Summary of All Outcomes for the Education Sector

NDP II PRIORITIES: EDUCATIONSECTOR

TABLE OF CONTENTS

ACRONYMS ...... 4

ACKNOWLEDGEMENTS ...... 5

SOMALILAND VISION 2030 AND NDP II GOALS ...... 6

INTRODUCTION ...... 7

ABOUT THE NDP II ...... 7 WHY: PRIORITISATION OF THE NDP II ...... 7 HOW WAS THE NDP II PRIORITISED? ...... 8

SECTOR BACKGROUND ...... 9

SECTOR VISION ...... 9 SECTOR OVERVIEW ...... 9 WHY IS THE SECTOR IMPORTANT? ...... 9 PRIORITIZED OUTCOMES FROM SECTOR CONSULTATIONS ...... 10 REVIEW OF EDUCATION SPF ...... 11

PROGRAMMING FOR RESULTS ...... 13

KEY ENABLERS ...... 13 REGIONAL CONSIDERATIONS ...... 15 IMPACTS ON CROSS-CUTTING ISSUES ...... 16 IMPACTS ON UNDERPINNING PRINCIPLES ...... 16 IMPACTS AND DEPENDENCIES ON OTHER SECTORS IN THE NDP II ...... 18

PROGRAM SKETCHES ...... 19

WHAT ARE PROGRAM SKETCHES? ...... 19 SUGGESTED PRIORITY PROGRAMS FOR THE SECTOR ...... 19

CURRENT PROJECTS ...... 27

NEXT STEPS ...... 32

SECTOR DIALOGUE WITH DEVELOPMENT PARTNERS ...... 32 RESOURCE MOBILISATION ...... 32 PROJECT DESIGN ...... 32

ANNEXES ...... 33

TABLES

Table 1. Prioritised outcomes from sector consultations ...... 10

FIGURES

Figure 1. The Structure of the NDP II ...... 7 Figure 2. Indicative costing of the nine sectors and three cross-cutting issues ...... 8 Figure 3. The NDP II prioritisation process ...... 8

ACRONYMS

ABE Alternative Basic Education

CAT Convention Against Torture

CCT Cross-Cutting Themes

CEDAW Convention on the Elimination of All forms of Discrimination Against Women

CMW Convention on Migrant Workers

CRC Convention on the Rights of the Child

CRPD Convention on the Rights of People with Disabilities

CSC Civil Service Commission

CSD Central Statistics Department

DFID Department of International Development

DRtD Declaration on the Right to Development

ECE Early Childhood Education

EMIS Early Management Information System

ESSP Education Sector Strategic Plan

ESRES Energy Security and Resource Efficiency in Somaliland

GDP Gross Domestic Product

GER Gross Enrolment Rate

ICCPR International Convention on Civil and Political Rights

ICERD International Convention on the Elimination of All Forms of Racial Discrimination

ICESR International Convention on Economic and Social Rights

IPP Independent Power Providers

MoE Ministry of Education

MoF Ministry of Finance

MoPND Ministry of Planning and National Development

NDP National Development Plan

NER Net Enrolment Rate

SPF Sector Priority Framework

STT Sector Technical Team

TVET Technical and Vocational Education and Training

UDHR Universal Declaration of Human Rights

WASH Water, Sanitation and Health

ACKNOWLEDGEMENTS

Within a relatively short period, the prioritisation team at the Ministry of Planning and National Development (MoPND) have led and completed the prioritisation process of Somaliland’s entire National Development Plan II (2017 – 2021).The NDP II prioritisation process, which started in July 2018 and concluded in December 2018 included extensive dialogue and consultation with technical representatives from 54 central government institutions and local governments. The “priority of priorities” of the Government of Somaliland have been identified based on Somaliland’s needs, as well as the priorities set out by His Excellency, President Muse Bihi Abdi, following his elections in November 2017.

