BASELINE SURVEY
ON BASIC EDUCATION
The Republic of the Sudan
Federal Ministry of General Education
Directorate General of Educational Planning
IN THE NORTHERN
S TAT E S O F S U D A N
F I N A L
R E P O RT
J U N E
2 0 0 8
The Republic of the Sudan
Federal Ministry of General Education
Directorate General of Educational Planning
BASELINE SURVEY
ON BASIC EDUCATION
IN THE NORTHERN
S TAT E S O F S U D A N
FINAL REPORT JUNE 2008
In Partnership with the
Ministry of International Cooperation,
European Commission (EC),
United Nations Children’s Fund (UNICEF) and
World Food Programme (WFP)
This document has been produced with the financial assistance of the European Union and UNICEF. The views
expressed herein can in no way be taken to reflect the official opinion of the European Union and UNICEF.
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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 HornoComet, 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.
1. Resource Persons'
No. Name
Location
1.
Dr. Al Mutassiam Abdel Rahim
2.
3.
4.
5.
Dr. El Taher Hassan Eltaher
Dr. Ibtisam Mohamed Hassan
Ms Cecilia Baldeh
Ms Sara Moussavi
6.
7.
Ms Lotten Hubendick
Dr Ibrahim El Dasis
Undersecretary of FMOGE,
El Hassan General Supervisor
National Coordinator of the Project
Assistant Project Coordinator
Chief, Education, UNICEF
Programme Officer - Education
World Food Programme
European Commission
UNESCO
2. National Experts
No. Name
Location
1.
2.
3.
4.
Team Leader
Member
Member
Member
ii
Dr Eltayeb Abdelwahab Mohamed
Dr. Mohamed Ali Adham
Dr. Siddig Mohamed Ahmed Shaheen
Mr. Siddig Mohamed Osman
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 decisionmaking. 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
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FINAL REPORT JUNE 2008
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
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IN THE
NORTHERN STATES
OF
SUDAN
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/nonconflict areas as sub-strata. A sub-sample was taken from each substratum, 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
1
specific margin of error and a level of confidence 95% . 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
1
The details of the methodology and formula used to calculate the sample size can be found in chapter 4 on the
methodology.
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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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.1
1.2
1.3
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Objectives of the survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Problems to be addressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter Two: Current Situation of Basic Education in the Sudan . . . . . . . . . .5
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2-8
General Profile of the Sudan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Structure of General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
a. Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
b. Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
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
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
Education Opportunities for Vulnerable Groups . . . . . . . . . . . . . . . . . . . . . . . . . .12
Financing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Partners of Government in Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Chapter Three: Methodology of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.1
3.2
3.3
3.4
3.5
3.6
The Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.1.1 The Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
The Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
The Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
The Sample Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
The Field Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Study Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Chapter Four: Major Findings of the Baseline Survey . . . . . . . . . . . . . . . . . . .23
4.1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
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
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4.2
4.3
4.4
4.5
4.6
4.7
4.8
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
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
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
Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
4.5.1 Promotion, Repetition and Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
a. Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
b. Repetition Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
c. Dropout Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
School Feeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
4.6.1 Type of Feeding Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
School Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.7.1 School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
4.8.1 Non-Salary Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Chapter Five: Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . .65
Annexures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Annex
Annex
Annex
Annex
viii
1 Survey Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
2 Summary of Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
3 Additional Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
4 Education Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
LIST OF TABLES
2.2
2.4.2.1
2.4.2.2
2.4.3
2.5.1
2.7
3.4.1
3.4.2
4.1.1
4.1.2
4.1.3
4.1.4
4.2.1.1
4.2.1.2
4.2.2.a1
4.2.2.a2
4.2.2.b1
4.2.2.c1
4.2.2.c2
4.2.2.d
4.2.2.e
4.3.a
4.3.b
4.3.c1
4.3.c2
4.3.d
4.3.e1
4.3.e2
4.3.e3
4.3.f1
4.3.f2
4.3.f3
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.4.6
4.4.7
4.4.8
4.5.1
4.5.1c
4.6.1
4.8.1
Main Indicators of EFA Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Gross Intake Rate 2000-2007 for 15 Northern States . . . . . . . . . . . . . . . . . . . . . .9
Gross Intake Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . .9
Gross Enrolment Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . .10
Average Class Size and Pupil Teacher Ratio 2006/2007 . . . . . . . . . . . . . . . . . .11
Public Expenditure on Education % . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Distribution of the Sampled Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
The Distribution of the Sampled Schools According to Type and State . . . . . . .20
Percentage Distribution of Schools by Ownership of School and State . . . . . . .24
Percentage Distribution of Schools by Type and State . . . . . . . . . . . . . . . . . . . .25
Percentage Distribution of Schools by Mode and State . . . . . . . . . . . . . . . . . . .26
Percentage Distribution of Schools in IDPs Area by State . . . . . . . . . . . . . . . . .27
Percentage Distribution of Kindergartens Attached to Schools by State . . . . . . .28
Children who have Completed Pre-school as % of those Admitted . . . . . . . . . .28
Pupils Intake at Grade 1 as % of Applied . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Children Admitted as % of Applied for Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . .31
Net and Gross Intake Rates by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . . .31
Gross Enrolment Rate by State and sex, 2007-08 . . . . . . . . . . . . . . . . . . . . . . .32
Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Percentage Distribution of Schools by Location . . . . . . . . . . . . . . . . . . . . . . . . .34
Percentage Distribution of Schools from Home in Km . . . . . . . . . . . . . . . . . . . .35
Percentage Distribution of Classrooms According to Building Status . . . . . . . . .36
Percentage Distribution of Schools by Availability of Fence and by State . . . . .37
Percentage Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . .38
Percentage Distribution of Schools by Source of Drinking Water and State . . . .39
Percentage Distribution of Latrines According to Building Status by State . . . . .40
Pupils’ Seating by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Seating Status for Pupils in Grade 1 by State . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Seating of Pupils in Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Educational Board and Parent-Teacher Association . . . . . . . . . . . . . . . . . . . . . .45
Educational Council Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Percentage Distribution of Teachers by State and sex . . . . . . . . . . . . . . . . . . . .46
Percentage Distribution of Teachers by Basic Qualification and State . . . . . . . .48
Teacher’s Distribution by Training and Mode of Schooling . . . . . . . . . . . . . . . . .49
Pupil Teacher Ratio by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Distribution of Schools by Number of Official School Days . . . . . . . . . . . . . . . . .51
Reasons for Student Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Chalkboards Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Availability of Textbooks by Grade and Subject . . . . . . . . . . . . . . . . . . . . . . . . . .54
Distribution of Pupils According to Promotion, Tepetition and Dropout by
Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Percentage Distribution of Schools by Type of Feeding Program and State . . .60
Percentage Distribution of Non-Salary Expenditure by State and Source . . . . .63
Tables in Annexes
Annex 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
ix
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
LIST OF FIGURES
4.1.2
4.2.2.a
4.2.2.c
4.3.b
4.3.c1
4.3.c2
4.3.f1
4.3.f2
4.4.1
4.4.2
4.4.3
4.4.5
4.4.6
4.5.1.a
4.5.1.b
4.5.1.c1
4.5.1.c2
4.6
4.6.1
4.7.1
4.8.1
x
Percentage Distribution of Schools by Type . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Pupils Admitted as Percentage of those who Applied at Same Age . . . . . . . . .30
Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
School Fence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Main Source of Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . . . . . . . . . .39
School Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Percentage Distribution of Teachers by Gender and State . . . . . . . . . . . . . . . .47
Teachers’ Basic Qualification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Teachers’ Latest Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
Reasons for Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Promotion Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Repetition Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Dropout Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
School Feeding in Northern States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Percentage of Schools Served by School Feeding Programs . . . . . . . . . . . . .60
School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
Non-Salary Expenditure by Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 ONE
BACKGROUND
O F THE
SURVEY
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
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BASELINE SURVEY
ON
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OF
SUDAN
FINAL REPORT JUNE 2008
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.
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FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
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IN THE
NORTHERN STATES
OF
SUDAN
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 TWO
CURRENT SITUATION
OF
BA S I C EDUCATION
I N THE
SU D A N
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
The Current Situation of Basic Education in
the 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.
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BASELINE SURVEY
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IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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, waraffected 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
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FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
Table2.2 Main Indicators of EFA plan
No.
Main Indicators
Progress
Achieved
Targeted
2007
Targeted
2011
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 %
Share of education from general expenditure.
2.9%
6%
10 %
6
Source:.MOGE, Ed. Planning 2007./EFA Report
7
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
2.3 Structure of General Education
The education system is composed of two main education levels
which 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 and
compete to participate in higher education.
2.
Technical education: This contains 4 different types of
education 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 structure
of general education. Many have their own syllabi according to their
objectives 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%, while
the national target is 35%. However there are regional disparities in
access to pre-school education ranging from 8% in South Kordofan to
39.0% in White Nile.
2.4.2 Gross Intake
The FMoGE statistical yearbooks for the years 2000-2001 to 20062007 show the following trends in GER between the school years
2000/2001 to 2006/2007.
The number of pupils admitted in grade 1 in 2006/2007 school year in
the 15 northern States was 777,264 (350,602 girls, 426,662 boys). The
gross intake increased from 553,346 in 2000/2001 school year to
777,264 in 2006/2007 school year However, due to the estimated
population figures from the CBS for the period 2000-2001 to 2006-2007
that are based on 1993 Population Census, the gross intake expressed
in percentages is 73.1% for 2000-2001 and 73% for the year 2006-2007.
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BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
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.
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.
Table 2.4.2.2 Gross Intake rate, 2006-2007, by State
and Sex
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
State
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BASELINE SURVEY
ON
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IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 2.4.3 Gross Enrolment Rate, 2006-2007, by
State and Sex
State
Female
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
North Kordofan
60.4
74.9
67.7
South Kordofan
44.2
58.6
51.4
North Darfur
54.1
63.2
58.7
South Darfur
49.9
67.0
58.5
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
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
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FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 pupilsteacher.
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.
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.
