Challenges Facing Teaching of History Curriculum in South Sudan
DOI:
https://doi.org/10.47941/jep.3331Keywords:
Challenges, Teaching, History Curriculum, South Sudan, Lakes StateAbstract
Purpose: This study investigated the challenges facing the teaching of the history curriculum in South Sudan, with a specific focus on Lakes State. The objective was to identify the key challenges and propose strategies for improving the quality and effectiveness of history education in the region.
Methodology: A mixed-methods approach was employed, combining quantitative and qualitative data collection and analysis. A total of 120 survey questionnaires were distributed to history teachers and head teachers in Lakes State. Additionally, semi-structured interviews were conducted with 15 officials from the Ministry of Education to gather in-depth insights.
Findings: The study revealed that the teaching of the history curriculum in Lakes State faces numerous challenges, including a shortage of qualified teachers, inadequate teaching resources, an outdated curriculum, and limited access to historical records. Teachers reported low motivation due to poor salaries and high teacher-student ratios resulting in overcrowded classrooms. Other challenges identified include insecurity in schools, high enrollment rates, insufficient resources, and the poor economic backgrounds of students’ families. These issues collectively hinder the effective delivery of history education.
Unique Contribution to Theory, Policy and Practice: This research contributes to the understanding of educational challenges in conflict-affected regions like South Sudan, emphasizing the need for curriculum reform that promotes critical thinking, historical inquiry, and cultural diversity. Policy recommendations include providing targeted teacher training, developing culturally responsive curricula, increasing resource allocation, and engaging communities in history education. Practically, the study advocates for integrating technology, fostering community involvement, and updating teaching materials to make history education more relevant and meaningful for students. Further research is encouraged to explore technological integration, culturally sensitive curricula, and the link between history education and civic engagement in South Sudan.
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