Somalia: Education in Transition
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An Analysis of the Afar-Somali Conflict in Ethiopia and Djibouti
Regional Dynamics of Inter-ethnic Conflicts in the Horn of Africa: An Analysis of the Afar-Somali Conflict in Ethiopia and Djibouti DISSERTATION ZUR ERLANGUNG DER GRADES DES DOKTORS DER PHILOSOPHIE DER UNIVERSTÄT HAMBURG VORGELEGT VON YASIN MOHAMMED YASIN from Assab, Ethiopia HAMBURG 2010 ii Regional Dynamics of Inter-ethnic Conflicts in the Horn of Africa: An Analysis of the Afar-Somali Conflict in Ethiopia and Djibouti by Yasin Mohammed Yasin Submitted in partial fulfilment of the requirements for the degree PHILOSOPHIAE DOCTOR (POLITICAL SCIENCE) in the FACULITY OF BUSINESS, ECONOMICS AND SOCIAL SCIENCES at the UNIVERSITY OF HAMBURG Supervisors Prof. Dr. Cord Jakobeit Prof. Dr. Rainer Tetzlaff HAMBURG 15 December 2010 iii Acknowledgments First and foremost, I would like to thank my doctoral fathers Prof. Dr. Cord Jakobeit and Prof. Dr. Rainer Tetzlaff for their critical comments and kindly encouragement that made it possible for me to complete this PhD project. Particularly, Prof. Jakobeit’s invaluable assistance whenever I needed and his academic follow-up enabled me to carry out the work successfully. I therefore ask Prof. Dr. Cord Jakobeit to accept my sincere thanks. I am also grateful to Prof. Dr. Klaus Mummenhoff and the association, Verein zur Förderung äthiopischer Schüler und Studenten e. V., Osnabruck , for the enthusiastic morale and financial support offered to me in my stay in Hamburg as well as during routine travels between Addis and Hamburg. I also owe much to Dr. Wolbert Smidt for his friendly and academic guidance throughout the research and writing of this dissertation. Special thanks are reserved to the Department of Social Sciences at the University of Hamburg and the German Institute for Global and Area Studies (GIGA) that provided me comfortable environment during my research work in Hamburg. -
TCC Trains Somali Research Network Members in Data Analysis and Presentation
26 September 2016 PRESS RELEASE TCC Trains Somali Research Network Members in Data Analysis and Presentation Training Centre in Communication (TCC) trained Somali Research Education Network (SomaliREN) members in Data Analysis and Presentation in Mogadishu, Somalia. The training ran from 27-29 September, where participants learned the following ; The theory and practice of presenting data in graphical form, The basic principles of economy, clarity, and integrity, Old types of graphs to avoid, new graph types: dot plot, scatterplot matrix, conditional plot, How to design effective graphs, How to use R Statistical software graphical analysis and presentation, How to use SPSS Statistical software graphical analysis and presentation and How to use STATA Statistical software graphical analysis and presentation. 26 participants from Amoud University ,Benadir University ,University of Burao, Puntland State University, East Africa University, SIMAD University, Mogadishu University ,University of Hargeisa, Gollis University, City University, Heritage Institute, Nugaal University, Kismayo University and Galkayo University, took part in the training. The Consortium of Training Institutions Training Centre in Communication The Training Centre in Communication (TCC) is a self-sustainable Trust created through private public partnership and has its headquarters at the University of Nairobi, Kenya. It is the first Centre in Africa that builds capacity in Science Communication for research institutes and universities, through training and guidance in implementation of communication strategy. TCC has successfully managed to build capacity in Science Communication in Western, Eastern and Southern Africa since 2004, before it was registered as a Trust and created a partnership with University of Nairobi in 2007. More information about Training Center in Communication can be accessed at www.tcc-africa.org. -
A Report on the Mapping Study of Peace & Security Engagement In
A Report on the Mapping Study of Peace & Security Engagement in African Tertiary Institutions Written by Funmi E. Vogt This project was funded through the support of the Carnegie Corporation About the African Leadership Centre In July 2008, King’s College London through the Conflict, Security and Development group (CSDG), established the African Leadership Centre (ALC). In June 2010, the ALC was officially launched in Nairobi, Kenya, as a joint initiative of King’s College London and the University of Nairobi. The ALC aims to build the next generation of scholars and analysts on peace, security and development. The idea of an African Leadership Centre was conceived to generate innovative ways to address some of the challenges faced on the African continent, by a new generation of “home‐grown” talent. The ALC provides mentoring to the next generation of African leaders and facilitates their participation in national, regional and international efforts to achieve transformative change in Africa, and is guided by the following principles: a) To foster African‐led ideas and processes of change b) To encourage diversity in terms of gender, region, class and beliefs c) To provide the right environment for independent thinking d) Recognition of youth agency e) Pursuit of excellence f) Integrity The African Leadership Centre mentors young Africans with the potential to lead innovative change in their communities, countries and across the continent. The Centre links academia and the real world of policy and practice, and aims to build a network of people who are committed to the issue of Peace and Security on the continent of Africa. -
