Ages of Sudan (Meanings Before Buildings)

In the name of Allah, the Most Gracious, the Most Merciful.

With His name, we begin, and by our Prophet Muhammad (peace and blessings be upon him), we take guidance.

We continue where we left off, discussing public education in the aspiring and virtuous Sudanese state.

In this article, I aim to shed light on the educational process, which relies on three fundamental pillars. If any of these pillars collapse, the educational system will falter. These pillars are:

1. The Teacher

2. The Curriculum

3. The Student

We may also add a fourth pillar: a conducive school environment for the learning process.

The Teacher

In education, the teacher serves as the cornerstone, connecting the curriculum, student, and school environment. Teachers must be well-prepared and thoroughly trained on the curriculum, of which they should be key contributors, drawing from their experience and deep understanding of the customs, traditions, and culture of their nation. A teacher must have hands-on teaching experience and exposure to the various regions of the country to transform diversity into a strength within the curriculum.

Allah Almighty has made diversity a source of strength in His creation. For example, consider the human hand, with its five distinct fingers—different, yet harmoniously functional, representing strength in unity. Similarly, diversity in Sudanese curricula should reflect the country’s languages, colors, cultures, customs, and traditions, alongside its natural diversity in climate, terrain, and vegetation.

To prepare the teacher, we must ensure proper selection based on qualities suited to this noble profession, the profession of the prophets. The Arab tradition referred to teachers as “disciplinarians.” The Prophet Muhammad (peace and blessings be upon him) said: “My Lord has disciplined me and made my discipline excellent.”

Sudan must honor and reward its teachers, providing them with dignified livelihoods. Teachers, in turn, should enrich themselves with knowledge, cultivate dignity and respect, and carry themselves with the decorum that commands reverence from all in their community, reminiscent of the respect teachers enjoyed in the 1960s.

The Curriculum

The topic of curricula is vast and inexhaustible. However, I will briefly address how to design and develop educational content.

For Arab and Islamic countries, the curriculum must prioritize memorization of the Qur’an with accurate pronunciation and recitation, ensuring proper articulation and mastery of tajweed (rules of Qur’anic recitation).

The Arabic language should be instilled as a cherished part of students’ identity, being the language of the Qur’an and the language of Paradise. Students should memorize high-quality literary texts, including poetry, prose, and stories, to foster creativity and imagination, which is naturally abundant in children. They should also learn from Qur’anic stories—true and authentic—as well as the life of the Prophet Muhammad (peace and blessings be upon him), his companions, and the righteous predecessors. These stories provide spiritual nourishment, aligning with children’s innate purity.

When children grow up loving their Prophet and memorizing his sayings, they will be blessed, gain wisdom, excel, and attain tranquility. Knowledge will open up to them effortlessly.

Language is also a vessel for intellectual expression across all fields of study. A student proficient in their language can read, comprehend, articulate, and write effectively. Therefore, mastering Arabic is essential for academic excellence in various fields such as medicine, engineering, and other sciences.

Early education should emphasize Qur’anic memorization and classical Arabic, followed gradually by the introduction of English in a simplified manner. Students should also study the history and geography of their nation, fostering national pride and readiness to defend their homeland through poetry, plays, and literary societies.

The School Environment

Schools must provide appropriate environments, including theaters, sports fields, and various cultural activities, such as school competitions, scientific societies, cultural clubs, and wall newspapers. While these practices are evident in public schools, they are often absent in private education, depriving students of a critical aspect of their childhood and educational experience.

Such activities leave a lasting positive impact, shaping students into responsible citizens with a strong sense of belonging to their nation.

In conclusion, we hope and trust that public education in Sudan will return to its golden era, strong and thriving once again.

May Allah guide and assist us.

Peace be upon those who follow the guidance.