The Status of the Education Sector in Sudan (original) (raw)
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The Implications of Socio-Politics and Political Economy on Education Policy in Sudan: 1900 to 2000
ITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION, 11 (2), , 2019
This paper chronicles the education policies which Sudan has implemented during colonial, post-colonial, and modern era, particularly in the period between 1900 to 2000. The government strategy of the Condominium rule that divided Sudan into two regions with different administrations, engendered substantial repercussions on the education policy in the North and the South. Also, since the independence of Sudan in 1956, education was consistently used as a conduit for conveying the ideological preferences of people in political leadership. The Northerners’ elites used educational establishments as normalizing institutions to promulgate a specific set of norms and values in a way that relegated the cultures and the values of other ethnicities. This paper explores the socio-politics and the economic policies that were implemented in the post-colonial Sudan and thereafter, and questions their implications on education policies. The paper concludes that the direction and the outcomes of education policy, whether negative or positive, depends on the orthodoxy of the political leadership as well as the political economy of the state.
Research General Education in Sudan
General Education in Sudan , 2008
Education is not neutral, it is the picture and reflection of the State. Economic, social and political changes that occur in specific society influence education because educational policies in specific time express and show the aim of strata and class that rules the society.1 The time we live is the time of current revolution of science and technology, boom of knowledge and globalization where knowledge is not restricted by boarders throughout the five continents and where knowledge is not subjected to any kinds of permission.2 One of the sequences of the revolution of science and technology is the communication revolution that changed the world into one small village where any researcher throughout the world is entitled to and has access to recent researches in his field.3 Under this situation, the issue of education in Sudan jumps to the surface. Sad realities prevail when education in Sudan is considered: -One of these realities is that over 50% of Sudanese children who are entitled to education are not in schools.4 -High percentages of Students dropout. It is estimated that in 1984 that the percentages of dropout reached 40%.
General Education in Sudan, 2008
Education is not neutral, it is the picture and reflection of the State. Economic, social and political changes that occur in specific society influence education because educational policies in specific time express and show the aim of strata and class that rules the society.1 The time we live is the time of current revolution of science and technology, boom of knowledge and globalization where knowledge is not restricted by boarders throughout the five continents and where knowledge is not subjected to any kinds of permission.2 One of the sequences of the revolution of science and technology is the communication revolution that changed the world into one small village where any researcher throughout the world is entitled to and has access to recent researches in his field.3 Under this situation, the issue of education in Sudan jumps to the surface. Sad realities prevail when education in Sudan is considered: -One of these realities is that over 50% of Sudanese children who are entitled to education are not in schools.4 -High percentages of Students dropout. It is estimated that in 1984 that the percentages of dropout reached 40%. this percentage increased due to retreat of the state from providing free education since 1992. -Students who are enrolled in schools lacked trained teachers, accurate curriculums basic instruments, let alone computers.6 -Curriculum is lagged behind and suffers weakness and is inadaptable to new concepts of scientific technological revolution. It lacks awareness with issues such as Human Rights, woman status and environment.7 Curriculum is centered around Arabicization and Islamization that neglect African component of Sudanese culture, which threat the Sudanese national unity.8 It is worth to mention that this curriculum was not changed even after Nivasha Peace Agreement (CPA). -Curriculum does not encourage creativity as it depends of reciting by hearts, not thinking or development of mental abilities. -Current curriculum in Sudan is very poor as it adopted integration methods where three disciplines such as geography, history and science are collected together in one discipline known as Man and the world -Students have to pay for books, electricity, water, chalk and examinations. That led to broadening the gap between the haves and haves not, as those who do not pay will not be able to continue their studies
Viewing the reconstruction of primary schooling in Southern Sudan through education data, 2006–2009
PROSPECTS, 2011
After one of the longest wars in the history of Africa, Southern Sudan accomplished one of the world's quickest education reconstruction programmes. Once the Comprehensive Peace Agreement (CPA) was signed in 2005, the international donor community and the government and people of Southern Sudan united under a common goal: to increase access to education for both children and adults. Southern Sudan's experience leads to three lessons. First, countries entering a post-conflict situation should anticipate and plan for the possibility of a large and rapid influx of new students immediately after hostilities end. Second, after a prolonged conflict, an alternative education system is critical to allow children, and the young adults who were previously deprived of education, the opportunity to acquire the skills they need to earn a living. Finally, donors must respond rapidly, demonstrate considerable flexibility, forgo extensive planning and documentation before acting, and be willing to make a multi-year commitment. Keywords Post-conflict education Á Reconstruction of education Á Southern Sudan Á EMIS This article is based on a background paper for the 2011 UNESCO Education for All Global Monitoring Report, The Hidden Crisis: Armed Conflict and Education. The authors gratefully acknowledge the careful review and feedback on early drafts by David Sprague, Pauline Rose and Patrick Montjourides.
