Federal Republic of Somalia

Education Statistics Yearbook 2013/2014

Ministry of Education and Higher Education Department of Policy and Planning EMIS unit April 2015 Mogadishu, Somalia Website: www.moesomalia.net

Department of Policy and Planning Education Management Information System unit Mogadishu, Somalia Tel: +252 90-7707872 Website: www.moesomalia.net Email: [email protected]

This publication may be used in part or as a whole, provided that the EMIS is acknowledged as the source of the information. Whilst the EMIS does all it can to accurately consolidate and integrate Somalia education information, it cannot be held liable for incorrect data and for errors in conclusions, opinions and interpretations emanating from the information. Furthermore, the EMIS cannot be held misinterpretation of the statistical content of the publication.

This publication has been produced with financial support from the government of the Netherlands through the Peace Building, Education and Advocacy (PBEA) programme and technical assistance from UNICEF.

A complete set of the yearbook will be available at the following addresses: • EMIS Unit, MOEHE, Mogadishu, Somalia • MOEHE’s website: www.moesomalia.net

For more inquiries or requests, please use the following contact information: Said Yusuf Mohammed, EMIS Focal Person, MOEHE Somalia, [email protected]

i Foreword

ii Tables of Contents

ACRONYMS ...... VII 1. INTRODUCTION ...... 1 1.1 ABOUT EMIS DATA ...... 1 1.2 HISTORY OF SOMALIA EMIS ...... 2 1.3 STRUCTURE OF THE MINISTRY OF EDUCATION AND HIGHER EDUCATION...... 3

FIGURE 1.1 ORGANOGRAM OF EMIS UNIT IN THE MOEHE...... 3 1.4 STRUCTURE OF THE SOMALIA EDUCATION LADDER ...... 4

FIGURE 1.2 STRUCTURE OF SOMALIA EDUCATION LADDER ...... 4 2. SUMMARY OF EDUCATION DATA ...... 5 2.1 SUMMARY OF BASIC EDUCATIONAL INDICATORS ...... 6

TABLE 2.1 SOMALIA EDUCATION SYSTEM BASIC INDICATORS ...... 6 TABLE 2.1 SOMALIA EDUCATION SYSTEM BASIC INDICATORS (CONT.…)...... 7 ENROLMENT TRENDS ...... 8

TABLE 2.2 TOTAL ENROLMENT TRENDS OVER THE LAST TWO YEARS...... 8 CHART 2.1 TOTAL ENROLMENT TRENDS OVER THE LAST TWO YEARS ...... 8 2.3 TEACHERS TRENDS ...... 9

TABLE 2.3 TOTAL TEACHERS TRENDS OVER THE LAST TWO YEARS ...... 9 CHART 2.2 TOTAL TEACHERS TRENDS OVER THE LAST TWO YEARS...... 9 2.4 SCHOOLS AND CLASSROOMS TRENDS ...... 10

TABLE 2.4 TOTAL SCHOOLS AND CLASSROOMS TRENDS OVER THE LAST TWO YEARS...... 10 CHART 2.3 TOTAL SCHOOLS AND CLASSROOMS TRENDS OVER THE LAST TWO YEARS ...... 10 3. ANALYSIS OF EDUCATION INDICATORS ...... 11 A. PRE-PRIMARY EDUCATION ...... 12 B. PRIMARY EDUCATION...... 13

FORMAL PRIMARY INCLUDING IQS ENROLMENT (UPPER AND LOWER PRIMARY)...... 13 TABLE 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT (2013/14)...... 13 CHART 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT BY LEVEL (2013/14) ...... 14 ENROLMENT BY LOCALITY (URBAN AND RURAL) ...... 14 ENROLMENT BY AUTHORITY (GOVERNMENT AND NON-GOVERNMENT)...... 14 TABLE 3.2 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2013/14) ...... 15 CHART 3.2 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2013/14)...... 15 ACCESS (ADMISSION) TO PRIMARY EDUCATION ...... 16 GROSS INTAKE RATE (GIR) AND NET INTAKE RATE (NIR) ...... 16 GROSS INTAKE RATE (GIR) ...... 16 TABLE 3.3 APPARENT INTAKE RATE (AIR) FOR THE YEAR 2013/14...... 16 CHART 3.3 APPARENT INTAKE RATE (AIR) FOR THE YEAR 2013/14 ...... 17

iii NET INTAKE RATE (NIR) ...... 17 TABLE 3.4 NET INTAKE RATE (NIR) FOR THE YEAR 2013/14 ...... 17 TABLE 3.4 NET INTAKE RATE (NIR) FOR THE YEAR 2013/14 ...... 18 COVERAGE TO PRIMARY EDUCATION ...... 18 GROSS ENROLMENT RATE (GER) AND NET ENROLMENT RATE (NER)...... 18 GROSS ENROLMENT RATE (GER)...... 19 TABLE 3.5 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2013/14 ...... 19 CHART 3.5 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2013/14 ...... 19 TABLE 3.6 GER, GG AND GPI TRENDS FROM 2011/12 - 2013/14...... 20 CHART 3.6 GER TRENDS FROM 2011/12 - 2013/14...... 20 NET ENROLMENT RATE (NER)...... 20 TABLE 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2013/14 ...... 21 CHART 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2013/14...... 21 TABLE 3.8 NET ENROLMENT RATE (NER) TRENDS FROM 2011/12 - 2013/14 ...... 22 CHART 3.8 NET ENROLMENT RATE (NER) TRENDS FROM 2011/12 - 2013/14...... 22 GENDER EQUITY IN THE PRIMARY EDUCATION...... 22 INTERNAL EFFICIENCY OF PRIMARY EDUCATION...... 23 PROMOTION,REPETITION AND DROPOUT RATES ...... 23 PROMOTION RATE (APPARENT)...... 23 TABLE 3.9 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2013/14...... 23 CHART 3.9 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2013/14 ...... 24 REPETITION RATE...... 24 TABLE 3.10 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2013/14 ...... 24 CHART 3.10 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2013/14...... 25 DROPOUT RATE ...... 25 TABLE 3.11 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2013/14 ...... 25 CHART 3.11 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2013/14...... 26 SURVIVAL RATE TO GRADE 5...... 26 TABLE 3.12 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2013/14...... 27 CHART 3.12 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2013/14 ...... 27 ENROLMENT OF SPECIAL EDUCATIONAL NEEDS...... 28 TABLE 3.13 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS (2013/14)...... 28 CHART 3.13 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS (2013/14) ...... 28 QUALITY OF PRIMARY EDUCATION...... 29 FORMAL PRIMARY INCLUDING IQS TEACHERS...... 29 QUALIFIED PRIMARY SCHOOL INCLUDING IQS TEACHERS...... 29 TABLE 3.14 QUALIFIED PRIMARY SCHOOL INCLUDING IQS TEACHERS (2013/14)...... 29 CHART 3.14 QUALIFIED PRIMARY SCHOOL INCLUDING IQS TEACHERS (2013/14) ...... 30 TEACHERS SALARY PAYMENT ...... 30 TABLE 3.15 PRIMARY INCL. IQS TEACHERS SALARY PAYERS (2013/14) ...... 32 CHART 3.15 PERCENTAGE OF PRIMARY INCL. IQS TEACHERS SALARY PAYERS (2013/14)...... 33 PUPIL-TEACHER RATIO (PTR) ...... 33 TABLE 3.16 PRIMARY INCL. IQS PUPIL TEACHER RATIO (2013/14) ...... 34 CHART 3.16 PRIMARY INCL. IQS PUPIL TEACHER RATIO (2013/14)...... 34 FORMAL PRIMARY INCLUDING IQS SCHOOLS AND CLASSROOMS ...... 35 FORMAL PRIMARY INCLUDING IQS SCHOOLS ...... 35 TABLE 3.17 PRIMARY INCL. IQS SCHOOLS BY SHIFT (2013/14)...... 35

iv CHART 3.17 PRIMARY INCL. IQS SCHOOLS BY SHIFT (2013/14) ...... 36 TABLE 3.18 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP (2013/14)...... 37 CHART 3.18 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP (2013/14)...... 37 FORMAL PRIMARY INCLUDING IQS CLASSROOMS...... 37 PUPIL CLASSROOM RATIO (PCR)...... 38 TABLE 3.19 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14)...... 38 CHART 3.19 PRIMARY INCL. IQS PUPIL CLASSROOM RATIO (2013/14)...... 38 FORMAL PRIMARY INCLUDING IQS TEXTBOOKS ...... 39 PUPIL TEXTBOOK RATIO (PTBR) ...... 39 TABLE 3.20 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) - 2013/14 ...... 39 CHART 3.20 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) - 2013/14...... 40 SCHOOL FACILITIES AT PRIMARY INCLUDING IQS...... 40 C. ALTERNATIVE BASIC EDUCATION (ABE) ...... 41

ALTERNATIVE BASIC EDUCATION ENROLMENT...... 41 TABLE 3.21 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2013/14 ...... 41 CHART 3.21 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2013/14...... 41 ALTERNATIVE BASIC EDUCATION TEACHERS ...... 42 TABLE 3.22 ALTERNATIVE BASIC EDUCATION TEACHERS (2013/14) ...... 42 CHART 3.22 ALTERNATIVE BASIC EDUCATION TEACHERS (2013/14)...... 42 ALTERNATIVE BASIC EDUCATION TEACHERS SALARY PAYMENT ...... 43 TABLE 3.23 ABE TEACHERS SALARY PAYERS (2013/14) ...... 43 TABLE 3.23 PERCENTAGE OF ABE TEACHERS SALARY PAYERS (2013/14) ...... 43 ALTERNATIVE BASIC EDUCATION SCHOOLS ...... 44 TABLE 3.24 ALTERNATIVE BASIC EDUCATION SCHOOLS (2013/14) ...... 44 CHART 3.24 ALTERNATIVE BASIC EDUCATION SCHOOLS (2013/14)...... 44 D. SECONDARY EDUCATION...... 45

SECONDARY ENROLMENT (FORMS 1-4)...... 45 TABLE 3.25 SECONDARY EDUCATION ENROLMENT (2013/14)...... 45 CHART 3.25 SECONDARY EDUCATION ENROLMENT (2013/14) ...... 46 ENROLMENT BY LOCALITY (URBAN AND RURAL) ...... 46 ENROLMENT BY AUTHORITY (GOVERNMENT AND NON-GOVERNMENT)...... 46 TABLE 3.26 SECONDARY ENROLMENT BY OWNERSHIP (2013/14)...... 46 CHART 3.26 SECONDARY ENROLMENT BY OWNERSHIP (2013/14) ...... 47 SECONDARY GROSS ENROLMENT RATE (GER)...... 47 TABLE 3.27 SECONDARY GER FOR THE YEAR 2013/14...... 48 TABLE 3.27 SECONDARY GER FOR THE YEAR 2013/14...... 48 TABLE 3.28 SECONDARY GER TRENDS (2012/13-2013/14)...... 48 CHART 3.28 SECONDARY GER TRENDS (2012/13-2013/14) ...... 49 SECONDARY NET ENROLMENT RATE (NER)...... 49 TABLE 3.29 SECONDARY NER FOR THE YEAR 2013/14 ...... 49 CHART 3.29 SECONDARY NER FOR THE YEAR 2013/14...... 50 GENDER EQUITY IN THE SECONDARY EDUCATION ...... 50 ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ...... 50 TABLE 3.30 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS (2013/14) ...... 51 CHART 3.30 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS (2013/14)...... 51 SECONDARY SCHOOL TEACHERS ...... 51

v QUALIFIED SECONDARY SCHOOL TEACHERS ...... 51 TABLE 3.31 QUALIFIED SECONDARY SCHOOL TEACHERS (2013/14) ...... 52 CHART 3.31 QUALIFIED SECONDARY SCHOOL TEACHERS (2013/14)...... 52 TEACHERS SALARY PAYMENT ...... 53 TABLE 3.32 SECONDARY TEACHERS SALARY PAYERS (2013/14) ...... 54 CHART 3.32 PERCENTAGE OF SECONDARY SCHOOL TEACHERS SALARY PAYERS (2013/14)...... 54 PUPIL-TEACHER RATIO (PTR) ...... 55 TABLE 3.33 SECONDARY EDUCATION PUPIL TEACHER RATIO (2013/14) ...... 55 CHART 3.33 SECONDARY EDUCATION PUPIL TEACHER RATIO (2013/14)...... 55 SECONDARY EDUCATION SCHOOLS AND CLASSROOMS ...... 56 SECONDARY EDUCATION SCHOOLS ...... 56 TABLE 3.34 SECONDARY EDUCATION SCHOOLS BY SHIFT (2013/14)...... 56 CHART 3.34 SECONDARY EDUCATION SCHOOLS BY SHIFT (2013/14) ...... 56 TABLE 3.35 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP (2013/14) ...... 57 CHART 3.35 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP (2013/14)...... 57 SECONDARY SCHOOL CLASSROOMS...... 58 PUPIL CLASSROOM RATIO (PCR)...... 58 TABLE 3.36 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14)...... 58 CHART 3.36 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14)...... 59 SECONDARY SCHOOL TEXTBOOKS...... 59 SECONDARY EDUCATION PUPIL TEXTBOOK RATIO (PTBR) ...... 59 TABLE 3.37 SECONDARY SCHOOLS PTBR (2013/14) ...... 59 CHART 3.37 SECONDARY SCHOOLS PTBR (2013/14)...... 60 SCHOOL FACILITIES AT SECONDARY SCHOOLS ...... 60 4. ANNEXES ...... 61 Primary Enrolment, Teachers and PTR by School……….…………….……………….…………62

Primary Missing Schools...…………...………………………………...…………………………………67

Glossary……………………………………………………………………...…………………………………68

vi ACRONYMS

AEC Annual Education Census AAGR Annual Average Growth Rate ABE Alternative Basic Education AIR Apparent Intake Rate DEO District Education Officer/Office EMIS Education Management Information System ESC Education Sector Committee ESSP Education Sector Strategic Plan GER Gross Enrolment Ratio GG Gender Gap GPI Gender Parity Index IQS Integrated Quranic School M&E Monitoring and Evaluation MA Masters of Art MOEHE Ministry of Education and Higher Education NER Net Enrolment Ratio NGO Non-Governmental Organization NIR Net Intake Rate PCR Pupil Class Ratio PESS Population Estimation Survey of Somalia PTbR Pupil Textbook Ratio PTR Pupil Teacher Ratio REO Regional Education Officer/Office SEMIS Somalia Education Management Information System TWG Technical Working Group UNICEF United Nations Children’s Fund UNDP United Nations Development Programme UNFPA United Nations Population Fund, formerly the United Nations Fund for Population Activities

vii viii INTRODUCTION Somalia Education Statistics Yearbook 2013/14

1. INTRODUCTION

1.1 About EMIS Data This is the 2013/14 Education Statistics Annual Yearbook of Central South Somalia in which annual education data has been collected, processed and analyzed by the Ministry of Education and Higher Education (MOEHE) for the third time.

