This article describes the development of a Sudanese educational experiment, from the establishment ...

1. The Ahfad University for Women: a Sudanese educational
experiment.
This article describes the development of a Sudanese educational experiment, from the
establishment of a private, secular school for boys in 1906 to the establishment of the Ahfad College
for Women in 1966 and, further, to the operation of the wide ranging programs of the Ahfad
University for Women (AUW) today. Brief descriptions are provided for each of the undergraduate,
graduate, support, and outreach programs of the University. Each of these programs helps advance
the goal of AUW, namely, to prepare women to become agents of change in their communities and at
the national level. The article described how AUW seeks this goal through academic instruction,
practical experiences, rural extension and community outreach activities, by means of exercising
national leadership in the area of women's rights, and through research. New programs under
development are also described.
[TEXT NOT REPRODUCIBLE IN ASCII.]
INTRODUCTION
This article is based on the origin article by the late Professor Yusuf Badri, founder of the Ahfad
University for Women (AUW). Professor Yusuf's article on the history, philosophy, and fields of study
at AUW appeared as the first article in the initial issue of The Ahfad Journal (Badri, 1984). The
present article updates Professor Yusuf's initial description of AUW, its programs, philosophy, and
outreach activities.
DEVELOPMENT OF AUW
Origins
AUW is the direct result of the steadfast vision of one man, Shiek Babiker Badri, who combined the
traditional Islamic devotion to learning with his own and then radical idea of providing secular
education in addition to religious instruction to both boys and girls (Badri & Scott, 1969). Sheikh
Babiker began his educational innovations in 1903 when he established a secular primary school for
boys in Rufa'a, a village in the Blue Nile Province. The next year he sought support from the British
colonial authorities for the establishment of a secular primary school for girls, but was turned down.
A similar request in 1905 was also denied. But, as shown in the following quote from the 1906 report
by Sir James Currie, director of the Educational Department of the British administration of the
Sudan at the time, he had begun to change the unofficial, if not the official British position with
regard to the education of girls (Currie, 1906).
"I would myself prefer that the government should not undertake the task (education for girls) for
some time. "But" if it were desired, it would also, as an experiment, be possible to begin at Rufa'a
where a local Kuttab (school for boys) is under an extremely competent and interesting local man
(Babiker Badri), who is very anxious to be allowed to try this experiment. I cannot see that any
possible harm can accrue from starting something here."
Despairing of official endorsement or support, Sheikh Babiker began the first secular school for girls
at Rufa'a in 1907 with nine of his own daughters and eight girls from neighboring families.

2. Sheikh Babiker's vision of education for girls, however, was widely opposed. In addition to
government complacency, he had to overcome considerable local opposition to the idea of providing
education for girls. The prevailing view was that girls required no formal education: they could learn
all they needed to know from their families, particularly their mothers. Sheikh Babiker strongly
rejected this view, which cut girls and women off from any advances in knowledge. In contrast, he
saw women as potentially powerful agents for effecting needed social changes. Educated women, in
his view, were essential to achieving improvements in nutrition, health care, child rearing and care,
community development, and for preparing both young men and women for life in the emerging
urban society of the Sudan.
In time, Sheikh Babiker's vision prevailed, despite the personal criticism and abuse he endured.
Based on the principle of self-help, which he constantly espoused, his original one-room, mud brick
school for boys expanded into a considerable, privately-funded enterprise (Badri & Hogg, 1980). The
following dates and events show the evolution of the educational enterprises, all based on the initial
work of Sheikh Babiker and guided by his vision of education for the youth of the Sudan. Each
development was begun and maintained as a private institution, under private management, and
financed mainly from voluntary contributions from Sudanese citizens and organizations:
1903--initial secular school for boys established at Rufa'a
1907--first secular school for girls, also at Rufa'a
1933--the Ahfad Boys Intermediate School established
1943--the Ahfad Boys Secondary School established
1951--the Ahfad Girls Intermediate School established
1955--the Ahfad Girls Secondary School established
1966--the Ahfad College for Women established
1984--the Ahfad University College for Women granted the right to confer a diploma certificate
1995--the Ahfad University for Women granted full university status by the Sudanese National
Council for Higher Education
Today, the AUW stands as the culmination of the innovative educational effort begun in Rufa'a in
1903. With an initial enrollment of 23 students in 1966, AUW now is providing undergraduate and
graduate education to over 4,700 young Sudanese women.
Fulfilling its meaning
Sheikh Babiker chose the word "ahfad" for the name of his schools. In Arabic, ahfad means "for our
grandchildren". Professor Yusuf preserved this meaning when he established the original Ahfad
College for Women. The meaning of ahfad, as intended by Sheikh Babiker, has indeed been fulfilled.
Not only have many of his grandchildren graduated from Ahfad schools and AUW, but today his
grandchildren and great grandchildren are among the leaders and faculty of AUW.
Philosophy of AUW

