Baseline Survey-Education-Sudan OragFNL - UNICEF Persons' No. Name Location 1. ... points to an...

BASELINE SURVEYON BASIC EDUCATIONI N T H E N O R T H E R NS TAT E S O F S U D A N

F I N A L R E P O R T J U N E 2 0 0 8

The Republic of the SudanFederal Ministry of General Education

Directorate General of Educational Planning

The Republic of the Sudan

Federal Ministry of General Education

Directorate General of Educational Planning

BASELINE SURVEY

ON BASIC EDUCATION

IN THE NORTHERN

STATES OF SUDAN

FINAL REPORT JUNE 2008

This document has been produced with the financial assistance of the European Union and UNICEF. The viewsexpressed herein can in no way be taken to reflect the official opinion of the European Union and UNICEF.

In Partnership with the Ministry of International Cooperation,

European Commission (EC), United Nations Children’s Fund (UNICEF) and

World Food Programme (WFP)

Acknowledgements

This survey would not have been possible without the managerial,

financial, technical and logistics support of the Federal Ministry of

General Education, the European Commission, the United Nations

Children’s Fund, World Food Programme, a team of four national

consultants and officials of the 15 northern State Ministries of

Education. Much gratitude is due in particular to Dr. Al Mutassim Abdel

Rahim El Hassan, Undersecretary, Federal Ministry of General

Education for authorizing the conduct of this survey, Dr El Taher

Hassan Eltaher and most especially Dr. Ibtisam Mohamed Hassan

whose relentless efforts and commitment has led to the successful

completion of this assignment. Gratitude is also due to Maria Horno-

Comet, Mr Antonio Fernandez De Velasco, Ms Lotten Hubendick, and

Mr Yassin Mustafa of the EC for their efficient support to this

partnership; Mr. Ted Chaiban, the UNICEF Representative, Cecilia

Baldeh the UNICEF Chief of Education, Mr. Abdel-Bari Nasr and Mr.

Nawshad Ahmed, UNICEF Monitoring and Evaluation Officers and

recently Mr. Parvez Akhter, UNICEF consultant for providing the

necessary technical and financial back-up. Much gratitude is also due

to Sara Moussavi of the World Food Programme for providing

substantial logistic as well as technical support and to Dr Ibrahim El

Dasis, UNESCO Education Officer for his technical inputs. The survey

was conducted by a team of national consultants, namely, Dr.

Mohamed Ali Adham, Dr. Siddig Mohamed Ahmed Shaheen,

Dr. Siddig Mohamed Osman, under the leadership of Dr Eltayeb

Abdelwahab Mohamed. This team deserves much commendation as

without them, this survey would not have succeeded. To the more

than 500 government and civil society members who played their part

as steering committee members, technical committee members,

master trainers, state supervisors, enumerators and data entry clerks

who cannot all be named here, much thanks are due.

ii

BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008

1. Resource Persons'

No. Name Location

1. Dr. Al Mutassiam Abdel Rahim Undersecretary of FMOGE, El Hassan General Supervisor

2. Dr. El Taher Hassan Eltaher National Coordinator of the Project3. Dr. Ibtisam Mohamed Hassan Assistant Project Coordinator4. Ms Cecilia Baldeh Chief, Education, UNICEF5. Ms Sara Moussavi Programme Officer - Education

World Food Programme6. Ms Lotten Hubendick European Commission

7. Dr Ibrahim El Dasis UNESCO

2. National Experts

No. Name Location

1. Dr Eltayeb Abdelwahab Mohamed Team Leader2. Dr. Mohamed Ali Adham Member3. Dr. Siddig Mohamed Ahmed Shaheen Member4. Mr. Siddig Mohamed Osman Member

Foreword

This survey was implemented within the framework of the

commitment of the Government of National Unity through the Federal

Ministry of General Education in Sudan to accelerate the pursuit of

the EFA and the MDG goals in education. It is evidence of a

successful partnership in education among a number of national and

international organizations, namely between the Federal and State

Ministries of Education on the one hand and the European

Commission, UNICEF and WFP on the other. It is testimony to the

commitment of the education sector to face the challenges that have

been recognized over the years related to the adequate access to

quality data to support evidence-based policy planning and decision-

making. The survey signifies the onset of a longer process of

developing an Educational Management Information System which

can support evidence-based policy decision-making as well as a

comprehensive strategy to develop the capacity of the education

system in sector-wide policy analysis, planning, management and

performance-based monitoring and evaluation.

The data obtained from this survey has pointed to a number of key

policy issues that will need to be reviewed in order to accelerate the

attainment of the Education For All and Millennium Development

Goals. Key among these policy issues are the need to seek novel

ways of implementing a free and compulsory basic education policy

within a pro-poor macro-economic policy context that recognizes the

relative capacities of government, parents, communities, the private

sector, civil society in realistically meeting the cost of education; the

need to close the 12% gender gap in enrolment; the need to promote

greater private sector and community participation in early child care.

The high burden of non-salary expenditure on communities needs to

be substantially reduced through greater government non-salary

expenditure in basic education.

The sector will review existing regional disparities in enrolment,

access to safe water and sanitation in schools, provision of furniture

and other facilities in schools, paying particular attention to the States

that consistently show lower than average performance against key

education indicators. Factors which account for the relatively high

drop out rates for both boys and girls at grade 3 and 4 will be

assessed and appropriate measures taken to redress this situation to

reduce wastage in the education system. The large percentage of

untrained teachers as well as inequitable distribution of all teachers

points to an urgent need to invest in quality teacher training and

rationalize the distribution of teachers among all States, especially in

iii

FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN

the Darfurs and transitional areas. Our policies for early childhood

development will also be revisited to encourage greater private sector

and community participation, linked to parenting education.

The report of this survey will serve as the entry point to the

development of the education sector’s data systems within a broader

plan to build its capacity in policy analysis, planning and performance

monitoring.

iv


EXECUTIVE SUMMARY

The signing of the Comprehensive Peace Agreement in January 2005

made it imperative to assess the educational needs of Sudanese

children if impact-oriented strategies were to be effectively developed

and monitored. Assessing the current situation of basic education was

thought to be a priority to identify ways and means to advance the

implementation of the EFA and MDG plans in Sudan. The survey

therefore sought to determine the current educational situation

against key EFA and MDG indicators and targets as well as against

known policy standards.

The survey methodology was largely quantitative, although some

qualitative information was sought on the reasons for non-enrolment,

drop-out and absenteeism of pupils. A sample of 9% of schools was

selected across the 15 States bearing in mind the relative weightings.

The sample was designed through stratified random sampling

procedures with the stratification done at State and Mahalya levels

within the state as well as by using gender, school type (single

sex/co-educational) and nomadic/non-nomadic and conflict/non-

conflict areas as sub-strata. A sub-sample was taken from each sub-

stratum, proportional to the size of the sub-stratum. A total frame of all

13,541 schools in all 15 states was prepared. The representative

sample size of 1225 schools was then calculated according to a

specific margin of error and a level of confidence 95%1

. This

represented a sampling fraction of 9% of the total number of schools,

on average. The final selection of the schools within each Mahalya

was done randomly i.e. with equal probability to each school within

the Mahalya.

Data collection was done through four questionnaires designed for

the school, grade teacher, Educational Board, and the locality

authorities. Teams of supervisors and interviewers, for each state,

were chosen and trained in how to fill the questionnaire with the help

of manuals. A pilot survey was conducted as a part of training and the

instruments reviewed in the light of the outcomes of the pilot test. The

data was processed and analyzed using Census & Survey

Processing System (CSPRo) and SPSS software.

The survey has shown that there is inequity in educational provision.

Wide gender and geographic variations exist on a number of issues.

While several new policies need to be developed, several others are

not being effectively implemented. On several fronts, it is unclear

what the national standards and targets are against key policy issues.

There is need to review the educational standards and norms for

access, quality and efficiency on a sector-wide scale and develop

more effective systems to monitor these standards, particularly

v


1 The details of the methodology and formula used to calculate the sample size can be found in chapter 4 on themethodology.

towards the attainment of EFA and MDG in Sudan. There is a

consistent under-performance of the transitional areas and the Darfur

States against a number of key indicators. These States should

continue to receive priority attention in the delivery of services and in

capacity development. Educational opportunities that are available

are in some case not being fully utilized as indicated by the relatively

low pupil/teacher ratio and higher rates of application for admission

than the gross intake rate (see table 4.2.2.3 at page 30). There is

also inadequate stakeholder participation, particularly the private

sector in pre-school provision and parents in school-based analysis,

planning and co-management of schools. The survey has raised a

number of issues for further research including the relation between

enrollment and school feeding in Sudan. School feeding programmes

should be scaled up particularly to reach most vulnerable

communities within a holistic Child-friendly schools approach. The

experiences and delays in conducting this survey point to the need to

strengthen national institutional capacity for research. Finally, while

certain States have 20% or more of non-salary government

expenditure on education, others have percentages as low as 0%.

There is a great need to bridge existing disparities on a State by State

basis in the financing of education. The high burden of non-salary

expenditure on communities needs to be substantially reduced

through greater government non-salary expenditure in basic

education.

vi


vii


CONTENTS

Acknowledgment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

Forward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x

List of Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xi

Chapter One: Background of the Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

1.2 Objectives of the survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

1.3 Problems to be addressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Chapter Two: Current Situation of Basic Education in the Sudan . . . . . . . . . .52.1 General Profile of the Sudan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2.2 Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

2.3 Structure of General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

a. Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

b. Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2.4 Current Situation: General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2.4.1 Pre-School Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2.4.2 Gross Intake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

2.4.3 Gross Enrolment Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

2.5 Quality of General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

2.5.1 Teachers and Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

2.5.2 Academic Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

2.5.3 Out-of-School Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

2.6 Education Opportunities for Vulnerable Groups . . . . . . . . . . . . . . . . . . . . . . . . . .12

2.7 Financing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

2-8 Partners of Government in Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Chapter Three: Methodology of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153.1 The Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

3.1.1 The Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

3.2 The Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

3.3 The Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

3.4 The Sample Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

3.5 The Field Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

3.6 Study Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Chapter Four: Major Findings of the Baseline Survey . . . . . . . . . . . . . . . . . . .23Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

4.1 School Characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

4.1.1 Ownership of Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

4.1.2 School Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

4.1.3 Mode of Schooling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

4.1.4 Schools in IDPs Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

viii


4.2 Access and Coverage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

4.2.1 Access to Pre-School Education Opportunities in Basic Schools . . . . . . . .27

4.2.2 Access and Participation in Basic Education . . . . . . . . . . . . . . . . . . . . . . . .29

a. Supply and Demand for Basic Education . . . . . . . . . . . . . . . . . . . . . . . .29

b. Gross and Net Intake Rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

c. Gross and Net Enrolment Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

d. School Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

e. Distance from Home to School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

4.3 School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

a. Classrooms/Building Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

b. School Fence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

c. Source of Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

d. Provision of Latrines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

e. School Furniture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

f. School Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

4.4 Quality of Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

4.4.1 Teachers by Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

4.4.2 Teachers Basic Qualifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

4.4.3 Teachers’ Professional Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

4.4.4 Pupil Teacher Ratio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

4.4.5 Length of School Academic Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51

4.4.6 Student Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

4.4.7 Chalkboard Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

4.4.8 Pupil Textbook Ratio by Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

4.5 Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

4.5.1 Promotion, Repetition and Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

a. Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

b. Repetition Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

c. Dropout Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

4.6 School Feeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

4.6.1 Type of Feeding Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

4.7 School Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

4.7.1 School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

4.8 Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

4.8.1 Non-Salary Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Chapter Five: Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . .65

Annexures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Annex 1 Survey Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

Annex 2 Summary of Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82

Annex 3 Additional Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Annex 4 Education Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

ix


LIST OF TABLES

2.2 Main Indicators of EFA Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

2.4.2.1 Gross Intake Rate 2000-2007 for 15 Northern States . . . . . . . . . . . . . . . . . . . . . .9

2.4.2.2 Gross Intake Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . .9

2.4.3 Gross Enrolment Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . .10

2.5.1 Average Class Size and Pupil Teacher Ratio 2006/2007 . . . . . . . . . . . . . . . . . .11

2.7 Public Expenditure on Education % . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

3.4.1 Distribution of the Sampled Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

3.4.2 The Distribution of the Sampled Schools According to Type and State . . . . . . .20

4.1.1 Percentage Distribution of Schools by Ownership of School and State . . . . . . .24

4.1.2 Percentage Distribution of Schools by Type and State . . . . . . . . . . . . . . . . . . . .25

4.1.3 Percentage Distribution of Schools by Mode and State . . . . . . . . . . . . . . . . . . .26

4.1.4 Percentage Distribution of Schools in IDPs Area by State . . . . . . . . . . . . . . . . .27

4.2.1.1 Percentage Distribution of Kindergartens Attached to Schools by State . . . . . . .28

4.2.1.2 Children who have Completed Pre-school as % of those Admitted . . . . . . . . . .28

4.2.2.a1 Pupils Intake at Grade 1 as % of Applied . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

4.2.2.a2 Children Admitted as % of Applied for Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . .31

4.2.2.b1 Net and Gross Intake Rates by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . . .31

4.2.2.c1 Gross Enrolment Rate by State and sex, 2007-08 . . . . . . . . . . . . . . . . . . . . . . .32

4.2.2.c2 Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

4.2.2.d Percentage Distribution of Schools by Location . . . . . . . . . . . . . . . . . . . . . . . . .34

4.2.2.e Percentage Distribution of Schools from Home in Km . . . . . . . . . . . . . . . . . . . .35

4.3.a Percentage Distribution of Classrooms According to Building Status . . . . . . . . .36

4.3.b Percentage Distribution of Schools by Availability of Fence and by State . . . . .37

4.3.c1 Percentage Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . .38

4.3.c2 Percentage Distribution of Schools by Source of Drinking Water and State . . . .39

4.3.d Percentage Distribution of Latrines According to Building Status by State . . . . .40

4.3.e1 Pupils’ Seating by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

4.3.e2 Seating Status for Pupils in Grade 1 by State . . . . . . . . . . . . . . . . . . . . . . . . . . .41

4.3.e3 Seating of Pupils in Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

4.3.f1 Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4.3.f2 Educational Board and Parent-Teacher Association . . . . . . . . . . . . . . . . . . . . . .45

4.3.f3 Educational Council Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

4.4.1 Percentage Distribution of Teachers by State and sex . . . . . . . . . . . . . . . . . . . .46

4.4.2 Percentage Distribution of Teachers by Basic Qualification and State . . . . . . . .48

4.4.3 Teacher’s Distribution by Training and Mode of Schooling . . . . . . . . . . . . . . . . .49

4.4.4 Pupil Teacher Ratio by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

4.4.5 Distribution of Schools by Number of Official School Days . . . . . . . . . . . . . . . . .51

4.4.6 Reasons for Student Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

4.4.7 Chalkboards Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

4.4.8 Availability of Textbooks by Grade and Subject . . . . . . . . . . . . . . . . . . . . . . . . . .54

4.5.1 Distribution of Pupils According to Promotion, Tepetition and Dropout by

Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

4.5.1c Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

4.6.1 Percentage Distribution of Schools by Type of Feeding Program and State . . .60

4.8.1 Percentage Distribution of Non-Salary Expenditure by State and Source . . . . .63

Tables in AnnexesAnnex 2 Summary of Human Resources Involved in the Baseline Survey -2008/09 . . . .82

Annex 3 Additional Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83

Table 1 Percentage Distribution of Teachers by Teaching Load and State . . . . .83

Table 2 Percentage Distribution of Teachers by Years of Service and State . . .83

Table 3 Percentage Distribution of Teachers by Grade and State . . . . . . . . . . . .84

Annex 4 Education Indicators from Baseline Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

x


LIST OF FIGURES

4.1.2 Percentage Distribution of Schools by Type . . . . . . . . . . . . . . . . . . . . . . . . . . .25

4.2.2.a Pupils Admitted as Percentage of those who Applied at Same Age . . . . . . . . .30

4.2.2.c Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

4.3.b School Fence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

4.3.c1 Main Source of Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

4.3.c2 Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . . . . . . . . . .39

4.3.f1 School Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43

4.3.f2 Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4.4.1 Percentage Distribution of Teachers by Gender and State . . . . . . . . . . . . . . . .47

4.4.2 Teachers’ Basic Qualification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

4.4.3 Teachers’ Latest Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

4.4.5 School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

4.4.6 Reasons for Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

4.5.1.a Promotion Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

4.5.1.b Repetition Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

4.5.1.c1 Dropout Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

4.5.1.c2 Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

4.6 School Feeding in Northern States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

4.6.1 Percentage of Schools Served by School Feeding Programs . . . . . . . . . . . . .60

4.7.1 School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

4.8.1 Non-Salary Expenditure by Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

LIST OF ABBREVIATIONS

DGEP Directorate-General of Educational Planning

EC European Commission

EFA Education for All

EMIS Education Management Information System

FMoGE Federal Ministry of General Education

GIS Geographical Information System

GoNU Government of National Unity

HQ Headquarters

MDG Millennium Development Goals

NGO Non-governmental Organisation

NSSF National State Support Fund

PTC Parent Teacher Committee

SBA School Baseline Assessment

SMoE State Ministry of Education

TTI Teachers’ Training Institute

UNESCO United Nations Educational, Scientific and Cultural

Organisation

UNICEF United Nations Children’s Fund

WFP World Food Programme

xi


CHAPTER ONECHAPTER ONEBBAACCKKGGRROOUUNNDD OOFF TTHHEE SSUURRVVEEYY

Background of the Survey

1.1 Background

Sudan is in the midst of momentous political, social and economic

transformation with the signing of the Comprehensive Peace

Agreement in 2005. Throughout the peace process, leaders on both

sides and international partners have cited the importance of quality

education for economic and social recovery in the post-conflict period.

