UPEL 12 April, 1985 / ORIGINAL : ENGLISH

Transcription

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2 N.S.160 'KORANIC SCHOOLS IN SUDAN AS A RESOURCE FOR UPEL: RESULTS OF A STUDY ON KHALWAS IN RAHAD AGRICULTURAL PROJECT AIDS TO PROGRAMMING UNICEF ASSISTANCE TO EDUCATION UPEL 12 April, 1985 Exraced from a UNESCO-UNEDBAS STUDY By ' / & M. O. El Sammani, (Ph.D.), Deparmen of Geography, Universiy of Kharoum (Team Leader);. I. Hassoun, (B.A., P.G.C.E.), Ex-Under Secreary, Minisry of Educaion and Guidance; B. Abdalla, (Ph.D.), 6Í Us P '-V 'J? s f/"faculy of Educaion, Universiy of Kharoum; ^Jíáim A. Gadir, (B.Sc), Archiec. \3 V^ V / ORIGINAL : ENGLISH ^ Je^fi y Uni for Co-operaion wih UNICEF and WFP Unesco, Paris The views and opinions expressed in his paper are hose of he auhors and do no necessarily represen hose of Unesco ED-85/WS/27

3 *.. * ' 'KORANIC SCHOOLS'IN SUDAN AS A RESOURCE FOR UPEL: RESULTS TO: A STUDY ON KHALWAS IN RAHAD AGRICULTURAL PROJECT INTRODUCTION The 'Koranic School' came ino being under various names in all. he counries of he Middle Eas, following he spread of Islam. In some counries i is known as 'Kuab' in ohers as 'Zawiá', and in he Sudan i is known as KHALWA. I was a naural answer o he need o help illierae Muslims o learn he Koran wihou which hey can neiher perform he ries of heir faih nor ge o know he ex of is laws and rules. The firs Khalwas were esablished in norhern Sudan in he wake of Muslim Arab infilraion across he Red Sea and he norhern borders of he counry. They hen coninued o spread in he counry wih he spread of Islam and wih he selemen of Arab immigrans and he rise of Islamic Kingdoms. *************************************************** * Everywhere in he Islamic world he mosque has * * been he radiional place for eaching. The * * modern school as an insiuion for eaching * * ouside mosques did no come ino exisence in * * he Arab world unil he beginning of he nine- * * eenh cenury, and in he Sudan following he *. * Turko-Egypian invasion in The rise of * * he new, or 'secular 1 ype of school had lile * % effec on he Khalwa which coninued o perform * * is funcion, of geing people o learn he * * Koran by hear and o learn how o read and * * wrie. The Egypian rulers exended encourage- * * men o.exising and new Khalwas and o heir * 'fekis',i.e. Khalwa eachers. * *************************************************** During he Mahadia Period ( ) he Khalwa remained as i was as El Mahdi concenraed his effors on jihad, raher han anyhing else. His successor, he Khalifa was no prevened by preoccupaion wih wars and inernal dissensions from showing some ineres in he Khalwas of Omdurman, he capial, and he encouraged hem o go on wih he eaching of Koran along wih reading and wriing and arihmeic. He also issued orders for grea numbers of wriing boards o be disribued o Khalwa sudens.