11
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
Table 2.7 Public eExpenditure on Education %:
2002
2003
2004
% 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
2005*
Source: Ministry of Finance and National Economy 2006. *2005 data was estimated
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
CHAPTER THREE
METHODOLOGY
O F THE
ST U D Y
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
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ON
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IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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)
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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:
Table 3.4.1 Distribution of the Sampled Schools
State
No of Schools
in Sample
Total No of
Schools
Pupils /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
1279
13541
9.4
Total
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BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
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
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
297
291
599
68
24
1279
Blue Nile
Total
As mentioned above, 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 will result in more precision of the
estimates and smaller error than planned for. This is because the
margin of error in the estimates is inversely proportional to the
sample size, i.e. the larger the sample size, the smaller will be the
margin of error. Originally, the sample size was 1225 calculated to
give specific margin of error (0.04). Now that the sample size was
increased 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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 FOUR
MA J O R FINDINGS
O F THE
BASELINE SURVEY
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
2
largest provider of basic education in Sudan. The private sector 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
3
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 than 5% of private sector participation in
educationare the economic hubs of the country.
2
Private sector participation is loosely defined to include commercially driven investments as well as communityownership of schools
3
Respondents in South Darfur considered schools located in IDP camps to be private-owned. These are nongovernment schools assisted by international agencies.
23
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
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
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Table 4.1.2 Percentage Distribution of Schools by
Type and State, Sudan Northern States4
State
Boys
Co-Education
Girls
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
North Kordofan
11.0
10.4
78.6
South Kordofan
13.9
10.2
75.9
North Darfur
24.7
29.9
45.4
West Darfur
21.7
21.7
56.6
South Darfur
25.2
24.4
50.4
Total
23.3
22.4
54.3
Note: Some schools included in “coeducation” type were described as double-stream schools by their headmasters.
Fig 4.1.2 Percentage Distribution of School by Type
60%
50%
40%
30%
20%
10%
0%
4
CoEducation
Girls
Boys
The 2.2% remaining are the percentage of schools in which there are separate classes for boys and girls
25
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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%).
Table 4.1.3 Percentage Distribution of Schools by
Mode and State, Sudan Northern States
Regular
Regular Nomadic** Religious
IDPs
Village* Collective+ S. Needs
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
*
**
+
A village school is a type of school that starts from grade 1 to grade 4 and has a multi-grade
teacher
Nomadic school is like village school from grade 1 to 4 with a multi-grade teacher, but the
school is mobile.
A collective school for grades 5 to 8 for nomadic children.
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Table 4.1.4 Percentage Distribution of Schools in
IDPs Area by State, Sudan Northern States
State
Yes
No
Northern
4.1
95.9
River Nile
0.0
100.0
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
North Kordofan
0.6
99.4
South Kordofan
9.3
90.7
North Darfur
7.2
92.8
West Darfur
30.1
69.9
South Darfur
16.0
84.0
6.9
93.1
Total
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Table 4.2.1.1 Percentage Distribution of Kindergartens
Attached to Schools by State, Sudan Northern States
State
% schools with
pre-schools
GER
Northern
30.6
85.2
River Nile
23.8
88.7
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
North Kordofan
59.1
69.0
South Kordofan
54.6
51.9
North Darfur
37.1
59.4
West Darfur
57.8
60.5
South Darfur
43.7
59.4
Total
40.1
71.7
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 4.2.1.2 Children who have Completed
Pre-School as % of those Admitted
State
Completed 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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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 nonavailability 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.
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
Pupils admitted at age 6 as % of applied at age 6
37.9
Pupils admitted at age 7 as % of applied at age 7
29.3
Pupils admitted at age 8 as % of applied at age 8
14.7
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Fig 4.2.2a Pupils Admitted as Percentage of those
who Appliee as Same Age
2.6%
37.9%
15.5%
14.7%
29.3%
Pupils admitted at age 5
Pupils admitted at age 6
Pupils admitted at age 7
Pupils admitted at age 8
Pupils admitted at other ages
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
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
b. Gross and Net Intake Rates
Table 4.2.2.b1 Gross and Net Intake Rates by State and Sex
GIR
NIR
State
Boys
Girls
Total
Boys
Girls
Total
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
31
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
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.
Gross Enrolment Rate for Both
Sexes, 2007 - 2008
Table 4.2.2.c1 Gross Enrolment Rate by
State and Sex, 2007-08
GER
NER
State
Boys
Girls
Total
Boys
Girls
Total
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
32
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
The table below shows that demand rather than supply-side factors
are more prominent among the reasons for non-enrolment. Parentrelated 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.
Table 4.2.2.c2 Reasons for Non-Enrolment
(in teachers’ views)
Reasons for non-enrolment
Percentage
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
Fig 4.2.2c
Reason for Non-Enrolment
40%
35%
30%
25%
20%
15%
10%
5%
0%
Families prefer tradition learning
Parents behaviour preference
Chronic health reasons disability
School is too far from home
Non-availibility of educational services
Security reasons
Lack of class room space
5
Parents’ views from the 2004 Girls’ Education Study show the cost of education to be among the major reasons
for non-enrolment.
33
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.2.2.d Percentage Distribution of Schools by
Location
School social location
State
Resident area
Near market
Near 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
North Kordofan
86.0
13.4
0.6
South Kordofan
80.6
17.6
1.9
North Darfur
91.8
7.2
1.0
West Darfur
91.6
8.4
0.0
South Darfur
91.6
8.4
0.0
Total
91.0
8.3
0.7
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
Table 4.2.2.e Percentage Distribution of Schools
from Home in Km
State
< 1 Km
1 < 2 Km
2 < 3 Km
3 Km and
more
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
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.3.a Percentage Distribution of Classrooms
According to Building Status
Good
To be
maintained
To 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
North Kordofan
50.7
39.8
9.5
South Kordofan
32.3
45.1
22.6
North Darfur
39.4
48.3
12.3
West Darfur
54.7
40.2
5.1
South Darfur
34.0
57.3
8.7
Total
49.0
42.0
9.1
State
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 conflictaffected 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
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Fig 4.3b School Fence
28.4%
56.6%
15.0%
Complete
Not complete
Without fence
Table 4.3.b Percentage Distribution of Schools by
Availability of Fence and by State
State
Complete
Not complete
Without fence
NS
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
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
Blue Nile
37
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
c. Source of Drinking Water
Fig 4.3.c1 Main Source of Drinking Water
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.
