Baseline Survey-Education-Sudan OragFNL - UNICEF Persons' No. Name Location 1. ... points to an...
Transcript of Baseline Survey-Education-Sudan OragFNL - UNICEF Persons' No. Name Location 1. ... points to an...
BASELINE SURVEYON BASIC EDUCATIONI N T H E N O R T H E R NS TAT E S O F S U D A N
F I N A L R E P O R T J U N E 2 0 0 8
The Republic of the SudanFederal Ministry of General Education
Directorate General of Educational Planning
The Republic of the Sudan
Federal Ministry of General Education
Directorate General of Educational Planning
BASELINE SURVEY
ON BASIC EDUCATION
IN THE NORTHERN
STATES OF SUDAN
FINAL REPORT JUNE 2008
This document has been produced with the financial assistance of the European Union and UNICEF. The viewsexpressed herein can in no way be taken to reflect the official opinion of the European Union and UNICEF.
In Partnership with the Ministry of International Cooperation,
European Commission (EC), United Nations Children’s Fund (UNICEF) and
World Food Programme (WFP)
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 Horno-
Comet, 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.
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1. Resource Persons'
No. Name Location
1. Dr. Al Mutassiam Abdel Rahim Undersecretary of FMOGE, El Hassan General Supervisor
2. Dr. El Taher Hassan Eltaher National Coordinator of the Project3. Dr. Ibtisam Mohamed Hassan Assistant Project Coordinator4. Ms Cecilia Baldeh Chief, Education, UNICEF5. Ms Sara Moussavi Programme Officer - Education
World Food Programme6. Ms Lotten Hubendick European Commission
7. Dr Ibrahim El Dasis UNESCO
2. National Experts
No. Name Location
1. Dr Eltayeb Abdelwahab Mohamed Team Leader2. Dr. Mohamed Ali Adham Member3. Dr. Siddig Mohamed Ahmed Shaheen Member4. Mr. Siddig Mohamed Osman Member
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 decision-
making. 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 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
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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/non-
conflict areas as sub-strata. A sub-sample was taken from each sub-
stratum, 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
specific margin of error and a level of confidence 95%1
. 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
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1 The details of the methodology and formula used to calculate the sample size can be found in chapter 4 on themethodology.
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.
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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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
1.2 Objectives of the survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
1.3 Problems to be addressed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter Two: Current Situation of Basic Education in the Sudan . . . . . . . . . .52.1 General Profile of the Sudan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
2.2 Education Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
2.3 Structure of General Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
a. Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
b. Secondary Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
2.4 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
2.5 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
2.6 Education Opportunities for Vulnerable Groups . . . . . . . . . . . . . . . . . . . . . . . . . .12
2.7 Financing Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
2-8 Partners of Government in Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Chapter Three: Methodology of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153.1 The Data Collection Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.1.1 The Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
3.2 The Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
3.3 The Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
3.4 The Sample Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
3.5 The Field Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
3.6 Study Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Chapter Four: Major Findings of the Baseline Survey . . . . . . . . . . . . . . . . . . .23Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
4.1 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 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
4.3 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
4.4 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
4.5 Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
4.5.1 Promotion, Repetition and Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
a. Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
b. Repetition Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
c. Dropout Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
4.6 School Feeding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
4.6.1 Type of Feeding Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
4.7 School Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.7.1 School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.8 Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
4.8.1 Non-Salary Expenditure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Chapter Five: Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . .65
Annexures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Annex 1 Survey Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Annex 2 Summary of Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Annex 3 Additional Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Annex 4 Education Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
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LIST OF TABLES
2.2 Main Indicators of EFA Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
2.4.2.1 Gross Intake Rate 2000-2007 for 15 Northern States . . . . . . . . . . . . . . . . . . . . . .9
2.4.2.2 Gross Intake Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . .9
2.4.3 Gross Enrolment Rate, 2006-2007, by State and Sex . . . . . . . . . . . . . . . . . . . .10
2.5.1 Average Class Size and Pupil Teacher Ratio 2006/2007 . . . . . . . . . . . . . . . . . .11
2.7 Public Expenditure on Education % . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
3.4.1 Distribution of the Sampled Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
3.4.2 The Distribution of the Sampled Schools According to Type and State . . . . . . .20
