The Ahfad University for Women: a Sudanese educationalexperiment.

This article describes the development of a Sudanese educational experiment, from theestablishment of a private, secular school for boys in 1906 to the establishment of the Ahfad Collegefor Women in 1966 and, further, to the operation of the wide ranging programs of the AhfadUniversity for Women (AUW) today. Brief descriptions are provided for each of the undergraduate,graduate, support, and outreach programs of the University. Each of these programs helps advancethe goal of AUW, namely, to prepare women to become agents of change in their communities and atthe national level. The article described how AUW seeks this goal through academic instruction,practical experiences, rural extension and community outreach activities, by means of exercisingnational leadership in the area of women's rights, and through research. New programs underdevelopment are also described.

[TEXT NOT REPRODUCIBLE IN ASCII.]

INTRODUCTION

This article is based on the origin article by the late Professor Yusuf Badri, founder of the AhfadUniversity for Women (AUW). Professor Yusuf's article on the history, philosophy, and fields of studyat AUW appeared as the first article in the initial issue of The Ahfad Journal (Badri, 1984). Thepresent article updates Professor Yusuf's initial description of AUW, its programs, philosophy, andoutreach activities.

DEVELOPMENT OF AUW

Origins

AUW is the direct result of the steadfast vision of one man, Shiek Babiker Badri, who combined thetraditional Islamic devotion to learning with his own and then radical idea of providing seculareducation in addition to religious instruction to both boys and girls (Badri & Scott, 1969). SheikhBabiker began his educational innovations in 1903 when he established a secular primary school forboys in Rufa'a, a village in the Blue Nile Province. The next year he sought support from the Britishcolonial authorities for the establishment of a secular primary school for girls, but was turned down.A similar request in 1905 was also denied. But, as shown in the following quote from the 1906 reportby Sir James Currie, director of the Educational Department of the British administration of theSudan at the time, he had begun to change the unofficial, if not the official British position withregard to the education of girls (Currie, 1906).

"I would myself prefer that the government should not undertake the task (education for girls) forsome time. "But" if it were desired, it would also, as an experiment, be possible to begin at Rufa'awhere a local Kuttab (school for boys) is under an extremely competent and interesting local man(Babiker Badri), who is very anxious to be allowed to try this experiment. I cannot see that anypossible harm can accrue from starting something here."

Despairing of official endorsement or support, Sheikh Babiker began the first secular school for girlsat Rufa'a in 1907 with nine of his own daughters and eight girls from neighboring families.

Sheikh Babiker's vision of education for girls, however, was widely opposed. In addition togovernment complacency, he had to overcome considerable local opposition to the idea of providingeducation for girls. The prevailing view was that girls required no formal education: they could learnall they needed to know from their families, particularly their mothers. Sheikh Babiker stronglyrejected this view, which cut girls and women off from any advances in knowledge. In contrast, hesaw women as potentially powerful agents for effecting needed social changes. Educated women, inhis view, were essential to achieving improvements in nutrition, health care, child rearing and care,community development, and for preparing both young men and women for life in the emergingurban society of the Sudan.

In time, Sheikh Babiker's vision prevailed, despite the personal criticism and abuse he endured.Based on the principle of self-help, which he constantly espoused, his original one-room, mud brickschool for boys expanded into a considerable, privately-funded enterprise (Badri & Hogg, 1980). Thefollowing dates and events show the evolution of the educational enterprises, all based on the initialwork of Sheikh Babiker and guided by his vision of education for the youth of the Sudan. Eachdevelopment was begun and maintained as a private institution, under private management, andfinanced mainly from voluntary contributions from Sudanese citizens and organizations:

1903--initial secular school for boys established at Rufa'a

1907--first secular school for girls, also at Rufa'a

1933--the Ahfad Boys Intermediate School established

1943--the Ahfad Boys Secondary School established

1951--the Ahfad Girls Intermediate School established

1955--the Ahfad Girls Secondary School established

1966--the Ahfad College for Women established

1984--the Ahfad University College for Women granted the right to confer a diploma certificate

1995--the Ahfad University for Women granted full university status by the Sudanese NationalCouncil for Higher Education

Today, the AUW stands as the culmination of the innovative educational effort begun in Rufa'a in1903. With an initial enrollment of 23 students in 1966, AUW now is providing undergraduate andgraduate education to over 4,700 young Sudanese women.

