[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108553-en":3,"doc-seo-108553-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},108553,8796095461564,"Liam","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","CONSTRUCTION OF BASIC EDUCATION SCHOOLS IN SUDAN (CBESS) - February 2021 - policy note","Policy Note CBESS addresses the urgent construction needs of basic education schools in Sudan. It outlines the scale of the school supply gap, noting millions of out-of-school children and the presence of substandard and open-air classrooms. It also accounts for an education ladder reform that would require substantial additional classroom construction. The note reviews the current school network, key construction challenges, and lessons from prior recovery efforts, culminating in policy recommendations and stakeholder responsibilities.","Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized  \nPolicy Note  \nCONSTRUCTION  \nOF BASIC EDUCATION SCHOOLS IN SUDAN (CBESS)  \nFebruary 2021  \nAcknowledgements  \nThis policy note has been prepared by a team as part ofthe World Bank’s analytical and advisory services project Support to Education Policy Reforms in Sudan. The team was led by Lianqin Wang and Tanya Savrimootoo and included Omer Elseed, Serge Theunynck and Dmitry Chugunov as authors. The policy note benefited from the overall guidance of Safaa El-Kogali (Education Practice Manager, Eastern and Southern Africa) and Milena Petrova Stefanova (Country Manager, Sudan) . This note is part of a series of policy notes which were reviewed by peer reviewers Samer Al-Samarrai, Harsha Aturupane, Tazeen Fasih, Laura Gregory, Elizabeth Ninan, Tigran Shmis, and Jeffrey Waite whose feedback contributed to their quality.  \nThis policy note was developed following discussions at the Sudan International Education Conference on education reform held in Khartoum in January 2020, and subsequent meetings and consultations with the Government at the federal and state levels, development partners, and other stakeholders in Sudan. The World Bank team is grateful for all the support received and extends its special appreciation to H.E. Mohamed El Amin El Tom, Minister of Education and H.E. Tamador Eltrifi Awad Elkrim, Undersecretary for the Federal Ministry of Education for their guidance and close collaboration on this work.  \nNote  \nThis policy note (CBESS) focuses on basic education. Another policy note, the Sudan Simulation Model Handbook for Education (SSMHE), addresses the needs and requirements of secondary education. SSMHE is a companion document to CBESS and is available to the Ministry of General Education.  \nDisclaimer:  \nThis note is a product of the staff and consultants of The World Bank. The findings, interpretations and conclusions expressed in the note do not necessarily reflect the views of the Executive Directors ofThe World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this note do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.  \nTABLE OF CONTENTS  \nAcknowledgements 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 2 Note 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 2  \nExecutive Summary 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 4 1 􀀮 Introduction 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 6 2 􀀮 The current school network 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 8 2 􀀮1 Distance to School 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 10 2 􀀮 2 Classroom Quantity, Quality and Distribution 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 13 2 􀀮 3 Water and Sanitation 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 18 2 􀀮 4 Teacher housing 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 20  \n2 􀀮 5 􀀮 The specific challenge of middle school 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 20 3 􀀮 Sudan’s 2014 National School Construction Strategy Framework (NSCSF) 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 23 3 􀀮1 Lessons learned from the Basic Education Recovery Project (BERP) 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 26  \n3 􀀮 2 Implementation challenges 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮","cbCaivY91l8bepxd","https://ap.wps.com/l/cbCaivY91l8bepxd","pdf",5017427,4,1,48,"English","en",105,"# Executive Summary\n# Introduction\n## The current school network\n## Distance to School\n## Classroom Quantity, Quality and Distribution\n## Water and Sanitation\n## Teacher housing\n## The specific challenge of middle school\n# Sudan’s 2014 National School Construction Strategy Framework (NSCSF)\n## Lessons learned from the Basic Education Recovery Project (BERP)\n## Implementation challenges\n# The Main Construction Challenge Ahead\n# Policy Recommendations for School Construction","[{\"question\":\"What is the main focus of the CBESS policy note?\",\"answer\":\"CBESS focuses on the construction needs of basic education schools in Sudan and how to address gaps in access and learning conditions.\"},{\"question\":\"What constraints are described regarding school availability and classroom quality?\",\"answer\":\"The note highlights a severe shortage of schools, with many children out of school, and classrooms that are substandard or open-air and need rehabilitation or replacement.\"},{\"question\":\"How does the planned education ladder reform affect school construction needs?\",\"answer\":\"Introducing an education ladder would require additional classrooms per basic school, leading to an estimated need for large-scale construction over the coming decade to reduce the current backlog.\"}]","CONSTRUCTION OF BASIC EDUCATION SCHOOLS IN SUDAN (CBESS) - February 2021 - policy note | PDF",1784472230,121,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":87,"head_meta":89,"extra_data":91,"updated_unix":29},"construction-of-basic-education-schools-in-sudan-cbess-february-2021-policy-note","",{"@graph":37,"@context":86},[38,54,69],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":20},"https://docshare.wps.com/document/construction-of-basic-education-schools-in-sudan-cbess-february-2021-policy-note/108553/",{"url":53,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":24,"description":14,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":42,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-07-30","2026-07-19",true,{"@type":66,"interactionType":67,"userInteractionCount":20},"InteractionCounter",{"@type":68},"ViewAction",{"@type":70,"mainEntity":71},"FAQPage",[72,78,82],{"name":73,"@type":74,"acceptedAnswer":75},"What is the main focus of the CBESS policy note?","Question",{"text":76,"@type":77},"CBESS focuses on the construction needs of basic education schools in Sudan and how to address gaps in access and learning conditions.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"What constraints are described regarding school availability and classroom quality?",{"text":81,"@type":77},"The note highlights a severe shortage of schools, with many children out of school, and classrooms that are substandard or open-air and need rehabilitation or replacement.",{"name":83,"@type":74,"acceptedAnswer":84},"How does the planned education ladder reform affect school construction needs?",{"text":85,"@type":77},"Introducing an education ladder would require additional classrooms per basic school, leading to an estimated need for large-scale construction over the coming decade to reduce the current backlog.","https://schema.org",{"og:url":53,"og:type":88,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":90,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":93},[94,98,102,106,111,116,121,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":95,"show_sort_weight":96,"slug":97},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":99,"show_sort_weight":100,"slug":101},"Literature",80,"literature",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":103,"show_sort_weight":104,"slug":105},"Exam",70,"exam",{"id":107,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},5,"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":47,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":47,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":47,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":107,"slug":139},19,"General","general"]