Tursim in Sudan

Kassala

The city of Kassala, the most famous cities in eastern Sudan, where the signals according to the Meteorology between latitudes 28-15 degrees north and longitudes 36-24 degrees east longitude and height, which distinguishes the city of 3960 feet above the earth's surface.Bounded on the south side of East Mountain, while Taka is bounded by the north-east of Mount Mkram.Divides the city of Kassala (Creek) Gash River to the east of the Gash and the West Gash and the western section of the River Gash is one of the largest areas of Sudan use of groundwater and control of agriculture on the largest area, with an estimated stock of this river from its waters, groundwater, which Arsabha six hundred million cubic meters per year and perhaps this explains the quote: Kassala gift Gash.
Socio-historical background:Branched out views on the name of the city of Kassala, stated Mr. / Mohamed Lamine Sheriff (by God's mercy) (1996 m (2-22) in his History of Kassala town, "that the installer according to reliable sources validity is introducing the label, it is stated the name in the document, which inflicted Dr. Mustafa Massad his book (Islam in exile) and tells the document that contained the name of the mountain (lazy), and perhaps this suggests the existence of roots beyond the meaning of this label, which are derived from the languages ​​of groups that previously lived in the region such as: Baza and Albaraa and Alelit and others. The There is a saying the other mentioned Osman Ahmed Issa (1986: 7-8) in his book (the history of the Emirate of Lhalangh) in the title, which noted that the first to launch on the region name Kassala, they Lhalangh and the name (Kassala) is derived from the word (Casa ALWIL) which is the name for the prince of princes of Abyssinia, was killed by Lhalangh in a place called (Riba - CASA) in the valley of the northern city of Kassala current. This was confirmed by the Mayor of the city of Kassala, Dean Corner (m) Mutasim Babiker Ahmed Jaafar, citing what he heard from his ancestors and which were inclined to the view of Muhammad Secretary of Sharif gave the label "

 

Upbringing and development of the city of Kassala:Said Muhammad al-Amin Sharif (1996: 22-23) that there were not any city or village with the appearance of civilization prior to the date, 1821, which charted the Imam Mohammed Osman Mirghani seal his village (Sunni), which later became known as district Khatmiyya - a stronghold of the way Khatmiyya - and that developing the first basis of civilization which built his mosque, the famous, the largest mosque in the time in Sudan as a whole, which was opened - the most likely novels - in 1883 AD and its impacts located now near the foot of Jebel Taka make sure the magnitude and greatness of this mosque masterpiece The beginning of the growth of the city of Kassala was in 1841, during the Turkish rule of Egypt, where the city attracted large numbers of people from areas neighboring Sudan and outside Sudan, either to serve in the work of the State, or in commerce, or horticulture became includes elements of various tribes of the Sudan and other migrants from other countries , especially now that the capital of the Directorate of Taka in addition to the tribes of the main local and Hdndoh Mlehtknab and Hnakh and Beni Amer and Hamran and Alkadin and some of the Nilotic tribes (Baza, Parrilla, Elite).And civic education was stated d. Omar Bashir (1970: 44) that the opening of the school princely mother was in the year 1863, which is one of five schools the first formal education in the capitals of districts of Sudan at the time (Khartoum, Berber, Dongola, white) in addition to the capital of the Directorate of Taka Kassala town.Among the most important events that passed the city of Kassala has reported Muhammad al-Amin (1996: 215) that was occupied by the Italians in 1894 and continued this occupation for three years and a half, and then subjected to the rule of the bilateral Anglo-Egyptian until independence in 1956, in which Navarre cream of the sons of the city of Kassala Kjabbarh Awad and others.The city of Kassala from the tourist cities in the Sudan, for the majesty of its mountains branches and greenery Soaekayaa succulent, and sand blamed her seasonal genius of the place that inspired poets of her children, expatriates, and the creations of poetry in local languages ​​(Tbdawi - REPORT) and the Arabic language, Vhaho Dr. Jafar Mirghani in his poem magic in Kassala saysWhat seeks Qarb of hair in Zahle ** ** I have seen into magic in his lazinessHe says at the beginning of another poem:

And the tomb of the Hashemite ** taken captive doves eyes Hawwaim competing
And the distinguished Ozlna mountain towering sky ** ** without baffles Alabsara
Here is Tawfik Saleh Braúath Jibril (the lovers) says:
Kassala, brightened by the sun and serious
They are right in the sunshine
The poet says Salah Abu al-Qasim:
If the poplar in the world
This Gash Kalcauthr
Jinan beauty of the mole

 

Kassala is the capital of the state of Kassala in northeastern Sudan. Its 2008 population was recorded to be 419,030.[1] It is a market town and is famous for its fruit gardens. It was formerly a railroad hub, however, as of 2006 there was no operational railway station in Kassala and much of the track leading to and from the town has been salvaged or fallen into disrepair. Kassala's location along the main Khartoum-Port Sudan highway makes it an important trade center.

In July 1940, during the East African Campaign, Italian forces advancing from Italian East Africa forced a small British garrison to withdraw from Kassala. The Italians then occupied the city with a brigade-sized unit. In mid-January 1941, the Italians withdrew from the city and a British garrison returned.

Mukram suburbIn 1956, the Anglo-Egyptian Sudan became the Republic of the Sudan. Since the 1960s, the city has been the destination of large numbers of Ethiopian and Eritrean refugees fleeing conflict and war. Since the beginning of the Second Sudanese Civil War in the 1980s, it has also been refuge of internally displaced Sudanese fleeing conflicts in the Nuba Mountains, and south and west of the country. About 160,000 of these IDPs settled on the outskirts of the town.[citation needed]