Fulfilling its meaning

Sheikh Babiker chose the word "ahfad" for the name of his schools. In Arabic, ahfad means "for ourgrandchildren". Professor Yusuf preserved this meaning when he established the original AhfadCollege for Women. The meaning of ahfad, as intended by Sheikh Babiker, has indeed been fulfilled.Not only have many of his grandchildren graduated from Ahfad schools and AUW, but today hisgrandchildren and great grandchildren are among the leaders and faculty of AUW.

Philosophy of AUW

Since its beginning, AUW has sought to prepare women to become effective leaders for socialchange in their communities and for the Sudan as a whole. Accordingly, the curriculum ismultidisciplinary. Course work and other experiences are designed to prepare students for careers,to become community leaders, and to be competent wives and mothers. To prepare for these roles,women acquire knowledge and expertise in the many areas, including nutrition, primary health care,community organization and management, and social and economic planning. Each student isrequired to complete an independent study project, based on original research in their last year.Also, each student must participate in the rural extension and population program, as part of thespecial emphasis given to improving living conditions in rural communities.

Language of instruction

With the exception of courses in Islamic studies, all courses are taught in English. This includesinstruction in the School of Medicine.

3. PROGRAMS OF STUDY

AUW offers a variety of undergraduate, graduate, and special programs. Undergraduate programsare provided through the following schools:

School of Family Sciences, the original field of instruction at the Ahfad College for Women

School of Psychology and Preschool Education

School of Management Sciences

School of Rural Extension Education and Development

School of Medicine

School of Pharmacy

4. UNDERGRADUATE PROGRAMS

School of Family Sciences

This was the original school of the Ahfad College for Women. From the beginning, the program ofinstruction has been interdisciplinary, based on the fields of nutrition, agriculture, food sciences andtechnology, and medicine. The general objective of the School is to educate and motivate women tobecome agents of social change in the fields of nutrition, community health management, and foodsciences and technology. In the first four years, students follow a common curriculum.

In their fifth year, students pursue one of three options: Food and Nutrition option: which focuses onapplied nutrition, clinical nutrition, nutrition program management, and food and nutrition policyand planning. The second one is the Community Health Management option: that equips thestudents with skills and knowledge on communicable and non-communicable diseases, women andchild health, advanced population issues, health education skills and issues related to healthprogram policy, planning and finance. The third option is the Food Science and Technology optionwhich includes courses in food engineering, food enzymology, processing, toxicology, acceptabilityand sensory evaluation and quality control and quality assurance.

In addition to lectures and group discussions, the students in the School of Family Sciences spendconsiderable time in the laboratories maintained by the Center for Science and Technology (see laterin this article) and go through training in hospitals, health centers and food factories. All of themcarry out research projects in topics related to their options.

School of Psychology and Preschool Education

This School, established in 1967, provides education and training for women for work in the areas ofcounseling and health psychology, early childhood education, and teaching English as a foreignlanguage. The curriculum offers both theoretical and practical aspects of the above mentionedfields. Graduates of the school work in a variety of fields, such as preschool centers, primary andsecondary schools, mental health hospitals, counseling centers, centers for children with specialeducational needs as well as non-governmental organizations. Currently, there are 1,400 studentsenrolled in the School of Psychology.

In addition to prescribed course work, students must also fulfill the practical training requirementsin one or more of the following areas related to their specialization: early childhood centers; specialeducation institutions; mental health hospitals; centers for the care of patients living with chronicdiseases; or elementary and secondary schools. Students may also specialize in one of three areas:(1) Counseling and Health Psychology; (2) Early Childhood Education; or (3) Teaching English as aForeign Language.