4.1.1 Percentage Distribution of Schools by Ownership of School and State . . . . . . .24
4.1.2 Percentage Distribution of Schools by Type and State . . . . . . . . . . . . . . . . . . . .25
4.1.3 Percentage Distribution of Schools by Mode and State . . . . . . . . . . . . . . . . . . .26
4.1.4 Percentage Distribution of Schools in IDPs Area by State . . . . . . . . . . . . . . . . .27
4.2.1.1 Percentage Distribution of Kindergartens Attached to Schools by State . . . . . . .28
4.2.1.2 Children who have Completed Pre-school as % of those Admitted . . . . . . . . . .28
4.2.2.a1 Pupils Intake at Grade 1 as % of Applied . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
4.2.2.a2 Children Admitted as % of Applied for Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . .31
4.2.2.b1 Net and Gross Intake Rates by State and Sex . . . . . . . . . . . . . . . . . . . . . . . . . .31
4.2.2.c1 Gross Enrolment Rate by State and sex, 2007-08 . . . . . . . . . . . . . . . . . . . . . . .32
4.2.2.c2 Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
4.2.2.d Percentage Distribution of Schools by Location . . . . . . . . . . . . . . . . . . . . . . . . .34
4.2.2.e Percentage Distribution of Schools from Home in Km . . . . . . . . . . . . . . . . . . . .35
4.3.a Percentage Distribution of Classrooms According to Building Status . . . . . . . . .36
4.3.b Percentage Distribution of Schools by Availability of Fence and by State . . . . .37
4.3.c1 Percentage Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . .38
4.3.c2 Percentage Distribution of Schools by Source of Drinking Water and State . . . .39
4.3.d Percentage Distribution of Latrines According to Building Status by State . . . . .40
4.3.e1 Pupils’ Seating by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
4.3.e2 Seating Status for Pupils in Grade 1 by State . . . . . . . . . . . . . . . . . . . . . . . . . . .41
4.3.e3 Seating of Pupils in Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
4.3.f1 Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
4.3.f2 Educational Board and Parent-Teacher Association . . . . . . . . . . . . . . . . . . . . . .45
4.3.f3 Educational Council Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
4.4.1 Percentage Distribution of Teachers by State and sex . . . . . . . . . . . . . . . . . . . .46
4.4.2 Percentage Distribution of Teachers by Basic Qualification and State . . . . . . . .48
4.4.3 Teacher’s Distribution by Training and Mode of Schooling . . . . . . . . . . . . . . . . .49
4.4.4 Pupil Teacher Ratio by State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
4.4.5 Distribution of Schools by Number of Official School Days . . . . . . . . . . . . . . . . .51
4.4.6 Reasons for Student Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
4.4.7 Chalkboards Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
4.4.8 Availability of Textbooks by Grade and Subject . . . . . . . . . . . . . . . . . . . . . . . . . .54
4.5.1 Distribution of Pupils According to Promotion, Tepetition and Dropout by
Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
4.5.1c Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
4.6.1 Percentage Distribution of Schools by Type of Feeding Program and State . . .60
4.8.1 Percentage Distribution of Non-Salary Expenditure by State and Source . . . . .63
Tables in AnnexesAnnex 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
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
LIST OF FIGURES
4.1.2 Percentage Distribution of Schools by Type . . . . . . . . . . . . . . . . . . . . . . . . . . .25
4.2.2.a Pupils Admitted as Percentage of those who Applied at Same Age . . . . . . . . .30
4.2.2.c Reasons for Non-Enrolment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
4.3.b School Fence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
4.3.c1 Main Source of Drinking Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
4.3.c2 Distribution of Schools with Safe Drinking Water . . . . . . . . . . . . . . . . . . . . . . .39
4.3.f1 School Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
4.3.f2 Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
4.4.1 Percentage Distribution of Teachers by Gender and State . . . . . . . . . . . . . . . .47
4.4.2 Teachers’ Basic Qualification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
4.4.3 Teachers’ Latest Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
4.4.5 School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
4.4.6 Reasons for Absenteeism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
4.5.1.a Promotion Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
4.5.1.b Repetition Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
4.5.1.c1 Dropout Rate by Grade and Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
4.5.1.c2 Reasons for Dropout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
4.6 School Feeding in Northern States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
4.6.1 Percentage of Schools Served by School Feeding Programs . . . . . . . . . . . . .60
4.7.1 School Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61
4.8.1 Non-Salary Expenditure by Source . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
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
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
CHAPTER ONECHAPTER ONEBBAACCKKGGRROOUUNNDD OOFF TTHHEE SSUURRVVEEYY
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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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
CHAPTER TWOCHAPTER TWOCCUURRRREENNTT SSIITTUUAATTIIOONN OOFF BBAASSIICC EEDDUUCCAATTIIOONN IINN TTHHEE SSUUDDAANN
The Current Situation of Basic Education inthe 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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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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, war-
affected 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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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Source:.MOGE, Ed. Planning 2007./EFA Report
Table2.2 Main Indicators of EFA plan
No.Targeted
2011
Targeted
2007
Progress
Achieved Main Indicators
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 %
6 Share of education from general expenditure. 2.9% 6% 10 %
2.3 Structure of General Education
The education system is composed of two main education levelswhich 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 andcompete to participate in higher education.
