracy,
which are direct products of formal education, are in this modern day-and-age equally direct
www.oprd.org OPRD PROFILE AS UPDATED IN 2021
functions that reduce or perpetuate poverty cycle especially in the peripherized populations in
South Sudan.
In this regard, OPRD realizes the fundamental need for tangible community education.
Therefore, OPRD will endeavor to provide basic quality education to children, women and
strategic community leaders in communities through different organized programs as:
(i.) Improve and expand safer education services for children and youth,
(ii.) Enhance the relevance of education and promote learner well-being,
(iii.) Improve the quality of education system management through local education
(iv.) Provide rapid response mechanisms that will increase the resilience in times of crisis,
(v.) Provide out of school children, Adult education, and Creative Pastoral Education
Programs (CPEP).
(vi.) Promote girl child school enrolment and retention through provision of Menstrual
Hygiene Management
(vii.) Provision of nutrition program for under 5 children enrolled in the Early Childhood
Development Program.
Truly, OPRD is consciously aware of the need for youth education in some of the most
marginalized communities in South Sudan like the Ŋitopossaa (or the Toposaa People) that it has
most served. Demography illustrates that over half of South Sudanese populace is under eighteen
(18). Since OPRD believes the youth are current leaders; thus, the real youth educational
empowerment is truly inspiring. As such, OPRD has tried to partner with local communities and
appropriate donors to develop opportunities for children and adults to attend schools where there
are none.