12
Chapter Three stated that a council should be established to run the Commission, and to be concerned with formulating general
policies for the commission, and to supervise it. The council should exercise the following tasks:
One. formulating the general policies governing the relations
between the Sudan and the organizations working in the realms of education, science and culture.
Two. Studying the programmes, agreements and conventions projects with the organizations in the light of suggestions and
studies presented. Three.
Approving the annual report and submitting it to the organs concerned.
The other articles referred to the importance of organizing the work of the Commission through an executive office, technical
committees and general secretariat, each of them as special duties. The law also included articles referring to financial resources and
spending restrictions and responsibilities.
A number of regulations emerged from the previous acts for implementation sake.
1.1 B - Organization, Structure and Management of the
Education System
In 1992 the educational ladder was changed from 6-3-3 to 8-3, and pre-school education became part of the educational
system, hence, the educational structure was composed of three cycles: Pre-school Education, Basic Education and Secondary
Education see figure 2.
Children are enrolled at kindergartens and khalwas Quranic schools at the age of 4, then they are admitted to Basic schools at
the age of 6, and those who pass their examinations will go to secondary schools.
According to the fourth constitutional decree 1991 the administrative set-up of the education system was changed, and
the Ministry of Education became a technical body entrusted to carry out the tasks of planning, training, educational research,
curricula, Sudan National Certificate Examinations and co-ordinating with the states. But in 1993 the Ministry of Higher
Education and the Ministry of General Education were unified into
13
one Ministry called the Ministry of Education and Scientific Research, which took charge of the duties of the two previous
ministries, in addition to the pure technical duties, such as planning, supervision, follow-up and coordination with the states
and universities. It was also responsible for foreign relations in the domain of education, curriculum design and development, and
training of working personnel. The Ministry also through its committees – undertook the duty of formulating the general
policies, but they are carried out by the General Directorates.
In 1995 the Ministry was again separated into two entities: the Ministry of Higher Education and Scientific Research and the
Ministry of General Education which exercised its planning technical role through its six General Directorates as shown in
Figure 3.
1.1 C
Evaluation Policies, Methods and Instruments
The Comprehensive National Strategy – the education sector – concerns itself with evaluation, because the first of the seven
pillars of the education strategy states : “the adoption of scientific educational planning, and the promotion of educational
administration and development of the methods of follow-up and evaluation.”
The first part of the strategy “Educational Planning assessment and evaluation” states that an assessment and
evaluation under-secretariat should be set-up at the Federal Ministry of Education. It is also stated that educational evaluation
and assessment should be a shared responsibility between the Federal and the state educational authorities.
Methods and Instruments: -
The strategy is divided into three phases, and an evaluation study will be conducted at the end of each phase to make use of the
findings in the following phase. But, concerning the continuous evaluation, there are many methods and instruments the most
important ones are: - One. periodic meetings of Ministers of Education and General
Directors. Two. The council of Under-Secretary
Three. Sudan Examination Board
14
Four. Forms are made to be filled every three months at all levels of administration, and a comprehensive report should be
written at each ministry and be submitted to the Council of the Under-Secretary which, in turn, would submit it to the Council
of Ministers.
Five. Monthly reports written by school headmasters are also to be delivered to education local authorities and to directors of
secondary education.
An important study which has recently been carried out was study on assessment of pupils’ achievements – specifically of
Grade 4 at Basic Schools.
1-1 DObjectives and Principle Characteristics of Current and forthcoming Reforms.
The recent reforms are characterized by their good quality which aim to promote the educational performance and to be
comprehensive and balanced. They are also intended to increase the chances of communication due to the availability
of technology, which should be used to achieve the aims of education and to promote its quality and competency. These
reforms have accompanied the developments which occurred in the field of federalism; the Federal system made it necessary
to change the methods of educational work, and to determine the duties and tasks, and to develop the managerial, planning,
evaluation and implementation techniques.
The Reforms included the following: In the field of Information:
The Education data-base was developed to link the states in the Sudan with the Federal Ministry of Education; it would
facilitate the flow of accurate information and modern documented data, which, in turn, would enable policy-makers to take decisions.
The Ministry will also introduce the computer at the school level in order to accompany the new secondary school curricula; moreover,
it will provide other educational aids and techniques, including laboratories, libraries and sports equipment; this will enrich the
school environment.
15
Educational reforms included also the teaching profession, in terms of academic and professional training for basic school
teachers, who would only be recruited if they had attended a University course. This policy was adopted in 1994, and, as a
result, eight thousand teachers both males and females obtained a university degree Bachelor of Education in 2000.
In order to promote the teacher social and economic status and to enhance his stability, a number of decisions were made and
a number of secondary school teachers were re-trained. The reforms included the handicapped, and special schools were
devoted to them, where new curricula and teaching methods were devised; and those who graduated from these schools were allowed
to continue their higher education.
The administrative set-up; of the federal Ministry of Education was completed and updated; this was appropriate in
order to enable the Ministry to perform its planning and co- ordination tasks, and hence, to achieve the aims and objectives of
the federal government; the different directorates will become special centres to carry out the above-mentioned tasks.
16
1.2 Major Achievements During the Period 1990-2000