4 .. * - :. -.. :. : * Through he Condominuim period-( ) he Khalwa underwen considerable developmen. "Monhly salaries were alloed o fekis The eaching of some non-radiional^, subjecs, such as arihmeic was encouraged. Khalwa leavers were admied o he eachers' and Sharia Judges' Deparmens of Gordon Memorial College, he op educaional insiuion in he counry a he ime, while ohers occupied noable posiions in sociey.as imams and men of religion. Following he Second World War he Sudan Governmen made a decided shif o a policy of indirec rule, resoring more and more o indigenous radiions, cusoms and insiuions, as a basis for adminisering, he' counry. ************************************************* - * Under he circumsances i was naural, ha. J.. * he Khalwa should receive due recogniion as *. % an effecive insiuion in he life of he. % * village and sociey, and a convenien * * insrumen for providing ciizens wih he * * paricipae in running he machinery of local * ^governmen. Sronger relaions beween, ribal^ * leaders and Khalwa fekis were encouraged, -,"J * raining courses (and salaries) for fekis * * were arranged, and a Khalwa ^inspecorae was. * * se up. Primary schools ended o prefer * * Khalwa leavers o ohers for' heir: inake., J. ' " '.. ************************************************* Beween 1918 and 1930 he number of Khalwas receiving governmen aid rose from 6 o 768, heir enrolmen from 200 o 2,900. Then he Economic Crisis se in.. Firs he number of Khalwas receiving governmen was reduced o wo-hirds of.he oal and hen o none a all. ************************************************* * This blow followed he 1932 Winer Commiee * * which.recommended he aboliion of he Khalwa *.. * in favour of he 'modern' primary school. I * * was o be replaced by a modified regular,..*..,,. * Khalwa - wih a revised curriculum and mehod *. % of eaching - and by subgrade schools which * * were o absorb he fekis in heir saffs. J * Nowihsandina hese adverse condiions he- * * Khalwa coninued doggedly, o hrive. Is * ^funcion and mehods and equipmen remained.* * much he same. By 1976 here were hree or * * four imes as many Khalwas as here were in * * And he govermen aiude owards * hem changed favourably once again. *************************************************

5 - 3 - This was refleced in he insiuion, in 1965, of he Deparmen of Religious Affairs, par of whose funcion was o look afer Khalwas. The Deparmen was laer elevaed o a minisry which showed more ineres and paronage o he Khalwa, noably expressed in providing appropriae oules o hose who compleed he Khalwa course:- i) In 1972 he Insiue of Koranic Sudies was esablished in Kharoum providing advanced sudies in Koranic subjecs ogeher wih some 'secular' subjecs, including as i were, English language. The cerificae awarded qualified is holders for he civil service. ii) A small number of Religious Insiues which enrolled Khalwa as well as primary school leavers. Much emphasis is placed on Islamic and Arabic sudies and sudens are led o. secondary schools - a few of hem - of he same naure as preparaory o join universiies or higher insiues, paricularly hose specializing in Arabic and Islamic sudies. II. : MAIN CHARACTERISTICS OF THE KHALWA A. STRUCTURE ************************************************** * The Khalwa represens he firs cycle. of he * Islamic sysem of educaion, comparable, in he* * modern sysem o he kindergaren, he'primary * * school and he lieracy sage.. I also J * incorporaes he concep of coninuous.* J educaion. Children join he Khalwa a he J * age of four or five and begin by learning how : * * o read and wrie. They hen move on o * * learning he Koran, beginning wih he small * * psalms of he Koran and working heir way. up * * o he longes psalms. Through' his sudy of,' * * he Koran and memorizing is verses he suden*. * learns some of he Koranic ars such as. J * reciaion and ranscripion, involving know-. * * ledge of boh caligraphy and pronunciaion *. * symbols. During his sage he is also augh * * ways of performing Muslim riuals and acs of * * worship. ' J, * ************************************************** *