The population of the state 000.468.1 population annual growth rate of 5.2% and the state enjoys a distinguished geographical location has helped to grow and make them Alladid center of trade and investment activities and provides the basic services and all the factors on investment, on top of- Connects the state port of Port Sudan and the way the national capital Khartoum Port Sudan National- The presence of road transport and air transport and communications, and internal and international available at any time- The existence of the centers and scientific institutions, and arts and crafts that provide skills and competencies- The presence of banks and investment banks- Provides hotel services and tourist sites, recreational- The presence of areas of investment planned and equipped for the establishment of industrial projects and servicesThe state has huge natural resources, including:- Sources of water from rivers and rain and underground water- Agricultural land and vast fertile and that cover more than 40% of the territory of the state- Livestock and the enormous variety, which is estimated at 3.4 million head of poultry and fish next to- Wealth of forest and rangeland- The presence of Mahajraghannah different metals and materials limestone and granite rocks of high quality and are the basis of the construction industryEnabling environment for investmentThe state sought a serious effort to improve the investment environment and create the appropriate environment where it has adopted:- Policies and state legislation to ensure that the investor access to the facilities and guarantees for investment- Simplification of administrative procedures for Ballastosmar- Develop an investment map reflects the effort expended state investment and the investor knows the nature of the available resources, opportunities and areas of investment availableInvestment in Amajalalzerai - part of plantTattabralzraah main activity of the state's population with an estimated area of ​​arable land by about 8.2 million acres exploiter of which are currently 2.1 million acres in cultivation of cash crops of Alzerh, sesame, wheat, peanuts and cotton in addition to horticultural crops unique to the state and of its production in the year 300 000 acres of vegetables and fruitIn spite of the huge agricultural potential and available state, it is not to take advantage of its features and potentialFactors that attract agricultural investment mandate- The state's unique location and proximity to main roads and export outlets that help in internal marketing and export- Availability of agricultural land with high fertility and proximity to the diverse Massadralra- Low cost irrigation and agricultural operations- High productivity of agricultural crops- The existence of consumer markets, domestic and foreignOpportunities Alastosmaralzerai- Investment in Agricultural Projects list - Gash - Hlvaaljdidh --- and rehabilitated to achieve Altusaalrasa which provide funding and technical packagesGeneration Zraaahjdidh projects for the production of various field crops, fruits and vegetables and green fodder without identification of the areasProjects a high priority for investment in agriculture and irrigation prepared and ready- Upper Reservoir Setit Nehratbrh- Production of vegetables and other cash crops Gash Delta Project- Processing and packaging of vegetables and fruits for exportInvestment in livestockTattabrolaah Kassala states rich in livestock and is estimated at four million three hundred thousand head of cattle and depend mainly on natural pastures either in terms of the Fisheries Lake is a reservoir Khashm Bagpipes plenty of room to catch 800 tons of Alasma XnuyaCensus Iirohalehioanah stateSheep 000 140.1Apple 700.651.1Goats 600.948Cows 000.490Investment opportunities in the field of livestock- Fattening livestock and poultry production broiler and white for local consumption and export- Fish farming and fish farming and development and means of fishing- Anchaoualskhanat modern- Draft of new Bhlva fattening sheepInvestment in the industrial field.Kassala State have natural resources and agricultural products represent a huge variety of raw materials for most of the food and manufacturing industries and the argument with Godalkhaddmat investment opportunities and wide range of investmentOpportunities and areas Alastosmaralsnaaa- Assembling tractors and farm equipment and combines- Manufacture of spare parts and main parts of the equipment and machines- Manufacture of fertilizers and pesticides- Manufacture of jars, packagingBuilding materials industry and construction- Manufacture of clay brick and limestone, mosaic and ceramic tiles and porcelain- Production of quicklime and hydrated- Snaahalkhhb ROM and the plywood panels and chips- Paper-making and production of AlvhmalinbatiFood Industries- Manufacture and drying of vegetables and fruit- Production of honey derivatives Alskero industrial and glucose- Production of oils and fodder- Manufacture of dairy and MstkhrjathaAnimal products- Tanning leather and modern slaughterhouses- Production of leather goodsTextile and garment- Production of textiles and garments and knitwear, blankets and tentsProjects of high priority in the industry prepared and ready- Tannery tanning processes Haddathtqom each city Khashm Bagpipes- Skhanat modern city of Kassala to Agradalsader and local market- Plant and intravenous injection solutions ready in Kassala- Vegetable and fruit canning in KassalaInvestment in servicesChhadalolaah huge demand for agricultural activity and industrial which in addition to the prosperity of trade as evidenced by a steady growth in population and a rise in living standards and require increased services as and type in the fields of transport and storage, housing, tourism and construction, telecommunications and health services and education, culture and media, which offers great opportunities for investment in this vital area

تعتبر مدينة كسلا من أشهر مدن شرق السودان حيث تقع حسب إشارات هيئة الإرصاد الجوي بين خطي عرض 28 – 15 درجة شمالاً وخطي طول 36 – 24 درجة شرقاً ويميز المدينة ارتفاعها الذي يبلغ 3960 قدم فوق سطح الأرض

يحدها من الجهة الجنوبية الشرقية جبال التاكا بينما يحدها من الجهة الشمالية الشرقية جبل مكرام .يقسم مدينة كسلا (خور) نهر القاش إلى شرق القاش وغرب القاش وهذا القسم الغربي لنهر القاش يعد من أكبر مناطق السودان استخداماً للمياه الجوفية وتسيطر الزراعة على أكبر مساحته ، ويقدر مخزون هذا النهر من مياهه الجوفية التي يرسبها بستمائة مليون متر مكعب سنوياً ولعل هذا ما يفسر المقولة : كسلا هبة القاش 

خلفية تاريخية اجتماعية
تشعبت الآراء حول مسمى مدينة كسلا فقد ذكر الأستاذ / محمد الأمين شريف (عليه رحمة الله) (1996م (2 - 22) في كتابه تاريخ مدينة كسلا "أن المثبت بحسب المصادر الموثوق بصحتها هو : قدم التسمية ، فقد ورد الاسم في الوثيقة ، التي ألحقها الدكتور مصطفى مسعد بكتابه (الإسلام في الغربة) وتحكي الوثيقة التي ورد فيها اسم الجبل (كسلان) ولعل ذلك يوحي بوجود جذور أبعد لمعاني هذه التسمية ، التي تكون مستمدة من لغات المجموعات التي سبق أن سكنت في المنطقة مثل : البازا والباريا والإيليت وغيرهم . كما أن هناك مقوله أخرى ذكرها عثمان أحمد عيسى (1986م : 7 – 8 ) في كتابه (عن تاريخ إمارة الحلانقة) في المسمى ، أشار فيه إلى أن أول من أطلق على المنطقة اسم كسلا ، هم الحلانقة واسم (كسلا) مشتق من كلمة (كاسا الول) وهو اسم لأمير من أمراء  الحبشة قتل على يد الحلانقة في مكان يسمى (ربا - كاسا) في وادي بشمال مدينة كسلا الحالية . وقد أكد ذلك عمدة مدينة كسلا العميد ركن (م) معتصم بابكر أحمد جعفر نقلاً عما سمعه من أجداده وأي كان نميل لرأي محمد الأمين شريف المتمثل في قدم التسمية "

