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Sudan

World Education Encyclopedia | 2001 | Lesko, John P.

COPYRIGHT 2001 The Gale Group Inc.

Sudan

Basic Data

Official Country Name: Republic of the Sudan

Region: Africa

Population: 35,079,814

Language(s):Arabic, Nubian, Ta Bedawie, Nilotic, Nilo-Hamitic, Sudanic,

EnglishLiteracy Rate: 46.1%

Academic Year: August-April

Number of Primary Schools: 11,158

Compulsory Schooling: 8 years

Public Expenditure on

Education:0.9%

Educational Enrollment: Primary: 3,000,048

Secondary: 405,583

Higher: 37,367

Educational Enrollment Rate: Primary: 51%

Secondary: 21%

Teachers: Primary: 102,987

Secondary: 15,504

Higher: 2,165

Student-Teacher Ratio: Primary: 29:1

Secondary: 26:1

Female Enrollment Rate: Primary: 47%

Secondary: 20%

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History & Background

Originally the term Sudanwas one used to signify a large sub-Saharan

swathe of Africa from the eastern to the western edge of the continent. Bilal

al-Sudan,meaning literally "the land of the blacks," etended far beyond the

borders of today!s modern olitical boundaries drawn by the colonial owers

who rescribed for Sudan a much smaller allotment of the African continent

in the nineteenth century scramble for Africa. #$en soJamhuriyat as-Sudan

%the eublic of the Sudan' is today the largest country in Africa, bordering

(hadand the (entral African eublic to the )est* #gytand +ibyato the

orth* #thioiaand #ritrea to the #ast* and enya, ganda, and the

/emocratic eublic of the (ongo to the South. On the east coast is the ed

Sea, and from north to south within Sudan 0ow the ile i$er and its

tributaries. 1he total land area of the country totals 2,343,564 s7 km

%89:,;86 s7 mi', about one 7uarter the siered

interminably with drought and olitico-military induced famine* nearly a

million Sudanese were on the $erge of star$ation in early 2446, and millions

more, as many as ;.3 million, ha$e been dislaced by the ci$il con0ict and

warfare that ha$e gried the nation in a humanitarian disaster of

catastrohic roortions.

Since its indeendence in 6839, Sudan has had three military dictatorshis

intersersed with brief attemts to introduce a arliamentary democracy.

nder the dictatorshis, more rogress and de$eloment seem to ha$e been

made than under the rule of elected o?cials. 1he transition to true

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democracy has been deceti$ely elusi$e, articularly because the ercei$ed

success under military rule in de$eloing the country!s resources has made

military leaders more attracti$e to $oters than candidates from other olitical

factions in Sudan.

As a $ictim of colonialism, Sudan has a history of using education as an

ideological and olitical weaon. But there are ositi$e asects to an @slamic-

oriented education. @slamic aroaches to education are more 0eible in

nature. Students can begin their education at any oint in life, and the

rocess of learning is lifelong. 1here is much to be said for a system that

accets students whether they are in their young, formati$e years, or at a

somewhat later stage in life when resonsibility and maturity will e$idence a

serious dedication to learning.

@n a traditional @slamic educational contet, there is less imortance attached

to the awarding of certicates, degrees, and dilomas than in the )est. But

such 7ualications do eist in the form of the ijaza,a diloma conferred uon

students by the @slamic teacher, and the isnad,which lists the names of

@slamic teachers who ha$e assed on traditions and teachings. 1his

intellectual and siritual edigree of sorts, $alidates the teaching of its

holder, and laces him in a line of scholars reaching back to the early

scholars of @slam, the comanions of the rohet Cohammed, and the

rohet himself. 1eachers in ossession of an isnad bearing the names of

resected scholars will themsel$es be esteemed in roortion to the restige

accorded to the scholars listed on the isnad.

@n @slam, the search for knowledge is a duty of Cuslimbelie$ers. 1ra$eling in

7uest of knowledge has a long history in @slamic tradition, and learners are

ehorted to "Seek wisdom though it be in (hina." +earning and the search for

wisdom are e7uated with worshi, and the successors to the rohets are

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those who seek knowledge. @n the collecti$e body of recorded traditions

surrounding the life of the rohet Cohammed, the Hadith,a stam of

aro$al is gi$en to those on the ath to knowledge, and rewards are

romised in the hereafter for men and women of learningD "Eodeases theway to aradise for him who seeks learning," and "angels sread their wings

for the seeker of learning as a mark of Eod!s aro$al" %Bray, (larke and

Stehens 6884'.