Table 4.3.c1 Percentage Distribution of Schools with
Safe Drinking Water
State
Safe Water
Unsafe Water
Northern
93.9
6.1
River Nile
87.3
12.7
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
White Nile
60.8
39.2
Sinnar
78.2
21.8
Blue Nile
41.7
58.3
North Kordofan
70.7
29.3
South Kordofan
73.1
26.9
North Darfur
74.2
25.8
West Darfur
84.3
15.7
South Darfur
69.7
30.3
Total
76.1
23.9
38
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Fig 4.3.c2 Distribution of Schools with Safe
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.
Table 4.3.c2 Percentage Distribution of Schools by
Source of Drinking Water and State
State
Tap
inside
Tap
outside
Northern
85.7
2.0
River Nile
71.4
Red Sea
Hafir /
Foola
River
Handpump
Other
2.0
0.0
4.1
4.1
2.0
4.8
6.3
0.0
6.3
4.8
6.4
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
Well
39
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.3.d Percentage Distribution of Latrines
According to Building Status by State
State
Permanent
buildings
Temporary
buildings
Good
buildings
Buildings
to be
repaired
Buildings
to be
replaced
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
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
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
e. School Furniture
Table 4.3.e1 Pupils' Seating by State
State
Seated with desk
Northern
River Nile
Red Sea
Kassala
Algadarif
Khartoum
Algazeera
White Nile
Sinnar
Blue Nile
North Kordofan
South Kordofan
North Darfur
West Darfur
South Darfur
Total
77.6
87.9
84.8
73.4
57.8
78.8
74.9
45.9
65.9
36.4
40.7
36.7
35.2
28.2
16.8
50.0
Seated without desk
6.1
3.7
5.2
4.2
10.1
9.6
13.1
16.2
17.5
20.8
10.6
14.0
11.1
7.8
19.9
11.8
Pupils sitting on
Ground
16.2
8.5
10.0
22.4
32.1
11.6
12.1
37.9
16.6
42.8
48.7
49.3
53.7
64.0
63.2
38.1
The survey shows that 50% of children attending school have no desks
to sit on. Of these 11.8 have alternative seats. Presumably these are
mats provided by the community and partners or stones. 38.1% of the
pupils in the 15 states have nothing to sit on and thus have to sit on
ground. 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 three
Darfur States) have more than 40% of their children not seated (sitting on
the bare ground).
Table 4.3.e2 Seating Status for Pupils in Grade 1 by State
State
Northern
River Nile
Red Sea
Kassala
Algadarif
Khartoum
Algazeera
White Nile
Sinnar
Blue Nile
North Kordofan
South Kordofan
North Darfur
West Darfur
South Darfur
Total
Seated with desk
72.0
78.9
66.0
62.8
41.4
78.7
68.0
24.5
53.6
16.8
19.1
21.2
21.8
17.6
3.6
35.7
Seated without desk
8.9
8.8
4.4
3.8
10.6
8.4
11.6
9.9
14.5
17.0
4.7
13.0
7.8
3.1
16.2
9.3
Pupils sitting on
Ground
19.2
12.4
29.7
33.4
48.0
12.8
20.4
65.6
31.9
66.2
76.1
65.8
70.4
79.3
80.2
54.9
41
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.3.e3 Seating of Pupils in Grade 8
State
Seated 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
North Kordofan
80.9
13.3
5.8
South Kordofan
77.1
10.8
12.0
North Darfur
74.2
9.8
16.0
West Darfur
70.8
8.0
21.1
South Darfur
58.5
19.6
21.8
Total
78.9
9.5
11.5
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
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.
43
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Fig 4.3.f2 Support Services
Table 4.3.f1 Support Services
Percentage
Reward achievement
98.6
Prevent corporal punishment
68.2
Promote cooperation
99.1
Facilitate creativity
98.0
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.
44
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Table 4.3.f2 Educational Board and Parent-Teacher
Association
Characteristic
Is School Educational Council ( Board) effective?
Yes
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
# None, most probably PTA does not exist.
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.
Table 4.3.f3 Educational Council Participation
Activity
Percentage
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
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.