School of Management Sciences

The School of Management Sciences (previously called the School of Organizational Management)was established in 1977 with the objective of preparing women to act as managers in anygovernmental or non-governmental organization in Sudan. The School began with only one full-timestaff member and 26 students and now has over 1,800 students. Graduates of the School now workthroughout Sudan in various administrative capacities. The school has a five-year program duringwhich students pursue their studies in management and business administration, accounting,finance, economics, and development. The program provides students with a broad view of businessenvironments in developing countries, in addition to special emphasis on details of marketing, andoffice management. Theoretical aspects of the programs are coupled with practical training duringsummer vacations. During these experiences, students work in government and private institutions.The aim of this training is to produce a graduate with not only formal education, but also theexperience needed to be a capable office administrator, accountant or business manager. The schooloffers three specializations: Accounting and Finance, Business Administration, and Office

Management.

School of Rural Extension Education and Development

This School has been evolving since its establishment in 1987. The REED program preparesgeneralists who are committed to working to improve conditions in rural communities. Aconsiderable part of the education of students in the REED program, therefore, is conducted invillages. Students and their instructors make frequent field trips to villages in different areas ofSudan for extension work. These field trips are organized in cooperation with government agenciesand non-governmental organizations that are active in the areas to be visited, and topics of researchto be undertaken are chosen in collaboration with these agencies. In preparation for rural extensionexperiences, students receive training in conducting field work, community organization, leadership,preparing educational materials and learning how to use them in work with community leaders, and

ways of influencing policy and decision-making. For many students from urban areas, these fieldassignments provide their first extensive experience in village life and the realities of ruralcommunities. During these visits, students learn how to identify the problems faced by thecommunity, collect and analyze data for seeking solutions to the problems, implement solutions thatare agreed to, and help development means of evaluating the effectiveness of the solutions adopted.In addition, each summer, when the school is not in session, REED students participate in individualresearch in rural areas of Sudan. REED also has a special scholarship program for students fromDarfur, Kordofan, and from the Southern, Northern, and Eastern States of Sudan.

School of Medicine

Since its inception in 1990, The AUW School of Medicine has adhered to a holistic approach tomedicine. It is also concerned with the globally accepted concept of health for all through provisionof primary health care for individuals and families where they live and work. The curriculum consistsof blocks or modules of study based on organ systems and themes. Information research is done in alot of different approaches all through the Net. Once an information is discovered, the assessment ofits relevance and trustfulness transpires through aim criteria and on the premise of subjectiveelements. What are these kinds of requirements and elements? And how are they shifting in adeveloping social related internet?A problem-based method of learning is used along with a student-centered approach, with emphasis on self-learning. These strategies are implemented in ways todevelop the ability and willingness of students to pursue their own learning after graduation.

The Family Attachment Program (FAP) is an important feature of the medical training program.Beginning in the second year and extending through the fourth year, each student is attached to afamily. Students visit with their assigned family four times a year. Information and experience isgained by conducting interviews with family members, by means of direct observation, by recordinggrowth and development data on children and the incidence of illnesses and diseases for all familymembers. Over the course of the three-year period, students learn about the culture of Sudanesefamily life and the attitudes, knowledge, and practices related to health and treatment of illnesses.Students are expected to develop the knowledge, skills and commitment needed to educate patientsand families about beneficial health practices and to encourage them to recognize and seektreatment for illnesses and diseases.

School of Pharmacy

The School of Pharmacy represents a further effort on the part of AUW to meet needs of Sudanesecitizens while offering new career opportunities for women. Development of this School is based ona patient--centered approach to the practice of pharmacy rather than the traditional dispensing ofdrugs. The five-year Bachelor of Pharmacy (B. Pharm.) course offered at AUW produces graduateswith a wide knowledge and understanding of the sciences, technologies, and the practices thatsupport pharmacy as a profession. All the traditional disciplines of a pharmacy curriculum areoffered. However, the policy of this School is to place special emphasis on clinical pharmacy. AUWaspires to be a pioneer in this field for the country.