I am grateful for the leadership and guidance of the Ministry’s Director General, Abdirashed Ibrahim Abdirahman who worked tirelessly with the prioritisation team and his counterparts across the Somaliland Government institutions to ensure that the prioritisation process was on track.Special thanks to Mubareg Abdulahi Ibrahim, the Ministry’s Director of Planning who, as the technical team leader of the prioritization process played a very crucial role. Abdilahi Ahmed and Mahdi Omar Sheik worked individually with each government institution, as well as with each sector and inter- sector committees, to ensure that the priorities of the Government were captured within and across institutions. Thanks to also Hinda Yousuf, Abdikarim Mohamoud and Ministry’s departmental directors and regional coordinators who contributed to the process. The sectoral approach taken as part of the methodology, encouraged the government institutions to think beyond their own organizations and take a more “systems-approach” to operationalising the NDP II. Importantly, regional prioritisation workshops were held across the six regions of Somaliland to inform the process with the active involvement of regional representatives of central government institutions and local governments.

On behalf of the Government, I would like to thank various development partners – in particular, DFID, DANIDA, the Governments of the Netherlands and Norway, the current development partners for the Somaliland Development Fund for making the prioritisation process possible.My Senior Adviser, Antony van de Loo supported by the Government of Denmark played an important role in the preparation and implementation of the process. The three experts, Alex Parks, Rima das Pradhan-Blach and Ahmed Mohamed Diriye provided invaluable advice, bringing international as well as Somaliland-specific expertise to develop simple tools for prioritisation of the NDP II and guided the process, while ensuring Government leadership and ownership of the process.

The Vice Minister of MoPND, H.E. Hussein Ibrahim Buni played an important role in communicating to the public about the prioritisation process. The Communications team from the Ministry ensured that efforts were documented, as well as ensuring that regular updates were provided to the public.

Most importantly, the National Planning Commission, appointed by H.E. President Muse Bihi Abdi have endorsed the priorities identified by the technical teams. The National Planning Commission, chaired by myself, is composed of eleven ministers who set the strategic development priorities of the Government of Somaliland. Their guidance in this process has been invaluable in moving Somaliland’s collective development goals forward. In addition, I extend appreciation to sector technical teams mostly led by Directors of Planning were very instrumental to this process.

Finally, I would like to thank the many individuals who have not been named but have contributed to this important process.

Awale. I. Shirwaac

Minister of Planning and National Development

SOMALILAND VISION 2030 AND NDP II GOALS

Somaliland National Vision 2030

A Stable, Democratic and Prosperous Country Where People Enjoy a High Quality of Life

Somaliland National Development Plan II Goals

Reduce poverty through increased economic opportunities and coordinated investment in youth, services, production and infrastructure

Increase resilience against the effects of climate change through improved management of the environment, strategic water management, food security and diversification of the economy

Maintain the human rights of every citizen through good governance, equal access to social services and economic inclusion

INTRODUCTION

ABOUT THE NDP II The National Development Plan 2017-2021 (NDPII) has been developed following an extensive consultative process with a range of stakeholders concerned with Somaliland’s development came together to decide and agree on goals and targets for the next five years. Stakeholders including government institutions, private sector, civil society, NGOs, academia and the international community worked on analysing challenges and opportunities of each sector as well as devising the way forward. The NDPII was built on the progress made and lessons learnt so far in Somaliland’s development and is the next step in achieving the long-term development aspirations of The Somaliland National Vision 2030: A Stable, Democratic and Prosperous Country Where People Enjoy a High Quality of Life.

The NDPII formulation process was driven by its nine sectors, which are grouped under the five pillars of the National Vision 2030. In addition, three cross-cutting themes (CCT) were formulated - labour & employment, social protection and youth. The NDP II is also informed by two underpinning principles - human rights and resilience. The structure of the NDP II is summarised in Figure 1.

Figure 1. The Structure of the NDP II

Vision 2030 A Stable, Democratic and Prosperous Country Where People Enjoy a High Quality of Life Cross- cutting Social Infrastructure Environment Economic Pillar Governance Pillar Development Pillar Pillar Pillar Employment

Infrastructure and Labour (Transportation, Rule of law and Economy Education Environment Communication security and Technology, Land and Urban Management) Social Democratrisation Energy and and Health Extractives Protection decentralisation

Production (Agriculture, Public Resources Water & Livestock and Governance Sanitation Youth Fisheries)

Foreign Relations and International Cooperation

Underpinning Principles: Human Rights and Resilience

WHY: PRIORITISATION OF THE NDP II While Somaliland has made impressive gains in terms of revenue generation, the needs for furthering Somaliland’s continued development trajectory requires resources beyond its own revenues. Indicative costings of the investments needed for implementing the NDP II is estimated at USD 2.1 billion. Sectoral estimates are set out below in Figure 2.