3. Since its beginning, AUW has sought to prepare women to become effective leaders for social
change in their communities and for the Sudan as a whole. Accordingly, the curriculum is
multidisciplinary. Course work and other experiences are designed to prepare students for careers,
to become community leaders, and to be competent wives and mothers. To prepare for these roles,
women acquire knowledge and expertise in the many areas, including nutrition, primary health care,
community organization and management, and social and economic planning. Each student is
required to complete an independent study project, based on original research in their last year.
Also, each student must participate in the rural extension and population program, as part of the
special emphasis given to improving living conditions in rural communities.
Language of instruction
With the exception of courses in Islamic studies, all courses are taught in English. This includes
instruction in the School of Medicine.
3. PROGRAMS OF STUDY
AUW offers a variety of undergraduate, graduate, and special programs. Undergraduate programs
are provided through the following schools:
School of Family Sciences, the original field of instruction at the Ahfad College for Women
School of Psychology and Preschool Education
School of Management Sciences
School of Rural Extension Education and Development
School of Medicine
School of Pharmacy
4. UNDERGRADUATE PROGRAMS
School of Family Sciences
This was the original school of the Ahfad College for Women. From the beginning, the program of
instruction has been interdisciplinary, based on the fields of nutrition, agriculture, food sciences and
technology, and medicine. The general objective of the School is to educate and motivate women to
become agents of social change in the fields of nutrition, community health management, and food
sciences and technology. In the first four years, students follow a common curriculum.
In their fifth year, students pursue one of three options: Food and Nutrition option: which focuses on
applied nutrition, clinical nutrition, nutrition program management, and food and nutrition policy
and planning. The second one is the Community Health Management option: that equips the
students with skills and knowledge on communicable and non-communicable diseases, women and
child health, advanced population issues, health education skills and issues related to health
program policy, planning and finance. The third option is the Food Science and Technology option
which includes courses in food engineering, food enzymology, processing, toxicology, acceptability
and sensory evaluation and quality control and quality assurance.