النشأة والتطور لمدينة كسلا
أشار محمد الأمين شريف (1996م : 22 - 23) أنه لم تكن توجد أي مدينة أو قرية ذات مظهر حضاري قبل تاريخ 1821م ، الذي اختط فيه الإمام محمد عثمان الميرغني الختم قريته (السنية) والتي عرفت فيما بعد بحي الختمية – معقل الطريقة الختمية – وذلك بوضع أول أساس حضاري فيها ببناء مسجده المشهور الذي يعتبر أكبر مسجد في ذلك الوقت في السودان قاطبة ، والذي تم افتتاحه – على أرجح الروايات – في عام 1883م وأثاره الكائنة الآن بالقرب من سفح جبل التاكا تأكد ضخامة وعظمة هذا المسجد التحفة أما عن بداية نمو مدينة كسلا كان في عام 1841م أثناء الحكم التركي المصري ، حيث جذبت المدينة أعداداً كبيرة من الناس من مناطق السودان المجاورة ومن خارج السودان ، إما للخدمة في أعمال الدولة ، أو في التجارة ، أو الزراعة البستانية فأصبحت تضم عناصر شتى من قبائل السودان وغيرهم من المهاجرين من دول أخرى ، وخاصة بعد أن صارت عاصمة لمديرية التاكا بالإضافة للقبائل المحلية الرئيسية من هدندوة وملهتكناب وحلنقة وبني عامر وحمران والقدين وبعض القبائل النيلية (بازا ، باريا ، إيليت) .وعن التعليم المدني فقد ذكر د. محمد عمر بشير (1970م : 44) بأن افتتاح مدرسة الأميرية الأم كان في العام 1863م والتي تعتبر من المدارس الخمس الأول للتعليم النظامي في عواصم مديريات السودان آنذاك (الخرطوم ، بربر ، دنقلا ، الأبيض) بالإضافة لعاصمة مديرية التاكا مدينة كسلا .ومن أهم الأحداث التي مرت على مدينة كسلا فقد أورد محمد الأمين (1996م : 215) أنه قد تم احتلالها من قبل الطليان في عام 1894م  واستمر هذا الاحتلال ثلاث سنوات ونصف السنة ، ثم بعد ذلك خضعت للحكم الثنائي الإنجليزي المصري حتى الاستقلال 1956م ، الذي شارك فيه نفر كريم من أبناء مدينة كسلا كجبارة العوض وغيره
تعتبر مدينة كسلا من المدن السياحية في السودان ، وذلك لروعة جبالها الشماء وخضرة سواقيها النضرة ، ورمال نهرها الموسمي ، عبقرية المكان التي الهمت الشعراء من أبنائها والوافدين ، وكانت إبداعاتهم الشعرية باللغات المحلية (تبداوي – تقري) واللغة العربية ، فهاهو الدكتور جعفر ميرغني في قصيدته السحر في كسلا يقول

ما ابتغى من قريض الشعر في زحلة   **  **    وقد رأيت بعين السحر في كسله
ويقول في مطلع قصيدة أخرى :
وعلى ضريح الهاشمي حمائم    **  **    تسبى العيون حوائم تتباري
وأظلنا الجبل الموقـر شامخاً    **  **    دون السماء يحير الأبصارا
وهاهو توفيق صالح جبريل برائعته (جنة العشاق) يقول :
كسلا أشرقت بها شمس وجدي
فهي في الحق جنة الإشراق
ويقول الشاعر صلاح أبو القاسم :
كأن الحور في الدنيا
وهذا القاش كالكوثر
جمالك من جنان الخلد

قبل البعث والمحشر

 

يبلغ تعداد سكان الولاية 000ر468ر1 نسمة بمعدل نمو سنوي 5ر2% و تتمتع الولاية بموقع جغرافي متميز ساعد على نموها وجعل منها مركز اًللعديد من الأنشطة التجارية والاستثمارية وتتوفر فيها الخدمات الأساسية وكل العوامل المساعدة على الاستثمار,وفى مقدمتها
- يربط الولاية بميناء بور تسودان والعاصمة القومية الطريق القومي الخرطوم بور تسودان
-وجود وسائل النقل البري و الجوي و المواصلات و الاتصالات الداخلية والعالمية المتيسرة في أي وقت
-وجود المراكز والمؤسسات العلمية و الفنية والحرفية التي توفر المهارات و الكفاءات
-وجود المصارف والبنوك الاستثمارية
-توفر الخدمات الفندقية و المواقع السياحية والترفيهية
-وجود مناطق استثمارية مخططة و مجهزة لاقامة المشروعات الصناعية و الخدمية
تتمتع الولاية بموارد طبيعية ضخمة اهمها :
- مصادر المياه من انهار و امطار ومياه جوفية
- الاراضي الزراعية الشاسعة و الخصبة و التي تغطي اكثر من 40% من اراضي الولاية
-الثروة الحيوانية الهائلة و المتنوعة و التي تقدر بنحو 3ر4 مليون راس بجانب الدواجن و الاسماك
- الثروة الغابية و المراعي الطبيعية
- وجود المحاجرالغنية بالمعادن المختلفة و المواد الجيرية و صخور الجرانيت ذات الجودة العالية وتعتبر اساس صناعة البناء
بيئة مواتية للاستثمار
سعت الولاية سعيا جادا في تحسين بيئة الاستثمار وتهيئة المناخ الملائم له حيث تبنت :
- السياسات و التشريعات الولائية التي تكفل للمستثمر الحصول علي التسهيلات والضمانات اللازمة لاستثماره
-تبسيط الاجراءات الادارية الخاصة باللاستثمار
- وضع خريطة استثمارية تعكس الجهد الاستثماري المبذول بالولاية وتعرف المستثمر بطبيعة الموارد المتوفرة و الفرص و المجالات الاستثمارية المتاحة
الاستثمار في المجالالزراعي - الشق النباتي
تعتبرالزراعة النشاط الرئيسي لسكان الولاية حيث تقدر المساحة الصالحة للزراعة بنحو 8ر2مليون فدان مستغل منها حاليا 2ر1 مليون فدان في زراعة المحاصيل النقدية المتمثلة في الزرة و السمسم و القمح و الفول السوداني و القطن الي جانب المحاصيل البستانية التي تتفرد بها الولاية و البالغ انتاجها في العام 300 الف فدان من الخضر والفاكهة
وبالرغم من الامكانيات الزراعية الضخمة و المتوفرة بالولاية فانه لم يتم الاستفادة من ميزاته وامكانياته
العوامل الجاذبة للاستثمار الزراعي بالولاية
-الموقع المميز للولاية و قربه من الطرق الرئيسية و منافذ التصدير التي تساعد في التسويق الداخلي والتصدير
-توفر الاراضي الزراعية ذات الخصوبة العالية وقربها من مصادرالري المتنوعة
-انخفاض تكلفة الري و العمليات الفلاحية
-الانتاجية العالية للمحاصيل الزراعية
-وجود الاسواق الاستهلاكية المحلية والخارجية
فرص الاستثمارالزراعي
-الاستثمار في المشروعات الزراعية القائمة - القاش - حلفاالجديدة ---و تاهيلها تحقيق التوسعالراسي فيها بتوفير التمويل و الحزم التقنية
انشاء مشروعات زراعيةجديدة لانتاج مختلف المحاصيل الحقلية و الخضر والفاكهة و الاعلاف الخضراء بدون تحديد للمساحات
مشروعات ذات اسبقية عالية للاستثمار في مجال الزراعة و الري معدة و جاهزة
- خزان سيتيت باعالي نهرعطبرة
-انتاج الخضروات و المحاصيل النقدية الاخري بمشروع دلتا القاش
-تجهيز وتعبئة الخضروات و الفاكهة للتصدير
الاستثمار في مجال الثروة الحيوانية
تعتبرولاية كسلا من الولايات الغنية بالثروة الحيوانية و يبلغ حجمها اربعة مليون وثلثمائة الف راس من الانعام و تعتمد بصورة رئيسية علي المراعي الطبيعية اما من حيث الثروة السمكية تعتبر بحيرة خزان خشم القربة مجالا رحبا لصيد 800 طن من الاسما كسنويا
تعداد الثروةالحيوانية بالولاية
ضان 000ر140ر1
ابل 700ر651ر1
ماعز 600ر948
ابقار 000ر490
فرص الاستثمار في مجال الثروة الحيوانية
- تسمين الماشية و انتاج الدواجن اللاحم و البياض للاستهلاك المحلي والتصدير
-تربية الاسماك والاستزراع السمكي و تطوير وسائل الصيد
- انشاءالسلخانات الحديثة
-مشروع تسمين الضان بحلفا الجديدة
الاستثمار في المجال الصناعي
تتمتع ولاية كسلا بموارد طبيعية و منتجات زراعية هائلة و متنوعة تمثل المواد الاولية لمعظم الصناعات الغذائية و التحويلية و الوسيطة مع وجودالخدمات الاستثمارية تتيح فرصا واسعة للاستثمار
فرص و مجالات الاستثمارالصناعي
- تجميع الجرارات و المعدات و الحاصدات الزراعية
-تصنيع قطع الغيار و الاجزاء الرئيسية للمعدات و الاليات
-تصنيع الاسمدة والمبيدات
-تصنيع مواعين التعبئة و التغليف
صناعة مواد البناء والتشييد
- تصنيع الطوب الطفلي و الجيري والبلاط الموزايكو و السيراميك والبورسلين
-انتاج الجير الحي و المطفي
-صناعةالخشب المضغوط و الواح الابلكاش والرقائق
- صناعة الورق و انتاج الفحمالنباتي
الصناعات الغذائية
- تصنيع و تجفيف الخضر والفاكهة
-انتاج السكرو مشتقات من العسل الصناعي و الجلكوز
-انتاج الزيوت و الاعلاف
-تصنيع الالبان و مستخرجاتها
المنتجات الحيوانية
-دباغة الجلود والسلخانات الحديثة
-انتاج المصنوعات الجلدية
الغزل و النسيج والملابس الجاهزة
-انتاج المنسوجات و الملابس الجاهزة و التريكو و البطاطين والخيام
مشروعات ذات اسبقية عالية في مجال الصناعة معدة وجاهزة
-مدبغة حديثةتقوم بكل عمليات الدباغة بمدينة خشم القربة
-سلخانات حديثة بمدينة كسلا لاغراضالصادر و السوق المحلي
- مصنع للمحاليل الوريدية و الحقن الجاهزة بمدينة كسلا
- تعليب الخضر و الفاكهة بمدينة كسلا
الاستثمار في مجال الخدمات
تشهدالولاية اقبالا كبيرا علي النشاط الزراعي و الصناعي فيها الي جانب ازدهار التجارة كما تشهد نموا مطردا في عدد سكانها و ارتفاعا في مستوي المعيشة و يتطلب ذلك ازدياد الخدمات كما و نوعا في مجالات النقل و التخزين و الاسكان و السياحة و البناء والاتصالات و في خدمات الصحة و التعليم و الثقافة و الاعلام مما يتيح فرصا كبيرة للاستثمار في هذا المجال الحيوي