Ministry of Planning and Development (MoPND) led the prioritisation of the entire NDP II to identify the most important interventions for the Government in order to operationalize the NDP II, and to match available resources and mobilise new resources. These priorities of priorities are captured in “Sector Priority Frameworks” or SPFs have thus been developed by the Government. The SPF’s are light touch and most importantly, are the Government’s priorities. The SPFs are living documents, and will change as priorities are financed, or as new opportunities arise in relation to strategic direct foreign investments or Somaliland private sector investments.

The greatest investment needs as identified in the NDPII are in the infrastructure, health and education sectors as well as in youth – a cross cutting issue. Social protection and employment and labour are other important cross-cutting issues. Underpinning issues are human rights as well as resilience, and all the sectors have taken these important issues into account during the prioritisation process. The NDP II also estimates external aid flows to be at approximately USD 150 million per year, just over 30 percent of the estimated costs of the NDP II. While the private sector invests heavily in the many sectors, it is difficult to get accurate information.

Figure 2. Indicative costing of the nine sectors and three cross-cutting issues HOW WAS THE NDP II PRIORITISED? Following the fifth successful elections in Somaliland in November 2017, the fifth President of Somaliland, His Excellency Muse Bihi Abdi, initially set out the strategic priorities of his administration, including economic growth, integrated water resource management, resilience, youth employment and security. The priorities set out by the President provided important criteria for the prioritisation process.

The Minister of Planning and National Development, H.E. Awale I.Shirwaac briefed the Cabinet on the NDP II prioritisation process that started in July 2018. The prioritisation team from the MoPND, together with external advisers developed tools for the prioritisation process for each Ministry and Agency to determine their priorities. The

MoPND team also undertook regional consultationsto Figure 3. The NDP II prioritisation process inform the sectoral ministries at the centre NPC C ro Strategic s of regional priorities. s - U Decisions c n Snapshot of Prioritization u d t e ti Process n rp g i T n Sector Technical Teams (STTs) from each of h n e in Projects m g e T s h the sectors came together numerous times, : E e m m e p s l : supported by the prioritisation team from o R s y e ie Key Activities m s it e il r n ie the MoPND to identify their sectoral and io t n r & p c l L e a a H inter-sectoral priorities which have been n b u io o m g r, a e Output Identification S n R o c R articulated in the sector priority booklets. ia ig l h P ts ro These sectoral priorities are thus the most te c Sector Prioritization Framework t io n important priorities of the GoSL, endorsed , Y o u th by the National Planning Commission. They Outcome Prioritization provide guidance for programming purposes

– and are not meant to be a comprehensive 7 program or project design. Next steps in relation to the SPFs are set out in each sectoral priority booklet, which primarily involves identification of priorities that the Government can do itself and strategic dialogues with international partners to convert the priorities into projects, and identify potential resources.

SECTOR BACKGROUND

SECTOR VISION “Somaliland envisions education as a means to prepare all learners to become lifelong learners equipped with skills, knowledge and attitude to be successfully productive citizens”

SECTOR OVERVIEW Why is the sector important?

To quote the NPD-II “Education is the key to building a modern knowledge-based economy and will be a cornerstone Sector for Somaliland’s development over the next 5 years”. Although NDP-II and the Ministry of Education’s own strategy both focus on a short-term horizon, it is universally acknowledged that investment in education will be one of the major catalysts for development in Somaliland for a much longer period of time. Education is one part of the Social Pillar together with Health and WASH.

The educational system in Somaliland can be divided into Formal Education and Non-formal. Alternative Basic Education (ABE) and Qur’anic schools form the main component of Non-formal education. ABE provides vulnerable population groups with an alternative provision of basic education and adult literacy while Qur’anic schools function as religious education centres for children normally in the 3-7 age bracket. Early Childhood Education is a new component within the Formal Education segment which is in early development as a new education institutional layer acting as the first feeder stage of primary education.