6 - A - When he has learn he Koran by hear he moves on o join sudy circles in some mosques, aending advanced sudies in Shari'a and Arabic language unil he is judged o have masered each of he subjecs he was sudying and is fully qualified o each i. He is called 'alim (plural: 'ulema') i.e. maser or docor of Islamic law and heology. This manner of passing a suden a such a level, corresponds roughly o he presen-day awarding of a universiy degree. A suden may finish sudying a cerain subjec under a cerain Sheikh (eacher) and hen move o sudy anoher subjec wih anoher Sheikh; and so oh. The place of sudy is usually he mosque bu someimes i is he Sheikh's residence. A presen, religious educaion is also.conduced hrough well-defined schools, under-graduae and pos-graduae sages, as can be seen in Al Alzhar of Egyp and he religious insiues arid Omdurman Islamic Universiy of he Sudan. OBJECTIVES AND BASIC SUBJECTS The basic objecive of he Khalwa is o provide he educaion necessary for he ideal Muslim, according o he radiional purianical sandards of he Muslim sociey... ***********************************************. * In his sociey he Muslim who has learn * * he Koran by hear is regarded wih grea * * eseem. The ile of 'Hafiz' i.e. one who * * has learn he Koran by hear, everywhere.. * * denoes a disinguished saus in religion *, and knowledge. *********************************************** Some Khalwas add lessons on heology and he life and sayings of Mohammed he Prophe while some ohers also give insrucion on how o prepare oneself for various purposes. The subjecs augh in a Khalwa are:- i) Reading and wriing. ii) Learning by hear par or all of he Holy Koran. iii) Pracical insrucion in he proper ways of reciing he verses of he Koran. Someimes sudens are also insruced in he basic rules of his ar of which here are several versions.

7 - 5 - iv) Transcripion of he Koran. v) Shari'a laws and principles along wih pracical insrucion on riuals and acs of worship. QUALIFICATIONS OF THE KHALWA FEKI In order o qualify for he job a feki mus have firs horoughly learned he Koran by hear. He mus be fairly exemplary in his behaviour and versed in he performance of religious ries. He mus have he abiliy o manage he affairs of a Khalwa and o each he Koran in a leas one of is radiional versions of ranscripion. Bu perhaps he mos remarkable qualificaion is he abiliy o dicae o each member of a group of pupils siing in a close semi-circle around him,a fresh insalmen of Koranic verses o be learned ha day - a fea which calls for an excepionally high level of memory-raining and concenraion. Each pupil is a a differen sage of he Koran, and he verses dicaed o one mus, herefore, be differen from hose given o ohers, since hey mus be he verses immediaely following hose learned previously by he paricular suden. In order o do so he mus firs lisen o he las few words he suden had wrien down before dicaing some more words or verses. ************************************************* * *,.. * * The complexiy of his ask can be furher * * appreciaed when -i is menioned ha here * * is so much similariy beween he wording of * * verses in various pars of he Koran, and * * ha any faul in he wording or sequence * * in he Koran - even misplacing a leer * * or mispronouncing a syllable -is regarded * *. as an almos unforgivable sacrilege for * J any Muslim, le alone a professional * J eacher of he Holy Book. a*********-************************************** The daily insalmen dicaed o each suden ranges beween a few verses o a few pages (one-eighh of a chaper) of he Koran. The Koran consiss of 30 chapers. The whole process of dicaion, more ofen han no akes place in he middle of he remaining bulk of pupils who would all he ime be chaning a he op of heir voices each his own share of verses.

8 - 6 - The Khalwa is usually run by one feki. In larger Khalwas he is assised by one or wo senior pupils who are abou o graduae. METHODS OF TEACHING Everyhing, read or dicaed mus be learn by hear. This is, of course, o be expeced' so long as he basic funcion is o ge people o learn.br/ hear he Holy Koran along wih some Shari'a laws and lanauage rules. Bu wih he recen aemp o include, * modern ' subj ecs in he Khalwa curriculum here has been room o resor o mehods oher han roe-learning, bu never where purely religious maer is concerned. The pupil begins by learning he Arabic alphabe, wo or hree leers a a ime, following he sandard A o Z arrangemen of he leers. He pracises wriing hese leers firs wih his fingers on loose earh or sand and laer wih a pen on his wriing board. Nex he chans (individually or in chorus) and pracises wriing he same leers as hey vary wih differen vowel sounds. All his handling of he leers of he alphabe is done before any aemp is made o form words. When he has masered he various forms of wriing and pronouncing he individual leers he moves on direcly o ranscribing he opening verses of he Koran. Only when he has perfeced he wriing of hese verses and learned hem by hear is he allowed o do he same hing wih anoher se of verses. As he makes some progress his daily quoa is gradually increased from wo or hree words up o four or five hundred. ********************************************************* * The learning-by-hear process goes on as follows. The * * pupil wries down his daily share of verses dicaed * J o hum in he manner previously described. The feki- * * goes over he pupil's wriing for correcion and in * J order o inser he appropriae reciaion symbols * J along he verses. Evenually he pupil learns o * *. wrie he symbols by himself. The pupil hen reads * *. aloud o he feki his verses a few imes, o saisfy * *. him ha he is reciing hem properly. He spends he * *. res of. he day on his own, among he res of he *. *. pupils, chaning loudly, repeaing over and over again* J his verses.. In he afernoon he is ready o recie * *. hem from memory before he feki. If he feki is * * saisfied ha he pupil has horoughly memorized his * *. verses, he laer is allowed o wash his wriing * * board clean and prepare i for a fresh quoa of * verses he nex morning. *********************************************************