The existing Annual School Census Surveys or questionnaires were sent to schools for data collection through the District Education Officers (DEOs) for the Banadir Region Education Officers (REOs). The completed survey data was collected from the schools by the DEOs who checked the quality of the completed data and submitted to the Banadir Region Education office and then to the EMIS unit of Ministry of Education and Higher Education by checking the quality of the completed survey. The Ministry of Education and Higher Education, EMIS unit encoded the raw data into the existing pineapple software, verified it and generated the required reports. It is only the formal primary, Integrated Quranic Schools (IQS), Alternative Basic Education (ABE) and Secondary education data of the Banadir region that have been captured by the pineapple software. The Pre-primary education, Non Formal Education, Technical and Vocational Education and Training as well as Higher Education data/information are not included in this publication.

The publication covers 2013/14 EMIS data and is a complete enumeration of primary education including Integrated Quranic Schools, Alternative Basic Education and Secondary education. The main sources of data for the analysis and preparation of educational indicators are the Annual School Census Surveys or questionnaires and also the school age population of UNDP 2005 projected for the year 2013/14 data. Our effort to get and use the recent UNFPA Population Estimation Survey of Somalia (PESS) 2014 data for this analysis was not successful as the Somalia Ministry of Planning and International Cooperation didn’t finalize it. UNDP 2005 population data projected have been used as the sources of school

1 INTRODUCTION Somalia Education Statistics Yearbook 2013/14 age population data in Central South Somalia for yearbooks 2011/12 and 2012/13 in the Banadir region. No educational analysis has been done for those yearbooks at national and district levels as data have not been collected from all regions of the Central South Somalia.

The 2013/14 questionnaire has been well modified and shortened without limitation to the very important data elements but the pineapple software has not been customized on time accordingly. This has resulted in some data elements like classrooms, water supply, sanitation, child protection, borders, feeding program, transport, etc. that have been captured by the modified new survey couldn’t be encoded into the existing pineapple software.

This publication contains analytical summaries of students, teachers, schools, learning materials and facilities. The data are further disaggregated by district, gender, level of education, locality authority (MoEHE/Government vs. non- government).

Indicators and detailed analysis of indicators that are assumed to be most important for the education system are presented. This analysis on students, teachers, schools, teaching learning materials and facilities is used to produce conclusions and reports for development partners, researchers, planners and decision makers.

1.2 History of Somalia EMIS The Somalia baseline education data was collected in the year 2005/06, which provided the first baseline figures of the education system of Somalia. The Somalia EMIS unit (Data and Statistics) is established in the early 2013 as one of the units in the department of Policy and Planning, Ministry of Education and Higher Education. Since early 2013, the Data and Statistics unit has been administering and managing the data collection, storage, analysis, utilization and distribution of education information of the Banadir region.

2 INTRODUCTION Somalia-Banadir Region Education Statistics Yearbook 2013/14

1.3 Structure of the Ministry of Education and Higher Education

Figure 1.1 Organogram of EMIS unit in the MOEHE

Minister

Vice Minister

Director General

Department of Policy and Planning

EMIS Unit (Data Statistics)

Data Entry & Analysis Knowledge Management INTRODUCTION Somalia-Banadir Region Education Statistics Yearbook 2013/14

1.4 Structure of the Somalia Education Ladder Figure 1.2 Structure of Somalia Education Ladder

Year Age

19 24

18 23 17 22 16 21 Technical and 15 In-service Pre-service 20 University Vocational teacher teacher 14 /College/ Education and 19 training training education Training 13 (includes Technical 18 Secondary 12 17 Education) 11 16 Secondary Education 10 Senior 1 (S1) to Senior 4 (S4) 15

9 14

8 13

7 12

6 11

5 Primary Education incl. IQS and ABE 10  Formal Primary: P1 to P8 4  Integrated Quranic Schools (IQS): P1 to P8 9  Alternative Basic Education(ABE): L1 to L4 3 8

2 7

1 6

Early Childhood Education (ECE) 5  Formal pre-primary 0  Quranic Schools (QS) 4 3

4 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

2. SUMMARY OF EDUCATION DATA

5 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

2.1 Summary of Basic Educational Indicators Table 2.1 Somalia Education System Basic Indicators No Educational Indicators 2012/13 2013/14 *AAGR 1 Access and Coverage Indicators 1.1 Primary (incl. IQS & ABE) Grade 1 59.6% Gross Intake Rate (GIR) 1.1.1 Male 59.1% 1.1.2 Female 60.2% 1.2 Primary (incl. IQS & ABE) Grade 1 13.9% Net Intake Rate (NIR) 1.2.1 Male 14.1% 1.2.2 Female 13.6% 1.3 Primary (incl. IQS & ABE) 36.3% Gross Enrolment Rate (GER) 1.3.1 Male 39.4% 1.3.2 Female 33.3% 1.4 Primary (incl. IQS & ABE) 26.0% Net Enrolment Rate (NER) 1.4.1 Male 27.8% 1.4.2 Female 24.2% 1.5 Secondary Gross Enrolment Rate 18.9% 1.5.1 Male 21.9% 1.5.2 Female 15.8% 1.6 Secondary Net Enrolment Rate 9.5% 1.6.1 Male 10.6% 1.6.2 Female 8.2% 2 Quality Indicators 2.1 Percentage of primary incl. IQS school qualified teachers (at least 18.3% certificate level qualification) 2.2 Percentage of secondary school qualified teachers 20.0% (at least diploma level qualification) 2.3 Primary school Pupil-Textbook Ratio [Mathematics] 27:1 2.4 Secondary school Pupil-Textbook Ratio [Mathematics] 28:1 2.5 Primary school Pupil-Teacher Ratio 19.9 2.6 Secondary school Pupil-Teacher Ratio 19.1 2.7 Primary school Pupil-Classroom Ratio 25.5 2.8 Secondary school Pupil-Classroom Ratio 15.7

*AAGR is Annual Average Growth Rate, and more commonly known as the Compound Annual Growth Rate that shows an average value for the annual rate of change over a period of time (typically several years) allowing for the compound effect of growth.

6 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

Table 2.1 Somalia Education System Basic Indicators (cont.…) No Educational Indicators 2012/13 2013/14 AAGR 3 Efficiency Indicators 3.1 Primary (incl. IQS) Grade 1 dropout rate 29.5% 3.1.1. Male 30.1% 3.1.2 Female 28.9% 3.2 Primary (incl. IQS) dropout rate 7.7% 3.2.1 Male 9.8% 3.2.2. Female 5.2% 3.3 Primary (Incl. IQS) repetition rate 3.9% 3.3.1 Male 2.3% 3.3.2 Female 5.8% 3.4 Primary (incl. IQS) promotion rate 88.4% 3.4.1 Male 87.8% 3.4.2 Female 89.0% 3.5 Primary (incl. IQS) Survival rate to grade 5 93.0% 3.5.1 Male 95.4% 3.5.2 Female 90.1% 4 Gender Equity Indicators 4.1 GPI (Gender Parity Index) using GER 4.1.1 Primary (incl. IQS & ABE) 0.85 4.1.2 Secondary 0.72 4.2 GG (Gender Gap) 4.2.1 Primary (incl. IQS & ABE) 5.1 4.2.2 Secondary 6.1 4.3 Percentage of female students 4.3.1 Primary (incl. IQS) 45.3% 4.3.2 Secondary 40.3% 4.4 Percentage of female teachers 4.4.1 Primary (incl. IQS) 14.7% 4.4.2 Secondary 4.5%

Table 2.1 above shows the main educational indicators of Central South Somalia education system over the last two years. All indicators of access, coverage, quality, internal efficiency and gender equity have their two years trends are shown for quick reference.

7 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

Enrolment Trends Table 2.2 Total Enrolment Trends over the last two years

Education 2012/13 2013/14 AAGR Level Male Female Total Male Female Total Male Female Total

Primary Incl. IQS 43,989 35,387 79,376 42,034 34,838 76,872 -4.4 -1.6 -3.2

ABE 1,009 941 1,950 853 1,182 2,035 -15.5 25.6 4.4 Secondary 11,725 7,323 19,048 14,362 9,688 24,050 22.5 32.3 26.3 Total 56,723 43,651 100,374 57,249 45,708 102,957 0.9 4.7 2.6

Chart 2.1 Total Enrolment Trends over the last two years

Table 2.2 and chart 2.1 above indicate that enrolment has shown increase over the last two years in the secondary education but declined in the formal primary including Integrated Quranic Schools (IQS) and ABE sub-sectors. This enrolment decline is due to missing schools in the year 2013/14 as there are 17 primary schools including IQS and also 2 ABE centers have been missed in the report when compared to the year 2012/13. The very high increase in the secondary enrolment growth shows that either there was under-reporting of data in the year 2012/13 or more number of enrolment have been registered in the year 2013/14. It can also be seen that average annual growth rate of female students is greater than male students in the primary including IQS, ABE and secondary education.

8 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

2.3 Teachers Trends Table 2.3 Total Teachers Trends over the last two years

2012/13 2013/14 AAGR Teachers Male Female Total Male Female Total Male Female Total Primary Incl. IQS 2,075 262 2,337 2,180 376 2,556 5.1 43.5 9.4 ABE 51 11 62 39 23 62 -23.5 109.1 0.0 Secondary 1,171 33 1,204 1,205 57 1,262 2.9 72.7 4.8

Total 3,297 306 3,603 3,424 456 3,880 3.9 49.0 7.7

Chart 2.2 Total Teachers Trends over the last two years

Table 2.3 and chart 2.2 above show that numbers of teachers have been increasing over the last two years in the formal primary including Integrated Quranic Schools (IQS) and Secondary education but the same in Alternative Basic Education (ABE). The increase is with an average annual growth rate of 9.4% for formal primary including IQS, 0.0% for ABE and 4.8% for secondary education. It can also be seen that the average annual growth rate of female teachers is greater than male teachers in the primary including IQS and secondary education teachers but the growth is extremely higher in the ABE female teachers. Generally, this indicates that the number of teachers in primary including IQS, ABE and secondary education is growing rapidly for the last two years in the Banadir region of Central South Somalia.

9 SUMMARY TRENDS Somalia-Banadir Region Education Statistics Yearbook 2013/14

2.4 Schools and Classrooms Trends Table 2.4 Total Schools and Classrooms Trends over the last two years Schools Classrooms AAGR Schools & Classrooms 2012/13 2013/14 2012/13 2013/14* Schools Classrooms Primary Incl. IQS 270 253 3,010 3,010 -6.3 0.0 ABE 11 9 60 60 -18.2 0.0 Secondary 151 149 1,530 1,530 -1.3 0.0 Total 432 411 4,600 4,600 -4.9 0.0 *2012/13 classroom data has been used as the 2013/14 data was not available

Chart 2.3 Total Schools and Classrooms Trends over the last two years

Table 2.4 and chart 2.3 above shows that numbers of schools and classrooms have shown decline indicating that there are missing schools in the year 2013/14 in all primary including IQS, ABE and secondary education. Since there were no Classrooms data available for the year 2013/14, we have used the 2012/13 data for the year 2013/14.

10 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

3. ANALYSIS OF EDUCATION INDICATORS

11 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

A. PRE-PRIMARY EDUCATION

The pre-primary education includes kindergartens and other similar pre-primary children programs. This level normally involves children of official school ages 3-5 enrolled in the pre-primary education. Kindergarten is mainly part of the pre-primary education in which it has its own curriculum, trained teachers, administrative staff and school compounds.