The Education Sector within the NDPII comprises six distinct levels of educational provision:

1. Early childhood 2. Primary 3. Alternative Basic Education 4. Secondary 5. TVET 6. Higher education.

Early childhood education Early Childhood Education (ECE) plays a critical role in child development and contributes to school readiness and reduced school attrition, especially in the first two years, as well as improved learning outcomes. Despite the positive impacts of investing in ECE, the formulation of the outgoing ESSP, very little progress has been made. There is a general lack of comprehensive data on ECE which, coupled with the lack of comprehensive birth registration, makes it difficult to determine the enrolment levels and the demand for ECE services in Somaliland. In addition, the nature of the pastoral/nomadic lifestyle of a majority of the community limits their access to ECE services (roughly 34% of the total population of Somalis are nomadic/pastoralist). The high cost of ECE serves as a barrier to the majority of households. Primary education Primary Education is the largest sub-sector within education. The enrolment numbers are the higher than in any other subsector. The introduction of free primary education by Presidential Decree in 2011 caused a significant increase in enrolment, especially in Grade 1, though not as great as expected when examining free primary education in neighbouring countries. This increase, combined with poor management and supervision of teachers, lack of physical infrastructure, particularly in remote areas, inadequate teaching and learning materials, and low participation of school committees and communities in school management contribute to problems in providing quality education. Priority outcomes address both boys’ and girls’ 9

education in the primary sector. Secondary education The Ministry of Education and Science (MoES) National Policy of Education (2015) targeted a Gross Enrolment Ratio (GER) of 50% by 2016. In fact, as of 2015, the GER was only 21.3% (boys 25%, girls 17%) and the Net Enrolment Rate (NER), was 10.5% (boys 11.6%, girls 9%) for the same period. It is estimated that the difference between NER and GER shows that approximately 50% of students are not within the appropriate age group of 14 to 17 years. Priority outcomes address both boys’ and girls’ education in the secondary sub sector. TVET There is high national demand for TVET as noted in the other sector booklets, the TVET Department suffers from lack of organization, access and a disconnect between private and public vocational services. As with other sub-sectors reliable data is still a problem as the TVET subsector was included in the EMIS census only since 2015. Currently the TVET department offers formal public secondary school services in the Technical schools in Hargeisa, Burao and one technical Agricultural school on the outskirts of Burao. However, the majority of TVET institutions are privately owned and administered independently from the MoES. These schools are project-based and their longevity depends on the lifespan of donor funding for projects. Therefore, sustainability is a major challenge in the TVET private sector. TVET is included in one or more of the priority outcomes

Higher Education The sub-sector is relatively new in Somaliland. As a result, data on university education in Somaliland is extremely limited due to lack of regulation of institutions and insufficient Ministry involvement. In the recent decade the growth of tertiary education has been significant. Impressive growth in recent years has resulted in 35 recognised universities. The rapid growth of the Higher Education sector has followed initiatives, mostly privately driven, as business ventures, or from philanthropic motives, often in the form of joint ventures. This is a reason for the diversity of university programmes and status (public / private), and it is clear that the majority of the usually much smaller universities are still private initiatives.

PRIORITIZED OUTCOMES FROM SECTOR CONSULTATIONS In 2018, the government undertook an exercise to identify sectoral priorities for government, investor and donor financing. Using the existing NDP-II as a starting point, each sector formed a team to select priority outcomes following criteria and guidelines developed by the Ministry of Planning and National Development. It should be noted that the outcomes not selected in this process are still part of each sectoral plan. The prioritization is simply recognition of the need to achieve certain outcomes. These results are shown in the following tables.

Table 1. Prioritised outcomes from sector consultations EDU Outcome (all “By 2021”) Priorities 3 – 1 70% of secondary school students are aware of reproductive and communicable health ✓ issues 4 - 1 female gross enrolment rate in primary education will increase to 52% ✓ 4 – 2 female gross enrolment rate in secondary education will increase to 28% ✓ 4 – 3 male gross enrolment rate in primary education will increase to 56% ✓ 4 – 4 male gross enrolment rate in secondary education will increase to 34% ✓ 4 – 8 male and female enrolment in all TVET course programs will increase to 10,000 students ✓ 4 – 10 100% of University and TVET providers will be accredited and meet minimum standards on ✓ curriculum, resources and teaching capacity 4 – 14 60% TVET graduates have gained employment in their respective specialty 12 months after ✓ graduation and national service