The devastating effects that the war has had on basic social services,

including the educational system is apparent. The specific situation

of the Internally Displaced Persons (IDPs) and isolated vulnerable

groups needs particular attention. Now is the opportune moment to

address the most pressing problems facing education in Sudan

during the post-conflict and recovery period.

In order to implement the policies set by the Federal Ministry of

Education, and to provide a cornerstone for constructive strategic

planning during the post-conflict period, accurate and timely

information and data is needed on education facilities and the

educational process in Sudan.

Following the signing of the Comprehensive Peace Agreement in

2005, the Government of Sudan prepared to embark upon a

comprehensive programme (2007-2011) for the reconstruction and

development of basic education throughout the country.

The programme has eight overall objectives:

• improvement of access, coverage and efficiency

• development of new policies and strategies for education

financing

• curriculum reform and development

• expansion and improvement of teacher education

• development and expansion of alternative learning opportunities

for adults and adolescents

• development of improved technical and vocational education

• strengthening of education management systems and

governance

• provision of effective programme co-ordination, monitoring and

evaluation

The Government of Sudan has prioritized the strengthening of

education information systems as an integral part of improving the

education system. The starting point of setting up of such a system is

the establishment of programme baselines through a survey to

provide data against key indicators with which to continuously

1


measure policy and programme effectiveness and impact. Such a

survey would also support the implementation and monitoring of state

and mahalya plans. Information for this purpose would eventually be

systematically provided through a strengthened EMIS and a

programme implementation monitoring system (PIMS).

1.2 Objectives of the Survey

The primary objectives of the Baseline Survey are to:

• Provide the evidence base to strengthen policy decision making

to facilitate the implementation of the strategic plan (2007-2011)

• Strengthen the capacity of local and Federal MOE staff in the

area of data collection and analysis

1.3 Problems to be Addressed

The northern states of the Sudan have well established paper-based

education information systems. However, data are not entirely

reliable. Manually calculating values for indicators is a laborious

process. The data are entered, with various degrees of aggregation,

into a series of paper forms often bound into annual statistical year

books. In some state education ministries, computers are available

but data are not currently stored in databases although there is some

use of spreadsheets for tabular display. In addition to periodic

collection of data from schools, school mapping exercises have been

carried out in selected localities. However, data are not in nationally

standardized formats, are out-of-date and are neither collected nor

processed and used in a timely manner for evidence-based decision

making.

If there were an efficient digital EMIS, much of the data needed would

be available through an annual school census supplemented by

sample surveys for additional information where necessary. In the

meantime, a sample school and catch-ment area survey is necessary

in order to gather baseline information. The sample survey will

provide data against key education indicators related to access,

quality, the learning environment, internal efficiency and information

on the financing of education.

Whatever the sources of the data, it was clearly not possible to

collect, let alone process, data about every conceivable item in the

various categories of information. It was therefore necessary to

decide at an early stage which items of information and their

associated indicators are most important and likely to be changed in

consequence of programme interventions. The EFA indicators and

those associated with the Millennium Development Goals are obvious

candidates but there were undoubtedly others that are not routinely

collected but can shed light on the overall situation of education.

2


By computerizing data storage and analysis it will be possible to

remove the errors due to inaccurate compiling; provided that data are

collected and entered accurately, the computer can then compile with

perfect precision. The survey should therefore be viewed as a

prelude to the establishment of a computerized EMIS as envisaged in

the development programme.

The results of the Sample Survey of the state of Education in

Northern States of Sudan are presented and analyzed under the

following main themes:

• School Characteristics

• Access & Coverage

• School environment

• Quality of Education

• Efficiency

• Expenditure

• School feeding

• School Administration

3


CHAPTER TWOCHAPTER TWOCCUURRRREENNTT SSIITTUUAATTIIOONN OOFF BBAASSIICC EEDDUUCCAATTIIOONN IINN TTHHEE SSUUDDAANN

The Current Situation of Basic Education inthe Sudan

2.1 General Profile of Sudan

Sudan lies in the North–Eastern part of Africa and shares borders

with nine countries. The area of Sudan is 2.506 KM. The population

of the Sudan was estimated at 36.3 million in 2006 with an annual

growth rate of 2.6%. According to the projection based on the 1993

census, the population under 15 years of age is estimated at 41.8%.

The urban population is estimated to have increased from 25% in

1993 to 37.7% in 2004. Life Expectancy at birth is estimated at 54

years. The fertility rate is estimated at 4.1% while the average

household size is 6.4 persons. From the social indicators the adult

literacy rate was estimated at 57%.

The employment ratio amounts to 52.3%. The active population

between the ages of 15-64 represents 52% of the total population.

The rate of unemployment is considered to be 17.1% of the size of

the labor force (8.8 millions) 2006.

Sudan has registered significant economic growth rates since the

discovery of oil. In 1999 Sudan began exporting crude oil. Increased

oil production revived high industry and expanded export processing

zones. Oil production continued to rise from 2003 and it constituted

more than 80% of export earnings. In 2006, the industrial sector

contributed 26.66% to the GDP while the services sector contributed

32.2 per cent. The growth rate of the GDP reached 10% in 2006

while the GNP per capita is US$ 1000. The major sector is Agriculture

which is the main source of livelihood of the majority of the population

that is 80% of the labor force. Agriculture also contributes 39.9%

(value added % GDP).

Sudan is a tolerant multiracial and multicultural society endowed with

vast expanses of arable land and diverse cultures. Sudan has a

decentralized Federal system of governance and is divided into 25

states. Each state is governed by a governor called a Wali supported

by a number of ministers.

2.2 Education Policy

The Federal Ministry of General Education seeks to implement the

following general policies drawn from the Education Sector Strategic

Plan 2007-2011.

1. To provide education opportunities in order to achieve balance in

its opportunities between the states and the groups and then to

become generalized and compulsory.

2. To adopt the strategic educational planning to develop the

educational database.

3. To develop works of examinations and educational evaluation.

4. To enable those who pass the basic education certificate

examination to continue their secondary education.

5


5. To promote education quality by providing inputs, improving the

school environment and improving the performance.

6. To ensure education opportunities to the vulnerable groups, war-

affected groups, adults and those who are in the age of the

general education.

7. To link education with the community needs.

8. To develop the goals and content of the curricula, methods and

evaluation in order to keep up with the updates and to meet the

needs of the learners.

9. To professionalize education and to take care of the selection,

preparation, qualification, training and improving the conditions

of the teacher.

10. To seek stabilizing, achieving the social security and cementing

unity ties.

11. To enhance the culture of resistance and to maintain the identity

through the educational curricula and activities.

12. To coordinate between the Ministry, States and the concerned

educational organs.

13. To make use of the technological advancement in generalizing,

enhancing and implementing the educational programme.

14. To achieve justice and equality in education opportunities by

giving due concern to the education of the persons of the special

needs and children affected by conflicts and natural disasters.

15. To upgrade those who work in the general education by training.

16. To develop curricula that suit pre-school children and another

parallel curricula for the children outside the school.

17. To complete the educational structure and infrastructure under the

Federal Rule.

18. To establish a fund for financing education and taking care of the

education economics through research and studies.

19. To establish the National Council for the Educational Planning.

20. To broaden the international cooperation with friendly countries

and organizations.

21. To support the participation of students.

These policies represent Sudan’s response to the CRC, EFA and

MDG goals. The nation committed to these instruments, and

6


implements them in partnership with UN agencies and donors. Within

the policy framework, the Government of National Unity seeks to

reform the education system to:

(i) Close the gender gap and regional imbalances;

(ii) Expand opportunities towards compulsory universal basic

education, including access to pre-school education

(iii) Improve quality and relevance through an improved national

curriculum; improved efficiency of the education system

education and

(iv) Adopting the principle of participation in the financing of

education.

In monitoring the implementation of the EFA and MDG goals in

Sudan, the following key indicators are used.

7


Source:.MOGE, Ed. Planning 2007./EFA Report

Table2.2 Main Indicators of EFA plan

No.Targeted

2011

Targeted

2007

Progress

Achieved Main Indicators

1 Gross enrolment for preschool education (4-6) 24.7% (2000-2005) 35% 50%

2 Gross intake ratio for grade(1) age (6) 69.7% (2000-2007) 90% 100%

3 Gross enrolment in Basic education (6-13) 66.2% (2000-2007) 72.5% 82.4%

4 Gross enrolment for secondary education (14-16) 26..3% 40% 75%

5 Percentage of students benefiting from non-government basic education 6.9% 10% 10 %

6 Share of education from general expenditure. 2.9% 6% 10 %

2.3 Structure of General Education

The education system is composed of two main education levelswhich are: A. Basic Education B. Secondary Education

A. Basic Education Basic education is divided into two sub-successive education levels:1. Pre-education level (Khalwas and kindergartens) in which the

education begins at age 4 and ends at 5.2. Basic education level begins at age 6 and ends at age 13.

B. Secondary Education This education level is composed of two types:1. Academic education: This is a three-year programme at the

end of which the students sit for Sudan certificate exam andcompete to participate in higher education.

2. Technical education: This contains 4 different types ofeducation which takes three years, each these types are:

• Commercial education• Industrial education• Home Science• Agriculture

It should be noted that many schools are not included in this structureof general education. Many have their own syllabi according to theirobjectives and needs. These institutions are:

• Religious institutions• Vocational training centres• Vocational industrial schools

2.4 Current Situation: General Education

2.4.1 Pre-School Education

The Sudan GER for pre-school education is estimated at 23%, whilethe national target is 35%. However there are regional disparities inaccess to pre-school education ranging from 8% in South Kordofan to39.0% in White Nile.

2.4.2 Gross Intake

The FMoGE statistical yearbooks for the years 2000-2001 to 2006-2007 show the following trends in GER between the school years2000/2001 to 2006/2007.

The number of pupils admitted in grade 1 in 2006/2007 school year inthe 15 northern States was 777,264 (350,602 girls, 426,662 boys). Thegross intake increased from 553,346 in 2000/2001 school year to777,264 in 2006/2007 school year However, due to the estimatedpopulation figures from the CBS for the period 2000-2001 to 2006-2007that are based on 1993 Population Census, the gross intake expressedin percentages is 73.1% for 2000-2001 and 73% for the year 2006-2007.

8


Gender disparities prevail in enrolment at grade 1 at a gender gap of

13 percentage points. Geographic disparities also prevail. Whereas in

Northern State the intake rate was 93.3% (89.6% girls, 96.9% boys),

it was 53.1% (49.7% girls, 56.4% boys) in South Kordofan.

While progress has been made in gross intake rate, this is still short

by 17% from the EFA Plan target of 90% for 2007. The Table below

shows the gross intake rate of pupils during 2006/07 by state and sex

of pupils. This table shows that regional disparities among the states

and between boys and girls still exist.

9


Table 2.4.2.1 Gross Intake Rate 2000-2007 for 15

Northern States

Year Pupils Pop at age 6 Gross Intake (%)

% Male % Female % Both

2000/01 553346 756607 81.5 64.8 73.1

2001/02 582285 766957 82.0 69.6 75.9

2002/03 593372 779430 80.1 71.9 76.1

2003/04 625941 879351 76.7 65.4 71.2

2004/05 641390 915523 77.6 63.0 70.1

2005/06 745552 1072660 77.6 61.8 69.5

2006/07 777264 1064398 79.9 66.1 73.0

Source: FMOGE, Ed Planning, Statistical Yearbooks from 2000 – 2007.Estimates of population at age 6 for the years 2000-2001 to 2006-2007 are taken from CBS.

Table 2.4.2.2 Gross Intake rate, 2006-2007, by State

and Sex

State Female Male Both sexes

Northern 89.6 96.9 93.3

River Nile 80.7 94.4 87.6

Khartoum 87.9 93.1 90.5

Gezira 80.2 88.1 84.1

Blue Nile 47.9 61.5 54.7

Sinnar 59.3 82.0 70.8

White Nile 74.7 89.5 82.1

North Kordofan 62.7 76.8 69.8

South Kordofan 49.7 56.4 53.1

North Darfur 72.0 80.3 76.2

South Darfur 58.8 79.5 69.1

West Darfur 46.4 67.8 57.1

Red Sea 59.6 79.0 69.4

Kassala 55.3 79.9 67.9

Gadaref 64.6 79.5 72.1

15 States 66.0 79.9 73.0

2.4.3 Gross Enrolment Ratio (FMOGE, 2006-2007) indicators (5)

The enrolment figures available for all of the 15 northern states for

the year 2006 – 2007 indicate that total enrolment in basic education

(excluding pre-school education) was 4,237,907 (1,912,933 girls and

2,324,974 boys). The gross enrolment rate (GER) for the 15 northern

states was reported to be 58.8% (74.9% for boys and 61.8% for girls).

Within the 15 northern states, the gender gap is 13.1%. Geographic

disparities are also great among regions. The GER in the River Nile

State is the highest at 88.2% (82.3% girls and 94.1% boys), followed

by the White Nile 86.9% (79.9% girls, 94.0% boys). The lowest GER

is in Kassala State 46.4% (36.9% girls, 55.9% boys) followed by South

Kordofan with 51.4% overall (44.2% girls and 58.6% boys). Even in

the States with the highest GER the gender gap is more than 10

percentage points. Considering that the northern States of Sudan have

an EFA target for 2007 of GER of 72.5%, a lower GER implies that

stronger efforts are needed to reach the GER target of 82.4% in 2011.

The factors affecting enrolment in basic education include:

1. population size and growth

2. population mobility

3. the educational level of the parents

4. the economic conditions of society.

10


Table 2.4.3 Gross Enrolment Rate, 2006-2007, by

State and Sex

State Female Male Both sexes

Northern 81.5 87.5 84.5

River Nile 82.3 94.1 88.2

Khartoum 81.6 85.5 83.6

El Gezira 71.9 81.5 76.7

Blue Nile 48.8 67.5 58.1

Sinnar 54.8 67.6 61.2

White Nile 79.9 94.0 86.9





West Darfur 49.8 72.9 61.5

Red Sea 50.9 76.4 63.6

Kassala 36.9 55.9 46.4

El Gadaref 61.0 78.0 69.5

15 Northern States - GER % 61.8 74.9 68.3

2.5 Quality of General Education

2.5.1 Teachers and classrooms

The total number of teachers in general education reached 227,166

in 2007 of which 28185 are in pre-school. For basic education the

total number of teachers is 145,999; (91,777 females, 54,222 males).

The average pupils–teacher ratio in basic education is 1:35, lower

than the 1:40 standard ratio for many developing countries while the

average class size was 45 pupils/class. Although overall the ratio

seems low to the advantage of Sudanese children, significant

regional variations exist especially in Darfur States. Whereas the

class size could exceed more than 100 pupils; this is especially in

Urban areas while in rural areas the average number of class size

is less than 25 per class. The same can be argued about pupils-

teacher.

The percentage of trained teachers in basic education was estimated

to be 66.3%. This percentage is significantly lower than the targeted

80% for 2006/2007. The ratio of pupils to trained teacher was 1:44

in 2006/2007. Teachers training courses in educational sciences and

teaching methods varied between short courses, for up to two weeks,

to long courses lasting for two to six months.

11


Table 2.5.1 Average class size and Pupil Teacher

Ratio 2006/2007

State Pupil Teacher Ratio Pupils /class

Northern 20 33

River Nile 21 37

Red Sea 35 38

Kassala 30 48

Algadarif 36 46

Khartoum 27 46

Algazeera 29 46

White Nile 31 46

Sinnar 31 44

Blue Nile 23 52

North Kordofan 35 39

South Kordofan 36 39

North Darfur 50 50

West Darfur 45 39

South Darfur 79 49

Total 35 45

Source: FMOGE, Ed. Planning 2006/2007.