4. In addition to lectures and group discussions, the students in the School of Family Sciences spend
considerable time in the laboratories maintained by the Center for Science and Technology (see later
in this article) and go through training in hospitals, health centers and food factories. All of them
carry out research projects in topics related to their options.
School of Psychology and Preschool Education
This School, established in 1967, provides education and training for women for work in the areas of
counseling and health psychology, early childhood education, and teaching English as a foreign
language. The curriculum offers both theoretical and practical aspects of the above mentioned
fields. Graduates of the school work in a variety of fields, such as preschool centers, primary and
secondary schools, mental health hospitals, counseling centers, centers for children with special
educational needs as well as non-governmental organizations. Currently, there are 1,400 students
enrolled in the School of Psychology.
In addition to prescribed course work, students must also fulfill the practical training requirements
in one or more of the following areas related to their specialization: early childhood centers; special
education institutions; mental health hospitals; centers for the care of patients living with chronic
diseases; or elementary and secondary schools. Students may also specialize in one of three areas:
(1) Counseling and Health Psychology; (2) Early Childhood Education; or (3) Teaching English as a
Foreign Language.
School of Management Sciences
The School of Management Sciences (previously called the School of Organizational Management)
was established in 1977 with the objective of preparing women to act as managers in any
governmental or non-governmental organization in Sudan. The School began with only one full-time
staff member and 26 students and now has over 1,800 students. Graduates of the School now work
throughout Sudan in various administrative capacities. The school has a five-year program during
which students pursue their studies in management and business administration, accounting,
finance, economics, and development. The program provides students with a broad view of business
environments in developing countries, in addition to special emphasis on details of marketing, and
office management. Theoretical aspects of the programs are coupled with practical training during
summer vacations. During these experiences, students work in government and private institutions.
The aim of this training is to produce a graduate with not only formal education, but also the
experience needed to be a capable office administrator, accountant or business manager. The school
offers three specializations: Accounting and Finance, Business Administration, and Office
Management.
School of Rural Extension Education and Development
This School has been evolving since its establishment in 1987. The REED program prepares
generalists who are committed to working to improve conditions in rural communities. A
considerable part of the education of students in the REED program, therefore, is conducted in
villages. Students and their instructors make frequent field trips to villages in different areas of
Sudan for extension work. These field trips are organized in cooperation with government agencies
and non-governmental organizations that are active in the areas to be visited, and topics of research
to be undertaken are chosen in collaboration with these agencies. In preparation for rural extension
experiences, students receive training in conducting field work, community organization, leadership,
preparing educational materials and learning how to use them in work with community leaders, and

5. ways of influencing policy and decision-making. For many students from urban areas, these field
assignments provide their first extensive experience in village life and the realities of rural
communities. During these visits, students learn how to identify the problems faced by the
community, collect and analyze data for seeking solutions to the problems, implement solutions that
are agreed to, and help development means of evaluating the effectiveness of the solutions adopted.
In addition, each summer, when the school is not in session, REED students participate in individual
research in rural areas of Sudan. REED also has a special scholarship program for students from
Darfur, Kordofan, and from the Southern, Northern, and Eastern States of Sudan.
School of Medicine
Since its inception in 1990, The AUW School of Medicine has adhered to a holistic approach to
medicine. It is also concerned with the globally accepted concept of health for all through provision
of primary health care for individuals and families where they live and work. The curriculum consists
of blocks or modules of study based on organ systems and themes. Information research is done in a
lot of different approaches all through the Net. Once an information is discovered, the assessment of
its relevance and trustfulness transpires through aim criteria and on the premise of subjective
elements. What are these kinds of requirements and elements? And how are they shifting in a
developing social related internet?A problem-based method of learning is used along with a student-centered
approach, with emphasis on self-learning. These strategies are implemented in ways to
develop the ability and willingness of students to pursue their own learning after graduation.
The Family Attachment Program (FAP) is an important feature of the medical training program.
Beginning in the second year and extending through the fourth year, each student is attached to a
family. Students visit with their assigned family four times a year. Information and experience is
gained by conducting interviews with family members, by means of direct observation, by recording
growth and development data on children and the incidence of illnesses and diseases for all family
members. Over the course of the three-year period, students learn about the culture of Sudanese
family life and the attitudes, knowledge, and practices related to health and treatment of illnesses.
Students are expected to develop the knowledge, skills and commitment needed to educate patients
and families about beneficial health practices and to encourage them to recognize and seek
treatment for illnesses and diseases.
School of Pharmacy
The School of Pharmacy represents a further effort on the part of AUW to meet needs of Sudanese
citizens while offering new career opportunities for women. Development of this School is based on
a patient--centered approach to the practice of pharmacy rather than the traditional dispensing of
drugs. The five-year Bachelor of Pharmacy (B. Pharm.) course offered at AUW produces graduates
with a wide knowledge and understanding of the sciences, technologies, and the practices that
support pharmacy as a profession. All the traditional disciplines of a pharmacy curriculum are
offered. However, the policy of this School is to place special emphasis on clinical pharmacy. AUW
aspires to be a pioneer in this field for the country.
GRADUATE PROGRAMS
AUW offers three graduate programs:
Human Nutrition
Gender and Development

