[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-108546-en":3,"doc-seo-108546-105":31,"detail-sidebar-cat-0-en-105":93},{"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},108546,8796095461564,"Liam","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Improving Girls’ Learning Opportunities and Outcomes in Sudan - Policy Note","Policy note addressing girls’ schooling and learning challenges and opportunities in Sudan, framing girls’ education as a driver of broader social outcomes and national economic growth. It examines constraints on access and retention, highlights learning gaps, and analyzes how shocks such as COVID-19 influence girls’ educational participation and future earnings. Findings are grounded in consultations with federal and state stakeholders and draw on local and international experiences to inform girls’ education policy within wider education reform.","Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized Pub lic Disclosure Authorized  \nPolicy Note  \nIMPROVING  \nGIRLS LEARNING OPPORTUNITIES AND OUTCOMES IN SUDAN  \nOctober 20, 2021  \nAcknowledgements  \nThis 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, Tanya Savrimootoo and Omer Nasir Elseed, and included Dharini Natarajan, Lianqin Wang, and Manal Kahla 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 and was reviewed by peer reviewers Diana Arango, Huma Ali Waheed and Laura Gregory whose feedback contributed to its 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 meetingsand consultations with the Government at the federal and state levels, especially the Girls’Education Directorates, 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, former Minister of Education and H. E. Tamador Eltrifi Awad Elkrim, Acting Minister and Undersecretary for the Federal Ministry of Education for their guidance and close collaboration on this work.  \nDisclaimer:  \nThis 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.  \nTABLE OF CONTENTS  \nAcknowledgements 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 2 Executive Summary 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 4 1 􀀮 Introduction 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 7 2 􀀮 Girls’ Education in Sudan at a Glance 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 8 2 􀀮1 􀀮 Limited Access to and Retention in Education for Girls 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 8 2 􀀮 2 􀀮 Girls’ Poor Learning Outcomes 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 12  \n3 􀀮 Factors Affecting Girls’ Schooling and Learning 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 14 3 􀀮1 􀀮 Factors Affecting Girls’ Access to Education 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 14 3 􀀮 2 􀀮 Gender-Specific Factors Affecting Learning Outcomes for Girls 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 18  \n4 􀀮 Recommendations 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 20 4 􀀮1 􀀮 Support Enrollment and Retention of Girls in School 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 20 4 􀀮 2 􀀮 Improve Girls’ Learning Outcomes 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 26 4 􀀮 3 􀀮 Build a Gender-Sensitive Resilient Education System 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 29  \n5 􀀮 Moving Forward 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 31 5 􀀮1 􀀮 Next Steps 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 􀀮 3","cbCaii6VSY1yWR1D","https://ap.wps.com/l/cbCaii6VSY1yWR1D","pdf",2273925,5,1,41,"English","en",105,"# Executive Summary\n# Introduction\n# Girls’ Education in Sudan at a Glance\n## Limited Access to and Retention in Education for Girls\n## Girls’ Poor Learning Outcomes\n# Factors Affecting Girls’ Schooling and Learning\n## Factors Affecting Girls’ Access to Education\n## Gender-Specific Factors Affecting Learning Outcomes for Girls\n# Recommendations\n## Support Enrollment and Retention of Girls in School\n## Improve Girls’ Learning Outcomes\n## Build a Gender-Sensitive Resilient Education System\n# Moving Forward\n## Next Steps\n## Summary of Policy Recommendations with Suggested Time Frame and Responsible Stakeholders\n# References","[{\"question\":\"What is the main purpose of this policy note?\",\"answer\":\"The note outlines key challenges and opportunities in schooling and learning for Sudanese girls and examines factors affecting access, retention, learning, and earnings in Sudan.\"},{\"question\":\"Which factors influence girls’ education in Sudan, according to the note?\",\"answer\":\"It reviews constraints on access and retention and also considers shocks such as COVID-19 that affect girls’ educational participation and outcomes.\"},{\"question\":\"How are the recommendations in the note developed?\",\"answer\":\"Recommendations draw on local and international experiences and are developed through consultations with the Government of Sudan and other stakeholders as part of education policy reform support.\"}]","Improving Girls’ Learning Opportunities and Outcomes in Sudan - Policy Note | PDF",1784472196,103,{"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":88,"head_meta":90,"extra_data":92,"updated_unix":29},"improving-girls-learning-opportunities-and-outcomes-in-sudan-policy-note","",{"@graph":37,"@context":87},[38,55,70],{"@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":54},"https://docshare.wps.com/document/improving-girls-learning-opportunities-and-outcomes-in-sudan-policy-note/108546/",4,{"url":53,"name":13,"@type":56,"author":57,"headline":13,"publisher":59,"fileFormat":62,"inLanguage":24,"description":14,"dateModified":63,"datePublished":64,"encodingFormat":62,"isAccessibleForFree":65,"interactionStatistic":66},"DigitalDocument",{"name":9,"@type":58},"Person",{"url":42,"name":60,"@type":61},"DocShare","Organization","application/pdf","2026-07-30","2026-07-19",true,{"@type":67,"interactionType":68,"userInteractionCount":20},"InteractionCounter",{"@type":69},"ViewAction",{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"What is the main purpose of this policy note?","Question",{"text":77,"@type":78},"The note outlines key challenges and opportunities in schooling and learning for Sudanese girls and examines factors affecting access, retention, learning, and earnings in Sudan.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"Which factors influence girls’ education in Sudan, according to the note?",{"text":82,"@type":78},"It reviews constraints on access and retention and also considers shocks such as COVID-19 that affect girls’ educational participation and outcomes.",{"name":84,"@type":75,"acceptedAnswer":85},"How are the recommendations in the note developed?",{"text":86,"@type":78},"Recommendations draw on local and international experiences and are developed through consultations with the Government of Sudan and other stakeholders as part of education policy reform support.","https://schema.org",{"og:url":53,"og:type":89,"og:title":13,"og:site_name":60,"og:description":14},"article",{"robots":91,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":94},[95,99,103,107,111,116,121,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":96,"show_sort_weight":97,"slug":98},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":100,"show_sort_weight":101,"slug":102},"Literature",80,"literature",{"id":54,"doc_module":4,"doc_module_name":47,"category_name":104,"show_sort_weight":105,"slug":106},"Exam",70,"exam",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},"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":20,"slug":139},19,"General","general"]