(onstitutional & +egal Foundations

1hrough a national referendum in 6885, the eole of Sudan aro$ed the

Constitution of the Republic of the Sudanafter it had been assed by the

national assembly on Carch 25 of the same year. 1his new constitution

embodies the @slamic ideals of the Cuslim umma,or community of belie$ers,

and the social order as re$ealed in the Guran and hadithor traditions of the

rohet Cohammed.

@n this new constitution, Articles 62 and 6; of art @ sell out the aims of

educating the net generation of Sudanese. Article 62 sets forth the aim of

eliminating illiteracy and raising the le$el of educational, scientic, and

artistic achie$ement within the connes of religiosityD

Article 1 !he State shall enlist o"cial capabilities and mobilize popular

forces for the purpose of eradicatin# illiteracy and i#norance and intensifyin#

the systems of education, shall stri$e to encoura#e sciences, scienti%c

research and e&perimentation and facilitate ac'uirin# the same, and shall as

(ell stri$e to encoura#e all form of art and strenuously see) to ele$ate

society to(ards $alues of reli#iousness, piety, and #ood deeds*

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Article 6; emhasi

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referred to as the )a%r,or nonbelie$ers in the message of the rohet

Cohammed. 1he @slami

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distance from it, (hile preser$in# their access to rulers and in0uence upon

them it (as dan#erous to tie the eternal interests of 2slam to the fate of a

transient ruler of the (orld*

@t would seem that eactly the oosite has haened in the Sudan o$er the

ast se$eral centuries, and the e>ects of rule by the religious elite, and their

attemts to imose on a fractured society their articular $ersion and

interretation of an @slamic state, has been disastrous for the societal

structures of the Sudanese. #ducation has become less a means of

enlightenment, than a means of coerci$e indoctrination, con$ersion, and

ensla$ement. @nstead of uniting, rule by the religionists has fractured,

destroyed, and eliminated the $ery li$es of the eole who should ha$e been

according to @slamic rincilerotected and enabledto li$e moral li$es of

urity through eaceful measures. @nstead, the use of @slamist ideology as a

ath to ower has been fraught with abuse of religious rinciles toward

olitical ends, a ath strewn with the casualties of warfare, Cuslim and

nonCuslim alike.

1he modern Sudanese educational infrastructure has its roto-origins in the

times when the need for learning followed close on the heels of the call to

@slam. +earning the Guran, for eamle, necessitated the establishment of

)hala(as%religious schools' a?liated with mos7ues for teaching the Guran

and Arabic literacy skills. Further religious education de$eloed for the study

of such toics as %'h%@slamic Iurisrudence', literature comrising raises to

the rohet, and eosition of Shari!a rinciles. 1his growth of @slamic

education in the Sudan, concurrent with the sread of the @slamic religion

itself, continued through the se$enteenth century until the 1urco-#gytian

administration that began in 6524 and continued until 6556. )ith the

centrali

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further de$eloment of the traditional religious educational systems that

began with the coming of @slam.

Missionary Education:@t was during the 1urco-#gytian administration

%6524-6556' that the foundations of a modern, centraliorts in the southern regions of Sudan, but not as much

educational in$estment as in the orth. 1he catholic missionary /aniel

(omboni, with his ordofancentered missionary dri$e in the Sudan, was

successful in de$eloing $ocational and technical education. 1he #l Obeid

school in 65:9 was training 644 young men in $arious trades, and to the

South of #l Obeid in Calbes, families were recei$ing agricultural training in

6556. About 244 girls and =44 boys were enrolled in the hartoumschool by

65::, and the successes of (omboni were instrumental in Eo$ernor Eeneral

(harles Eordon!s later decision to romote missionary work in the South,

a$ing the way for the imortant achie$ements made in education through

missionary e>orts after the brief interrution of the Cahdist regime.

1he Cahdist regime %6556-6585', with its emhasis on @slamic reform,

brought a temorary halt to missionary education and to the centrali

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Mahdist Reforms & Prohibitions:@n order to understand the @slamic

nature and character of educational olicy in modern Sudan, it is $ery

imortant to consider the in0uence of the Cahdia, a re$olutionary regime

which was "born by the sword, li$ed by the sword and erished by the sword"%Julfo 6854'. 1he Cahdi was the leader of this re$olution who insired and

in0amed the Sudanese of his day to sacrice their li$es for the cause of

@slam, an insiration which endures today in the form of resistance to

)esterni

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emloyment 7uickly led to a le$el of olitical awareness that would later nd

eression in the nationalist mo$ements toward e$entual indeendence.