6. Poverty Alleviation and Sustainable Rural Development
Human Nutrition
This master's program requires sixteen months of study extending over four semesters. The
objectives of the program are to:
Provide graduates with advanced knowledge in the fields of human
nutrition Prepare graduates to assume leadership in the fields of
human nutrition in the Sudan Train advisors, research workers and
prospective instructors and teachers in the field of human
nutrition at the national level
The program includes courses on advanced nutrition, dietetics experience in the community,
economics and management of family food, nutrition and food hygiene, food and nutrition policy and
planning, human nutrition policy and planning, malnutrition and developing countries, methods in
food and nutrition research, maternal and child nutrition, food and nutrition and health education
methods, and nutritional care in institutions, In addition, students must complete and defend an
original research project.
Gender and Development
This graduate program is offered under the umbrella of the Institute of Women, Gender and
Development Studies of AUW. Around fifteen women are accepted into the program each year.
Courses offered include: theoretical and conceptual bases for gender and women's studies; theories
of development; methods of research; gender, culture and social change; gender and the economy:
women and the state; project planning and management; and gender challenges in the 21st century.
Students must also complete and defend a master's thesis.
Poverty Alleviation and Sustainable Rural Development
This graduate program is offered by the School of REED. The program offers a wide range of
subjects that enable the graduates to identify, plan and manage rural development programs that
help in alleviating poverty in the communities they target. Up to date, more than 30 students
enrolled in the program from different parts of Sudan. Courses offered include Social and Human
Development, Poverty Alleviation, Project Identification and Planning, Environmental Issues,
Communication and Extension, Social Research Methods, Development Theories, Vulnerability
Analysis and others.

7. SUPPORT PROGRAMS
In support of the instructional programs just
described, AUW maintains the following special
units:--
Ahfad Center for Science and Technology
Institute of Women, Gender and Development
Studies
Teacher Research Resources Unit
Early Childhood Development Center
The Computer Sciences Unit
Documentation Unit for Women Studies
Ahfad Reproductive Health Center
English Language Unit
Nutrition Center for Training and Research
Babiker Badri Scientific Association for Women's Studies
Ahfad Center for Science and Technology
The first two laboratories of Ahfad University for Women were established in 1966 as part of the
School of Family Sciences. These laboratories expanded in keeping with the growth of the School of
Family Sciences. Laboratory facilities were further expanded to meet the needs of the School of
Rural Extension Education and Development, the School of Medicine, the School of Pharmacy and
the graduate program in Human Nutrition. In 2003, AUW consolidated all laboratory work in the
Center for Science and Technology (CST). The CST is also responsible for improving the skills of the
teaching staff, training junior and technical support staff in laboratory procedures, and supporting
the research of faculty and students. The Center is responsible for the AUW laboratories and related
scientific support services, including ten laboratories for undergraduate students managed by
twenty-seven full-time staff members, a number of visiting professors, and senior staff from other
local and international institutions; two research laboratories: and related facilities.
Institute of Women, Gender and Development Studies
The Institute of Women, Gender and Development Studies (IWGDS) acts as a catalyst for focusing on
gender issues and roles of women in Sudanese society. In 1986 Ahfad University for Women,
introduced a compulsory course (University Requirement) on women studies. In 1989 a unit of
women studies and population education was established with a financial support from UNFPA. The
Academic Council formally established the Women's Studies Unit as an independent unit in the
University in June 1997. In 2002 the Academic Council promoted the Unit to the Institute of Women,

