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Republic of Sudan

Sudan Basic Education Sub-Sector Study

Analysis of Curriculum and Suggestions for National Curriculum Framework

Prepared by

Prof. G. L. Arora UNESCO Consultant

ED/BAS/PE/2004/CONF.1/H/2

2003

i

Contents

Page

1. Introduction 1 2. National Curriculum of Basic Education in Sudan 6 3. Curriculum Development: South Sudan Scenario 20 4. Basic Education In Sudan: Some Suggestions for 30

National Curriculum Framework 5. Recommendations 38

Annexure I Work Schedule 39 II Bibliography 42

1

Chapter 1 Introduction

1.0 Genesis of the Study

In September 1995, UNESCO organised a symposium in Barcelona, Spain on the

fundamental problems of Sudan. The objective of the symposium was to facilitate

emergence of a culture of peace by fostering dialogue among various groups engaged in

the civil conflict in the country. The Barcelona Declaration signed by the various parties

to the conflict that were represented “affirmed that the cultural, ethnic, linguistic and

religious diversity of Sudan constitutes potential wealth of the people of the country and

should be given effective constitutional and institutional expression”. In pursuance of the

recommendations of the symposium, a regional seminar was organized in Khartoum with

the assistance of UNESCO. The seminar, attended by the members of the Sudanese

Government and representatives of the principal factional movements, discussed ways

and means of arriving at a just and lasting peace in Sudan. The participants appealed to

the international community to “ extend their assistance in providing basic health, basic

education and training”. In response to the call of the Barcelona symposium, the UNDP

felt that some concerted efforts were urgently required to restore mutual trust, confidence

and appreciation to promote reconciliation and tolerance. The UNDP further felt that a

number of issues at the root of the conflict such as poverty alleviation and development,

national reconciliation, civil society, cultural, ethnic and religious pluralism need to be

tackled first and this could be accomplished through the instrumentality of education,

particularly basic education. Education is sometimes used as an instrument of

acculturation to establish hegemony of one group over the other, but it can also be used

successfully to promote the culture of peace and tolerance. The seeds of social harmony

and mutual acceptance can be sown in the minds of children through basic education

reform.

Introduction

2

It is in this context that the government of Sudan (GOS) requested the help of the UNDP

to launch a sub-sector analysis of basic education. The UNDP agreed to initiate the

analysis and asked UNESCO to assist in its technical implementation. The project was

made part of the UNDP’s Support Programme for Policy and Development (SPPD).

1.1 Objectives of the Study

The broad objectives of the study as proposed by the government were:

a) To evaluate the modalities and nature of implementation of the national education

policy (efficiency, management) and to address the quality of the system

(teachers, training, text books and curricula)

b) To priortise the needs

c) To formulate a plan of action to address the needs

To accomplish the objectives stated above, it was decided to study the following in

relation to basic education in Sudan:

a) Educational planning and economics of education

b) Educational statistics, data collection, processing and analysis

c) Curriculum development

d) Teacher training

e) Science and technology education

f) Adult literacy and language policy

Accordingly, six international consultants were hired by UNESCO in the above-

mentioned areas. The consultants were expected to work in tandem with the national

project team. The study was to be completed in three phases. It was planned to identify

priorities and undertake preliminary analysis of available information in the first phase.

In the intervening period between the first and second phase of the study, the national

Introduction

3

project team was expected to collect additional information required for the studies. In

the second phase, the new information was to be reviewed and analysed by the

international and national teams and reports prepared by the consultants after the first

phase were to be modified to conduct a third phase to validate the proposed choices,

strategies and programmes of action by organizing expert meetings and workshops. It

was hoped that the results of the third phase would form the basis for launching a

campaign of resource mobilization targeting the international community for assistance to

GOS in carrying out the proposed programmes.

The first two phases in respect of different components of the study, except the one

relating to curriculum development have been completed. In the case of curriculum

development, the second phase could not be undertaken as the concerned consultant

could not make it to Khartoum, and, therefore, UNESCO had to hire another consultant

as his replacement. The present report is the outcome of the work done by the new

consultant in the area of curriculum development.

1.2 Objectives of Sub-Study

The following were the objectives of the sub-study:

a) To make an assessment of the curriculum for basic education from the point of

view of its suitability and adaptability for the different parts of the country and the

different ethnic, social, and linguistic groups comprising the population of Sudan.

b) To evaluate syllabi, textbooks and teacher guides in different subjects for primary

classes in northern and southern sectors of Sudan.

c) To suggest a curriculum framework that can be the basis for formulation of actual

curriculum in different parts of the country including the south, that takes into

account the area specific needs and aspirations of the people under a common

broad framework.

Introduction

4

d) To reflect specifically on the place of languages and science and technology in the

suggested framework.

e) To suggest strategies for effective implementation of curriculum, specially the

ones relating to the qualification, education and training of teachers.

1.3 Work Strategy

The work strategy mainly comprised focused discussions, interviews, analysis of policy

documents, syllabi, textbooks, teacher guides, survey reports, seminar reports, research

studies etc. In-depth discussions were held with government officials, educational

planners and administrators, curriculum developers, textbook writers, teacher educators,

education coordinators and resource persons of non-governmental organizations (NGOs),

etc. The list of the individuals with whom discussions were held is given at annexure I.

The list of documents and reports analysed and consulted is given at annexure II.

1.4 Limitations of the study

In the case of other components of the study, the two phases were undertaken and

executed by the same consultants. However, in the case of the curriculum sub-study,

different consultants executed the two phases. Since the consultant for the second phase

did not have the advantage of personal involvement in the first phase, he had to squeeze

the work of two phases (approximately six weeks) into a short span of three weeks.

However, he had the advantage of studying the curriculum scenario in south Sudan by

spending one week in Nairobi. The other consultants had remained confined to

Khartoum and north Sudan and therefore they had to depend on secondary sources with

regard to southern sector of Sudan. Inability to undertake field visits to observe

implementation of curriculum in classrooms due to reasons beyond control is another

limitation of the study. However, this has not affected the outcome of the report in any

Introduction

5

way, as the analysis of the prescribed curriculum rather than of its implementation was

the primary objective of the study.

The curriculum scenarios in the northern and southern Sudan have been presented

separately in the present report as the content of curriculum for various grades in different

subjects is not the same and agencies involved in the development of curriculum are also

different.

6

Chapter 2 National Curriculum of Basic Education in Sudan

2.0 The context

The approval of Sudan Permanent constitution in 1998 paved way for the re-distribution

of powers, functions and responsibilities between the centre and states. Regarding

education, the constitution stipulates that it should be mutually administered by the center

and the states. In the light of principles enshrined in the constitution, General Education

Planning Act was enacted in the year 2000. The act states that each Sudanese child at the

age of 6 years shall have the right to basic education. The Act also specified the school

education cycles as under.

a) Pre-school education of the two years’ duration (age group4-5).

b) Basic education of 8 years’ duration (age group6-13).

c) Secondary education of 3 years’ duration (age group 14-16).