GRADUATE PROGRAMS

AUW offers three graduate programs:

Human Nutrition

Gender and Development

Poverty Alleviation and Sustainable Rural Development

Human Nutrition

This master's program requires sixteen months of study extending over four semesters. Theobjectives of the program are to:

Provide graduates with advanced knowledge in the fields of human

nutrition Prepare graduates to assume leadership in the fields of

human nutrition in the Sudan Train advisors, research workers and

prospective instructors and teachers in the field of human

nutrition at the national level

The program includes courses on advanced nutrition, dietetics experience in the community,economics and management of family food, nutrition and food hygiene, food and nutrition policy andplanning, human nutrition policy and planning, malnutrition and developing countries, methods infood and nutrition research, maternal and child nutrition, food and nutrition and health educationmethods, and nutritional care in institutions, In addition, students must complete and defend anoriginal research project.

Gender and Development

This graduate program is offered under the umbrella of the Institute of Women, Gender andDevelopment Studies of AUW. Around fifteen women are accepted into the program each year.Courses offered include: theoretical and conceptual bases for gender and women's studies; theoriesof development; methods of research; gender, culture and social change; gender and the economy:women and the state; project planning and management; and gender challenges in the 21st century.Students must also complete and defend a master's thesis.

Poverty Alleviation and Sustainable Rural Development

This graduate program is offered by the School of REED. The program offers a wide range ofsubjects that enable the graduates to identify, plan and manage rural development programs thathelp in alleviating poverty in the communities they target. Up to date, more than 30 studentsenrolled in the program from different parts of Sudan. Courses offered include Social and HumanDevelopment, Poverty Alleviation, Project Identification and Planning, Environmental Issues,Communication and Extension, Social Research Methods, Development Theories, VulnerabilityAnalysis and others.

SUPPORT PROGRAMS

In support of the instructional programs justdescribed, AUW maintains the following specialunits:--

Ahfad Center for Science and Technology

Institute of Women, Gender and DevelopmentStudies

Teacher Research Resources Unit

Early Childhood Development Center

The Computer Sciences Unit

Documentation Unit for Women Studies

Ahfad Reproductive Health Center

English Language Unit

Nutrition Center for Training and Research

Babiker Badri Scientific Association for Women's Studies

Ahfad Center for Science and Technology

The first two laboratories of Ahfad University for Women were established in 1966 as part of theSchool of Family Sciences. These laboratories expanded in keeping with the growth of the School ofFamily Sciences. Laboratory facilities were further expanded to meet the needs of the School ofRural Extension Education and Development, the School of Medicine, the School of Pharmacy andthe graduate program in Human Nutrition. In 2003, AUW consolidated all laboratory work in theCenter for Science and Technology (CST). The CST is also responsible for improving the skills of theteaching staff, training junior and technical support staff in laboratory procedures, and supportingthe research of faculty and students. The Center is responsible for the AUW laboratories and relatedscientific support services, including ten laboratories for undergraduate students managed bytwenty-seven full-time staff members, a number of visiting professors, and senior staff from otherlocal and international institutions; two research laboratories: and related facilities.

Institute of Women, Gender and Development Studies

The Institute of Women, Gender and Development Studies (IWGDS) acts as a catalyst for focusing ongender issues and roles of women in Sudanese society. In 1986 Ahfad University for Women,introduced a compulsory course (University Requirement) on women studies. In 1989 a unit ofwomen studies and population education was established with a financial support from UNFPA. TheAcademic Council formally established the Women's Studies Unit as an independent unit in theUniversity in June 1997. In 2002 the Academic Council promoted the Unit to the Institute of Women,

Gender and Development Studies.

The IWGDS runs the M.Sc. Gender and Development (GAD) program, the Ph.D. Program in Genderand Development Studies, the Women and Gender Studies undergraduate university requirementcourse, the GAD training programmes and civic education.