Educational researches show that students who have joined primary education without exposure to pre-primary education have higher incidence of repeating and dropping out at the primary level specially at grade 1 than the ones who have been exposed to pre- primary education. The higher an African country’s pre-primary enrolment ratio, the higher its primary school completion rate and the lower its primary school repetition rate (Mingat and Jaramillo 2003, Arnold 2004). The impact of early childhood care and education is stronger for children from poor families in terms of lower dropout and repetition rates than those for more advantaged children (Arnold, 2004). Pre-primary education is one and the first goal of the Education For All (EFA) goals.

Like in other African countries, pre-primary education especially kindergartens in Somalia are predominantly operated by non-governmental institutions and communities. But there is no data collected and analyzed on pre-primary education so that its accessibility and coverage is still unknown. The Ministry of Education and Higher Education, EMIS unit and education development partners should be organized and mobilized to collect, process, analyze and utilize the pre-primary education data as part of the education sub-sector.

12 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

B. PRIMARY EDUCATION Primary education is vital to development and the foundation for later on education and economic growth. In the Central South Somalia, primary education is from grades/classes 1-8 divided into two as lower primary (primary 1-4) and upper primary (Primary 5-8). In this yearbook, Integrated Quranic Schools (IQS) data is analyzed as part of formal primary education and this is because formal primary and IQS use the same curriculum, teachers and textbooks except that additional Quranic subject is taught in the IQS. But Alternative Basic Education (ABE) uses its own curriculum and textbooks plus may also use other non-formal teachers. Hence although Alternative Basic Education is a complementary to primary education; it has been analyzed separately because of some differences mentioned above except in the cases of access and coverage indicators in which it has been analyzed together.

Formal Primary including IQS Enrolment (Upper and Lower Primary) Primary education including IQS enrolment is the number of pupils of grades 1-9 of formal primary and grades 1-4 of IQS who registered in the schools at the beginning of the school/academic year. Classes/levels 1-4 are classified as lower primary while classes 5-9 are upper primary.

Table 3.1 Formal Primary including IQS enrolment (2013/14) Region District Male Female Total % Females Bondhere 1,276 973 2,249 43.3 Daynile 1,392 1,225 2,617 46.8 Dharkeinley 4,941 4,156 9,097 45.7 Hamarjajab 1,390 1,152 2,542 45.3 Hamarwaine 892 618 1,510 40.9 Hawl-wadag 1,726 1,361 3,087 44.1 Heliwaa 964 835 1,799 46.4 Banadir Hodan 5,082 3,547 8,629 41.1 Kaaraan 2,920 2,362 5,282 44.7 Shangani 539 408 947 43.1 Shibis 2,968 2,789 5,757 48.4 Waaberi 4,344 3,949 8,293 47.6 Wadajir 6,495 5,316 11,811 45.0 Wardhigley 4,716 3,799 8,515 44.6 Yakshid 2,389 2,348 4,737 49.6 Total 42,034 34,838 76,872 45.3

13 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.1 above shows that the average percentage of female primary enrolment in the Banadir region is 45.3%. The percentage of female primary enrolment is highest in the Yakshid district (49.6%), followed by Shibis and Waaberi districts with 48.4% and 47.6% respectively. The percentage of female primary enrolment is least in the Hamarwaine district with 40.9% of its total enrolment.

Chart 3.1 Formal Primary including IQS enrolment by Level (2013/14)

Figure 3.1 above shows that a total of 76,872 students of formal primary including IQS have been enrolled in the year 2013/14 of which 34,838 (45.3%) are girls and 42,034 (54.7%) are boys which indicates that the share of girls in the primary education including IQS is lower than boys.

Enrolment by Locality (Urban and Rural) In Central South Somalia, it is only in the Banadir region that the education data for the year 2013/14 has been collected and comprised of only urban schools.

Enrolment by Authority (Government and Non-government) Table 3.2 below shows that some enrolments of primary schools in the districts of Hawl-wadag and Shibis are owned by government (MoEHE). Only 1.2% of the enrolments of primary schools are owned by the government (MoEHE) and the rest (98.8%) are owned by communities, private entities, non-government organizations, etc.

14 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.2 Primary incl. IQS enrolment by Ownership (2013/14) All Government (MoE) Region District % of Non- Male Female Total Male Female Total Government Bondhere 1,276 973 2,249 100.0 Banadir Daynile 1,392 1,225 2,617 100.0 Dharkeinley 4,941 4,156 9,097 100.0 Hamarjajab 1,390 1,152 2,542 100.0 Hamarwaine 892 618 1,510 100.0 Hawl-wadag 1,726 1,361 3,087 199 131 330 89.3 Heliwaa 964 835 1,799 100.0 Hodan 5,082 3,547 8,629 100.0 Kaaraan 2,920 2,362 5,282 100.0 Shangani 539 408 947 100.0 Shibis 2,968 2,789 5,757 329 229 558 90.3 Waaberi 4,344 3,949 8,293 100.0 Wadajir 6,495 5,316 11,811 100.0 Wardhigley 4,716 3,799 8,515 100.0 Yakshid 2,389 2,348 4,737 100.0 Total 42,034 34,838 76,872 528 360 888 98.8

Chart 3.2 below shows government and non-government primary education including IQS enrolment in the year 2013/14. The proportion of girls in the government, non- government and total enrolments is 40.5%, 45.4% and 45.3%. This shows that percentage of females’ enrolment in the non-government primary schools including IQS is better than in the government schools.

Chart 3.2 Primary incl. IQS enrolment by Ownership (2013/14)

Hence share of females in the non-government primary schools need only some improvement but in the government schools need more improvement to maintain a balanced proportion of female and male primary school age population at the Banadir region level.

15 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Access (Admission) to Primary Education

Gross Intake Rate (GIR) and Net Intake Rate (NIR) Gross Intake Rate (GIR) and Net Intake Rate (NIR) are measures of education access of a nation to primary education. For the analysis of GIR and NIR for primary education, we have used formal primary, Integrated Quranic School (IQS) and Alternative Basic Education (ABE) as all show access to primary education.

Apparent Intake Rate and Net Intake Rate have been used for the first time in Somalia education system as an indicator of access (admission to class 1/level1) of primary education and hence there is no trend analysis. And also due to lack of school age population data at the regional and lower levels, there is no disaggregation of intake rates at regional and district levels.

Gross Intake Rate (GIR) Gross Intake Rate (GIR) sometimes also called Apparent Intake Rate (AIR) is the percentage of new entrants (irrespective of age) in the first class of primary (grade 1 or level 1), out of the total number of children of the official primary admission age (age 6 for Somalia) in a given academic year. Apparent Intake rate shows how the education system is accessible to all new entrants of official aged, over aged and under aged children. AIR can be higher than 100% as it considers over aged and under aged children of class 1/level 1.

Table 3.3 Apparent Intake Rate (AIR) for the year 2013/14 AIR Boys Girls Total All new entrants to Class 1/Level 1 6,017 5,156 11,173 School age population (6 years) 10,186 8,571 18,757 Apparent Intake Rate (AIR) in % 59.1 60.2 59.6

Table 3.3 above shows that the total Apparent Intake Rate of Somalia is 59.6% of which 59.1% is for boys and 60.2% is for girls in the year 2013/14. This means, the education system cannot enrolled more than 40% of the students in the population who are at the official school entrance age. Apparent Intake Rate less than 100% indicates that there

16 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 are less numbers of children entering primary school for the first time and more generally lower achievement of creating access to primary education which needs to be improved.

Chart 3.3 Apparent Intake Rate (AIR) for the year 2013/14

Chart 3.3 above shows the difference between the apparent intake rates of boys and girls. This indicates that less percentage of boys are admitted than girls to first class (class 1 or level 1) of primary school but generally intake to both girls and boys is low.

Net Intake Rate (NIR) Net Intake Rate (NIR) is the percentage of new entrants in class 1/level who are 6 years old, out of the total number of children who are of official admission age (age 6 for Somalia) in a given year. Net Intake Rate shows how the education system is accessible to all new entrants of official aged children. NIR cannot be over 100% and is usually lower than AIR since it excludes over-aged and under-aged children. Net Intake Rate will be 100% when all the children are admitted to the first grade of primary school at their official school age, i.e. age 6 in the context of Somalia. Table 3.4 Net Intake Rate (NIR) for the year 2013/14 NIR Boys Girls Total All new entrants to Grade 1/Level 1 of age 6 1,436 1,163 2,599 School age population (6 years) 10,186 8,571 18,757 Net Intake Rate (NIR) in % 14.1 13.6 13.9 Table 3.4 above shows the total Net Intake Rate for Somalia is only 13.9% of which 14.1% for boys and 13.6% for girls in the year 2013/14. This means 14 out of 100 official

17 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 school age children are coming to school and admitted to the first grade of primary at the age of 6. This is a very low achievement and needs the attention of education planners and policy makers to bring more children to school at their official school age. This might also be due to the unavailability of birth certificates of students to know and register their actual ages during enrolment.

Table 3.4 Net Intake Rate (NIR) for the year 2013/14

Chart 3.4 above shows that only 2,599 out of 18,757 children of age 6 have joined the first grade of primary education at their official school age in the Banadir region of the Central South Somalia. The difference between the net intake rates of boys and girls shows that boys have better chance than girls to go to school at their official school age.

Coverage to Primary Education

Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) are measures of education coverage of a nation at specific education level, here at primary level. For the analysis of GER and NER for primary education, we have used formal primary, Integrated Quranic School (IQS) and Alternative Basic Education (ABE) as all show coverage to primary education. Due to lack of education data and school age population data for all the Central South Somalia except for Banadir region, there is no disaggregation of enrolment rates at the Central South Somalia level.

18 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Gross Enrolment Rate (GER) GER is the percentage of total enrolment in primary schools, irrespective of age, out of the corresponding primary school age population, ages 6-13 for Somalia. GER is a crude measure of school coverage. Usually, since it includes under-aged and over-aged students. GER can be higher than 100% as it considers over aged and under aged children of the education level.

Table 3.5 Gross Enrolment Rate (GER) for the year 2013/14 GER Boys Girls Total All enrolment of primary (formal plus IQS & ABE) 42,887 36,020 78,907 School age population (6-13 years) 108,968 108,273 217,240 Gross Enrolment Rate (GER) in % 39.4 33.3 36.3

Table 3.5 above shows that the total Gross Enrolment Rate for Banadir region of Central South Somalia is 36.3% of which 39.4% are boys and 33.3% are girls in the year 2013/14. This indicates that there is low degree of primary school participation or coverage. This needs the attention of education planners and policy makers to bring more children and to retain them in the primary school. Chart 3.5 Gross Enrolment Rate (GER) for the year 2013/14

Chart 3.5 above shows the participation of girls is much less than the participation of boys with significant difference. It can be seen that the Gender Gap (GG) is 6.1 and the Gender Parity Index (GPI) is 0.85. This indicates that although the overall participation in the primary education is low, more boys are in the primary school

19 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 system than girls. This needs the attention of education planners and policy makers to bring and retain more girls to the primary school.

Table 3.6 GER, GG and GPI Trends from 2011/12 - 2013/14 GER Trends Boys Girls Total GG GPI 2012/13 2013/14 39.4 33.3 36.3 6.1 0.85

Chart 3.6 GER Trends from 2011/12 - 2013/14

Table 3.6 and chart 3.6 above show the trends in Gross Enrolment Rate (GER), Gender Gap (GG) and Gender Parity Index (GPI) of Banadir region of Central South Somalia primary education. Since there were no calculated Gross Enrolment Rates of the year 2012/13 or before, we cannot show the trends for the last two/three years.

Net Enrolment Rate (NER) Net Enrolment Rate (NER) is the best way of measuring organized on-time school participation. It is a more refined indicator of enrolment coverage and explains the proportion of students enrolled in terms of official school age group. NER for primary is calculated by dividing the number of official school aged primary students (for the Banadir region of the Central South Somalia ages 6-13) by the number of children of school ages (6-13). NER cannot be over 100% and is usually lower than the GER since it excludes over-aged and under-aged students.

20 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.7 Net Enrolment Rate (NER) for the year 2013/14 NER Boys Girls Total All enrolment of primary (class /level 1-8) of ages 6-13 30,334 26,228 56,562 School age population (6-13 years) 108,968 108,273 217,240 Net Enrolment Rate (NER) in % 27.8 24.2 26.0

Chart 3.7 Net Enrolment Rate (NER) for the year 2013/14

Table 3.7 and Chart 3.7 above show the total Net Enrolment Rate for Banadir region of Central South Somalia is 26.0% of which 27.8% are boys and 24.2% are girls. This is low achievement from the Universal Primary Education (UPE) point of view. The difference between primary gross enrolment rate and net enrolment rate, i.e., 10.3% shows the occurrence of over-aged and under-aged children. The difference between the gross and net enrolments is higher in boys than girls that shows there are more over- aged and under-aged boys than girls in the primary education. The difference between 100% and NER (26.0%) which is 74.0% of the children of ages 6-13 years old in the Banadir region of the Central South Somalia are either not enrolled at all except that some may have been enrolled in the secondary education. But the incidence of children of ages 6-13 years old enrolled in the secondary education is not significant and hence most are expected to be out of school. Therefore, it is recommended to find the number of out of school children in Banadir region of Central South Somalia and design a strategy to bring those out of school children in the primary school system and increase the participation should be a priority.