1he rst go$ernors general of the (ondominium administration, Sir Herbert

itchener and Sir eginald )ingate, set in motion the educational olicies

that were to guide the content and aims of Sudanese education. 1he rst

/irector of #ducation, Kames (urrie, aointed in 6844, set in lace the

atterns that continued in one form or another for most of the twentieth

century. (urrie!s system of education was en$isaged as one that would allow

the Sudanese "to understand the elements of the system of go$ernment."

Also en$isaged was the rearation of "a small class of cometent artisans"

as well as "a small administrati$e class for entry to the go$ernment ser$ice."

1his limited system of education stemmed from budgetary constraints and

fears that an educated elite would be dangerous for the status 7uo. )hen

Eordon (ollege oened in 6842 as the net ste for the rst intermediate

and secondary schools, it re0ected a system of education that was olitically

in0uenced and designed to meet the needs of go$ernmental deartments

rather than the needs of the broader Sudanese oulace of the orth %Holt

and /aly 2444'.

nder the Anglo-#gytian rule, )hala(as%traditional religious schools' were

modied to incororate secular additions to the traditional @slamic curricula,

and this combination of the secular and religious became the basis of

elementary education in Sudan. Eo$ernment suorted )uttabs%Guranic

schools' were encouraged in a olicy of culti$ating orthodo @slam in fa$or of

"fanatical" @slam. After the elementary le$els, $ocational training was

introduced but limited to those being trained for go$ernment ser$ice. 1he

educational reforms were intended to re$ent a re$i$al of Cahdism and the

resurgence of @slamic ideology hostile to the go$ernment.

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Also under the (ondominium administration, missionary education was

begun anew by the Lerona Fathers %(omboni missionaries' and the American

resbyterian Cission. But the acti$ities of the missionaries were curtailed and

roselytism became a heated issue of debate, because the go$ernment didnot want to instill mistrust among Cuslims and ro$oke a reaction to

ercei$ed sanctioning of (hristian missionary roselytism. (oncerns and

7uestions notwithstanding, missionaries were ermitted to begin their work

in the South. Cissionary work began in the orth too, but with many

rohibitions. At rst, the missionaries were ermitted to oen schools in

hartoum for (hristian children, but not Cuslims, until 6846, when schools

outside hartoum were oened and were allowed to enroll Sudanese Cuslim

children.

But there was still much distrust and susicion of the "foreign" schools and

educational reforms. ural Sudanese esecially, but the general oulace as

well, referred the traditional to the modern, the religious to the secular. 1he

strongest in0uence was wielded by the traditional religious schools, e$en

when it became aarent that there were many benets to recei$ing

$ocational training and a combined education with elements of both the

secular and the sacred. 1he traditional religious schools reresented for

some Sudanese the backward state of educational olicy, but for others, in

articular the @slamic elite, the traditional elements of @slamic education were

a rotection of societal status, a bu>er against the e$ils of moderni

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educational system, and the all-male Sudanese student body was educated

and sociali

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Higher 1eachers! 1raining @nstitute, and a hartoum branch of (airo

ni$ersity, later to become the nationali

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Southern educational olicy di>ered from northern olicy in that (hristian

missionary organi

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easily ha$e been chosen, but Cahdist re$i$alism fears negated such an

otion. erhas one of the many tribal languages could ha$e been used in

education, but there could ha$e been no unity of educational olicy and

lanning, and who is to say whether such a choice would ha$e been lessdi$isi$e than adoting #nglishM )hat is clear is that the adotion of a

)estern tongue, and the ercetion by northern Arab Cuslims that this

reresented a foreign intrusion, later Iustied in the minds of Arab

northerners the future rograms of Arabi

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as a distinct entity from the orth as indeed they had been e$en before the

coming of the missionaries.

)hate$er the failures or successes of the educational olicy in the South in

forestalling caitulation to northern aggression and the sword of olitical

@slam, the resulting di$isions and clea$ages underlined the fact that the

southern Sudan was di>erent from northern Sudan, and the eole had

$isions of their destiny which di>ered sharly from the @slamic future that the

northerners en$isaged for the South. 1he northern @slamic elite $iewed the

south in a sense as their "lost brother" who needed to be brought back into

the fold of @slam %Abdel )ahab #l-A>endi 6884'.

