GIRLS' EDUCATION POLICY IN SUDAN: CHALLENGES AND PROSPECTS
DOI:
https://doi.org/10.52627/ijeam.v3i3.175Keywords:
Girls’ education, Sudanese general education, Challenges, ProspectsAbstract
Girls' education in the 21st Century, is not only a women's issue it is a development issue. Girls' education is `positively correlated with increased economic productivity, more robust labor markets, higher earnings, and improved societal health and well-being. Nevertheless, Sudan has witnessed low development of girls' education because of the country's traditions. Parents tended to look upon girls' education with suspicion, if not fear, that it would corrupt the morals of their daughters. Moreover, preference was given to sons, who, by education, could advance in society to the pride and profit of their family. Therefore, this study aimed to assess girls' education policy in Sudan. In doing so, this study followed a descriptive qualitative approach to the type of library research in which the data collection technique was carried out based on literature data. The study confirmed that there are several barriers to girls' education in Sudan including economic factors (i.e. cost of educational materials, girls are needed at home to contribute to the household economy), cultural factors (early marriages, tradition, and customs), and school factors (motivation as the lack of female role models). The researcher suggests that the authorities should enforce laws against the marriage of young girls. In addition, schools should be built in such a way that they are close to villages, allowing girls to attend. Furthermore, the nomads should be given lectures to be aware of the necessity of girls' educationReferences
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Bedri. A. M. (2013). Reflections on the Struggle for Girls’ Education in Sudan. In Gendered Voices (pp. 25-40). SensePublishers, Rotterdam.â€
Brief, G. (2019). Educating girls: The path to gender equality.
Çöker, B. (2020). Girls' Education in Turkey: An Analysis of Education Policies from a Feminist Perspective. Online Submission, 7(9), 242-261.
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DFID. (2010). Helpdesk Report: Girls’ Education in Sudan.
Diko. (2007). Changes and continuities: Implementation of gender equality in a South African high school. Africa Today, 54(1): 108-116.
Duany. J. A. (1996). Sudanese woman and education: the struggle for equal access and participation (Doctoral dissertation, Indiana University).â€
Etim. (2016). Introduction to gender studies in Eastern and Southern Africa: a reader. Springer.â€
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UNESCO. (1996). Our Creative Diversity. Report of the World Commission on Culture and Development. Paris: UNESCO.
UNESCO. (2007). Education for all by 2015: Will we make it? Paris: UNESCO.
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UNICEF. (2005). Strategies for girls' education. Sudan: The community that made a difference.
UNICEF. (2015). Sudan country report on out-of school children. UNICEF Sudan Country Office.
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Unterhalter. (2019). Achieving Gender Equality in and Through Education: A Knowledge And Innovation Exchange (KIX) Discussion Paper. Global Partnership for Education.
USAID. (2008). Education From a Gender Equality Perspective.
USAID. (2019). USAID education: girls’ education.
Vázquez, M. C. O. (2017). Understanding Girls' Education in Indigenous Maya Communities in the Yucatán Peninsula: Implications for Policy and Practice. Echidna Global Scholars Program, Policy Brief. Center for Universal Education at The Brookings Institution.
Agusiobo. (2018). Education of the girl-child in Nigeria for a just, peaceful, harmonious society and sustainable development. International Online Journal of Education and Teaching (IOJET), 5(4), 768-786. http://iojet.org/index.php/IOJET/article/view/425/293.
Arnot & Fennell. (2008). (Re) visiting education and development agendas: Contemporary gender research. In Gender education and equality in a global context (pp. 13-28). Routledge.â€
Bedri. Y. (1986). Ahfad University College for Women: A Sudanese Educational Experiment. The Ahfad Journal, 1, 3-10.â€
Bedri. A. M. (2013). Reflections on the Struggle for Girls’ Education in Sudan. In Gendered Voices (pp. 25-40). SensePublishers, Rotterdam.â€
Brief, G. (2019). Educating girls: The path to gender equality.
Çöker, B. (2020). Girls' Education in Turkey: An Analysis of Education Policies from a Feminist Perspective. Online Submission, 7(9), 242-261.
DFID. (2005). Girls’ education: towards a better future for all. Published by the Department for International Development.
DFID. (2010). Helpdesk Report: Girls’ Education in Sudan.
Diko. (2007). Changes and continuities: Implementation of gender equality in a South African high school. Africa Today, 54(1): 108-116.
Duany. J. A. (1996). Sudanese woman and education: the struggle for equal access and participation (Doctoral dissertation, Indiana University).â€
Etim. (2016). Introduction to gender studies in Eastern and Southern Africa: a reader. Springer.â€
FAWE. (2018). (Forum for African Women Educationalists). Gender Equality Strategy for the Continental Education Strategy for Africa 2016-2025. Nairobi: FAWE, 2018.
FED. (2016). Provision of Technical Assistance for the support of the Implementation of the Primary Education Retention Programme (PERP) in Sudan.