21 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.8 Net Enrolment Rate (NER) Trends from 2011/12 - 2013/14 NER Trends Boys Girls Total GG 2012/13 2013/14 27.8 24.2 26 3.6

Chart 3.8 Net Enrolment Rate (NER) Trends from 2011/12 - 2013/14

Table 3.8 and chart 3.8 above show the trends in Net Enrolment Rate (NER) and Gender Gap (GG) of Banadir region of Central South Somalia primary education. Since there were no calculated Net Enrolment Rates of the year 2012/13, we cannot show the trends for the last two years.

Gender Equity in the Primary Education Equity of girls and boys can be measured using different indicators. One of the indicators of gender equity is the Gender Parity Index (GPI), which is an important indicator of gender equity that shows the status of the participation of girls. Although it is possible to get GPI as the ratio of female to male indicators, GPI as ratio of Gross Enrolment Rate (GER) is more acceptable and used in this publication. In situations where the GPI is equal to 1, then equity between boys and girls is achieved. If the gender parity index is greater than 1, then the system favors to girls more than boys and if it is less than 1, the system favors to boys more than girls.

Another measurement of equity between girls and boys is Gender Gap (GG) which is the difference between the male and female GER. In situations where the GG is equal to 0 (zero), then equity between boys and girls is achieved.

22 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

The gender parity index in the Banadir region of the Central South Somalia primary schools for the year 2013/14 is 0.85 and its gender gap is 6.1 indicates that the primary education system favors boys than girls. No nation has been able to achieve gender equity of basic education without programs that assist girls. Hence to achieve gender equity in the Banadir region of the Central South Somalia primary education system, education planners and policy makers should develop and/or sustain programs that assist girls.

Internal Efficiency of Primary education

Promotion, Repetition and Dropout Rates Promotion rate, repetition rate and dropout rate are measures of internal efficiency of the school system. These rates help to understand how the education system utilizes the limited resources efficiently and timely. These rates are commonly used to measure the efficiency of the education system in producing graduates of a particular education level. A student has three paths in a particular academic year, i.e. promotion, repetition and dropout. Repeating a class means using more resources than allocated to a student; and leaving a school (dropping out of school) before completing a particular level of education is also a waste of resources. Higher promotion rates and lower repetition and lower dropout rates overall and at each grade level are the indications of good internal efficiency, i.e., improved utilization of limited resources.

Promotion Rate (Apparent) Promotion rate measures the proportion of students who have passed to the next grade/class in the following year. It is an effective proportion of students enrolled in a given grade/class that reach the next grade/class next year. A high level of effective promotion rate indicates a high level of retention or survival rate.

Table 3.9 Primary incl. IQS Promotion Rate (PR) for the year 2013/14 Gender Class Class Class Class Class Class Class Total Male 1 to 69.92 2 to 90.73 3 to 95.24 4 to 86.65 5 to95.9 6 6 to 95.07 7 to 95.78 87.8 Female 71.1 88.3 90.6 90.4 97.4 97.8 112.9 89.0 Total 70.5 89.6 93.1 88.3 96.6 96.2 102.7 88.4

23 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.9 Primary incl. IQS Promotion Rate (PR) for the year 2013/14

Table 3.9 and chart 3.9 above show the total primary including IQS promotion rate is 88.4% indicating good internal efficiency and better utilization of resources. Promotion rate is lowest from class/level 1 to 2 (70.5%) but highest from class 7 to 8 (102.7%) followed by class 5 to 6 (96.6%) and class 6 to 7 (96.2%). Logically, promotion rate cannot be greater than 100% but promotion rate from class 7 to 8 shows that more secondary schools of grade 8 data have been collected in the year 2013/14 than in the year 2012/13. Generally, more percentage of girls are shown promoted than boys except in classes from 2 to 3 and 3 to 4 where more boys are promoted than girls.

Repetition Rate This indicator measures the proportion of students who have remained in the same grade/class for two or more years by retaking the grade/class having either left the grade prematurely or returning for a second or third time. Any repetition reduces the efficiency of the education system and is also, at times, may imply of high pupil-teacher ratio, lack of learning materials, etc.

Table 3.10 Primary incl. IQS Repetition Rate (RR) for the year 2013/14

Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Total Male 0.0 2.8 3.1 2.9 3.4 2.3 3.5 2.3 Female 0.0 4.7 3.7 2.9 2.9 3.7 4.3 5.8 Total 0.0 3.7 3.4 2.9 3.2 2.9 3.8 3.9

24 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.10 Primary incl. IQS Repetition Rate (RR) for the year 2013/14

Table 3.10 and chart 3.10 above show that girls’ repetition rate is higher than boys’. It can also be observed that total repetition rate was lower for boys than girls and this indicates that girls repeat the same class/level more than boys do. The highest repetition rate is observed for girls at class 2 and the lowest repetition for boys at classes 6. In all the classes, girls have higher repetition rate than boys except in class 5 in which the reverse is true. For both boys and girls the repetition rates are higher in classes 2 and 7. There is no repetition rate at class 1 registered for both boys and girls. Generally, it is recommended to give special support to girls to decrease their repetition rate.

Dropout Rate

The dropout rate is a measure, typically by grade, of those who leave schooling. In most cases it is calculated as the remainder after subtracting those who are promoted to the next class/grade and those who repeat the same class/grade.

Table 3.11 Primary incl. IQS Dropout Rate (DR) for the year 2013/14 Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Total Male 30.1 6.6 1.6 10.4 0.7 2.7 0.9 9.8 Female 28.9 7.0 5.8 6.7 -0.3 -1.5 -17.3 5.2 Total 29.5 6.8 3.6 8.8 0.2 0.9 -6.5 7.7

25 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.11 Primary incl. IQS Dropout Rate (DR) for the year 2013/14

Table 3.11 and chart 3.11 above show that the total dropout rate is 7.7% of which 9.8% is for males and 5.2% is for females. The highest dropout rate (29.5%) is observed in class/level 1 in which 30.1% is for males and 28.9% is for females and might be because of many students join grade/level 1 without pre-primary education. Girls have higher dropout rates than boys in classes of 2 and 3 but it is negative in classes 5, 6 and 7. Logically, dropout rates cannot be less than zero or negative and hence negative dropout rates show that there is data inconsistency in the consecutive years. In our case, girls’ dropout rates for classes 5, 6 and 7 show negative values and that indicates the inconsistency of the data. Therefore the Ministry of Education and Higher Education has to focus on minimizing the number of pupils that are dropping out schools and also should keep the consistency of the EMIS data from one year to the next year.

Survival Rate to Grade 5

The survival rate to grade 5 is used to estimate the percentage of pupils who will complete the lower primary education. The reliability of this indicator depends on the consistency of data on enrolment and repeaters both in terms of coverage overtime and across grades. There are different methods of calculating the survival rate such as the synthetic cohort method, the transverse method, etc.

26 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Here we will use the transverse method of calculating survival rates, the percentage of a cohort of pupils enrolled in the first grade of a given level or cycle of education in a given school year who are expected to reach each successive grade. In other words, it is dividing new entrants of cohort at the last grade by new entrants of cohort at the first grade of the education level or cycle and multiplying by 100.

Table 3.12 Survival Rate to Grade 5 for the year 2013/14 Survival rate Boys Girls Total New entrants of Grade 4/Level 4 5,504 4,351 9,855 New entrants of Grade 1/Level 1 5,768 4,830 10, 598 Survival rate to Grade 5 95.4 90.1 93.0

Table 3.12 above and chart 3.12 below show the survival rate of lower primary (to grade 5) of the year 2013/14. Survival rates will always be one year behind the current year’s data since it requires measurement of enrolment and repetition from the following year. The total survival rate to grade 5 for Banadir region of Central South Somalia is 93.0% in which 95.4% is for boys and 90.1% is for girls. This indicates that there is low rate of repetition of the same class and/or dropping out of school in which more girls are repeating the same class and dropping out of school than boys.

Chart 3.12 Survival Rate to Grade 5 for the year 2013/14

Survival rates approaching 100% indicate a high level of retention and low incidence of dropouts.

27 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Enrolment of Special Educational Needs The Special Education needs enrolment have been collected from Bondhere, Daynile, Dharkieinle, Heliwaa, Waabeli and Wadajir districts only of the Banadir region of the Central South Somalia. According to the data collected for the year 2013/14, the total number of primary school including IQS children with special education needs is 206 of which 105 are male and 101 are female children. This shows that the percentage of boys with special education needs is almost equivalent to that of girls with 50.9% and 49.1% for boys and girls respectively.

Table 3.13 Enrolment of Primary incl. IQS Special Education Needs (2013/14) Hearing Limb Visual Total Region District FemaleDisabilityMale Female(Movement)Male FemaleDisabilityMale Female Male Total Bondhere 1 3 4 11 12 8 17 22 39 Daynile 1 2 - 3 3 Dharkeinley 10 12 10 12 22 Banadir Heliwaa 24 18 1 1 16 19 41 38 79 Waaberi 1 2 2 2 3 4 7 Wadajir 9 4 8 2 17 16 34 22 56 Total 34 26 14 16 57 59 105 101 206

Chart 3.13 Enrolment of Primary incl. IQS Special Education Needs (2013/14)

Table 3.13 and chart 3.13 above show that from the total children with special education needs, 56.3% of them are visually disabled, 28.1% of them are hearing disabled and the rest are limb (movement) disabled. There should be much more attention to the visually disabled children but hearing disability and movement disability should have also significant attention in order to help the children, may be in

28 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 the curriculum, textbooks, construction of buildings, etc. Moreover, teaching and learning materials and other supportive materials like Braille, wheel chair, etc. should be accessible to help these children to cope up in the education system.

Quality of Primary Education

Formal Primary including IQS Teachers Teachers are the very important components of any education system. The number of teachers, the qualification of teachers and the certification of teachers combined together is the basis for the quality of the education system.

Qualified Primary School including IQS Teachers In addition to sufficient teachers, the level of qualification and certification is very important to the education system.

Table 3.14 Qualified Primary School including IQS Teachers (2013/14) % of teachers whose % of teachers with Region District Total Teachers qualification is not teaching certificate & defined (blank)* above Male Female Total Male Female Total Male Female Total

Bondhere 48 22 70 64.6 63.6 64.3 35.4 36.4 35.7 Daynile 62 2 64 43.5 0.0 42.2 56.5 100.0 57.8 Dharkeinley 343 33 376 98.3 100.0 98.4 1.7 0.0 1.6 Hamarjajab 61 22 83 41.0 63.6 47.0 59.0 36.4 53.0 Hamarwaine 62 4 66 43.5 25.0 42.4 56.5 75.0 57.6 Hawl-wadag 120 7 127 68.3 85.7 69.3 31.7 14.3 30.7 Heliwaa 44 9 53 100.0 100.0 100.0 0.0 0.0 0.0 Banadir Hodan 208 54 262 70.2 85.2 73.3 29.8 14.8 26.7 Kaaraan 134 36 170 93.3 91.7 92.9 6.7 8.3 7.1 Shangani 16 6 22 75.0 50.0 68.2 25.0 50.0 31.8 Shibis 117 26 143 100.0 100.0 100.0 0.0 0.0 0.0 Waaberi 220 46 266 61.4 54.3 60.2 38.6 45.7 39.8 Wadajir 331 66 397 93.4 83.3 91.7 6.6 16.7 8.3 Wardhigley 238 22 260 92.0 100.0 92.7 8.0 0.0 7.3 Yakshid 176 21 197 82.4 95.2 83.8 17.6 4.8 16.2 Total 2,180 376 2,556 81.7 81.6 81.7 18.3 18.4 18.3 *Not defined (blank): teachers whose qualifications’ field were blank in the questionnaire.

29 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.14 Qualified Primary School including IQS Teachers (2013/14)

Table 3.14 and chart 3.14 above show the primary including IQS education qualified teachers of the districts of Banadir in the year 2013/14. In Banadir region of Central South Somalia, the qualified primary including IQS education teachers shows 18.3% in the year 2013/14. But a total of 81.7% of primary including IQS teachers’ qualification is not defined (blank). This indicates that the percentage of qualified teachers would have been expected to be greater than 18.3% if the qualification of all teachers had been accurately defined. Therefore, the EMIS team of the Ministry of Education and Higher Education should give more attention on the collection of complete data.

Teachers Salary Payment In the Banadir region of Central South Somalia, primary schools including IQS education teachers’ salary is paid by communities, Concern World Wide, Formal Education Network for Private Schools, Formal Private Education Network in Somalia, Formal Private Education Network in Somalia, Norwegian Refugee Council, SAACID, School Organization for Formal Education, School Association for Formal Education, Somali Community Concern, Non-government organizations, private sector, Ministry of Education and Higher Education and even some are blank (unpaid) at all.

Table 3.15 and chart 3.15 below show the primary including IQS education teachers’ salary payers by district of Banadir region for of the year 2013/14. In the Banadir

30 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 region of the Central South Somalia, 4.0% of the teachers’ salary is paid by the Ministry of Education and Higher Education and the rest are paid by communities, Concern World Wide, Formal Education Network for Private Schools, Formal Private Education Network in Somalia, Formal Private Education Network in Somalia, Norwegian Refugee Council, SAACID, School Organization for Formal Education, School Association for Formal Education, Somali Community Concern, Non- government organizations, private sector, Ministry of Education and Higher Education and some are blank (unpaid) at all.