45
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.4.1 Percentage Distribution of Teachers by
State and Sex
Teachers
State
Safe Water
Unsafe Water
Northern
27.0
73.0
River Nile
29.7
70.3
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
White Nile
25.5
74.5
Sinnar
32.1
67.9
Blue Nile
21.2
78.8
North Kordofan
28.4
71.6
South Kordofan
38.4
61.6
North Darfur
42.2
57.8
West Darfur
38.1
61.9
South Darfur
36.4
63.6
Total
32.3
67.7
46
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Fig 4.4.1 Percentage Distribution of Teachers by
Gender and State
80
Male
70
Female
60
50
40
30
20
Northern
River Nile
Red Sea
Kassala
Algadarif
Khartoum
Algazzeera
White Nile
Sinnar
Blue Nile
N. Kordofan
S. Kordofan
N. Darfur
W. Darfur
0
S. Darfur
10
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
BASELINE SURVEY
ON
BASIC EDUCATION
NORTHERN STATES
IN THE
OF
SUDAN
FINAL REPORT JUNE 2008
Table 4.4.2 Percentage Distribution of Teachers by
Basic Qualification and State
Teacher
Above
university
State
University
Secondary
Intermediate
Intermediate
diploma
Religious
NS
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
* 72.8% of teachers should be graduated by 2011
Fig 4.4.2 Teachers Basic Qualifications
72.8%
15.5%
1.8%
2.2%
4.2%
48
3.5%
Above University
Intermediate Diploma
Intermediate
Secondary
University
Others
BASELINE SURVEY
FINAL REPORT JUNE 2008
BASIC EDUCATION
ON
IN THE
NORTHERN STATES
OF
SUDAN
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.
Fig 4.4.3 Teacher Latest Training
50%
45%
41.8%
40%
35%
30%
24.3%
25%
20.0%
20%
15%
10%
4.6%
5%
0%
5.5%
3.7%
No
Female
training/not teachers
stated
college
Bakhtelrrida
Inservice
Education
college
Teacher
training
Table 4.4.3 Teacher’s Distribution by Training and
Mode of Schooling
Mode of Schooling
Type of Training
Teacher training institute
Regular
Nomadic Religious
IDPs
Village
school
Collective
Special
needs
Total
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
49
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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.
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
50
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
Table 4.4.5 Distribution of Schools by Number of
Official School Days
State
< 210
210 +
Northern
22.4
77.6
River Nile
71.0
29.0
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
North Kordofan
79.6
20.4
South Kordofan
74.7
25.3
North Darfur
56.8
43.2
West Darfur
25.3
74.7
South Darfur
53.5
46.5
Total
53.9
46.1
51
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Fig 4.4.5 School Days
56
54
52
50
48
46
44
42
< 210
210+
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.
Table 4.4.6 Reasons for Student Absenteeism (as per
the teachers’ perceptions6)
Reasons for absenteeism
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
6
Percentage
8.0
Because this was a multiple choice question, the percentages against each reason do not add to 100%.
52
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Fig 4.4.6 Reasons for Absenteeism
70%
60%
50%
40%
30%
20%
10%
0%
Health reasons
Family economic obligations
Bad weather
Teachers absence
(rain, flooding, natural obstacles
Unavailability of textbooks
Unavailability of school uniform
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Table 4.4.7 Chalkboards Status
State
Total Good
Total replace
Total repair
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
North Kordofan
61.3
23.5
15.2
South Kordofan
52.3
29.7
18.0
North Darfur
41.6
37.3
21.1
West Darfur
49.1
34.3
16.6
South Darfur
53.5
27.6
18.9
Total
58.7
27.6
13.7
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.
Table 4.4.8 Availability of Textbooks by Grade and Subject
Textbook/ Grade >
Alhadeega, Albustan, Alassas
G1
G2
2
G4
G3
2
G5
G7
G6
G8
2
Arabic
3
3
3
2
2
3
3
3
2
3
2
2
2
2
Science 1
4
3
4
2
2
Science 2
3
3
3
3
2
3
3
3
3
2
English
Islamic studies
4
Chritian studies
Mathematics
54
4
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
4.5 Efficiency
The 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
Table 4.5.1 Distribution of Pupils According to
Promotion, Repetition and Dropout by Grade and Sex
Items/ Rate
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Average
from
%
Grade1-5
%
%
%
%
%
%
%
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
78.5
79.0
78.9
78.4
77.7
Pupils - year
Coefficient of efficiency
-Year input graduate : 10.3
-
10.3
2. Females
Items/ Rate
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Average
from
%
%
%
%
Grade1-5
%
%
%
%
Promotion Rate
95.1
94.4
89.2
84.0
93.9
93.7
93.8
93.1
89.8
Repetition rate
1.4
1.8
1.6
2.7
3.7
3.9
3.8
4.5
2.1
Drop out
3.5
3.8
9.2
13.3
2.4
2.4
2.4
2.4
8.1
Survival rate
100
96.4
92.7
84.3
72.7
70.9
69.1
67.4
76.4
77.7
78.3
78.4
78.2
Pupils - year
Coefficient of efficiency
-Year input graduate : 10.2
-
55
BASELINE SURVEY
BASIC EDUCATION
ON
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
3. Females
Items/ Rate
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Average
from
Grade1-5
%
%
%
%
%
%
%
%
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
80.2
73.6
65.1
58.8
61.8
Pupils - year
-Year input graduate : 13
Coefficient of efficiency
-
-
-
4.5.1 a Promotion
Fig 4.5.1 a
Promotion Rate by Grade and Sex
96%
94%
92%
90%
88%
86%
84%
82%
G1
G2
G3
G4
Male
G5
G6
G7
G8
Female
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
13.0
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
4.5.1.b Repetition Rate
Fig 4.5.1 b Repetition Rate by Grade and Sex
96%
94%
92%
90%
88%
86%
84%
82%
G1
G2
G3
G4
Male
G5
G6
G7
G8
Female
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
Fig 4.5.1.c1 Dropout Rate by Grade and Sex
12%
10%
8%
6%
4%
2%
0%
G1
G2
G3
Male
G4
G5
G6
G7
G8
Female
57
BASELINE SURVEY
ON
BASIC EDUCATION
NORTHERN STATES
IN THE
OF
SUDAN
FINAL REPORT JUNE 2008
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.