2. Technical education: This contains 4 different types ofeducation 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 structureof general education. Many have their own syllabi according to theirobjectives 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%, whilethe national target is 35%. However there are regional disparities inaccess to pre-school education ranging from 8% in South Kordofan to39.0% in White Nile.
2.4.2 Gross Intake
The FMoGE statistical yearbooks for the years 2000-2001 to 2006-2007 show the following trends in GER between the school years2000/2001 to 2006/2007.
The number of pupils admitted in grade 1 in 2006/2007 school year inthe 15 northern States was 777,264 (350,602 girls, 426,662 boys). Thegross intake increased from 553,346 in 2000/2001 school year to777,264 in 2006/2007 school year However, due to the estimatedpopulation figures from the CBS for the period 2000-2001 to 2006-2007that are based on 1993 Population Census, the gross intake expressedin percentages is 73.1% for 2000-2001 and 73% for the year 2006-2007.
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
Table 2.4.2.2 Gross Intake rate, 2006-2007, by State
and Sex
State 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
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.
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.
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 2.4.3 Gross Enrolment Rate, 2006-2007, by
State and Sex
State Female Male 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
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 pupils-
teacher.
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
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.
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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).
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Source: Ministry of Finance and National Economy 2006. *2005 data was estimated
2005*200420032002
% 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
Table 2.7 Public eExpenditure on Education %:
CHAPTER THREECHAPTER THREEMMEETTHHOODDOOLLOOGGYY OOFF TTHHEE SSTTUUDDYY
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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)
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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)
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:
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Table 3.4.1 Distribution of the Sampled Schools
StateNo of Schools
in Sample
Total No of
SchoolsPupils /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
Total 1279 13541 9.4
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.
As mentioned above, the actual number of schools surveyed was1279, more than the calculated sample size which was 1225, i.e.9.45% instead of 9%.This will result in more precision of theestimates and smaller error than planned for. This is because themargin of error in the estimates is inversely proportional to thesample size, i.e. the larger the sample size, the smaller will be themargin of error. Originally, the sample size was 1225 calculated togive specific margin of error (0.04). Now that the sample size wasincreased 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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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
Blue Nile 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
Total 297 291 599 68 24 1279
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
CHAPTER FOURCHAPTER FOURMMAAJJOORR FFIINNDDIINNGGSS OOFF TTHHEE BBAASSEELLIINNEE SSUURRVVEEYY
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
largest provider of basic education in Sudan. The private sector2
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
highest (28%) followed by South Darfur (6%)3
, 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.
23
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
2 Private sector participation is loosely defined to include commercially driven investments as well as community-ownership of schools
3 Respondents in South Darfur considered schools located in IDP camps to be private-owned. These are non-government schools assisted by international agencies.
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 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
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
4 The 2.2% remaining are the percentage of schools in which there are separate classes for boys and girls
Note: Some schools included in “coeducation” type were described as double-stream schools by their headmasters.
Table 4.1.2 Percentage Distribution of Schools by
Type and State, Sudan Northern States4
State Boys Girls Co-Education
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
Fig 4.1.2 Percentage Distribution of School by Type
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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%).
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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
* A village school is a type of school that starts from grade 1 to grade 4 and has a multi-gradeteacher
** Nomadic school is like village school from grade 1 to 4 with a multi-grade teacher, but theschool is mobile.
+ A collective school for grades 5 to 8 for nomadic children.
Table 4.1.3 Percentage Distribution of Schools by
Mode and State, Sudan Northern States
S. NeedsCollective+Village*IDPsReligiousNomadic**RegularRegular
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
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
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
Total 6.9 93.1
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
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-schoolsGER
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 Children who have Completed
Pre-School as % of those Admitted
StateCompleted 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
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 non-
availability 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.
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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 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 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
�����
����������
�����
����
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
31
FINAL REPORT JUNE 2008 BASELINE SURVEY 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
Table 4.2.2.b1 Gross and Net Intake Rates by State and Sex
TotalGirlsBoysTotalGirlsBoys
NIR GIRState
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
b. Gross and Net Intake Rates
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.
32
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
Table 4.2.2.c1 Gross Enrolment Rate by
State and Sex, 2007-08
TotalGirlsBoysTotalGirlsBoys
NER GERState
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
Gross Enrolment Rate for BothSexes, 2007 - 2008
The table below shows that demand rather than supply-side factors
are more prominent among the reasons for non-enrolment. Parent-
related 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.
33
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
5 Parents’ views from the 2004 Girls’ Education Study show the cost of education to be among the major reasonsfor non-enrolment.
