2004年-世界发展银行全球_Joint_Assessment_Mission_Northern_Sudan___Education_Sector_28页_147kb

Summary of the Northern Sudan Education Assessment

Core Content

This document presents a comprehensive assessment of the education system in Northern Sudan, focusing on the period 2005–2010, which corresponds to the interim phase of the Peace Agreement. The report outlines the demographic and economic challenges, the structure of the education system, and the current state of coverage, delivery, performance, and funding.

Main Views and Key Information

Section 1: Key Demographic and Economic Challenges

• Demographic Context:

  • Sudan's population grew from 16.7 million in 1975 to 36.3 million in 2003.
  • The North has 28.4 million residents, with a significant portion of the population under 15 years old.
  • Urbanization is at 37%, and there are approximately 5.6 million internally displaced persons (IDPs), mostly expected to settle in the South and other regions.
  • The human poverty index places Sudan at 52nd out of 94 developing countries, with 21% of the population below the minimum dietary energy level.

• Economic Conditions:

  • Sudan became a federal state in 1992, with a three-tier system of governance.
  • The GDP per capita growth rate in the 1990s surpassed the Sub-Saharan Africa (SSA) average, but remains below the population growth rate.
  • Oil revenues are projected to be between $2.6 billion and $3.7 billion during 2005–2010, representing 60%–75% of total government revenue.
  • Despite these changes, Sudan continues to rely heavily on agriculture, which employs 80% of the workforce.

Section 2: Education System Structure, Coverage, Delivery, Performance, and Funding

• Education System Structure:

  • A three-tiered system exists: basic education at the local level, secondary education at the state level, and tertiary education under the Federal Ministry of Education (FMOE).
  • The education ladder was changed from 6-3-3 to 8-3, with eight years of compulsory basic education.
  • Technical and vocational education is also part of the system, with TVE offering two-year vocational courses.

• Coverage and Performance:

  • Sudan's Gross Enrolment Rate (GER) in 2002 was lower than the SSA average, with disparities among states.
  • In 2003, the national GER was 62%, while some states had rates above 84% and others below 42%.
  • The survival rate to 6th grade was 80%, which is significantly higher than the SSA average, indicating a relatively efficient system.
  • Girls have a higher survival rate than boys, suggesting that gender disparities could be reduced if both genders started school at the same time.

• Efficiency and Challenges:

  • Low repetition rates (less than 5%) contribute to the system's efficiency.
  • However, student performance in English and mathematics is generally below that in other subjects, raising concerns for public officials.
  • Teacher training and qualifications remain a challenge, with only 12% of primary school teachers having the required college degree.

• Infrastructure and Facilities:

  • In 2003, there were 12,004 schools for 3,589,981 students, with an average of 7.05 classrooms per school.
  • Classrooms are often overcrowded, with an average of 43 students per class.
  • Many schools lack proper infrastructure, with 21% of students sitting on the floor and 19% having only a seat without a table.
  • In some states, such as North Kordofan, 60% of schools are made of grass and saplings and require annual rebuilding.

• Teacher Training and Funding:

  • Teacher training is decentralized, with the responsibility now resting on the Federal Ministry of Higher Education and Scientific Research (FMOHESR).
  • The pupil-teacher ratio was 28 in 2003, which is better than SSA standards, but the official goal is to increase it to 35.
  • Many teachers are untrained or underpaid, leading to absenteeism and school closures.
  • The Sudan Open Learning Organization (SOLO) has trained 22,227 teachers since 1992, but its reliance on print materials and limited capacity to meet the growing demand remains a challenge.

• Recommendations:

  • The development of adequate cost and financing monitoring systems is essential for capacity building.
  • A new national strategy for teacher training and employment is needed to meet the increasing demand.
  • The construction and rehabilitation of schools must be prioritized, with a need to build 2,200 classrooms per year.
  • Teacher salaries should be better managed, with the Government of Sudan (GoS) taking a larger share of the cost to ensure sustainability.
  • Strengthening community participation through education councils is important, especially in rural areas.

Conclusion

The Northern Sudan education system faces significant challenges in terms of infrastructure, teacher training, and funding. While it has demonstrated efficiency and relatively low gender disparities, the lack of resources and coordination hampers its ability to meet the needs of the growing population. The report emphasizes the importance of developing new policies, improving teacher qualifications, and investing in school infrastructure to support the education of all children by 2015 as part of the Millennium Development Goals (MDG) agenda.