2.5.2 Academic Performance

The 2006/2007 education statistics show that of the 333,856 pupils

(148,055 females, 185,801 males) who sat to the Basic school

certificate exams in the 15 northern States, 237,730 (71.2%)

succeeded (among them 106,647 or 72% girls and 131,083 or 70.5%

boys). In nine of the fifteen States girls performed better than boys.

The widest performance gap in favour of girls was eight percentage

points in Gezira and Gedaref States. The widest performance gap in

favour of boys was seven percentage points in West Darfur state.

2.5.3 Out of School Children

Although the rate of illiteracy among adolescents 9–14 years was

47% (33% males, 61% females) in 2006/2007, the number of

beneficiaries from literacy programs reached 87,748 students. A total

of 5313 classes were being taught by 3215 teachers in 2007. More

girls than boys seem to have enrolled in out of school adolescent

education programmes than boys.

2.6 Education Opportunities for Vulnerable Groups(including displaced and nomadic children)

It is to be noted that in some parts of the country tribal conflicts have

led to outbreak of war resulting thereby to population displacement.

However other factors leading to displacement have included natural

disasters such as floods.

An estimated 179,444 children (54% boys, 46% girls) in displaced

communities were in school in 2006/2007. They are mostly in the

Darfurs. This type of education depends mostly on volunteer teachers

from civil society organisations. The shortage of textbooks is among

the reported challenges. The number of children out of school is

thought to be increasing dramatically. The Sudan Household Health

survey of 2006/2007 reported a net attendance rate of 67%, 46% and

56% in North, West and South Darfur respectively. In addition

secondary level age children attending basic education was

estimated at 45%, 44% and 45% in the three states respectively.

In nomadic schools, basic education services are provided up to the

fourth grade. The number of schools reached 1285 in 2006/2007

school year with a total number of pupils of 134, 138 with an annual

growth rate of 16%. The nomadic education needs to be completed

up to the eighth grade. However it is believed that boarding schools

could encourage increased enrolments of nomadic children,

although their sustainability remains a major issue especially in

food insecure areas.

12


2.7 Financing Education

Expenditure on education as a percentage of public expenditure was

reported to be 2.9%, while public expenditure on education was less

than 1% of GDP in 2005. The figures show a very insignificant

proportion of government expenditure was allocated for the education

sector. In Mahalyas, schools are run through the imposition of certain

taxes. This policy is relatively new in the Sudanese administrative

system and has not been evaluated to establish its degree of efficacy.

The low level of government investment in education stems from the

fact that Basic Education and other services are constitutionally the

responsibility of the locality administration which has a weak resource

base to afford to meet the cost of basic education. It is important to

note that around 80% of locality resources are allocated to basic

education, largely to meet recurrent costs. Recent studies show that

80-85% of the expenditure of localities on basic education goes to

teacher’s salaries, while the remaining covers other educational

activities.

2.8 Partners of Government in Basic Education

Most communities have been playing an important role in providing

different types of support for schools. It is believed that educational

councils provide assistance to running the daily affairs of the schools.

International organizations and other regional and NGoNU are also

providing significant assistance (including school feeding and other

essential services).

13


Source: Ministry of Finance and National Economy 2006. *2005 data was estimated

2005*200420032002

% of ed. Expenditure from public expenditure 4.6 4.2 3.7 2.9

% of ed. Sector from GDP 0.6 0.7 0.8 0.7

Table 2.7 Public eExpenditure on Education %:

CHAPTER THREECHAPTER THREEMMEETTHHOODDOOLLOOGGYY OOFF TTHHEE SSTTUUDDYY

Methodology of the Study

This part of the report deals with the methodology followed and tools

used to collect the data. A summary of five aspects will be mentioned,

together with some details supplemented in the Annex 1. These

aspects are:

1) Data collection instruments

i) The questionnaires used for data collection.

ii) Observation: some comments were received from

the interviewers in the fieldwork regarding their

observations towards certain answers by the

respondents.

2) The manual.

3) The training.

4) The sample design and sample size.

5) The field work.

3.1 The Data Collection Instruments

3.1.1 The Questionnaires

Four separate questionnaires were used in data collection:

i) The School Questionnaire was completed by the School

Headmaster.

ii) The Teacher’s Questionnaire was completed by the Grade

Supervisor.

iii) The School Educational Council (Board) and School Mothers

Friends Questionnaire was completed by the school Headmaster

or a member of the Board. This was a combined questionnaire.

iv) The Locality (Mahalya) Questionnaire was completed by the

authorities in the Locality. This included information on the

total number of schools of all types including single sex,

co-educational and nomadic schools, as well as the total

number of pupils by locality to each state.

All the four questionnaires are given at Annex 1

i) School Questionnaire

The School Questionnaire contained 20 modules. Each module

contained questions that asked about a particular topic. The modules

were identified by a module name.

15


ii) The Teacher’s Questionnaire

This questionnaire was used to collect information about:

1) Reasons for dropping-out from school.

2) Reasons for absenteeism from school.

iii) The School Educational Council (Board) and School

Mothers Friends

This questionnaire included the following:

1) The Relationship between School Council and School Friends,

and their activities in the school.

2) Food preparation and management

3) Activities of Parent- Teacher Associations, (if they existed).

iv) The Locality (Mahalya) Questionnaire

This questionnaire included simple questions about the locality, the

number of schools, and position of schools.

3.2 The Manual

A practical manual of instructions for field workers was designed to

show then how to handle an interview and fill the questionnaires,

namely, that of the school, the teacher, and the educational council.

The manual provided guidelines to the interviewer on each question.

The manual was written in both Arabic and English languages.

A copy of the manual is attached in Annex 1.

3.3 The Training

The training was conducted for the following survey teams:

• Master trainers, i.e. trainers of trainees

• State coordinators

• Local level enumerators

• Data entry teams

A training of trainers (TOT) was provided in Khartoum, from 18 to 22

August, 2007, to 34 participants, selected from Directorate General of

Education Planning and representatives from States Ministries of

Education. The production of training materials was a major outcome

of this work.

16


The master trainers in turn trained:

• State survey co-coordinators (selected from planning and

statistics officials in the State Education Ministries)

• Mahalya enumerators (selected from mahalya education

officials).

The participants were introduced to the following:

i) The Baseline Survey and its objectives,

ii) The sampling

iii) The questionnaires and the manuals.

They were then trained on how to fill the different questionnaires with

the help of the manual.

Part of their training involved participation in

iv) The pilot survey, and actual pre-test in selected schools in

Khartoum State.

v) Participants provided feedback from the pre-test.

The pilot pre-test survey was conducted in some schools in three

towns of Khartoum state. The aim of the pilot was to train the master

trainers in the field, to identify redundant and complex questions, and

have first-hand experience of the potential field-based difficulties that

they may face.

The training was conducted in the different states for the 515

prospective enumerators selected for the fieldwork. The training was

done by the consultants and master trainers during their visits to the

states just before the fieldwork. The consultants, also, stayed for few

days in each state and followed the data collection. The number of

master trainers, enumerators and others involved in the Baseline

Survey are given in the Annex 2.

Specialized training was provided to the data entry clerks shortly

before their work commenced. This timing was to minimize loss of

skill the total clerk for data entry was (30) participants. The training

lasted six days and focused on the following:

i) CSpro package, features, functions, and capabilities.

ii) Hardware and software requirements.

iii) Tutorials.

iv) Applications to data entry.

17


All of these were sub-strata. A sub-sample was taken from each,

proportional to the size of the sub-stratum. A total frame of all 13,541

schools in all 15 states was prepared. The sample size of 1225

schools was calculated according to a specific margin of error and a

level of confidence 95%.

The formula used for the calculation of the sample size is:

n= z2 * (P) (1-P) (1+ r) * deff

d2

Where:

n = the required sample size, (number of schools)

z = 1.96, the value in the normal distribution that gives level of

confidence 95%.

P = the prevalence rate of the key indicator, (P = 0.5 to yield the

maximum sample size).

r = rate of non-response (r = 2%)

deff = the design effect, ( deff = 2)

d = the desired margin of error, (d = 0.04)

18


3.4 The Sample Design and Sample Size

Pupils in basic schools were the target population for the education

baseline survey northern Sudan. The stratified random sampling

method was used and the stratification was done according to:

• State level.

• Mahalya level within the state.

• Boys / girls / co-ed school.

• Nomadic / displaced.

BES States Surveyed(including number of schools per State)

By substitution:

n = (1.96)2 * (0.5) (1-0.5) (1+0.02) * 2

(0.04)2

n = 1225 schools

This calculation provided a sampling fraction of 9% of the total

number of schools, on average. This means that there may be slight

differences in this fraction from one state to the other because of field

limitations. The sample was then allocated proportionally to each

State according to the number of schools within the State. Hence the

number of schools in the sample from each State is proportional to

the total number of schools in the State. Similarly, the size of the

sample from each Mahalya is proportional to the total number of

schools within the Mahalya. The final selection of the schools within

each Mahalya was done randomly i.e. with equal probability to each

school within the Mahalya.

To generalize the results to overall population, weights obtained

through the division of total number of pupils in a state by the total

number of pupils in the sampled schools in that state were used. In

order to calculate the gross enrolment and intake rates, the

population of pupils of all ages in the education system was used.

Net enrolment and intake rates were calculated by using age-specific

enrolment against official school-age population of 6-13 years.

The following table shows the distribution of the numbers of the

sampled schools by state:

19


Table 3.4.1 Distribution of the Sampled Schools

StateNo of Schools

in Sample

Total No of

SchoolsPupils /class

Northern 49 438 11.2

River Nile 63 673 9.4

Red Sea 39 361 10.8

Kassala 46 553 8.3

Gadaref 50 610 8.2

Khartoum 130 1890 6.9

Gazira 166 1796 9.2

White Nile 74 842 8.8

Sinnar 55 610 9.0

Blue Nile 36 323 11.1

N.Kordofan 164 1384 11.8

S. Kordofan 108 960 11.3

N. Darfur 97 1013 9.6

W. Darfur 83 731 11.4

S. Darfur 119 1357 8.8

Total 1279 13541 9.4

The actual number of schools surveyed was 1279, more than the

calculated sample size which was 1225, i.e. 9.45% instead of

9%.This resulted in more precision of the estimates and smaller error

as the margin of error in the estimates is inversely proportional to the

sample size.

As mentioned above, the actual number of schools surveyed was1279, more than the calculated sample size which was 1225, i.e.9.45% instead of 9%.This will result in more precision of theestimates and smaller error than planned for. This is because themargin of error in the estimates is inversely proportional to thesample size, i.e. the larger the sample size, the smaller will be themargin of error. Originally, the sample size was 1225 calculated togive specific margin of error (0.04). Now that the sample size wasincreased to 1279, the margin of error planned for, will decrease.

3.5 The Field Work

From each state, the most competent trainees were selected to work

as enumerators. The number of enumerators differs according to the

size of sample in the state. This number ranged bwteeen 16 in Sinnar

State and 44 in N. Kordofan State. The fieldwork started in three

20


Table 3.4.2 The Distribution of the Sampled Schools

According to Type and State

State Boys Girls Co-ed Nom IDPs Total

Northern 12 13 22 2 0 49

River Nile 14 14 29 6 0 63

Red Sea 12 10 16 1 0 39

Kassala 15 13 18 0 0 46

Gadaref 13 12 25 0 0 50

Khartoum 47 45 38 0 0 130

Gazira 46 44 76 0 0 166

White Nile 10 15 45 4 0 74

Sinnar 11 12 29 3 0 55

Blue Nile 6 6 23 0 1 36

N. Kordofan 18 19 112 15 0 164

S. Kordofan 12 11 77 8 0 108

N. Darfur 27 28 28 12 2 97

W. Darfur 23 21 22 1 16 83

S. Darfur 31 28 39 16 5 119

Total 297 291 599 68 24 1279

stages. The first stage began on the 11th of September 2007, and

covered Khartoum. Gazira, N. Kordofan, W. Darfur, and S. Darfur.

The second stage began on the 8th of October and covered Red

Sea, Gadaref, Blue Nile, Sinnar, and N. Darfur. The third stage began

on the 3rd of November covering Northern, River Nile, Kassala, White

Nile, and S. Kordofan States. The field work was completed at the

end of November.

3.6 Study Limitations

1) The survey was limited to Government schools only, not

including Private schools.

2) The study was limited to the accessible areas only. Some

areas in Darfur and Kassala were not reached because of

security reasons. Some of the teams working in data collection

were attacked by out-laws, questionnaire sheets were torn out

and personal properties were lost.

3) Some Nomads who live in distant areas were not reached.

4) Some questions were not fully answered because of the

non-availability of Information Systems in the schools.

5) The survey failed to collect information from out of school

children. This needs a Household survey.

6) Some questions like those on absenteeism were presented in

a way that does not match the Registration systems in the

schools.

7) Some questions on the internal efficiency of the school were

difficult for the manager and the interviewer to understand.

The answers came unsatisfactory.

8) No data on Learning Achievement was collected through

this survey.

9) In some areas, comprehension of the Arabic Language was

a problem to the respondents.

21


CHAPTER FOURCHAPTER FOURMMAAJJOORR FFIINNDDIINNGGSS OOFF TTHHEE BBAASSEELLIINNEE SSUURRVVEEYY

Major Findings of the Baseline Survey

Introduction

In this chapter the main findings of the survey are presented and

analyzed to draw out the policy and programmatic implications. The

findings and analysis are structured in the following sub-themes:

4.1 School Characteristics

4.2 Access and Coverage

4.3 School Environment

4.4 Quality of Education

4.5 Efficiency

4.6 School Feeding

4.7 School Administration

4.8 Expenditure

4.1 School Characteristics

4.1.1 Ownership of Schools

The Baseline Survey has confirmed that the Government is the

largest provider of basic education in Sudan. The private sector2

has

just started to play a role in the expansion and promotion of basic

education at 4.6% ownership. The GONU policy is to increase private

sector involvement in education to 15% by 2015. The table below

shows the distribution of basic schools by type of ownership and

state. Whereas in Khartoum State the share of private sector is the

highest (28%) followed by South Darfur (6%)3

, Red Sea (5%) and

South Kordofan (4%), private sector participation in the remaining

states is much lower and varies between 1% and 2.4%. Two of the

States with more than 5% of private sector participation in

educationare the economic hubs of the country.

23


2 Private sector participation is loosely defined to include commercially driven investments as well as community-ownership of schools

3 Respondents in South Darfur considered schools located in IDP camps to be private-owned. These are non-government schools assisted by international agencies.

4.1.2 School Type

The overall percentage of schools for boys is 23.3% and for girls it is

22.4%. Although the distribution of single sex schools seems to be

equitable, the fact that more than 50% of schools are co-educational,

may not favour the participation of girls, particularly in rural areas as

shown by some earlier studies, such as the 2004 study on the

barriers to girls’ education and the 2007 evaluation of the nomadic

education programmes. Relating this data to the GER presented later

in this chapter, three (South Kordofan, West Darfur and Blue Nile) of

the seven States with more than 50% of schools being co-educational

are also among the five States with the lowest enrolment rates for

girls. There is need to monitor the impact of school type on the

participation of girls. For the three States cited, there is need to

consider the provision of more single sex rather than co-educational

schools, especially in rural and nomadic areas, in respect for cultural

diversity. Although government has made significant efforts to provide

single sex schools, these remain inadequate.

24


Table 4.1.1 Percentage Distribution of Schools by

Ownership of School and State

State Government Private

Northern 100.0 0.0

River Nile 100.0 0.0

Red Sea 94.9 5.1

Kassala 100.0 0.0

El Gadarif 100.0 0.0

Khartoum 72.3 27.7

El Gazeera 97.6 2.4

White Nile 98.6 1.4

Sinnar 100.0 0.0

Blue Nile 100.0 0.0

North Kordofan 98.8 1.2

South Kordofan 96.3 3.7

North Darfur 99.0 1.0

West Darfur 97.6 2.4

South Darfur 94.1 5.9

Total 95.4 4.6

25


4 The 2.2% remaining are the percentage of schools in which there are separate classes for boys and girls

Note: Some schools included in “coeducation” type were described as double-stream schools by their headmasters.