)ith the mo$ements toward nationalism and indeendence in the 68=4s and

68;4s, the fears of the (ondominium administration began to be reali

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underde$eloment of the South in relation to the orth romted reforms

oriented toward a strict olicy of @slami

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ser$ices aaratus toward that end. As eterson %6888' has obser$ed,

"@slamists in charge ha$e a rm gri on ower," they are "unlikely to be

dislaced in the foreseeable future" and they intend to "@slami

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attend the day sessionsfor eamle, if they are enrolled in a rimary or

elementary school. 1hus, students ha$e the otion of attending both Guranic

and rimary school at the same time. 1he school week in Sudan runs from

Saturday to )ednesday, as in most @slamic nations, with the weekend beingon 1hursday and Friday.

(hildren normally begin study in the Guranic schools between the ages of

three and si. 1he curriculum consists mainly of memori

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@n the ast, some Guranic schools did not always follow this tradition of

memori

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1he young minds of many rimary school-age children in Sudan are being

terroriected by the war. Out of 666,6;6 teachers at

the rimary le$el in the Sudanese education system, only ;= ercent had

recei$ed rofessional training. So not only are there roblems among the

dislaced oulations and a total lack of education in the South, but in the

Sudanese education system outside the war ort!s aim of

crushing the southern rebellion.

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uil enrollment statistics for 2444 re$eal the nancial roblems brought

about by a war that de$ours around half of the annual national budget, an

estimated Q6 million er day. 1eachers are not aid, or se$erely underaid,

and at the reschool le$el %kindergarten and nursery schools', only =;8,=49out of an estimated 6.5 million eligible school-age children were enrolled in

schools. At the rimary le$el, out of a targeted oulation of 9.9 million, less

than half %;:.2 ercent' or =.6= million students in the 9 to 6; age bracket

were enrolled in rimary schools. 1he Cinistry of #ducation elains that the

meager enrollment rates are a result of the ci$il war. 1he buying of munitions

and military hardware has been a greater riority than aying teachers!

salaries and de$eloing the educational infrastructure. An education system

that should ha$e been a go$ernment-ro$ided education free of charge for

all Sudanese has resorted to deserate measures to suort teachers trying

to educate less than half of the school-age Sudanese children, a large

roortion of whom ha$e been ad$ersely a>ected by the war.

Secondary #ducation

@n the contet of a historical, traditional religious education, graduates of

Guranic schools went on to an 2lmschool of higher learning where they

would study a range of @slamic subIects relating to literature, theology, and

law. !afsir,the study of Guranic eegesis, assed along the traditions for

interreting the sacred tet of the Guran. +iterature studies centered mainly

on the tets resulting from scholarly commentary on the Guran, and the

study of the hadithfocused on the traditions surrounding the life of the

rohet Cohammed. 1raditions go$erning marriage, di$orce, inheritance, and

ersonal conduct are deri$ed from how the rohet himself had beha$ed and

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conducted himself in his lifetime, but a modern alication and interretation

of these traditions is necessary for use in @slamic societies of today.

.i'h,or @slamic Iurisrudence, is the body of theory surrounding the @slamic

sacred law %Sharia' that orthodo Cuslims belie$e to be alicable not only

to Cuslims, but to all men and women. 1he $arious subIects of the 2lm

schools, %'h, hadith, tafsir, madih%raises to the rohet Cohammed', sira

%rose and oetic $erse narrating stories of the rohet', and 5az%literature

discussing @slamic notions of aradise and hell' comleted the sociali

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de$eloment, and that $ision led from the logic of nationalism and

indeendence to the mass education of the entire oulace. 1his was one of

the rst tasks of rimary imortance to the national go$ernment. But there

were roblems such as a large oulation, about 64 million at the time ofSudan!s indeendence, and an e$er-increasing oulation that e7uated with

a need for building an educational system to accommodate not only the

unschooled students, but also the steadily increasing number of school-age

children who needed to be enrolled in the state schools.