The educational ladder in the country comprises 8 years’ of basic education, 3 years of

secondary education and four years of first-degree level of education. The basic

education stage is further divided into three sub-stages:

a) Classes 1-3

b) Classes 4-6

c) Classes 7-8

As per the provision of the Act, the federal ministry of general education, plans,

administers, monitors and supervises general education in the country through the

directorate of educational planning, national centre for curriculum and educational

National Curriculum of Basic Education in Sudan

7

research, national council for linguistic planning, national council for literacy and adult

education, directorate of teacher training and publication bureau.

The Act has also empowered the federal ministry of education to specify the professional

qualifications of teachers at all levels of education.

2.1 National Centre for Curriculum Development

The National Centre for Curriculum Development and Educational Research, a legal

entity, is entrusted with the responsibility to perform the following tasks:

To develop the national curriculum for the basic stage and secondary stage of

school education in accordance with the national policy.

To provide training to the educational personnel in curriculum development and

educational research.

To promote educational research in collaboration with national universities and

research centers and find support for this.

To establish linkages with educational institutions and research centres, both at

the regional and international level.

To collaborate with universities and research centres in authenticating, publishing

and documenting educational research and thought.

The centre according to law is the only authority in the domain of general education

responsible for the preparation of detailed plans of educational programmes, preparation

of pupils books and teacher guides, preparation of guidelines for the implementation of

curriculum and organization of examinations at all levels of school education and

determination of learning achievement levels.

The center is staffed by qualified personnel such as curriculum specialists, subject experts

and educational researchers. The centre is headed by Director General, who is assisted


8

by the General secretary (Administration and finance) and Deputy Director General

(Curriculum and Educational Research). Next in the hierarchy are Directors for research

and curriculum and departmental heads and subject experts.

2.2 Basic Education Curriculum

The basic education curriculum in Sudan is designed to realize the following objectives:

Strengthening of religions spirit among children

Acquisition of language skills by children

Complete development of the child

Development of sense of belongingness to the mother country

Protection and conservation of environment

The curriculum currently in use at the basic level was introduced in the year1996. It

replaced the earlier curriculum of 1992. The new curriculum discarded the subject

oriented approach and instead adopted the core-oriented approach, that is, an integrated

area of learning such as ‘Man and Universe’, was introduced for the first time, which

draws its content from science, history, geography, environment, etc. Applied and

Expressive Arts is another example of an integrated area of learning, as it comprises fine

arts, crafts and performing arts like music.

As stated earlier, the basic education stage is divided into three sub-stages, that is, classes

1-3, classes 4-6, and classes 7-8. The organization of curriculum at the three sub-stages

is as under:


9

Table 2.0: Periods per Week at First Stage (Classes 1-3)

Sl.No.

Subject Class1 Class 2 Class 3

1.

Quran Islamic Religious Education Or Christian Religious Education

4 2 6

4 2 6

4 2 6

2.

Arabic 10 9 9

3.

Mathematics Nil 6 6

4.

Applied and Expressive Arts 5 5 5

5.

School Environment Nil Nil 2

6.

Total Periods 21 26 28

Table 2.1: Periods per Week at Second Stage (Classes 4-6)

Sl.No. Subject Class 4 Class 5 Class 6

1.

Quran Islamic Religious Education Or Christian Religious Education

4 2 6

4 2 6

4 2 6

2.

Arabic 9 9 9

3.

Mathematics 6 6 6

4.

Man and Universe 4 4 4

5.

Applied and Expressive Arts 4 4 4

6.

Physical Education 2 2 2

7.

English Nil 3 3

8.

Total Periods 31 34 34


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Table 2.2: Periods per Week at Third Stage (Classes 7– 8)

Sl.No. Subject Class 7 Class 8

1. Quran

Islamic Religious Education Or Christian Religious Education

4 2 6

4 2 6

2. Arabic 9 9

3. Mathematics

7 7

4. English

7 7

5. Science

4 4

6. History and Geography

Nil 3

7. Health and Nutrition

3 3

8. Physical Education

2 2

9.

Total 40 41

The curriculum organization presented in the tables given above reveals that in class I, a

child has to study only three subjects, that is, Religion, Arabic and Applied and

Expressive Arts. The quantum of curriculum has been kept to the minimum to facilitate

child’s smooth transition from home to school. The inclusion of ‘Applied and Expressive

Arts’ is likely to make the school an interesting and attractive place for the child and

provide opportunities to the child to express his talent in creative ways. Mathematics is

introduced from 2nd grade onwards and is given good weighting in terms of weekly

periods. School Environment (surroundings) is introduced in class V. In grade II and III,

Religion, Arabic, mathematics and ‘applied and expressive arts’ are the major areas of

learning. In sum, the curriculum of the first three grades matches well with the mental

level of children and prepares the students for more serious learning at the next stages.


11

The load of curriculum is gradually increased from grade IV onwards with the addition of

‘man and universe’ in grade IV and grade V. The course entitled ‘man and universe’ is a

composite course of science, history, geography and environment. The course entitled

‘applied and expressive arts’ is continued at this stage. Another useful area ‘physical

education’ is introduced from class IV onwards, which has the potential to contribute to

the balanced development of child’s personality.

In grades VII and VIII, the curriculum becomes more demanding. English and

mathematics continue to be important learning areas and each is allotted approximately

17% of school time. However, Arabic gets the maximum (approximately 22 %) of

school time. Science and social studies/history and geography are taught as separate

subjects at this stage: The inclusion of ‘ health and nutrition’ makes the curriculum

relevant to the day-to-day life of children.

The inclusion of ‘religion’ as a compulsory area of curriculum is in accordance with

stated goal of national education policy, that is, ‘instilling religions spirit among children.

Besides ‘religion’, the content, concepts and values related to religion are included in the

syllabi and textbooks of other subjects, specially Arabic, ‘man and universe’, social

studies, history and geography. For example, in the Arabic book of grade IV, more than

20% lessons are related to religion.

The basic school curriculum includes the teaching of only two languages, that is, Arabic

from class I onwards and English from class V onwards. The mother tongue of the child

is not taught at any stage of school education. Arabic, the national language of the

country is the sole medium of instruction at different stages.

In grades VII and VIII it would be better if the subjects like science and social sciences

were given more weighting and importance. It will equip the students to face the

challenges of present day technology driven world with more confidence. It will also

help the students to develop scientific attitude and critical and rational thinking.