Table 4.2.2.c2 Reasons for Non-Enrolment
(in teachers’ views)
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
Reasons for non-enrolment Percentage
��
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&���� &����& ������ ���%����� (�&� �� � "�� "�� &��
)���'����%����� " � �������� ���'���� (������� ������
*��+ " ����� �� �!���
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Fig 4.2.2c Reason for Non-Enrolment
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.
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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.2.2.d Percentage Distribution of Schools by
Location
State Resident area
School social location
Near marketNear 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
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.
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Table 4.2.2.e Percentage Distribution of Schools
from Home in Km
State < 1 Km 1 < 2 Km 2 < 3 Km
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
3 Km and
more
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.
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 conflict-
affected 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 ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.3.a Percentage Distribution of Classrooms
According to Building Status
State GoodTo be
maintainedTo 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
37
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Table 4.3.b Percentage Distribution of Schools by
Availability of Fence and by State
State Complete Not complete Without fence
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
Blue Nile 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
NS
Fig 4.3b School Fence
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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.
38
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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
Fig 4.3.c1 Main Source of Drinking Water
c. Source of 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.
39
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Fig 4.3.c2 Distribution of Schools with Safe
Drinking Water
Table 4.3.c2 Percentage Distribution of Schools by
Source of Drinking Water and State
OtherHand-pump
RiverHafir /
FoolaWell
Tap
outside
Tap
insideState
Northern 85.7 2.0 2.0 0.0 4.1 4.1 2.0
River Nile 71.4 4.8 6.3 0.0 6.3 4.8 6.4
Red Sea 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
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.
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 ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.3.d Percentage Distribution of Latrines
According to Building Status by State
Buildings
to be
replaced
Buildings
to be
repaired
Good
buildings
Temporary
buildings
Permanent
buildingsState
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
The survey shows that 50% of children attending school have no desksto sit on. Of these 11.8 have alternative seats. Presumably these aremats provided by the community and partners or stones. 38.1% of thepupils in the 15 states have nothing to sit on and thus have to sit onground. 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 threeDarfur States) have more than 40% of their children not seated (sitting onthe bare ground).
e. School Furniture
41
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Table 4.3.e1 Pupils' Seating by State
State Seated with desk Seated without deskPupils sitting on
Ground
Northern 77.6 6.1 16.2
River Nile 87.9 3.7 8.5
Red Sea 84.8 5.2 10.0
Kassala 73.4 4.2 22.4
Algadarif 57.8 10.1 32.1
Khartoum 78.8 9.6 11.6
Algazeera 74.9 13.1 12.1
White Nile 45.9 16.2 37.9
Sinnar 65.9 17.5 16.6
Blue Nile 36.4 20.8 42.8
North Kordofan 40.7 10.6 48.7
South Kordofan 36.7 14.0 49.3
North Darfur 35.2 11.1 53.7
West Darfur 28.2 7.8 64.0
South Darfur 16.8 19.9 63.2
Total 50.0 11.8 38.1
State Seated with desk Seated without deskPupils sitting on
Ground
Northern 72.0 8.9 19.2
River Nile 78.9 8.8 12.4
Red Sea 66.0 4.4 29.7
Kassala 62.8 3.8 33.4
Algadarif 41.4 10.6 48.0
Khartoum 78.7 8.4 12.8
Algazeera 68.0 11.6 20.4
White Nile 24.5 9.9 65.6
Sinnar 53.6 14.5 31.9
Blue Nile 16.8 17.0 66.2
North Kordofan 19.1 4.7 76.1
South Kordofan 21.2 13.0 65.8
North Darfur 21.8 7.8 70.4
West Darfur 17.6 3.1 79.3
South Darfur 3.6 16.2 80.2
Total 35.7 9.3 54.9
Table 4.3.e2 Seating Status for Pupils in Grade 1 by State
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.
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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.3.e3 Seating of Pupils in Grade 8
StateSeated 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
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
44
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.3.f1 Support Services
Fig 4.3.f2 Support Services
Reward achievement 98.6
Prevent corporal punishment 68.2
Promote cooperation 99.1
Facilitate creativity 98.0
Percentage
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.
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.
45
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
Is School Educational Council ( Board) effective? 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
Characteristic Yes
# None, most probably PTA does not exist.
Table 4.3.f3 Educational Council Participation
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
Activity Percentage
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.
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.
46
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.4.1 Percentage Distribution of Teachers by
State and Sex
StateSafe Water
Teachers
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
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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Fig 4.4.1 Percentage Distribution of Teachers by
Gender and State
48
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
* 72.8% of teachers should be graduated by 2011
Table 4.4.2 Percentage Distribution of Teachers by
Basic Qualification and State
Fig 4.4.2 Teachers Basic Qualifications
NSReligiousIntermediateIntermediatediplomaSecondaryUniversity
Teacher
Above universityState
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
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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.
