2012年-世界发展银行全球_Findings_from_the_2010-11_Basic_Education_Service_Delivery_Survey___A_Collection_of_Policy_Notes_122页_1mb

2010/11 Basic Education Service Delivery Survey Summary

Core Content Overview

The 2010/11 Basic Education Service Delivery Survey (SDS2) was conducted in four states of Sudan—Blue Nile, North Darfur, Red Sea, and South Kordofan—to assess the availability and use of resources in basic education and student learning outcomes. The survey was commissioned by the Sudanese government and supported by the World Bank, with the aim of informing the 2012–16 Education Sector Strategic Plan. It focused on five key areas: resource availability and use, school management, teacher characteristics and deployment, student learning levels, and the challenges faced by internally displaced children (IDPs).

The survey included 253 schools, representing about 9 percent of all government basic schools in the four states. It used a multi-stage sampling strategy to ensure representativeness, and data was collected using four questionnaires: head teacher, classroom, teacher, and student questionnaires. The survey was conducted prior to the independence of South Sudan in July 2011, and the inclusion of North Darfur presented significant security challenges due to ongoing conflict.

Key Findings

1. Student Learning

• Math test scores for Grade 5 students in the four states were very low, with an average of 28 percent correct answers.
• This is not significantly different from a random guess (25 percent), indicating poor learning outcomes.
• Comparisons with international benchmarks show that Sudan's performance is worse than Morocco and Tunisia, particularly in primary mathematics.
• Girls outperformed boys in both urban and rural areas, with average scores of 29.2% vs. 28.3% in urban and 27.6% vs. 26.6% in rural.
• Rural students performed worse than urban students, with average scores of 27.1% vs. 28.7%.
• School closures, poor infrastructure, inexperienced teachers, and lack of textbooks were associated with lower student performance.

2. School Resources

• Pupil-teacher ratios are generally acceptable (32:1 in urban, 36:1 in rural), but urban schools have better access to resources.
• School infrastructure is generally poor, with 12% of rural schools having no building and 13% having only a roof.
• Access to drinking water and toilets is limited, with 50% of rural schools and 42% of urban schools lacking these facilities.
• Classroom resources are insufficient, especially in early grades. 47% of rural schools and 39% of urban schools lack usable chalkboards in Grade 1 classrooms.
• Textbook availability is very low, with 67% of urban students and 75% of rural students in Grades 1 and 5 having no math textbooks.
• School feeding programs are more common in urban areas, with 38% of urban education councils and 33% of rural councils providing funding for this purpose.

3. School Management

• Education councils are widespread, with 96% of schools having active councils, 99% in urban and 94% in rural.
• These councils are central to school management, providing funding, administrative support, and community coordination.
• However, school management is generally weak, leading to loss of instructional time and poor record-keeping.
• School closures are common, with an average school year of 171 days, 39 days less than the official length.
• Record-keeping is outdated in many schools, with only 47% of rural schools and 82% of urban schools maintaining up-to-date enrollment records.
• Teacher absenteeism is rarely monitored, with only 16% of rural schools and 35% of urban schools keeping updated records.

4. Teacher Characteristics and Deployment

• Most teachers are female and government-appointed, with 84% of teachers being official.
• Rural schools have a higher proportion of volunteer teachers, likely due to teacher shortages.
• Urban schools have more teachers per student (32:1) than rural schools (36:1), but larger class sizes and subject specialization are more common in urban schools.
• Teacher experience is high, with 15 years on average in urban and 10 years in rural schools.
• However, pre-service training is lacking, with 70% of teachers reporting no formal training.

5. Internally Displaced Children (IDPs)

• IDP schools in North Darfur account for 18% of basic school enrollments.
• These schools have larger enrollments (nearly 900 students), higher student-teacher ratios (47:1), and larger class sizes (76 students).
• They are overwhelmed by student numbers and lack essential resources, including textbooks and classroom equipment.
• IDP schools are open 164 days a year on average, compared to 171 days for other schools.
• Math scores in IDP schools are lower than in non-IDP schools, even when controlling for household characteristics.
• Language barriers may further hinder learning, as IDP children often come from ethnic minority groups whose first language differs from the language of instruction.

Policy Implications

• Improving service delivery and student learning outcomes should be a priority for Sudan’s education policy.
• Investment in infrastructure, textbooks, and learning materials is critical to enhancing student performance.
• Enhancing teacher training, monitoring attendance, and improving resource allocation can help address inefficiencies in education management.
• Education councils need to be strengthened to ensure adequate and equitable funding for schools.
• Special attention is required for IDP schools, particularly in North Darfur, to address overcrowding, resource shortages, and language barriers.

Conclusion

The SDS2 highlights systemic challenges in Sudan’s basic education system, including inequitable resource distribution, weak school management, and low learning outcomes. While urban schools generally perform better, rural schools face significant constraints. The role of education councils is crucial, but their funding and management remain inadequate. IDP schools require urgent support due to their overcrowded conditions and limited resources. The findings emphasize the need for targeted interventions, improved policy frameworks, and enhanced monitoring mechanisms to ensure equitable and effective education delivery in Sudan.