School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The Secondary School Administration Article published by the Ministry of Education Gezira State states that the Director of Secondary Education (مدير المرحلة الثانوية ) serves as the primary executive in charge of local administration of the school.
The State Secondary School Administration Office has a hierarchical structure headed by the School Leader. This administrative board includes other leadership positions. The Local Secondary School Administration has a simpler structure, with the School Leader holding primary leadership responsibilities. The coming lines focus more on the state level as more data are available.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Article 17 of the 2001 General Public Education Planning and its Organization Act states that the Federal General Education Authority is tasked with establishing foundations and standards for educational evaluation in areas such as curriculum, teaching, achievement, environment, and school management.
As the coordinating agency under the leadership of the Minister of Education, UNICEF is involved in the development and implementation of a competency framework not only for teachers but also for headmasters and supervisors. The 2021 UNICEF Sudan Education Report highlights that UNICEF “also aim to play a key role in the piloting and adoption of the teachers, headmasters, and supervisors competencies framework”.
Roles
The Secondary School Administration Article published by the Ministry of Education Gezira State also mentions the roles and responsibilities of school directors.
Setting expectations/objectives No information has been found on the key practices of school principals setting objectives, mission, and vision of the school. According to the Secondary School Administration Article published by the Ministry of Education Gezira State, school directors are responsible for the supervision and planning of secondary education and follow-up of implementation.
Developing teaching and learning: The Secondary School Administration Article published by the Ministry of Education Gezira State mentions that the Chief Supervisors are involved in selecting new teachers in collaboration with the selection committee, determining qualified teachers, conducting training courses in subjects and teaching methods, participating in consultations, nominating teachers for correction, and ensuring the insurance of the supervisory movement. They also supervise budget statements, teacher transfers, curriculum distribution, exam preparation, and student result analysis. The Chief Supervisors evaluate the curriculum, issue technical bulletins on teaching methods, supervise the implementation of courses and the curriculum, distribute teachers, raise training plans, oversee accountability councils, and handle delegated administrative tasks.
The Technical Assistant at the local level is involved in following and implementing the annual curriculum plan, supervising subject coordinators, contributing to reports on local supervisors, supervising the preparation of the annual budget for teachers, creating guidance programmes, and participating in advisory committees.
Promoting collaboration: No information has been found on the key practices of school principals that are related to developing a positive school culture and climate, maintaining a safe and healthy school environment, and building relationships and consulting with families and the community.
Supporting staff development: The Secondary School Administration Article published by the Ministry of Education Gezira State refers to the Director of Secondary Education at the Local Level supervising teacher training. Additionally, the Director of Secondary Education is responsible for coordinating with the Director of Educational Affairs at the local level on various aspects such as textbooks, seating arrangements, school environment preparation, teacher training, the establishment of teachers' rooms, and the care of high-achieving and creative students. The senior manager is also responsible for subjecting teachers to training courses in the subject and teaching methods as well as nominating teachers for correction and developing training plans.
Acting in accordance with the ethical principles of the profession: The 2000–2015 National Report to Evaluate the Goals of Education For All, Sudan’s vision after 2015 mentions that educational policies include developing educational management systems so that they have transparency, the ability to respond, and allow for participation, but does not specifically refer to school principals.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
To run for school principal, candidates must first be teachers with a university qualification.
Article 17 of the 2001 General Public Education Planning and its Organization Act mentions that the Federal General Education Authority coordinates between the competent authorities to train teachers, helps them obtain university and post-university level qualifications, and provides additional resources for training.
The 2018 UNESCO Sudan Education Policy Review recommends the development of a national database to inform on “the status, deployment, qualifications and subject specializations of teachers in Sudan”.
Appointment decision
The Secondary School Administration Article published by the Ministry of Education Gezira State states that the Director of Secondary Education at the Local Level role involves selecting school leaders “selects school principals, supervisors, and school vice-principals”.
In 2022 New Criteria for Selecting School Principals in Khartoum article states that the council of the Director General of Education in Khartoum State unanimously approved an application form outlining the criteria for selecting school principals, following three consecutive sessions of discussion. Each teacher aspiring to become a school principal and current school principals are required to fill out this form. The decision-making process involved extensive discussions among council members. Additionally, it was decided to establish a neutral five-member committee for each educational stage in all localities to review the applications, ensuring a fair and transparent selection process. The finalized application form will be made available to all interested individuals in the near future. Failure to complete the form disqualifies individuals from nomination for school administration.
Employment equity measures
The 2000–2015 National Report to Evaluate the Goals of Education For All, Sudan’s vision after 2015 mentions that educational policies include providing educational opportunities for all, the principle of gender equality, and achieving geographical balance in adherence to the principle of educational inputs. The 2018 UNESCO Sudan Education Policy Review also noted that training female teachers is an objective for gender parity. There are no explicit equity measures in the appointment of school directors.
Working conditions
No information has been found on types of contracts and salary scales.