Fincham. (2018). Gender and primary school dropout in Sudan: Girls’ education and retention in Red Sea State. Prospects, 1-16.
GEC. (2014). Girls’ Education Challenge Project profiles.
GPE. (2016). Gender Equality Policy and Strategy 2016-2020 (Washington, DC: GPE, 2016b).
Holmarsdottir et al. (2013). Gendered voices: Reflections on gender and education in South Africa and Sudan (Vol. 23). Springer Science & Business Media.â€
Iddrisu. (2016). Universal Basic Education Policy: Impact on Enrolment and Retention. Journal of Education and Practice, 7(17), 141-148.
Jejeebhoy. (1995). Women's education, autonomy, and reproductive behaviour: Experience from developing countries. OUP Catalogue.â€
Kwauk, C., Braga, A., Kim, H., Dupuy, K., Bezu, S., & Knudsen, A. (2018). Non-formal girls’ life skills programming Implications for policy and practice. Policy Brief.
Lasonen et al. (2005). Education and training in Ethiopia: an evaluation of approaching EFA goals (No. 23). Institute for Educational Research.â€
Modi, A. (2017). Giving Girls Wings to Fly: Tools to Empower Adolescent Girls in Rural Communities in India. Echidna Global Scholars Program. Center for Universal Education at The Brookings Institution.
Naveed. (2018). The importance of educating girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan. Echidna Global Scholar at the Brookings Institution and Education Specialist at USAID Pakistan (Issue November). www. brookings. edu/echidna-global-scholars-program.
Nomlomo, V, Farag, A and Holmarsdottir, H. (2012). Challenges to gender equality and access in education: Perspectives from South Africa and Sudan. Southern African Review of Education, 18(2), 41-57.
Parsitau, D. S. (2017). Engaging the Custodians of Tradition and Culture: Leveraging the Role of Multiple Actors in Maasai Girls' Education. Echidna Global Scholars Program, Policy Brief. Center for Universal Education at The Brookings Institution.
Sibbons, M., D. Swamfield, H. Poulsen, A. Giggard, A. Norton, and A. Seel. (2000). Mainstreaming gender through sector wide approaches in education: Synthesis report. London: Overseas Development Institute/Cambridge Education Consultants.
Smith et al. (2012). A model of women’s educational factors related to delaying girls’ marriage. International Review of Education, 58(4), 533-555.
Subrahmanian, R. (2005). Gender equality in education: Definitions and measurements. International Journal of Educational Development, 25, 395-407.
 
Sudan Central Bureau of Statistics. (2010). Sudan Statistical Year Book: Sudan Statistics 2010. Khartoum: Sudan Central Bureau of Statistics, Sudan Ministry of the Cabinet.
Sudan Ministry of Education Census. (2010). Red Sea State school census.
Sudanese Federal Ministry of General Education. (2008). Baseline Survey on Basic Education in the Northern States of Sudan. Khartoum: Sudanese Federal Ministry of General Education.
Sultana, I. (2019). Social Factors Causing Low Motivation for Primary Education among Girls in the Slums of Karachi. Bulletin of Education and Research, 41(3), 61-72.
Tairab & Ronghuai. (2017). Analyzing ICT Policy in K-12 Education in Sudan (1990-2016). World Journal of Education, 7(1), 71.â€
Tembon & Fort. (2008). Girl's education in the 21st century: Gender equality, empowerment and growth. The World Bank.â€
UNDP. (2007). Human Development Report: Making Globalisation Work for All [online].
UNDP. (2011). Achieving the MDGS and Reducing Human Poverty [online]. Khartoum: United Nations Development Programme in Sudan.
UNESCO. (1989). UNESCO Statistical Yearbook. Paris: UNESCO.
UNESCO. (1996). Our Creative Diversity. Report of the World Commission on Culture and Development. Paris: UNESCO.
UNESCO. (2007). Education for all by 2015: Will we make it? Paris: UNESCO.
UNESCO. (2010). World data on education. Principles and General Objectives of Education.
UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4 (Paris: UNESCO, 2015).
UNGEI. (2007). United Nations girls' education initiative: Regional updates.
UNGEI. (2019). Gender-Responsive Education Sector Planning A pathway to gender equality in education.
UNICEF. (2005). Strategies for girls' education. Sudan: The community that made a difference.
UNICEF. (2015). Sudan country report on out-of school children. UNICEF Sudan Country Office.
United Nations. (1948). The Universal Declaration of Human Rights [online]. Available at www.un.org/en/documents/udhr/.
Unterhalter. (2019). Achieving Gender Equality in and Through Education: A Knowledge And Innovation Exchange (KIX) Discussion Paper. Global Partnership for Education.
USAID. (2008). Education From a Gender Equality Perspective.
USAID. (2019). USAID education: girls’ education.
Vázquez, M. C. O. (2017). Understanding Girls' Education in Indigenous Maya Communities in the Yucatán Peninsula: Implications for Policy and Practice. Echidna Global Scholars Program, Policy Brief. Center for Universal Education at The Brookings Institution.
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2021-12-31
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