Issues and challenges related to access to quality basic education in Sudan.

Elbla, Alawia Ibrahim Farag

Introduction

During the last two decades, Sudan has witnessed some remarkable increase and progress in the enrolment rates of children within school going age due to the attention and concern paid by the Sudanese government. In 2007/2008 the overall average gross enrolment rate reached 71.7%, 77.7% for boys and 65.7% for girls (Sudan Baseline Survey, 2008). However, achieving the targeted goals of EFA and MDGS (where the issues of quality and equality are stressed) by the year 2015 a major challenge is still facing Sudan. The gender gap in basic education is 12% in favour of boys and there are still considerable numbers of children (boys and girls) outside the education system. The existence of large number of children, mostly girls from marginalized and least served communities such as nomads, internally displaced people (IDPS) and far remote villagers always worry the education authorities in Sudan. In this context, the issue of discussing equal access and gender equality becomes an urgent necessity for researchers, thinkers and educators globally, regionally and nationally (Arnot & Fennell 2008; Unterhalter 2008).

Both EFA and MDGS goals are emphasizing the issue of guaranteeing and strengthening an access to quality basic/secondary education for both boys and girls. The statistical data of many reports and studies in Sudan indicated that there are observable gains in terms of enrolment and physical classes, but the argument that could be raised here:

Are these gains enough indicators for reflecting the quality of the opportunities being provided?

Have we moved beyond these numbers of physical places and children enrolled, to the issues of equality of resources and their quality?

Are we certain that our teaching is effective and our learning is productive?

Education access must be meaningful and more than simply structural access for every boy and girl as argued by UNICEF 2002; UNESCO 2008; Unterhalter 2009; Motala, Dieltiens and Yousif 2009.

Access to education

The meaningful access to education includes regular attendance rates for both boys and girls, systematic progression, achievement and learning, appropriate transition from primary to secondary education. In addition to absence of corporal punishment, availability of toilets, drinking water, play grounds and equal treatment all contribute to meaningful access to education (Pendlebury 2008).

The number of schools and enrolled children alone are not sufficient indicators for the achievement of EFA and MDGs. The real indicator is the equality, quality and relevancy of the provided education (UNESCO 2013). Moreover, EFA is concerned about ensuring that girls and women of all ages have given opportunities to develop their potentials and able to ensure the full and equal participation in building a better world (Oxfam 2005). The necessity of moving beyond number to issues of equality and quality is very urgent and needs investigation. Questions need to be readdressed and examined here in this context of equality/equity and quality includes:

* What kind of education is provided for all children in Sudan?

* What kind of quality?

* What kind of knowledge- Relevancy (Fox 2008) for example, does education offered in Sudan provide girls with the tools and skills needed to improve their impoverished environments and lead to their future empowerment?

* Do we have gender-sensitive, gender-responsive and nondiscriminatory educational environments that benefit both boys and girls and prepare them for their full participation in the social, economic and political development of their societies (John et al. 2009)?

These above mentioned are questions and dilemmas that need to be addressed if we are aiming to achieve EFA and MDGs by 2015. There is always a need to look beyond numbers (access) and examine local realities and empowerment in education, the gap between what is stated in the education policies and the practical implementation should be considered and resolved (Unterhalter 2009).

In their efforts and rush to provide many children of school going age, with access to education, educational authorities (in Sudan like in many other developing countries) put much focus on the numbers (parity) and missed the equality and quality aspects of education. An argument that might be raised here, is although providing more schools may increase the overall numbers of children who might have access to education, but this does not necessarily address the lack of opportunities for girls for example, and do not confront the problem of how to support girls to remain in school until they have achieved a good quality education which can improve their capabilities (Oxfam 2005).

There should be an understanding to differentiate between gender parity and gender equality. Gender parity aims at achieving equal participation of boys and girls in education, while gender equality should be understood as the right to gain access to participate in education as well as to benefit from gender-sensitive and gender-responsive educational environments. It is also a right to obtain meaningful education outcomes that ensure that education benefits translate into greater participation in social, economic and political development of the societies. Accordingly, achieving gender parity is only step for achieving gender equality (UNESCO 2012, p. 21).

Research methods

The findings presented and discussed in this paper are derived mainly from the data that has been collected (within the period of 2009 to 2010) for the Gender Equality, Education and Poverty (GEEP) Project. GEEP is a research project that is focusing on key issues related to EFA and MDGS (with particular emphasis on gender equality in education) in post conflict Sudan and South Africa.

