The Role of Education in Reducing the Severity of Poverty in the

Sudan

Abdelrahim Ahmed Salim

Professor of Education, Omdurman Islamic University.Sudan

Keywords: Education, poverty, sudan

Abstract: The main objectives of this paper is to establish a link between education and poverty reduction, to clarify the

international strategies and policies of education in reducing poverty; and to examine the role of education in

poverty reduction in the Sudan.The method adopted is the descriptive, based on a survey of the educational

literature review in the field of poverty reduction.The main findings of the study are: there is a link between

education and poverty reduction; basic education provides comprehensive skills, applies the concepts values

associated with poverty reduction; the policies and strategies are in need of reconsideration in order to serve

the poverty stricken, displaced and deprived of education individuals.

1 INTRODUCTION

The beginning of the third millennium has witnessed

the redirection of the regional, international and local

strategies and policies towards reducing the severity

of poverty and its negative impact on the individuals

and communities at large.

The development goals of the millennium (2000-

2015) and the goals of sustainable development

(2015-2030) reflect the following in their first four

goals:(1)Eradicating all aspects of poverty all over the

world (2) Complete eradication of hunger. (3)

Maintaining good health and prosperity. (4)

Providing equal good quality education and

opportunities of permanent education for all.

Reducing the severity of poverty and maintaining

sustainable development represent priorities in the

political economic, social, environmental, cultural

and security fields, however, the role of education is

considered the corner stone in all fields.

Education is promulgated as a primary weapon

against poverty prevalence. Investment in education

increases the income level as well as the overall

standard of living. Moreover, education helps in

fulfillment of basic needs (eradicating poverty) and

the basic needs include the education availability.

Hence provision of education and fulfillment of basic

needs both reinforce each other. Education promotes

social cohesion which gives rise to the fall of human

poverty.

Poverty reduction has become an important goal

development agenda in many developing countries.

This is also the agenda of several international

development organizations including UNDP, World

Bank and UNICEF. During the World Education

Forum held in Dakar in April 2000, the international

community underscored the need to eradicate

extreme poverty and gave its collective commitment

to work this aim through education.

Due to the importance of education the Director

General (UNESCO) confirmed that education is not

only confined to the provision of schooling to

children, but it also takes into account their

preparation for life and obtaining better jobs to enable

them to contribute to their communities and making

the best use of their abilities. Moreover, all the funds

invested on education are expected to procure

multiple progress and development to both the

individuals bearing in mind that this is the right time

for investment. The paper aims at clarifying the

international strategies and policies for the

exploitation of education in reducing the severity of

poverty and providing solutions to its negative

impact.

2 RESEARCH METHOD

Descriptive method based on a survey of the

educational literature in the field of reducing the

Ahmed Salim, A.

The Role of Education in Reducing the Severity of Poverty in the Sudan.

DOI: 10.5220/0009994500002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 46-53

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

severity of poverty and its relationship with

comprehensive development consisting of the

following axes:

1. The concept of poverty and its definitions

2. Poverty in the Sudan.

3. The international strategies and policies for

utilizing education in reducing poverty.

4. The role of general education curriculum in

reducing the severity of poverty in the

Sudan.

3 LITERATURE REVIEW

3.1 The Concept of Poverty

Living in poverty is by all means a great risk since it

has many aspects which comprise scarcity of income,

lack of the necessary productive resources for

securing permanently stable living standards,

resisting hunger, malnutrition and disease, illiteracy

and ignorance. It also means constant increase in the

rates of disease and mortality, homelessness and lack

of shelter and accommodation.

Poverty is prevalent all over the world such as

public poverty in most of the developing countries

and the poverty pockets in the developed countries. In

addition to that, poverty may also be caused by

natural disasters, tribal disputes and deprivation from

the services provided by the social security

institutions. Poverty can also be experienced where

women are obliged to bear heavy loads and where

there are weak children, elderly, refugees and

displaced people in need of care and rehabilitation.

To sum up, poverty in all its forms represents an

impediment to the human race at large in enjoying the

right of leading a happy, secure and dignified life.