Security Council Distr.: General 18 February 2005
United Nations S/2005/89 Security Council Distr.: General 18 February 2005 Original: English Report of the Secretary-General on the situation in Somalia I. Introduction 1. The present report is submitted pursuant to the statement of the President of the Security Council of 31 October 2001 (S/PRST/2001/30), in which the Council requested me to submit reports on a quarterly basis on the situation in Somalia. The report focuses on developments regarding the national reconciliation process in Somalia since my previous report, of 8 October 2004 (S/2004/804). It also provides an update on the security situation as well as the humanitarian and development activities of United Nations programmes and agencies in Somalia. II. The formation of the Transitional Federal Government 2. The Somali National Reconciliation Conference concluded on 14 October 2004 with the swearing-in of Colonel Abdullahi Yusuf Ahmed as the President of Somalia. He was elected by the members of the Transitional Federal Parliament of Somalia on 10 October 2004 after three rounds of voting. In the final round, Colonel Yusuf obtained 189 votes while the runner-up candidate, Abdullahi Ahmed Addow, obtained 79 votes. Mr. Addow accepted the outcome and pledged to cooperate with the President. Prior to the vote, all 26 presidential candidates signed a declaration to support the elected President and to demobilize their militias. 3. On 3 November, President Yusuf appointed Ali Mohammed Gedi, a veterinarian and member of the Hawiye clan, predominant in Mogadishu, as Prime Minister of the Transitional Federal Government of Somalia. 4. During the first week of December, Prime Minister Gedi announced the appointment of some 73 Ministers, Ministers of State and Assistant Ministers. -
1 MINISTRY of EDUCATION & SCIENCE REPUBLIC of SOMALILAND Fifth Draft GLOBAL PARTNERSHIP for EDUCATION PROGRAM 2018-2021 Nove
MINISTRY OF EDUCATION & SCIENCE REPUBLIC OF SOMALILAND Fifth Draft GLOBAL PARTNERSHIP FOR EDUCATION PROGRAM 2018-2021 November, 2017 1 ACRONYMS AAGR Annual Average Growth Rate ABE Alternative Basic Education ADRA Adventist Development and Relief Agency AET Africa Education Trust CA Coordinating Agency CEC Community Education Committee CRM Complaint Response Mechanism DEO District Education Officer DFID Department For International Development (UK) ECE Early Childhood Education EDT Education Development Trust EFPT EMIS Focal Point Teacher ERGA Early Grade Reading Assessment EiE Education in Emergencies EMIS Education Management Information System ESA Education Sector Analysis ESPIG Education Sector Plan Implementation Grant ESSP Education Sector Strategic Plan ESC Education Sector Committee EU European Union GA Grant Agent GDP Gross Domestic Product GER Gross Enrolment Rate GFS Girl Friendly Space GPE Global Partnership for Education GPI Gender Parity Index IDP Internally Displaced People INGO International Non-Governmental Organization IPTT Indicator Performance Tracking Table IQS Integrated Quranic Schools JRES Joint Education Sector Review KRT Key Resource Teacher MEAL Monitoring, Evaluation, Accountability, and Learning MLA Measuring Learning Achievement MOES Ministry of Education & Science MOERA Ministry of Endowment and Religious Affairs MOH Ministry of Health MoU Memorandum of Understanding M&E Monitoring and Evaluation NDP National Development Plan NFE None Formal Education NGO Non-Governmental Organization NRC Norwegian Refugee -
Rethinking the Somali State
Rethinking the Somali State MPP Professional Paper In Partial Fulfillment of the Master of Public Policy Degree Requirements The Hubert H. Humphrey School of Public Affairs The University of Minnesota Aman H.D. Obsiye May 2017 Signature below of Paper Supervisor certifies successful completion of oral presentation and completion of final written version: _________________________________ ____________________ ___________________ Dr. Mary Curtin, Diplomat in Residence Date, oral presentation Date, paper completion Paper Supervisor ________________________________________ ___________________ Steven Andreasen, Lecturer Date Second Committee Member Signature of Second Committee Member, certifying successful completion of professional paper Table of Contents Introduction ........................................................................................................................... 3 Methodology .......................................................................................................................... 5 The Somali Clan System .......................................................................................................... 6 The Colonial Era ..................................................................................................................... 9 British Somaliland Protectorate ................................................................................................. 9 Somalia Italiana and the United Nations Trusteeship .............................................................. 14 Colonial -