Semi-structured interviews, focus group discussions and observations were the main instruments used following qualitative research design based on purposive sampling because of its suitability to the nature of the topic being investigated (Bryman 2008). Through these interviews and focus group discussion, the researcher deepens her understanding and analysis of why there are still gender inequalities in education existing in Sudan in addition to the poor quality of education being offered, in spite of the government's commitment and efforts to attain the goals of EFA and MDGS by the year 2015?

Perspectives about the quality and the role of education as empowering tool for children to lead the life they choose and value were also discussed during the interviews and group discussion. Data were collected from two co-educational governmental schools in Khartoum State at Omdurman province. One of these schools is serving the children of semi-nomadic people and the second one is serving children from internally displaced and poor communities. The sample is made up from two headmasters and six teachers (two females and four males) in addition to twelve pupils (six males and six females).

Findings of the research

The following issues were raised by the research participants in relation to the quality and equality of the educational opportunities being provided to boys and girls in the areas of the study.

Key issues affecting equality and quality of education in Sudan poverty and families' financial status

Poverty is a real problem facing majority of the Sudanese people. Despite the rich natural resources and the fertile vast land, Sudan remains as one of the least developed countries in the world. According to the 2011 Human Development Report, Sudan was ranked as the 169th among the 177 States (United Nations Development Program (UNDP) 2011). The long lasted war, the ongoing conflicts and the separation of the South Sudan are major factors impacting the economy of the country which in turns negatively affect the quality of social services being provided to people. 46.5% of the total population lives in poor conditions and the majority of these poor populations are living in rural areas, women and internally displaced people (IDPS) make about 12% of the total population (UNDP 2011). There is also a high rate of unemployed populations and majority of people are working in informal sectors. These mentioned figures reflect the fact that the achievement of the MDGs (poverty reduction in particular) by the 2015 is still challenging and not realistic in Sudan in spite of the State's commitment and strategies for poverty alleviation. In the same line, this poverty has impacted the quality of the services (education is an example) being provided to people.

One of the education policies in Sudan for universalizing the services of the basic education, states: 'basic education is free and compulsory'. The participants of the study in the two schools disagreed with this statement. For them, education is neither free nor compulsory. Due to the limited resources and regular involvement in war and conflict, the State is not fully financing schools. On the other hand, parents are asked by the school/parents councils to pay monthly a certain amount of money (ranging from 5 to 10 Sudanese Pounds) for each child registered at school. This amount of money is not affordable to most families especially if they are having more than one child in the school; at the same time, this statement of education policy tends to create a sense of mistrust between the parents and the school administration as explained by one of the schools head master,

When we (teachers) at school, ask parents to financially contribute to the education of their children, they do not believe in us and think that we are taking their money for ourselves, they tend to argue on this by saying that, the government declares basic education to be free, so why you teachers ask us to pay (headmaster (2) February 2012).

Furthermore, most parents living in the area of the study are unemployed while others are working in causal jobs. Women are selling tea or working as house servants and cleaners. When families experience financial difficulties, some decide to keep their children at home. Most often it is girls who are affected by such decisions as they are taken out of school due to financial constraints. Some girls drop-out of school to work with their mothers in the causal jobs mentioned earlier while some leave school and get married just to reduce the economic burden of their schooling for their families. Due to poverty some boys also drop out of school to work to contribute to their family income. In most cases among these poor communities, if families experience any financial problems, they ask their children to go and look for jobs to earn.

Here is a response of a dropped-out boy,

I stopped going to school because I am from a poor family with limited financial resources. My family failed to pay my school fees and buy me a uniform and books in addition to the daily money I need for food and transport. Instead I found selling in the street more attractive affording me and the family and with economic benefits. Through selling I am able to have money to support my family and at the same time I become economically independent, buying everything that I need (10 years old boy June 2010).

Another female pupil indicated that,

I was absent from school this semester for three days. My parent failed to pay the 10 Sudanese pounds and the school would not allow me to attend until the fees were paid. I missed important lessons during this period, and I hope such a problem should not happen to me again (13 years old girl, November 2010).

These discussions go in line with the response of one of the female teachers,

There are remarkable numbers of pupils who drop-out because of the school fees; this is more observed among girls. They are the first ones to be taken out when the family cannot pay the fees (Female teacher (3) November 2010).

Poverty affects both boys and girls' education but in some places (among nomadic/semi-nomadic people), it is found to be impacting girls more than boys, especially if parents do not strongly believe in girls' education. Charging of school fees always push those parents to pull their daughters out of school on the assumption that they will be married and will join the husband's family so it is not worth to invest on their education. Therefore, the poor economic condition of some families strengthens inequalities in education among girls of these study communities.

