The Relevance of Curriculum and language of instruction in the basic schools at the Fallata Nomadic Community in South Darfur State of Sudan

Abstract

This study explores the difficulties faced by Fallta (Fulani) nomads' basic school pupils in Dimso and Tulus  localities in South Darfur State of Sudan regarding language of instruction and appropriateness of the cultural contents of the national syllabus. A descriptive research design is adopted and data were collected through interviews (teachers, pupils, parents, and education officials), questionnaire, and records. The results revealed that some pupils in the concentrated Fulfulde speakers' schools have no spoken Arabic. Some teachers who only speak Arabic either teach exclusively in Arabic or call on advanced students to translate. The study also revealed that some texts and pictures in first cycle books are far from pupils' level. Recommendations include government setting policy about language of instruction to accommodate these citizens, local authorities recruiting teachers from the immediate environment and providing special training in language and content. Special material and supports should also be adapted and provided.

Keywords: Education, Language, Curriculum, Nomads, Fallata, Sudan.