8. Gender and Development Studies.
The IWGDS runs the M.Sc. Gender and Development (GAD) program, the Ph.D. Program in Gender
and Development Studies, the Women and Gender Studies undergraduate university requirement
course, the GAD training programmes and civic education.
The IWGDS has the following objectives:
To enhance research on gender and engendered development studies at the University and other
universities at national and state levels.
To promote the integration of gender studies as University courses at both Ahfad University and
other universities.
To advocate for gender mainstreaming in development and influence policies.
To disseminate information on gender and development issues and women's empowerment at
different levels.
To integrate civic and peace education programmes and to prepare students to become future
change
agents in their societies.
Teacher Research Resources Unit
The Teachers' Research Resource Unit (TRRU) was established in1996 to improve the quality of
teaching and learning in AUW. It was established with the generous assistance of the government of
the Netherlands. The overall aim of TRRU is to contribute towards the capacity building of AUW.
The TRRU holds training courses and other activities for:
Improving the quality of teaching and learning
Developing research skills and competency in research supervision
Improving student guidance and counselling
Improving competency in community service, including extension and consult services
Enhancing administrative skills
The TRRU is also responsible for coordination of research within the University and with other
universities or institution, especially in areas related to its activities. In addition, the TRRU assists
university staff with development of use of media-based instructional materials.
Early Childhood Development Center
The Early Childhood Development Center (ECDC) owns its origins to the Ahfad kindergarten which
was established in the early seventies. It developed into a semi-autonomous center within the

9. University in 1993, providing facilities for the care and education of children in the age group 30
months to five years. The ECDC serves both the staff of AUW and the neighboring community. ECDC
also provides training and research facilities for students in early childhood education and related
fields, as well as training opportunities for kindergarten teachers from outside the University.
The Computer Sciences Unit
AUW's experience with computers began in 1985 when it received a donated computer from IBM.
Later a training network was provided by the French government. Additional computers were
received from WHO, UNDP, the Sudan-American Foundation for Education, and other organizations.
As the need for computer services increased, AUW realized a more comprehensive approach to
providing computer services and training in their use was needed. Consequently, establishment of
the Computer Sciences Unit (CSU) was approved by the Academic Board in December, 1994. Its
main objectives are:
To train both staff and students on various computer applications
To create, operate and develop the University databases (academic, financial, library, and slides
databases)
To promote, develop and maintain hardware and software resources needed by all components of
AUW
To provide technical support for the academic and administrative Staff
To develop and maintain the University telecommunication system
Documentation Unit for Women Studies
The Documentation Unit for Women Studies (DUWS), was established in the year 1989 as a natural
progress of the women studies at the University. This unit functions and cooperates with all the
university bodies, particularly the Institute of Women, Gender and Development Studies and
Elhafeed Library, The DUWS is also responsible for the Sudanese Women's Museum, The latter
performs a number of functions. These include:
Providing written, visual and tangible documentation of the social, political, and economic life of the
Sudanese women
Documenting developments in the lives of ancient and modern women
Conserving and preserving the heritage of women in the Sudan
Documenting the life histories of pioneers in the Sudanese
Women Movement
Exhibiting the material culture of Sudanese women in early and contemporary periods
Providing material for researches concerned with women studies
Providing historical information for future generations

10. Ahfad Reproductive Health Center
This Center was formally established in 1994 in collaboration with the United Nations
Population Fund (UNFPA). The Center seeks:
To reduce high infant mortality and maternal mortality
To promote family planning services for abolition of traditional harmful practices through an
integrated program of mother and child health and family planning services
To achieve the national goals of integrating mother and child health, family planning, abolition of
harmful traditional practices in educational curricula of AUW
To achieve community changes in attitudes and gender relations that would have a positive impact
on women's health
To raise the standard of health for all members of the community at reproductive age
English Language Teaching Unit
The English Language Teaching Unit was established in 1997 to coordinate the teaching of English
in all schools of the University, to improve the use of English among students, and to supervise the
TEFL specialization in the School of Psychology and Pre-School Education. The Unit functions on
three levels: promoting teacher development, promoting student development, and producing and
evaluating language instructional materials. The Unit also organizes and conducts short courses,
workshops, and seminars on the teaching of English. These activities have been supported by help of
the British Council.
Nutrition Center for Training and Research
The Nutrition Center for Training and Research (NCTR) was established in January, 2002 to address
health and nutrition issues across the University and in the nation as a whole. Affiliated with the
School of Family Sciences, the NCTR is the only center of its kind in the country. The main
objectives of the NCTR are to:
Provide a focal point for all health and nutrition activities in the country
Provide training for those working in this field, at PhD and MSc programs as well as through short,
medium and long-term training programs
Promote research
Provide health and nutrition information services through its
Information Unit
Provide technical and professional assistance to governmental and local NGOs and various
educational institutions.
The NCTR works cooperatively with Federal and State Ministries of Health, the Ministry of

