2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Sudan_Country_Report_10页_276kb

ICT in Education in Sudan Summary

Core Content

This document provides an overview of the role of Information and Communication Technologies (ICT) in education in Sudan, as part of a broader survey on ICT in African education. It highlights the country's progress in ICT development, challenges faced, and current initiatives aimed at improving educational access and quality through technology.

Main Points

1. ICT as a Gateway for Sustainable Development

• Sudan has made significant strides in building and utilizing ICT over the past two decades.
• The country has reformed its institutional, legal, and regulatory frameworks to integrate ICT into economic and social development.
• A multi-donor trust fund (MDTF), managed by the World Bank, was established to support development projects in both northern and southern Sudan, including education and health services.

2. Education System Overview

• The education system was restructured in 1991 to a 2-8-3 model, introducing two years of pre-school.
• Arabic became the official language of teaching and curriculum in higher education institutions due to a political decree.
• Education is not compulsory in Sudan, and it is funded by the government, parents, councils, and some NGOs.
• There are 11,752 public schools, 1,035 private schools, and 81 technical schools, with a total of 4.6 million students.
• Only 4,363 public schools and 647 private schools have computer labs, while only 20 schools have Internet access.

3. ICT Policies

• A national ICT strategy was formulated in 1999, focusing on five areas: infrastructure, human resource development, software industry, content, and geo-information.
• The ICT policy for education was launched in 2002, with implementation managed by the Information Directorate and Curriculum Centre.
• ICT was introduced in secondary education curricula in 2004, with around 50% of secondary schools equipped with computers.
• The government aims to provide computers in all education levels by 2015, as agreed at the Geneva ICT summit.

4. ICT Infrastructure

• Sudan has seen substantial expansion in ICT infrastructure and capital investment.
• As of 2005, there were 670,000 main lines and 1.828 million mobile cellular phones.
• Radio and television broadcast stations are present, but Internet users are limited to 2.8 million.
• Computer penetration is at 3 per 1,000 inhabitants, with ADSL introduced in 2004.

5. Current ICT Initiatives

• Computers in Educational Institutes: The Ministry of Education is providing computers to schools and teachers' institutes, with plans to import 10,000 or more.
• ICT System Development: A system is being developed to connect schools, process exam corrections, and display grades online.
• EMIS Project: A project to connect schools across the country, starting in 2007.
• Open University of Sudan Development: A consultancy project by CfBT Education Trust to improve distance learning and teacher training.
• Reconstruction of Basic Education: A UNESCO-led initiative to rebuild basic education in Sudan.
• Multi-purpose Community Learning Centres (MCLCs): Centres that provide lifelong learning opportunities and skills training for income generation.
• FRESH Project: A project to assess and improve health and HIV/AIDS education in schools in the Arab world.

Key Challenges

• Rural-Urban Divide: There is a significant digital divide, with limited access to ICT in rural and remote areas.
• Poverty and Resources: Limited financial resources and poverty hinder ICT adoption in many regions.
• Political Instability: Civil conflicts and political unrest have disrupted the implementation of ICT initiatives.
• Human Resource Limitations: There is a shortage of trained ICT personnel, and those available often prefer the private sector.
• Content Development: Arabic electronic content is lagging, and traditional curricula do not meet modern societal needs.
• Gender Inequality: Female participation in education and the workforce remains low due to cultural barriers.

Enabling Factors

• Policy Framework: A national ICT policy was developed in 1999 and expanded in 2002 to focus on education.
• Advocacy Leadership: A high-level ministerial committee oversees the implementation of ICT policies.
• Collaborating Mechanisms: The MDTF and UNDP support the government in implementing ICT initiatives.
• Support for Partnerships: The government encourages public-private partnerships to enhance ICT adoption and development.
• Peace Agreement: The 2005 peace agreement has created a more stable environment for development projects.

Conclusion

Sudan has made notable progress in integrating ICT into its education system, but challenges such as political instability, poverty, and limited resources continue to impede full realization of its potential. The government, with support from international organizations and donors, is working to improve ICT access and quality in education, particularly in rural and conflict-affected areas. Continued investment and policy support are essential to bridge the digital divide and ensure equitable access to ICT in education.