 

 

http://www.sudan-tourism.gov.sd/

PART 2

Natural Reserves and Wildlife:

 

 Dinder Natural Park

Several natural reserves are found in Sudan, the most famous of which is El-Dinder Natural Park, the largest in the region.

he park has an area of 3500 square miles located at the southern part of Sinar State and was established as a natural reserve in 1935. It is rich in diverse natural environment, wildlife, birds and creepers ...

Al-Radom Reserve
Lies in Western Sudan, with many kinds and varieties of wildlife living in this plant rich area.

National Parks

Began since 1992 with the authorization of establishment of parks for wildlife husbandry. Currently there are some 30 farm distributed over Khartoum, Gezira, Red Sea, White Nile, South Kordofan states with the aim of preserving natural environments, species and to supply museums and zoo keepers.

                                        Sudanese Red Sea

Red Sea Coast

In this region one can enjoy the beautiful scene of Sanganaib Island, Aroussa tourist village, coral reefs, and diving in the Red Sea coast which is considered to be one of the most beautiful places world wide. Other tourist areas include Jebel Marra in western Darfur region with its fine moderate climate and fascinating nature, Erkawait resort on the Red Sea Plateau west of Port Sudan and the Sabloqa cataract north of Khartoum.

The Geological characteristics of the Red Sea
The Red Sea is a long, narrow marine basin, with a total length of about 1900- km it extends northwards from the strait of Baab El Mandab in Yemen to the southern tip of the Sinai Peninsula in Egypt. Its maximum width is 306 km. The Red Sea has three distinct zones of depth; the shallow reef- studded shelves of less than 50m, the deep shelves of 500- 1000 m. and the central trench of more than 1000 m. The maximum depth of the Red Sea is 3040 m. off Port Sudan. The Red Sea is unique in the several aspects; among them is its uniform temperature distribution at the surface and at the different depths. At the surface near Port Sudan the temperature range is 26.2-30. 5 degrees Celsius; at a depth of 150 m. the range is still 23. 9-25. 0 degrees. Moreover, its high degree of transparency reaches up to 46 m. These characteristics have made the Red Sea an ideal place for snorkels, divers and photographers; it is comfortably warm, one could float nicely and the visibility is better than in most other places. The Sudanese coast is 650 km long as the crow flies; numerous embayments and gulfs make it 750 km long. It has two prominent features; coastal lagoons, locally called marsas, and reefs, called shia"ab in Arabic.
The marsas may be protected embayment of the sea, or may be cut into the coastal plain, well beyond the general coastline. In marsas, despite the heavy fresh water influx during the short rainy season, corals grow and build coral knobs (tens of centimeters to meters in size) and the patch reefs (meters to tens of meters in size). As for the reefs, they are distinguished according to their shapes and positioning. There are the fringing reefs, which are immediately at the cost. They line the entire Sudanese coast, with the exception of the marsas and the Tokar Delta in the south. The fringing reefs are usually 1000 m wide and could extend up to 3000 m. Then there are the barrier reefs, which are generally separated from the coast and the fringing reefs by a ship channel. The barriers range from narrow discontinuous reef walls, only several tens to a few hundred meters wide, to platforms of up to 14- km in width. Finally there are the atolls, which are reef platforms located furthest offshore, several hundreds of meters to a few kilometers in width and surrounded by waters. Examples of these are the Senganeeb Island and Shia 'ab Rumi. All these types of reef provide shelter to a diversity of marine life. They also offer protected areas for snorkels and shallow-water divers.
Coral reefs
One of the most magnificent features of the Red Sea, are its beautiful coral reefs. Corals, or more precisely, their skeletons, are the main components of which reefs are built. Coral is an animal, individually called a polyp, which is generally one to a few millimeters in diameter. It looks like a bag with six arms (or multiples of six), for its protections and support, it forms a skeleton of a kind of limestone, or correlates, as they are called, are cub or tube shaped. Usually, they live in coral colonies, which may be centimeters to several meters in size. Different kinds of corals occur in different areas of the reef, factors such as waves and light determine the nature of the coral, whether of delicate or solid structure. Thus, the distribution of coral reflects their respective adaptation to the prevailing environment conditions in various parts of the reef. Aside from corals, other elements are also instrumental in the structure of reefs, for example, worms and calcareous red algae, a form of marine plants.
Marine life
Surrounding the reefs and complimenting them in creating a breath- taking sight, is the wide spectrum of marine life. The Red Sea is famous for its plants and animals; many of which are related to those of the Indian Ocean, but some of which are exclusively found in the Red Sea. Among the common fish in the Red Sea are the Tarpon, Giant Herring, Salmon Herring or milkfish, Soldier fish, Goggle Eye and Rock Cod. There are also more than 320 species of sharks, among them such veracious predators as the Tiger Shark and Hammer Shark. It should be noted, however, that unless irritated or attracted by blood, sharks are peaceful animals and, generally speaking shark attacks along the Red Sea coast are very rare. In addition, several species of whales also find home in the Red Sea, namely the Blue Whale, a 15 m-long giant which feeds on plankton, and the killer Whale, which poses no threat to humans, but scares off sharks. The Whale Shark, 8 to 10m in length, is a jolly, plankton- eating whale that befriends fishermen.
Recreational Activities
All these characteristics and many they make the Red Sea an attractive location for vacations and relaxation. This is especially true for those who love the Sea and enjoy its offerings. Fans of scuba diving, snorkeling, yachting and various water sports will find the necessary conditions on the Sudanese Red Sea to pursue these activities to their ultimate satisfaction.

