DOCSLIB.ORG

Research in Somalia: Opportunities for Cooperation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Research in Somalia: Opportunities for Cooperation A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Pellini, Arnaldo et al. Research Report Research in Somalia: Opportunities for cooperation ODI Report Provided in Cooperation with: Overseas Development Institute (ODI), London Suggested Citation: Pellini, Arnaldo et al. (2020) : Research in Somalia: Opportunities for cooperation, ODI Report, Overseas Development Institute (ODI), London This Version is available at: http://hdl.handle.net/10419/216987 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by-nc-nd/4.0/ www.econstor.eu Report Research in Somalia: opportunities for cooperation Arnaldo Pellini with Deqa I. Abdi, Guled Salah, Hussein Yusuf Ali, Kalinaki Lawrence Quintin, Mohamed Abdi Hassan, Salim Said, Amina Khan and Ed Laws February 2020 Readers are encouraged to reproduce material for their own publications, as long as they are not being sold commercially. ODI requests due acknowledgement and a copy of the publication. For online use, we ask readers to link to the original resource on the ODI website. The views presented in this paper are those of the author(s) and do not necessarily represent the views of ODI or our partners. This work is licensed under CC BY-NC-ND 4.0. Cover photo: A Somali lecturer teaches English to students at the Somali National University, Mogadishu, 2014. AMISOM/Stuart Price Acknowledgements This report was authored by Arnaldo Pellini (Research Associate, Overseas Development Institute (ODI)) with Deqa I. Abdi (Consultant, Somali Institute for Development and Research Analysis (SIDRA)), Guled Salah (Former Executive Director, SIDRA), Hussein Yusuf Ali (Acting Executive Director, SIDRA), Kalinaki Lawrence Quintin (Projects Coordinator, SIDRA), Mohamed Abdi Hassan (Consultant, SIDRA), Salim Said (Consultant, SIDRA), Amina Khan (Senior Research Officer, ODI) and Ed Laws (Senior Research Officer, ODI). The analysis presented in this report is that of the authors and does not reflect the views of the Swedish International Development Cooperation Agency. The authors would like to thank Anne-Lise Dewulf, Elina Lehtomäki, Francesca Iannini, Johanna Värlander, Matthew Foley, Samira Dualle, Susan Nicolai, Teresa Durand Mazza for their support, comments and suggestions throughout the project. 3 Contents Acknowledgements 3 List of tables and figures 6 Acronyms 7 Executive summary 8 1 Introduction 11 1.1 Study methodology and approach 11 1.2 Limitations 13 1.3 Report overview 13 2 Higher education and research cooperation in fragile contexts 14 2.1 Education, higher education and post-conflict rehabilitation 14 2.2 International support to higher education in post-conflict and fragile contexts 16 3 The higher education system in Somalia 19 3.1 Evolution of the higher education system 19 3.2 Current higher education landscape 22 3.3 International cooperation and higher education 39 4 Analysis of current challenges to higher education in Somalia 47 4.1 Weak governance and enabling environment 47 4.2 Weak research capacity and limited academic research production 49 4.3 Limited collaboration and exchange opportunities 53 4.4 Weak research culture and a weak research-to-policy nexus 54 4.5 An inadequate national research agenda 56 4.6 The problem of academic freedom 56 5 Conclusions and programming suggestions 58 5.1 Opportunities and modalities for support 60 References 64 4 Annex 1 Terms of reference 69 Annex 2 SomaliREN members 74 Annex 3 University profiles 75 5 List of tables and figures Tables Table 1 Key events in Somalia 20 Table 2 University enrolment data 24 Table 3 Students’ enrolment at SNU 25 Table 4 Qualifications of academic staff in selected universities 27 Figures Figure 1 Political map of Somalia, February 2018 22 Figure 2 Security risk levels and accessibility map for Somalia, January 2018 38 Figure 3 Screenshot of the Find Researchers section of the AuthorAID website 44 Figure 4 Regional ranking in the number of academic publications, 1996–2018 49 Figure 5 Trends in the total number of academic publications, 1996–2018 50 6 Acronyms DFID UK Department for International Development AMISOM African Union Mission in Somalia ESSP Education Sector Strategic Plan FCAS fragile and conflict-affected settings GCPEA Global Coalition to Protect Education from Attack HIPS Heritage Institute for Policy Studies INASP International Network for the Availability of Scientific Publications MoECHE Ministry of Education, Culture and Higher Education (Federal) MoEHE Ministry of Education and Higher Education (Puntland) MoEHS Ministry of Education and Higher Studies (Somaliland) MOOC massive online open courses MoU memorandum of understanding NGO non-governmental organisation NORHED Norwegian Programme for Capacity Development in Higher Education and Research for Development PDIA problem-driven iterative adaptation RRPP Regional Research Promotion Programme SAREC Swedish Agency for Research Cooperation with Developing Countries Sida Swedish International Development Cooperation Agency SIDRA Somali Institute for