Table 4.5.1c Reasons for Dropout (teachers’ views)
Reasons for dropout
Percentage
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
Fig 4.5.1.c2 Reasons for Dropout
40%
30%
20%
10%
0%
Parents preference for child to work than go to school
Family is unable to provide breakfast or lunch at home and at school
Untrained teachers
Early marriage (female)
School is too far from home
Lack of healthy environment at school
Security reasons
Health reasons
Non-availability of educational inputs
58
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
Fig 4.6 School feeding for Northern States
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Fig 4.6.1 Percentage of Schools Served by School
Feeding Programs
70
60.4
6.3
60
63.9
50
40
30
37.3
33.3
61.5
33
20
1.7
West Darfur
North Darfur
S Kordofan
N Kordofan
Blue Nile
Sinnar
0
South Darfur
0.6
White Nile
Khartoum
Algadarif
Kassala
Red Sea
0
Algzeera
4.6
River Nile
0
8.1
6.1
Northern
10
4.6.1 Type of Feeding Program
The table below provides state-wise percentage distribution of those
schools that are benefiting from some school feeding programs. On
national basis, the schools benefiting from some school feeding
programs are only 23.7% of the total schools as shown in the figure
4.6 on the previous page.
Table 4.6.1 Percentage Distribution of Schools by
Type of Feeding Program and State
Type of feeding program
State
Northern
River Nile
Red Sea*
Kassala*
ALGadaref
Khartoum
Algazeera
White Nile*
Sinnar
Blue Nile*
North Kordofan*
South Kordofan*
North Darfur*
West Darfur*
South Darfur*
Total
Direct
feeding7
WFP and other
NGOs8
100.0
50.0
41.7
14.3
0.0
25.0
45.8
85.7
0.0
25.0
12.5
0.0
16.7
0.0
0.0
50.0
0.0
66.7
33.3
100.0
33.3
25.0
9.1
2.9
3.1
22.6
0.0
13.2
75.0
91.0
94.2
96.9
74.2
100.0
82.8
0.0
0.0
2.9
0.0
3.2
0.0
4.0
* States with WFP School Feeding Support
7
Government and community supported school feeding
8
School feeding provided by WFP and other donors and NGOs
60
Not stated
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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.
4.7 School Administration
4.7.1 School Records
Fig 4.7.1
School Records
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
School keeping
registration
book
School keeping
attendance
record
School keeping
peformance
record
61
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Table 4.8.1 Percentage Distribution of Non-Salary
Expenditure by State and Source
State
Government
Educational
Board9
From 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
North Kordofan
0.9
96.5
2.6
South Kordofan
0.2
72.5
27.3
North Darfur
0.6
71.8
27.6
West Darfur
0.0
97.0
2.9
South Darfur
7.5
62.5
30.0
Total
1.0
88.6
10.4
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.
9
Same as Parent-Teacher Committee
63
CHAPTER FIVE
CONCLUSION
AND
RECOMMENDATIONS
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Conclusions and Recommendations
The 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 sectorwide 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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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 schoolcommunity 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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
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
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
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
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
9. School Facilities
The findings also indicated that 77% of the schools have no first aid services
while only 42.3% of schools have playgrounds and 59% of the schools have
shaded areas. These findings are presented below by State. There is need to
procure first aid kits to fill existing gaps and to train school authorities on how
to improve the emergency preparedness and response planning and action in
schools in the event of emergencies like floods, fire and other calamities. This
should be done within a comprehensive school health programme. Similarly
recreation 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 parentteacher association, there is need to encourage the creation of these bodies
beyond the school councils to promote wider participation of parents and
teachers 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 and
management of school development activities.
10. School Feeding
School feeding programmes should be scaled up particularly to reach most
vulnerable communities. Take home rations should also be introduced to serve
as incentives for girls’ school completion where deemed appropriate. 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 and attainment 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. Greater investments need to be made by
government 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 nonsalary expenditure is reported to be 10%. Gedaref, River Nile and Northern
States are the only States in which government’s non-salary expenditure in
education is 20% or more. Other States need to increase non-salary
government expenditure on education. In consideration of the wide variation
of government’s non-salary expenditure in education (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 of funds 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. Effective implementation of the
free and compulsory basic education policy will require an overall substantial
increase in government non-salary expenditure in education and to ensure
that the currently high burden of education expenditure on communities is
substantially reduced.
69
ANNEXURES
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Annex 1
Survey Materials
Basic Schools Baseline Survey Questionnaire for Northern Sudan Basic Education School year
2007/2008
(To be filled by the School Headmaster/Enumerator)
(1.0) School Identification
1.1
Name of State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2
Name of Mahalya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3
Name of Admin Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4
People’s Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5
Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.6
Name of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.7
Headmaster's Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.8
Headmaster's Phone No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1. Urban
2. Rural
(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:
2.5
Iis the questionnaire complete? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................/................/...................