Learning environments and untrained teachers

An access to education is inclusive and meaningful if it ensures the enrolment of all children (boys and girls) of school going age, strengthens their retention, progression, achievement and completion. These mentioned requirements will not be guaranteed unless the school environment is made to be attractive, supportive, responsive, gender-sensitive, supplied with well qualified/trained teachers, textbooks, relevant curriculum, effective teaching methods, drinking water, provision of latrines, playgrounds, well furniture classes, proper seatings, and absence of corporal punishment (Pendlebury 2008).

These indicators of meaningful conditions of education do not fully exist in the two schools of the study although theoretically they are well spelt in the country EFA policy. The interviewed teachers and headmasters agreed on the absence of most of these mentioned elements, hence, the question poses itself here is that: How could education provided in such poor school environments empower the learners (boys and girls) and develop their future potentials?

The response from one of the schools headmasters illustrates this,

Throughout this academic year we at this school did not receive any educational materials, books, chalk and other stationary from the State Ministry of Education. See how poor the school is! No proper seating, no clinic for the sick pupils and as a way of keeping the school functioning parents pays 10 Sudanese pounds for each child registered at the school. From this money we buy chalk, books, pens and drinking water (Head Master November 2010).

Another female teacher went further and expressed herself as follows,

How do we expect pupils to attend and perform better in this frustrating environment? It is true this poor environment affects both boys and girls, but girls are always more sensitive to such influences (Female teacher (1) November 2010).

This last response affirms the notion that, the poor school environment negatively affects the retention of both boys and girls. However, its impact on girls is more obvious. Girls have special needs that should be taken care of, such as provision of latrines, drinking water, and existence of female teachers, gender-sensitive curriculum and effective teaching. With regard to this issue, research has shown that girls are found to be more sensitive to school quality than boys and the quality of the teachers has also greater influence on girls' education (Kane 2004 cited in USAID 2008, p. 7).

Furthermore, the two schools lack qualified trained teachers; the pupils-teacher ratio is 60:1 in one school and 45:1 in the second one. This also goes beyond the capacity of the teacher to fully supervise and guide the pupils. The interviewed teachers complained about the lack of training and confirmed that they are in need for the visits of the educational supervisors to assess and identify needs for training and support. This goes in line with the findings of the baseline survey conducted in 2008 (about 41.8% of the teachers have not benefitted from any sort of training, although this was one of the objectives set for enhancing the quality of education for all). As well it confirms with the argument of Unterhalter 2009; UNICEF 2002; UNESCO 2004 and USAID 2008 about the issue of ensuring quality education to all children. To them offering poor quality education is same as offering no education at all.

Location and distance to school

For the accessibility of education, the distance to school should not exceed 3 Kilometres (education policy). The two schools focus of this study are to some extent within the reach of most children but still there are some children (especially for the semi-nomadic) who come to school from long distant areas suffer from the activity of coming and going to school.

Girls are most affected by the distance between their homes and the school and parents do not feel safe to let their children walk the long way as pointed by one of the headmasters,

Some parents feel reluctant to send their daughters a long distance to school. They are afraid that girls might be attacked or even raped on their way to school (Head Master November 2010).

One of the interviewed female pupils supported this by saying that,

Many times I missed the morning lessons because of the long walking distance between my home and the school. The situation sometimes gets worse especially during the summer when we leave the school and back to our homes. The 2 o'clock sun is even horrible (12 years old girl November 2010).

Girls targeted by these research communities (semi-nomadic or poor communities) are playing central role within their families. They assist their mothers in cooking, cleaning, washing and taking care of their young siblings (domestic chores). Therefore, performing these gendered roles at home and walking long distance to catch school on time always put additional pressures on girls to the extent that might create feelings of fatigue and tiresome among them and influence their retention and achievement. From the data presented above the distance and location of the school from the pupils' homes together with the environmental conditions and the household chores are barriers to girls' daily school attendance, which impact negatively on their participation at school.

Socio-cultural practices and the negative societal attitudes towards education

The socio-cultural practices play major roles in either strengthening or hindering girls' education in Sudan. When parents are positives towards their girls' education this will encourage their full participation, on the other hand, when parents and families are not supportive and having negative attitudes about the value and the necessity of girls' education, this will hinder girls' participation in education.

The impact of these socio-cultural practices are existing in both schools though, the type of the practices and their impact differ from one school to another. For instance, the interviewed participants of the school that is serving the semi-nomadic community agreed on the fact that the early arranged marriage and men hegemony is the major challenge for girls' education.

Here are some responses for more illustration,

Here in this area, due to the negative parental or societal attitudes towards the importance of girls' education, I have noticed that many parents stop their daughters attending school when they reach the age of puberty, on the assumption that it is time for girls to get married and stay at home, practicing the gendered role of taking care of the husband and children (Head Master November 2010).