Development Research and Analysis SNU Somali National University SSRA Sweden–Somalia Research Association SOMAC Somali Academy of Science and Art UNHCR United Nations High Commissioner for Refugees UNSOM United Nations Assistance Mission in Somalia USAID United States Agency for International Development USWDP USAID Afghanistan University Support and Workforce Development Program 7 Executive summary Research cooperation between Somalia and The main findings of the study are: Sweden began in 1982, but was interrupted in the early 1990s due to the civil war. As Somalia • Weak governance of the higher education gradually starts the process of institution- system has resulted in a boom in private building and shifting towards a federal system, universities offering courses, certificates and the Swedish government is considering whether degrees of variable quality. These are not and in what form to re-establish its support for informed by an analysis of the current and domestic research capabilities. future demands of the labour market and The Swedish International Development the economy. The federal and state-level Cooperation Agency commissioned a team from governments in Somalia are slowly establishing the Overseas Development Institute and the institutions to set standards and, for example, Somali Institute for Development Research and accreditation across universities, such as state- Analysis (SIDRA) to conduct a feasibility study for level higher education commissions. research cooperation in Somalia. The study, which • Federal and state financial resources for took place between March and October 2019, higher education systems are limited, and was organised around three guiding questions: dependence on development partners and off-budget contributions is still considerable. • What are the key enabling factors for Approximately 44% of the whole federal and barriers to research performance and budget for 2019 comes from multilateral and academic freedom at universities in bilateral donors’ contributions. The education Somalia today? sector as a whole receives 4.6% of the annual • What are the current ongoing initiatives budget, the majority of which goes to primary termed, defined or categorised as education. ‘research’ support or cooperation to • Structural conditions hinder the production and in Somalia? of good-quality research: very few or no staff • What are the different opportunities in universities have research qualifications and modalities for support to and (e.g. PhDs); research production and organisation of research cooperation academic publications do not contribute to in Somalia? the career progression of academic staff; and there are problems with the availability of To answer these questions, the study team and access to the internet, reading materials undertook a review of academic and programme and libraries. Only one university reviewed literature on support to higher education and in the study offers a PhD degree (Benadir research cooperation in Somalia and other University in Mogadishu) and academic staff countries; 39 semi-structured interviews; interested in a career in research tend to three workshops (in Hargeisa, Garowe and move, or stay, overseas. Female researchers Mogadishu) to explore the problems in the face additional barriers linked to insecurity higher education systems in the different states and safety on campuses and cultural norms of Somalia;
Load more

Recommended publications
  • Assessment Report 2011
    ASSESSMENT REPORT 2011 PHASE 1 - PEACE AND RECONCILIATION JOIN- TOGETHER ACTION For Galmudug, Himan and Heb, Galgaduud and Hiiraan Regions, Somalia Yme/NorSom/GSA By OMAR SALAD BSc (HONS.) DIPSOCPOL, DIPGOV&POL Consultant, in collaboration with HØLJE HAUGSJÅ (program Manager Yme) and MOHAMED ELMI SABRIE JAMALLE (Director NorSom). 1 Table of Contents Pages Summary of Findings, Analysis and Assessment 5-11 1. Introduction 5 2. Common Geography and History Background of the Central Regions 5 3. Political, Administrative Governing Structures and Roles of Central Regions 6 4. Urban Society and Clan Dynamics 6 5. Impact of Piracy on the Economic, Social and Security Issues 6 6. Identification of Possibility of Peace Seeking Stakeholders in Central Regions 7 7. Identification of Stakeholders and Best Practices of Peace-building 9 8. How Conflicts resolved and peace Built between People Living Together According 9 to Stakeholders 9. What Causes Conflicts Both locally and regional/Central? 9 10. Best Practices of Ensuring Women participation in the process 9 11. Best Practices of organising a Peace Conference 10 12. Relations Between Central Regions and Between them TFG 10 13. Table 1: Organisation, Ownership and Legal Structure of the 10 14. Peace Conference 10 15. Conclusion 11 16. Recap 11 16.1 Main Background Points 16.2 Recommendations 16.3 Expected Outcomes of a Peace Conference Main and Detailed Report Page 1. Common geography and History Background of Central Regions 13 1.1 Overview geographical and Environmental Situation 13 1.2 Common History and interdependence 14 1.3 Chronic Neglect of Central Regions 15 1.4 Correlation Between neglect and conflict 15 2.