Start: minute/hour................/............... End: minute/ hour ............/...............
1. Yes
2. No
71
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
(3.0) School Description
3.1
Type of School :
1. Boys only
2. Girls only
3. Co-educational
3.2
Management of the School:
3.3
Mode of School:
3.4
Is the school located in an area inhibited by (IDPs)?:
3.5
Number of grades:
3.6
School's shifts:
3.7
School Geo-location:
1. Plain
4. Up the hill
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. Government
4. Multiple
2. Private
1. Normal
2. Nomadic
3. Religious
4. IDPs
5. Village school
6. Collective
7. Special needs
1. One shift
1. Yes
2. No
2. Two shifts
2. Valley
3. Down the hill
5. Near ditch
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
1. Yes
2. No
3.15 No. of school days actually used for 2006/2007
3.16 Does the school have a feeding program?
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 :
2. No
72
1. Yes
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
(4.0) Services
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
4.4 Does the school have electricity :
4.5 If yes, is it :
1. public network
3. Should be replaced
1.Yes
2. Private generator
2. No
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
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
1. Yes
2. No
(5.0) School Activities
5.7 If yes, how many computers ?
5.8 Does the school have shaded areas ?
5.9 If yes, what type ?
1. Trees
4. (1,2)
2. Veranda
5. (2,3)
3. Haseer
6. (1,3)
73
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
(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
Good
7.1 Headmaster
7.2 Dep. Headmaster
7.3 Teachers
74
Number of chairs
Repair Replace Good
Number of Storage units
Repair Replace Good
Repair Replace
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
7.1 Chalkboards
Total
Good
Repair Replace Good
Fixed
Movable
Repair Replace Good
Repair Replace
7.4 Number of
chalkboards
7.2 Pupils Seating
Total
Grade
Number of pupils
pupils
Seated
With 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
Not seated
Without desk
(8.0) Teacher Qualifications and Training
Please use the following codes:
Type of service:
1. appointed,
3. national service,
2. volunteer,
4. cooperative.
Basic qualification:
1. post graduate,
3. secondary,
5. intermediate,
2. graduate,
4. intermediate diploma,
6. religious.
Courses of specialty:
1. English,
4. Mathematics,
7. General,
Latest Training:
1. Teacher's Institute,
3. During Service,
5. Female Teacher's Faculty.
2. Arabic,
5. Social Sciences,
8. Computer.
3. Islamic,
6. Grade Teacher,
2. Faculty of Education,
4. Bakht El Ruda Institute,
75
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Trained
on
Teaching
Gender Type
Basic Latest
Learning Latest
Load
Years
1.Female of
Grade Qualifi- Qualifi- Spe- Methods Training
Per
of
Salary Sub2.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
76
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
(9.0) Supporting Services
Total
Monthly
Salary
(SDG)
Number of
Males
Females
Sourcel Monthly Salary (SDG)
Government
NonEducational
Government
Board
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
(10.0) Applied to Grade 1 for the School Year 2007-2008
No. Applied to grade 1
Age in years
5+
6+
7+
8+
Total
No. Enrolled at grade 1
5+
6+
7+
8+
Number of PreTotal school pupils
Male
Female
(11.0) Enrolled Pupils for the School Year 2006-2007
Grade
Gender
1
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
2
3
4
5
6
7
8
Total
per
Grade
Promoted
from
Previous
Grade*
Repeaters
Transferred
into
School
Transferred
out of
School
Dropout
* Or enrolled for Grade 1
77
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
(12.0) Enrolled Pupils for the School Year 2007-2008
Grade
Gender
1
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
2
3
4
5
6
7
8
Promoted
from
Previous
Grade*
Total
per
Grade
Repeaters
Transferred
into
School
Transferred
out of
School
Dropout
* Or enrolled for Grade 1
(13.0) Number of Pupils by Age for the School Year 2007-2008
Grade
1
2
3
4
5
6
7
8
78
Gender
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Total
per Grade
5+
6+
7+
8+
Age in years
9+
10+ 11+
12+
13+
14+
15+
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
(14.0) Number of Pupils by Average Distance of Pupils Homes from School (km)
Grade
Gender
1
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
2
3
4
5
6
7
8
< 1 Km
Total per Grade
1 - 2 Km
2 - 3 Km
3 + Km
(15.0) Pupils Who Sat for Basic Education Certification for the Year 2006-2007
Number of Pupils who completed grade 8
Outcome
Number of pupils
who Passed
the certification
Did not sit for
certification
Sat for certification
Male
Female
(16.0) Average Daily Attendance, Daily Absenteeism on Survey Day
Grade
Type of Log
Gender
1
Attendance
2
3
4
5
6
7
8
Male
Female
Absenteeism
Male
Female
79
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
(17.0) Number of Textbooks by Grade and Subject (2007-2008)
Grade
Source
Subject
1
2
3
4
5
6
7
8
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
Grade
Source
Subject
1
2
3
4
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.