Revenue from Tourism mounted to from $27,258,000 in 1989, to $73,892,000 in 2004

Part 1 

Tourism

Sudan has an enormous potential for tourism. It could very easily become one of the world’s top destinations for people who appreciate ancient Relics and folklores that constitute the very cradle of civilization. Whether it be archaeological finds, the surpassing natural scenery, arts or rich folklore, Sudan is undoubtedly amongst the leaders in the world.
The overriding impulse behind the tourism sector of the Sudanese economy is the need for the world to behold the splendor that is Sudan; it’s glorious past and contributions to the progress of Humankind. Promotion for tourism began at the dawn of independence, at a time when the country barely had any resources at its disposal. Yet because the potential for enormous return is great, it was a winning priority.
 

Relics of Ancient kingdoms:
Old civilizations in Sudan date back to the year 3000 BC when several kingdoms were founded, the mightiest of which was Napata kingdom during the eight century BC. It was followed by Merowe Kingdom, which faded in 350 AD. Then came the Nubian Christian states in the sixth century AD along with the Islamic Kingdoms: the Black Sultanate (1505-1821), Fur Sultanate, Tagali Kingdom and the Mahdist state (1885-1898). Relics of these kingdoms and states exist until today.

mong the most important archaeological sites lying between the North and the South of the country:

Sai—Sai island lies to the south of the second cataract. It contains many anitiquities including temples, monuments and cemeteries which almost represent all the cultural periods of the first stone age. They also represent the Pharaohnic period to the advent of the Ottoman empire.

Sadinga—It’s host to a number of temples which also capture the pharohnic history in addition to that of the Meroetic and Napatan.

Soleb—One will also find wonders of the ancient civilizations that arguably inspired the Egyptian. The pharoic and Meroetic is here found.

Tumbus—Egyptian inscriptions have been discovered in this area engraved on rocks lying near the third cataract and on a statue that has been determined to date back to the meroetic period.

Karma—It is one of the most important archaelogical sites in Sudan. It enjoys enormous buildings made of unbaked bricks and is known as “Al-Duafoofah”, which dates back to the 3rd century B.C.

Tabo—This site is found on Argo Island, south of the third cataract and contains a kushite temple and antiquities that date back to the Meroetic and Christian periods.

Kawa— Mirroring Egyptian architecture , numerous temples representing the Kush era have been found here.

Old Dongola—This is the capital of the lower Christian Nubia Kingdom (Mayuria). It was a church which has now been changed into a mosque. There are also houses, palaces and cemeteries in this area.

Jebel Al-Barka—It is regarded as the religious capital of Napata Kingdom. It lies near the Fourth Cataract and contains some antiquities including temples, palaces, pyramids and cemeteries which date back to different periods spanning the pharaohnic, Napatan and Meroetic era.

Nuri—This site contains pyramids and royal cemeteries as a number of members of the ruling dynasty had been buried there during Napatan era.

Al-Kuru—This location is famous for a group of cemeteries inscribed on rocks with ornaments that date back to the era of Napata’s first kings.

New Meroe—The new town of Merowe now lies near the Fourth Cataract and enshrines cemeteries which date back to the Napatan era and still no excavation has been done there.

Al-Ghazali—This site is an oasis in Bayoudah desert, a few kilometers away from Merowe town. Al-Ghazali contains relics of the Christian era.

Merowe—This is the capital of Kush Kingdom. It enshrines some pyramids, temples and relics of a royal town.

Yellow Musawarat—This area represents a religious center that dates back to the meroetic period. It contains temples with remarkable inscriptions and a great building made of sand stones called the great yard.

Al-Nagaa—This site is similar to yellow Musawarat; it represents a religious center lying in Al-Butana region (in the central part of the country). It houses many ornamented and inscribed temples, cemeteries and ancient towns.

Wadi Nagaa—Here is preserved the remains of Meroe town and contains relics of a royal palace amongst others.

East Soba—Here is to be found relics of ancient churches, palaces, homesteads and cemeteries

Sawakin—This site comprises of relics, beautiful buildings made of coral rocks in an architecture that is entirely Islamic.

Sennar—One finds an antiquated Islamic town though work to determine the size of these relics is still ongoing.

A number of archaeological missions in Wadi Hor area, Jabal Marrah and Kordofan are in process. Sheikan Museum has been rehabilitated. In Khartoum State, there are investment projects intended to rehabilitate Sudan National Museum to enhance its appeal as a tourist site.

                                                      Will be continuous

Education in Sudan التعليم في السودان

 Education in Sudan is free and compulsory for children aged 6 to 13 years. Primary education consists of eight years, followed by three years of secondary education. The former educational ladder 6 + 3 + 3 was changed in 1990. The primary language at all levels is Arabic. Schools are concentrated in urban areas; many in the South and West have been damaged or destroyed by years of civil war. In 2001 the World Bank estimated that primary enrollment was 46 percent of eligible pupils and 21 percent of secondary students. Enrollment varies widely, falling below 20 percent in some provinces. Sudan has 19 universities; instruction is primarily in Arabic. Education at the secondary and university levels has been seriously hampered by the requirement that most males perform military service before completing their education.^[1]
According to World Bank estimates for 2002, the literacy rate in adults aged 15 years and older was 60 percent. In 2000 the comparable figure was almost 58 percent (69 percent for males, 46 percent for females); youth illiteracy (ages 15–24) was estimated at 23 percent.^[1]