Type and State, Sudan Northern States4

State Boys Girls Co-Education

Northern 26.5 30.6 42.9

River Nile 22.2 23.8 54.0

Red Sea 35.9 23.1 41.0

Kassala 34.8 28.3 37.0

Algadarif 28.0 24.0 48.0

Khartoum 34.6 33.1 32.3

Algazeera 27.7 26.5 45.8

White Nile 18.9 18.9 62.2

Sinnar 21.8 21.8 56.4

Blue Nile 13.9 16.7 69.4




West Darfur 21.7 21.7 56.6


Total 23.3 22.4 54.3

Fig 4.1.2 Percentage Distribution of School by Type

��

��

��

��

��

��

��

��

��

4.1.3 Mode of Schooling

The distribution of the sample by mode of schooling shows that on

average 78% of the schools are regular schools, 11% are village

schools, 6% are nomadic schools, 4% are IDPs and 1% religious

schools. As expected a large proportion of IDP schools are found in

the areas affected by conflict in Western and South Darfur with 24%

and 13% respectively. Village schools are found mainly in Algazeera

state (27.1%), and Kassala (22%) followed by Red Sea (15.4%) and

South Darfur (14.3%) and North Kordofan (12.2%).

4.1.4 Schools in IDPs Area

Certain regions of Sudan are experiencing conflict with population

displacements. The survey showed that 7% of the total schools are

located in these areas. A large proportion of schools in West Darfur

(30%) are IDPs followed by South Darfur with 16%, South Kordofan

and Kassala with 9% each (See the Table 4.1.4 below.)

26


* A village school is a type of school that starts from grade 1 to grade 4 and has a multi-gradeteacher

** Nomadic school is like village school from grade 1 to 4 with a multi-grade teacher, but theschool is mobile.

+ A collective school for grades 5 to 8 for nomadic children.


Mode and State, Sudan Northern States

S. NeedsCollective+Village*IDPsReligiousNomadic**RegularRegular

Northern 81.6 6.1 0.0 4.1 6.1 2.0 0.0

River Nile 88.9 7.9 0.0 0.0 3.2 0.0 0.0

Red Sea 71.8 12.8 0.0 0.0 15.4 0.0 0.0

Kassala 69.6 4.3 0.0 4.3 21.7 0.0 0.0

Algadarif 92.0 0.0 0.0 0.0 8.0 0.0 0.0

Khartoum 87.7 0.8 4.6 1.5 5.4 0.0 0.0

Algazeera 68.7 0.0 3.0 0.0 27.1 1.2 0.0

White Nile 87.8 4.1 0.0 1.4 5.4 1.4 0.0

Sinnar 85.5 5.5 0.0 0.0 5.5 3.6 0.0

Blue Nile 80.6 8.3 0.0 2.8 8.3 0.0 0.0

North Kordofan 79.3 7.3 1.2 0.0 12.2 0.0 0.0

South Kordofan 85.2 7.4 1.9 0.0 5.6 0.0 0.0

North Darfur 78.4 5.2 0.0 8.2 8.2 0.0 0.0

West Darfur 71.1 4.8 0.0 24.1 0.0 0.0 0.0

South Darfur 54.6 15.1 1.7 12.6 14.3 0.8 0.8

Total 77.6 5.6 1.3 4.0 10.8 0.5 0.1

4.2 Access and Coverage

4.2.1 Access to Pre-School Education Opportunities Provided in Basic Schools

The GONU policy is to have a kindergarten attached to every basic

school. The findings as presented below show that 40% of the

schools have kindergartens attached to them. Among them, Blue

Nile state seems to have made the greatest progress towards the

implementation of this policy with 72% of their schools having

kindergartens attached to them. However the GER of 52.4% in Blue

Nile State which is among the lowest in the northern States does not

seem to support the thinking behind the policy that attachment of

pre-schools in basic schools tend to increase enrolment. The

effectiveness of this policy for increasing enrolment should be

further studied.

27


Table 4.1.4 Percentage Distribution of Schools in

IDPs Area by State, Sudan Northern States

State Yes No

Northern 4.1 95.9


Red Sea 0.0 100.0

Kassala 8.7 91.3

Algadarif 0.0 100.0

Khartoum 2.3 97.7

Algazeera 4.8 95.2

White Nile 6.8 93.2

Sinnar 3.6 96.4

Blue Nile 5.6 94.4






Total 6.9 93.1

Table 4.2.1.2 shows that only 42.9%

of pupils in grade one gained

admission after having completed

2 years of pre-schooling. Khartoum

state ranks first with (74%) followed

by Northern (72%) and Algazeera

(66%), the other states range from

(25%) to (53%). In most States, the

majority of pupils in grade 1 have

not completed pre-school education.

It would be pre-mature therefore to

introduce completion of pre-school

education as a condition of primary

school enrolment.

28


Table 4.2.1.1 Percentage Distribution of Kindergartens

Attached to Schools by State, Sudan Northern States

State% schools with

pre-schoolsGER

Northern 30.6 85.2


Red Sea 15.4 67.2

Kassala 26.1 49.9

Algadarif 44.0 70.3

Khartoum 23.8 84.2

Algazeera 34.3 77.4

White Nile 27.0 80.8

Sinnar 30.9 61.3

Blue Nile 72.2 52.4






Total 40.1 71.7

Table 4.2.1.2 Children who have Completed

Pre-School as % of those Admitted

StateCompleted Pre-school

as % of admitted

Northern 72.1

River Nile 50.0

Red Sea 38.4

Kassala 34.1

Algadarif 49.6

Khartoum 74.1

Algazeera 65.6

White Nile 51.2

Sinnar 46.4

Blue Nile 53.4

North Kordofan 42.0

South Kordofan 24.0

North Darfur 29.9

West Darfur 33.7

South Darfur 24.6

Total 42.9

Northern and Khartoum States have higher percentages of children

who have completed pre-schools actually admitted, not because

they have pre-schools attached to basic schools, but because there

is higher private sector participation in pre-school education in

these States.

4.2.2 Access and Participation in Basic Education:

a. Supply and Demand for Basic Education

The baseline survey shows that 84.5% of the children seeking

admission were actually admitted into the schools. The data also

show that although the official entry age to grade one is 6 years,

pupils older than 6 years are also admitted late, thereby occupying

available spaces for six year old children. Therefore the policy of

enrolment at age 6 is not being implemented, especially in rural

areas.

The main reason for non-admittance is reported to be the non-

availability of classroom places in grade one. While this necessitates

the establishment of more classrooms and additional schools, schools

need not wait for the availability of buildings to enroll children to

respond to the demand for schooling. The creation of learning spaces

anywhere and emphasis on learning rather than buildings should be

the focus of mobilization and acceleration efforts.

The availability of classrooms is not the only factor to consider. More

pupils seem to be admitted at ages 7 and 8 combined than at age 5

and 6. There is need to understand the factors which account for late

enrolment in order to device appropriate policies. Having said that

however, given the occurrence of early marriage practices, girls tend

to drop out when they reach puberty, Therefore, the earlier they enroll

the greater the chances of them completing the basic cycle before

marriage. Some countries have also reduced the number of primary

school years from six to five.

29


Table 4.2.2.a1 Pupils Intake at Grade 1 as % of Applied

Pupils Admitted at grade 1 as % of applied (Gross) 84.5

Pupils not admitted at grade 1 as % of applied (Gross) 15.5

Pupils admitted at age 5 as % of applied at age 5 2.6




The table below shows that regional disparities prevail between the

various states. Northern Darfur (100%) shows a 100% intake followed

by El Gazeera (98.2%), South Kordofan (94.7%) and the lowest is

registered in Red Sea with 63.1%. This means that 37% of the

children who applied for admission in Red Sea state do not find

places in the schools. While the reasons for these disparities should

be established, no child of school going age should be out of school.

Demand needs to be matched by supply (provision of more schools

and other inputs), supported by continued community mobilization for

timely admission.

30


Fig 4.2.2a Pupils Admitted as Percentage of those

who Appliee as Same Age

��

��

��

��

Pupils admitted at age 5




Pupils admitted at other ages

31


Table 4.2.2.a2 Children admitted as % of applied

for grade 1

State Intake as % of Applied

Northern 79.2

River Nile 91.2

Red Sea 63.1

Kassala 75.6

Al Gadarif 66.5

Khartoum 92.9

Algazeera 98.2

White Nile 82.9

Sinnar 77.4

Blue Nile 91.9

North Kordofan 79.4

South Kordofan 94.7

North Darfur 100.0

West Darfur 82.9

South Darfur 77.1

Total 84.5

Table 4.2.2.b1 Gross and Net Intake Rates by State and Sex

TotalGirlsBoysTotalGirlsBoys

NIR GIRState

Northern 69.5 54.1 61.9 101.3 92.3 96.9

River Nile 53.1 52.5 52.8 97.8 86.3 92.0

Red Sea 30.4 26.9 28.7 75.4 60.6 68.1

Kassala 34.2 22.8 28.8 79.6 58.3 69.2

Algadarif 31.6 28.8 30.2 80.0 65.4 72.7

Khartoum 69.0 52.0 60.5 96.1 89.1 92.6

Algazeera 47.9 44.6 46.3 85.7 81.1 83.4

White Nile 34.9 27.6 31.2 89.2 73.2 81.2

Sinnar 31.2 30.4 30.8 74.8 64.3 69.4

Blue Nile 19.4 14.3 16.9 61.4 46.1 53.7

North Kordofan 27.5 23.3 22.0 79.2 65.0 72.1

South Kordofan 23.5 20.4 22.0 66.2 49.5 57.9

North Darfur 35.3 21.8 28.6 82.9 64.9 73.9

West Darfur 17.6 13.1 15.3 69.4 53.9 61.6

South Darfur 16.1 15.2 15.6 70.3 61.2 65.7

Total 35.1 29.0 32.0 79.8 67.5 73.6

b. Gross and Net Intake Rates

The above table shows that the overall average net intake rate is only

32.0 % (29.0% girls, 35.1% boys for official entry age of 6 years)

compared to gross intake rate of 73.6 % for both sexes(79.8 % boys,

67.5 % for girls), with the regional disparities between the states.

32


c. Gross and Net Enrolment Rate

Gross and Net Enrolment Rates (GER and NER) are widely used to

show the general level of participation in a given level of education.

GER indicates the capacity of the education system to enroll students

of a particular age-group while NER indicates the proportion of

children of the official school age group enrolled. The findings in table

below show that the overall average gross enrolment rate is 71.7%

(77.7% for boys, 65.7% girls). However, disparities between various

states are observed and these range between 49.9% in Kassala and

88.7% in the River Nile state. It is also to be noted that 10 out of the

15 states scored lower GER than the overall average of 71.7%. The

survey refutes the Sudan Household Health Survey which reported

gender parity in enrolment. Gender disparities in all states (Red Sea,

Kassala, Gedaref, White Nile, Sinnar, Blue Nile, North Kordofan,

South Kordofan, West Darfur, South Darfur) except Northern, River

Nile, Khartoum, ElGazeera, and North Darfur are wider than the

overall 12% gender gap reported. There is an urgent need to

implement girls’ education initiatives in all States, particularly in

states with more than 5% gender gaps in enrolment. The recently

completed Girls’ Education Strategic Plan should be financed and

implemented to boost enrolment of both boys and girls in all States.

Table 4.2.2.c1 Gross Enrolment Rate by

State and Sex, 2007-08

TotalGirlsBoysTotalGirlsBoys

NER GERState

Northern 78.4 71.9 75.1 88.0 82.5 85.2

River Nile 88.0 76.8 82.4 94.1 83.4 88.7

Red Sea 72.4 54.5 63.4 76.7 57.8 67.2

Kassala 53.4 36.5 44.9 58.9 40.6 49.9

Algadarif 69.3 56.8 63.0 78.1 62.4 70.3

Khartoum 76.7 74.2 75.5 86.0 82.3 84.2

Algazeera 75.7 67.1 71.4 81.8 73.2 77.4

White Nile 81.8 66.1 73.9 88.8 73.2 80.8

Sinnar 62.8 48.3 55.3 68.1 54.9 61.3

Blue Nile 50.3 37.1 43.7 59.9 45.0 52.4

North Kordofan 67.3 55.0 61.1 76.3 61.7 69.0

South Kordofan 50.6 39.3 45.0 58.6 45.2 51.9

North Darfur 53.7 46.4 50.1 64.6 54.1 59.4

West Darfur 60.6 44.8 52.8 70.9 49.9 60.5

South Darfur 59.9 45.7 52.8 67.0 51.9 59.4

Total 71.8 58.8 65.3 77.7 65.7 71.7

Gross Enrolment Rate for BothSexes, 2007 - 2008

The table below shows that demand rather than supply-side factors

are more prominent among the reasons for non-enrolment. Parent-

related decisions/choices seem to be a major determinant for

enrolment. Therefore more attention to parents’ views on enrolment

should be considered in efforts aimed at putting children in school.

Investments should therefore be guided by parental perspectives on

enrolment. It should however be noted that the respondents to this

question on the reasons for non-enrolment were teachers rather than

parents themselves5.

33


5 Parents’ views from the 2004 Girls’ Education Study show the cost of education to be among the major reasonsfor non-enrolment.

Table 4.2.2.c2 Reasons for Non-Enrolment

(in teachers’ views)

Lack of adequate provision 62.0

• School is too far from home (27.2)

• Non-availability of educational services (22.1)

• Lack of classroom space (12.7)

Families prefer traditional learning 36.6

Parental Attitudes 36.4

Health reasons/disability 28.5

Security reasons 13.0

Reasons for non-enrolment Percentage

��

��

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Fig 4.2.2c Reason for Non-Enrolment

d. School Location

The GONU policy is that there should be a school for every 100

households located close to children’s homes and free from

disturbances that can affect pupil concentration. When considering

schools distributed by social location the findings indicate that the

majority of schools (91%) are in conformity with this policy, being

located near residential areas. The States with 10% or more of their

schools located near markets include Northern, Red Sea, Al Gadarif,

North and South Kordofan and Darfur States. These States need to

be supported to reduce the number of schools located near markets.

Proper school mapping is needed to distribute schools in more

appropriate locations.

e. Distance from Home to School

The distance of pupil's home from school of no more than 3km radius

is one of the standards used to measure accessibility. The Baseline

Survey revealed that 66.3% of schools are located within less than one

kilometer of children’s homes. However, six of the States have at least

5% of their schools located 3 or more kilometers from homes. These

States are River Nile, Red Sea, North Kordofan, South Kordofan, North

Darfur and South Darfur. These States need to consider a number of

strategic options to effectively implement the existing policy if the

34


Table 4.2.2.d Percentage Distribution of Schools by

Location

State Resident area

School social location

Near marketNear industrial

area

Northern 87.8 12.2 0.0

River Nile 95.2 3.2 1.6

Red Sea 89.7 10.3 0.0

Kassala 95.7 2.2 2.2

Algadarif 90.0 10.0 0.0

Khartoum 94.6 4.6 0.8

Algazeera 93.4 5.4 1.2

White Nile 95.9 4.1 0.0

Sinnar 96.4 3.6 0.0

Blue Nile 91.7 8.3 0.0




West Darfur 91.6 8.4 0.0


Total 91.0 8.3 0.7

provision of educational opportunities is to be improved. Key among

these options are making it mandatory to site and construct new

schools within 3km of pupils’ homes, especially to support girls’

education; the provision of subsidized transport for children that have

to walk distances of longer than 3 km, and the provision of access to

water and school lunches to ensure effective learning.

A high percentage of schools (86.9) are less than 2km from pupils’

homes. The closer schools are to the communities, the greater the

chances of retention rate and continuity for the children especially for

girls. A school mapping exercise should be done to help local

authorities to determine where new schools should be located to

enhance equitable distribution of schools in and around communities.

4.3 School Environment

Environmental factors around schools are known to influence

enrolment and completion and enhance performance. These factors

include the status of school buildings, access to safe water and

separate sanitation facilities for boys and girls, access to seating and

secured fencing for safety and school gardening.

35


Table 4.2.2.e Percentage Distribution of Schools

from Home in Km

State < 1 Km 1 < 2 Km 2 < 3 Km

Northern 56.6 29.5 11.1 2.8

River Nile 58.8 25.4 10.0 5.8

Red Sea 51.8 27.4 13.6 7.2

Kassala 60.0 27.0 8.8 4.2

Algadarif 66.3 26.0 3.6 4.0

Khartoum 71.0 16.6 8.0 4.4

Algazeera 80.9 14.2 3.2 1.7

White Nile 81.1 12.9 3.4 2.6

Sinnar 81.2 13.5 2.9 2.4

Blue Nile 66.4 24.8 5.7 3.1

North Kordofan 65.9 18.0 9.7 6.5

South Kordofan 62.0 21.6 11.3 5.2

North Darfur 52.3 26.1 13.7 7.9

West Darfur 66.4 21.9 8.5 3.2

South Darfur 52.9 25.0 15.1 7.0

Total 66.3 20.6 8.6 4.5

3 Km and

more

a. Classroom/ Building Condition

The Baseline Survey showed that 51% of the classrooms either need

to be renovated or replaced, in almost all the states. As Sudan moves

towards recovery and development, this finding provides evidence to

justify investments in a comprehensive school construction and

rehabilitation programme.

b. School Fence

Whilst the Baseline Survey report did not try to establish a relationship

between school safety and availability of secure fences, it did establish

that 56.6% of schools are without fences. The 2004 study on the

barriers to girls’ education identified the lack of school fences among

the supply related factors which prevent parents from sending their

daughters to schools. The main issue of concern relates to the

physical safety of girls while they are in school, although it is widely

known that safety of girls in classrooms, on the way to school and in

the communities are among the concerns of parents in conflict-

affected areas. It is believed therefore that the existence of fences in

schools could psychologically assure parents of their children,

especially their girls’ safety whilst in school.