49
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Fig 4.4.3 Teacher Latest Training
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Table 4.4.3 Teacher’s Distribution by Training and
Mode of Schooling
Special
needsCollective
Village
schoolIDPsReligiousNomadicRegularType of Training
Mode of Schooling
Teacher training institute 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
Total
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.
50
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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
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.
51
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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
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.
52
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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Fig 4.4.5 School Days
Reasons for absenteeism
Table 4.4.6 Reasons for Student Absenteeism (as per
the teachers’ perceptions6)
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 8.0
Percentage
6 Because this was a multiple choice question, the percentages against each reason do not add to 100%.
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Fig 4.4.6 Reasons for Absenteeism
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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.
54
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 repair Total replace
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
Table 4.4.8 Availability of Textbooks by Grade and Subject
G7G6G5G4G3G2G1Textbook/ Grade >
Alhadeega, Albustan, Alassas 2 2 2
Arabic 3 3 3 2 2
English 3 3 3 2
Islamic studies 4 3 2 2 2 2
Chritian studies
Science 1 4 3 4 2 2
Science 2 3 3 3 3 2
Mathematics 4 3 3 3 3 2
G8
4.5 EfficiencyThe 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
55
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Table 4.5.1 Distribution of Pupils According to
Promotion, Repetition and Dropout by Grade and Sex
Grade 8%
Grade 7%
Grade 6
%
Grade 5
%Grade 4
%
Grade 3
%
Grade 2
%
Grade 1
%Items/ Rate
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
Pupils - year -Year input graduate : 10.3Coefficient of efficiency - 78.5 79.0 78.9 78.4 77.7 10.3
Averagefrom
Grade1-5
2. Females
Grade 8%
Grade 7%
Grade 6
%
Grade 5
%Grade 4
%
Grade 3
%
Grade 2
%
Grade 1
%Items/ Rate
Promotion Rate 95.1 94.4 89.2 84.0 93.9 93.7 93.8 93.1 89.8Repetition rate 1.4 1.8 1.6 2.7 3.7 3.9 3.8 4.5 2.1Drop out 3.5 3.8 9.2 13.3 2.4 2.4 2.4 2.4 8.1Survival rate 100 96.4 92.7 84.3 72.7 70.9 69.1 67.4Pupils - year -Year input graduate : 10.2Coefficient of efficiency - 76.4 77.7 78.3 78.4 78.2
Averagefrom
Grade1-5
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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
3. Females
Fig 4.5.1 a Promotion Rate by Grade and Sex
Grade 8%
Grade 7%
Grade 6
%
Grade 5
%Grade 4
%
Grade 3
%
Grade 2
%
Grade 1
%Items/ Rate
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
Pupils - year -Year input graduate : 13
Coefficient of efficiency - - - 80.2 73.6 65.1 58.8 61.8 13.0
Averagefrom
Grade1-5
4.5.1 a Promotion
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4.5.1.b Repetition Rate
57
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Fig 4.5.1 b Repetition Rate by Grade and Sex
Fig 4.5.1.c1 Dropout Rate by Grade and Sex
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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
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.
58
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.5.1c Reasons for Dropout (teachers’ views)
Fig 4.5.1.c2 Reasons for Dropout
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
Reasons for dropout Percentage
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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
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
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Fig 4.6 School feeding for Northern States
7 Government and community supported school feeding
8 School feeding provided by WFP and other donors and NGOs
* States with WFP School Feeding Support
4.6.1 Type of Feeding Program
The table below provides state-wise percentage distribution of thoseschools that are benefiting from some school feeding programs. Onnational basis, the schools benefiting from some school feedingprograms are only 23.7% of the total schools as shown in the figure4.6 on the previous page.
60
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Table 4.6.1 Percentage Distribution of Schools by
Type of Feeding Program and State
StateDirect
feeding7
Type of feeding program
WFP and other
NGOs8Not stated
Northern 100.0 0.0 0.0
River Nile 50.0 25.0 25.0
Red Sea* 41.7 45.8 12.5
Kassala* 14.3 85.7 0.0
ALGadaref
Khartoum 16.7 50.0 33.3
Algazeera 0.0 0.0 100.0
White Nile* 0.0 66.7 33.3
Sinnar
Blue Nile* 25.0 75.0 0.0
North Kordofan* 9.1 91.0 0.0
South Kordofan* 2.9 94.2 2.9
North Darfur* 3.1 96.9 0.0
West Darfur* 22.6 74.2 3.2
South Darfur* 0.0 100.0 0.0
Total 13.2 82.8 4.0
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Fig 4.6.1 Percentage of Schools Served by School
Feeding Programs
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.