History

The public and private education systems inherited by the government of Sudan after independence were designed to provide civil servants and professionals to serve the colonial administration, rather than to educate the Sudanese. Moreover, the distribution of facilities, staff, and enrollment was biased in favor of the needs of the administration and a Western curriculum.
Schools tended to be clustered in the vicinity of Khartoum and to a lesser extent in other urban areas, while the population was predominantly rural. This concentration was most marked beyond the four-year primary schools, where instruction was in the vernacular.
The north suffered from shortages of teachers and buildings, but education in the south was even more inadequate. During the condominium, education in the south was left largely to the mission schools, where the level of instruction proved so poor that as early as the mid-1930s the government imposed provincial education supervisors upon the missionaries, in return for the government subsidies that they sorely needed. The civil war and the ejection of all foreign missionaries in February 1964 further diminished education opportunities for southern Sudanese.
Since World War II the demand for education had exceeded Sudan's education resources. At independence in 1956, education accounted for only 15.5% of the Sudanese budget, or £Sd45 million (Sudanese pounds), to support 1,778 primary schools (enrollment 208,688), 108 intermediate schools (enrollment 14,632), and 49 government secondary schools (enrollment 5,423). Higher education was limited to the University of Khartoum, except for fewer than 1,000 students sent abroad by wealthy parents or on government scholarships. The adult literacy rate in 1956 was 22.9%, and, despite the efforts of successive governments, by 1990 it had risen only to about 30% in the face of a rapidly expanding population.
When the Nimeiri-led government took power in 1969, it considered the education system inadequate for the needs of social and economic development. Accordingly, an extensive reorganization was proposed, which would eventually make the new six-year elementary education program compulsory and would pay much more attention to technical and vocational education at all levels. Previously, primary and intermediate schools had been preludes to secondary training, and secondary schools prepared students for the university. The system produced some well- trained university graduates, but little was done to prepare for technical work or skilled labor the great bulk of students who did not go as far as the university or even secondary school.
By the late 1970s, the government's education system had been largely reorganized. There were some pre-primary schools, mainly in urban areas. The basic system consisted of a six-year curriculum in primary schools and three-year curriculum in junior secondary schools. From that point, qualified students could go on to one of three kinds of schools: the three-year upper secondary, which prepared students for higher education; commercial and agricultural technical schools; and teacher-training secondary schools designed to prepare primary-school teachers. The latter two institutions offered four-year programs. Postsecondary schools included universities, higher technical schools, intermediate teacher-training schools for junior secondary teachers, and higher teacher-training schools for upper-secondary teachers.
Of the more than 5,400 primary schools in 1980, less than 14% were located in southern Sudan, which had between 20 and 33 percent of the country's population. Many of these southern schools were established during the Southern Regional administration (1972–1981). The renewal of the civil war in mid- 1983 destroyed many schools, although the SPLA operated schools in areas under its control. Nevertheless, many teachers and students were among the refugees fleeing the ravages of war in the south.
In the early 1980s, the number of junior (also called general) secondary schools was a little more than one-fifth the number of primary schools, a proportion roughly consistent with that of general secondary to primary-school population (260,000 to 1,334,000). About 6.5 percent of all general secondary schools were in the south until 1983.
There were only 190 upper-secondary schools in the public system in 1980, but it was at this level that private schools of varying quality proliferated, particularly in the three cities of the capital area. Elite schools could recruit students who had selected them as a first choice, but the others took students whose examination results at the end of junior secondary school did not gain them entry to the government's upper secondary schools.

The hope for universal and compulsory education had not been realized by the early 1980s, but as a goal it led to a more equitable distribution of facilities and teachers in rural areas and in the south. During the 1980s, the government established more schools at all levels and with them, more teacher-training schools, although these were never sufficient to provide adequate staff. But the process was inherently slow and was made slower by limited funds and by the inadequate compensation for staff; teachers who could find a market for their skills elsewhere, including places outside Sudan, did not remain teachers within the Sudanese system.
The proliferation of upper-level technical schools has not dealt with what most experts saw as Sudan's basic education problem: providing a primary education to as many Sudanese children as possible. Establishing more primary schools was, in this view, more important that achieving equity in the distribution of secondary schools. Even more important was the development of a primary-school curriculum that was geared to Sudanese experience and took into account that most of those who completed six years of schooling did not go further. The realistic assumption was that Sudan's resources were limited and that expenditures on the postprimary level limited expenditures on the primary level, leaving most Sudanese children with an inadequate education. In the early 1990s this situation had not significantly changed.
In the mid-1970s, there were four universities, eleven colleges, and twenty-three institutes in Sudan. The universities were in the capital area, and all of the institutions of higher learning were in the northern provinces. Colleges were specialized degree-granting institutions. Institutes granted diplomas and certificates for periods of specialized study shorter than those commonly demanded at universities and colleges. These postsecondary institutions and universities had provided Sudan with a substantial number of well-educated persons in some fields but left it short of technical personnel and specialists in sciences relevant to the country's largely rural character.
By 1980 two new universities had opened, one in Al Awsat Province at Wad Madani, the other in Juba in Al Istiwai Province, and in 1981 there was talk of opening a university in Darfur, which was nearly as deprived of educational facilities as the south. By 1990 some institutes had been upgraded to colleges, and many had become part of an autonomous body called the Khartoum Institute of Technical Colleges (also referred to as Khartoum Polytechnic). Some of its affiliates were outside the capital area, for example, the College of Mechanical Engineering at Atbarah, northeast of Khartoum, and Al Jazirah College of Agriculture and Natural Resources at Abu Naamah in Al Awsat.
The oldest university was the University of Khartoum, which was established as a university in 1956. In 1990 it enrolled about 12,000 students in degree programs ranging from four to six years in length. Larger but less prestigious was the Khartoum branch of the University of Cairo with 13,000 students. The size of the latter and perhaps its lack of prestige reflected the fact that many if not most of its students worked to support themselves and attended classes in the afternoon and at night, although some day classes were introduced in 1980. Tuition only at the Khartoum branch was free, whereas all costs at the fully residential University of Khartoum were paid for by the government. At the Institute of Higher Technical Studies, which had 4,000 students in 1990, tuition was free, and a monthly grant helped to defray but did not fully cover other expenses. The smallest of the universities in the capital area was the specialized Islamic University of Omdurman, which existed chiefly to train Muslim religious judges and scholars.
The {Juba University], established in 1977, graduated its first class in 1981. It was intended to provide education for development and for the civil service for southern Sudan, although it was open to students from the whole country. In its first years, it enrolled a substantial number of civil servants from the south for further training, clearly needed in an area where many in the civil service had little educational opportunity in their youth. After the outbreak of hostilities in the south in 1983, the university was moved to Khartoum, a move that had severely curtailed its instructional programs, but the university continued to operate again in Juba in the late 1980s. Al Jazirah College of Agriculture and Natural Resources was also intended to serve the country as a whole, but its focus was consistent with its location in the most significant agricultural area in Sudan.
Of particular interest was the dynamic growth[3[1]2] and expansion of Omdurman Ahlia University. It was established by academics, professionals, and businesspeople in 1982 upon the hundredth anniversary of the founding of the city of Omdurman and was intended to meet the ever-growing demand for higher education and training. The university was to be nongovernmental, job oriented, and self-supporting. Support came mainly from private donations, foreign foundations, and the government, which approved the allotment of 30 acres (120,000 m²) of prime land on the western outskirts of Omdurman for the campus. Its curriculum, taught in English and oriented to job training pertinent to the needs of Sudan, had attracted more than 1,800 students by 1990. Its emphasis on training in administration, environmental studies, physics and mathematics, and library science had proven popular.
≥==Levels of Education== In Khartoum, the capital of Sudan, there are four main levels of education.
First: kindergarten and day-care. It begins in the age of 3-4, consists of 1-2 grades, (depending on the parents).
Second: elementary school. the first grade pupils enter at the age of 6-7 .and It consists of 8 grades , each year there is more academic efforts and main subjects added plus more school methods improvements. By the 8'th grade a student is 13–14 years old ready to take the certificate exam's and entering high school.
Third: upper second school and high school. At this level the school methods add some main academic subjects such as chemistry, biology, physics, geography, etc... there are three grades in this level. The students ages are about 14-15 to 17-18.
Higher Education: there are many universities in Sudan such as the university of Khartoum, even foreigners attend universities here, because the reputation of the universities are very good and the life expenses are low compared to other countries.
After all, the education system in Sudan went through many changes in the late 1980s and early 1990s.