12

2.3 Basic Education Certificate Examination

The National Centre for Curriculum Development and Educational Research is also

responsible for the planning, coordination and supervision of the Basic Education

Certificate Examination, which is held at the end of grade VIII and is based on the

syllabus of grade VIII only. Besides prescribing the scheme of examination, it also lays

down the pass criteria, prepares blueprint of the question papers and guidelines/

instructions for the paper setters. The scheme of examination, currently in force, is as

follows:

Table 2.3: Scheme of Examination

Sl.No. Subject Number of

Papers

Marks

1. Quran Islamic Religious Education Or Christian Religious Education

1 1 2

30 30

30*2=60

2. Arabic

2 50

3. Mathematics

2 40

4. English

2 40

5. Science

2 30

6. History and Geography

1 30

7. Health and Nutrition

1 30

8. Total

12 280

The above Table reveals that religion and two languages are given more than 50%

weighting in terms of marks allotment. Science and mathematics get only 25% weighting


13

while history and geography get approximately 10% weighting. To pass the examination,

a student has to secure at least 50% marks of aggregate. A student may pass the

examination even if he fails to get pass marks in a few subjects. Physical education is not

a subject of examination. Like weighting in terms of time allotment in the school

timetable, science and history and geography need to be given more importance in terms

of marks allotment also.

The responsibility for conducting the examination is that of the state ministries of

education. They appoint paper setters, but are required to get the question papers

approved by the national centre of curriculum development. This arrangement though

indicative of central control, is justified because it ensures equivalence of examination in

different states. This arrangement may become unnecessary if the national centre lays

down the competencies to be attained by children at the end of grade 8 in different

subjects. Even development of question banks in different subjects may necessitate

review of this policy. After approval of the question papers, the state ministries conduct

the examination, declare the result and issue the certificate to the successful candidates.

Discussions with the authorities in the ministry of education, state of Khartoum revealed

that approximately 60% students pass the examination. The highest number of failures is

in the subject of English followed by mathematics. In English, the pass percentage is not

more than 40% while in mathematics it is between 50-60%

2.4 Textbooks and Teacher Guides

The National centre of curriculum development has developed as many as 59 textbooks

for pupils in all the subjects from grade 1 to 8. All the books except three books of

English are in Arabic language, which is the sole medium of instruction in all the schools.

The books prepared with the assistance of subject experts, university professors and

practicing teachers, are of good quality. In each lesson, exercises are given which include

questions for assessment, revision and suggestions for practical activities. Teacher guides


14

include objectives of a lesson and suggestions for teaching. All the pupils’ books are

currently under revision in the light of feedback received from the teachers and

headmasters.

2.5 Implementation of Curriculum

Discussions with educational planners administrators and teacher educators have revealed

that curriculum, syllabi, and textbooks per se are not a problem in Sudan. It is the

implementation of curriculum, which requires urgent attention. In theory, participatory

approaches to teaching, activity based teaching, group methods of teaching, cooperative

teaching, child to child teaching are emphasized but teachers seldom make use of such

approaches in their classrooms. Teacher guides are made available to the teachers in the

beginning of the academic session but they generally do not take note of the methods

suggested in the guides.

Mathematics and ‘man and the universe’ are considered difficult by many students and

teachers. English does not appear to be interesting and attractive to a large proportion of

pupils. Even in Arabic, a large number of pupils are unable to develop adequate linguistic

skills in spite of the fact that they secure good marks in this subject. They generally speak

colloquial Arabic rather than the standard Arabic and it is perhaps because of the fact that

many teachers also speak colloquial Arabic in classrooms.

In most of the basic schools, science laboratories or science equipments are not available.

Only a handful of resourceful headmasters manage to arrange these with the support of

the local community.

Another problem that has a bearing on the quality of curriculum implementation relates

to the system of pupil assessment. At present, the only system of pupil assessment is the

annual examination. It needs to be supplemented by a system of continuous and

comprehensive evaluation.


15

The problems discussed above, no doubt, are important and do affect the quality of

curriculum implementation. But, the problems arising out of teachers’ indifference and

inadequacies are indeed the serious ones. It is in this context that proper teacher

qualifications and system of teacher education as a pre-requisite for effective curriculum

transaction assumes paramount importance.

2.6 Teachers and their Education

The minimum qualification for the appointment of basic school teachers has recently

been raised from secondary pass to bachelor of education (B.Ed.) degree, which is a

composite course of general and professional education. Like other degree programmes,

its duration is also four years after secondary certificate examination. The course is

presently offered in 23 faculties of education. Only B.Ed. qualified teachers are being

recruited as basic school teachers from 1997 onwards. Along with enhancement in the

qualifications of teachers, their salary scale has also been raised. These are welcome

steps, which can go a long way for the improvement of teachers’ status and also quality

of basic education.

The number of basic school teachers in Sudan is approximately 1,28,000 out of whom

about 8000 teachers possess B.Ed degree. Twenty three faculties of education have an

intake capacity of approximately 2000 per year. It is evident that the expectation from the

faculties of education to clear the backlog of unqualified teachers in the near future is

unrealistic. Moreover, it will be very difficult for the teachers to spend full four years in

the faculties to study for the B.Ed degree. Therefore, alternative low cost strategies to

realize the goal in a short span of time shall have to be devised. The decision of

Khartoum Open University to launch B.Ed programme through distance mode with an

annual intake of 5000 is a welcome step. Another workable alternative is to design a two

year diploma level programme and run it in 73 teacher training centres through distance-

cum-face to face mode. In addition to self-study at home, the teachers may be required to


16

come to the centre twice a week for institution-based learning. The teachers completing

the diploma programme should be admitted directly to the 3rd year of B.Ed course, if they

so desire. Thus, the total annual intake of Khartoum Open University, faculties of

education, and teacher training centres shall be 14600(5000+2300+7300). This implies

with in a span of 8 years, all the teachers in basic level schools shall undergo professional

teacher education programme. Moreover, older teachers who are due for superannuation

within a period of ten years may be granted exemption from the requirement of acquiring

B.Ed degree. The completion of two year diploma in teacher training should be

recognized as a sufficient qualification for them.

2.7 Continuing Education of Teachers

Apart from the teacher education programmes of longer duration of two years or four

years leading to a professional qualification in teacher education (diploma or degree),

there is a need for the organization of short term (one to three weeks) orientation to

enrich their knowledge about the latest developments in the content of education and to

fine-tune their skills and competencies.

The In-service education and training wing of FMOGE is entrusted with the

responsibility to design and implement the short-term orientation/ refresher programmes

for teachers. The unit has designed the programmes in all subject areas of basic school

curriculum and has also prepared the self-instructional modules. The unit organizes the

programme at the teacher training centres on the request of local authorities provided

they agree to meet the cost of the programme. The unit is not in a position to

institutionalize the programme of teachers’ continuing education due to non-availability

of funds. However, the unit could organize such programmes for basic level English

teachers, as the financial support from UNICEF was available.