    [Show full text]
  • SOMALILAND GENDER GAP ASSESSMENT March 2019 Acknowledgements
    SOMALILAND GENDER GAP ASSESSMENT March 2019 Acknowledgements Many organisations and individuals gave crucial cooperation in the implementation of this research. The research team would like to extend their appreciation to those who volunteered their time to participate in various capacities, particularly interviewees and focus group discussion participants. This report is a production of and attributable to NAGAAD, with Oxfam providing funding and technical support and Forcier Consulting implementing the research. Thank you to the staff from each organisation involved in the production of this report. Contact: NAGAAD, Hargeisa, Somaliland. [email protected] www.nagaad.org This report is not a legally binding document. It is a collaborative informational and assessment document and does not necessarily reflect the views of any of the contributing organisations or funding agencies in all of its contents. Any errors are the sole responsibility of the authors. Supported by: CONTENTS Acronyms 4 1. Executive Summary: The Gender Gap at a Glance 5 2. Recommendations 9 3. Introduction 11 4. Indicators for Composite Gender Gap Index 12 5. Limitations 13 6. Research Findings 14 6.1 Economic Participation 14 6.2 Economic Opportunity 19 6.3 Political Empowerment 31 6.4 Educational Attainment 37 7. Conclusion 50 8. Technical Annex 51 8.1 Methodological Framework 51 8.2 Index Calculation 52 ACRONYMS ABE Alternative Basic Education CATI Computer-Assisted Telephone Interviews FGD Focus Group Discussion HAVOYOCO Horn of Africa Voluntary Youth Committee
    [Show full text]
  • Somaliland In-Figures
    SOMALILAND IN-FIGURES EDITION 9 Table of Contents Page Preface 1 1. Introduction 2 2.Geography and Climate 2 2.1 Location 2 2.2 Area 2 2.3 Climate 2 2.4 Rainfall 3 2.5 Humidity 3 3.Administrative Sub-divisions 3 3.1 State 3 3.2 Regions and Districts 3 3.3 Capital 3 3.4 Other Principal Towns 3 3.5 Ports 3 4.Population 4 4.1 Vital Statistics 4 4.2 Population Density 4 4.3 Religion 4 4.4 Languages 4 4.5 Currency 4 5.Government Employees 5 6.Economic Sector 7 6.1. Banking 7 6.2 Livestock 7 6.3 Agriculture 9 6.3.1 Rain-fed Farming and Irrigation 9 6.3.2 Marketing of Agricultural Produce 9 6.3.3 Cereal Harvest in 2011 9 6.4 Light Industries 11 6.5 Fisheries 12 6.5.1 Artisan Fishing 12 6.5.2 Industrial Fishing 12 6.5.3 Fish Canneries 13 6.5.4Marketing 13 6.6 Revenue and Expenditure Central Government 15 6.7 Local Government Revenue and Expenditure 17 6.8 Import 22 6.9 Export 31 6.9.1 Livestock Export 31 6.10 Transport and Communication 37 Page 2 7. Social Sector 42 7.1 Education 42 7.1.2 Primary Education 43 7.1.3 Secondary Education 46 7.2 Higher Education 49 7.3 Health 75 7.3.1 Public Health 75 7.3.2 Private Health Service 81 7.4 Justice 90 7.4.1 Criminal Statistics 90 7.4.2 Prisoners 93 7.4.3 Vehicle Accident 94 7.5 Water 96 7.5.1 Available Water Facility 96 7.5.2 Status Boreholes 97 Page 3 PREFACE The Ministry of National Planning and Development (MNP& D) has the honour of presenting the 2012 edition of Somaliland In-Figures.