The IWGDS has the following objectives:

To enhance research on gender and engendered development studies at the University and other

universities at national and state levels.

To promote the integration of gender studies as University courses at both Ahfad University and

other universities.

To advocate for gender mainstreaming in development and influence policies.

To disseminate information on gender and development issues and women's empowerment atdifferent levels.

To integrate civic and peace education programmes and to prepare students to become futurechange

agents in their societies.

Teacher Research Resources Unit

The Teachers' Research Resource Unit (TRRU) was established in1996 to improve the quality ofteaching and learning in AUW. It was established with the generous assistance of the government ofthe Netherlands. The overall aim of TRRU is to contribute towards the capacity building of AUW.The TRRU holds training courses and other activities for:

Improving the quality of teaching and learning

Developing research skills and competency in research supervision

Improving student guidance and counselling

Improving competency in community service, including extension and consult services

Enhancing administrative skills

The TRRU is also responsible for coordination of research within the University and with otheruniversities or institution, especially in areas related to its activities. In addition, the TRRU assistsuniversity staff with development of use of media-based instructional materials.

Early Childhood Development Center

The Early Childhood Development Center (ECDC) owns its origins to the Ahfad kindergarten whichwas established in the early seventies. It developed into a semi-autonomous center within the

University in 1993, providing facilities for the care and education of children in the age group 30months to five years. The ECDC serves both the staff of AUW and the neighboring community. ECDCalso provides training and research facilities for students in early childhood education and relatedfields, as well as training opportunities for kindergarten teachers from outside the University.

The Computer Sciences Unit

AUW's experience with computers began in 1985 when it received a donated computer from IBM.Later a training network was provided by the French government. Additional computers werereceived from WHO, UNDP, the Sudan-American Foundation for Education, and other organizations.As the need for computer services increased, AUW realized a more comprehensive approach toproviding computer services and training in their use was needed. Consequently, establishment ofthe Computer Sciences Unit (CSU) was approved by the Academic Board in December, 1994. Itsmain objectives are:

To train both staff and students on various computer applications

To create, operate and develop the University databases (academic, financial, library, and slidesdatabases)

To promote, develop and maintain hardware and software resources needed by all components ofAUW

To provide technical support for the academic and administrative Staff

To develop and maintain the University telecommunication system

Documentation Unit for Women Studies

The Documentation Unit for Women Studies (DUWS), was established in the year 1989 as a naturalprogress of the women studies at the University. This unit functions and cooperates with all theuniversity bodies, particularly the Institute of Women, Gender and Development Studies andElhafeed Library, The DUWS is also responsible for the Sudanese Women's Museum, The latterperforms a number of functions. These include:

Providing written, visual and tangible documentation of the social, political, and economic life of theSudanese women

Documenting developments in the lives of ancient and modern women

Conserving and preserving the heritage of women in the Sudan

Documenting the life histories of pioneers in the Sudanese

Women Movement

Exhibiting the material culture of Sudanese women in early and contemporary periods

Providing material for researches concerned with women studies

Providing historical information for future generations

Ahfad Reproductive Health Center

This Center was formally established in 1994 in collaboration with the United Nations

Population Fund (UNFPA). The Center seeks:

To reduce high infant mortality and maternal mortality

To promote family planning services for abolition of traditional harmful practices through anintegrated program of mother and child health and family planning services

To achieve the national goals of integrating mother and child health, family planning, abolition ofharmful traditional practices in educational curricula of AUW

To achieve community changes in attitudes and gender relations that would have a positive impacton women's health

To raise the standard of health for all members of the community at reproductive age

English Language Teaching Unit

The English Language Teaching Unit was established in 1997 to coordinate the teaching of Englishin all schools of the University, to improve the use of English among students, and to supervise theTEFL specialization in the School of Psychology and Pre-School Education. The Unit functions onthree levels: promoting teacher development, promoting student development, and producing andevaluating language instructional materials. The Unit also organizes and conducts short courses,workshops, and seminars on the teaching of English. These activities have been supported by help ofthe British Council.