In Sudan, English is introduced as a compulsory subject in class V. To provide high

quality reading materials to pupils, national curriculum development centre, Federal


17

Ministry of General Education, has brought out the Sudan Practical Integrated National

English (SPINE) series with the support of British Council Khartoum. SPINE 1 is taught

in class V and VI, SPINE 2 and 3 are meant for class VII and VIII respectively and

SPINE 4-6 is taught at the secondary stage. The books aim at development of language

skills through communicative approach. The text (reading section) in each lesson is

followed by several exercises of word building, grammar learning, practical use of

language. To facilitate the teachers’ task of teaching English effectively, each pupil’s

book is accompanied by a Teachers book. The introductory part of the book provides

general guidelines for the teaching of the pupil’s book. After revision of previous

learning, the teacher should proceed to the presentation stage, which is then followed by

the presentation of new words, new structures and new letters. In the last two stages, that

is, practice stage and production stage, teachers are expected to create situations to enable

the pupils to practice the use of language and then to use it freely. The pupil’s book is

divided into units and each unit is then divided into lessons. In the Teachers book, the

objectives of each unit, both linguistic and non-linguistic, are first clarified and some

suggestions for the teaching of the unit are provided. Thereafter, each lesson is taken up

individually. The teachers are helped to know the objectives of the lesson and new words

and structures to be taught. In the end, useful suggestions for handling the lesson and

pupils are provided. In the higher classes, objectives are followed by a statement of

language points, teaching suggestions and extension activities.

The pupil’s books as well as teacher’s books are indeed of very good quality. The

presentation of lessons is based on the latest techniques of teaching and learning

languages which emphasise mastery of language skills. The content of the reading text is

quite relevant to the life of the Sudanese people. Besides language skills, the lessons

included in the series have the potential to enhance the level of pupils’ general knowledge

about the life of people in Sudan and other countries, festivals, developmental issues,

environmental concerns, great personalities, etc. An attempt has also been made to

introduce the pupils to England through the text as well as through exercises.


18

To strengthen the capabilities of teachers of English at the basic level, the In-service

Educational Training Institute (ISETI), Training Directorate, Federal Ministry of

Education, organized National Orientation course in collaboration with UNICEF. A

training package comprising modules like ‘A key to English language pronunciation’,

‘productive skills’, evaluation and ‘language development’ was published in 1997.In

1998, ISETI in collaboration with UNICEF published modules entitled ‘Focus on SPINE

(1), Introduction to SPINE (2 and exploring SPINE (3) in connection with the first crash

course for basic level teachers of English. Thus, it is evident that different wings of the

federal ministry of education have made concerted efforts to raise the standards of

English teaching in the country.

2.8 Needs and Priorities

In the light of curriculum scenario presented in this section of the report, the following

appear to be the needs and priorities of the Republic of Sudan in the area of basic school

curriculum:

a) Development of national curriculum framework defining the broad principles and

parameters of curriculum designing in the light of national education policy.

b) Review of syllabi, pupils books and teacher books from the stand point of

(i) national unity and social harmony (ii) peace and human rights (iii) gender

equality (iv) life skills (v) curriculum load (vi) relevance and balance

c) International support for the strengthening of national curriculum development

center with additional human and physical resources.

d) Identification of minimum levels of learning in different subjects at the end of

each grade

e) International support for the institutionalization of teachers’ continuing education

in all subjects

f) Development of alternative strategies for the training of unqualified teachers, such

as development of two year diploma programme in teacher education.


19

g) International support for capacity building at the state level in the area of

curriculum development and pupil evaluation

h) International support for the introduction of computer literacy programme in basic

level schools

20

Chapter 3

Curriculum Development: South Sudan Scenario

3.0 The Context

In southern Sudan, the curriculum developed by the National Curriculum Centre in

Khartoum has not been in use for quite sometime because of civil conflict. The primary

and secondary schools have been using the curriculum and the text books of

neighbouring countries like Uganda and Kenya and the students who can afford, go to

these countries to take primary school or secondary school certificate examinations.

During the last decade of the 20th century, Sudan Peoples Liberation Movement (SPLM)

established an education secretariat in order to evolve a system of education relevant to

the needs of the region. The secretariat is headed by Commissioner of Education, who is

assisted by officers, like Director of Education.

To further concretize the vision of the first national convention held in 1995 regarding

‘self reliance’ as the main objective of education, the secretariat was entrusted the

responsibility to develop an education policy for the region. After several rounds of

discussions in a series of workshops, seminars, and symposia facilitated by a host of

international agencies and NGO’s, the secretariat published the latest version of the

policy on behalf of SPLM in January 2002. The policy has laid down the following as

the goals and guiding principles of education:

Education shall be the right of every child regardless of ethnicity, culture, gender,

religion and socio-economic status.

Education shall be accessible to any citizen of the New Sudan.

Education shall foster nation building through integration, peace, self-reliance,

patriotism and promoting respect and tolerance for other cultures traditions,

opinions and beliefs.


21

Emphasis shall be placed on girls’ education in order to achieve equality in

education.

Promote love, pride and respect for New Sudan’s diverse positive cultural

heritage

Inculcate in the individual, awareness of, and respect for life, human dignity in

general and human rights in particularly, especially the rights of children

Promote spiritual development, tolerance and respect for different religious

beliefs and practices

Promote awareness, use and conservation of the environment

Promotion of desirable values, knowledge, skills and attitudes, eradication of

illiteracy and equipping the individual with scientific technical and cultural

knowledge, skills and attitudes to exploit the environment for self and national

development

Promote awareness, care and concern for learners with special needs and train

them in skills that will enable them to be useful and productive to themselves and

the society

Promote respect for the dignity of labour

Inculcate democratic values and practices

Promote awareness for international cooperation, interaction and understanding

Respect for private and public properties

Empower people by grounding education in the local culture, traditions and

environment including the use of mother tongue in formal education

The policy made certain specific recommendations regarding the nature and scope of

school curriculum. For example, it is stipulated that the ladder of formal education shall

be based on the 8+4+4 system, that is, primary education shall be of eight years duration,

secondary education of four years and post secondary education (first degree) also of four

years. Mother tongue shall be the medium of instruction during the first three years of

formal education (from primary one to three). Alternate curriculum shall be developed to

address the learning needs of children and adults who do not have access to the formal

system


22

3.1 Curriculum Development

Institutionalised mechanism for the development of curriculum has not yet emerged in

south Sudan. However, a beginning has been made in this direction. A curriculum

steering committee has been constituted to coordinate and monitor the development of

curriculum, syllabi, textbooks, teacher guides and other relevant material. The committee

comprises fifteen members who are elected from different regions for a term of three

years. The composition of the committee is as under:

Equatorial 4 members (at least one must be a lady)

Baharel Ghazal 4 members ( -------do------- )

Upper Nile 4 members ( -------do------- )

South Kordofan 1 member

South Blue Nile 1 member

NSCC 1 member

Total 15 members

The committee is expected to meet at least three times a year but during the term of three

years of the present committee, it could meet only thrice because the members are based

in different parts of the region. The committee has three important office bearers:

chairperson, vice-chairperson and secretary. The functions of the committee include

interpreting and translating educational policy into guidelines for various levels of school

education, consideration of curricula developed by subject panels, vetting of books and

other curriculum support materials, revision of curriculum, assessment of curriculum

implementation, coordination of teacher training programmes for the implementation of

curriculum


23

3.2 Objectives of Basic Education Curriculum

The Curriculum Committee has published syllabus for primary schools, volume 1and 2

for classes P1-P5 and P6-P8 respectively. A large number of teachers, subject experts and

experts from neighbouring countries participated in the development of syllabi.