    [Show full text]
  • OARE Participating Academic Institutions
    OARE Participating Academic Institutions Filter Summary Country City Institution Name Afghanistan Bamyan Bamyan University Charikar Parwan University Cheghcharan Ghor Institute of Higher Education Ferozkoh Ghor university Gardez Paktia University Ghazni Ghazni University Herat Rizeuldin Research Institute And Medical Hospital HERAT UNIVERSITY Health Clinic of Herat University Ghalib University Jalalabad Nangarhar University Afghanistan Rehabilitation And Development Center Alfalah University 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 1 of 194 Country City Institution Name Afghanistan Kabul Ministry of Higher Education Afghanistan Biodiversity Conservation Program Afghanistan Centre Cooperation Center For Afghanistan (cca) Ministry of Transport And Civil Aviation Ministry of Urban Development Afghanistan Research and Evaluation Unit (AREU) Social and Health Development Program (SHDP) Emergency NGO - Afghanistan French Medical Institute for children, FMIC Kabul University. Central Library American University of Afghanistan Kabul Polytechnic University Afghanistan National Public Health Institute, ANPHI Kabul Education University Allied Afghan Rural Development Organization (AARDO) Cheragh Medical Institute Kateb University Afghan Evaluation Society Prof. Ghazanfar Institute of Health Sciences Information and Communication Technology Institute (ICTI) Ministry of Public Health of Afghanistan Kabul Medical University Isteqlal Hospital 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 2 of 194 Country City Institution Name Afghanistan
    [Show full text]
  • TCC Trains Somali Research Network Members in Data Analysis and Presentation
    26 September 2016 PRESS RELEASE TCC Trains Somali Research Network Members in Data Analysis and Presentation Training Centre in Communication (TCC) trained Somali Research Education Network (SomaliREN) members in Data Analysis and Presentation in Mogadishu, Somalia. The training ran from 27-29 September, where participants learned the following ; The theory and practice of presenting data in graphical form, The basic principles of economy, clarity, and integrity, Old types of graphs to avoid, new graph types: dot plot, scatterplot matrix, conditional plot, How to design effective graphs, How to use R Statistical software graphical analysis and presentation, How to use SPSS Statistical software graphical analysis and presentation and How to use STATA Statistical software graphical analysis and presentation. 26 participants from Amoud University ,Benadir University ,University of Burao, Puntland State University, East Africa University, SIMAD University, Mogadishu University ,University of Hargeisa, Gollis University, City University, Heritage Institute, Nugaal University, Kismayo University and Galkayo University, took part in the training. The Consortium of Training Institutions Training Centre in Communication The Training Centre in Communication (TCC) is a self-sustainable Trust created through private public partnership and has its headquarters at the University of Nairobi, Kenya. It is the first Centre in Africa that builds capacity in Science Communication for research institutes and universities, through training and guidance in implementation of communication strategy. TCC has successfully managed to build capacity in Science Communication in Western, Eastern and Southern Africa since 2004, before it was registered as a Trust and created a partnership with University of Nairobi in 2007. More information about Training Center in Communication can be accessed at www.tcc-africa.org.