11. Agriculture, the Ministry of Higher Education, the Food Research Center, the Sudanese Meteorology
Organization, the Food and Agriculture Organization of the United Nations (FAO), the World Food
Program (WFP), Help Age International, the Feinstein Famine Center at Tufts University in Boston,
the Ethiopian Health and Nutrition Institute, and other organizations.
Babiker Badri Scientific Association for Women Studies
Established in 1979, the Babiker Badri Scientific Association for Women Studies (BBSAWS) is a
voluntary, non-political, non-profit, non-governmental organization (NGO) named after Sheikh
Babiker Badri, the pioneer and initiator of women's education in Sudan. The Association is dedicated
to enhancing the status, equity, and empowerment of Sudanese women. The Association also seeks
to contribute to the development of a peaceful society, one that can offer the best quality of life to all
its citizens. Major activities of the Association include:
Implementing development projects in rural areas to enhance women's productive, reproductive and
community roles
Producing educational and advocacy materials for women related to the Association's activities
Conducting action-oriented research, feasibility studies, and identification of successful projects for
replication
Participating in campaigns for achieving needed social change
Training women as agents of change and developing their capacities as leaders, decision-makers,
consultants and initiators of a new vision for women's enhancement
Training women in income generation skills, environmental conservation, home economies, maternal
and child health, family life education, appropriate technology, literacy education, women, law and
peace.
THE UNIVERSITY MAIN LIBRARY (MAKTABAT ELHAFEED)
On November 12, 1991 AUW celebrated the opening of its new library, Maktabat El Hafeed. This
library, the most modern in the Sudan, was the first building to be completed at Ahfad's new campus
extension. It now serves as a focal point for academic life at AUW. The government of the
Netherlands covered the costs of the electrical and air conditioning systems as well as for the
furnishings of the library.
RESEARCH
AUW faculty are encouraged to conduct research on topics affecting women and families in the
Sudan. In addition, all students must complete an independent research project. Work on this
project counts as one senior course and is a requirement for graduation. Topics are agreed on in the
student's junior year. Many students collect their data during the summer vacation following their
junior year. About half of their senior year is devoted to analyzing their data and writing a report
under the guidance of their faculty advisor. The purpose of these projects is two-fold: (1) to motivate
students to examine some issue in detail and, through this process, to learn and practice the
conceptual and analytical skills of research and critical analysis; and (2) to produce new information
and knowledge for addressing problems facing women and communities in the Sudan. Selected
student reports are published in The Ahfad Journal." Women and Change.