In the beginning of the volume, national goals of education, namely, access to education,

national independence, unity and patriotism, national socio-economic development, love

and respect for cultural heritage, moral and ethical values, environmental awareness and

conservation, promotion of desirable values, knowledge, skills and attitudes, respect for

labour and property, democratic institutions and practices and international consciousness

have been enunciated.

The following have been listed as objectives of primary education:

a) To enable the learner to acquire skills of numeracy, literacy and communication

b) To inculcate in the learner good health habits

c) To develop in the learner the cultural, moral and spiritual values of life

d) To promote acquisition of skills for making a living, respect for work, and

attitudes to protect public and private property

e) To instill in the learner the spirit of unity, nationalism, tolerance and respect for

others

f) To develop the basic faculties and abilities of the individual by stimulating

initiative, creativity, objectivity and rationality

g) To inculcate in the learner the understanding of, and appreciation for,

conservation and utilization of environment

h) To nurture in the learner a positive attitude of self-reliance, cooperation and inter-

dependence

i) To create awareness of one’s rights, obligations and civic responsibilities

j) To inspire the learner to appreciate lifelong learning


24

The objectives mentioned above are indicative of noble and pious intentions. Their

realization will depend on the way curriculum is implemented in the classrooms.

However, in the prescribed curriculum there should be content points, which could be

utilized by the teachers as the springboards for the inculcation of above-mentioned

values.

3.3 Curriculum Organisation / Subject-Structure The scheme of studies (subject-structure) for the first five primary classes is as under:

Table 3.0: Periods per Week in Primary Classes

Classes Sl.No.

Subject P1-P3 P4 P5

1. Mother Tongue 10 4 2

2. English 5 8 7

3. Kiswahili Nil 5 4

4. Arabic Nil Nil 4

5. Mathematics 5 7 7

6. Science 4 4 4

7. Religious Education 4 3 3

8. Home Science Nil 3 3

9. Arts and Crafts 2 4 4

10. Social Science 4 4 4

11. Music 1 2 2

12. Physical Education 5 3 3

13. Agriculture Nil 3 3

14. Periods per week Hours per week

40 20

50 30

50 30

Duration of a period is 30 minutes in P1-P3 and 35 minutes in P4 and P5.


25

The scheme of studies (subject-structure) for Upper Primary (P6-P8) is as under:

Table 3.1: Periods per Week in Upper Primary Classes

Classes Sl.No. Subjects P6 P7 P8

1. English 7 7 7

2. Kiswahili 4 4 4

3. Arabic 4 4 4

4. Mother Tongue 2 2 2

5. Mathematics 7 7 7

6. Business Education 2 2 2

7. Science 4 4 4

8. Social Science 4 4 4

9. Religious Education 3 3 3

10. Arts and Crafts 2 2 2

11. Physical Education 2 2 2

12. Home Science 3 3 3

13. Music 2 2 2

14. Agriculture 4 4 4

15. Periods per week Hours per week

50 30

50 30

50 30

Duration of a period is 35 minutes.

The above tables show that a student has to study nine subjects in classes P1-P3, twelve

subjects in P4, thirteen subjects in P5 and fourteen subjects in P6-P8. Prima facie, the

curriculum appears to be very heavy and demanding for the children of age group 6-14

years. In the workshops and symposia organized by the committee the concern regarding

burden of curriculum has often been voiced. During discussions many experts admitted

that the curriculum is indeed heavy and it requires rationalization and restructuring. The


26

debate regarding curriculum load is currently going on in the neighbouring countries like

Kenya and Uganda also, still the committee has not taken note of it.

A child is required to study two languages (mother tongue and English) in classes P1-P3,

three languages (Kiswahili new addition) from class P4 onwards and four languages

(Arabic new addition) from class P5 onwards. In classes P1-P3, mother tongue is the

medium of instruction, therefore, its teaching as a subject from P1 is essential. English is

to be used as a medium of instruction from class P4 onwards, therefore, it ought to be an

essential component of curriculum right from class P1. The inclusion of Kiswahili is

justified on the ground that its education will equip the students to communicate with the

people of many neighbouring countries. Arabic, being the national language of the

country, has to be a compulsory subject because it has the potential to prove a strong link

between the north and south and thus may prove to be a vehicle of national unity. To

reduce the burden of languages, it would be desirable to drop the teaching of kiswahili at

the primary stage. It may be introduced at the secondary stage as an elective subject

Primary education in South Sudan is terminal stage of education for almost 50% of

students. Therefore, an attempt has been made to provide as many vocational skills to

students before they drop out of the system or join the world of work after completing the

primary stage of education. It is because of this reason that subjects with vocational

orientation like agriculture, business education and home science have been included in

the curriculum. Some of the units included in these subjects are included in the syllabus

of Science. It would have perhaps been better to develop a composite course under the

nomenclature of ‘work education or life skills education which should draw its content

from these three subjects and other work related subjects. Alternatively, a few vocational

subjects may be included in the syllabus and a student should be given the option to

choose one subject in accordance with his or her aptitude and inclinations.

The inclusion of arts and crafts, music and physical education as compulsory areas of

study is a step in the right direction as their contribution to the wholesome development

of a childs’ personality can hardly be exaggerated.


27

Regarding religious education, it is not clear whether a child will have to study one of the

two or both. Most probably, the child will be given the option to study either Islamic

religious education or Christian religious education. The study of both science and

mathematics has been made compulsory from the class P1 itself. In the syllabus of

science, there are units, which emphasise practical aspects of the subject and their

relevance to the day-to-day life of pupils. In this regard the unit on ‘health education’ and

‘ making things easier’ may be mentioned. These units, like all other units are repeated in

all the grades, though the difficulty level and depth of treatment increases in each grade.

There is a sub-unit on HIV in the unit on health education. The need for environmental

protection and conservation is also highlighted in the unit on ‘environment’

In sum, the syllabus has several positive points. Efforts have been made to make it

relevant to the needs of the pupils and the community. However, it is quite ambitious and

is likely to prove burdensome for the students. Several subjects need to be taught in an

integrated manner rather than in watertight compartments.