2.3. Leadership preparation and training
Pre-service training
Article 17 of the 2001 General Public Education Planning and its Organization Act states that the Federal General Education Authority formulates training policies and oversees various training aspects for school leaders, coordination for teacher training, and preparing teachers for obtaining degrees. It does not specifically refer to pre/in-service training.
The 2004 National Training Law applies to employees of higher education and scientific research institutions. The law states that training is mandatory, and each state regulates its training sector in line with the provisions of this law.
Induction and in-service training
Article 6 of the 2001 General Public Education Planning and its Organization Act mentions that to achieve the goals of general education, training teachers and educational leaders in the field of curriculum design, appropriate teaching methods, methods for achieving educational goals, measurement, evaluation, and educational administration.
Article 20 refers to the right of every teacher to preparation, qualification, and continuous training. The Federal Education Authority sets the curricula and methods of training institutes. State law specifies methods for preparing teachers professionally to assume teaching in the general education stages and specifies the necessary means for that and the state education authority shall determine the means and appropriate times for implementing training programmes. Though it does not refer to school leaders/principals.
The 2019 Global Partnership for Education (GPE) Programme implementation and a multiplier grant to Sudan mentions that it aims to train school heads “in participatory planning and monitoring of school results, including learning”
3. Teachers, parents and students
3.1. School management committees and boards
The 2001 General Public Education Planning and its Organization Act mentions that “educational councils are established in each public and private school according to regulations”. The 2000-2006 Education for All (EFA) Mid-term Evaluation Report states that educational councils and school friends, driven by popular efforts, play a vital role in supporting schools. These councils, consisting of parents' councils and school friends, collaborate to manage and address the various needs of schools. School principals actively engage in forming educational councils, particularly in urban schools, aiming to enhance student stability.
3.2. Middle leaders
The Secondary School Administration Article published by the Ministry of Education Gezira State lists several middle leadership positions within the administration including the administrative assistant, the technical assistant, the director of student and school affairs, the director of teacher affairs, and the senior mentor. Each position is responsible for different tasks and all of them work together to manage the school under the direction of the school director.
3.3. Parents
The 2000-2006 Education for All (EFA) Mid-term Evaluation Report refers to Parents Councils.
The 2018 UNESCO Sudan Education Policy Review mentions that including women in parent-teacher associations (PTAs) is an objective for gender parity and it aims to include PTAs as community representative who are consulted in education responses. In addition to that, the 2020 UNICEF Sudan Education Report and the 2021 UNICEF Sudan Education Report mention that UNICEF supported the parent-teacher association (PTA) by training and funding and through the establishment of school improvement plans (SIPs) committees.
3.4. Students
The 2000-2006 Education for All (EFA) Mid-term Evaluation Report mentions that a specific group of School-Community Peers (the literal translation in Arabic would be school friends ) operates in consultation with the class advisor, contributing to the school's daily activities. Their involvement includes supporting educational needs, such as monthly publications, and discussions, hosting events, and addressing students' concerns in coordination with the class counselor. School friends serve as a crucial link between the school and its councils, covering management and maintenance expenses. Meanwhile, local communities take responsibility for teachers' salaries and training, adhering to national laws, policies, strategies, or frameworks.
4. Governance
4.1. Autonomy of school leaders
The Secondary School Administration Article published by the Ministry of Education Gezira State distributes the responsibilities for school autonomy among different administrators who work together to manage the school. For example, the Senior Mentor is responsible for supervising the budget statements and movements. They also select new teachers in partnership with the selection committee to determine the qualified teacher. The Director of Teacher Affairs then completes the procedure for appointing teachers. The same director is responsible for implementing the budget statement for teachers in cooperation with senior mentors. The Technical assistant, on the other hand, develops the annual curriculum plan and follows up on its implementation. The senior mentor then evaluates the curriculum.
4.2. Assessment and accountability of school leaders
The 2019 Global Partnership for Education (GPE) Programme outlines the role of locality inspectors (school supervisors) who are trained “in implementing the intensive reading support intervention” but does not refer to school principals in this aspect.
No information has been found on assessment and accountability measures of school principals in national laws, policies, strategies or frameworks govern the assessment of school principals.
4.3. Teacher assessment by school leaders
The 2018 UNESCO Sudan Education Policy Review outlines the supervision structure for teachers, including oversight by head teachers, education councils, and local or state inspectors. State inspectors typically retired teachers, oversee the work of regular teachers and seek input from head teachers in their reports, while education councils supervise volunteer or part-time teachers using different standards. Regular teachers should undergo monitoring two to four times annually, but the review highlights uncertainty regarding the role of Education Council supervision in teacher promotions, transfers, and training.
The Secondary School Administration Article published by the Ministry of Education Gezira State states that the Director of Teacher Affairs is responsible for various tasks, including completing the procedures for the appointment of teachers, implementing promotions, and overseeing the preparation for conferences and workshops related to the teaching stage. They are also responsible for receiving and monitoring reports concerning teachers. They also supervise the arrangements for conferences and workshops unless directed otherwise by another authority.