9 - 7 - When he pupil has worked his way hrough he Koran he will have forgoen he firs verses he learned by hear. In order o maser he Koran, he pupil mus herefore repea wo or hree imes he same process of wriing down and memorizing, wih he daily quoa increasing in lengh each ime. The"firs sage of learning usually akes wo years and subsequen sages less han a year. I akes he average pupil four o five years o learn he Koran horoughly by hear and have no fear of forgeing how o recie or wrie down correcly wha he had learned. THE KHALWA AS A MULTIGRADE CLASS The Khalwa is an embodimen of many educaional conceps, ha have recenly araced considerable ineres in underdeveloped counries ********************************************************* * I represens a unique example of he one-eacher * * school or muligrade eacher. The general noion of * * a muligrade class is one comprising wo or maybe * * several levels of pupils, bu he Khalwa consiss * of many class levels. ********************************************************* A recen survey has shown ha he number of pupils in a Khalwa ranges beween 15 and 450. Many Khalwas have more han 200 pupils and excepional cases numbered more han 700. The average enrolmen for a sample of 203 Khalwas was 72. Their ages can vary beween 4 and 60, and hey are admied any day in he year, and proceeding a heir individual paces; hardly any wo of hem happen o be a exacly he same sage of learning. Ye hey all receive he individual aenion hey, require by he feki or, in very big Khalwas, his assisan. The feki masers his professional skills hrough a process of unplanned or 'sponaneous' appreniceship, for no feki has ever aended a regular course of raining. *********************************************************. * The Khalwa is also a live demonsraion of * * coninuous educaion. A pupil can join in a any * * age He can ge he feki's permission o leave for * * his home village or culivaion a any ime and for * * any period. When his business is done he can reurn * * o resume his sudy. The Khalwa knows neiher * *. suden or aendance regiser nor regisraion * * formaliies. The progress of each pupil is * * deermined only by his own abiliies and he degree * * wih which he applies himself o his sudy. * *********************************************************

10 - 8 - The bulk of pupils are beween 4 and 25 years of age hough some can be considerably older. In owns, however, he ages are usually four o seven, he laer being he, age for admiance in primary schools. The school year for he Khalwa coninues hroughou he calendar year, no summer or erm vacaion. I is only inerruped by he weekly Friday holiday and he lesser and greaer Bairams. I is herefore equivalen o one and a half f he modern school years. The Khalwa working day coninues from dawn unil afer he evening prayers, i.e. nearly wo hours afer sunse, wih a break of some hree hours in he early afernoon, and oher shorer breaks for meals. In he evening he pupils ligh a big fire and si around i for ligh and someimes also for warmh. Everybody paricipaes in he chores of life in he Khalwa: some collec,fire-wood, or bring waer, or build annexes o he Khalwa; while ohers cook heir food or help culivae he land belonging o he feki or he Khalwa. All hese aciviies are supervised by he senior pupils. F. TEACHING MATERIALS AND AIDS Very few Khalwas use blackboards, exercise-books, pensils or ordinary pens and ink. They end o depend on local maerial o mee heir needs. Insead of a noebook, a wriing board (called 'loah') is made of 'sun' (acacia nilslica) haraz (acacia albida) or heglig (balawies aegypiaca) wood abou half an inch hick. Shapes and dimensions vary according o ase and age of he pupil bu i is always recangular,. 1 o 2 fee high and half as broad, wih a four-inch projecion a he op for a handle. Diagram (1) Differen shapes of Boards.