3.4 Textbooks and Teacher Guides

Pupil’s books and Teacher Guides have been prepared for classes P1-P4 and the work on

the preparation of the textbooks and Teacher guides for P5-P8 is in progress. Teachers

and subject experts are involved in the preparation of books. The quality of academic

content of the materials is quite satisfactory but the quality of production and of

illustrations leaves much to be desired.

3.5 Problems of Curriculum Implementation

The syllabi have been developed, pupils’ books and teacher guides for P1-P4 have been

prepared and hopefully pupils’ books and teacher guides for P5-P8 shall be developed in


28

the near future. But suitable mechanism for the proper implementation of curriculum

simply does not exist in the southern sector of Sudan. The textbooks are not available in

adequate number and therefore, pupils have to share the same with other pupils. A

majority of schools do not have adequate number of classrooms and even most essential

equipments and facilities like blackboards. Most of the teachers are under qualified and

untrained. Even primary school graduates are working as teachers in primary schools.

They do not get regular salaries, they simply get some incentives from the community,

sometimes in the form of pupils’ labour. Pre-service teacher education system is yet to be

evolved in the areas under the control of SPLM/A. Some NGOs and UNICEF have

developed in-service education programmes for teachers.

To realize the goal of EFA, alternative curriculum and programmes shall have to be

evolved and implemented for some specific groups of pupils. For example, many girls get

married at an early age and therefore they are obliged to discontinue their studies in

formal schools. The ex-SPLA soldiers also need to be educated but they shall be of

higher age group than the children of primary classes. The needs of internally displaced

children and returnee refugee children shall have to be addressed. Perhaps, the

development of condensed courses/programmes of 4-5 years’ duration shall enable such

children to complete the basic stage of education.

3.6 Needs and Priorities

In view of the problems and difficulties mentioned above, the following appear to be the

priority needs of the southern sector of Sudan:

a) Establishment of a regional curriculum development centre for undertaking tasks

of curriculum, syllabi and instructional materials on a continuing basis.

b) Augmentation of facilities for the production and distribution of textbooks.


29

c) Revision of syllabi and textbooks from the standpoint of curriculum load, national

integration, social harmony and peace, human rights, gender equality, social

relevance and concerns like HIV/AIDS, environmental protection, etc

d) Establishment of a system of pre-service teacher education and teacher education

institutions.

e) Institutionalisation of continuing education of teachers.

f) Improvement in the working and service conditions of teachers

g) Expansion of secondary education as its graduates become eligible for joining

teacher education programmes.

h) Establishment of a board of examination for conducting unified basic education

certificate and secondary school certificate examination

i) Development of condensed courses for over-age girls, ex-SPLA soldiers and

displaced children.

j) Capacity building programmes for educational planners and administrators.

30

Chapter 4

Basic Education In Sudan: Some Suggestions for National Curriculum Framework

4.0 Imperatives

The Republic of Sudan, at present, is categorized among least developed countries of the

world. In human development also, its rank is 139, which is indicative of low human

development. But the country has enormous potential for fast development because of its

rich natural resources. However the potential can be realized only if there is unity, social

harmony and cohesion in the society and sense of belongingness to the mother country

among all citizens. Industrialization and advancements in science and technology also

make a significant contribution to accelerate the pace of development. The country’s

education system shall have to be geared to the realization of twin objectives of national

unity and technological advancement. This also implies that the content of education, that

is, curriculum at different stages of education, shall have to be designed in such a way

that it contributes to the goals of national development.

Apart from the national development goals, the nature of society is also an important

determinant for designing curriculum for its schools. The Sudanese society is a multi-

religious, multi-ethnic and multi-linguistic society and this diversity is, in fact, its

strength. In such a society, the school curriculum ought to be characterized by substantial

amount of commonality in certain aspects while in certain other aspects in-built

mechanism for flexibility to encourage local initiative and specificity would be more

desirable. To further elaborate these ideas and work out their implications for different

aspects and components of curriculum, a framework of national curriculum needs to be

developed for the reference and guidance of educational planners, administrators,

curriculum designers, text book writers, teachers, teacher educators, evaluators and others

interested in the education of school children

Basic Education in Sudan: Some Suggestions for National Curriculum Framework

31

In sum, the framework should enunciate the non-negotiable as well as flexible

components of curriculum, that is, it should clearly state the components which should be

common throughout the country and the components, which can vary from state to state.

4.1 What Should Framework Include?

The framework of national curriculum for basic education in Sudan should reflect on the

following: -

4.1.1 National Goals

a) to promote national unity, social harmony and cohesion in the society

b) to instill the spirit of oneness and sense of belongingness to the mother country

among all children

c) to ensure complete and balanced development of childs’ personality

d) to lay the foundation for all round development of the society

The list of national goals stated above is by no means exhaustive. It may be modified and

enlarged on the basis of consensus among educationists of the country.

4.1.2 Objectives of Basic Education

This section should state the objectives of basic education which should emanate from

the national goals and also from the country’s vision concerning the type of person a

child should look like at the end of basic education stage, that is, what competencies,

skills, attitudes, values he should have acquired by the time he completes basic stage of

education.


32

4.1.3 Educational Ladder or Pattern of Education

At present, Sudan follows 8+3+4 pattern of education, that is, basic education of eight

years, secondary education of three years and undergraduate education of four years. The

basic education stage is further divided into sub-stages, -(i) grades 1-3 (ii) grades 4-6, (iii)

and grades 7-8. The approach suggested for the organization and implementation of

curriculum corresponds well with the maturity level of pupils at different levels. The

existing pattern should be continued and followed through out the country. Any attempt

to switch over to 8+4+4 pattern at this stage will not only be pre-mature but unproductive

also as it will involve large scale restructuring and massive investments which the

country cannot, afford at this stage of its development. Moreover, it will make expansion

of secondary education more difficult.

4.1.4 Religious Education

The present policy regarding religious education in schools allows the child to study his

own religion, that is, Islam or Christianity. The policy is indicative of the willingness of

the authorities to respect diversity in matters relating to religion. The present policy may

be continued in future also. However, some other alternatives could also be explored.

For example, in the first three grades, a subject entitled ‘moral and spiritual education’ or

‘values education’, comprising moral teachings of both the religions, social values and

civic values may be introduced and formal study of religion may be introduced from class

IV onwards. Still another alternative could be a composite course of Islam and

Christianity, which may be taught in grade VII, and VIII. The alternatives suggested

above along with some other alternatives and issues should be widely discussed in the

country to evolve a policy on the basis of consensus.