31 ANALYSIS Somalia – Banadir Region Education Statistics Yearbook 2013/14 Table 3.15 Primary incl. IQS Teachers Salary Payers (2013/14)

n n

f y l l e y e n n

n o o n

t t n n n n n t

i a a

i d i

o l i i k *

a e l l n e n a s i l l o o i o o o a t e e t i i D d ) i l i r l i i i i i r l r y n e n a a t t k t - i m m I o o v l a c a t t g t t t m k o r o a t e e W r i a g r r a a u a u a n z o o z a

n C t e n a a a a a t m m n o i c n r c c i i o o o v v u p o w s i h h m d c c r r c c c o r u c o i i m m f A a h n n m i n n t w l P i F F r n c c l o w o o r r

e N o u u o u u u

e c T r r o o o t e a A a n t g m m S S r b s S r r v i F F d d U d d d P P s S o C o g g S R e S ( e C C s o N o i o o o o r r E E f E E E f f N M N R A W C C D G O O F T F T F T F T F T F T F T F T F T F T F T F T F T F T M M M M M M M M M M M M M M Bondh 6 7 3 5 8 8 2 0 1 1 1 1 3 1 1 2 4 1 5 ere 2 1 4 1 1 4 2 7 Daynil 7 9 6 6 2 4 2 9 9 2 e 1 1 3 3 6 6

Dhark 5 6 3 6 7 8 8 4 1 0 3 3 1 1 1 6 2 2 4 3 9 1 4 7 1 1 1 2 2 1 1 3 einley 2 3 3 3 Hamar 8 4 2 1 7 1 2 3 8 8 9 9 2 1 3 6 3 1 4 jajab 1 1 3 2 2 6 2 8 Hamar 0 2 3 4 0 2 6 2 1 9 1 4 waine 3 3 2 2 1 6 6

Hawl- 0 5 0 7 4 4 1 1 5 5 2 7 7 1 1 2 2

wadag 1 1 1 1 Heliw 9 8 4 3 9 5 5 9 aa 3 4 4 5 r 7 2 8 2 i 8 5 4 7 0 0 3 0 5 2 1 3 4 0 3 0 6 7 3 3 3 4 1 5 7 7 7 2 3 1 1 1 1 1 2 2 2 1 3 5 d Hodan 1 1 2 2 a n a

Kaara 1 4 0 1 8 9 8 3 6 B 1 3 7 2 2 4 3 3 6 3 1 4 9 1 3 an 1 1 1 Shang 2 7 6 2 1 1 5 3 1 4 6 ani 1 1 1 2 3 2 7 3 1 9 6 5 6 1 1 8 1 9 0 2 1 4

Shibis 1 1 2 1 1 1 1

Waabe 0 6 9 2 2 9 1 2 3 3 5 8 0 2 5 6 6 3 1 1 7 2 5 7 4 1 5 3 3 2 1 2 6 2 3 3 3 3 1 4 8 1 9 1 1 2 2 4 ri 2 2

Wadaji 5 9 1 7 5 1 4 6 0 6 4 6 6 9 5 2 1 3 1 1 3 3 7 0 3 9 1 2 1 2 2 4 3 6 r 2 3 3 3

Wardh 7 9 8 0 2 1 1 2 2 4 3 6 2 1 1 2 igley 2 2 2 2

Yakshi 5 4 6 7 0 1 9 1 5 7 7 9 8 1 9 1 3 3 1 1 1 2 d 1 1 1 1 0 3 0 6 9 1 2 1 3 0 4 6 9 8 8 5 2 4 6 0 4 7 0 0 5 7 1 0 8 5 3 9 3 4 2 5 0 3 9 2 4 7 3 0 4 1 5 4 0 4 2 1 3 4

Total 5 7 1 5 2 5 3 9 1 1 2 2 8 1 8 5 5 2 8 1 2 2 , , , , 1 1 1 1 1 1 1 3 1 1 2 2 *Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire. ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.15 Percentage of Primary incl. IQS Teachers Salary Payers (2013/14)

Pupil-Teacher Ratio (PTR)

Pupil-Teacher Ratio (PTR) is one of the education indicators of quality and shows also efficiency of the system. When the PTR is lower, it is better opportunity for contact between the teacher and pupils and for the teacher to provide more support to students individually, thereby improving the quality of education; but when PTR is very low, however, may indicate under-utilization of teachers implies inefficiency. Therefore, PTR alone does not explain the quality of education because quality of education depends on other factors such as qualification of teachers, the supply of educational materials, mode of delivery and other issues.

Table 3.16 and chart 3.16 below show the primary including IQS Pupil Teacher Ratio (PTR) of the Banadir region for government and non-government enrolment of the year 2013/14. In Banadir region of Central South Somalia, the primary including IQS education Pupil Teacher Ratio (PTR) is 19.9 in the year 2013/14. It can be also noted that PTR in the government schools is lower than the non-government schools with 18.5 and 19.9 respectively. It seems that there is inefficiency of the system to

33 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14 underutilize the available teachers in the government as well as non-government managed schools. Because a PTR of 19.9 is lower than most of the developing countries.

Table 3.16 Primary incl. IQS Pupil Teacher Ratio (2013/14)

Region District Enrolment Teachers PTR Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't Total Abdiaziz 11 11

Banadir Bondhere 2,249 2,249 13 97 110 23.2 20.4 Daniele 2,617 2,617 115 115 22.8 22.8 Dharkeinley 9,097 9,097 591 591 15.4 15.4 Hamarjajab 2,542 2,542 15 124 139 20.5 18.3 Hamarwaine 1,510 1,510 89 89 17.0 17.0 Hawl-wadag 330 2,757 3,087 236 236 11.7 13.1 Heliwaa 1,799 1,799 84 84 21.4 21.4 Hodan 8,629 8,629 9 452 461 19.1 18.7 Kaaraan 5,282 5,282 211 211 25.0 25.0 Shangani 947 947 22 22 43.0 43.0 Shibis 558 5,199 5,757 11 132 143 50.7 39.4 40.3 Waaberi 8,293 8,293 347 347 23.9 23.9 Wadajir 11,811 11,811 584 584 20.2 20.2 Wardhigley 8,515 8,515 435 435 19.6 19.6 Yakshid 4,737 4,737 302 302 15.7 15.7 Total 888 75,984 76,872 48 3,821 3,869 18.5 19.9 19.9

Chart 3.16 Primary incl. IQS Pupil Teacher Ratio (2013/14)

Though the total PTR reflects the general direction, there is remarkable variation among regions in the primary education. PTR is above the national average in the districts of Shangani, Shibis, Kaaraan, Waaberi, Daynile, Haliwaa, Bondhere and Wadajir. The other districts do have a PTR of less than the national average.

34 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Formal Primary including IQS Schools and Classrooms Schools and classrooms are used to measure some of the quality of the education system. It is noted by many educational researchers that the quality of education is better in single shift schools than double shift schools. It is also expected that the lower the pupil-classroom ratio the more the quality of education but too low of pupil- classroom ratio means inappropriate use of resources. And also it should be noted that single shift schools and lower pupil classroom ratio are not the only measures of quality education.

Formal Primary including IQS schools Schools can be disaggregated by authority/ownership, locality, type of shift, region and district, etc. Here we will try to see formal primary schools including IQS by disaggregation of shift type and authority/ownership.

Table 3.17 Primary incl. IQS schools by shift (2013/14)

Single Shift Double Shift Total no. Region District Schools Schools of Schools

Bondhere 3 1 4 Daynile 3 4 7 Dharkeinley 15 34 49 Banadir Hamarjajab 4 3 7 Hamarwaine 2 4 6 Hawl-wadag 7 7 14 Heliwaa 1 3 4 Hodan 13 15 28 Kaaraan 1 13 14 Shangani 2 2 Shibis 13 13 Waaberi 11 12 23 Wadajir 4 35 39 Wardhigley 24 24 Yakshid 1 18 19 Total 67 186 253

Table 3.17 above and chart 3.17 below show the numbers of schools are observed highest in the Dharkeinley district, followed by Wadajir and Hodan districts while the lowest in the Shangani district.

35 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.17 Primary incl. IQS schools by shift (2013/14)

It can also be calculated that 26.5% of the primary schools including IQS are single shift and 73.5% of them are double shift schools. Dharkeinley district has the highest number of single shift schools and Wadajir district has the highest number of double shift schools. It should be recommended that the Ministry of Education and Higher Education should mobilize efforts to build more schools and/or expand more classrooms in order to minimize the number of double shift schools.

Table 3.18 and chart 3.18 below show that the numbers of schools that are owned by the Ministry of Education and Higher Education (Government) are higher than that of the non-government owned ones. It can be calculated that 99.2% of the total primary schools including IQS are managed and owned by the non-government entities. Non- government schools here include community, non-government organizations, the private sector, etc. The share of the government primary schools including IQS is only 0.8% which indicates that either there is no much contribution from the government bodies in expanding primary education or most government schools didn’t report their data in the year 2013/14.

36 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Table 3.18 Primary incl. IQS schools by Ownership (2013/14) Gov't/MoE Non-gov't Total no. Region District Schools Schools of Schools Bondhere 4 4 Daynile 7 7 Dharkeinley 49 49 Banadir Hamarjajab 7 7 Hamarwaine 6 6 Hawl-wadag 1 13 14 Heliwaa 4 4 Hodan 28 28 Kaaraan 14 14 Shangani 2 2 Shibis 1 12 13 Waaberi 23 23 Wadajir 39 39 Wardhigley 24 24 Yakshid 19 19 Total 2 251 253

Chart 3.18 Primary incl. IQS schools by ownership (2013/14)

Formal Primary including IQS Classrooms Classrooms are used to calculate Pupil Classroom Ratios of the particular education level. But when there are schools of double and multiple shifts, classrooms could be enumerated carefully not to mix up among the types of shifts. Classrooms can be disaggregated by ownership, locality, type of shift, region and district, etc.

37 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Pupil Classroom Ratio (PCR) The Pupil Classroom Ratio (PCR) is generally shows the number of pupils in teaching and learning classroom. In the case of Banadir region of the Central South Somalia, there are many double shift schools and hence classrooms are shared. A higher PCR may mean many students overcrowding in a class in which teachers cannot have chances to help each student fully in that class. A lower ratio in comparison may mean underutilization of resources.

Table 3.19 Primary incl. IQS Classrooms and Pupil Classroom Ratio (2013/14)

Region District Enrolment Classrooms* PCR Abdiaziz - 10 - Bondhere 2,249 110 20.4 Daynile 2,617 90 29.1 Dharkeinley 9,097 560 16.2 Hamarjajab 2,542 50 50.8 Hamarwaine 1,510 60 25.2 Hawl-wadag 3,087 160 19.3 Heliwaa 1,799 120 15.0 Banadir Hodan 8,629 310 27.8 Kaaraan 5,282 150 35.2 Shangani 947 40 23.7 Shibis 5,757 110 52.3 Waaberi 8,293 290 28.6 Wadajir 11,811 330 35.8 Wardhigley 8,515 380 22.4 Yakshid 4,737 240 19.7 Total 76,872 3,010 25.5 *2012/13 classrooms have been used as there was no classrooms data in 2013/14

Chart 3.19 Primary incl. IQS Pupil Classroom Ratio (2013/14)

Table 3.19 and chart 3.19 above show the primary incl. IQS education Pupil Classroom Ratio (PCR) by district of Banadir region of the year 2013/14. In the Banadir region of

38 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14 the Central South Somalia, the total primary including IQS education Pupil Classroom Ratio (PTR) is 25.5 in the year 2013/14. It can be also noted that PCR is highest in the Hibis and Hamarjajab districts and lowest in the Heliwaa district. Generally, it can be seen that the total PCR seems reasonable.

Formal Primary including IQS Textbooks Number of available student textbooks is not the only but one of the indicators of quality education. In line with this there should be quality curriculum and quality textbooks in addition to the number of textbooks distributed to students.

Pupil Textbook Ratio (PTbR) Pupil Textbook Ratio (PTbR) shows the number of pupils who have received or owned textbooks by subject. It is expected that a pupil should have one book per subject and the same in all the subjects specially core subjects. Mostly the number of subjects that the student studies are large in number and in this cases, we will consider only some of the basic subject textbook and if not Mathematics followed by English will be used as a measure of PTbR. Pupil Textbook Ratio is mostly expressed as 1:1, 2:1, 3:1, etc. to mean 1 textbook to 1 pupil, 1 textbook to 2 pupils, 1 textbook to 3 pupils, etc. respectively.