Classification of Poverty

Poverty has a number of concepts and definitions

which are disputable in most cases. However,

generally it is categorized in two types:

Type (1): Absolute poverty

It is marked by complete deprivation from the basic

economic, social and cultural necessities. It describes

the living situation of the individuals or specific

families without any comparisons between them and

others and this term is used in poverty stricken

developing countries.

Absolute poverty includes:

Primary Poverty:This type is experienced when an

individual or family lacks the basic natural needs, or

the lowest living conditions such as food, clothes,

healthy drinking water, appropriate environment,

accommodation, general health and education.

Secondary Poverty: It refers to deprivation from

participation in social life or lacking the lowest level

of social and cultural interaction.

Type (2): Relative Poverty

It is the condition in which people lack the minimum

amount of income needed in order to maintain the

average standard of living in the society in which they

live especially when compared with others who enjoy

better living conditions.

Poverty Alleviation

The term refers to the process of reducing the number

of poverty stricken individuals and improving their

living conditions. This term is used in the developed

industrial countries in particular.

Reducing the Severity of Poverty

That is eradicating the symptoms of poverty by

continuous reduction of the rates of malnutrition and

disease and the utilization of effective poverty

reduction programs.

3.2 Poverty in the Sudan

The Human Development Index Report (2014) on

poverty in the Sudan provided indicators about

poverty which can be summarized as follows:

1. (46%) of the Sudanese population suffer from

poverty.

2. (14%) live in absolute poverty.

3. (19%) represent the unemployment rate.

4. (65%) are deprived of electrical supply.

5. (43%) are deprived from healthy drinking

water.

6. (8.5%) suffer from multi-dimensional poverty.

3.3 The Role of Education in Poverty

Reduction

Katia Vladimirova and David Le Blanc (2015) study

indicates that there is a number of connections

between education and poverty reduction and that

education reduces poverty by increasing peoples’

income. The study confirmed that expanded

education typically benefitted worse off groups.

It, furthermore, showed that people are vulnerable

to poverty if they are below, or at risk of falling below

a certain minimally acceptable threshold of critical

choices across several dimensions such as education.

Education increases resilience to adverse shocks.

The Role of Education in Reducing the Severity of Poverty in the Sudan

Girls’ education, on one hand, prevents an inter

generational pass of poverty by breaking the cycle of

early marriage and child bearing and health risks

associated with these events.

A study by the World Bank (2015) in the Middle

East and Africa region indicated that there is a strong

link between education and poverty reduction.

Education increases household income by facilitating

the access to higher paid jobs. Education in the

Middle East and North Africa is not yielding high

investment in comparison with Asia, Latin America,

Caribbean and Sub-Sahara Africa.

Mtey and Sulle (2013) study revealed that

education is a significant tool required to be

implemented in all programs intended to fight poverty

and that it is potentially good for income generation

and improvement of persons’ self esteem. Quality

education in particular gives people appropriate skills

and the knowledge they need to address their social

problems.

Another study by Awan and Malik (2011) was

conducted to estimate the effect of education upon

poverty in Pakistan. The study showed that education

attainment is a critical determinant of the incidence of

poverty and should be considered primarily in

implementing poverty alleviation programmes.

Poverty according to the study declines with the

increase of the educational level.

The study showed that it is quite evident that

education can increase the earning potential of the

poor and they become productive. The educational

attainment of household head is the critical

determinant of household poverty in Pakistan.

Many studies highlight a positive relationship

between education and poverty reduction (Nassar and

Bildagy, 2016, Tystad 2017, Appleton 2001, Hag, R,

2005) have reported a significant positive effect of

education on growth. The study findings indicate that

education can be an effective investment of social

change when it functions as life empowering force by

aiming at securing human individuals with essential

skills of literacy, numerical, communication,

problem-solving and production work.

Khan and Williams (2006) study showed that

educated people have higher learning potential and

are better able to improve the quality of their lives,

and are less likely to be marginalized within society

at large. Education empowers a person and it helps

them to become more proactive, gain control over

their lives and broaden the range of available options.

Fan Nyange and Rao (2005) conducted a study in

Tanzania to demonstrate how household survey and

linking household human capital and access to

infrastructure and technology and public investments

in rural education have very favorable impacts on

poverty, raising about 43 poor people above the

poverty line per million shilling spent, with an

average benefit/ cost ratio of 9.