36


Table 4.3.a Percentage Distribution of Classrooms

According to Building Status

State GoodTo be

maintainedTo be replaced

Northern 50.5 46.1 3.4

River Nile 45.7 47.6 6.8

Red Sea 68.9 23.3 7.8

Kassala 61.4 30.4 8.2

Algadarif 42.6 48.9 8.5

Khartoum 71.1 24.3 4.6

Algazeera 46.3 46.4 7.3

White Nile 51.5 35.4 13.1

Sinnar 45.4 46.6 7.9

Blue Nile 41.2 43.2 15.6






Total 49.0 42.0 9.1

37


Table 4.3.b Percentage Distribution of Schools by

Availability of Fence and by State

State Complete Not complete Without fence

Northern 83.7 12.2 4.1

River Nile 31.7 31.7 36.5

Red Sea 41.0 10.3 48.7

Kassala 19.6 13.0 67.4

Algadarif 16.0 24.0 60.0

Khartoum 73.1 13.1 13.1 0.8

Algazeera 41.0 23.5 34.9 0.6

White Nile 21.6 17.6 59.5 1.4

Sinnar 16.4 18.2 65.5

Blue Nile 5.6 13.9 80.6

North Kordofan 10.4 9.8 76.2 3.7

South Kordofan 11.1 1.9 85.2 1.9

North Darfur 15.5 10.3 71.1 3.1

West Darfur 16.9 26.5 56.6

South Darfur 17.6 8.4 71.4 2.5

Total 28.4 15.0 55.3 1.3

NS

Fig 4.3b School Fence

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Assuming that tap water, hand-pump and well water are safe, 76%

of the schools have access to safe water from either of these three

sources. The findings indicate that the major sources of drinking

water for 39% schools are taps inside the school. 13% have hand

pumps (mainly in Western states) and 16% have access to well water

(mainly in Blue Nile and White Nile States.) However, it is to be noted

that usually the major sources of drinking water in the Western States

are the wells and hafir.

38


Table 4.3.c1 Percentage Distribution of Schools with

Safe Drinking Water

State Safe Water Unsafe Water

Northern 93.9 6.1


Red Sea 64.1 35.9

Kassala 69.6 30.4

Algadarif 62.0 38.0

Khartoum 87.7 12.3

Algazeera 88.6 11.4


Sinnar 78.2 21.8

Blue Nile 41.7 58.3






Total 76.1 23.9

Fig 4.3.c1 Main Source of Drinking Water

c. Source of Drinking Water

The percentage of schools with safe drinking water varies between

93.9% in Northern State and 41.7% in Blue Nile State. Ten (Red Sea,

Kassala, Gedaref, White Nile, Sinnar, Blue Nile, North Kordofan,

South Kordofan, North Darfur, South Darfur) out of the fifteen States

have more than 20% of their schools with access to unsafe drinking

water. These States should receive priority attention in the distribution

of water points in schools.

39


Fig 4.3.c2 Distribution of Schools with Safe

Drinking Water

Table 4.3.c2 Percentage Distribution of Schools by

Source of Drinking Water and State

OtherHand-pump

RiverHafir /

FoolaWell

Tap

outside

Tap

insideState

Northern 85.7 2.0 2.0 0.0 4.1 4.1 2.0

River Nile 71.4 4.8 6.3 0.0 6.3 4.8 6.4

Red Sea 20.5 10.3 25.6 2.6 0.0 7.7 33.3

Kassala 52.2 2.2 10.9 0.0 4.3 4.3 26.0

Algadarif 24.0 22.0 8.0 6.0 8.0 8.0 24.0

Khartoum 79.2 2.3 2.3 0.0 0.8 3.8 11.6

Algazeera 73.5 14.5 0.6 1.8 0.0 0.0 9.6

White Nile 32.4 8.1 18.9 18.9 1.4 1.4 18.9

Sinnar 54.5 0.0 18.2 1.8 3.6 5.5 16.3

Blue Nile 19.4 2.8 0.0 16.7 19.4 19.4 22.2

North Kordofan 12.8 11.0 32.3 9.1 0.0 14.6 20.1

South Kordofan 3.7 3.7 18.5 5.6 1.9 47.2 19.4

North Darfur 15.5 5.2 39.2 5.2 0.0 14.4 20.5

West Darfur 21.7 8.4 8.4 0.0 2.4 45.8 13.2

South Darfur 19.3 13.4 27.7 4.2 0.0 9.2 26.1

Total 38.9 8.1 15.9 4.6 2.1 13.1 17.2

d. Provision of Latrines

Generally the schools seem to have provision of latrines as per the

Government policy that every school should have access to separate

sanitation facilities for boys and girls and for male and female

teachers. However, the survey data indicate that 35% of the latrines

either need to be repaired or replaced. Another 17.9% are temporary

latrines which maybe unsafe. The survey did not establish the

percentage of facilities that are separate for males and females.

Eleven out of the 15 States have more than 20% of their schools with

latrines needing repairs while nine of the States have more than 5%

of their schools needing completely new latrines. Nine States have

more than 40% of their latrines needing either repair or replacement

and these are: Northern, River Nile, ElGedaref, ElGezira, Sinnar,

North and South Kordofan, North and South Darfur.

40


Table 4.3.d Percentage Distribution of Latrines

According to Building Status by State

Buildings

to be

replaced

Buildings

to be

repaired

Good

buildings

Temporary

buildings

Permanent

buildingsState

Northern 97.8 2.2 53.8 40.6 5.7

River Nile 97.2 2.8 52.1 31.3 16.5

Red Sea 98.1 1.9 82.6 14.8 2.6

Kassala 100.0 0.0 78.8 20.5 0.8

Algadarif 81.0 19.0 50.6 34.2 15.2

Khartoum 98.9 1.1 83.6 13.8 2.6

Algazeera 97.1 2.9 51.8 38.4 9.8

White Nile 96.1 3.9 78.3 19.4 2.3

Sinnar 93.8 6.2 49.5 39.2 11.3

Blue Nile 92.4 7.6 93.9 5.3 0.8

North Kordofan 43.1 56.9 59.7 29.2 11.1

South Kordofan 79.2 20.8 54.3 31.4 14.3

North Darfur 63.7 36.3 56.7 34.2 9.1

West Darfur 76.7 23.3 75.8 20.1 4.0

South Darfur 41.5 55.7 43.4 42.3 14.3

Total 81.9 17.9 65.1 27.2 7.8

The survey shows that 50% of children attending school have no desksto sit on. Of these 11.8 have alternative seats. Presumably these aremats provided by the community and partners or stones. 38.1% of thepupils in the 15 states have nothing to sit on and thus have to sit onground. Nine of the States have 20% or more of their children not seated.Six of these States (Blue Nile, North and South Kordofan, and the threeDarfur States) have more than 40% of their children not seated (sitting onthe bare ground).

e. School Furniture

41


Table 4.3.e1 Pupils' Seating by State

State Seated with desk Seated without deskPupils sitting on

Ground

Northern 77.6 6.1 16.2

River Nile 87.9 3.7 8.5

Red Sea 84.8 5.2 10.0

Kassala 73.4 4.2 22.4

Algadarif 57.8 10.1 32.1

Khartoum 78.8 9.6 11.6

Algazeera 74.9 13.1 12.1

White Nile 45.9 16.2 37.9

Sinnar 65.9 17.5 16.6

Blue Nile 36.4 20.8 42.8






Total 50.0 11.8 38.1

State Seated with desk Seated without deskPupils sitting on

Ground

Northern 72.0 8.9 19.2

River Nile 78.9 8.8 12.4

Red Sea 66.0 4.4 29.7

Kassala 62.8 3.8 33.4

Algadarif 41.4 10.6 48.0

Khartoum 78.7 8.4 12.8

Algazeera 68.0 11.6 20.4

White Nile 24.5 9.9 65.6

Sinnar 53.6 14.5 31.9

Blue Nile 16.8 17.0 66.2






Total 35.7 9.3 54.9

Table 4.3.e2 Seating Status for Pupils in Grade 1 by State

The lack of seating is worse in grade one than the overall seating

situation as indicated in the data tables above. Twelve of the 15

States have 20% or more of their grade 1 children unseated. Of these

states, eight of them have 40% or more of their children unseated.

Seating arrangements for grade 8 pupils are better than the overall

situation and for grade 1 pupils. However, five of the States have

more percentage of children seated without desks than the average.

Six of the States (Northern, Kassala, Gedaref, Blue Nile, South

Kordofan, the three Darfur States) have more than the average

percentage of pupils not seated.

f. School Facilities

Whatever the size of the open space identified by the schools as their

playgrounds (42.3%), and whatever the type of space and facility that

the school head teachers call (in Arabic) Masrah, i.e., the space for

cultural activities, or “school with theatre”, (35.2%), it is encouraging

to see that about 77.5% schools have some sort of space for

extracurricular, recreational and cultural activities. On the other hand,

the findings also indicate that 83% of the schools have no telephone

services, 77% of the schools have no first aid services; 93.4% of the

schools are without computers, and only 59% of the schools have

shaded areas. There is a need to ensure better targeting of schools

42


Table 4.3.e3 Seating of Pupils in Grade 8

StateSeated with

desk

Seated without

desk

Pupils sitting

on Ground

Northern 85.1 1.3 13.6

River Nile 92.9 2.3 4.8

Red Sea 98.2 1.0 0.9

Kassala 74.1 5.3 20.5

Algadarif 79.3 9.2 11.5

Khartoum 86.5 9.3 4.2

Algazeera 82.1 8.7 9.2

White Nile 83.8 9.4 6.9

Sinnar 88.7 8.7 2.7

Blue Nile 63.7 12.6 23.6






Total 78.9 9.5 11.5

to improve access to these facilities and services. On first aid kits in

particular, there is the need not only to procure these kits, but to

support schools to improve their emergency preparedness and

response in the event of emergencies like floods, fire and other

calamities. This should be done within a comprehensive school health

programme which does not currently exist. Similarly recreation

facilities and environmental care activities (including tree planting) in

schools should be supported.

43


Fig 4.3.f1 School Facilities

The findings also indicate that 83% of the schools have no telephone

services; 77% of the schools have no first aid services; only 42.3%

of schools have playgrounds; 93.4% of the schools are without

computers and only 59% of the schools have shaded areas. These

findings are presented below by State. There is need to ensure better

targeting of schools to improve access to these facilities and services.

On first aid kits in particular, there is the need not only to procure

these kits, but to support schools to improve their emergency

preparedness and response in the event of emergencies like floods,

fire and other calamities. This should be done within a comprehensive

school health programme which does not currently exist. Similarly

recreation facilities and environmental care activities (including tree

planting) in schools should be supported.

44


Table 4.3.f1 Support Services

Fig 4.3.f2 Support Services

Reward achievement 98.6

Prevent corporal punishment 68.2

Promote cooperation 99.1

Facilitate creativity 98.0

Percentage

The survey enquired about maintenance of certain standards of

quality and protectiveness. These included whether or not children

were rewarded for achievement; whether the school prevented

corporal punishment, whether it promoted cooperation and facilitated

creativity. While responses to these questions seemed significantly

high, it should be noted that 68.2% of respondents said that their

schools prevented corporal punishment. Astonishingly, 31.8% seem

to encourage corporal punishment in their schools, implying that

these schools are not implementing the policy on corporal

punishment. More effective policy implementation is needed.

Further questions were asked to determine the quality of support

provided by the parent-teacher committees.

From the above table, it is clear that there is a high level of

cooperation between the schools and their corresponding educational

councils with 85.4 % of the schools having effective educational

councils. However, only 27.8% of respondents indicated that schools

had a parent-teacher association.

45


Table 4.3.f2 Educational Board and Parent-Teacher

Association

Is School Educational Council ( Board) effective? 85.4

Is there cooperation between the school and the Educational Council? 90.2

Does the school have a parent-teacher association? 27.8

Type of relationship between the Educational Council and the School friends

Strong 22.7

Weak 2.8

None# 74.2

Characteristic Yes

# None, most probably PTA does not exist.

Table 4.3.f3 Educational Council Participation

School co-management 25.2

Providing services 43.7

Fund raising 52.4

Supervise building and maintenance 45.1

Participate in social occasions 26.3

Other services not listed 9.4

Activity Percentage

The role of the educational boards seem to be mainly concentrated

on fundraising, supervision of school construction and maintenance

and provision of services. School boards are less involved in the day

to day management of the school or in participating in social

occasions. There is need for greater participation of councils in

regular school-based planning and management of school

development activities.

4.4 Quality of Education

Indicators of quality include availability of qualified teachers,

pupil/teacher ratio, pupil/textbook ratio, and performance of pupils at

exams. The Baseline Survey shows that the quality of education in

terms of these indicators requires much attention.

4.4.1 Teachers by Sex

The survey showed that there are significantly more female teachers

in the education system than there are males, with 67.7% of teaching

staff being women. This corresponds to the prevailing employment

situation in the civil service as women account for more than 60% of

the total civil service employment. There is need to encourage gender

balance in the recruitment of teachers in favour of men.

46


Table 4.4.1 Percentage Distribution of Teachers by

State and Sex

StateSafe Water

Teachers

Unsafe Water

Northern 27.0 73.0


Red Sea 43.9 56.1

Kassala 32.2 67.8

ElGadarif 32.8 67.2

Khartoum 33.5 66.5

ElGazeera 25.2 74.8


Sinnar 32.1 67.9

Blue Nile 21.2 78.8






Total 32.3 67.7

4.4.2 Teachers Basic Qualifications

The GONU policy on teacher qualification is that all teachers must

have a university degree. However, while this policy is laudable, in

reality, the survey shows that only 17.3% working teachers have

graduate and post-graduate level qualification. The majority

(72.8%) have only completed secondary education. The low level

of university qualifications indicates that to meet the demand for

teachers towards UPE, alternatives other than university degrees

and building on the secondary education qualifications,have to be

sought in the short-term.

47


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Fig 4.4.1 Percentage Distribution of Teachers by

Gender and State

48


* 72.8% of teachers should be graduated by 2011

Table 4.4.2 Percentage Distribution of Teachers by

Basic Qualification and State

Fig 4.4.2 Teachers Basic Qualifications

NSReligiousIntermediateIntermediatediplomaSecondaryUniversity

Teacher

Above universityState

Northern 1.4 21.3 69.3 3.0 4.2 0.3 0.6

River Nile 0.0 22.8 68.4 4.2 3.7 0.8 0.1

Red Sea 2.8 7.6 81.4 2.3 4.4 0.2 1.4

Kassala 0.7 20.1 71.7 2.6 2.9 0.9 1.1

ElGadarif 2.3 14.9 69.8 2.7 4.0 0.8 5.5

Khartoum 1.1 28.5 58.8 4.2 4.8 1.2 1.3

ElGazeera 1.1 14.1 75.9 4.0 3.2 0.9 0.8

White Nile 1.1 12.8 80.4 2.6 2.0 0.1 1.0

Sinnar 1.1 9.8 79.5 3.1 6.0 0.0 0.4

Blue Nile 1.0 16.9 76.2 4.4 1.0 0.2 0.2

North Kordofan 1.5 11.8 76.1 3.1 3.5 1.4 2.7

South Kordofan 6.8 12.4 68.7 6.4 4.8 0.0 0.9

North Darfur 1.9 17.5 69.4 5.2 3.0 1.5 1.6

West Darfur 3.4 5.6 83.0 2.9 3.1 1.6 0.3

South Darfur 1.5 10.9 73.8 8.1 2.2 2.1 1.4

Total 1.8 15.5 72.8 4.2 3.5 1.0 1.2

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4.4.3 Teachers’ Professional Training

One of Sudan’s interim EFA objectives is to increase the percentage

of trained teachers to 80% by 2007. Fig 4.4.3 shows that 41.8% of

teachers have not benefited from any type of training. However, the

remaining 58% have received different types of training. In-service

and educational college training constitutes the major types of

professional training (44.3%) undergone by teachers.

