Governments, especially in developing countries, frequently assume the responsibility for supervising, coordinating and planning higher education. Universities, on the other hand, because they generally are committed to academic freedom and autonomy, tend to resist such intervention.
The purpose of this study was to examine and analyze the government of the Sudan's policy on higher education during the period from 1970 to 1985, to provide a general understanding of the relationship between government and higher education, and to make recommendations for higher education policy in the Sudan.
The following three research questions were examined: (1) What was the Sudan government's policy on higher education during the period from 1970 to 1985? (2) What changes occurred in higher education during that period? (3) In what way did government policy affect higher education during the period from 1970 to 1985?
The Procedures. A sample from four groups, totaling 43 individuals, was interviewed: government officials, and University of Khartoum administrators, faculty members and students. Also, data for this historical study were collected from such sources as the minutes of meetings, annual reports, and records from the University of Khartoum. Because the 15-year span of the study was a relatively short period of time, primary sources were mainly used.
Findings and Recommendations. Analysis revealed that the government of the Sudan enacted several policies with the intention of reforming higher education. Overall, policy on higher education was mainly politically motivated to serve the changing needs of the government.
Several recommendations to both government and higher education for improving higher education in the Sudan emerged from this study, among them: goals and objectives of institutions of higher education should be stable and clearly defined; institutions of higher education should seek more financial support from the private sector; the relationship between the central government and institutions of higher education should be specific and well-defined; the Arabization policy should be implemented; and the role of the National Council for Higher Education should be limited and more specific.
The findings of this study support those of Altbach (1974), Nash (1966) and Levy (1986), in which the relationship between government and institutions of higher education is delineated as one of conflict.