These impacts were found to be strong

statistically significant in all regions of Tanzania. The

researchers concluded that increased investments on

education should be a priority in all regions of

Tanzania.

The study by RagbendraJha, BagalaBiswal and

UrvashiBiswal (2001) found that public spending in

education helps reduce poverty. It tested whether

public expenditures on education, health and other

development activities have been effective in

reducing poverty in India. The study also revealed

that expenditure on higher education as opposed to

elementary and secondary education is more effective

in poverty reduction.

UNESCO (2002) suggests in one of its studies that

literacy helps in improving communication and

reasoning skills in children and it helps children to

move from impoverished family and break out of

poverty. It also suggests that quality basic education

for all citizens can help to lift communities out of

poverty. Moreover, education helps reduce poverty

by increasing the productivity of the poor through

fertility reduction health improvement as well as

equipping people with the skills they need to

contribute to the economy.

3.4 International Strategies and

Policies for Reducing the Severity

of Poverty

Youth, skills, utilization of education for securing

better jobs and poverty reduction international report

on Education for All (2012) which was signed by the

concerned countries in (2000) stated that the third

objective of EDUCATION FOR ALL was securing

the needs of children and adults via well-balanced

benefits for both adopting appropriate learning and

skills acquisition programs.

The above mentioned report also stated that a

considerable number of youth leave school without

acquiring the necessary skills which enable them to

join in the working market and suffer the worst

conditions of unemployment in a very early age or

end up in doing marginal jobs.

Other individuals who have the lowest academic

achievement are represented by the poverty stricken

in the urban areas, the rural areas and the war areas

have to live under difficult circumstances as they

immerse in low rent activities or unemployment.

Women on the other hand suffer from discrimination

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

which keeps them locked up and threaten their access

to education and means of poverty avoidance.

The report suggests three types of skills and tracks

for reducing the severity of poverty and securing a

general framework for developing the necessary

skills required for the potential jobs to be adopted and

incorporated in the general education strategies and

policies which can be summarized as follows:

1. The basic skills associated with reading,

writing, arithmetic, understanding basic text

and manipulating basic arithmetic calculations

which are considered basic to the aptitude

required for the accomplishment of jobs as well

as market.

2. The skills which are liable to conversion such

as solving problems, the ability to convert,

competence conditioning and the skills

required by the different working conditions

contexts. They, moreover, include effective

exchange of information, conveying the spirit

of leadership, diligence and the ability to

organize projects which can be implanted in

basic and secondary education and ultimately

get enriched and developed in the work areas.

3. Technical and vocational skills associated with

specific jobs such as working in agriculture,

industry, civil service, computer, sewing,

household activities, preparation of food and

hotel services.

Routes for Skills Acquisition

The routes shown on (Appendix I) may serve as a tool

for understanding the need for developing the skills

and the fields to be targeted by the strategies.

It shows all the skills needed by the youth i.e. the

basic skills, transferable skills, technical and

professional in addition to the contexts in which they

can be acquired. On the other hand, it reflects the

training on skills opportunities for those who did not

have access to systematic education. The

opportunities range from the second opportunity

programs for acquiring the basic skills and work-

based training including vocational practice and

training on agriculture.

At the base, there are the individuals who lack the

basic skills and are therefore obliged to accept

marginal jobs which keep them imprisoned by

poverty. On the top, are the ones who have acquired

the necessary skills which secure better jobs with

opportunities of organizing projects. Despite the

importance of the skills for the working market and

preparation for a better life, the (UNESCO, 2012)

stated that the competencies, values, behavior

patterns and the skills at large enable the individuals

to achieve success in many fields including better

jobs, civil participation, personal relations and

education for life what leads to the belief that life

skills and values can never be underestimated with

reference to performance skills as the international

report (2012) reveals. They are, precisely, necessary

for poverty reduction and eradication.

4 RESULT AND DISCUSSION

The role of education can be over viewed from two

angles: The curriculum contribution via concepts,

skills and values which boost the youth potential

energy and qualify them for life and work; and the

policies legislation's and laws which govern the

educational process.

