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Somaliland Education Sector Analysis (2012-2016) Is a Detailed Analytical Document That Provides a Comprehensive Picture of the Somaliland Education Sector

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Somaliland Education Sector Analysis (2012-2016) Is a Detailed Analytical Document That Provides a Comprehensive Picture of the Somaliland Education Sector REPUBLIC OF SOMALILAND MINISTRY OF EDUCATION AND HIGHER STUDIES Education Sector Analysis 2012-2016 DECEMBER 2016 SUPPORTED BY 1 Contents TABLE OF CONTENTS ....................................................................................................................... i LIST OF FIGURES ............................................................................................................................ vii LIST OF TABLES ............................................................................................................................... ix LIST OF ABBREVIATIONS ................................................................................................................. x EXECUTIVE SUMMARY ..................................................................................................................... 1 1. CHAPTER 1 – PURPOSE AND METHODOLOGY OF THE EDUCATION SECTOR ANALYSIS (ESA) ........................................................................................................................... 16 1.1 BACKGROUND ........................................................................................................... 16 1.2 PURPOSE OF THE EDUCATION SECTOR ANALYSIS AND EDUCATION SECTOR STRATEGIC PLAN ............... 18 1.3 SCOPE OF THE ESA .................................................................................................... 19 1.4 SECTOR ANALYSIS METHODOLOGY ................................................................................... 20 1.5 LIMITATIONS ............................................................................................................ 23 2. CHAPTER 2 – CONTEXT OF THE EDUCATION SECTOR .............................................. 25 2.1 DEVELOPMENT INDICATORS ........................................................................................... 25 2.2 POPULATION STATISTICS .............................................................................................. 31 2.3 BASIC SOCIAL INDICATORS ........................................................................................... 33 2.4 KEY OBSERVATIONS AND SUMMARY .................................................................................. 36 3. CHAPTER 3 – RISK ASSESSMENT – HAZARDS, CONFLICT AND SECTOR GOVERNANCE 38 3.1 RATIONALE AND TERMINOLOGY ....................................................................................... 38 3.2 RISK CHARACTERISTICS ................................................................................................ 40 3.3 CLIMATE / CONFLICT RISKS ........................................................................................... 42 3.4 IMPACT OF DISASTER ON EDUCATION AND VICE-VERSA ............................................................ 54 3.5 EDUCATION SECTOR MANAGEMENT AND GOVERNANCE RISKS ..................................................... 55 3.6 INEQUITIES IN EDUCATION, SOCIAL AND POLITICAL RISKS ....................................................... 59 3.7 SECTOR NEEDS FOR STRENGTHENING RESILIENCE AND MITIGATING IMPACTS .................................. 69 3.8 CONCLUSIONS AND RECOMMENDATIONS ............................................................................ 70 4. CHAPTER 4 – EDUCATION COST AND FINANCING ................................................... 73 4.1 THE NEED FOR TARGETED AND EFFECTIVE RESOURCE MOBILIZATION ............................................ 73 4.2 GOVERNMENT BUDGET ALLOCATIONS TO THE EDUCATION SECTOR .............................................. 73 4.3 FUNDING PRIORITIES WITHIN THE EDUCATION SECTOR ............................................................ 76 4.4 TEACHER PAYMENT AND REMUNERATION ............................................................................ 83 4.5 NATIONAL SPENDING TEACHER SALARIES AND OTHER EDUCATION PERSONNEL ............................... 86 4.6 COST PER PUPIL......................................................................................................... 87 4.7 PRIORITIZATION OF FUNDING AREAS BY PARTNERS AND DONORS ............................................... 88 4.8 INNOVATIVE DECENTRALIZED FINANCING MODELS ................................................................. 89 4.9 SECTORS AND PRIORITY AREAS FOR FUNDING EFFECTIVE EDUCATION AND TRAINING TOOLS AND SYSTEMS 90 4.10 KEY FINDINGS AND RECOMMENDATIONS FOR DOMESTIC FINANCING AND AID EFFECTIVENESS .............. 90 5. CHAPTER 5 – EARLY CHILDHOOD EDUCATION (ECE) .............................................. 92 5.1 DEFINING THE SUB-SECTOR ........................................................................................... 