61
FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
4.7 School Administration
4.7.1 School Records
Fig 4.7.1 School Records
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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
BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
9 Same as Parent-Teacher Committee
Table 4.8.1 Percentage Distribution of Non-Salary
Expenditure by State and Source
State GovernmentEducational
Board9From 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
CHAPTER FIVECHAPTER FIVECCOONNCCLLUUSSIIOONN AANNDD RREECCOOMMMMEENNDDAATTIIOONNSS
Conclusions and RecommendationsThe 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 sector-
wide 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
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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 school-
community 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
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
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.
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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.
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9. School Facilities
The findings also indicated that 77% of the schools have no first aid serviceswhile only 42.3% of schools have playgrounds and 59% of the schools haveshaded areas. These findings are presented below by State. There is need toprocure first aid kits to fill existing gaps and to train school authorities on howto improve the emergency preparedness and response planning and action inschools in the event of emergencies like floods, fire and other calamities. Thisshould be done within a comprehensive school health programme. Similarlyrecreation 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 parent-teacher association, there is need to encourage the creation of these bodiesbeyond the school councils to promote wider participation of parents andteachers 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 andmanagement of school development activities.
10. School Feeding
School feeding programmes should be scaled up particularly to reach mostvulnerable communities. Take home rations should also be introduced to serveas incentives for girls’ school completion where deemed appropriate. Thefindings indicate that feeding programmes are provided in schools located inrelatively remote rural areas and this is significant in Eastern, and some of theWestern States and Blue Nile. In these places, food insecurity is a majorlivelihood issue that tends to impact negatively on school attendance. Whilethere is need for more focused studies to establish the relationship betweenschool feeding and school enrolment and attainment in Sudan, annual WFPreports indicate that there is a significant positive impact of school feeding onattendance. Based on the main factors affecting pupil drop out (need to workat home; the lack of school feeding), there should be a greater emphasis toexpand school feeding programmes in food insecure and poverty-strickenareas. Furthermore, there needs to be a national policy on school feedingprogrammes which should also be delivered a part of a larger package ofchild-friendly educational responses. Greater investments need to be made bygovernment 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 non-salary expenditure is reported to be 10%. Gedaref, River Nile and NorthernStates are the only States in which government’s non-salary expenditure ineducation is 20% or more. Other States need to increase non-salarygovernment expenditure on education. In consideration of the wide variation of government’s non-salary expenditure in education (from 33.2% in Gedarefto 0% in West Darfur, there is need for greater equity in the distribution ofgovernment’s non-salary resources. There is also a wide variation amongStates in the non-salary expenditure of funds from sources other thangovernment or educational councils ranging from 54.6% in Gazeera State to0.6% in Kassala State. Other sources include private sector, NGO and donorfunds. These should be more equitably distributed to complement governmentand education council non-salary investments. Effective implementation of thefree and compulsory basic education policy will require an overall substantialincrease in government non-salary expenditure in education and to ensure that the currently high burden of education expenditure on communities issubstantially reduced.
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ANNEXURESANNEXURES
Annex 1
Survey Materials
(1.0) School Identification
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Basic Schools Baseline Survey Questionnaire for Northern Sudan Basic Education School year2007/2008
(To be filled by the School Headmaster/Enumerator)
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. Urban 2. Rural
1.6 Name of School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.7 Headmaster's Name . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.8 Headmaster's Phone No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(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: Start: minute/hour................/............... End: minute/ hour ............/...............
2.5 Iis the questionnaire complete? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. Yes 2. No
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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 4. Multiple
3.2 Management of the School: 1. Government 2. Private
3.3 Mode of School: 1. Normal 2. Nomadic 3. Religious 4. IDPs 5. Village school 6. Collective 7. Special needs
3.4 Is the school located in an area inhibited by (IDPs)?: 1. Yes 2. No
3.5 Number of grades:
3.6 School's shifts: 1. One shift 2. Two shifts
3.7 School Geo-location: 1. Plain 2. Valley 3. Down the hill 4. Up the hill 5. Near ditch
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. 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
3.15 No. of school days actually used for 2006/2007
3.16 Does the school have a feeding program? 1. Yes 2. No
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 : 1. Yes 2. No
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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 3. Should be replaced
4.4 Does the school have electricity : 1.Yes 2. No
4.5 If yes, is it : 1. public network 2. Private generator 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
(4.0) Services
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
5.7 If yes, how many computers ?
5.8 Does the school have shaded areas ? 1. Yes 2. No
5.9 If yes, what type ? 1. Trees 2. Veranda 3. Haseer
4. (1,2) 5. (2,3) 6. (1,3)
(5.0) School Activities
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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 Number of chairs Number of Storage units
Good Repair Replace Good Repair Replace Good Repair Replace
7.1 Headmaster
7.2 Dep. Headmaster
7.3 Teachers
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
7.1 Chalkboards
7.2 Pupils Seating
Total Fixed Movable
Good Repair Replace Good Repair Replace Good Repair Replace
7.4 Number of
chalkboards
Total Number of pupils
Grade pupils Seated Not seated
With desk Without 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
(8.0) Teacher Qualifications and Training
Please use the following codes:
Type of service: 1. appointed, 2. volunteer,
3. national service, 4. cooperative.