11 - 9 - For a pen hey sharpen a lengh of reed, sraw or palm branch. Ink is also a homemade concocion comprising gumarabic powder and fine black (laierm) soo disolved in waer. A he : boom of he inkpo hey pu a loose ball of horse-ail or palm sem fibres o free he pen, when dipped, of excess liquid. Before wriing on i each ime he wriing board is washed clean and covered, while we, wih hick soluion of chalk or limesone. I is allowed o dry horoughly before wriing on i. This whie-washing helps clear, disinc wriing, and a he same ime provides a sor of insulaion wihou which he wood surface would soon become blackish and fail o bring ou wha is wrien on i. Earh and sand are liberally used for wriing pracice, and when he ground surface is oo hard for fingers o scrach, : dae sones are used insead. BUILDINGS AND BUILDING MATERIALS A he'beginning, he home of he Khalwa was he mosque - i sill' is. Bu where here are more Khalwas hen mosques or where, ou in he counry, selemens become oo small o afford a mosque, all ha is required for a Khalwa o be se up seems o be an open space wih enough shade provided by rees or grass-sheds. ******************************************************** *. * * The common feaures of all Khalwa buildings are * * simpliciy of consrucion, dependence on local * maerials and self-help or communal workmanship. ******************************************************** Building coss have never been an obsacle o a Khalwa, firs because hey are so low, and second because people are so keen o conribue a share in he funds, maerials, or he labour required o build up. he Khalwa. Mos Khalwas in rural areas aré buil of mud and/or grass. Ohers, especially in owns, are buil of red brick and corrugaed-iron..,.':.. Furniure is hardly known in Khalwas. Feki as well as pupils, si on he sand or mud floor, someimes covered by maing made of palm leaves. A small Khalwa building usually consiss of a mud-walled, grassroofed hu, hree or four meres square or-diamère, wih a fairly spacious open-sided grass shed in fron of i. The

12 open space in fron may or may no have a grass or mud wall round i... a conrivance of some sor (earhern pos, perol drums, ec.) o sore heir daily waer needs, and a small basin dug in he earh o wash heir wriing boards are abou all he remaining man-made feaures of he complex. Larger and famous Khalwas may consis of a big hu for he feki, surrounded by a number of smaller hus o house 'ouof-own 1 pupils. In he wesern Sudan some of he Khalwa buildings may be compared o a small hamle. H. FINANCING Mos Khalwas were founded by individuals, a small proporion by local communiies and fewer sill by governmen agencies. Once esablished he Khalwa ends o depend more on communiy and governmen financing and supervision han on individuals. Many Khalwas provide a fair proporion of he funds hey need hrough self-help. Like old monasaries hey would have heir own land donaed by he.local; communiy or individuals and he feki and his pupils go ou regularly o culivae he land or raise livesock or collec fire-wood. The feki does no draw a regular salary. The-.local. communiy underakes o provide his needs as well as he Khalwa 1 s. They also provide free lodging and feeding o ou-of-own pupils. Even when he sae helps in, is gran o he feki seldom exceeds an annuiy of LS100 or LS200. III. ROLE OF THE KHALWA IN UPEL A. PROSPECTS FOR THE FUTURE The Khalwa could be on he hreshold of a golden age. I owes his prospec o he findings and recommendaions of he secor survey conduced in he lae sevenies by he Sudan Minisry of Educaion in collaboraion wih UNESCO. *********************************************************** * The number of Khalwas operaing in he counry, he size* [ * of enrolmen and he magnaude of heir conribuion * * oward he disseminaion of basic educaion - specially * * in oherwise deprived inaccessible communiies - have *, * come as a relevaion o everybody. * ***********************************************************