4.1 The Role of Curricula in Reducing

the Severity of Poverty in the

Sudan

The curricula in the Sudan are undergoing drastic

changes. The current curriculum (1994) will be

terminated in (2026) and the new curriculum (2014)

is now being introduced starting with the first four

classes text-books which will be in use until (2026) as

the curriculum document (2014) shows.

The curriculum content analysis of poverty

reduction includes the following documents:

 The curriculum document (1990) and the text-

books which have been reprinted and updated

to be in use until (2026).

 The new curriculum document (2013).

 The scope and sequence matrix (2026).

The basic education document (1990) has focused

on concepts, values and the skills which help in the

reduction of poverty and fighting its causes:

1. Building human-oriented curriculum which

focuses on the students and takes into account

all the elements of character building.

2. The curriculum sets out to prepare the students

for life and work exploiting (150) values which

represent the values pattern adopted by the

Sudanese in their relationships, beliefs and

multi-culture (Appendix 1).

3. Providing the students with the competencies

and life skills (Appendix 2) which reform their

beliefs and enrich their values and spirit of

patriotism which are responsible for their

emotional and creative growth.

The Role of Education in Reducing the Severity of Poverty in the Sudan

4. Building a value-based curriculum which

derives from Islam and Christianity

consolidated by the axes and the relevant

general education value-oriented subject

matter.

5. The concepts and values included are marked

by relevance apart from atheism and any other

irrelevant beliefs.

6. The study of human beings and the universe

and the relationship between them is

approached within the appropriate temporal

and spatial dimensions any eliminating

eccentric interpretations or atheism-directed

ones.

7. The axis of applied art is based on the human

basic needs (clothes, housing, security,

nutrition and health).

The curriculum guidelines in (1990) document 1-

7 reflect the link between education and poverty in

many areas including preparation for life and work,

developing the skills for job income and wage

generation, civic education, communication, long life

education and satisfaction of human basic needs.

Moreover, the skills and values in (Appendix 2

and 3) comply with the international strategies and

policies discussed in 2.4.

Besides this role, the studies which analyzed the

content of basic education curriculum Abu Shanab,

El-Tall (1990) and Salim (2014) indicated that the

curriculum contains basic concepts, skills and values

that help in reducing the severity of poverty and

controlling its causes:

1. The levels of security awareness concepts

ranged between (21.1%) to (2.4%).

2. The levels economic and psychological

security ranged between (21.1%) to (20.5%)

respectively.

3. The levels of social, national and health

security were at the second rank with these

respective percentages(16.8%), (13%) and

(11.1%); whereas, the last group represented

the least frequency which include

environmental security (7.9%), nutritional

security (4.5%) and traffic security (4.2%).

Taking the results of the study by Salim (2014)

into consideration, the claim that the reduction of the

severity of poverty and controlling its causes was

significantly accounted for and confirmed in the basic

education curriculum since the preparation of the

students for life and work is one of its priorities.

The National Centre for Curriculum has published

curriculum-concomitant books, developed teachers’

guides and technical route text-books to be taught in

the 7

and 8

forms with the purpose of reducing the

severity of poverty and eliminating its causes which

consist of the following:

1. Introducing life skills in the axis of human

beings and the universe and applied arts.

2. Traffic safety awareness.

3. Books on HIV/AIDS.

4. Mines risk education.

5. The compressed curriculum of the war affected

areas and Taj-el-hafizeen schools.

6. The UNESCO books in the framework of the

Comprehensive Peace Agreement for the war

affected areas which are designed to assist

youth in resisting poverty by vocational

training and schooling within (10-15) days.

1 to 6 above indicate that the curriculum booklets

show the link between education and poverty

reduction as reflected in section 2.

Satisfaction of basic human needs returns from

education enhances economic, social and

environmental sustainability and promotes social

cohesion.

The new curriculum document (2014) added new

subjects to prepare the students for the 21

century

and to equip them with new skills required for

globalization and digital era (computer science, life

skills, civic education and entrepreneur).

Secondary school curriculum, on the other hand,

is based on merging the academic courses into the

technical and vocational ones, being a general culture

curriculum. It prepares the students for life, work and

future studies.