12. COMMUNITY OUTREACH
In addition to degree-oriented programs, AUW is committed to improving life and opportunities for
families living in the rural areas of the Sudan. This is partly accomplished through the Rural
Extension Program in which all AUW students participate in their junior year. As part of this
program, students live in a rural community and, with local women, plan and participate in projects
designed to impart information and organizational skills among the women. The objective of these
visits by AUW students and faculty is to help rural women become change agents in their
communities. The Extension Program has three significant effects. First, students acquire first hand
knowledge about rural living conditions, how to effect social change, and learn about themselves.
For some students, the extension experience provides their first contact with conditions of rural life.
In addition to knowledge about how to work with people, most students acquire added poise and
gain confidence in their own leadership skills. Second, AUW faculty develop increased knowledge
and competency in planning and managing extension activities, both on campus and in rural
communities. This knowledge is applied in subsequent programs for students and villagers. Third,
the program has repeatedly demonstrated benefits in the lives of rural women and their families.
AUW also conducts short term courses in rural development tailored to the needs and interests of
women from rural communities. Rural women with leadership skills and potential are brought to the
AUW campus for more extensive leadership development. Special courses, lasting between three
and nine months, are designed for each group of women. Trainees are awarded certificates upon
completion of the courses.
INTERNATIONAL ACTIVITIES
AUW engages in a number of international activities. Foremost among these are close relationships
with leading universities throughout the world. Programs with these universities feature the
exchange of staff and students, joint research, and other cooperative activities. Relationships are
maintained with the American University of Beirut, The American University of Cairo, Reading,
Manchester and Liverpool Universities in the UK, Bayero University in Nigeria,-Iowa State and Tufts
Universities in the USA, Humboldt University in Berlin, University of Maastricht in Netherlands, and
Institute of Social Studies in the Hague. In addition, AUW organizes international conferences on
issues affecting women. AUW is an active member of the Association of African Universities, the
Association of Arab Universities, and the International Association of Universities. The article
elsewhere in this issue by Dr. Donna Cowan describes one cooperative activity of AUW in detail.
International communication of scholarly research at AUW is carried out through a semi-annual
publication The Ahfad Journal." Women and Change, which was first published in 1984. The journal
focuses on issues concerning to women in Sudan and other developing countries.
NEW PROGRAMS UNDER DEVELOPMENT
Never content to rest on its accomplishments, AUW constantly pursues new initiatives and
directions. Initiatives now under development include the following.
The Ahfad Press
AUW spends a considerable sum of money each year for academic and administrative printing. As a
way of improving the quality of its printed products and of saving money, AUW is actively exploring
development of its own press.
A Program of African Fellowships

13. When operational, this program will provide fellowships for women from neighboring African
countries to attend AUW. Each year, seven fellowships will be offered, one for each of AUW
undergraduate schools and one each for the two graduate programs.
The Ahfad Teaching Hospital
The new hospital will be located in the western side of the AUW campus, making it accessible to
people from Umbadda Province. Umbadda has a population of about 750,000 persons plus
approximately 78,000 refugees from the fighting in the southern part of the country. This population
was chosen because it is typical of many of the impoverished areas in Sudan. When established, the
hospital will have many significant benefits for the community and for AUW. The community will
benefit from having greatly improved medical services and care. AUW medical students, who now
must travel to hospitals throughout the metropolitan region of Khartoum, will have first rate clinical
opportunities close at hand. This will save AUW and medical students considerable time and lower
costs for students in completing their clinical experiences.
PARTNER OF THE SUDAN AMERICAN FOUNDATION FOR EDUCATION, INC.
AUW represents the Sudan-American Foundation for Education (SAFE) in the Sudan. The activities
of SAFE are described elsewhere in this issue. As SAFE partner, AUW receives shipments of donated
books and educational equipment and materials and arranges for their distribution to other
academic institutions throughout the Sudan.
REFERENCES
Badri, Y. (Translator) & G. Scott. (1969). The Memoirs of Babiker Badri. Vol. 1. London: Oxford
University Press.
Badri, Y. (Translator) & P. Hogg. (1980). The Memoirs of Babiker Badri. Vol. 2. London: Oxford
University Press.
Currie, J. (1907). Annual Report on the Education Department of the Sudan, 1907. London:
Waterlow and Sons, Ltd. p. 14.
Arena Badri, Vice President, Academic Affairs; and Lee Burchinal, Adjunct Professor, Ahad
University for Women
COPYRIGHT 2004 Ahfad University for Women
No portion of this article can be reproduced without the express written permission from the
copyright holder.
Copyright 2004 Gale, Cengage Learning. All rights reserved.