49


Fig 4.4.3 Teacher Latest Training

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Table 4.4.3 Teacher’s Distribution by Training and

Mode of Schooling

Special

needsCollective

Village

schoolIDPsReligiousNomadicRegularType of Training

Mode of Schooling

Teacher training institute 5.5 3.7 2.8 5.5 6.3 4.6 7.7 5.5

Education college 19.3 15.5 17.0 18.3 30.2 27.6 0.0 20.0

In-service 25.1 13.5 30.8 9.8 27.3 21.8 53.8 24.3

Bakht_elrrida institute 4.0 1.7 2.0 3.0 2.1 1.1 0.0 3.7

Females teachers college 5.0 1.7 4.7 1.4 3.3 0.0 23.1 4.6

None 41.0 63.9 42.7 62.1 30.7 44.8 15.4 41.8

Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

Total

The table above shows the distribution of teachers by mode of

schooling. There are more untrained teachers in Nomadic (63.9%)

and IDP schools (62.1%) than in any other type of school. The

survey shows that in special-needs schools, more than 50% of

teachers have had some in-service training. Only 5.5% of teachers in

the schools have been trained from the TTIs. These TTIs have been

replaced by faculties of education in the universities. The universities

however, do not have the capacity to meet the demand for trained

teachers.

4.4.4 Pupils Teacher Ratio

In many countries a pupil-teacher ratio of 40:1 is considered to be

an optimal standard. The larger the pupil-teacher ratio, the more

difficult it would be for teachers to provide individualized attention to

learners. In North Sudan, the national standard for pupil-teacher ratio

is 25:1. This makes the current ratio of 34:1 higher than it should be.

Regional variations indicate that the distribution of teachers is not

equitable. Efforts need to be made to bal ance the distribution of

teachers, particularly in favour of South Kordofan and the three

Darfurs as they seem to have the highest ratios. The reluctance

of teachers to serve in conflict affected areas of the three Darfur

States may exacerbate the current situation. In the absence of

adequate numbers of teachers, alternative learning opportunities,

such as through community radio and web-based opportunities

should be explored.

50


Table 4.4.4 Pupil Teacher Ratio by State

State Pupils per Teacher

Northern 20

River Nile 22

Red Sea 35

Kassala 33

Algadarif 35

Khartoum 26

Algazeera 27

White Nile 30

Sinnar 31

Blue Nile 31

North Kordofan 38

South Kordofan 41

North Darfur 40

West Darfur 53

South Darfur 42

Total 34

4.4.5 Length of School Academic Year

Sustained pupil/teacher contact time is an important determinant of

quality as it is known to improve learning outcomes. It is usually

measured by the actual number of school days that children learn. In

north Sudan the official number of school days is 210. The table

below indicates that in the past school year of 2006/2007, only (46%)

of schools have met the stipulated official number of school days

while 53.9% have not. In effect, most schools did not meet the

standard. This may be attributed to a number of reasons including the

conflicts, nomadic type of living, natural disasters, training and

examination of teachers attending the Open University programme or

other learning opportunities and engagement in farming and animal

breeding. There is no data to assess past trends.

This situation deserves urgent attention of policy makers as learning

opportunities are sub-optimal. This also implies that children are not

getting value for money invested in the salaries of teachers and

school heads. More effective measures should be put in place to

monitor compliance and to ensure that lost days are systematically

recovered from the long school holidays, through negotiation with

teachers and parents.

51


Table 4.4.5 Distribution of Schools by Number of

Official School Days

State < 210 210 +

Northern 22.4 77.6


Red Sea 43.6 56.4

Kassala 56.5 43.5

Algadarif 78.0 22.0

Khartoum 46.8 53.2

Algazeera 62.7 37.3

White Nile 4.1 95.9

Sinnar 25.5 74.5

Blue Nile 55.6 44.4






Total 53.9 46.1

4.4.6 Student Absenteeism

The number of school days observed can aid the attainment of

learning outcomes. On the demand side, frequent absenteeism can

reduce pupil/teacher contact time and negatively affect performance.

The survey enquired from the teachers about the reasons for pupil

absenteeism. The main reasons reported were health followed by

economic condition of the families and bad weather. More in depth

studies should be conducted to examine these reasons as they relate

to absenteeism. It should be noted however, that 15% of the

respondents cited the lack of textbooks and 16.4% cited teacher

absence. Both of these factors are quality related factors.

52


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Fig 4.4.5 School Days

Reasons for absenteeism

Table 4.4.6 Reasons for Student Absenteeism (as per

the teachers’ perceptions6)

Health reasons 61.4

Economic conditions of the family 47.3

Bad weather (rain, flooding, natural obstacles) 42.7

Teachers absenteeism 16.4

Unavailability of textbooks 15.2

Unavailability of school uniform 8.0

Percentage

6 Because this was a multiple choice question, the percentages against each reason do not add to 100%.

On the policy front, there is need to strengthen collaboration between

the health and education Ministries to ensure that children acquire

and apply knowledge and skills related to disease prevention.

children who attend health care facilities, especially during school

days, should be given priority attention so that they may return to

school in the shortest possible time. Similarly improved access to

learning materials and teachers should help reduce absenteeism and

promote effective learning. Factors that are responsible for teachers’

absence from school should be identified and addressed.

4.4.7 Chalkboards Status

Given the inadequate access of pupils to learning materials, the

blackboard continues to be one of the most widely used tools to

facilitate teaching in north Sudan. The survey shows that more than

40% of blackboards either need to be repaired or replaced. Nine of

the States seem to have less than the average percentage of

chalkboards in good state.

53


Fig 4.4.6 Reasons for Absenteeism

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As schools move gradually from teacher-centred to learner centred

methods, more investments need to be made in tools that facilitate

the use of learner-centred rather than teacher-centred methods.

4.4.8 Pupils Textbook Ratio by Grade

The official policy regarding the pupil-textbook ratio is to achieve a

ratio of 2. The following table on the pupil-textbooks ratio shows that

there is a lack of enough books generally, but specially so in the case

of Grade 3 (Islamic Studies and Mathematics) and Grades 4 to 7

there is shortage of textbooks in all the subjects sampled below.

54


Table 4.4.7 Chalkboards Status

State Total Good Total repair Total replace

Northern 49.4 34.3 16.3

River Nile 51.7 34.3 13.9

Red Sea 68.8 23.4 7.8

Kassala 55.4 33.5 11.1

Algadarif 47.8 34.7 17.6

Khartoum 82.7 14.3 3.0

Algazeera 62.9 25.6 11.5

White Nile 66.5 22.6 10.9

Sinnar 62.9 27.6 9.5

Blue Nile 54.4 31.6 14.0




West Darfur 49.1 34.3 16.6


Total 58.7 27.6 13.7

Table 4.4.8 Availability of Textbooks by Grade and Subject

G7G6G5G4G3G2G1Textbook/ Grade >

Alhadeega, Albustan, Alassas 2 2 2

Arabic 3 3 3 2 2

English 3 3 3 2

Islamic studies 4 3 2 2 2 2

Chritian studies

Science 1 4 3 4 2 2

Science 2 3 3 3 3 2

Mathematics 4 3 3 3 3 2

G8

4.5 EfficiencyThe efficiency of the system is measured by rates of promotion,

repetition and drop out. The education policy is that children should

be promoted automatically until they reach grade 4. Thereafter, two

chances should be given for repetition for the remaining grades.

Children are discouraged from dropping out of school through the

provision of various incentives. The survey shows that the rate of

promotion is significantly high in all grades. Some schools seem not

to be implementing the policy on mass promotion. The following

tables present the results of Cohort Analysis performed on the

available data using “Reconstructed Cohort Analysis” method. From

the table notice that the average rate of promotion for grade 1 to

grade 4 for both sexes is 90.4% while the dropout rate is 7.6 %. The

repetition rate is low at 2.1 % . Repetition and drop out affect the

years input per graduate which is 10.3 pupil years.

4.5.1 Promotion, Repetition and Dropout

55


Table 4.5.1 Distribution of Pupils According to

Promotion, Repetition and Dropout by Grade and Sex

Grade 8%

Grade 7%

Grade 6

%

Grade 5

%Grade 4

%

Grade 3

%

Grade 2

%

Grade 1

%Items/ Rate

Promotion Rate 94.6 94.6 89.9 85.9 93.2 93.4 93.2 92.4 90.4

Repetition rate 1.2 1.5 1.6 2.6 3.8 3.6 3.8 4.6 2.1

Drop out 4.1 3.8 8.4 11.4 3.0 3 3 3 7.6

Survival rate 100 95.8 92.1 84.2 74.3 72 69.8 67.6

Pupils - year -Year input graduate : 10.3Coefficient of efficiency - 78.5 79.0 78.9 78.4 77.7 10.3

Averagefrom

Grade1-5

2. Females

Grade 8%

Grade 7%

Grade 6

%

Grade 5

%Grade 4

%

Grade 3

%

Grade 2

%

Grade 1

%Items/ Rate

Promotion Rate 95.1 94.4 89.2 84.0 93.9 93.7 93.8 93.1 89.8Repetition rate 1.4 1.8 1.6 2.7 3.7 3.9 3.8 4.5 2.1Drop out 3.5 3.8 9.2 13.3 2.4 2.4 2.4 2.4 8.1Survival rate 100 96.4 92.7 84.3 72.7 70.9 69.1 67.4Pupils - year -Year input graduate : 10.2Coefficient of efficiency - 76.4 77.7 78.3 78.4 78.2

Averagefrom

Grade1-5

Ideally all children should do well and be promoted to the next grade

annually. In 2006/2007, 12.7% of children were not promoted to the

next grade. The promotion rate decreases in grade 4 and increases

upwards from grade 5. The promotion rate was also higher among

girls than among boys in all grades. Performance of pupils should be

improved especially for girls in grade 1. The reasons for the lower

promotion rate for boys should be assessed and teachers, school

heads or parents should be trained on how to deal with the factors

responsible.

56


3. Females

Fig 4.5.1 a Promotion Rate by Grade and Sex

Grade 8%

Grade 7%

Grade 6

%

Grade 5

%Grade 4

%

Grade 3

%

Grade 2

%

Grade 1

%Items/ Rate

Promotion Rate 94.2 94.8 90.6 87.5 85.3 82.1 82.8 95.2 90.8

Repetition rate 1.1 1.3 1.7 2.6 3.9 3.4 3.8 4.8 2.0

Drop out 4.6 3.9 7.8 9.9 10.9 14.5 13.3 0.0 7.1

Survival rate 100 95.3 91.5 84.2 75.6 67.1 57.0 49.1

Pupils - year -Year input graduate : 13

Coefficient of efficiency - - - 80.2 73.6 65.1 58.8 61.8 13.0

Averagefrom

Grade1-5

4.5.1 a Promotion

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4.5.1.b Repetition Rate

57


Fig 4.5.1 b Repetition Rate by Grade and Sex

Fig 4.5.1.c1 Dropout Rate by Grade and Sex

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The findings show a 2.1% repetition rate. The average repetition rate

among boys is higher than that of the girls in all grades. It is also

observed that the highest repetition rate among boys is in grade 4;

and for girls in grades 2 and 4 although the repetition rate tends to

decrease for both sexes from grade 4 upwards. Schools with 5% or

more repetition rate should be supported to improve on the quality of

teaching and learning to reduce repetition.

4.5.1.c Dropout Rate

The findings show that the overall drop-out rate averaged for primary

classes (grades 1 to 5) is higher among girls than that for the boys

(8.1% for girls vs. 7.1% for boys). Dropout rate averaged for all

children in primary classes is 7.6%. When calculated separately for

grades, we find that average dropout rate for boys is higher than girls

in all grades except in grades 3 and 4 (see data). It is also observed

that the highest drop-out rate among boys is in grades 6 and 7

(14.5% and 13.3%); while the highest dropout rate for girls is in grade

4 (13.3%). However, there is a need for further investigation into the

reasons for dropout from schools at various stages.

The survey further enquired from teachers about the reasons for

dropout. The following table presents teachers’ views about the

reasons for dropout from schools.

58


Table 4.5.1c Reasons for Dropout (teachers’ views)

Fig 4.5.1.c2 Reasons for Dropout

Parents preference for child to work than go to school 38.1

Family is unable to provide breakfast or lunch at home and at school 28.2

Untrained teachers 17.5

Early marriage (female) 15.9

School is too far from home 12.1

Lack of healthy environment at school 7.5

Security reasons 5.9

Health reasons 4.3

Non-availability of educational inputs 2.2

Reasons for dropout Percentage

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The survey indicates that 38.1% of the teachers believe that parents’

preference for child work over schooling is the most important reason

for dropout. This is followed by the inability of the family to provide

breakfast or lunch at home as well as at school, representing 28.2%

of the responses. It is important to pay attention to the finding that

10% or more of teachers believe that the lack of trained teachers,

early marriage and distance from home to school are among reasons

for school drop out.

Based on these findings, there is need to mobilize local authorities

and communities for greater child rights protection, especially through

the enforcement of child labour laws. Helping communities

understand the distinction between child work and child labour will aid

legal protection of children. A compulsory education policy should be

introduced. A minimum age for the completion of primary and

secondary education should be set. While this legislation is being

developed, a policy should be put in place to allow girls who must get

married for socio-economic reasons to complete their education after

marriage. As already mentioned, new schools need to be built closer

to homes so that the distance between schools and homes is no

more than a radius of three kilometers.

4.6 School Feeding

The figure above shows that only 23.7% of the schools in the

Northern states have access to school-feeding which concentrated in

specific areas. Figure 4.6.1 below provides percentage of schools by

state that are benefiting from some school feeding program.

59


Fig 4.6 School feeding for Northern States

7 Government and community supported school feeding

8 School feeding provided by WFP and other donors and NGOs

* States with WFP School Feeding Support

4.6.1 Type of Feeding Program

The table below provides state-wise percentage distribution of thoseschools that are benefiting from some school feeding programs. Onnational basis, the schools benefiting from some school feedingprograms are only 23.7% of the total schools as shown in the figure4.6 on the previous page.

60



Type of Feeding Program and State

StateDirect

feeding7

Type of feeding program

WFP and other

NGOs8Not stated

Northern 100.0 0.0 0.0

River Nile 50.0 25.0 25.0

Red Sea* 41.7 45.8 12.5

Kassala* 14.3 85.7 0.0

ALGadaref

Khartoum 16.7 50.0 33.3

Algazeera 0.0 0.0 100.0

White Nile* 0.0 66.7 33.3

Sinnar

Blue Nile* 25.0 75.0 0.0

North Kordofan* 9.1 91.0 0.0

South Kordofan* 2.9 94.2 2.9

North Darfur* 3.1 96.9 0.0

West Darfur* 22.6 74.2 3.2

South Darfur* 0.0 100.0 0.0

Total 13.2 82.8 4.0

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Fig 4.6.1 Percentage of Schools Served by School

Feeding Programs

It should be noted that the school feeding programmes are mainly

provided by WFP. School feeding programmes are among the main

factors that can increase enrolment and improve retention of children

in school. The survey did not establish a relationship between school

enrolment and school feeding. However, it should be noted that three

of the States with no school feeding programmes have a GER of

more than the overall GER average of 71.7%. The findings indicate

that feeding programmes are provided in schools located in relatively

remote rural areas and this is significant in Eastern, and some of the

Western States and Blue Nile. In these places, food insecurity is a

major livelihood issue that tends to impact negatively on school

attendance.

While there is need for more focused studies to establish the

relationship between school feeding and school enrolment in Sudan,

annual WFP reports indicate that there is a significant positive impact

of school feeding on attendance. Based on the main factors affecting

pupil drop out (need to work at home; the lack of school feeding),

there should be a greater emphasis to expand school feeding

programmes in food insecure and poverty-stricken areas.

Furthermore, there needs to be a national policy on school feeding

programmes which should also be delivered a part of a larger

package of child-friendly educational responses.

61


4.7 School Administration

4.7.1 School Records

Fig 4.7.1 School Records

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The findings indicate that the majority of schools keep registration

books; although there are some schools mainly in central and

Western Sudan which have no registration books. The findings

also indicate that the majority of the schools keep attendance

records (95.2% on average). In addition, 61% of the schools keep

performance records derived from continuous assessment of pupils.

Better record keeping should be encouraged in all school.

4.8 Expenditure

The survey sought to establish the sources of education financing.

The survey shows a very high share of the community in non-salary

expenditure (89%) compared to the government’s share of only 1%,

with other sources providing the remaining 10%. Clearly there is

need for Government to increase its share of Non-salary expenditure

in education.

