Education system in South Sudan lack basic resources to teach in the classroom. As many primary and secondary schools were built with local materials, they do not last long and thus the teachers will lost their employment because many parents would see there is no shelters that will protect children from the sun and the rain.
Secondly, they would not have funding to renovate the buildings soon, perhaps after one year, and thirdly the teachers will lost their jobs because it was a contracted employment, to teach and get pay monthly by the parents, according to (Brian, W , 2008) there are very different across various policy issues or problem domains"(p.104), occurred to fulfil the outcome even in developed countries have the same things.
Even though, there was a structured taken in building the school by the community and for the community, there were foreseeable problems were not identified and therefore the long term result proposed in the first place turn out as ineffective. The build collapsed, children have no school, teachers lost their jobs, all the plan was /were "traditional bureaucratic forms of organization" (Jacob T 2016, p .4), where the community leaders, parents and teachers did not progressively considered the obstacle ahead because there was no expertise to guide them to achieve their potential.
As a rule, a school is a school when resources available for the teachers to teach with energy and interest in teaching, in the lesson and in the subject. Secondly, school has to have toilet or latrine, water at the school for students and teachers because there are basic rights at every school in every nation, in order for students and teachers to spend time as they want it.
Education system in South Sudan demand many many expertise with different skills in different fields to design innovative solutions to some problems through sharing "their knowledge, resources, and ideas with actors "(Jacob, T, 2016, p.133),** perhaps local people or international organizations.