1he result of the fast-aced de$eloment meant that schools were oened

with large class si

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Arabi

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1he success of the system in assing along the @slamic traditions is fairly

ob$ious, at least in the northern regions. But the failure to unify the country,

and the alienation, olari the streets for conscrition into

military ser$ice, and they ha$e withheld the secondary school educational

certicates of Sudanese youth who did not enlist for ser$ice in the southern

Iihad. Factionali

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Higher #ducation

@n discussing higher education and scientic achie$ement in the contet of

historical @slam, it must be remembered that the Arab #mire!s commercial

blockade of the )est imosed from the se$enth to the twelfth centuries left

#uroean urban society imo$erished, while the Cuslim countries became

economically and culturally enriched through their control of trade with @ndia

and the Far #ast. 1he indebtedness of the )est to the @slamic world has been

de-emhasi

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the Arabs learned from the (hinese, the Cuslim world was centuries ahead

of backward #uroe before the enaissance. 1oday this historical be7ueathal

is an embarrassment of sorts for a ci$ili

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mo$e on to become teachers themsel$es, or 'adi,%Iudges' or muftis%Cuslim

legal eerts', studied longer than other students, and they were trained in

ijtihad,the rocess of logical disute and reasoning by which a consensus

was reached. At this higher le$el of learning, students recei$ed an ad$ancedcertication attesting to their cometence in iItihad, a higher le$el of ijaza

%educational certicate', which authori

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(hristian #uroe, @saac ewton for eamle, to diligently search out in an

orderly fashion, with scientic methodology, the laws, structure, and

comosition of a mar$elous creation. )estern ci$ilier African societies an alternati$e model of moderni

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through the de$eloment of an @slamic educated elite, young Cuslims drawn

from not only the Sudan, but other countries in Africa as well. 1he $ision for

etending @slam!s frontiers beyond Sudan was strikingly reminiscent of the

Cahdist @slamic $ision.

1he high le$el of instruction in @slamic and Arab culture at the center under

highly 7ualied teachers was designed to reinforce @slamic orthodoy and

imro$e the general standards of education in communities throughout

Sudan from which students had been drawn. 1he low standards of education

among Sudanese youth in the 6894s and the domination of anti-)estern

nationalist thought in the wake of indeendence, insired the Cuslim olitical

factions to more rmly embrace @slami

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religious moti$ations dri$en by a desire for autonomy in the face of ossible

subordination to the new imerialist @slam. @n the minds of southerners,

Arabi

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ideology of /a!wa e7uates with a militant, missionary acti$ity in modern

societies, combining the secular studies with the religious, in the formation of

the ideal Cuslim man. Of course, less imortance was attached to the

indoctrination of women. 1heir role was one of subser$ience, to comly withbeing dri$en from ublic $iew back to the domestic scene, behind the $eil of

religious seclusion. 1he center was dened by its oosition to

)esterni

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/uring the 6884s there was a large increase in uni$ersity student enrollment

in Sudan. 1he number of new uni$ersities created in the last 63 years of the

twentieth century is imressi$e. But this eansion in numbers has not

necessarily been accomanied by a correlating growth of educationalser$ices in terms of 7uality of education and scientic research. From ;,444

uni$ersity students in 6884, uni$ersity enrollment increased to =4,444 in

6888, and the number of uni$ersities mushroomed from only 9 in 6858 to 29

in 6888. But as of the year 2444, the eodus from Sudan of 7ualied

lecturers and teachers to the oil-rich Eulf states continued. @n Eulf countries

such as Saudi Arabia, uwait, and the nited Arab #mirates, Sudanese

educators could be sure of a regular salary, a degree of stability, and

ade7uate facilities for their rofessions. 1his eodus of Sudanese

rofessionals has made necessary the hiring of foreign educational

rofessionals from @ra7, #gyt, Syria, and the oorer countries of the Arab

world.

1he growth of the Sudanese uni$ersity system occurred after the 6858

military cou of Eeneral Omer Ahmed el Beshir, under whose administration

a new educational olicy was de$eloed and imlemented. 1his olicy

became known as the ew #ducational olicy of 6886, and it in$ol$ed a

reorgani

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of all uni$ersities and institutions of higher learning has meant that any

student wanting to go for higher education in Sudan, must ha$e a grounding

in Arabic at the rimary and secondary le$els if he or she is to ha$e any

chance of obtaining a uni$ersity lacement. Also of imortance, manyuni$ersities were oened under the new olicy, and students studying

abroad at the time were re7uested to return to Sudan to enroll in one of the

national uni$ersities. Additional changes included the reincororation of the

hartoum olytechnical @nstitute as the Sudan ni$ersity of Science and

1echnology. Also as a result of the ew #ducational olicy of 6886, four new

regional uni$ersities were established in /arfur, ordofan, the orthern

egion, and the #astern egion, along with other seciali

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/e$eloment and imlementation of lanning olicies

Statistical data collection, analyses, and ublication

ersonnel training and coordination

#ducational research and sur$eys

roblem resolution

Budget lanning

(onference and seminar sonsorshiRarticiation.

