By Jabe Janet Emmanuel
Education officials, curriculum specialists and development partners are calling for clearer guidance on the integration and delivery of Comprehensive Sexuality Education (CSE) in South Sudan’s schools.
The call was made during a one-day workshop in Juba on Monday, where the Ministry of General Education and Instruction (MoGEI), Norwegian Church Aid (NCA), universities and other stakeholders reviewed challenges affecting the implementation of CSE.
The workshop focused on how CSE can be integrated more consistently into the national curriculum, while also reviewing digital and video-based learning materials proposed to support its delivery.
Simon Ngok Deng, who represented the Under Secretary of Education and Instruction, said integrating sexuality education into the national curriculum is important, but acknowledged challenges in implementing it within South Sudan’s cultural, traditional and religious context.
“Integrating sexuality education into our national curriculum is vital. It is not an easy road, but we need to find ways and strategies on how to implement it and how to discuss it openly within our communities.”
He also called for greater support for teachers and counsellors involved in delivering the subject, saying implementation should take account of existing cultural and religious considerations.
Omwong Terenzio-Johnson, MoGEI’s Country Coordinator for CSE, said the subject has already been incorporated into the curriculum through different approaches, but gaps remain.
“CSE has been integrated into the curriculum, but not in all areas. We have two types: some are integrated in various subjects, and some are standalone.”
According to NCA, a 2026 evaluation identified differences in how CSE is delivered across schools.
The organization said some schools teach the subject during lunch or designated periods, while others deliver it after classes or integrate parts of the content into subjects such as science and social studies.
Anne Catherine Seland, Country Director at NCA, said the differences have created a need for clearer guidance on how CSE should be integrated and delivered.
“The evaluation also identified challenges, particularly variations in how CSE is delivered across schools. Some are delivering it during lunch, some after school, while others integrate it into subjects such as science and social studies.”
Seland said the workshop was also seeking guidance from MoGEI and curriculum developers on the role of CSE within the national curriculum.
She added that stakeholders had recommended video-based materials for digital learning, with Educare preparing different formats for consideration.
The workshop also brought universities into the discussion, with educators highlighting the need to adapt CSE materials according to different levels of education.
Dr. Otim Gama from the University of Juba’s School of Education said learning materials need to be adapted to suit learners at different levels and contexts.
“We are putting those materials into the context of our different neighborhoods and schools. We teach them in primary and secondary schools, and we have realized that we also need them in the university.”
Gama said the need for relevant CSE materials also extends to university students, noting that some learners enter higher education at relatively young ages.
NCA said its CSE programme has reached schools and communities in several parts of South Sudan, with teachers and other education actors receiving training to support implementation.
MoGEI also highlighted teacher training as a key area requiring continued support, noting that limited government resources have affected the scale of training.
The workshop concluded with stakeholders discussing curriculum integration, implementation, monitoring and the use of digital learning materials, with organizers saying the main objectives had largely been achieved.