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Demographics of Sudanese University Students in Relation to Regional Conflict and Underdevelopment

Author

Listed:
  • Monira Hamid

    (Department of Information Technology, Faculty of CSIT, Alzaiem Alazhari University, Khartoum 13311, Sudan)

  • Christopher Thron

    (Department of Science and Mathematics, Texas A&M University-Central Texas, Killeen, TX 76549, USA)

  • Sallam Fageeri

    (Department of Information Systems, CEMIS College, University of Nizwa, Birkat Al-Mouz, Nizwa PC 616, Oman)

Abstract

This research examines regional differences in higher education participation rates in Sudan, and their relations with socioeconomic factors related to development, such as human development index (HDI), women’s status, urban/rural, and source of income. We pay special attention to areas of Sudan where long-running conflicts exist. Two datasets are used: the 2009 National Baseline Household Survey, conducted by Sudan’s Central Bureau of Statistics; and 2016–2017 matriculating students’ data, obtained from Sudan’s Ministry of Education. Regression analysis of the household survey data shows that the most significant factors associated with university attendance are having electricity at home, having a mother who has completed primary education, and being from a non-conflict region. University entrance data shows that young adults from conflict regions lag markedly behind the rest of Sudan in entering students’ academic level. Educational resources in Sudan are densely concentrated in the capital Khartoum, and higher-performing students (especially males) from all regions tend to enroll in universities in Khartoum. Regional universities’ student bodies consist largely of lower-performing students from the same region, especially in conflict regions. Women’s participation in higher education is robust, and women bachelor’s students outnumber men. Our analysis suggests that the following policies could be most effective in improving regional higher education enrollment rates and outcomes: (1) improve infrastructure (electric power in particular) in underserved regions; (2) provide widespread primary education for women; (3) put additional resources into regional universities, to encourage geographical diversity and to better serve women in underdeveloped regions.

Suggested Citation

  • Monira Hamid & Christopher Thron & Sallam Fageeri, 2021. "Demographics of Sudanese University Students in Relation to Regional Conflict and Underdevelopment," Social Sciences, MDPI, vol. 10(3), pages 1-33, March.
  • Handle: RePEc:gam:jscscx:v:10:y:2021:i:3:p:89-:d:509794
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    References listed on IDEAS

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    1. Glewwe, Paul & Maïga, Eugénie & Zheng, Haochi, 2014. "The Contribution of Education to Economic Growth: A Review of the Evidence, with Special Attention and an Application to Sub-Saharan Africa," World Development, Elsevier, vol. 59(C), pages 379-393.
    2. Eric A. Hanushek, 2016. "Will more higher education improve economic growth?," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 32(4), pages 538-552.
    3. Meyer, David & Zeileis, Achim & Hornik, Kurt, 2006. "The Strucplot Framework: Visualizing Multi-way Contingency Tables with vcd," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 17(i03).
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