92 5.2 POLICY ENVIRONMENT ................................................................................................. 92 5.3 PRESENT SITUATION .................................................................................................... 94 i 5.4 STRATEGIC POINTS TO CONSIDER IN DEVELOPING ECE IN THE NEW ESSP ..................................... 96 5.5 CONCLUSIONS AND RECOMMENDATIONS ............................................................................. 97 6. CHAPTER 6 – PRIMARY EDUCATION ....................................................................... 99 6.1 INTRODUCTION .......................................................................................................... 99 6.2 POLICY ENVIRONMENT - EDUCATION SECTOR STRATEGIC PLAN ................................................. 99 6.3 ASSESSMENT METHODOLOGY ......................................................................................... 99 6.4 SUPPORTING INPUTS ................................................................................................. 100 6.5 ENABLING CONDITIONS .............................................................................................. 103 6.6 SCHOOL CLIMATE ..................................................................................................... 107 6.7 TEACHING / LEARNING PROCESSES ................................................................................ 112 6.8 STUDENT OUTCOMES ................................................................................................. 114 6.9 SUMMARY OF EXPECTED AND ACTUAL RESULTS .................................................................. 123 6.10 CONCLUSIONS ....................................................................................................... 124 6.11 KEY RECOMMENDATIONS ........................................................................................... 126 7. CHAPTER 7 – SECONDARY EDUCATION ................................................................. 128 7.1 POLICY CONTEXT ...................................................................................................... 128 7.2 ENROLMENT ANALYSIS ............................................................................................... 128 7.3 INTERNAL EFFICIENCY ................................................................................................ 135 7.4 GENDER EQUITY IN THE SECONDARY SUB-SECTOR .............................................................. 144 7.5 STUDENT OUTCOMES ................................................................................................. 146 7.6 CONCLUSIONS AND RECOMMENDATIONS .......................................................................... 146 8. CHAPTER 8 – ALTERNATIVE BASIC EDUCATION (ABE) ......................................... 149 8.1 ABE IN THE SOMALILAND CONTEXT ................................................................................ 149 8.2 POLICY CONTEXT ..................................................................................................... 150 8.3 TRENDS IN ABE SERVICE PROVISION .............................................................................. 151 8.4 TEACHER DISTRIBUTION BY SCHOOL TYPE, GOVERNMENT VS. NON-GOVERNMENT............................ 158 8.5 SYNOPSIS OF KEY POLICY ISSUES FOR ABE ....................................................................... 159 8.6 KEY CHALLENGES AND RECOMMENDATIONS ....................................................................... 161 9. CHAPTER 9 – TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) 162 9.1 PRELIMINARY FINDINGS .............................................................................................. 162 9.2 RECENT DEVELOPMENTS ............................................................................................. 166 9.3 KEY OBSERVATIONS .................................................................................................. 166 9.4 TVET TRAINERS AND MANAGERS .................................................................................. 168 9.5 PRIORITIES FOR THE FORTHCOMING ESSP ........................................................................ 171 9.6 SUMMARY FINDINGS AND RECOMMENDATIONS ................................................................... 177 10. CHAPTER 10 – CROSS-CUTTING ISSUES: MANAGEMENT, SCHOOL QUALITY ASSURANCE AND LEARNING ASSESSMENT SYSTEMS ................................................. 180 10.1 GOVERNANCE STRUCTURE OF THE MOEHS ..................................................................... 180 10.2 EDUCATION CURRICULUM FRAMEWORK ........................................................................... 184 10.3 QUALITY ASSURANCE SYSTEMS, STANDARDS AND SUPERVISION ............................................ 187 10.4 EXAMINATIONS AND LEARNING ACHIEVEMENT TESTS .........................................................
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