    [Show full text]
  • School of Postgraduate Studies & Research
    AMOUD SCHOOL OF POSTGRADUATE STUDIES & RESEARCH UNIVERSITY RESEARCH PROPOSAL VIVA VOCE Monday 25 January 2021 AT THE SCHOOL OF POSTGRADUATE STUDIES AND RESEARCH PREMISES Candidate Programme Topic Marks Effectof Financial Management Practices on Financial Performances of SMEs in Finance and 1- Ahmed D. Aden Accounting Borama District, Awdal Somaliland Effect of Microfinance services on the Growth of Micro, Small and Medium 2- Abdilahi E. Finance and Ibrahim Accounting Enterprises in Borama District, Somaliland Effect of Asset Management on Profitability of a Company in Borama District, Finance and 3- Saed D. Omar accounting Somaliland Factors Affecting performance of Monitoring and Evaluation System in SOSTA Monitoring and 4- Ahmed A. Ibrahim Evaluation Organization in Borama District, Somaliland. Influence of Project Management on Success of Software Developments in Small- 5- Abdikarim M. Project Planning Muse and Management Scale Software Firms in Borama District, Somaliland. Factors Influencing performance of Monitoring and Evaluation Systems in Local Monitoring and 6- Abdirashid S. Ali Evaluation. Non-Government Organization in Borama Town, Somaliland. School of Postgraduate Studies and Research 1 Candidate Programme Topic Marks Influence of Risk Management Function on Project Success of Local Non- Project Planing 7- Ali A. Abdilahi and Management Governmental Organizations in Borama District, Somaliland Factors Influencing the Application of Monitoring and Evaluation system of Monitoring and 8- Abdirizak H. Bile Evaluation Educational Projects Funded By SAYS Organization Borama District, Somaliland. Factors Influencing implementation of Monitoring and Evaluation join program in Monitoring and 9- Degmo A. Oman Evaluation. Local Non-Government Organization in Borama District, Somaliland. Panelists 1. Morvin Achila (Chair ……………………………….…………. 2. Charles Wachira (Secretary) ……………………………….………….
    [Show full text]
  • The State of the Higher Education Sector in Somalia South-Central, Somaliland, and Puntland Regions
    The State of the Higher Education Sector in Somalia South-Central, Somaliland, and Puntland Regions June 2013 Published in 2013 by the Heritage Institute for Policy Studies Amira Hotel Road, KM5 Junction, Mogadishu, Somalia The Heritage Institute for Policy Studies The Heritage Institute for Policy Studies is an independent, non-partisan, non- profit policy research and analysis institute based in Mogadishu, Somalia. As Somalia’s first think tank, it aims to inform and influence public policy through empirically based, evidence-informed analytical research, and to promote a culture of learning and research. Cover: Students at the University of Somalia Photograph by Omar Faruk Rights: Copyright © The Heritage Institute for Policy Studies Cover image © Omar Faruk Text published under Creative Commons Licence Attribution-Noncommercial-No Derivative www.creativecommons.org/licences/by/nc-nd/3.0. Available for free download at www.heritageinstitute.org Table of Contents Chapter 1: Executive summary 1 1.1 Findings 2 Chapter 2: Methodology 3 2.1 Survey of HEIs 3 2.2 Site selection and sampling 4 2.3 Research questions, data collection tools, and analysis 4 2.4 Data limitation 4 Chapter 3: Background of the education sector in Somalia 5 3.1 Pre-colonial and colonial education 5 3.2 Post-independence education 5 3.3 Education post-1991 6 Chapter 4: Current state of the higher education sector 8 4.1 Growth patterns 8 4.2 Number of students 8 4.3 Number of lecturers 9 4.4 Qualification of lecturers 9 4.5 Faculty numbers and types 10 4.6 Distribution
    [Show full text]
  • A Report on the Mapping Study of Peace & Security Engagement In
    A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa.
