ICT IN EDUCATION IN SUDAN - Policy Note - February 2021 - Recommendations for Action

Jul 19, 2026

Upload by Liam

ICT in Education in Sudan presents a policy perspective on how information and communication technologies can support access, quality, equity and system resilience. It identifies critical constraints including uneven internet, device and electricity infrastructure, limited planning and implementation capacity at system, school and classroom levels, and risks of widening existing digital divides by gender, wealth, geography and other inclusion barriers. Drawing on international lessons, it outlines principles for scalable, inclusive, teacher-centered and ecosystem approaches using open standards and data-driven decisions, followed by near-term recommendations and operational examples.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Executive Summary

Introduction

Challenges When Considering the Use of Edtech in Sudan

General Lessons and Insights from International Experience for Sudan

Practical Examples for Sudan from Around the World

ICT in Education in Sudan: Recommendations for Action

Matrix of Challenges, Policy Recommendations and Responsible Stakeholders

References

Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized Policy Note ICT IN EDUCATION IN SUDAN February 2021 Acknowledgements This policy note has been prepared by a team as part of the 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 Michael Trucano as the author. 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. This policy note was developed following discussions at the Sudan International Education Conference on education reform held in Khartoum in January 2020, and subsequent meetingsand 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. Disclaimer: This note is a product of the staff and consultants ofThe 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. TABLE OF CONTENTS Acknowledgements 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 2 Executive Summary 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 4 1 􀀮 Introduction 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 5 2 􀀮 Challenges When Considering the Use of Edtech in Sudan 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 6 3 􀀮 General Lessons and Insights from International Experience for Sudan 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 7 4 􀀮 Practical Examples for Sudan from Around the World 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 9 4 􀀮1 􀀮 Getting connected 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 10 4 􀀮 2 􀀮 Education data and education management information systems (EMIS) 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 10 4 􀀮 3 􀀮 Digitally capable teachers 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 10 4 􀀮 4 􀀮 Integrating technology into teaching and learning at the secondary level 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 11 4 􀀮 5 􀀮 Using technology to promote literacy at the primary school level 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 11 5 􀀮 ICT in Education in Sudan: Recommendations for Action 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 11 6 􀀮 Matrix of Challenges, Policy Recommendations and Responsible Stakeholders 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 13 References 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 16 POLICY NOTE ICT IN EDUCATION IN SUDAN 4 EXECUTIVE SUMMARY The Sudanese education system faces many challenges related to the potential uses of information and communication technologies (ICTs) in support of policy objectives related to access, quality, equity and resilience 􀀮 Many of these challenges have

FAQs

What challenges does Sudan face when considering the use of ICTs in education?

The note highlights inadequate and uneven basic infrastructure such as internet, connected devices, and electricity. It also points to limited experience and capacity for planning and implementing ICT use across system, school, and classroom levels.

How can ICT investment avoid worsening digital divides?

Investments should be designed to bridge, not widen, existing digital divides linked to gender, wealth, geography, ethnicity, language, special education needs, and other inclusion barriers.

What guiding principles are recommended for developing a new ICT in education policy in Sudan?

The note recommends aligning ICT and education policy with larger education and development goals, designing for scale and for all learners, empowering teachers, using an ecosystem approach across government and stakeholders, and making data-driven decisions supported by open technology tools and standards.

Jul 19, 2026

Upload by Liam