Support to transformative in service teachers training

Context

Sudan’s education and vocational training sectors face significant capacity constraints at both federal and state levels, limiting their ability to effectively plan, manage, and deliver high-quality education and skills training. The shortage of qualified university instructors and TEVT (Technical and Vocational Education and Training) trainers has created a long-term skills gap, hindering the country’s ability to produce a workforce equipped for economic growth and innovation. Without systematic capacity-building efforts, the country risks continued deficiencies in education quality, workforce preparedness, and institutional sustainability.

Solution

To address these challenges, the Capacity Building for Improved Quality of the Education System and Skills Development Project aims to enhance Sudan’s education and training landscape through a structured, three-component approach:

Support to Capacity Building for Improved Quality Education – Strengthening the education sector’s capacity by training university teachers and vocational trainers, improving education management, and institutionalizing skills development functions.
Improving Teaching and Training Conditions in TEVT Institutions – Enhancing the quality of education in technical and vocational training institutions by upgrading infrastructure, equipping schools with modern teaching tools, and ensuring better teacher training conditions.
Project Management – Establishing a strong governance and oversight mechanism to ensure efficient project implementation and sustainability.

This initiative integrates technology-driven learning, targeted skills enhancement, and institutional capacity building, ensuring that Sudan’s workforce development efforts align with economic needs.

Impact

By increasing the proportion of qualified secondary and TEVT teachers to 75%, the project is expected to significantly improve the quality of education and skills training in Sudan. Additionally, strengthening education policymakers' management skills will lead to institutionalized core functions for skills development, ensuring long-term sustainability and policy coherence. The initiative also seeks to enhance teaching and learning conditions in TEVT institutions, creating better training environments for both male and female students.

The success of this initiative depends on the existing quality of teaching resources, infrastructure, and governance capacity in Sudan. Key barriers include limited access to modern teaching tools, political instability affecting project continuity, and financial constraints impacting implementation. Addressing these challenges requires continuous investment in teacher training, improved resource allocation, and stronger policy coordination between education authorities and workforce development agencies. If effectively managed, this project could serve as a replicable model for skills development in other fragile and conflict-affected states.