33

4.1.5 Teaching of Languages and Medium of Instruction

At present, the national curriculum of Sudan provides for the teaching of two languages

at the basic stage of education- Arabic from grade I onwards and English from class V

onwards. The curriculum proposed for the southern sector provides for the teaching of

four languages- mother tongue and English from class I onwards, Arabic from class IV

onwards and kiswahili from class V onwards. It would not be desirable to teach four

languages at this stage. It would be more appropriate to defer the teaching of foreign

languages to the secondary or tertiary stages of education. The educational fraternity in

the country may discuss all the issues related to language and evolve a policy on the basis

of consensus. Perhaps, consensus could be built around the idea of teaching three

languages (L1, L2, L3) at this stage. Two languages, L1 (mother tongue) and L2 (Arabic or

English) may be introduced in the first grade itself and L3 (English or Arabic) could be

introduced from class IV or V onwards.

There is also need to evolve a consensus regarding the policy relating to medium of

instruction at the basic stage of education. Perhaps, it would be desirable to give the

option to the states to use mother tongue or Arabic as medium in the first three grades

and English or Arabic from grade IV onwards.

4.1.6 Curriculum Organisation or Subject Structure

The existing structure of subjects of study at different sub-stages of the basic education

stage, prescribed by the national centre of curriculum development is based on sound

principles. However, a few re-adjustments or modifications could be made on the basis

of available feedback, latest developments in the field of education and emerging needs

of the society. The scheme of studies for different sub-stages may be as under: -


34

Grades I-III

1. Religion/ Moral and Spiritual Education

2. Mother Tongue

3. Arabic/ English

4. Mathematics

5. Creative Arts

Grades IV-VI

1. Religion

2. Arabic

3. English

4. Mathematics

5. Man and Universe/Environment studies

6. Creative Arts


8. Life Skills including Work Education

Grades VII-VIII

1. Religion

2. Arabic

3. English

4. Mathematics

5. Science and Technology

6. Social Studies

7. Creative Arts

8. Life Skills including Work Education and Computer Literacy



35

The scheme of studies given above is mere suggestive. The educational fraternity in the

country may discuss various issues relating to the subjects or learning areas to be

included in the subjects or learning areas to be included in the curriculum and come out

with an agreed scheme of studies. The weights of different subjects in terms of periods

per week in the school timetable should also be decided on the basis of consensus.

4.1.7 Subject-Wise Objectives

The curriculum framework should also reflect on the objectives of teaching different

subjects. The competencies to be attained by the pupils at the end of the basic education

stage should be reflected in the teaching and learning objectives. Besides the objectives,

the scope of content and approach to its organization may be explained in the framework.

For example, after providing the rationale for integration in the subject entitled ‘man and

universe’, the scope of its content should also be elaborated. It may be mentioned that

how its content, though drawn from different subjects like science, environment, history,

geography, etc, shall be presented under suitable themes. In the case of ‘life skills’, the

concept of life skills and skills essentially required by human beings to lead a meaningful

and successful life, may have to be explained. It may draw its content from areas like

health and nutrition, agriculture and gardening, repairs and maintenance of household

items and gadgets, etc. The concept of health should also include mental health and may

therefore include activities aimed at stress management, conflict resolution, etc. The

need for providing computer literacy to children at this stage should be justified. The

justification for separating science and social studies in grades VII-VIII and the rationale

for emphasizing ‘technology’ in science curriculum should also be provided.

The educationists and curriculum experts in the country may have to discuss all these

issues and arrive at a consensus with regard to the teaching-learning objectives and the

scope of content of different subjects.


36

4.1.8 Teachers’ Qualifications

At present, the qualification prescribed for appointment as a teacher in a basic school is

the university degree in education (B.Ed). This is indeed a welcome policy and therefore

it needs to be continued. However, less than 10% teachers in basic schools possess this

qualification. Therefore, this policy should be made applicable in the case of new

entrants to the profession. The existing teachers should be provided incentives to enroll

themselves with the Khartoum Open University for B.Ed. programme through distance

mode. In addition, Teacher Training Centres may organize a part time teacher training

diploma programme of two years’ duration. In the southern sector where primary school

graduates are working as primary school teachers, there has to be a lengthy period of

transition for switching over from the existing level to the proposed level.

4.1.9 Pupil Assessment

The framework should lay down a broad policy of pupil assessment emphasizing the

concept of continuous and comprehensive evaluation. It should lay down norms and

standards for the assessment of pupils’ performance in different school programmes such

as games, sports, co-curricular activities, programmes of clubs and societies, and also

regarding the behaviour of pupils in different situations. Finally, the examination scheme

for the basic school certificate examination should be provided. Since basic level

education is a terminal stage of education for a large number of children, this

examination shall have to be continued.

4.2 Implementation of Curriculum Framework

The framework itself or a separate document should reflect on the possible strategies for

the implementation of curriculum. It may delineate the role of different institutions and

organizations for translating the framework into syllabi, pupil’s books and other

instructional materials. For example, the national curriculum centre may be entrusted the


37

responsibility to develop model syllabi, pupil’s books, teacher guides, etc. The states/

regions should have the freedom to adopt these materials in toto or adapt them to make

them their own materials. To ensure the success of this strategy capacity for the

development of curriculum at the state/ regional level may have to be built. To begin

with 2-3 regional curriculum development centres may be established. A regional centre

may cater to the educational needs of a clustre of states, such as curriculum development,

adaptation and evaluation, educational research, planning coordination and supervision of

in-service education of teachers, headmasters and supervisors, and planning coordination

and supervision of basic school certificate examination.

4.3 Conclusion

In this section of the report, a few ideas regarding the content of ‘National Curriculum

Framework’, in respect of basic stage of school education have been presented. A

committee of national experts may discuss these ideas and prepare a draft framework for

discussion in a series of workshops and seminars. Finally, a conference may have to be

organized for the finalisation of the framework.

38

Chapter 5

Recommendations

UNESCO, UNDP and other international agencies may consider supporting the following

programmes for the development of basic education in Sudan as an integral part of peace

process:

a) Development of Sudan National Curriculum Framework for the basic education

stage.

Support may be provided for the organization of workshops, seminars and

conferences. If necessary, assistance of an international expert may also be

provided.

b) Establishment of Regional Curriculum Development Centres.

Support may be provided for the development of a project document with

the assistance of an international expert. Subsequently, support may be provided

for civil works, equipments etc.

c) Strengthening of National Curriculum Centre by providing modern equipments.

d) Organisation of training workshop of 2-3 weeks’ duration for the staff of

curriculum centres.

Support may be provided for the development of training design with the

assistance of an international expert and for the organisation of the workshop with

the assistance of 2-3 international and 2-3 national experts.

e) International support for the institutionalisation and professionalisation of

continuing education of teachers, headmasters and supervisors.

39

Annexure I

Work Schedule

Table 6.0: Date-wise Activity Record

Date Activity

03-06-2003 Arival in Paris. Briefing meeting with Mr. I. Sidbe, Project Manager, Sudan and Ms Lily Neyestani at UNESCO hqrs.

04-06-2003 Second briefing meeting with Mr. I. Sidbe and Ms Lily Neyestani at UNESCO hqrs.

