Awadiya Fish (Samak); From the Margins to q Model… Why We Need to Rethink Entrepreneurial Education in Sudan

By: Eng. Abdelrahman Mohamed Zain (Magdi)
Industrial Refrigeration & Absorption Cooling Expert
HSE Advocate

In a time of accelerating economic transformations and growing social challenges, traditional education—based on memorization and rote learning—is no longer capable of preparing generations to face a complex reality that demands practical skills, flexible thinking, and innovation. This highlights the urgent need to rethink the philosophy of education, particularly technical and vocational education and training (TVET), to align with the demands of the 21st century.
The experience of Awadiya Mahmoud Koko, widely known as Awadiya Fish (Samak), represents a vivid and realistic example of what can be described as entrepreneurial learning beyond classrooms. Although she did not receive formal education in the traditional sense, she underwent a rich life experience that evolved into a comprehensive school of resilience, management, and value creation.
From Simplicity to System Building
Awadiya Fish (Samak) began her journey from the margins, selling tea on the outskirts of Al-Mawrada market, in an unstable environment filled with legal and social risks. Over time, she did not remain confined to the role of an individual vendor; instead, she built a network of relationships with fishermen and women fish sellers, establishing what can be described as a local supply chain based on trust and integration.
This transformation was not accidental—it represents the essence of entrepreneurial thinking:
the shift from individual work to system building.
This is a critical lesson that must be taught to our students—not as theory, but as a practical model rooted in their own reality.
Entrepreneurship as a Tool for Social Empowerment

What distinguishes Awadiya Fish (Samak)’s journey is not only her economic success, but also her ability to transform that success into a platform for empowering others. She has supported thousands of women, created employment opportunities, and helped protect them from exploitation by organizing work structures and providing a degree of economic stability.
This social dimension of entrepreneurship aligns closely with the vision of UNESCO, which emphasizes that entrepreneurial education should contribute to sustainable development—not merely profit generation. It also aligns with the goals of the United Nations, particularly:
SDG 4: Quality Education
SDG 8: Decent Work and Economic Growth
From a Small Project to a National Brand
This journey culminated in the establishment of Awadiya Fish (Samak) Restaurant, which has become one of the most prominent restaurants in Sudan, serving diverse segments of society and employing hundreds of workers.
Here, the third stage of entrepreneurship becomes evident:
transforming a small venture into a sustainable institution with broad economic and social impact.
This transformation was not driven by vast resources, but by vision, perseverance, and adaptability.
Leadership in Times of Crisis: The Psychological Dimension
Awadiya Fish (Samak)’s story cannot be fully understood without examining its psychological dimension. She faced repeated confiscations, closures, and even a devastating fire that completely destroyed her business. Yet, she rebuilt it again.
This ability to rise after falling represents one of the most important components of entrepreneurial intelligence—a skill that must be embedded in our educational systems: how to turn failure into opportunity, anger into organized action, and challenges into drivers of innovation.
Three Practical Lessons for Entrepreneurial Education
From this experience, three key pillars can be identified for any modern entrepreneurial curriculum:
Transforming challenges into structured systems: Instead of surrendering to reality, build organized and sustainable solutions.
Collective success over individual gain: True entrepreneurship uplifts communities, not just individuals.
Reframing manual work: Breaking the stigma around professions and recognizing dignified labor as a foundation for development.
Towards Reshaping Educational Curricula
Including the story of Awadiya Fish (Samak) in educational curricula is not merely symbolic—it is a strategic move toward localizing knowledge. Instead of relying entirely on foreign models that may not reflect our realities, we need local examples that embody the challenges and opportunities our students face.
Technical and vocational education must shift from being a “secondary track” to a primary driver of development by:
Integrating entrepreneurship across all disciplines
Linking education to real labor markets
Encouraging small-scale student enterprises
Building partnerships with the private sector and local communities
Conclusion: Who Is the Real Teacher?
In light of this experience, a fundamental question arises:
Is the teacher only the one who stands behind a desk? Or can life itself—with all its hardships—be the greatest school?
The story of Awadiya Fish (Samak) is not just an inspiring narrative; it is a practical framework for resilience and entrepreneurship. It is a clear call to rethink how we prepare our generations—not only for jobs, but for life itself.
We need an education system that produces opportunity creators, not job seekers.
And God is the ultimate guide.