Basic qualification: 1. post graduate, 2. graduate,
3. secondary, 4. intermediate diploma,
5. intermediate, 6. religious.
Courses of specialty: 1. English, 2. Arabic, 3. Islamic,
4. Mathematics, 5. Social Sciences, 6. Grade Teacher,
7. General, 8. Computer.
Latest Training: 1. Teacher's Institute, 2. Faculty of Education,
3. During Service, 4. Bakht El Ruda Institute,
5. Female Teacher's Faculty.
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Trainedon Teaching
Gender Type Basic Latest Learning Latest Load Years1.Female of Grade Qualifi- Qualifi- Spe- Methods Training Per of Salary Sub-2.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
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
(9.0) Supporting Services
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
Age in years 5+ 6+ 7+ 8+ Total 5+ 6+ 7+ 8+ Total
Male
Female
Number of
Males Females
TotalMonthlySalary(SDG)
Sourcel Monthly Salary (SDG)
Government Non-Government
EducationalBoard
(10.0) Applied to Grade 1 for the School Year 2007-2008
(11.0) Enrolled Pupils for the School Year 2006-2007
No. Applied to grade 1 No. Enrolled at grade 1 Number of Pre-
school pupils
1 MaleFemale
2 MaleFemale
3 MaleFemale
4 MaleFemale
5 MaleFemale
6 MaleFemale
7 MaleFemale
8 MaleFemale
Promotedfrom
PreviousGrade*
Total per
GradeGenderGrade Repeaters
Transferredinto
School
Transferredout of School
Dropout
* Or enrolled for Grade 1
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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
1 MaleFemale
2 MaleFemale
3 MaleFemale
4 MaleFemale
5 MaleFemale
6 MaleFemale
7 MaleFemale
8 MaleFemale
Promotedfrom
PreviousGrade*
Total per
GradeGenderGrade Repeaters
Transferredinto
School
Transferredout of School
Dropout
* Or enrolled for Grade 1
(13.0) Number of Pupils by Age for the School Year 2007-2008
1 MaleFemale
2 MaleFemale
3 MaleFemale
4 MaleFemale
5 MaleFemale
6 MaleFemale
7 MaleFemale
8 MaleFemale
Total per Grade
Age in years
5+ 6+ 7+ 8+ 9+ 10+ 11+ 12+ 13+ 14+ 15+GenderGrade
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
(14.0) Number of Pupils by Average Distance of Pupils Homes from School (km)
(15.0) Pupils Who Sat for Basic Education Certification for the Year 2006-2007
(16.0) Average Daily Attendance, Daily Absenteeism on Survey Day
1 MaleFemale
2 MaleFemale
3 MaleFemale
4 MaleFemale
5 MaleFemale
6 MaleFemale
7 MaleFemale
8 MaleFemale
Total per Grade
Number of Pupils who completed grade 8
Sat for certificationDid not sit for
certification
Number of pupils who Passed
the certificationOutcome
Type of Log GenderGrade
1 2 3 4 5 6 7 8
Male
Female
Attendance Male
Female
Absenteeism Male
Female
< 1 Km 1 - 2 Km 2 - 3 Km 3 + KmGenderGrade
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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)
Subject SourceGrade
1 2 3 4 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
Subject SourceGrade
1 2 3 4 5 6 7 8
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.