4.8.1 Non-Salary Expenditure

Fig 4.8.1 Non-Salary Expenditure by Source

62


Gedaref, River Nile and Northern States are the only States in which

government’s non-salary expenditure in education is 20% or more.

There is a wide variation among States of government’s non-salary

expenditure, ranging from 33.2% in Gedaref to 0% in West Darfur.

There is need for greater equity in the distribution of government’s

non-salary resources. There is also a wide variation among States in

the non-salary expenditure from sources other than government or

educational councils ranging from 54.6% in Gazeera State to 0.6% in

Kassala State. Other sources include private sector, NGO and donor

funds. These should be more equitably distributed to complement

government and education council non-salary investments.

63


9 Same as Parent-Teacher Committee

Table 4.8.1 Percentage Distribution of Non-Salary

Expenditure by State and Source

State GovernmentEducational

Board9From others

Northern 20.0 74.5 5.5

River Nile 20.1 54.3 25.7

Red Sea 12.5 82.7 4.8

Kassala 2.2 97.2 0.6

Algadarif 33.2 54.1 12.7

Khartoum 0.1 97.4 2.5

Algazeera 1.0 44.4 54.6

White Nile 5.6 86.1 8.3

Sinnar 4.3 92.0 3.7

Blue Nile 6.8 65.7 27.5






Total 1.0 88.6 10.4

CHAPTER FIVECHAPTER FIVECCOONNCCLLUUSSIIOONN AANNDD RREECCOOMMMMEENNDDAATTIIOONNSS

Conclusions and RecommendationsThe survey has shown that there is inequity in educational provision. The

results related to non-enrolment, absenteeism, and drop-out indicate that there

is a negative relationship between households’ economy, and their ability to

afford the capital costs of education. Wide gender and geographic variations

also exist on a number of issues. Several policies are not being effectively

implemented. There is a consistent under-performance of the transitional areas

and the Darfur States against a number of key indicators. These States should

continue to receive priority attention in the delivery of services and capacity

development. Educational opportunities that are available are in some case

not being fully utilized as indicated by the relatively low pupil/teacher ratio

and higher rates of application for admission than the gross intake rate.

There is also inadequate stakeholder participation, particularly the private

sector in pre-school provision and parents in school-based analysis, planning

and co-management of schools. The survey has raised a number of issues for

further research. The experiences and delays of conducting this survey points

to the need to develop national institutional capacity for research. Finally, while

certain States have 20% or more of non-salary government expenditure on

education, others have percentages as low as 0%. There is a great need to

bridge existing disparities in State by State financing of education. On several

fronts, it is unclear what the national standards and targets are against key

policy issues. There is need to review the educational standards on a sector-

wide scale and develop more effective systems to monitor these standards,

particularly towards the attainment of EFA and MDG goals in Sudan.

On the basis of these conclusions, the following recommendations are

being made.

1. Participation and Ownership of Schools

The Government of National Unity needs to consider more effective ways of

implementing its free and compulsory primary education policy, especially

through a substantial increase in the financing of basic education. The survey

has confirmed that the government is the largest provider of basic education.

However, its share of the non-salary expenditure on basic education is only

about 1%. The share of education councils (communities) and other sources

of education spending accounts for 99% of non-salary expenditure on

education. Although the private sector has started to play a role in the

expansion and promotion of basic education, this is still at less than 5% of

the targeted 15% by 2015. Whereas in Khartoum State the private sector

share is the highest (28%) followed by South Darfur (6%), Red Sea (5%) and

South Kordofan (4%), private sector participation in the remaining states is

much lower and varies between 1% and 2.4%. Two of the States with more

the 5% of private sector participation are the economic hubs of the country.

2. Gender Equity in the Distribution of Schools

In at least three States, the State governments should consider

introducing more gender-sensitive policies to maintain equity in the

distribution of schools. Evidence from the survey shows that overall there

is equity in the distribution of single sex schools. However, more than 50% of

schools are co-educational. This may not favour the participation of girls, given

that from other studies such as the 2004 Girls’ Education study, parents prefer

single sex schooling for the education of girls. Three (South Kordofan, West

Darfur and Blue Nile) of the seven States with more than 50% of schools being

co-educational are also among the five States with the lowest enrolment rates

65


for girls. There is need to monitor the impact of school type on the participation

of girls. For the three States cited, there is need to consider the provision of

more single sex rather than co-educational schools, especially in rural and

nomadic areas, in respect of cultural diversity.

3. Access and Coverage

There is need for GONU to liberalize its policy on pre-school education to

encourage broader private sector participation in pre-school education.

The GONU policy is to have a kindergarten attached to every basic school.

Evidence from the survey indicates that only 40% of the schools have

kindergartens attached to them. Among them, Blue Nile state seems to have

made the greatest progress towards the implementation of this policy with 72%

of its schools with kindergartens attached to them. However the GER of 52.4%

in Blue Nile State which is among the lowest in the northern States does not

seem to support the thinking behind the policy that attachment of pre-schools

in basic schools would increase enrolment.

It would also be pre-mature to set completion of pre-school as a condition for

enrolment. In most States, the majority of pupils in grade 1 have not

completed pre-school education. The evidence is in the finding that only 42.9%

of pupils in grade one gained admission after having completed 2 years of

pre-schooling. Khartoum state ranks first with (74%) followed by Northern

(72%) and Algazeera (66%). The other states recorded between 53% and

25%. Northern and Khartoum States have higher percentages of children who

have completed pre-schools actually admitted, not because they have

pre-schools attached to basic schools, but because there is higher private

sector participation in pre-school education in these States. A new ECD policy

should encourage broader participation, especially of the private sector in the

urban areas and growth centers. Rather than introduce pre-school completion

as a pre-condition for school enrolment, the policy should encourage school-

community partnerships in ECD provision.

Mobilize parents and communities to enroll children on time at age 6 and

create more learning spaces to meet the demand for school places: There

is a risk of systematic exclusion of children from school as the survey shows

that more children are applying for school enrolment than are actually

being admitted. There is need to review policy guidelines for school heads on

admission to a) support enrolment at grade 6, especially for girls; b) mobilize

parents to proactively conduct annual head counts of 6 year olds in school

catch-ment areas and to create cost effective learning spaces to absorb

expected increases that are ordinarily beyond the capacity of the school to

absorb; c) support standardization of educational services so that children are

equitably distributed in given localities; d) introduce complementary alternative

learning opportunities for children of ages 7-9 years to catch up on first chance

opportunities to enroll.

There is need to bridge regional and gender disparities in enrolment by

adopting a number of measures.

First, there should be significant increases in the financing of education to a

level that is at least comparable to the sub-Saharan average of 5-6% of GDP.

Second, there is need to support the equitable distribution of resources

through targeted responses, particularly in the 10 states that have enrolment

ratios that are lower than the overall average of 71.7%. A school mapping

exercise should be done to help local authorities to determine where new

schools should be located to enhance equitable distribution of schools in and

around communities. It is necessary invest in improvements in the school

environment to enhance both access and quality. With 51% of classrooms

66


either in need of renovation or replacement, in almost all States, there is need

for a comprehensive school construction and rehabilitation programme.

Third, there should be measures to reduce gender disparities in education

considering that gender disparities in all states (Red Sea, Kassala, Gedaref,

White Nile, Sinnar, Blue Nile, North Kordofan, South Kordofan, West Darfur,

South Darfur) except Northern and River Nile are wider than the overall 12%

gender gap reported. The Girls’ Education Strategic Plan should be finalized

and funded by government and its partners to boost enrolment of both boys

and girls in all States. More attention needs to be paid to the views of parents

on enrolment in view of the fact that parental decisions and choices are major

determinants of enrolment.

Fourth, the distance between homes and schools should be reduced by

ensuring that new schools are built closer to home. Although 66.3% of schools

are located within less than one kilometer of children’s homes, six of the fifteen

States have at least 5% of their schools located within 3 or more kilometers

from homes. These States are River Nile, Red Sea, North Kordofan, South

Kordofan, North Darfur and South Darfur. The feasibility of introducing

subsidized transport for children living in unsafe and remote areas should be

explored and introduced if found to be feasible. Finally, the provision of access

to water and school lunches to ensure effective learning in low enrolment

areas for boys and girls, should be considered.

Fifth, with 50% of children attending school without proper seating desks to sit

on, nine of the States with 20% or more of their children not seated and six of

these States (Blue Nile, North and South Kordofan, and the three Darfur

States) with more than 40% of children not seated, there is need to intensify

efforts to make classrooms more comfortable for children as an aid to learning.

The wide disparities in terms of access to safe water should be bridged.

States for priority investments for safe water in schools are Red Sea, Kassala,

Gedaref, White Nile, Sinnar, Blue Nile, North Kordofan, South Kordofan, North

Darfur, South Darfur where they have more than 20% of their schools with

access to unsafe drinking water. These States should receive priority attention

in the distribution of water points in schools. Similarly, with 35% of the latrines

either in need of repaired or replacement, with another 17.9% being temporary

latrines which maybe unsafe, there is need to construct sanitary facilities in

schools. While eleven of the 15 States have more than 20% of their schools

with latrines needing repair, nine States have more than 40% of their latrines

needing either repair or replacement and these are: Northern , River Nile,

Gedaref, Gezira, Sinnar, North and South Kordofan, North and South Darfur.

4. Quality of Education

Given the fact that 67.7% of teachers are female, there is clearly a need

for gender-sensitive recruitment and placement policies. In particular,

these policies need to be responsive to the needs of both individual female

teachers and their families. Incentives to encourage the placement of female

teachers in remote rural areas to serve as role models for girls should be

explored.

The GONU policy on teacher qualification is that all teachers must have a

university degree. However, the majority of teachers (72.8%) have only

completed secondary education. To meet the demand for qualified teachers

towards UPE, alternatives other than university degrees have to be sought ad

interim, building on the secondary education qualifications. The recent policy

proposal to re-introduce the 2 year Diploma should be implemented.

67


An in-service training programme is also necessary to improve the quality

of teaching and learning. More equitable distribution of trained teachers

especially to benefit children in nomadic and war affected areas. Teacher

training programmes should include skills on how to develop and use pupil

assessments more effectively to improve pupil performance.

5. Pupil-Teacher Ratio

In order to bridge regional variations in teacher/pupil ratio, especially in favor

of South Kordofan and the three Darfurs, there is need to introduce an

incentive scheme to encourage teachers to work in conflict affected areas.

Ensuring job security is one such incentive. In the absence of adequate

numbers of teachers, alternative learning opportunities, such as through

community radio and IT-based opportunities should be explored.

6. School Days

Considering that in the school year of 2006/2007, only 46% of schools have

met the stipulated official number of 210 school days, there is need to urgently

institute policy measures to ensure that lost days are systematically recovered

from the long school holidays, through negotiation with teachers and parents.

Improved monitoring systems are also needed to monitor compliance more

effectively.

7. Absenteeism

In order to curb absenteeism, there is need to strengthen collaboration

between the health and education Ministries to ensure that children acquire

and apply knowledge and life skills related to disease prevention. School

children who fall ill during school days and visit health care facilities for

treatment should be given priority attention and should have access to free

health care. In light of the secondary reason given for absenteeism- Family

Economic Obligations (47.3%), a follow-up study should be conducted to

further examine the relationship between household economic status and

access to education.

8. Efficiency

Dropout Rate

In line with the above comment- given that almost 40% of the respondents

cited the preference for children to work versus attending school, an in-depth

study should be carried out to understand why families prefer their children

to work. Based on these results measures need to be put in place in order to

lessen the economic burden of education, in addition to awareness campaigns

regarding the importance of education. These efforts will be coupled with

mobilizing local authorities and communities for greater child rights protection,

especially through the enforcement of child labour laws. The compulsory

education policy should be implemented more effectively and with it a

minimum age for the completion of primary and secondary education set.

While this legislation is being developed, a policy should be put in place to

allow girls who must get married early to complete their education after

marriage. As already mentioned, new schools need to be built closer to

homes so that the distance between schools and homes is no more than

a radius of three kilometers.

68


9. School Facilities

The findings also indicated that 77% of the schools have no first aid serviceswhile only 42.3% of schools have playgrounds and 59% of the schools haveshaded areas. These findings are presented below by State. There is need toprocure first aid kits to fill existing gaps and to train school authorities on howto improve the emergency preparedness and response planning and action inschools in the event of emergencies like floods, fire and other calamities. Thisshould be done within a comprehensive school health programme. Similarlyrecreation facilities and environmental care activities (including tree planting) in schools should be supported.

Given that only 27.8% of respondents indicating that schools had a parent-teacher association, there is need to encourage the creation of these bodiesbeyond the school councils to promote wider participation of parents andteachers in decision making at school level. Other than fundraising,supervision of school construction and maintenance, school councils should be more involved in facilitating regular school-based planning andmanagement of school development activities.

10. School Feeding

School feeding programmes should be scaled up particularly to reach mostvulnerable communities. Take home rations should also be introduced to serveas incentives for girls’ school completion where deemed appropriate. Thefindings indicate that feeding programmes are provided in schools located inrelatively remote rural areas and this is significant in Eastern, and some of theWestern States and Blue Nile. In these places, food insecurity is a majorlivelihood issue that tends to impact negatively on school attendance. Whilethere is need for more focused studies to establish the relationship betweenschool feeding and school enrolment and attainment in Sudan, annual WFPreports indicate that there is a significant positive impact of school feeding onattendance. Based on the main factors affecting pupil drop out (need to workat home; the lack of school feeding), there should be a greater emphasis toexpand school feeding programmes in food insecure and poverty-strickenareas. Furthermore, there needs to be a national policy on school feedingprogrammes which should also be delivered a part of a larger package ofchild-friendly educational responses. Greater investments need to be made bygovernment and partners in sustainable livelihoods to enhance food security.

11. Expenditure

The survey showed a high share of the community in non-salary expenditure(89%), while the government share is only 1%. Other sources share of non-salary expenditure is reported to be 10%. Gedaref, River Nile and NorthernStates are the only States in which government’s non-salary expenditure ineducation is 20% or more. Other States need to increase non-salarygovernment expenditure on education. In consideration of the wide variation of government’s non-salary expenditure in education (from 33.2% in Gedarefto 0% in West Darfur, there is need for greater equity in the distribution ofgovernment’s non-salary resources. There is also a wide variation amongStates in the non-salary expenditure of funds from sources other thangovernment or educational councils ranging from 54.6% in Gazeera State to0.6% in Kassala State. Other sources include private sector, NGO and donorfunds. These should be more equitably distributed to complement governmentand education council non-salary investments. Effective implementation of thefree and compulsory basic education policy will require an overall substantialincrease in government non-salary expenditure in education and to ensure that the currently high burden of education expenditure on communities issubstantially reduced.

69


ANNEXURESANNEXURES

Annex 1

Survey Materials

(1.0) School Identification

71


Basic Schools Baseline Survey Questionnaire for Northern Sudan Basic Education School year2007/2008

(To be filled by the School Headmaster/Enumerator)

1.1 Name of State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 Name of Mahalya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.3 Name of Admin Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.4 People’s Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.5 Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. Urban 2. Rural

1.6 Name of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.7 Headmaster's Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.8 Headmaster's Phone No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(2.0) Questionnaire Information

2.1 Enumerator's name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.2 Date of the interview : Start: dd/mm/yy ................/................/...................