05-06-2003 Departure for Nairobi.

06-06-2003 Arrival in Nairobi.

06-06-2003 Meeting with Mr. Kosti Manibe, Commissioner for Education, SPLM and Mr. William Ater Maciek, Education Director General, SPLM

07-06-2003 Meeting with Edward Brady, S.J and Fr. Joseph Rodrigues, S.J in the office of Sudan Catholic Bishops Regional Conference (SCBRC).

08-06-2003 Sunday. Study of documents at Hilton.

09-06-2003 Meeting with Dr M. Devdoss and Mr. Tiberaius Barasa, UNESCO PEER, Nairobi.

09-06-2003 Meeting with Rev Fr. Damian M. Adugu Secretary General, SCBRC and Mrs. Nelly M Wangola, Education and Scholarship Coordinator, SCBRC

10-06-2003 Meeting with sister Lolin Menendez, RSCJ Education Resource Person for Africa, Jesuit Refugee Service (JRS), Nairobi.

10-06-2003 Meeting with Ms Mima Perisic, Project Officer, Education, UNICEF Operation Life line Sudan (OLS) Southern Sector.

11-06-2003 Meeting with Mr. Kosti Manibe, Commissioner for Education, SPLM and Mr. William Ater Maciek, Chairman, Curriculum Steering Committee.

Work Schedule

40

Date Activity

11-06-2003 Meeting with Mr. James, Coordinator, Vocational and Technical Education, UNESCO, Nairobi.

11-06-2003 Watching documentary entitled ‘Hear our Cry’ produced by JRS, Nairobi.

11-06-2003 Meeting with Dr M. Devdoss, UNESCO PEER.

12-06-2003 Meeting with Prof George Bureng’ Nyombe, Professor of Linguistics, University of Nairobi and Deputy Chairman, Curriculum Steering Committee.

12-06-2003 Departure for Khartoum.

13-06-2003 Friday, Off day. Study of literature at Acropole hotel, Khartoum.

14-06-2003 Meeting with Dr Mutasim Abdel Rahem, Under Secretary, Federal Ministry of General Education, Sudan.

14-06-2003 Meeting with Dr Ahamed Babber Nahar, H.E Minister of General Education, Govt. of Sudan.

14-06-2003 Meeting with Secretary, National Curriculum Centre, Sudan.

14-06-2003 Meeting with Mr. Mohammed Abde Gadir EL Haj, Deputy Director General for Educational Planning, Ministry of General Education, Sudan.

15-06-2003 Meeting with the staff of Directorate of Teacher Training, FMOGE, Sudan.

15-06-2003 Meeting with Mr. K. Ramchandran, Sr. Programme Officer, UNICEF, Khartoum.

16-06-2003 Meeting with Mr. Ibrahum S.El-Dasis, Director General of Educational Planning, FMOGE, Sudan.

16-06-2003 Meeting with the staff of National Curriculum Development Centre.

17-06-2003 Meeting with Deputy Country Representative, UNDP, Khartoum and colleagues.

Work Schedule

41

Date Activity

17-06-2003 Meeting with Mr. Khalid of Dept. of Educational Planning.

18-06-2003 Meeting with Director of Basic Education, State of Khartoum.

18-06-2003 Meeting with Director of Evaluation and Examinations, State of Khartoum.

18-06-2003 Meeting with the faculty of In-service Education and Training (INSET) wing of the Directorate of Training, FMOGE.

19-06-2003 Meeting with the faculty of National Curriculum centre, FMOGE.

19-06-2003 Debriefing meeting, UNDP.

20-06-2003 Holiday, Report writing.

21-06-2003 Departure for Paris.

22-06-2003 Arrival In Paris.

23-06-2003 Debriefing meeting with Mr. I. Sidbe at UNESCO hqrs.

24-06-2003 Departure for New Delhi, India.

42

Annexure II Bibliography

1. Education Policy of the New Sudan (2002) Secretariat of Education, SPLM 2. Accelerating learning opportunities for all (2002). Report of the symposium

on Education organized by the Secretariat of Education, SPLM at Xanbio, June 26-29, 2001.

3. Report of the Planning Workshop on Curriculum Development held at Nairobi, 12-14 August 2000.

4. Syllabus for Primary Schools, volume 1:P1-P5, New Sudan Curriculum Committee.

5. Syllabus for Primary Schools, vol2: P6-P8 (2002) New Sudan Curriculum Committee.

6. Education for All (Assessment Report Southern Sudan 2001, UNICEF/OLS, Nairobi.

7. An analysis of Girls Education in Southern Sudan (2001) by Anna Obura, UNICEF/OLS.

8. School baseline assessment Report, southern Sudan (May2002), UNICEF/OLS.

9. Notebook - Voices from South Sudan – The Education We Want. UNICEF/OLS.

10. SCBRC Dioceses – Diocesan Schools – preliminary findings of 2002 survey. 11. SCBRC Voice – A quarterly newsletter of the Sudan Catholics Bishops

regional Conference, Issue no2, May-August 2001. 12. Reports of Jesuit Refugee Service (JRS) projects in South Sudan. 13-16. Pupils’ Books P1- English, Mathematics, Science and Christian Religious

Education. 17. Pupils’ book P4 – Social Studies. 18. Teachers’ Guide – Mathematics P3. 19. Teachers’ Guide – Agriculture P4. 20. The development of Education – National Report of the Republic of Sudan,

Federal Ministry of General Education, Directorate for Educational Planning, March, 2001.

21. EFA Plan of the Republic of Sudan. 22. Teacher Assistance course, Part 4 – Running a School well, Sudan open

learning unit (SOL4) Khartoum. 23-26. FMOE, Trg. Directorate, ISETI and UNICEF – National Orientation Course

for Teachers at the Basic level, Modules 1 – 4 (A key language pronunciation, productive skills, Evaluation, Language Development).

27-29. FMOE, Trg. Directorate, ISETI and UNICEF – First Crash Course for basic level teachers of English. (i) focus on SPINE (1) (ii) Introduction to SPINE (2) (iii) Exploring SPINE(3).

30. SPINE – Ideas for Skills Development (2000) FMOGE and the British Council, Khartoum.

Bibliography

43

31-33. The SPINE series, Pupils’ book 1,2,3, FMOGE. 34-36. The SPINE series, Teachers’ Book 1,2,3 FMOGE. 37. Scheme for basic certificate examination – National Centre for Curriculum

Development. 38. Mathematics Pupils’ Book, Class 4, FMOGE, Publication Bureau, 2001. 39. Arabic Language Pupils’ book, Class 4, FMOGE, publication bureau, 2001. 40. Our Environment, Pupils’ Book, Class 4, FMOGE, Publication Bureau, 2001. 41. Man and Universe, Pupils Book, Class 3, FMOGE, Publication Bureau, 2001.

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