(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)
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
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
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Annex 2
Summary of Human Resources Involved inthe Baseline Survey - 2008/09
No, of
training
days
Data
Entry
clerksParticipatedTrained
State
coordinatorsMaster
trainers
EnumeratorsState
Federal 4 0 0 31 17
Northern 2 3 30 20 5
River Nile 2 2 40 16 5
Red Sea 2 3 30 17 5
Kassala 2 3 30 19 5
Gedarif 2 2 30 17 5
Khartoum 2 4 35 24 5
Gezira 2 3 40 34 5
White Nile 2 2 30 18 5
Sennar 2 2 30 13 5
Blue Nile 2 2 30 12 5
North Kordofan 2 3 40 34 5
South Kordofan 2 4 55 36 5
North Darfur 2 2 30 27 5
West Darfur 2 2 30 26 5
South Darfur 2 2 35 30 5
Total 34 39 515 343 31 92
Steering committee members = 15 (federal)Technical committee members = 34 (Federal)
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FINAL REPORT JUNE 2008 BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN
Annex 3
Additional Tables
Table 1 Percentage Distribution of Teachers by
Teaching Load and State
Table 2 Percentage Distribution of Teachers by
Years of Service and State
State< 20
Teaching Load per Week
20 - 25 26 +
Northern 70.5 27.4 2.1
River Nile 60.8 33.5 5.7
Red Sea 62.1 32.3 5.5
Kassala 54.9 35.3 9.8
Algadarif 44.8 41.6 13.6
Khartoum 64.6 29.5 5.9
Algazeera 74.3 22.4 3.2
White Nile 63.1 27.0 9.9
Sinnar 60.6 29.8 9.6
Blue Nile 79.1 17.6 3.2
North Kordofan 28.3 31.6 40.1
South Kordofan 31.0 35.2 33.8
North Darfur 50.7 36.4 12.9
West Darfur 75.2 22.5 2.3
South Darfur 61.0 29.0 10.0
Total 59.9 29.1 11.0
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
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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
Annex 4
Education Indicators from Baseline Survey
The following represent the major summary of indicators as shown
below:
Indicator Value
Type of School %Boys 23.3Girls 22.4Co-education 52.1
School ManagementGovernment 95.4Private 4.6
Mode of SchoolingRegular 77.6Nomadic 5.6Religious 1.3IDPs 4.0Village 10.8Collective 0.5Special needs 0.1
Schools with 8 Grades 69.0
School Social LocationResidential area 91.0Near market 8.3Near industrial area 0.7
Boarding schools 4.0
School FenceComplete 28.4Not complete 15.0Without fence 56.6
Schools keeping registration book 85.8Schools keeping attendance record 95.2Schools keeping performance record 60.7
Schooling Days (2006/2007)< 210 53.9210 + 46.1
Kindergarten within school 40.1
Main Source of Drinking WaterTap inside 38.9Tap outside 8.1Well 15.9Hafir / Foola 4.6River 2.1Handpump 13.1Others 17.2
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BASELINE SURVEY ON BASIC EDUCATION IN THE NORTHERN STATES OF SUDAN FINAL REPORT JUNE 2008
Indicator ValueSchools with Electricity 33.8
Source of Electricity
Public network 77.7Private generator 11.8Solar 9.5
Schools with telephone 12.7
Schools with first aid 19.4
Schools with a playground 42.3
Schools with a stage for drama 35.2
Schools with computers 6.6
Schools with shaded areas 59.4
Pupils Seating
Seated with desk 50.0Seated without desk 11.8Not seated 38.2
Average class size : 59
School Buildings : Classrooms
Good condition 49.0To be repaired 41.9To be replaced 9.1
Pupils : Teacher ratio : 34 : 1
Female teachers 67.7
Teacher Type of Service
Appointed 90.1Volunteer 4.4National service 1.8Part-time 3.7
Teacher Basic Qualification
Post university 1.8University 15.5Secondary 72.8Intermediate diploma 4.2Intermediate 3.5Other 2.2
Teacher Specialty
English 8.8Arabic 14.5Islamic studies 7.7Mathematics 9.5Social science 7.1Grade teacher 7.2General 35.2Computer 0.3NS 9.7
Teachers trained on teaching methods 62.1Teachers not trained on teaching methods 37.9
Indicator Value
Teacher Latest Training
Teacher training Institute 5.5Education College 20.0On-service 24.3
Bakht-elrrida Institute 3.7Females Teachers College 4.6No training 41.8
Pupils Admitted at Grade 1 as % of Applied 84.5Admitted at age 5 2.6Admitted at age 6 37.9Admitted at age 7 29.3Admitted at age 8 14.7
Pupils Not Admitted at Grade 1 as % ofApplied 15.5
Pupils Completed Pre-school as % of Admitted 42.9
Gross Enrolment Rate Total 71.7Gross Enrolment Rate Boys 77.7Gross Enrolment Rate Girls 65.7
Gross Intake Ratio Total 73.6Gross Intake Ratio Boys 79.8Gross Intake Ratio Girls 67.5
Distance of Home from School
Pupils < 1 Km 66.3Pupils 1 < 2 Km 20.6Pupils 2 < 3 Km 8.6Pupils 3 Km and over 4.5
Schools with Feeding Program 23.7Direct Feeding 13.2School Feeding 72.3Temporary Feeding 10.5Not Stated 4.0
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