2.3 Date of the interview : End: dd/mm/yy ................/................/...................

2.4 Time of interview: Start: minute/hour................/............... End: minute/ hour ............/...............

2.5 Iis the questionnaire complete? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. Yes 2. No

72


(3.0) School Description

3.1 Type of School : 1. Boys only 2. Girls only 3. Co-educational 4. Multiple

3.2 Management of the School: 1. Government 2. Private

3.3 Mode of School: 1. Normal 2. Nomadic 3. Religious 4. IDPs 5. Village school 6. Collective 7. Special needs

3.4 Is the school located in an area inhibited by (IDPs)?: 1. Yes 2. No

3.5 Number of grades:

3.6 School's shifts: 1. One shift 2. Two shifts

3.7 School Geo-location: 1. Plain 2. Valley 3. Down the hill 4. Up the hill 5. Near ditch

3.8 School social location: 1. Residential area 2. Near a Market 3. Near Industrial area

3.9 Is the School a boarding school?: 1. Yes 2. No

3.10 If yes, number of pupils

3.11 School fence: 1. Complete 2. Not complete 3. Without fence

3.12 Does the school keep a: registration book? 1. Yes 2. No

3.13 Does the school keep a: daily attendance record? 1. Yes 2. No

3.14 Does the school keep a: performance record? 1. Yes 2. No

3.15 No. of school days actually used for 2006/2007

3.16 Does the school have a feeding program? 1. Yes 2. No

3.17 If yes, what type is the feeding program? 1. Direct feeding 2. School feeding 3. Temporary feeding

3.18 How many boys benefit from the feeding program?

3.19 How many girls benefit from the feeding program?

3.20 Do pupils family benefit from the program? 1. Yes 2. No

3.21 If yes, how many families benefit from the program?

3.22 Type of benefit: 1. Cooked meal 2. Food stuff 3. Cash 4. Other(specify)…........…………........……….…........………..

3.23 Any pupils with special needs ? 1. Yes 2. No

3.24 If yes, what is the number receiving: 1. Audio ………..........….. 2. Visual ………….......… 3. Mobility …….............……

3.25 What are the available facilities: 1. Educational 2. Mobility 3. Both 4. Other

3.26 Do pupils receive information about future specialization: 1. Yes 2. No

3.27 Any kindergarten within the school : 1. Yes 2. No

73


4.1 Any source of water in the school: 1. Yes 2. No

4.2 What is the main source of drinking water: 1.Tap inside 2.Tap outside/public

3. Well 4. Hafeer /fula 5. River

6. Hand-pump inside 7. Other (specify):....................................................

4.3 If hand-pump : 1. Working 2. Needs repair 3. Should be replaced

4.4 Does the school have electricity : 1.Yes 2. No

4.5 If yes, is it : 1. public network 2. Private generator 3. Solar

4.6 Does the school have telephone : 1. Yes 2. No

4.7 Does the school have first-aid facility : 1.Yes 2. No

(4.0) Services

5.1 Does the school have playground ? 1. Yes 2. No

5.2 Is the school provided with playing materials ? 1. Yes 2. No

5.3 Is the school allowed to use other playgrounds ? 1. Yes 2. No

5.4 Does the school have a stage ? 1. Yes 2. No

5.5 Does the school have broad - casting service ? 1. Yes 2. No

5.6 Does the school have computer (s) ? 1. Yes 2. No

5.7 If yes, how many computers ?

5.8 Does the school have shaded areas ? 1. Yes 2. No

5.9 If yes, what type ? 1. Trees 2. Veranda 3. Haseer

4. (1,2) 5. (2,3) 6. (1,3)

(5.0) School Activities

74


(6.0) School Buildings

Number of Buildings Type of Building Condition of Building

Permanent Temporary Good Repair Replace

6.1 Headmaster/

Deputy office

6.2 Teachers office

6.3 Shared office

6.4 Teaching

classrooms

6.5 Non-teaching rooms

6.6 Teachers

residence (Male)

6.7 Teachers

residence (Female)

6.8 Prayer room

6.9 Watchman room

6.10 Storage room

6.11 Canteen

6.12 Dining room/kitchen

6.13 Drinking water room

6.14 Male teachers

latrines

6.15 Female teachers

latrines

6.16 Female pupils

latrines

6.17 Male pupils latrines

6.18 Shared latrines

(7.0) Furniture (Headmaster/Teachers)

Office Number of tables Number of chairs Number of Storage units

Good Repair Replace Good Repair Replace Good Repair Replace

7.1 Headmaster

7.2 Dep. Headmaster

7.3 Teachers

75


7.1 Chalkboards

7.2 Pupils Seating

Total Fixed Movable

Good Repair Replace Good Repair Replace Good Repair Replace

7.4 Number of

chalkboards

Total Number of pupils

Grade pupils Seated Not seated

With desk Without desk

7.5 1

7.6 2

7.7 3

7.8 4

7.9 5

7.10 6

7.11 7

7.12 8

(8.0) Teacher Qualifications and Training

Please use the following codes:

Type of service: 1. appointed, 2. volunteer,

3. national service, 4. cooperative.

Basic qualification: 1. post graduate, 2. graduate,

3. secondary, 4. intermediate diploma,

5. intermediate, 6. religious.

Courses of specialty: 1. English, 2. Arabic, 3. Islamic,

4. Mathematics, 5. Social Sciences, 6. Grade Teacher,

7. General, 8. Computer.

Latest Training: 1. Teacher's Institute, 2. Faculty of Education,

3. During Service, 4. Bakht El Ruda Institute,

5. Female Teacher's Faculty.

76


Trainedon Teaching

Gender Type Basic Latest Learning Latest Load Years1.Female of Grade Qualifi- Qualifi- Spe- Methods Training Per of Salary Sub-2.Male service cation cation ciality 1. Yes Week Service (SDG) jects

2. No

Headmaster

Deputy HM

Teacher 1

Teacher 2

Teacher 3

Teacher 4

Teacher 5

Teacher 6

Teacher 7

Teacher 8

Teacher 9

Teacher 11

Teacher 11

Teacher 12

Teacher 13

Teacher 14

Teacher 15

Teacher 16

Teacher 17

Teacher 18

Teacher 19

Teacher 20

Teacher 21

Teacher 22

Teacher 23

Teacher 24

Teacher 25

Teacher 26

Teacher 27

Teacher 28

Teacher 29

Teacher 30

Teacher 31

Teacher 32

Teacher 33

Teacher 34

Teacher 35

77


(9.0) Supporting Services

9.1 Cleaner

9.2 Chokeman

9.3 Security/gate keeper

9.4 Messenger

9.5 Water bearer

9.6 Gardener

9.7 Accountant/Admin

9.8 Health worker

9.9 Other

Age in years 5+ 6+ 7+ 8+ Total 5+ 6+ 7+ 8+ Total

Male

Female

Number of

Males Females

TotalMonthlySalary(SDG)

Sourcel Monthly Salary (SDG)

Government Non-Government

EducationalBoard

(10.0) Applied to Grade 1 for the School Year 2007-2008

(11.0) Enrolled Pupils for the School Year 2006-2007

No. Applied to grade 1 No. Enrolled at grade 1 Number of Pre-

school pupils

1 MaleFemale

2 MaleFemale

3 MaleFemale

4 MaleFemale

5 MaleFemale

6 MaleFemale

7 MaleFemale

8 MaleFemale

Promotedfrom

PreviousGrade*

Total per

GradeGenderGrade Repeaters

Transferredinto

School

Transferredout of School

Dropout

* Or enrolled for Grade 1

78


(12.0) Enrolled Pupils for the School Year 2007-2008

1 MaleFemale

2 MaleFemale

3 MaleFemale

4 MaleFemale

5 MaleFemale

6 MaleFemale

7 MaleFemale

8 MaleFemale

Promotedfrom

PreviousGrade*

Total per

GradeGenderGrade Repeaters

Transferredinto

School

Transferredout of School

Dropout

* Or enrolled for Grade 1

(13.0) Number of Pupils by Age for the School Year 2007-2008

1 MaleFemale

2 MaleFemale

3 MaleFemale

4 MaleFemale

5 MaleFemale

6 MaleFemale

7 MaleFemale

8 MaleFemale

Total per Grade

Age in years

5+ 6+ 7+ 8+ 9+ 10+ 11+ 12+ 13+ 14+ 15+GenderGrade

79


(14.0) Number of Pupils by Average Distance of Pupils Homes from School (km)

(15.0) Pupils Who Sat for Basic Education Certification for the Year 2006-2007

(16.0) Average Daily Attendance, Daily Absenteeism on Survey Day

1 MaleFemale

2 MaleFemale

3 MaleFemale

4 MaleFemale

5 MaleFemale

6 MaleFemale

7 MaleFemale

8 MaleFemale

Total per Grade

Number of Pupils who completed grade 8

Sat for certificationDid not sit for

certification

Number of pupils who Passed

the certificationOutcome

Type of Log GenderGrade

1 2 3 4 5 6 7 8

Male

Female

Attendance Male

Female

Absenteeism Male

Female

< 1 Km 1 - 2 Km 2 - 3 Km 3 + KmGenderGrade

80


(17.0) Number of Textbooks by Grade and Subject (2007-2008)

Subject SourceGrade

1 2 3 4 5 6 7 8

17.1 Hadiga/Bustan

17.2 Arabic

17.3 English

17.4 Islamic studies

17.5 Christian studies

17.6 Science 1

17.7 Science 2

17.8 Mathematics

17.9 Note books

Source: 1. Government, 2. Educational Board, 3.Community, 4. Family Participation, 5. Other.

(18.0) Teacher's Guides by Grade and Subject

Subject SourceGrade

1 2 3 4 5 6 7 8

18.1 Islamic studies

18.2 Christian studies

18.3 Arabic

18.4 Science 1

18.5 Social studies

18.6 Mathematic

18.7 Arts

18.8 Science 2

18.9 English

Source: 1. Government, 2. Educational Board, 3.Community, 4. Family Participation, 5. Other.

(19.0) Annual Amount of Financing Offered to Finance the School for the Year 2006-2007 (SDG)

Amount offered for salaries:

19.1 From Government :

19.2 From Educational Board :

19.3 From NGOs :

19.4 From Other Sources :

Amount offered for non-salary:

19.5 From Government :

19.6 From Educational Board :

19.7 From NGOs :

19.8 From Other Sources :

(20.0) Current School Expenditure According to Sources of Finance (SDG)

81


Item Government Educational Board Others

20.1 Chalk

20.2 Office supplies

20.3 Maintenance

20.4 Telephone

20.5 Electricity

20.6 Water

20.7 Teachers lunch

20.8 Teachers transport

20.9 Incentives for volunteer teachers

20.10 Wages and salaries

20.11 Petty cash or others

20.12

20.13

20.14

82


Annex 2

Summary of Human Resources Involved inthe Baseline Survey - 2008/09

No, of

training

days

Data

Entry

clerksParticipatedTrained

State

coordinatorsMaster

trainers

EnumeratorsState

Federal 4 0 0 31 17

Northern 2 3 30 20 5

River Nile 2 2 40 16 5

Red Sea 2 3 30 17 5

Kassala 2 3 30 19 5

Gedarif 2 2 30 17 5

Khartoum 2 4 35 24 5

Gezira 2 3 40 34 5

White Nile 2 2 30 18 5

Sennar 2 2 30 13 5

Blue Nile 2 2 30 12 5

North Kordofan 2 3 40 34 5

South Kordofan 2 4 55 36 5

North Darfur 2 2 30 27 5

West Darfur 2 2 30 26 5

South Darfur 2 2 35 30 5

Total 34 39 515 343 31 92

Steering committee members = 15 (federal)Technical committee members = 34 (Federal)

83


Annex 3

Additional Tables

Table 1 Percentage Distribution of Teachers by

Teaching Load and State


Years of Service and State

State< 20

Teaching Load per Week

20 - 25 26 +

Northern 70.5 27.4 2.1

River Nile 60.8 33.5 5.7

Red Sea 62.1 32.3 5.5

Kassala 54.9 35.3 9.8

Algadarif 44.8 41.6 13.6

Khartoum 64.6 29.5 5.9

Algazeera 74.3 22.4 3.2

White Nile 63.1 27.0 9.9

Sinnar 60.6 29.8 9.6

Blue Nile 79.1 17.6 3.2






Total 59.9 29.1 11.0

Years of Service

State 01 -05 06-10 11-15 16-20 21-25 26-30 31+

Northern 18.0 15.0 20.9 9.9 11.8 13.6 10.8

River Nile 25.8 14.8 23.2 11.3 8.7 8.6 7.6

Red Sea 21.7 17.6 17.9 14.1 10.0 9.0 9.7

Kassala 21.4 19.0 22.1 12.0 9.3 8.6 7.7

Algadarif 19.2 20.8 22.8 9.4 12.7 8.1 7.0

Khartoum 20.0 11.4 25.0 15.1 11.5 8.6 8.3

Algazeera 8.2 5.6 38.2 13.5 11.9 12.4 10.4

White Nile 28.9 9.4 27.9 9.4 11.4 7.2 5.8

Sinnar 17.3 18.3 31.0 11.1 7.8 9.7 4.8

Blue Nile 51.9 17.8 13.4 5.9 6.5 3.0 1.4

North Kordofan 25.3 16.2 17.2 16.5 12.6 7.8 4.5

South Kordofan 31.9 19.5 18.7 12.7 7.4 6.2 3.6

North Darfur 24.7 13.2 18.6 14.9 11.4 12.2 5.0

West Darfur 36.7 11.2 23.0 10.3 6.8 7.8 4.2

South Darfur 23.4 18.6 25.4 11.5 12.2 6.2 2.6

Total 23.1 13.6 24.8 12.5 10.6 9.0 6.4

84



Grade and State

Teacher Grade

State 01-03 04-06 07-09 1 -12 13+

Northern 25.3 10.9 46.3 15.8 1.8

River Nile 7.2 15.7 52.9 20.1 4.0

Red Sea 10.9 19.0 38.6 27.9 3.6

Kassala 8.4 16.0 49.5 24.2 1.8

Algadarif 5.8 13.8 42.8 30.8 6.9

Khartoum 11.0 20.1 63.5 5.2 0.1

Algazeera 13.7 20.2 55.9 10.2 0.0

White Nile 8.8 16.7 49.5 18.7 6.3

Sinnar 6.6 15.5 55.5 18.2 4.2

Blue Nile 2.6 8.3 30.0 38.9 20.1

North Kordofan 7.8 17.2 49.4 22.8 2.9

South Kordofan 7.1 15.9 46.4 22.8 7.9

North Darfur 7.4 23.0 45.2 20.2 4.1

West Darfur 6.5 14.2 40.5 29.0 9.7

South Darfur 3.9 17.9 44.0 29.3 4.9

Total 9.3 17.3 49.5 19.8 4.2

Annex 4

Education Indicators from Baseline Survey

The following represent the major summary of indicators as shown

below:

Indicator Value

Type of School %Boys 23.3Girls 22.4Co-education 52.1

School ManagementGovernment 95.4Private 4.6

Mode of SchoolingRegular 77.6Nomadic 5.6Religious 1.3IDPs 4.0Village 10.8Collective 0.5Special needs 0.1

Schools with 8 Grades 69.0

School Social LocationResidential area 91.0Near market 8.3Near industrial area 0.7

Boarding schools 4.0

School FenceComplete 28.4Not complete 15.0Without fence 56.6

Schools keeping registration book 85.8Schools keeping attendance record 95.2Schools keeping performance record 60.7

Schooling Days (2006/2007)< 210 53.9210 + 46.1

Kindergarten within school 40.1

Main Source of Drinking WaterTap inside 38.9Tap outside 8.1Well 15.9Hafir / Foola 4.6River 2.1Handpump 13.1Others 17.2

85


86


Indicator ValueSchools with Electricity 33.8

Source of Electricity

Public network 77.7Private generator 11.8Solar 9.5

Schools with telephone 12.7

Schools with first aid 19.4

Schools with a playground 42.3

Schools with a stage for drama 35.2

Schools with computers 6.6

Schools with shaded areas 59.4

Pupils Seating

Seated with desk 50.0Seated without desk 11.8Not seated 38.2

Average class size : 59

School Buildings : Classrooms

Good condition 49.0To be repaired 41.9To be replaced 9.1

Pupils : Teacher ratio : 34 : 1

Female teachers 67.7

Teacher Type of Service

Appointed 90.1Volunteer 4.4National service 1.8Part-time 3.7

Teacher Basic Qualification

Post university 1.8University 15.5Secondary 72.8Intermediate diploma 4.2Intermediate 3.5Other 2.2

Teacher Specialty

English 8.8Arabic 14.5Islamic studies 7.7Mathematics 9.5Social science 7.1Grade teacher 7.2General 35.2Computer 0.3NS 9.7

Teachers trained on teaching methods 62.1Teachers not trained on teaching methods 37.9

Indicator Value

Teacher Latest Training

Teacher training Institute 5.5Education College 20.0On-service 24.3

Bakht-elrrida Institute 3.7Females Teachers College 4.6No training 41.8

Pupils Admitted at Grade 1 as % of Applied 84.5Admitted at age 5 2.6Admitted at age 6 37.9Admitted at age 7 29.3Admitted at age 8 14.7

Pupils Not Admitted at Grade 1 as % ofApplied 15.5

Pupils Completed Pre-school as % of Admitted 42.9

Gross Enrolment Rate Total 71.7Gross Enrolment Rate Boys 77.7Gross Enrolment Rate Girls 65.7

Gross Intake Ratio Total 73.6Gross Intake Ratio Boys 79.8Gross Intake Ratio Girls 67.5

Distance of Home from School

Pupils < 1 Km 66.3Pupils 1 < 2 Km 20.6Pupils 2 < 3 Km 8.6Pupils 3 Km and over 4.5

Schools with Feeding Program 23.7Direct Feeding 13.2School Feeding 72.3Temporary Feeding 10.5Not Stated 4.0

87


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