Graduate

NILE UNIVERSITY

Directions for Graduate Studies

Area Development studies are very good following upon the traditional scholarly education development strategies of the University of Khartoum. This strategy has followed the steps of British universities and has no doubt contributed to knowledge and scholarly publications. It has led to the accusation of the university of Khartoum scholars as living in ivory towers. That is not to say that scholarly, in-depth research is not important. On the contrary, I am all in favor of in-depth studies and research especially those leading to understanding our society and our environment and at the same time contributing to knowledge in general.

What I would like to see is some thinking outside the box.

We have produced thousands of university graduates and postgraduates, but the Sudan seems to have failed to making use of use their maximum potentialities them. Or let us say that those who found themselves in leadership and decision making have failed in making a major difference in the sixty years since independence. We have failed in creating working systems that allow our graduates and specialists to flourish and contribute; as they do in Europe, the states, international organizations and the Gulf States.

This indicates that given a system and a work environment and, in both cases, well managed quality assurance, our young men and women can be efficient and productive. Is this evidence an evidence that our education system can produce people who can follow (work) but cannot create systems (excepting a few who have had the opportunity to do so)?

At one point in time we used to say we need planners. We now have so many who can plan & can talk for hours about planning and criticize existing plans; but they lack the leadership.

Creating a system or developing an existing one requires committed leaders; who have vision and can see the way ahead and therefore make the right decisions about what sound reforms need to take place. It also requires good management including strict concern for quality. 

Does this indicate that our education systems have failed in producing the leaders who have the vision to lead the Sudan to a state of development at least to take it out of the group of least developed countries, to take the Sudan from the state of being a consumer to that of producer? We often hear of the experiences of Southeast Asian countries and wonder how they did it.
Many attributes these stories of success to the leaders who put education at the top of their agenda priorities. We are still fighting wars because of our failure in equitable economic development, giving excuses to foreign interventions and the vicious cycle goes on.
We need to think of a way to get out of this vicious cycle. The way out is through quality education. I am sure all of us know that this is a very long-term solution; but thinking outside the box, we do not need to follow the traditional path of calling for an education conference for general or for higher education and end up with well-meaning recommendations. And we do not despair and change the government to be followed by yet another who do more of the same.

I propose the establishment of an academy or several academies for Developmental studies with the primary goal of CPD & focus on the development of leadership skills. There is no doubt that the Sudan has thousands of men and women with an intense love of their country and many who have advanced expertise in various branches of the humanities, social and life sciences. They would be the target of the CPD programs. They possess the knowledge but they need the training to develop the commitment to the work ethics, managerial and leadership skills which will enable the Sudan to develop strategies totally committed to equitable socio-economic development.

The key word is work ethics.  For developing a curriculum & methods we can start asking and reflecting on a key question: What are the socio-cultural and ethical drawbacks that hindered the leaders of our government systems for the past sixty years? If we answer this question we can design a program for the proposed program/s. 

To safeguard against failure of achieving its goals, a rigorous system of governance needs to be in place.

The targeted learners in the Academy shall be between the age 25 and 35 without any sort of discrimination. They should have excellent linguistic intelligence among other attributes e.g. Social, numerical, emotional & other aspects of intelligence. 

The overarching goals of the graduate courses are the development of interpersonal skills, managerial skills and commutation both verbal and written. Cognitive skills should include public speaking, writing of in-depth reports essays and debates should be high on the list of teaching and learning methods. These courses may lead to graduate diplomas or be considered as credits for relevant degrees such as MBAs & Project management MScs.

Methods of teaching & learning should include as much experiential learning & field work as possible. These are more likely to be effective especially to develop positive personal attitudes, team work and professionalism. Such methods will aim at developing integrity and to do away with cultural, personal or social impediments of leadership.

The target groups are preferably drawn from university graduates and those who have obtained a postgraduate degree or training; and should not exclude men and women who have proved themselves in public service and community work experiences. 

If (when) we can avoid the pitfalls of previous generations, this proposal may provide a shortcut to the alternative pathway towards the training of future leaders, viz: Waiting for the educational revolution to materialize.

MYS