Sudan

Sudan

Highlights

Ahead of International Literacy Day, a new policy brief details how GPE invests in quality teaching and learning. Education is a powerful agent of change that improves health and livelihoods,...
Sudan continues to be eligible for funding from the Global Partnership for Education. GPE looks forward to continue supporting the Sudanese government’s efforts to strengthen the country’s education...
Meet Rumana, a 26-year-old woman from Sudan. She just joined seventh grade.

Education in Sudan

The government of Sudan recognizes education as a right for every citizen and guarantees access to free basic education. Achieving the Education for All targets is considered a pre-requisite for achieving socio-economic stability in Sudan.

The vision of the Interim Education Sector Strategic Plan (ESSP) is to create a distinctive education system based on science and values, with an emphasis on improving the access to school, the quality of the education being received, as well as a strengthening of the country’s educational system.

The plan outlines three strategic pillars:

  • Improve access to schooling for all including pre-school, basic and secondary education, technical and vocational, and out-of-school youth and adults.
  • Improve quality of schooling at all levels.
  • Strengthen the institutional capacity of the education system through curriculum renewal, learning assessments, system, teacher, and school management, and school health and nutrition.

There are six national objectives, with various intervention areas:

  1. To improve access to and quality of pre-school education through:
    • Developing sub-sector diagnostic and early childhood care policy
    • Strengthening and standardizing the curriculum
    • Improving teaching quality and providing teaching and learning materials
  2. To increase access to basic education through increasing capacity, reducing household costs, and encouraging demand.
  3. To provide access to general, technical and vocational education at secondary level to eligible basic school graduates and reduce disparities through:
    • Building new schools in areas with low enrollment rates and new streams to existing schools in densely populated areas
    • Removing barriers that prevent successful basic education graduates from joining secondary education
    • Ensuring access for special groups by establishing boarding facilities for students and housing for teachers
    • Establishing new technical schools and vocational centers
  4. To improve quality of learning in basic education, especially in early literacy and numeracy through:
    • Improving the learning environment and teaching quality
    • Providing teaching and learning materials
    • Ensuring healthy learning environments
    • Strengthening school supervision
  5. To enhance the quality of secondary education through:
    • Supporting the newly established professional academy for teacher training and intensifying in-service teacher training
    • Diversifying the curricula to include new fields
    • Improving the school environment
  6. To strengthen the education system to support achievement of national goals and strategic objectives through:
    • Building national capacity for curricula development
    • Developing and launching a National Learning Assessment
    • Strengthening school management and teacher management
    • Improving system performance management using EMIS, monitoring and evaluation, and finalizing the education sector plan for 2017-2021.

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2013-2018 76,500,000 64,576,654 IBRD
Sector plan development 2016 499,900 15,476 IBRD
  TOTAL 76,999,900 64,592,130  

Data

Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.

Access

Primary Gross Enrollment Rate (%)

Primary Completion Rate (%)

Lower Secondary Completion Rate (%)

Out-of-school Children Rate (%)

Domestic Financing

Public Expenditure on Education as Share of GDP (%)

Public Expenditure on Education as a Share of Public Expenditure (%)

Public Expenditure on Primary as a Share of Total Education Expenditure (%)

Teachers

Student/Teacher Ratio

Teachers Trained (%)

GPE in Sudan

Class 8 students; Asfia Badr Basic School for Girls, Nile East Locality, Alfayhaa Administrative Unit, Al-Baraka District, near Khartoum, Sudan. Credit: GPE/ Kelley Lynch

The US$76.5 million GPE program in Sudan began in July 2013 and is focused on improving the learning environment, providing more textbooks, and strengthening the education system’s planning and management mechanisms.

The three components of the grant include:

  1. Improving the learning environment by building 2000 classrooms in rural areas and localities with low enrollment and providing school grants to 750 schools.
  2. Provision of textbooks, including procurement and distribution of about six million textbooks.
  3. Strengthening the monitoring and management mechanisms of the education system by building management capacity, establishing systems for learning assessment and teacher monitoring, and developing a full Education Sector Strategic Plan.

The Federal ministry of general education leads the program with the World Bank as the grant agent and UNICEF as the coordinating agency.

Source: World Bank project appraisal document. March 2013

Results

The current GPE program in Sudan has contributed to progress in the education sector, including the following results:

  • A system for assessing learning has been established at the primary level
  • The national learning assessment (NLA) report was completed and findings and results for 18 states have been disseminated
  • Timely annual data have been produced through the Education Management Information System (EMIS) supplementary tool and the 2016 survey has been completed,
  • A database for teacher management monitoring system was developed and data from 2016 are now available
  • 956 additional conventional and community classrooms have been built, benefitting 52,248 students
  • The number of students enrolled in the ‘Basic Education Recovery Project’ area has increased from 5,677,229 in 2015 to 5,873,309 in 2016
  • 256 parent-teacher associations received an intensive training package
  • 3,472 communities and 4,829 schools have received school grants.
  • A new textbook policy has been adopted and implemented
  • 9.8 million textbooks have been printed
  • Textbooks and teacher’s guide for Grade 1 to 4 core subjects have been revised
  • 22,550 teachers have been trained throughout the country
  • The number of direct project beneficiaries has increased from 5 million to 5.9 million in 2017.

Source: World Bank Implementation Status and Results Report – January 2017 and Project Status Report of the Basic Education Recovery Project – April 2017

Last updated September 12, 2017