Integrating Localization into Educational Policy Implementation in Humanitarian Settings: A Case Study of South Sudan

Suleiman Roba

This article examines how localization can be integrated into the implementation of educational policy in humanitarian settings. The article asks three key questions: i) How is localization currently practiced in the implementation of educational policy in South Sudan’s humanitarian settings? ii) What mechanisms enable or constrain the systematic integration of localization into formal educational policy implementation in South Sudan? and iii) what opportunities exist for integrating localization in educational policy implementation in South Sudan’s humanitarian settings? It draws on 104 completed questionnaires and 18 key informant interviews (KIIs), and secondary data. The article identifies three mechanisms that successfully link policy to localized practice: (1) flexible funding streams that prioritize multi-year local grants; (2) institutionalized local representation in coordination and planning bodies; and (3) community-driven monitoring systems that align local priorities with national targets. However, financial dependency, political centralization, capacity gaps, and trust deficits hinder systematic integration.  In addition, the article identifies three opportunities for integrating localization in educational policy implementation in South Sudan’s humanitarian settings. These included partnership and coalition-building, recognition of the role of local actors, and international policy frameworks. The study concludes that advancing localization requires structural reforms that redistribute power toward local actors. Doing so would move localization in South Sudan’s education sector from aspiration to transformative practice. The study concludes with recommendations for donors, ministries, and NGOs to rebalance power in decision-making and to invest in long-term systems strengthening that centers local ownership.