Table 3.20 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) - 2013/14 Arabic English Maths Somali Region District Enrolment Arabic English Maths Somali PTbR PTbR PTbR PTbR Bondhere 2,249 894 2.5 399 5.6 731 3.1 1,101 2.0 Daynile 2,617 9 290.8 9 290.8 9 290.8 9 290.8 Dharkeinley 9,097 549 16.6 404 22.5 493 18.5 427 21.3 Hamarjajab 2,542 Banadir Hamarwaine 1,510 Hawl-wadag 3,087 59 52.3 60 51.5 67 46.1 58 53.2 Heliwaa 1,799 90 20.0 90 20.0 90 20.0 90 20.0 Hodan 8,629 Kaaraan 5,282 99 53.4 99 53.4 99 53.4 99 53.4 Shangani 947 Shibis 5,757 108 53.3 108 53.3 108 53.3 108 53.3 Waaberi 8,293 18 460.7 18 460.7 18 460.7 18 460.7 Wadajir 11,811 710 16.6 837 14.1 819 14.4 760 15.5 Wardhigley 8,515 207 41.1 207 41.1 207 41.1 207 41.1 Yakshid 4,737 171 27.7 171 27.7 171 27.7 171 27.7 Total 76,872 2,914 26.4 2,402 32.0 2,812 27.3 3,048 25.2

39 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.20 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) - 2013/14

Table 3.20 and chart 3.20 above show that the Pupil Textbook Ratio (PTbR) is not 1:1 in any of the subjects (Arabic, English, Mathematics and Somali). Totally, the minimum is observed for Somali as 252:10 or 126:5 followed by Arabic as 264:10 or 132:5. The maximum is observed for English as 320:10 or 32:1 followed by Mathematics as 273:10. Generally, it can be seen that there are 273 Mathematics textbooks for 10 pupils, 252 Somali textbooks for 10 pupils, 264 Arabic textbooks for 10 Pupils and 320 English textbooks for 10 pupils while the internationally accepted standard of PTbR for core subjects is 1:1. This indicates that shortage of textbooks is the main problem of the Banadir region of Central South Somalia primary schools including IQS in all subjects. Therefore printing of more textbooks should be the main concern of the Ministry of Education and Higher Education to maintain the standard PTbR of 1:1 in all subjects.

School Facilities at Primary including IQS School facilities have significant impact on access, quality, efficiency and gender equity of the education system. School facilities are tools to attract students in general and girls in particular to the school system. The availability of water (drinking and/or washing), latrines, laboratories, libraries and pedagogical centers in schools will attract students and is means of increasing quality and efficiency of education.

But due to some mismatch of the 2013/14 revised questionnaire and the existing pineapple software, the school facilities had not been encoded into the software and thus couldn’t be processed and analyzed.

40 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

C. ALTERNATIVE BASIC EDUCATION (ABE) Alternative Basic Education (ABE) is part of primary education but treated here separately to monitor its contribution to the goal of providing universal access to primary education. Most ABE teaching learning activities are accomplished in their own established centers, and are designed to provide for the same age group as regular primary education. ABE enrolments have been included in reports of the primary access and coverage education analysis. Therefore AIR, NIR, GER and NER of primary education include the contribution of ABE to primary education in Banadir region of Central South Somalia.

Alternative Basic Education Enrolment Table 3.21 Alternative Basic Education Enrolment for the year 2013/14

Level 1 Level 2 Level 3 Level 4 Level 5 Total Region District M F M F M F M F M F M F T

Abdiaziz 112 110 94 68 50 31 49 33 305 242 547 - Bondhere 75 234 61 22 32 424 424

Daynile 26 22 54 38 47 51 50 29 177 140 317 Banadir Dharkeinley 33 38 31 36 6 7 70 81 151

Hamarjajab 2 14 9 14 9 14 26 22 11 11 57 75 132

Hamarwaine 10 4 7 1 6 5 8 7 23 25 48

Hodan 60 54 45 53 42 27 36 19 183 153 336

Wadajir 6 9 11 9 13 12 8 12 38 42 80

Total 249 326 244 459 168 209 174 145 18 43 853 1,182 2,035

Chart 3.21 Alternative Basic Education Enrolment for the year 2013/14

41 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Table 3.21 and chart 3.21 above show that the total Alternative Basic Education (ABE) enrolment for the year 2013/14 is 2,035. It can be seen that Abdiaziz district has the highest ABE enrolment followed by Bondhere and Hodan districts. Note that only eight districts of Banadir region have reported their ABE enrolment in the year 2013/14. Hamarwaine district has the lowest ABE enrolment followed by Wadajir and Dharkeinley districts. From the total primary education (Formal primary, IQS and ABE) enrolment, ABE enrolment constitutes 2.6% of which males constitute 2.0% and females constitute 3.3% which shows that ABE program is accessible more for females than for males.

Alternative Basic Education Teachers Table 3.22 Alternative Basic Education Teachers (2013/14) Government Non-government Total Region District Male Female Total Male Female Total Male Female Total Abdiaziz 7 4 11 7 4 11 Bondhere 4 9 13 4 9 13 Banadir Daynile 6 2 8 6 2 8 Dharkeinley 5 1 6 5 1 6 Hamarjajab 3 3 6 3 3 6 Hamarwaine 6 1 7 6 1 7 Hodan 6 3 9 6 3 9 Wadajir 2 2 2 2 Total 4 9 13 35 14 49 39 23 62

Chart 3.22 Alternative Basic Education Teachers (2013/14)

Table 3.22 and chart 3.22 above show that the Alternative Basic Education (ABE) government and non-government teachers for the year 2013/14. It can be seen that

42 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Bondhere district has the highest ABE teachers and Wadajir district has the least number of ABE teachers. From the total ABE teachers only 37.1% are female teachers indicating that there is a need of attention to increase the number of female teachers in the ABE schools. Moreover only 21.0% of ABE teachers are belong to government ABE centers.

Alternative Basic Education Teachers Salary Payment In the Banadir region of Central South Somalia, Alternative Basic Education teachers’ salary is paid by Formal Education Network, Norwegian Refugee Council, non- government organizations, private sector, Ministry of Education and Higher Education and even some are blank (unpaid) at all.

Table 3.23 ABE Teachers Salary Payers (2013/14) Formal Education Network Ministry Non- Norwegian Region District for Private of Government Refugee Unpaid Schools Education Organization Council Private (Blank)* Total

M F T M F T M F T M F T M F T M F T M F T

Abdiaziz 3 2 5 4 2 6 7 4 11 Bondhere 4 9 13 4 9 13 Daynile 4 1 5 2 1 3 6 2 8 Dharkeinley 5 1 6 5 1 6 Banadir Hamarjajab 2 3 5 1 1 3 3 6 Hamarwaine 6 1 7 6 1 7 Hodan 2 1 3 4 2 6 6 3 9 Wadajir 2 2 2 0 2 Total 4 1 5 3 2 5 5 1 6 8 6 14 3 0 3 16 13 29 39 23 62 *Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.

Table 3.23 Percentage of ABE Teachers Salary Payers (2013/14)

43 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Table 3.23 and chart 3.23 above show the Alternative Basic education teachers’ salary payers by district of Banadir region for of the year 2013/14. In Banadir Region of Central South Somalia, 8.1% of the teachers’ salary is paid by the Ministry of Education and Higher Education and the rest are paid by Formal Education Network, Norwegian Refugee Council, non-government organizations, private sector and some are blank (unpaid) at all.

Alternative Basic Education Schools Table 3.24 Alternative Basic Education Schools (2013/14) Single shift Double shift Total ABE Region District ABE centers ABE centers Centers Abdiaziz 1 1 Bondhere 1 1 Daynile 1 1 Dharkeinley 1 1 2 Banadir Hamarjajab 1 1 Hamarwaine 1 1 Hodan 1 1 Wadajir 1 1 Total 6 3 9

Chart 3.24 Alternative Basic Education Schools (2013/14)

Table 3.24 and chart 3.24 above show that the Alternative Basic Education (ABE) schools for the year 2013/14. It can be seen that Dharkeinley district has two ABE schools which is the highest and the rest districts have only one ABE schools each.

44 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

D. SECONDARY EDUCATION

Secondary education in Central South Somalia has four forms as Form 1, Form 2, Form 3 and Form 4. Entrance to secondary education is determined by the centrally administered standard examinations mostly at grade 8 and for some other curriculums at grade 9 (end of primary education).

Secondary Enrolment (Forms 1-4) Secondary education enrolment is the number of pupils of Forms 1-4 of secondary education who registered in the school at the beginning of the school/academic year. In Banadir region of Central South Somalia, a total of 24,050 students of secondary education have been enrolled in the year 2013/14 of which 9,688 (40.3%) are girls and 14,362 (59.7%) are boys. This needs some strategic planning to increase the participation of girls in secondary schools.

Table 3.25 Secondary Education enrolment (2013/14)

Reg Form 1 Form 2 Form 3 Form 4 Total District ion M F M F M F M F M F T

Bondhere 110 68 55 19 70 41 235 128 363 Daynile 157 81 95 63 97 65 29 10 378 219 597 Dharkeinley 633 414 470 290 421 308 237 171 1,761 1,183 2,944 Hamarjajab 190 116 90 61 74 53 31 12 385 242 627 Hamarwaine 55 31 23 21 18 5 96 57 153 Hawl-wadag r

i 342 232 265 209 267 199 277 175 1,151 815 1,966 d

a Heliwaa n 120 70 115 50 126 50 129 43 490 213 703 a

B Hodan 965 840 607 514 498 310 239 152 2,309 1,816 4,125 Kaaraan 237 134 50 18 118 81 52 31 457 264 721 Waaberi 357 205 398 191 484 252 170 100 1,409 748 2,157 Wadajir 708 540 575 362 536 287 370 200 2,189 1,389 3,578 Wardhigley 748 613 642 412 549 390 247 198 2,186 1,613 3,799 Yakshid 558 382 311 243 303 284 144 92 1,316 1,001 2,317 Total 5,180 3,726 3,696 2,453 3,561 2,325 1,925 1,184 14,362 9,688 24,050

45 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.25 Secondary Education enrolment (2013/14)

Table 3.25 and chart 3.25 above show that the total enrolment of secondary education is 24,050 in which the highest enrolment is in Hodan district and the least enrolment is in the Hamarwaine district.

Enrolment by Locality (Urban and Rural) In Central South Somalia, it is only in the Banadir region that the education data for the year 2013/14 has been collected and comprised of only in urban schools.

Enrolment by Authority (Government and Non-government) In Banadir region of Central South Somalia, only 3.8% of the secondary education enrolment is authorized and managed by the government (Ministry of Education and Higher Education) and the rest (96.2%) is managed by the non-government entities like communities, non-governmental organizations and the private sector.

Table 3.26 Secondary enrolment by Ownership (2013/14) Government Non-government Total Region District M F T M F T M F T Bondhere 235 128 363 235 128 363 Daynile 378 219 597 378 219 597 Dharkeinley 1,761 1,183 2,944 1,761 1,183 2,944 Hamarjajab 73 62 135 312 180 492 385 242 627 Hamarwaine 96 57 153 96 57 153 Hawl-wadag 1,151 815 1,966 1,151 815 1,966 Banadir Heliwaa 490 213 703 490 213 703 Hodan 260 522 782 2,049 1,294 3,343 2,309 1,816 4,125 Kaaraan 457 264 721 457 264 721 Waaberi 1,409 748 2,157 1,409 748 2,157 Wadajir 2,189 1,389 3,578 2,189 1,389 3,578 Wardhigley 2,186 1,613 3,799 2,186 1,613 3,799 Yakshid 1,316 1,001 2,317 1,316 1,001 2,317 Total 333 584 917 14,029 9,104 23,133 14,362 9,688 24,050

46 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.26 Secondary enrolment by Ownership (2013/14)

Table 3.26 and chart 3.26 above show the secondary school enrolment by ownership in the year 2013/14. Among all girls enrolled in secondary school (9,888), there are 584 girls enrolled in government (5.9%) and 9,104 enrolled in non-government (94.1%) schools. If we calculate the same percentage for male students, we would find 2.3% enrolled in government and 97.7% enrolled in non-government schools. Thus, there is little difference between female and male students in terms of school choice but more percentage of girls is in the government schools. But still, the percentage of females’ enrolment in the non-government secondary schools including IQS (39.4%) is lower than in the government schools (63.7%). Hence share of boys in the non-government secondary schools and share of girls in the government secondary schools need improvement to maintain a balanced proportion of female and male secondary school age population at the Banadir region level.

Secondary Gross Enrolment Rate (GER) The secondary Gross Enrolment Ratio (GER) compares those students enrolled, regardless of age, with the population of the appropriate age range. For the Central South Somalia of Banadir region, the official school age population for secondary education is 14-17.

47 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Table 3.27 Secondary GER for the year 2013/14 GER Boys Girls Total All enrolment of secondary (Forms 1-4) 14,362 9,688 24,050 School age population (14-17 years) 65,723 61,232 126,954 Gross Enrolment Rate (GER) in % 21.9 15.8 18.9

Table 3.27 Secondary GER for the year 2013/14

Table 3.27 and chart 3.27 above show secondary GER for the year 2013/14. It can be seen from the table and chart that the Gross Enrolment Rate for boys is much greater than the Gross Enrolment Rate for girls. Generally, 81.1% of the secondary school age populations are either out of school or over-aged in the primary schools.

Table 3.28 Secondary GER Trends (2012/13-2013/14) GER Trends Boys Girls Total GG GPI 2012/13 2013/14 21.9 15.8 18.9 6.1 0.72

48 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.28 Secondary GER Trends (2012/13-2013/14)

Table 3.28 and chart 3.28 above show the total Secondary education Gross Enrolment Rate (GER) of the year 2013/14. Since there is no secondary education GER in the year 2012/13, it is not possible analyze the trend of GER even for the last two year.

Secondary Net Enrolment Rate (NER) The secondary Net Enrolment Rate (NER) measures the enrolment of children of the appropriate school age (ages 14-17) divided by the population of the official school age. Logically, NER cannot be greater than 100%.