Seeing the Reconstruction of Primary Education in Southern Sudan through EMIS 2006-2009
2012
This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2011 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2011, The hidden crisis: Armed conflict and education” For further information, please contact efareport@unesco.org EDUCATION POLICY AND DATA CENTER Making sense of data to improve education Arushi Terway Brian Dooley Anne Smiley Access to education and patterns of non-attendance MOST VULNERABLE CHILDREN IN
THE LANDSCAPE OF POSSIBILITIES: EDUCATION IN A “NEW SUDAN”
Towards Education That Achieves Social Justice in Sudan, 2018
Generally, a lot of scholarly effort went into chronicling the historical development of the educational system in Sudan, analysing its current state, making comparisons with other countries, proposing reforms or envisioning alternative systems. In this volume, the lens for analysing the education system is "social justice". This analytical framework is combined in this chapter with critical futures thinking to explore possibilities for the educational system in Sudan, but also to question whether we are seeing all the possibilities or being impeded by our worldviews and mental models. I elaborate on this argument by first exploring examples of images that we hold about the future of education, presumably a better one. Secondly, I use decolonial and feminist ideas, as well as draw on Paulo Freire's educational theories, to investigate whether particular images have become dominant by reflecting on the power of knowledge and meaning nested in these images of the future. In other words, are they framing what is possible? For example, can we imagine a decolonised and feminist education in Sudanese schools and universities any time soon?
Examining the Contemporary Status of an Education System: The Case of the Republic of South Sudan
This paper attempts to examine the contemporary status of an education system. The paper takes the case of the Republic of South Sudan. The key issues the paper will examine are the education enrollment and completion rates while paying particular attention to inequalities in both access and quality among racial or ethnic groups, males and females, in rural and urban areas. Furthermore, the paper will also look at if there are programs and policies in South Sudan which improve educational opportunities for poor or marginalized communities given the actuality that the country is in state of conflict. Finally the paper will also gauge some of the evaluation mechanisms put in place on the education sector.
The subordination or marginalization, in spite of lip service, frequently paid to education in the processes of State and nation building is a common feature and source of controversies that characterize education policies, especially in the Third World and societies on transition. Political changes or systemic collapses coupled with internal dissatisfaction with the status quo of education systems in response to the internal realities usually create conditions that make possible the refashioning and search for examples of successful approaches elsewhere. However, in South Sudan, the implications of the historical external and internal realities including political, social, and economic realities among others, and the intervention of a great variety of multilateral, bilateral, and non-governmental organizations, make this process more complex. The aims and objectives of the study are to examine and reassess the conceptions held and competing modes applied for the formulation and implementation of education policy in South Sudan, means of interaction between education policy makers and implementers on the one hand, and between external actors and internal actors on the other, the impact of these processes on the State and nation building, and to analyze the translation of both the agency and local policies into practice in this setting. The overall purpose is to evaluate and reflect on the value given to education in general and the role of education in State and nation building in particular for the newly independent country.