Nutrition Center for Training and Research

The Nutrition Center for Training and Research (NCTR) was established in January, 2002 to addresshealth and nutrition issues across the University and in the nation as a whole. Affiliated with theSchool of Family Sciences, the NCTR is the only center of its kind in the country. The mainobjectives of the NCTR are to:

Provide a focal point for all health and nutrition activities in the country

Provide training for those working in this field, at PhD and MSc programs as well as through short,medium and long-term training programs

Promote research

Provide health and nutrition information services through its

Information Unit

Provide technical and professional assistance to governmental and local NGOs and variouseducational institutions.

The NCTR works cooperatively with Federal and State Ministries of Health, the Ministry of

Agriculture, the Ministry of Higher Education, the Food Research Center, the Sudanese MeteorologyOrganization, the Food and Agriculture Organization of the United Nations (FAO), the World FoodProgram (WFP), Help Age International, the Feinstein Famine Center at Tufts University in Boston,the Ethiopian Health and Nutrition Institute, and other organizations.

Babiker Badri Scientific Association for Women Studies

Established in 1979, the Babiker Badri Scientific Association for Women Studies (BBSAWS) is avoluntary, non-political, non-profit, non-governmental organization (NGO) named after SheikhBabiker Badri, the pioneer and initiator of women's education in Sudan. The Association is dedicatedto enhancing the status, equity, and empowerment of Sudanese women. The Association also seeksto contribute to the development of a peaceful society, one that can offer the best quality of life to allits citizens. Major activities of the Association include:

Implementing development projects in rural areas to enhance women's productive, reproductive andcommunity roles

Producing educational and advocacy materials for women related to the Association's activities

Conducting action-oriented research, feasibility studies, and identification of successful projects forreplication

Participating in campaigns for achieving needed social change

Training women as agents of change and developing their capacities as leaders, decision-makers,consultants and initiators of a new vision for women's enhancement

Training women in income generation skills, environmental conservation, home economies, maternaland child health, family life education, appropriate technology, literacy education, women, law andpeace.

THE UNIVERSITY MAIN LIBRARY (MAKTABAT ELHAFEED)

On November 12, 1991 AUW celebrated the opening of its new library, Maktabat El Hafeed. Thislibrary, the most modern in the Sudan, was the first building to be completed at Ahfad's new campusextension. It now serves as a focal point for academic life at AUW. The government of theNetherlands covered the costs of the electrical and air conditioning systems as well as for thefurnishings of the library.

RESEARCH

AUW faculty are encouraged to conduct research on topics affecting women and families in theSudan. In addition, all students must complete an independent research project. Work on thisproject counts as one senior course and is a requirement for graduation. Topics are agreed on in thestudent's junior year. Many students collect their data during the summer vacation following theirjunior year. About half of their senior year is devoted to analyzing their data and writing a reportunder the guidance of their faculty advisor. The purpose of these projects is two-fold: (1) to motivatestudents to examine some issue in detail and, through this process, to learn and practice theconceptual and analytical skills of research and critical analysis; and (2) to produce new informationand knowledge for addressing problems facing women and communities in the Sudan. Selectedstudent reports are published in The Ahfad Journal." Women and Change.

COMMUNITY OUTREACH

In addition to degree-oriented programs, AUW is committed to improving life and opportunities forfamilies living in the rural areas of the Sudan. This is partly accomplished through the RuralExtension Program in which all AUW students participate in their junior year. As part of thisprogram, students live in a rural community and, with local women, plan and participate in projectsdesigned to impart information and organizational skills among the women. The objective of thesevisits by AUW students and faculty is to help rural women become change agents in theircommunities. The Extension Program has three significant effects. First, students acquire first handknowledge about rural living conditions, how to effect social change, and learn about themselves.For some students, the extension experience provides their first contact with conditions of rural life.In addition to knowledge about how to work with people, most students acquire added poise andgain confidence in their own leadership skills. Second, AUW faculty develop increased knowledgeand competency in planning and managing extension activities, both on campus and in ruralcommunities. This knowledge is applied in subsequent programs for students and villagers. Third,the program has repeatedly demonstrated benefits in the lives of rural women and their families.