Afmadow District Detailed Site Assessment Lower Juba Region, Somalia
Afmadow district Detailed Site Assessment Lower Juba Region, Somalia Introduction Location map The Detailed Site Assessment (DSA) was triggered in the perspectives of different groups were captured2. KI coordination with the Camp Coordination and Camp responses were aggregated for each site. These were then Management (CCCM) Cluster in order to provide the aggregated further to the district level, with each site having humanitarian community with up-to-date information on an equal weight. Data analysis was done by thematic location of internally displaced person (IDP) sites, the sectors, that is, protection, water, sanitation and hygiene conditions and capacity of the sites and the humanitarian (WASH), shelter, displacement, food security, health and needs of the residents. The first round of the DSA took nutrition, education and communication. place from October 2017 to March 2018 assessing a total of 1,843 sites in 48 districts. The second round of the DSA This factsheet presents a summary of profiles of assessed sites3 in Afmadow District along with needs and priorities of took place from 1 September 2018 to 31 January 2019 IDPs residing in these sites. As the data is captured through assessing a total of 1778 sites in 57 districts. KIs, findings should be considered indicative rather than A grid pattern approach1 was used to identify all IDP generalisable. sites in a specific area. In each identified site, two key Number of assessed sites: 14 informants (KIs) were interviewed: the site manager or community leader and a women’s representative, to ensure Assessed IDP sites in Afmadow4 Coordinates: Lat. 0.6, Long. -
An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont McKenna College Recommended Citation Eger, Katharine, "An Analysis of Education Reform in Sub-Saharan Africa" (2016). CMC Senior Theses. Paper 1419. http://scholarship.claremont.edu/cmc_theses/1419 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT MCKENNA COLLEGE AN ANALYSIS OF EDUCATION REFORM IN SUB-SAHARAN AFRICA SUBMITTED TO PROFESSOR WILLIAM ASCHER AND DEAN PETER UVIN WRITTEN BY KATHARINE MIRANDA EGER FOR SENIOR THESIS SPRING APRIL 25, 2016 Abstract Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation. -
Somalia's Judeao-Christian Heritage 3
Aram Somalia's Judeao-Christian Heritage 3 SOMALIA'S JUDEAO-CHRISTIAN HERITAGE: A PRELIMINARY SURVEY Ben I. Aram* INTRODUCTION The history of Christianity in Somalia is considered to be very brief and as such receives only cursory mention in many of the books surveying this subject for Africa. Furthermore, the story is often assumed to have begun just over a century ago, with the advent of modem Western mission activity. However, evidence from three directions sheds light on the pre Islamic Judeao-Christian influence: written records, archaeological data and vestiges of Judeao-Christian symbolism still extant within both traditional 1 Somali culture and closely related ethnic groups • Together such data indicates that both Judaism and Christianity preceded Islam to the lowland Horn of Africa In the introduction to his article on Nubian Christianity, Bowers (1985:3-4) bemoans the frequently held misconception that Christianity only came recently to Africa, exported from the West. He notes that this mistake is even made by some Christian scholars. He concludes: "The subtle impact of such an assumption within African Christianity must not be underestimated. Indeed it is vital to African Christian self-understanding to recognize that the Christian presence in Africa is almost as old as Christianity itself, that Christianity has been an integral feature of the continent's life for nearly two thousand years." *Ben I. Aram is the author's pen name. The author has been in ministry among Somalis since 1982, in somalia itself, and in Kenya and Ethiopia. 1 These are part of both the Lowland and Highland Eastern Cushitic language clusters such as Oromo, Afar, Hadiya, Sidamo, Kambata, Konso and Rendille. -
Perception Towards Forestation As a Strategy to Mitigate Climate Change in Somalia