According to this headmaster, the source of these negative attitudes about girls' education is,

These attitudes represent the different cultural stereotypes that are mainly derived from nomads' traditional norms. These norms view the education of girls as irrelevant to their future gendered roles as wives and mothers. Moreover, these people socialize their daughters in these roles at an early age even before the age of 12-15 years; the time that they should get married (Head Master November 2010).

In this school, the interviewees agreed that the early arranged marriage of girls and the decision taken by their fathers, uncles and brothers (men) for such arrangement is still a cultural practice that strongly exists in the area and is largely threatening girls' education. One female pupil said,

Nothing is as frustrating as the decision of our parents when it comes to the issue of marriage. They do not consider us nor think that we may have right to choose future life. I can cope with the poor school environment, the burden of paying the monthly fees and the domestic chores, but it is difficult to disobey my family decision in regard to marriage (14 years old girl January 2011).

These responses reflect the idea that nomadic/semi-nomadic community is a patriarchal society where the domination of men and the subornation of women still exist. In these communities men (fathers, uncles, cousins and brothers) are the decision makers for the future of their girls while women/girls (mothers, wives, daughters and sisters) have to obey these decisions. Obviously in this case girls are deprived the opportunities and moral space through which they can lead the life they value and choose. The ability for these girls to live their lives according to their potentials and the desire to have the kind of life they choose is far out of reach, due to their capability set which is influenced by various cultural, social and economic circumstances (Sen 1999).

For the other school which is serving the children of internally displaced persons (IDPs) and poor communities, the socio-cultural practices also greatly influence children education, however, it is not mainly the girls' early marriage; it is combination of many other practices including girls' early pregnancies. Girls, in helping their mothers in tea selling, or as cleaners and other activities like the making of local alcohol are exposed to sexual practices or harassment, such conditions always threaten their education continuation or completion specially if pregnancy occurs.

Furthermore, some of the families living in the area, their level of awareness in relation to the necessity of children education is low, they do not insist and motivate their children to attend school regularly as pointed by one of the teachers. It does not make difference for them, if the child has gone to school or not, again no follow up is made to make sure that their children attend school. This lack of family supervision always resulted in some children running away from school and joining what they call gang and get involved in stealing and committing other unwanted behaviours (Federal Ministry of Education 2008). Even if these children did not leave school, they come with these acquired kind of behaviour that influence other smaller children and girls. The fact that, people in the area are with diverse cultural, religion and ethnic backgrounds and their severe economic conditions sometimes make the issue of promoting children education very challenging.

Conclusion

In this paper the researcher tried to investigate issues related to quality and equality of basic education opportunities in Sudan. In spite of the country's commitment to reach the goals of EFA and MDGS by the year 2015 the retention, progression and achievement of the enrolled children are still not certain and the country is very far to reach those goals stated in EFA and MDGS declarations. Again the need to understand what is meant by gender equality in education which is sometimes mixed with the issue of parity is exigent (UNESCO 2004). Furthermore, moving beyond quantity to quality of such educational opportunities is very crucial and urgent if we are aiming to make our education meaningful, inclusive and non-discriminatory.

The findings reported in the paper are based on qualitative study of Basic Education Schools in Khartoum. The research participants raised number of issues that are impacting the enrolment, retention, progression, achievement and empowerment of children in the areas of the study. These issues include the poor economic conditions of the families, the low governmental investment on education, unattractive poor school environment, lack of qualified trained teachers, shortage of textbooks and educational materials, absence of drinking water and latrines and socio-cultural practices that contribute to hindering education and likely to contribute to not attaining the MDS and EFA to be fulfilled by 2015. Early arranged marriage for the semi-nomadic girls and the way this marriage is handled is reported to be the main sociocultural factor impacting girls' education. Early pregnancies, the involvement of girls and boys in work to support their families are main barriers for children education in the area accommodated by the IDPs and other poor populations.

Unless more keen efforts and work are made in these areas to review the educational standards and develop a more effective system to monitor the attainment of the EFA and MDGs in Sudan in general and among these local communities in particular, gender equality and quality education will not be achieved. For instance, it is not enough to get girls into school, but in order to keep them in there, there is a need to raise awareness about the importance of girls' education in the communities such as the ones described in this paper. Until this happens, the quality of the education provided for children and specially girls in these communities will not empower and promote their future wellbeing.

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Notes on contributor

Alawia Farag Elbla is an assistant professor in Education and the dean of the School of Psychology and Pre-School Education at Ahfad University for Women (AUW) in Sudan since July 2009.