AUW also conducts short term courses in rural development tailored to the needs and interests ofwomen from rural communities. Rural women with leadership skills and potential are brought to theAUW campus for more extensive leadership development. Special courses, lasting between threeand nine months, are designed for each group of women. Trainees are awarded certificates uponcompletion of the courses.

INTERNATIONAL ACTIVITIES

AUW engages in a number of international activities. Foremost among these are close relationshipswith leading universities throughout the world. Programs with these universities feature theexchange of staff and students, joint research, and other cooperative activities. Relationships aremaintained with the American University of Beirut, The American University of Cairo, Reading,Manchester and Liverpool Universities in the UK, Bayero University in Nigeria,-Iowa State and TuftsUniversities in the USA, Humboldt University in Berlin, University of Maastricht in Netherlands, andInstitute of Social Studies in the Hague. In addition, AUW organizes international conferences onissues affecting women. AUW is an active member of the Association of African Universities, theAssociation of Arab Universities, and the International Association of Universities. The articleelsewhere in this issue by Dr. Donna Cowan describes one cooperative activity of AUW in detail.International communication of scholarly research at AUW is carried out through a semi-annualpublication The Ahfad Journal." Women and Change, which was first published in 1984. The journalfocuses on issues concerning to women in Sudan and other developing countries.

NEW PROGRAMS UNDER DEVELOPMENT

Never content to rest on its accomplishments, AUW constantly pursues new initiatives anddirections. Initiatives now under development include the following.

The Ahfad Press

AUW spends a considerable sum of money each year for academic and administrative printing. As away of improving the quality of its printed products and of saving money, AUW is actively exploringdevelopment of its own press.

A Program of African Fellowships

When operational, this program will provide fellowships for women from neighboring Africancountries to attend AUW. Each year, seven fellowships will be offered, one for each of AUWundergraduate schools and one each for the two graduate programs.

The Ahfad Teaching Hospital

The new hospital will be located in the western side of the AUW campus, making it accessible topeople from Umbadda Province. Umbadda has a population of about 750,000 persons plusapproximately 78,000 refugees from the fighting in the southern part of the country. This populationwas chosen because it is typical of many of the impoverished areas in Sudan. When established, thehospital will have many significant benefits for the community and for AUW. The community willbenefit from having greatly improved medical services and care. AUW medical students, who nowmust travel to hospitals throughout the metropolitan region of Khartoum, will have first rate clinicalopportunities close at hand. This will save AUW and medical students considerable time and lowercosts for students in completing their clinical experiences.

PARTNER OF THE SUDAN AMERICAN FOUNDATION FOR EDUCATION, INC.

AUW represents the Sudan-American Foundation for Education (SAFE) in the Sudan. The activitiesof SAFE are described elsewhere in this issue. As SAFE partner, AUW receives shipments of donatedbooks and educational equipment and materials and arranges for their distribution to otheracademic institutions throughout the Sudan.

REFERENCES

Badri, Y. (Translator) & G. Scott. (1969). The Memoirs of Babiker Badri. Vol. 1. London: OxfordUniversity Press.

Badri, Y. (Translator) & P. Hogg. (1980). The Memoirs of Babiker Badri. Vol. 2. London: OxfordUniversity Press.

Currie, J. (1907). Annual Report on the Education Department of the Sudan, 1907. London:Waterlow and Sons, Ltd. p. 14.

Arena Badri, Vice President, Academic Affairs; and Lee Burchinal, Adjunct Professor, AhadUniversity for Women

COPYRIGHT 2004 Ahfad University for Women

No portion of this article can be reproduced without the express written permission from thecopyright holder.

Copyright 2004 Gale, Cengage Learning. All rights reserved.