    [Show full text]
  • Somali National Local Government Institute Strategic Plan 2019/20 – 2021/22
    SOMALI NATIONAL LOCAL GOVERNMENT INSTITUTE STRATEGIC PLAN 2019/20 – 2021/22 Final September 2019 1 | P a g e Contents CONTENTS................................................................................................ Error! Bookmark not defined. ACRONYMS .............................................................................................................................................4 FOREWORD.............................................................................................................................................5 1. INTRODUCTION...................................................................................................................................6 1.1 Methodology of Developing the Strategic Plan............................................................................6 1.2 Arrangement of the Strategic Plan ...............................................................................................7 2. THE NATIONAL LGI CONCEPTUAL FRAMEWORK ................................................................................7 2.1 LGI Vision and Mandate................................................................................................................7 2.2 LGI Strategic Objectives ................................................................................................................7 2.3 LGI Core Functions ........................................................................................................................8 3.4 Key Stakeholders of the Somali National LGI................................................................................8
    [Show full text]
  • Rethinking the Somali State
    Rethinking the Somali State MPP Professional Paper In Partial Fulfillment of the Master of Public Policy Degree Requirements The Hubert H. Humphrey School of Public Affairs The University of Minnesota Aman H.D. Obsiye May 2017 Signature below of Paper Supervisor certifies successful completion of oral presentation and completion of final written version: _________________________________ ____________________ ___________________ Dr. Mary Curtin, Diplomat in Residence Date, oral presentation Date, paper completion Paper Supervisor ________________________________________ ___________________ Steven Andreasen, Lecturer Date Second Committee Member Signature of Second Committee Member, certifying successful completion of professional paper Table of Contents Introduction ........................................................................................................................... 3 Methodology .......................................................................................................................... 5 The Somali Clan System .......................................................................................................... 6 The Colonial Era ..................................................................................................................... 9 British Somaliland Protectorate ................................................................................................. 9 Somalia Italiana and the United Nations Trusteeship .............................................................. 14 Colonial
    [Show full text]
  • COVID-19 Update
    Series: 03 MINISTRY OF PLANNING, INVESTMENT AND Somalia as of 23rd June ECONOMIC DEVELOPMENT MINISTRY OF PLANNING, INVESTMENT AND 2020 COVID-19 cases: 2835 Directorate of National Statistics ECONOMIC DEVELOPMENT Deaths: 90 Directorate of National Statistics Recoveries: 829 Recoveries: 486 Number of confirmed cases per state: Somaliland: 682 Puntland: 282 Hiirshabelle: 24 CORONOVIRUS (COVID-19) Update South West: 142 Reported period 10th June – 23rf June, 2020 Galmudug: 118 Jubaland: 176 Benadir: 1411 Key Summary Indicators There are 2835 confirmed cases in Somalia with 90 deaths and 829 recoveries 50% of the confirmed COVID 19 cases in the country are in Benadir Regional Administration 72% of the confirmed COVID 19 cases are Hotline Numbers for COVID-19 males, and 28% are females Please call if you are in: COVID-19 has claimed the lives of 3 persons for every 100 confirmed cases in Somalia Galmudug: 449 Somaliland:988 Puntland: 343 Jubaland: 466 Benadir: 449 Southwest:449 Ministry of Planning, Investment and Economic Development Directorate of National Statistics Number of confirmed cases, FIGURE 1: COVID-19 EVENTS Actives cases, Recoveries, NUMBER OF CONFIR M ED CASES , ACTIVES CASES, and Deaths in Somalia RECOVERIES, AND DEATHS IN SOM ALIA As of 23rd of June 2020, the 2835 number of confirmed cases are 2835 with 829 recoveries and 90 deaths. In addition, 1916 the active cases are 1916 as shown in Figure1 829 90 CONFIRMED ACTIVE CASES RECOVERIES DEATHS CASES Percentage Distribution of COVID 19 Figure 2: Percentage distribution of confirmed cases by State Confirmed Cases by State Hiirshabelle Galmudug Jubaland 1% Approximately 50 percent of the confirmed 4% COVID-19 cases in the country are in 6% Banaadir Region whereas the remaining (24 South West percent) are from Somaliland, Puntland (10 5% percent), Jubbaland (6 percent), South West (5 percent), Galmudug (4 percent) and Hirshabelle State (1 percent) as shown in Benadir (Figure 2).
    [Show full text]
  • An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont Mckenna College
    Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont McKenna College Recommended Citation Eger, Katharine, "An Analysis of Education Reform in Sub-Saharan Africa" (2016). CMC Senior Theses. Paper 1419. http://scholarship.claremont.edu/cmc_theses/1419 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT MCKENNA COLLEGE AN ANALYSIS OF EDUCATION REFORM IN SUB-SAHARAN AFRICA SUBMITTED TO PROFESSOR WILLIAM ASCHER AND DEAN PETER UVIN WRITTEN BY KATHARINE MIRANDA EGER FOR SENIOR THESIS SPRING APRIL 25, 2016 Abstract Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation.
    [Show full text]