Education reform

The revolutionary government of General Bashir announced sweeping reforms in Sudanese education in September 1990. In consultation with leaders of the Muslim Brotherhood and Islamic teachers and administrators, who were the strongest supporters of his regime, Bashir proclaimed a new philosophy of education. He allocated £Sd400 million for the academic year 1990-91 to carry out these reforms and promised to double the sum if the current education system could be changed to meet the needs of Sudan.
The new education philosophy was to provide a frame of reference for the reforms. Education was to be based on the permanence of human nature, religious values, and physical nature. This was to be accomplished by a Muslim curriculum, which in all schools, colleges, and universities would consist of two parts: an obligatory and an optional course of study. The obligatory course to be studied by every student was to be based on revealed knowledge concerning all disciplines. All the essential elements of the obligatory course would be drawn from the Quran and the recognized books of the hadith. The optional course of study would permit the student to select certain specializations according to individual aptitudes and inclinations. Whether the government could carry out such sweeping reforms throughout the country in the face of opposition from within the Sudanese education establishment and the dearth of resources for implementing such an ambitious project remained to be seen. Membership in the Popular Defence Forces, a paramilitary body allied to the National Islamic Front, became a requirement for university admission. By early 1991, General Bashir had decreed that the number of university students be doubled and that Arabic replace English as the language of instruction in universities. He dismissed about seventy faculty members at the University of Khartoum who opposed his reforms.yet

Girls' education

 Traditionally, girls' education was of the most rudimentary kind, frequently provided by a khalwa, or religious school, in which Quranic studies were taught. Such schools did not prepare girls for the secular learning mainstream, from which they were virtually excluded.

Babiker Badri - leading the education of girls in Sudan

Sheikh Babiker Badri, Sudan has had personal and unique fingerprint record the date in the field of education and women's education .. Horeb at a time when women go out for education have been rejected by society, parents and the tribe, but he fought the midst of all this and succeeded, and without it the woman was suffering from even the covenants that followed the al-Badri, or even today in the darkness of ignorance and Giahph, and stretched his hands to include Al-Badri linesmen after him still contributions are not fresh and unmistakable evidence of the beneficial educational legacy, and the family told us d. Qasim Badri this was the Heseltna.
The emergence of Al-Badri
* Family of the late Sheikh Babiker Badri's originally from the area were displaced to Rubatab Refaa area about 1964.
In Refaa Babiker Badri raised and studied alone and after the Mahdia engaged in the army of Imam Mahdi, Mohammed Ahmed and pledged allegiance in the white.
After you open and edit the Khartoum-Badri settled in Omdurman and then move with the army of Prince Dr. Alnujomi of Northern Sudan to Egypt is open, his family and his sons were captured and released him when he returned to Omdurman, and then to Refaa.
The work of trade between Suakin and Omdurman and the Berbers and Omdurman and after the incident repeat the work of trade in maize.
Access to the area of ​​teaching
* Trade Leads and entered the field of education after he announced the Director of the Blue Nile England for a job teaching and founded a school Refaa in 1903 and then asked to open a school for girls in 1905 only that his application was rejected and the new demand in 1907 and allowed him to establish the first school for girls in Sudan, provided that The name and is funded under any responsibility, and the work after the inspector education across the Sudan, despite the different fatigue and hardship to the lack of means of travel remained in education until he was brought for a pension in 1920.
1930 decided to open a school for boys called School grandchildren because after that he worked for (25) years old generation knows his sons are now aware generation grandchildren. He then moved the school to Refaa Omdurman in 1932 in homes Sheikh Abdel Nour Obeid and then to the house next to the school and then to the princely existing buildings are supplied Street Neighborhood House Nation Party.
Babiker Badri, the first foundations of an intermediate stage in 1943 and the first high school eligibility after Gordon then was followed by schools and Hantoub Tguet Creek Valley and the Prophet.
In the forties was the book mixed schools, boys and girls and the foundations of Al-Badri and middle school girls in 1950 and a secondary school for girls in 1955.
Late Youssef Badri
* Family of Badri - well - all good family Mirghani skeptical, and every owner, and worked in the field of education Abdul Kareem Badri, and good Mirghani skeptical, Mohamed Badri. And 1966 established Yousif Badri grandchildren University College for Girls and Joseph Gordon Badri later studied at the American University of Beirut and graduated from the College of Pharmacy and was the Wad. Ibrahim Kassem of the first pharmacists in the Sudan and the work of hospital civil and Pharmacy Omdurman after he resigned and worked grandchildren since the year 1943 until 1995, a scroll at the University College neighborhood vulnerability of its buildings current late eighties and started the Faculty of Sciences and family psychology and kindergartens, and then joined the school administrative management and rural development Finally, medicine and pharmacy.
D. Kassem Youssef Badri
* Is the current Dean of the Faculty of undergraduate grandchildren grandchildren all stages studied and studied literature at the American University in Beirut and earned a doctorate from the University of California, USA.
Al-Badri What is the solution
* Members of the family-Badri in teaching professor Malik Babiker Badri, studying psychology, Malaysia, and Mr. Abdel Moneim Badri, University of Mohammed bin Saud University in Riyadh, and Girls Al Badri Sarah Babiker Badri, Umm Salma Babiker Badri, and deprived the Babiker Badri, Zeinab and worked Faculty of parameters, and parameters also denied the Secretary and precious civil .. D and grandchildren now. Balqees Yusuf Badri, Wed. Safe sincere Badri, Wed. Princess Badri, and taught Fatima Abdul Kareem Badri, Babiker Badri, Stena and safe Ibrahim Malik - Central headmistress grandchildren and Ms. Fatima Badri taught at the University of Khartoum, econometrics, and also d. Sulafa Khaled Moussa al-Badri granddaughter works at the Food Research Dr. Nada Abdullah specialist underground.
Other area
* Late Badri Engineer vegetables in the field of engineering, education, and Dr.. Ali Badri, the first director of medical interest and the Minister of Health, Dr.. Ahmed Badry judge of the Supreme Court, and Farouk good Mirghani director of the Post and Telegraph, Wed. Ahmed Abdul Kareem Badri, the first director of the interest of horticulture and received a doctorate in agriculture, and Moses, Babiker Badri, the first pilot Sudan