The curriculum consists of (60%) academic

subjects and (40%) vocational and technical subjects

(computer science, commercial sciences and

engineering, animal production, military studies and

family studies). Merging academic into vocational

and technical sciences parallels the UNESCO

suggestion for preparing youth for life and work and

fighting poverty.

According to the study by the Ministry of

Education and UNESCO (2013), despite the fact that

the secondary education is highly important, the

enrollment represents (34%) which means that (66%)

of the students whose ages range between (16-18)

join the work earlier.

Technical education, which represents (2.4%),

was established in order to qualify students for the

agricultural, industrial, commercial sectors as well as

women education has also undergone changes and

had its institutions dissolved into academic education

and universities despite its importance and potential

contribution in reducing poverty if it had received

sufficient financing, Ministry of Education Report on

Education for All (2015).

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

4.2 Eradicating Illiteracy and Adults

Education

Eradication of illiteracy targets large numbers of

illiterates (9.6) million. The Sudan is considered the

second country in Africa with reference to the number

of chidren who are not exposed to schooling.

According to Mohammed Hamid’s report on the

National Campaign for Illiteracy Eradication (2016-

2020), it was stated that there were new programs to

assist in poverty reduction in the framework of

parallel education which can be summarized in the

following points:

1. The national strategy in its first year

assimilated (5000) of the children whose ages

range between (5-9)and are deprived of

education into the regular basic education

institutions.

2. Children with ages ranging between (11-14)

were prepared for taking the basic education

examination from the parallel education

centers.

3. (500) students benefited from the applied life

skills programs which targeted the eradication

of nutritional illiteracy in the Red Sea State in

addition to (900) in South Darfur State.

4. The Um Sayalah scheme for the micro-funds

targeted (6000) families-30000 individuals

under the supervision of UNESCO and the

National Council for Illiteracy Eradication.

4.3 Policies, Legislation and Laws of

General Education

Article (44) of the Sudan Transitional Government

Constitution indicates that:

44-(1) education is one of the basic rights of all

citizens and that the government is responsible for its

provision without any ethnic, gender or disability

discrimination.

44-(2) Basic education is compulsory and free for

all nationals. The right to have access to international

education is also being considered for approval by the

Sudanese government.

The currently applied law, however, has laid the

responsibility of the administration, financing and

implementation on the state governments and

localities and the right for free education has not yet

been incorporated into the General Education Law

(2001). But most of the Sudanese States pay the

salaries of the teachers and provide the seating and

text-books.

Concerning the national support of education, it

was stated in a study by the Ministry of General

Education that the financial contribution of the

citizens to education represents (33%) collected by

the Educational Councils and that the support was not

subject to any financial and accountability regulations

applied at the state level.

This disparity between what the constitution

states (2005) and the reality of financing general

education in the above mentioned states and localities

may indicate that poverty should remain

uncontrolled,which will ultimately lead to communal

poverty and deprivation from education as the World

Bank Mission stated (2012).

Despite the government’s tremendous efforts,

multi dimensional disparities still persist in Sudan.

Notably, there exist severe regional, social and

structural disparities. A comparative analysis of

GERS at various levels across the eighteen states

reveals serious social divides and gender inequalities.

The distribution of public education spending among

people belonging to the same cohort shows that a

considerable proportion of educational resources

tend to be consumed by only the top 10 percent of the

educated within each generation (World Bank, 2012)

To alleviate the severity of poverty, the states with

agriculture and grazing dependent economies may

extend the schools holidays in the rural areas to

enable the students to participate in agriculture and

grazing and hence gain performance experiences and

skills which support the aims of the general education

curriculum.

Secondary general education in Khartoum State

classifies the schools into: Class (A) Model Schools

and Class (B) Model Schools and geographical

ones,in addition to (43%) of the students who are

admitted into private schools, Khartoum State

Government Council (2014). However, it is clear that

this law represent a breach of the constitution (2005)

which calls for quality education for all, leaving the

poor students, the displaced and disabled ones

vulnerable to all aspects of poverty.

Besides that, the monthly examinations and half

monthly examinations lead to wasting (25%) of the

time allotted for studying, and these results in

depriving the students of gaining the necessary skills

which help in poverty reduction.

4.4 Quality of Education in the Sudan

It is the quality of education that matters for poverty

reduction. It gives people appropriate skills and

knowledge they need to address the social problems.

