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A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms

Author

Listed:
  • Alnuaman Alamin
  • Abdulghani Muthanna
  • Ahmed Alduais

Abstract

By following the qualitative evidence synthesis, this article reports on how education policy is made in Sudan by considering the contextual, socio-economical background of Sudanese education in the pre –post colonial era. Out of 39 published and unpublished documents, 33 documents were synthesized to answer these research questions: (1) who is responsible for education policymaking, and (2) how is the education policy made in Sudan? The analyses report that the promulgations of marco education policy in Sudan have been developed based on the contributions of different entities/bodies with a lack of transparency and consistency. The findings call for the presence of a transparent, consistent, integrated framework for education policymaking in the nation, which in effect facilitates the processes of effective implementations.

Suggested Citation

  • Alnuaman Alamin & Abdulghani Muthanna & Ahmed Alduais, 2022. "A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms," SAGE Open, , vol. 12(1), pages 21582440211, January.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440211071081
    DOI: 10.1177/21582440211071081
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    References listed on IDEAS

    as
    1. Dominic Rohner & Alessandro Saia, 2019. "Education and Conflict Evidence from a Policy Experiment in Indonesia," HiCN Working Papers 304, Households in Conflict Network.
    2. World Bank, 2012. "The Status of the Education Sector in Sudan," World Bank Publications - Books, The World Bank Group, number 2238, December.
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