80
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
(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)
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
81
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Annex 2
Summary of Human Resources Involved in
the Baseline Survey - 2008/09
State
Federal
Northern
River Nile
Red Sea
Kassala
Gedarif
Khartoum
Gezira
White Nile
Sennar
Blue Nile
North Kordofan
South Kordofan
North Darfur
West Darfur
South Darfur
Total
State
Master
trainers coordinators
4
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
34
3
2
3
3
2
4
3
2
2
2
3
4
2
2
2
39
Steering committee members = 15 (federal)
Technical committee members = 34 (Federal)
82
Enumerators
Trained
Participated
0
30
40
30
30
30
35
40
30
30
30
40
55
30
30
35
515
0
20
16
17
19
17
24
34
18
13
12
34
36
27
26
30
343
Data
Entry
clerks
31
31
No, of
training
days
17
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
92
BASELINE SURVEY
FINAL REPORT JUNE 2008
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Annex 3
Additional Tables
Table 1 Percentage Distribution of Teachers by
Teaching Load and State
Teaching Load per Week
State
< 20
Northern
River Nile
Red Sea
Kassala
Algadarif
Khartoum
Algazeera
White Nile
Sinnar
Blue Nile
North Kordofan
South Kordofan
North Darfur
West Darfur
South Darfur
Total
26 +
20 - 25
70.5
60.8
62.1
54.9
44.8
64.6
74.3
63.1
60.6
79.1
28.3
31.0
50.7
75.2
61.0
59.9
27.4
33.5
32.3
35.3
41.6
29.5
22.4
27.0
29.8
17.6
31.6
35.2
36.4
22.5
29.0
29.1
2.1
5.7
5.5
9.8
13.6
5.9
3.2
9.9
9.6
3.2
40.1
33.8
12.9
2.3
10.0
11.0
Table 2 Percentage Distribution of Teachers by
Years of Service and State
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
83
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
FINAL REPORT JUNE 2008
Table 3 Percentage Distribution of Teachers by
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
84
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
SUDAN
Annex 4
Education Indicators from Baseline Survey
The following represent the major summary of indicators as shown
below:
Indicator
Value
Type of School
Boys
Girls
Co-education
%
23.3
22.4
52.1
School Management
Government
Private
95.4
4.6
Mode of Schooling
Regular
Nomadic
Religious
IDPs
Village
Collective
Special needs
77.6
5.6
1.3
4.0
10.8
0.5
0.1
Schools with 8 Grades
69.0
School Social Location
Residential area
Near market
Near industrial area
91.0
8.3
0.7
Boarding schools
4.0
School Fence
Complete
Not complete
Without fence
28.4
15.0
56.6
Schools keeping registration book
Schools keeping attendance record
Schools keeping performance record
85.8
95.2
60.7
Schooling Days (2006/2007)
< 210
210 +
53.9
46.1
Kindergarten within school
40.1
Main Source of Drinking Water
Tap inside
Tap outside
Well
Hafir / Foola
River
Handpump
Others
38.9
8.1
15.9
4.6
2.1
13.1
17.2
85
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
NORTHERN STATES
OF
Indicator
SUDAN
FINAL REPORT JUNE 2008
Value
Schools with Electricity
Source of Electricity
Public network
Private generator
Solar
77.7
11.8
9.5
Schools
Schools
Schools
Schools
Schools
Schools
12.7
19.4
42.3
35.2
6.6
59.4
with
with
with
with
with
with
telephone
first aid
a playground
a stage for drama
computers
shaded areas
33.8
Pupils Seating
Seated with desk
Seated without desk
Not seated
50.0
11.8
38.2
Average class size :
59
School Buildings : Classrooms
Good condition
To be repaired
To be replaced
Pupils : Teacher ratio :
Female teachers
49.0
41.9
9.1
34 : 1
67.7
Teacher Type of Service
Appointed
Volunteer
National service
Part-time
90.1
4.4
1.8
3.7
Teacher Basic Qualification
Post university
University
Secondary
Intermediate diploma
Intermediate
Other
1.8
15.5
72.8
4.2
3.5
2.2
Teacher Specialty
English
Arabic
Islamic studies
Mathematics
Social science
Grade teacher
General
Computer
NS
8.8
14.5
7.7
9.5
7.1
7.2
35.2
0.3
9.7
Teachers trained on teaching methods
Teachers not trained on teaching methods
62.1
37.9
86
FINAL REPORT JUNE 2008
BASELINE SURVEY
ON
BASIC EDUCATION
IN THE
Indicator
Teacher Latest Training
Teacher training Institute
Education College
On-service
Bakht-elrrida Institute
Females Teachers College
No training
Pupils Admitted at Grade 1 as % of Applied
Admitted at age 5
Admitted at age 6
Admitted at age 7
Admitted at age 8
Pupils Not Admitted at Grade 1 as % of
Applied
Pupils Completed Pre-school as % of
Admitted
NORTHERN STATES
OF
SUDAN
Value
5.5
20.0
24.3
3.7
4.6
41.8
84.5
2.6
37.9
29.3
14.7
15.5
42.9
Gross Enrolment Rate Total
Gross Enrolment Rate Boys
Gross Enrolment Rate Girls
71.7
77.7
65.7
Gross Intake Ratio Total
Gross Intake Ratio Boys
Gross Intake Ratio Girls
73.6
79.8
67.5
Distance of Home from School
Pupils < 1 Km
Pupils 1 < 2 Km
Pupils 2 < 3 Km
Pupils 3 Km and over
66.3
20.6
8.6
4.5
Schools with Feeding Program
Direct Feeding
School Feeding
Temporary Feeding
Not Stated
23.7
13.2
72.3
10.5
4.0
87
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