Education quality in the Sudan is a priority in all

educational reports. It includes the input and the

output. Input includes human, physical and financial

The Role of Education in Reducing the Severity of Poverty in the Sudan

resources.

The output includes the educational, economic

and social returns. In the Sudan, however, assessment

is confined to academic achievement. The success

percentage in basic education exams was (76.5%),

(75%) in secondary education in 2016-2017 (Ministry

of Education Statistics).

The analysis of Sudan secondary school

certificate results indicate that the chances of the rich

group in obtaining good results are better compared

with the poor ones which qualifies them for attractive

faculties in tertiary education such as medicine,

engineering and advanced computer studies. Their

opportunities are 15 times better than the poverty

stricken individuals, the displaced and the groups

affected by war.

Concerning the human resources, the teachers

represent (85%) in basic education and (80%) in

secondary education.

Following the education reform of (1994), the

Sudan adopted the policy of appointing university

graduates instead of secondary school graduates. This

policy led to upgrading 140000 of the diploma

holders to the bachelor degree in education.

Until 2017, the indicators show that BEd and BSc

holders were granted a post graduate diploma in

education-(50%) in percentage; whereas, (35%) in

basic education have no educational qualification.

The remaining (15%) are educational institute

diploma holders. If the factors that affect teachers’

performance such as salaries, incentives,

accommodation, deployment and teacher student

ratio are not considered, the qualifications of the

teachers in basic and secondary education will

negatively affect the academic performance of the

poor students even in the urban areas boundaries.

With reference to the school environment, most of

the old schools comprised four classes which were

increased to six classes in 1971. In 1994, two more

classes were added to the expense of the recreation,

entertainment and activities playgrounds. Physical

education facilities had deteriorated to the extent that

many buildings were in a poor condition with

furnishing and teaching material supply awfully

inadequate.

The above analysis clearly demonstrates that the

quality of education in the Sudan is very poor, a

situation that may seriously affect the role of

education in reducing poverty and ultimately pave the

road for privatization and deprive the poor of the

proper education and increase the number of drop-

outs.

5 CONCLUSIONS

1. There is a close relationship between education

and poverty reduction and education represents

the corner stone in the achievement of

sustainable development goals.

2. Education in the Sudan follows the

international routes taking into account the

basic skills, transferable skills, technical and

vocational skills.

3. The curriculum and textbooks in use include

the concepts, competencies and skills

necessary for reducing the severity of poverty

as determined by the reviewed literature.

4. The strategies, policies and legislation’s need

to be reconsidered to account for the poverty

stricken, deprived, displaced people especially

the children in the war affected areas.

5. There is an urgent need for revising the

strategies and policies in all the human

resources sectors at all levels-economic, social,

environmental and technological in order to

achieve the goals of sustainable development

until 2030.

6. The eradication of all aspects of poverty can

never be achieved, but efforts to reduce it have

to be sustained.

6 RECOMMENDATIONS

1. The strategies and policies of general education

and the requirements of sustainable

development should be adopted in combination

to alleviate the severity of poverty and fighting

its causes until 2030.

2. The new curriculum should be developed until

(2026) to provide the students and adults with

the values, skills, life and performance skills

which help in poverty reduction.

3. The Sudanese government should sign up the

right of access to international education.

4. The constitution which is expected to be

approved in future should confirm the right of

free compulsory education until the secondary

level to achieve the fourth goal of sustainable

development in (2050).

5. Reconsidering the federal, state government

and localities education laws in order to

achieve compulsory education.

6. Enriching the tendency towards the creation of

projects to sustain education in war affected

areas, displacement and rural areas through

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

federal financing and call for help from the

specialized international organizations

7. Increasing the federal government support for

the states with limited resources, especially the

war affected areas, and displaced people to

reduce the severity of poverty.

8. Utilizing the facilities of Sudan Open

University in adult education programs and

youngsters as well as supporting the national

campaign for eradicating illiteracy

9. Bridging the gap between states in enrolment

and thereby raising the average enrolment with

special focus on those areas that are particularly

affected by civil strife, drought and

desertification.

10. Providing social protection services in a

manner that strengthens the capacity of the

poor for self-reliance.

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