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

Alnuaman Alamin, Abdulghani Muthanna and Ahmed Alduais

SAGE Open, 2022, vol. 12, issue 1, 21582440211071081

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 Out of 39 published and unpublished documents, 33 documents were synthesized to answer these research questions: (1) who is responsible for education policymaking, and (2) how is the education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.

Keywords: education policy; qualitative evidence synthesis; sudan; educational administration; leadership; policy; education; social sciences; education policy formulation (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/21582440211071081 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440211071081

DOI: 10.1177/21582440211071081

Access Statistics for this article

More articles in SAGE Open
Bibliographic data for series maintained by SAGE Publications ().