Table 3.29 Secondary NER for the year 2013/14 NER Boys Girls Total

All enrolment of secondary (Forms 1-4) of ages 14-17 6,965 5,038 12,003 School age population (14-17 years) 65,723 61,232 126,954 Net Enrolment Rate (NER) in % 10.6 8.2 9.5

49 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Chart 3.29 Secondary NER for the year 2013/14

Table 3.29 and chart 3.29 above show the secondary NER for the school year 2013/14. The total secondary education NER in Banadir region of Central South Somalia is only 9.5% which means less than 90.5% of the official secondary school age population are not in the secondary school system rather they are in the primary school as over-aged or else they are out of school. The Gender Gap is 2.4 indicating that there is significant disparity between the secondary school boys and girls at their official school age. Since there were no secondary education net enrolment rate data of previous years, it is not possible to see the trends. Gender Equity in the Secondary Education In this publication, Gender Parity Index (GPI) is calculated as the ratio of Gross Enrolment Rate (GER) of females to males. The GPI of secondary education of Banadir region of Central South Somalia is indicated in the table 3.33 above shows that gender parity index is 0.77 in the year 2013/14. This indicates that gender parity index of secondary school education needs the attention of planners and policy makers to bring gender equity to 1.0.

Enrolment of Children with Special Educational Needs In the year 2013/14, only in the three districts of Banadir region that secondary school disabilities data have been collected. The total number of secondary school children with special education needs is 44 of which 23 are male and 21 are female children. This shows that the percentage of boys with special education needs is greater than

50 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14 that of girls with 52.3% and 47.7% for boys and girls respectively. A large number of these special needs children are enumerated in the districts of Dharkeinley.

Table 3.30 Enrolment of Secondary Children with Special Needs (2013/14) Hearing Limb Region District Disability (Movement) Visual Disability Total M F M F M F M F T Dharkeinley 9 1 1 1 1 13 11 15 26 Waaberi 3 Banadir 1 1 2 4 3 7 Wadajir 8 3 8 3 11

Total 1 1 2 2 20 18 23 21 44

Table 3.30 above and chart 3.30 below show that of the total secondary children with special education needs, 86.4% of them are visually disabled, 9.1% of them are limb (movement) disabled and the rest are hearing disabled. This indicates that visual disability is a problem among secondary school students and this should be further investigated and in the meantime the use of Braille in the curriculum and inclusive education are very important priority areas.

Chart 3.30 Enrolment of Secondary Children with Special Needs (2013/14)

Secondary School Teachers Qualified Secondary school Teachers The minimum standard of qualification for secondary education requires teachers with a minimum of diploma in teaching.

51 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Table 3.31 Qualified Secondary school Teachers (2013/14) Total Number of Teachers % of Teachers whose % of Teachers with Region District Qualification is not defined Teaching Diploma & Male Female Total Male Female Total Male Female Total Bondhere 26 1 27 19.2 0.0 18.5 57.7 100.0 59.3 Daynile 43 0 43 97.7 0.0 97.7 2.3 0.0 2.3 Banadir Dharkeinley 205 4 209 70.7 75.0 70.8 23.4 25.0 23.4 Hamarjajab 34 1 35 64.7 100.0 65.7 35.3 0.0 34.3 Hamarwaine 16 0 16 87.5 0.0 87.5 12.5 0.0 12.5 Hawl-wadag 119 5 124 80.7 100.0 81.5 15.1 0.0 14.5 Heliwaa 30 1 31 73.3 100.0 74.2 26.7 0.0 25.8 Hodan 176 14 190 82.4 64.3 81.1 13.6 28.6 14.7 Kaaraan 39 2 41 61.5 50.0 61.0 38.5 50.0 39.0 Waaberi 78 3 81 44.9 33.3 44.4 42.3 33.3 42.0 Wadajir 175 10 185 96.6 100.0 96.8 2.3 0.0 2.2 Wardhigley 164 11 175 84.1 100.0 85.1 15.9 0.0 14.9 Yakshid 100 5 105 22.0 20.0 21.9 34.0 80.0 36.2 Total 1,205 57 1,262 72.9 75.4 73.1 19.9 21.1 20.0 *Not defined (blank): teachers whose qualifications’ field were blank in the questionnaire.

Chart 3.31 Qualified Secondary school Teachers (2013/14)

Table 3.31 and chart 3.31 above show the secondary education qualified teachers of the Banadir region by district of the year 2013/14. In Banadir region of Central South Somalia, the percentage of qualified secondary education teachers show 20.0% in the year 2013/14. But a total of 73.1% of secondary teachers’ qualification is left undefined and thus blank. This indicates that the percentage of secondary qualified teachers would have been expected to be greater than 20.0% if the qualification of all teachers had been accurately defined. Therefore, the EMIS team of the Ministry of Education and Higher Education should give more attention on the collection of the completed data.

52 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14

Teachers Salary Payment In the Banadir region of Central South Somalia, secondary education teachers’ salary is paid by communities, Formal Education Network for Private Schools, Formal Private Education Network in Somalia, Non-Government Organization, School Organization for Formal Education, School Association for Formal Education, Somali Community Concern, the private sector and even some are blank (unpaid) at all.

Table 3.32 and chart 3.32 below show the secondary education teachers’ salary payers by region for the year 2013/14. In the Banadir region of Central South Somalia, no salary payment of secondary education teachers was made by the Ministry of Education and Higher Education. 72.8% of secondary school teachers’ salary is paid by the private sector and the rest are paid by other non-government entities and even some are unpaid (blank).

53 ANALYSIS Banadir region of Somalia Education Statistics Yearbook 2013/14 Table 3.32 Secondary Teachers Salary Payers (2013/14)

Formal Formal School School Education Private Non- Somali Organization Association Unpaid Community Network Education Government Private Community Total for Formal for Formal (blank)* Region District for Private Network in Organization Concern Education Education Schools Somalia M F T M F T M F T M F T M F T M F T M F T M F T M F T M F T Bondhere 7 1 8 12 12 7 7 26 1 27 Daynile 43 43 43 0 43 Dharkeinley 31 31 2 2 10 10 145 3 148 3 3 14 1 15 205 4 209 Hamarjajab 16 16 18 1 19 34 1 35 Hamarwaine 15 15 1 1 16 0 16 Hawl-wadag 6 6 111 5 116 2 2 119 5 124 Banadir Heliwaa 29 1 30 1 1 30 1 31 Hodan 1 1 3 3 136 10 146 37 3 40 176 14 190 Kaaraan 9 1 10 30 1 31 39 2 41 Waaberi 56 3 59 22 22 78 3 81 Wadajir 3 3 1 1 171 10 181 175 10 185 Wardhigley 28 1 29 135 10 145 1 1 164 11 175 Yakshid 69 5 74 30 30 1 1 100 5 105 Total 224 10 234 3 0 3 2 0 2 21 1 22 877 42 919 2 0 2 3 0 3 12 0 12 61 4 65 1,205 57 1,262 *Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.

Chart 3.32 Percentage of Secondary School Teachers Salary Payers (2013/14) ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

Pupil-Teacher Ratio (PTR)

Table 3.33 Secondary Education Pupil Teacher Ratio (2013/14)

Enrolment Teachers PTR Region District Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't Total Bondhere 363 363 27 27 13.4 13.4 Daynile 597 597 43 43 13.9 13.9 Dharkeinley 2,944 2,944 209 209 14.1 14.1 Hamarjajab 135 492 627 35 35 14.1 17.9 Hamarwaine 153 153 16 16 9.6 9.6 Hawl-wadag 1,966 1,966 124 124 15.9 15.9 Banadir Heliwaa 703 703 31 31 22.7 22.7 Hodan 782 3,343 4,125 9 181 190 86.9 18.5 21.7 Kaaraan 721 721 41 41 17.6 17.6 Waaberi 2,157 2,157 81 81 26.6 26.6 Wadajir 3,578 3,578 185 185 19.3 19.3 Wardhigley 3,799 3,799 175 175 21.7 21.7 Yakshid 2,317 2,317 105 105 22.1 22.1 Total 917 23,133 24,050 9 1,262 1,262 86.9 18.3 19.1

Chart 3.33 Secondary Education Pupil Teacher Ratio (2013/14)

Table 3.33 and chart 3.33 above show the secondary education Pupil Teacher Ratio (PTR) disaggregated by ownership as government and non-government of the year 2013/14. The total secondary education Pupil Teacher Ratio (PTR) is 19.1 in the year 2013/14. The PTR in the government secondary schools is higher than the non- government secondary schools with 86.9 and 18.3 respectively. The PTR for the government secondary education is very high and seems that there is under-reporting of teachers’ data. The total government and non-government PTR is above the national

55 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14 average in the districts of Waaberi, Heliwaa, Yakshid, Wardhigley and Wadajir. All the rest, districts do have a PTR of less than the national average in their secondary education schools.

Secondary Education Schools and Classrooms

Secondary education schools Secondary education schools disaggregated by shift type and ownership are presented in this analysis.

Table 3.34 Secondary education schools by shift (2013/14)

Single shift Double shift Total no. of Region District schools schools schools Bondhere 2 1 3 Daynile 5 5 Dharkeinley 13 17 30 Hamarjajab 3 4 7 Hamarwaine 3 3 Hawl-wadag 6 9 15 Banadir Heliwaa 3 3 Hodan 9 11 20 Kaaraan 2 3 5 Waaberi 6 3 9 Wadajir 2 19 21 Wardhigley 18 18 Yakshid 10 10 Total 56 93 149

Chart 3.34 Secondary education schools by shift (2013/14)

56 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.34 and chart 3.34 above show that the numbers of secondary schools are observed highest in the Dharkeinley district and least in the Bondhere district. In Banadir region of Central South Somalia, 37.6% of secondary schools are single shift and the rest (62.4%) are double shift indicates that most of the secondary schools are double shift. Therefore, the Ministry of Education and Higher Education (Government) should work hard in order to minimize the number of double shift schools or to build more schools and expand classrooms in existing secondary schools.

Table 3.35 Secondary education schools by Ownership (2013/14)

Region District Gov't Non-gov't Total Bondhere 3 3 Daynile 5 5 Dharkeinley 30 30 Hamarjajab 1 6 7 Hamarwaine 3 3 Hawl-wadag 15 15 Heliwaa 3 3 Banadir Hodan 1 19 20 Kaaraan 5 5 Waaberi 9 9 Wadajir 21 21 Wardhigley 18 18 Yakshid 10 10 Total 2 147 149

Chart 3.35 Secondary education schools by Ownership (2013/14)

57 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

Table 3.35 and chart 3.35 above show that the numbers of secondary schools that are owned by the Ministry of Education and Higher Education (Government) are lower than that of the non-governments. It can be calculated that only 1.3% of the total secondary schools are managed and owned by the Government (Ministry of Education and Higher Education). Non-government secondary schools are comprised of community, non-government organizations and the private sector schools.

Secondary School Classrooms

In the case of double shift schools, classrooms should be considered carefully. Classrooms can be disaggregated by ownership, locality, type of shift, region and district, etc.

Pupil Classroom Ratio (PCR)

The PCR shows the number of pupils in teaching and learning classroom.

Table 3.36 Secondary education Classrooms and Pupil Classroom Ratio (2013/14)

Region District Enrolment Classrooms* PCR Abdiaziz - - - Bondhere 363 - - Daynile 597 70 8.5 Dharkeinley 2,944 310 9.5 Hamarjajab 627 50 12.5 Hamarwaine 153 30 5.1 Hawl-wadag 1,966 130 15.1 Heliwaa 703 30 23.4 Banadir Hodan 4,125 90 45.8 Kaaraan 721 70 10.3 Shibis 50 0.0 Waaberi 2,157 100 21.6 Wadajir 3,578 230 15.6 Wardhigley 3,799 210 18.1 Yakshid 2317 160 14.5 Total 24,050 1530 15.7 *2012/13 classrooms data has been used as there is no classrooms data available for 2013/14.

58 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.36 Secondary education Classrooms and Pupil Classroom Ratio (2013/14)

Table 3.36 and chart 3.36 above show the secondary education Pupil Classroom Ratio (PCR) by district for the Banadir region of Central South Somalia in the year 2013/14. In the Banadir region of Central South Somalia, the secondary education Pupil Classroom Ratio (PCR) is 15.7 in the year 2013/14. Though the total PCR reflects the general direction, there is remarkable variation among districts. It can be also noted that PCR is highest in the Hodan district and least in the Hamarwaine district where is no data for Abdiaziz, Bondhere and Shibis districts.

Secondary school Textbooks Secondary Education Pupil Textbook Ratio (PTbR) Pupil Textbook Ratio (PTbR) shows the number of pupils who have received or owned textbooks by subject. Here we have used Mathematics, English, Somali and Arabic textbooks as a measure of secondary Pupil Textbook Ratio (PTbR).