1he Eeneral /irectorate for 1raining and #ducation Gualifying is in charge ofD

rearing training lansRrograms

Suer$ising the educational rofessional training rocess

/esigning curricula for training rograms

Gualifying trainers for conducting seciali

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@n an ideal Sudan, the Cinistry of #ducation!s olicies would ensure the

ro$ision of ade7uate educational ser$ices as outlined by the Eeneral

/irectorate of #ducation lanning. According to the Cinistry of #ducation,

these olicies are centered on maintaining the lans and rograms ofeducation according to a nationally en$isioned, inclusi$e strategy, in line

with the obIecti$es and educational olicies rescribed by the go$ernment. A

national educational strategy was de$ised by the @F-dominated Bashir-

1urabi regime in Kune 6858. 1heir go$ernment formulated and imlemented

the ew #ducation olicy of 6886, targeting the national curricula of ublic

schools, the management of higher institutions of learning, and the

Arabi

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dislaced oulace in refugee cams. Amidst such hardshi, a soradic

educational enterrise is conducted. According to the .S. (ommittee for

efugees %S(', 54 ercent of the dislaced oulation are $ery oor,

sending about 54 ercent of their income on food and meeting barely halfof their nourishment needs. @n hartoum, only one third of the dislaced

children attend school. Such o$erty means that most of these children

ne$er will attend school.

Rural Etension Pro!rams:Among oulations other than the children of

dislaced war refugees, nonformal education endea$ors include rograms to

train women in rural etension roIects. Al Ahfad ni$ersity, the only

uni$ersity for women in Sudan, is a leader in this area, and its School of ural

#tension #ducation and /e$eloment has made imortant contributions in

areas such as nutrition and health education, family lanning, women!s

studies, and early childhood de$eloment. )ith o$er ;,944 students enrolled

in the uni$ersity, many of whom articiate in the rural etension rograms,

the uni$ersity has ioneered the contribution of educational roIects to

communities who need hel and training the most. Other ioneering roIects

include theAhfad Journal 5omen and Chan#e,the only rofessional Iournal

regularly ublished in Sudan today, reorting research on the roles of women

in Sudan, and the contributions that women can make to the de$eloment of

their communities. Ahfad ni$ersity also sonsors educational initiati$es

such as the Sudan-American Foundation for #ducation %SAF#', an

organi

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As far as rural education rograms are concerned, Ahfad ni$ersity has

taken the lead in the nonformal education sector with regard to community

outreach rograms targeting the needs of women and the roles for them as

ositi$e agents for change within their communities. 1hrough Ahfadni$ersity!s ural #tension rogram, families in rural areas of Sudan are

heled to imro$e their 7uality of life. Students in$ol$ed in these etension

rograms li$e in rural areas, lanning and articiating in roIects that hel

local women to educate themsel$es, organi

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through nonformal education rograms and rural etension outreaches such

as those sonsored by Ahfad ni$ersity. For eamle, issues such as

imro$ing the standard of learning for women and girls, healthcare and

nutrition, literacy and numeracy, freedom in decision-making, and economicand olitical emowerment will be addressed and hoefully imro$ed.

1he social redicament of women %/uany, Kulia Akery 6888' re0ects the

systematic gender-segregation in Sudanese society. Access to education for

women is se$erely limited by traditional beliefs about women!s roles and by

familial inability to nance a girl!s education* if rogress is to be made in

emowerment and education of women, imortant stes can be taken at the

nonformal le$el of education.

1eaching rofession

1he Eeneral /irectorate for 1raining and #ducation Gualifying in the

Sudanese Cinistry of #ducation is resonsible for o$erseeing the 7ualifying

and rearation of educators and teaching ersonnel for ser$ice in the

teaching rofession. /esigning training rograms and curricula, and

7ualifying rofessionals for the educational training rocess, are among the

directorate!s mandates. 1eachers and tutors for elementary and intermediate

schools, holders of Sudan!s (erticate of Higher #ducation, school

headmasters, directors and suer$isors, are enrolled for both short-and long-

term training courses in uni$ersity faculties of education throughout Sudan.