13 Khalwa leavers have been shown o accoun for 15% of hose who have aained a fourh primary grade level of educaion. Some 37% of hese coninue heir educaion in regular primary schools preparaory o proceeding o furher saaes of general educaion. All his is accomplished wih he minimum expense, effor and formaliies. Ou of he 14,683 Khalwa pupils covered by a sample survey in 1976: 8372 (57%) had learned o read and wrie; 645 (4.4*) had memorized he whole Koran; 1232 (8.4%) had disconinued heir educaion; 3147 (21.4%) had been absorbed in regular primary schools. ******************************************************* * In he igh of hese findings he Secor Survey ' * * recommendaions were promped by he desire o ap he* * full poenial of he Khalwa owards he achievemen * * of he op prioriy indicaed by he Survey, namely, * * universalisaion of primary educaion wihin he * * minimum possible period. The Survey, herefore, '* ' * recommended ha he Khalwa should receive every * * encouragemen o carry on wih is radiional * ; * funcion. I furher proposed an arrangemen whereby' * * he role of he Khalwa as a ribuary o general * educaion can be properly organized. * ********************************************************** * This arrangemen involved he insiuion of he 'complemenary school'. This is a wo-year aachmen o exising regular primary schools corresponding.o 5h and 6h grades. Khalwa leavers, passing a 4h grade level examinaion are admied o he complemenary classes and hereby join he regular sream of general educaion. Work during he wo years is mainly direced owards making up for Primary School Cerificae subjecs ha are no included in he Khalwa syllabi. To avoid he expense of seing up enough complemenary schools o mee he needs of all Khalwas, each province was asked o sar only enough classes o caer for 25% of heir share of Khalwas. The recommendaions of he Secor Survey had been adoped by he Sudan Council of Minisers and hough he complemenary schools esablished since have been fewer han expeced, heir firs oupu sa for he Naional Primary School Leaving Examinaion in A small deparmen was insiued a he Minisry of Educaion headquarers o provide supervision and guidance o he Complemenary Schools projec.

14 The diagram below indicaes how he Khalwa fis ino he Sudan sysem of educaion. (Figures denoe ages of average pupil) Oher Unive rsi ies and Highsr Educaion Islamic 22 Universiy f Regular Secondar.JL... 1 "i" "» Reg In Sch 19 y i ular erme dies LOOl i i? f i School of Koranic Sudies i i i 1,!.» * Secondary 18 Religious 17 School. i Inermediae Religious School. Conrl.imenary r ileefes K 11 h 10 a w 7 a 6 5

15 KHALWAS IN THE VALUE SYSTEM OF THE SOCIETY The invesigaions carried ou in all Khalwas visied confirm ha he Khalwa as an insiuion is deeply enrenched in he value sysem of he village sociey. In reply o he quesion why people had Khalwas in he old selemens and are keen on ransferring hem o he new selemens, he answers received cenre around hree educaional requiremens, served by Khalwas in he life of he indigenous sociey. ***************************************************** * i. Tha hey are a Muslim sociey, and since * * Khalwas each, he Koran, and educae, he young* * in he basics of he Islamic faih, people % * consider i a religious obligaion o send * * heir children o Khalwas; * * ii. Tha Khalwas assis he home in looking afer * * children, by preoccupying hem in worh-doing * * aciviies. Being under he conrol of he * * feki is valued by all parens o he exen * * ha some enrol heir children a off-school * * ; imes > " ' _ *. * iii.tha experience has augh hem ha children * *. who receive Khalwa educaion, prove o be of * * high conduc and of beer performance when * * hey enrol a primary level. * ***************************************************** The Khalwa is also in harmony wih he local environmen because: i. I is founded and managed by he local communiy, wihou he inerference of an ouside agency; ii. Is closeness o homes enables i o be reached easily by children and parens;. iii. The daily ie beween parens and children, since very ofen he wo aend prayers and lessons ogeher; iv. Khalwa educaion does no sever he relaionship beween he children and heir environmen as hey conribue o agriculural pracices as well as animal rearing;. v. I does no conflic wih he regular school programmes, bu raher complemens hem;