Table 3.37 Secondary schools PTbR (2013/14)

Arabic English Maths Somali Region District Enrolment Arabic English Maths Somali PTR PTR PTR PTR Bondhere 363 Daynile 597 28 21.3 18 33.2 18 33.2 17 35.1 Dharkeinley 2,944 Hamarjajab 627 9 69.7 9 69.7 9 69.7 9 69.7 Hamarwaine 153 Hawl-wadag 1,966 110 17.9 8 245.8 129 15.2 8 245.8 Banadir Heliwaa 703 10 70.3 10 70.3 10 70.3 10 70.3 Hodan 4,125 420 9.8 10 412.5 453 9.1 10 412.5 Kaaraan 721 Waaberi 2,157 Wadajir 3,578 124 28.9 55 65.1 167 21.4 47 76.1 Wardhigley 3,799 75 50.7 65 58.4 75 50.7 65 58.4 Yakshid 2,317 Total 24,050 776 31.0 175 137.4 861 27.9 166 144.9

59 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

Chart 3.37 Secondary schools PTbR (2013/14)

Table 3.37 and chart 3.37 above show that the Pupil Textbook Ratio (PTbR) is not 1:1 in any of the subjects (Arabic, English, Mathematics and Somali). Generally, it can be seen that there are 179 Mathematics textbooks for 10 pupils, 1374 English textbooks for 10 pupils, 310 Arabic textbooks for 10 Pupils and 1449 Somali textbooks for 10 pupils. This indicates that shortage of secondary textbooks in all the subjects is the main problem of the Banadir region of Central South Somalia secondary schools. Therefore printing of the existing textbooks and developing of new textbooks by subject should be the main concern of the Ministry of Education and Higher Education to maintain the standard PTbR of 1:1 in all subjects.

School Facilities at Secondary schools School facilities have significant impact on access, quality, efficiency and gender equity of the education system. School facilities are tools to attract students in general and girls in particular to the school system. The availability of water (drinking and/or washing), latrines, laboratories, libraries and pedagogical centers in schools will attract students and is means of increasing quality and efficiency of education.

60 ANNEXES Somalia – Banadir Region Education Statistics Yearbook 2013/14

4. ANNEXES

61 4.1.1 Primary schools including IQS Enrolment, Teachers and PTR (Pupil Teacher Ratio) by Region, District and School level (2013/14) Region District School Name Enrolment Teachers PTR

Al Nashad 241 11 21.9 Bondhere Kamaaludiin 323 7 46.1 Sh Xasan Barsame 191 9 21.2 Wil Waal 1,494 43 34.7 Bondhere Total 2,249 70 32.1

Al Huda 203 10 20.3 Al-Najax 2 253 9 28.1 Daynile Amal Primary School 111 9 12.3 Darul-Huda 435 9 48.3 Iftin 318 7 45.4 SYL Gubta 1,297 20 64.9 Daynile Total 2,617 64 40.9

Al fariid 78 7 11.1 Al Jazeera 312 11 28.4 Al Najax 192 6 32.0 Al Qalam 208 6 34.7 Al salaam 400 13 30.8 Al surca 1 264 9 29.3 Al towhid 60 6 10.0 Al Ulum Wa da'wa 145 5 29.0 Al-insan 87 8 10.9 Al-mustaqbal 102 8 12.8 Al-Nujuum 192 9 21.3 Alpha 89 5 17.8 Al-Surca 2 172 5 34.4 Al-Xuneyn 65 3 21.7 Amran IDP 45 4 11.3 Aqoon-Ifiye 91 4 22.8 Baarbe Fpens 279 9 31.0 Baarbe NRC 706 12 58.8 Badbaado 200 9 22.2 Bombasa IDP 50 2 25.0 Bulo Madow IDP 46 2 23.0 Caawiye 205 9 22.8 Camuud 633 16 39.6 Casim Al Kufi 84 6 14.0 Dharkeinley Darul Elmi 124 6 20.7 Darul hikma 110 5 22.0 Darul Quran 190 6 31.7 Fursad 41 4 10.3 Giire 297 11 27.0 Global Madina 204 9 22.7 Global1 207 12 17.3 Global2 161 9 17.9 Halane 135 7 19.3 Halgan 413 15 27.5 Hilaac 123 10 12.3 Jameeco 49 5 9.8 jareere school 52 4 13.0 Khadija model 303 9 33.7 Liibaan IDP 139 4 34.8 macalin faatax 100 9 11.1 Mohamoud Ahmed Ali 400 12 33.3 Mubaarak 99 5 19.8 New Al Hidaaya 162 5 32.4 Sh.Ahmed Gure 100 4 25.0 Sh.CabdiXafiid 133 8 16.6 Somali Pen 181 9 20.1

62 Region District School Name Enrolment Teachers PTR Towxiid 76 6 12.7 Ubayi bin kacab 187 11 17.0 Zubeir 406 17 23.9 Dharkeinley Total 9,097 376 24.2

AL Isra 148 5 29.6 Gahayr 248 16 15.5 Hamarjajab Hamar Jajab 504 14 36.0 hamar jajab ex aqonderis 980 32 30.6 Horsedka Nabada 135 8 16.9 Rajab 527 8 65.9 Hamarjajab Total 2,542 83 30.6

Dhere Haji Dhere 105 4 26.3 Hamarweine 233 8 29.1 Hamarwaine Hawa Tako 10 1 10.0 Ma'alim Jama 518 32 16.2 Mama Asha 233 5 46.6 New Mogadishu 411 16 25.7 Hamarwaine Total 1,510 66 22.9

Abucubaid 230 9 25.6 Al Nahda 368 16 23.0 Almufid 269 10 26.9 Aqoon Bille3 363 10 36.3 Banaadir 156 7 22.3 Daljir SCHOOL 121 8 15.1 Hawl-wadag Hassan Qaridi 496 12 41.3 Howl wadaag 147 8 18.4 Lafole 233 10 23.3 Qaran 330 15 22.0 Super School 100 8 12.5 Tabarak 157 6 26.2 Tayo 117 8 14.6 Hawl-wadag Total 3,087 127 24.3

Ablaal 449 15 29.9 Heliwaa Al Aqsa 541 13 41.6 Al Ma'rib 478 11 43.5 Nileyn 331 14 23.6 Heliwaa Total 1,799 53 33.9

Ablal 281 11 25.5 Al Ceyn 336 8 42.0 Al Hidaya 202 8 25.3 Al Imra 627 23 27.3 Al Naciim 71 8 8.9 Alfarhan 66 Aw-Yusuf 270 5 54.0 Baardheere 201 7 28.7 Banaadir 681 10 68.1 Barwaaqo 173 5 34.6 Bustaale 349 14 24.9 Buur Go'an 248 12 20.7 Caynu Raxma 231 16 14.4 Ceeblaawe 409 8 51.1 Hodan Daacad2 162 5 32.4 Hiigso 120 Hoyga Xamar 324 26 12.5 Iskaashi 343 8 42.9 Kobciye Haanta 93 5 18.6 Kor Adag IDP 204 6 34.0 Kulmis 87 7 12.4 Mahad Alle 336 7 48.0 Moallin Adow 434 14 31.0

63 Region District School Name Enrolment Teachers PTR Nural Islam 313 9 34.8 Sharafle 362 5 72.4 Silver Bridge 11 0.0 SYL 1,166 11 106.0 Xidig 270 6 45.0 Zona K 270 7 38.6 Hodan Total 8,629 262 32.9

Al bashar 285 10 28.5 Al Faraj 607 17 35.7 Al Muharam 210 12 17.5 AL shacab 260 12 21.7 Daaru Salaam 604 12 50.3 Ex-Karaan 223 9 24.8 Banadir Kaaraan Global Arjantiin 255 8 31.9 Global Kaaraan 796 19 41.9 Godey 935 33 28.3 Iqra 114 9 12.7 Karaan 2 410 2 205.0 Karaan P.s.s 243 12 20.3 Mucaad Bin Jabal 220 11 20.0 Wajeer 120 4 30.0 Kaaraan Total 5,282 170 31.1

Shangani Bartamaha 809 17 47.6 Sacid 138 5 27.6 Shangani Total 947 22 43.0

Al Hilaal 172 5 34.4 Al Iimaan 27 6 4.5 Al Siraaji 138 8 17.3 Amaana 336 9 37.3 Banaadir Zone ( Shibis ) 2,184 29 75.3 Eebow Magan 291 12 24.3 Shibis Gashaale Hassan Dirie 558 11 50.7 Global PSS 239 11 21.7 Hamar Express 315 11 28.6 Hamar Primary 103 5 20.6 Muqdisho PSS 1,020 17 60.0 Omar Bin AbdiAziz 243 11 22.1 Sh Abdiraxman Cili 131 8 16.4 Shibis Total 5,757 143 40.3

mamur km4 288 14 20.6 20 december 664 41 16.2 Abu hureyra 84 1 84.0 Al ayn 105 5 21.0 Al Furqan 399 10 39.9 Al hikma 831 11 75.5 Al Mathal 581 26 22.3 allaweyn 250 4 62.5 Almiftah primary 288 8 36.0 furuqley 338 5 67.6 Ibnu Malik 279 9 31.0 Waaberi Iqra 110 6 18.3 Iqra primary School 110 6 18.3 mahammud mire 304 34 8.9 Manahijta 986 13 75.8 Muscab bin Cumayr 153 5 30.6 Onkod 89 5 17.8 osman gedi rage 267 5 53.4 Raage ugaas 936 21 44.6 tora torow 2 220 4 55.0 Umul Qura 303 12 25.3 Waaberi Group 323 11 29.4

64 Region District School Name Enrolment Teachers PTR Waaberi Manahijta 385 10 38.5 Waaberi Total 8,293 266 31.2

Afrika School 190 2 95.0 Al Furqaan 312 9 34.7 Al Huda Ex Siyad 478 19 25.2 Al huda ps 400 7 57.1 Al Imaamu Dahabi 154 6 25.7 Al Imra 270 9 30.0 Al Imra 6Piano 254 6 42.3 Al Jazeera 365 8 45.6 Al kowther 273 11 24.8 al massal primary 841 21 40.0 Al Qarni pss 307 5 61.4 Ali Husein 491 50 9.8 Arafat 201 6 33.5 Banaadir zone 220 7 31.4 Darul Ma'rifa 105 5 21.0 Deegaan 211 10 21.1 Fadxu Raxman 161 10 16.1 Gaheyr 61 4 15.3 Gateway school 77 11 7.0 Wadajir Halane School 401 8 50.1 Halane Wadajir 150 6 25.0 Har-wanaag 69 4 17.3 Heegan 1 209 7 29.9 Heegan 2 286 7 40.9 Horseed Madina 663 13 51.0 Ifiye 122 5 24.4 Imaam Primary 79 5 15.8 Imran Binu hussein 351 8 43.9 Jabuuti 790 15 52.7 Kulmiye 177 7 25.3 Mahamed Xirsi Nuur(Siidii) 753 27 27.9 Mohamud Hilowle 522 24 21.8 Mubaarak 411 10 41.1 Nasrudiin 257 6 42.8 Nasrudiin 2 228 6 38.0 Sahal 391 10 39.1 Taaj 203 8 25.4 Tayo 200 9 22.2 Zukhruf School 178 6 29.7 Wadajir Total 11,811 397 29.8

Horn Africa 81 10 8.1 15 May 257 Abdirahman Bin Owf 300 14 21.4 Al Akhyaar 105 11 9.5 Al Ansaar 221 7 31.6 Al Imra B 207 10 20.7 Al Khaliil 106 4 26.5 Al Najah 177 13 13.6 AL Wadan 442 14 31.6 Al-Xoriya 81 4 20.3 Baxrul Awsad 98 9 10.9 Wardhigley Bilaal 146 6 24.3 Hanti Wadaag 980 6 163.3 Hoyga Hamar Bile 761 19 40.1 Ibni Khuzayma 303 8 37.9 Iftin 242 13 18.6 Madiina Warsame 247 8 30.9 Marwaazi 919 19 48.4 Nuurul Quraan 798 6 133.0 S.Y.L 623 19 32.8 Salaahudiin 390 13 30.0

65 Region District School Name Enrolment Teachers PTR Suweys 280 20 14.0 Tabaarak 526 9 58.4 Uhud 225 18 12.5 Wardhigley Total 8,515 260 32.8

Abuhurera 154 10 15.4 Al Mamun 97 8 12.1 Al marwazi 151 9 16.8 Al Nahwa 107 14 7.6 Anas Bin Malik 380 14 27.1 Darul Arqam 154 10 15.4 Darul qudus 199 12 16.6 Iman 249 9 27.7 Jabir Bin Hayan 1,083 17 63.7 Yakshid Jubba 187 8 23.4 Khalid Binu Waliid 268 8 33.5 Ramadaan 163 9 18.1 Sh. Hassan Barsane 2 171 10 17.1 Smart Goal 57 11 5.2 Suurat 212 10 21.2 SYL Aims 334 13 25.7 Tabaarak 188 7 26.9 Towfiiq 436 13 33.5 Universal 147 5 29.4 Yakshid Total 4,737 197 24.0 Banadir Total 76,872 2,556 30.1 4.1.2 Alternative Basic Education (ABE) Enrolment, Teachers and PTR (Pupil Teacher Ratio) by Region, District and School level (2013/14) Region District School Name Enrolment Teachers PTR Abdiaziz Abdi Aziz 547 11 49.7 Bondhere Hanano 424 13 32.6 Daynile Buulo Shiid 317 8 39.6 Biyo-Cade 50 4 12.5 Dharkeinley Safaari 101 2 50.5 Banadir Hamarjajab horsedka nabada IDP 132 6 22.0 Hamarwaine Mustaqbal Community 48 7 6.9 Hodan Mahad Alle 336 9 37.3 Wadajir Al Qafaar 80 2 40.0 Banadir Total 2,035 62 32.8