This SocArXiv preprint has been submitted for peer-review Perception towards forestation as a strategy to mitigate climate change in Somalia Osman M. Jama 1,2, Abdishakur W. Diriye 1,2, Abdulhakim M. Abdi 3 1 School of Public Affairs, University of Science and Technology of China, Hefei, People’s Republic of China- 2 Department of Public Administration, Faculty of Economics and Management Science, Mogadishu University, Mogadishu, Somalia. 3 Centre for Environmental and Climate Research, Lund University, Lund, Sweden. Abstract Climate change mitigation strategies need both source reductions in greenhouse gas emissions and a significant enhancement of the land sink of carbon dioxide (CO2) through photosynthesis. In recent years, there has been growing attention to forests as an effective way to mitigate climate change as they capture and store large quantities of CO2 as phytomass and in the soil. Numerous forestation programs have been rolled out internationally and governments, mostly in the developing world, have been fostering tree planting initiatives. However, there is a paucity of studies that assess local perceptions to these initiatives and there are virtually no studies that do so in countries recovering from long-term conflict such as Somalia. Here, we analyze the factors that motivate or hinder the perception of young people in Somalia about forestation as a means to mitigate climate change. This demographic was targeted because 75% of the population of Somalia is between the ages of 18 and 35. Our results show that biocentric value orientation, which emphasizes environmental preservation and ecosystem maintenance, has significant positive influence on attitudes towards forestation whereas anthropocentric value orientation, which treats forests as an instrumental value to humans, did not show a significant influence. -
Final Report of the Somali Interactive Radio Instruction Program
final rePort of the Somali interactive radio instruction Program Place pull quote here damwf lkars hifas lacsdef acs dfleas dfl sayd f askdef pasdfy hifas lacsdef acs dfleas dfl sayd f askdef pasdfy Final RePoRt of the Somali interactive radio inStruction Program i Contents Chapter 1. executive summary ................................................................................................. 1 Chapter 2. introduction .......................................................................................................... 4 Chapter 3.achievements of the somali interactive Radio instruction Program ..........................8 3.1 Tangible results: siRiP helped somali children learn more. .....................................8 3.1.1 enrollment numbers .............................................................................................................. 8 3.1.2 learning gains: 2007 student assessment ........................................................................ 9 3.1.3 learning gains: 2010-2011 student assessment................................................................10 3.2 Expanding opportunity: siRiP provided access to learning and educational resources where there were none. .............................................. 12 3.2.1 enrollment of out-of-school, idP, and marginalized learners ...................................... 13 3.2.2 enrollment in SiriP-supported Quranic schools ............................................................ 13 3.2.3 addressing gender equity ................................................................................................. -
Enhanced Enrolment of Pastoralists in the Implementation and Evaluation of the UNICEF-FAO-WFP Resilience Strategy in Somalia
Enhanced enrolment of pastoralists in the implementation and evaluation of the UNICEF-FAO-WFP Resilience Strategy in Somalia Prepared for UNICEF Eastern and Southern Africa Regional Office (ESARO) by Esther Schelling, Swiss Tropical and Public Health Institute UNICEF ESARO JUNE 2013 Enhanced enrolment of pastoralists in the implementation and evaluation of UNICEF-FAO-WFP Resilience Strategy in Somalia © United Nations Children's Fund (UNICEF), Nairobi, 2013 UNICEF Eastern and Southern Africa Regional Office (ESARO) PO Box 44145-00100 GPO Nairobi June 2013 The report was prepared for UNICEF Eastern and Southern Africa Regional Office (ESARO) by Esther Schelling, Swiss Tropical and Public Health Institute. The contents of this report do not necessarily reflect the policies or the views of UNICEF. The text has not been edited to official publication standards and UNICEF accepts no responsibility for errors. The designations in this publication do not imply an opinion on legal status of any country or territory, or of its authorities, or the delimitation of frontiers. For further information, please contact: Esther Schelling, Swiss Tropical and Public Health Institute, University of Basel: [email protected] Eugenie Reidy, UNICEF ESARO: [email protected] Dorothee Klaus, UNICEF ESARO: [email protected] Cover photograph © UNICEF/NYHQ2009-2301/Kate Holt 2 Table of Contents Foreword ...........................................................................................................................................................................