16 vi. I fosers he social ies beween children of differen ages; vii. The buildings are par of he local surroundings, wih heir coss me by he village communiy; viii.the feki is rained in local insiuions, and his raining is fully appreciaed and employed by he local communiy; and ix. All he aids employed in eaching are from he local environmen. This harmonious relaionship beween he Khalwa and he village environmen deserves o be mainained. The forhcoming suggesions which consiue a programme for he developmen of he Khalwa insiuion a Rahad res on his promise, i.e. o preserve he radiional naure of he Khalwa, and no o disurb i hrough change. C. THE FEKI AS THE CENTRAL FIGURE IN A KHALWA The 'feki' is he one essenial elemen in running he Khalwa. Of he Khalwas surveyed, hose found o be operaing were he ones where he communiy succeeded in obaining he services of a feki. The sabiliy of he feki as a residen member of he communiy is essenial for he coninuiy of he Khálwa. This condiion is me in villages where fekis' are full enans, running he Khalwas besides heir enancy obligaions. Here Khalwas do no suffer inerrupions'in heir 1 aciviies due o he coninuiy of he services of he feki, as compared o oher places visied, where he feki may leave he selemen for any reason. IV. A SUGGESTED PROGRAMME OF DEVELOPMENT OF KHALWAS IN RAHAD AGRICULTURAL PROJECT SETTLEMENT A. COMPONENTS From he survey made, a Khalwa consiss of he feki, children, a building and aids. - The feki: is provided for by he communiy; and wheher a residen enan or an ousider, he is a salaried person, receiving LS.100 a monh.

17 I is suggesed ha a pay in his range should be borne by he programme; There is a possibiliy ha he Social Developmen Deparmen a Rahad may conribue o meeing par of his cos. Hence his could be a negoiable iem. As experience has proved ha residen fekis are more sable han he ones employed from ouside he communiy, he possibiliy of allocaing a enancy for he feki can be explored wih he Rahad managemen, as an inducemen for securing he services of fekis in he villages. - The Children : There is an adequae number of children in all villages for running a Khalwa. The averaqe number enrolled a presen is in he order of 100. This figure shall be used in working ou he spaial dimensions, he design of buildings, and he furniure and aids needed. - Buildings: A Khalwa is made, up of. one building.. The feki lives in his own house, or one provided for by he communiy; hence need no be caered,for by.he programme. From consulaion wih" a number of fekis he ype of building preferred is one hall 18 x 15 meers dimensions wih good venilaion. Toiles and a bahroom are also suggesed. The design 1 in appendix, numbered diagram 2, 3 and 4, are recommended o saisfy hese requiremens. - Furniure: The only furniure o be provided: for are mas for he feki and children o si on> wih he local ype made of palm.leaves preferred. A able o sore he boards is also o be incorporaed. The laer is suggesed o be build of permenen maerial as par of he building. - Aids : All fekis prefer o have he boards made of local wood as described previously. Again for ink and pens he maerials - in use are preferred, and since hese can be locally made, no coss are o be incurred by he programme.

18 DIAGRAM 2 H «r N »

19 DIAGRAM 3 SOUTH ELEVATION «col» 1:200 ALUMINUM MS 1RUS CEILING SHEET SECTION A-A Seek 1:700 20X70X2 TEWK20 TILES icm BEDDING 3 LAYERS OF ASPHALT 10cm PLAIN CONCRETE SAND FILLING

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