بابكر بدري - رائد تعليم البنات فى السودان

الشيخ بابكر بدري شخصية سودانية لها سبق متفرِّد وبصمة سجلها التاريخ في مجال التعليم وتعليم المرأة.. حورب في زمن كان فيه خروج المرأة للتعليم مرفوضاً من قبل المجتمع والأهل والقبيلة، ولكنه خاض غمار كل ذلك ونجح، ولولاه لكانت المرأة ترزح حتى العهود التي أعقبت البدري أو حتى اليوم في ظلام الجهل وغياهبه، وامتدت أياديه لتشمل آل البدري حاملي الراية من بعده فلا تزال مساهماتهم لا تخطئها العين ماثلة ودليلا على النفع التعليمي المتوارث، وعن الأسرة حدثنا د. قاسم بدري فكانت هذه هي حصيلتنا
نشأة آل بدري
* أسرة المرحوم الشيخ بابكر بدري تنحدر أصلاً من منطقة الرباطاب نزحوا منها إلى منطقة رفاعة حوالى العام 1964
في رفاعة تربى بابكر البدري ودرس الخلوة وبعد أن قامت المهدية انخرط في جيش الإمام محمد أحمد المهدي وبايعه في منطقة الأبيض
بعد فتح وتحرير الخرطوم استقر البدري في ام درمان وتحرَّك بعدها مع جيش الأمير ود النجومي لشمال السودان لفتح مصر هو واسرته وابناؤه، وتم أسره وعندما اطلقوا سراحه رجع لامدرمان وبعدها إلى رفاعة
عمل بالتجارة بين سواكن وام درمان وبين بربر وام درمان وبعد واقعة كرري عمل بتجارة الذرة
الدخول لمجال التدريس
* ترك التجارة ودخل مجال التعليم بعد أن أعلن مدير مديرية النيل الأزرق الانجليزي عن وجود فرص للعمل بالتدريس وأسس مدرسة رفاعة عام 1903 وبعدها طلب فتح مدرسة للبنات عام 1905 إلا أن طلبه رفض وجدد الطلب عام 1907 وسمح له بإنشاء أول مدرسة للبنات في السودان بشرط أن تكون باسمه ويقوم هو بتمويلها أي تحت مسؤوليته، وعمل بعدها مفتش تعليم بأنحاء السودان المختلفة رغم التعب والمشقة لقلة وسائل السفر وظل بالتعليم حتى أحيل للمعاش عام 1920
عام 1930 قرر فتح مدرسة للبنين سماها مدرسة الأحفاد لأنه بعد أن عمل لمدة (25) سنة يعلم جيل ابنائه أصبح الآن يعلِّم جيل أحفاده. ثم انتقل بالمدرسة من رفاعة إلى ام درمان عام 1932 في بيوت شيخ عبيد عبد النور ثم إلى منزل جوار المدرسة الأميرية ثم إلى المباني الحالية الموجودة بشارع الموردة جوار دار حزب الأمة
اسس بابكر البدري أول مرحلة متوسطة سنة 1943 وأول مدرسة ثانوية أهلية بعد غردون ثم جاءت بعدها مدارس حنتوب وخور طقت ووادي سيدنا
في الأربعينيات كانت مدارس الكُتّاب مختلطة بنين وبنات وأسس البدري مدرسة بنات وسطى عام 1950 ومدرسة ثانوية للبنات عام 1955
المرحوم يوسف بدري
* أسرة بدري تضم - أيضاً- آل الطيب أسرة ميرغني شكاك، وآل مالك، وعمل في مجال التعليم عبد الكريم بدري والطيب ميرغني شكاك ومحمد بدري. وعام 1966 انشأ يوسف بدري كلية الأحفاد الجامعية للبنات ويوسف بدري درس بعد غردون بالجامعة الأميركية ببيروت وتخرج في كلية الصيدلة وكان هو ود. ابراهيم قاسم من أوائل الصيادلة في السودان وعمل بمستشفى مدني وصيدلية ام درمان بعدها استقال وعمل بالأحفاد منذ العام 1943 حتى العام 1995، وهو من انتقل بالكلية الجامعية لحي العرضة بمبانيها الحالية أواخر الثمانينيات وبدأت بكلية العلوم الأسرية وعلم النفس ورياض الأطفال ثم انضمت مدرسة التنظيم الإداري والتنمية الريفية وأخيراً 
الطب والصيدلة
د. قاسم يوسف بدري
* هو العميد الحالي لكلية الأحفاد الجامعية درس جميع المراحل بالأحفاد ودرس الآداب بالجامعة الأميركية ببيروت ونال درجة الدكتوراة من جامعة كاليفورنيا بالولايات المتحدة الأميركية.

آل البدري ابن الوز عوام

* من أفراد أسرة البدري في مجال التدريس بروفيسور مالك بابكر بدري يدرس علم النفس بماليزيا، والاستاذ عبد المنعم بدري بجامعة محمد بن سعود بالرياض، ومن بنات آل بدري سارة بابكر بدري، وام سلمى بابكر بدري، وحرم بابكر بدري وزينب وعملاتا بكلية المعلمات، ومن المعلمات أيضاً حرم الأمين ونفيسة المدني.. وبالأحفاد الآن د. بلقيس يوسف بدري، ود. آمنة الصادق بدري، ود. اميرة بدري، وبالتدريس الأستاذة فاطمة عبد الكريم بدري، وستنا بابكر بدري وآمنة ابراهيم مالك- ناظرة الأحفاد الوسطى والأستاذة فاطمة بدري تدرس بجامعة الخرطوم الاقتصاد القياسي، وأيضاً د. سلافة خالد موسى حفيدة البدري تعمل بمركز أبحاث الأغذية ود. ندى عبد الله اختصاصية باطنية
 مجالات أخرى يعمل بها ىل البدري
* المرحوم المهندس خضر بدري في مجال الهندسة والتعليم، ود. علي بدري أول مدير للمصلحة الطبية ووزير للصحة
ود. أحمد بدري قاضي المحكمة العليا، وفاروق الطيب ميرغني مدير مصلحة البريد والبرق، ود. أحمد عبد الكريم بدري أول مدير لمصلحة البساتين ونال دكتوراة في الزراعة، وموسى بابكر بدري أول طيار سوداني

Women education
 

 

 

  Adult Education for womenتعليم الكبار تجربه جيده ببوتسودان

 

Amnia Atiyahالأستاذه /آمنه عطيه    

                                      

                                                                         

  Women education Will be Contentious