By re7uiring enrollment in such training courses for teachers and tutors who

ha$e ne$er comleted their rofessional 7ualications, the Cinistry of

#ducation hoes to raise the le$el of instruction in the ublic education

system. Since the ew #ducational olicy of 6886, and the accomanying

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new curricula, the need has become clear for refresher courses and sessions

in basic subIects including @slamic religion, education and educational

methodology, Arabic, #nglish, Alied Arts, mathematics, and social studies.

Secic training is o>ered for teachers working among the dislacedoulations, but one can only surmise as to the true agenda behind the

educational rocess in "eace" cams to which forcibly dislaced refugees

ha$e 0ed to escae "star$ation tras," $iolence, and go$ernment-lanned

deri$ation. For many, an education is obtained at the cost of being

sociali

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seudowillingness to hold out the oli$e branch has meant that educational

endea$or in the South has come to a standstill.

@n other regions of the country, education has su>ered from the di$ersion of

funds to the war e>ort and the eodus of 7ualied teachers. 1he meager

enrollment of school-age children testies to the failures of the Sudanese

go$ernment in meeting the educational needs of large sectors of the

Sudanese oulace. Such troubling issues romt many 7uestions. How will

the alienation of southerners be dealt with in future educational olicy

lanningM )ill the accommodati$e ideals eressed in the constitution be

uheld to allow a limited degree of autonomy and freedom from coercionM

)hat is clear though is that the hartoum regime has the uer hand in the

ci$il war. @t is $ery likely to win the war, esecially with the money earned

from the oil ieline and renery eorts. How to rebuild after the war and

assimilate the dislaced ersons and oulations of the South in forging a

national unity will be a resonsibility in$ol$ing future educators. A di?cult

task indeed will be the rebuilding of an intact system of go$ernance and

social ser$ice after so many years of fratricidal war and bloodshed. 1he "lost

brother" may be brought back from the "e$il" in0uence of the )est to the

fold of @slam. But how many of the dislaced Sudanese will sur$i$e this

rocessM )ill those who do sur$i$e merely bide their time, regrouing for a

number of years, until they are ready again to assert their southern identity

in resisting hartoumM

1he oisoned relations with the South, a oisoned image in the worldwidecommunity, and a oisoned record of human rights $iolations ha$e no

antidote but the diluting assage of time. From Sudan!s eerience with

olitical @slam, religion oisoned by olitical ambitions, or $ice $ersa, will

continue to be seen by manyand not Iust in the )estas yet another

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failure of a system that combines and intertwines religion with olitics to the

detriment of social ser$ices and ro$ision of basic educational foundations to

citi

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Badri, Haga ashif. "olitical articiation of )omenD 1he (ase of Sudan."

Ahfad Journal 11%688;'D ;6-;8.

Beshir, Cohamed Omer. ducational 4e$elopment in the Sudan 1?*OfordD (larendon ress, 6898.

Biro, Easar. "Situation of Human ights in Sudan." @n @uestion of the

iolation of Human Ri#hts and .undamental .reedoms in any art of the

5orld, (ith articular Reference to Colonial and other 4ependent Countries

and !erritories*eort of the Secial aorteur. Eene$a, Swit

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#l 1ayeb, Somaia #. "A ural )omen 1raining roIect in Al @laiga, Sudan."

Ahfad Journal 1%6883'D 65-=4.

Foek, Anton. "Sudan!s 1ragic +egacy of (i$il )ar." !he Humanist >

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)inter, oger. "(risis in Sudan and ganda." (ongressional 1estimony, S(,

Kuly 28, 6885.

. "1he uba eoleD (onfronting (ultural +i7uidation." @n 5hite ;ile Blac)

Blood 5ar, eadership and thnicity from 7hartoum to 7ampala,eds. Kay

Saulding and Stehanie Beswick. +awrence$ille, KD ed Sea ress, 2444.

. "Sudan!s Humanitarian (risis and the .S. esonse." (ongressional

1estimony, S(, Carch 2=, 6888.

Julfo, !@smat Hasan. 7arari !he Sudanese Account of the Battle of

Gmdurman*1rans., eter (lark. +ondonD Frederick )arne, 6854.

John * es)o

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+esko, Kohn .. "Sudan." )orld #ducation #ncycloedia. 2446. ncyclopedia*com*2

Feb. 2469 httDRRwww.encycloedia.comT.

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