4 –27 10% of current primary and secondary schools and 100% of new buildings must meet ✓ minimum infrastructure requirements including safe water supply; disable access; green space; male/female latrines and secure walls 4 – 29 70% of primary school teachers will meet minimum teacher competency standards and ✓ qualification requirements 4 – 30 80% of secondary school teachers will meet minimum teacher competency standards and ✓ qualification requirements 4 – 31 100% of teachers will be registered and certified formally through the Ministry of ✓ Education

REVIEW OF EDUCATION SPF The sector has reduced the outcomes from 34 to 12 but these can be further consolidated by grouping under common themes. For example, there are separate outcomes for primary and secondary education related to improving teacher registration, certification, performance management and assessment (there are neither outcomes related to early childhood education nor adult education).

The sector priority framework makes no mention of the Education Sector Strategic Plan (from which much of this booklet was extracted) published in October 2017 which has 7 key policy objectives:

1.1. To increase and expand access to education 1.2. To improve the quality of learning outcomes 1.3. To promote equity and inclusion for all students 1.4. To build institutional capacity of the MoESto facilitate education reforms 1.5. To strengthen the system and review policies in all sub-sectors 1.6. To increase funding for general education 1.7. To monitor and evaluate ESSP 1.8. For programming/project design would be helpful to group the outcomes, or at least check them against these objectives.

2. Each of the ESSP policy objectives have strategies for implementation. For example objective 1 - “to increase and expand access to education” has four strategies: 1. Construct, expand and rehabilitate more schools and temporary learning centres

2. Promote early childhood development

3. Provide access to education for ABE,

4. Reduce the dropout rates

5. Promote access to education for children in hard- to-reach areas

6. Provide access lifelong learning: TVET, Higher Education and Education in Emergencies

7. Implement advocacy programs to increase access

For those highlighted in green the MoES has selected some priority outcomes.

Taking the second policy objective: “toimprove the quality of learning outcomes” the MoES has identified the following strategies:

1. Revision of the Curriculum Framework

2. Develop and produce Textbook and learning materials based on revised

curriculum framework

3. Improve Academic Achievement/learning outcomes:

4. Teacher training, development and management

5. Improving the quality of workplace environment for teachers

Again, those highlighted in green would appear to be included to some extent in certain outcomes in the SPF.

The ESSP states that education is one of the most effective ways of addressing e.g. youth unemployment but there is very little mention of how the supply side of the national education system is geared to meet the demand from the productive and economic sectors. This is the reason that we had cross-cutting sections of the SPF to ensure that due consideration was made of supply and demand. The MOES should be able to provide comment on this.

PROGRAMMING FOR RESULTS

NOTE: This sectionshouldbereadtogether with Program Sketches as well as Annex 2 whichhas indicative interventions to inform program/project design.

KEY ENABLERS

Knowledge The MoES has prioritised mapping school infrastructure, to inform better education investments (human, material and infrastructure). The Ministry has also prioritised more robust Education Management information System (EMIS). The management of the sector is dependent on data and information provided to the responsible directorates. This is captured in the EMIS which is being developed under the ESSP. Filling knowledge gaps will enable managers to initiate remedial action to address poor performing institutions and individuals.

Policy and regulation The primary legislation for the education sector, the National Education Act, has yet to be passed, and the following policies, acts, and codes have been identified as being required, in addition to enforcing the existing laws:

- National Education Policy (2012-2016) - National Education Policy (2017-2021) - Teachers Code of Conduct and Professional Ethics l - Education Policy and Finance in Somaliland - Special Needs Education (SNE) Policy Guidelines - Ministry's Operation Policy and Procedures - Human Resources Policy Manual - Somaliland Decentralization Policy 2013-2020 - Policy for Technical Vocational Education and Training (TVET) - Education Management Information System Policy - Technical & Vocational Qualification Authority Bill - Strategy for Female Participation in Education - National Teacher Education Policy - The National Curriculum Framework - Gender Mainstreaming Policy

It should be noted that the Education Sector Strategic Plan (ESSP 2017-2021) published in October 2017 contains extensive details of the results sought by the Ministry for the period of the plan. This summary cannot provide sufficient detail to do justice to the ESSP.

Institution The sector responsible authority is the MoES.

Each of the six levels of education are managed by a Directorate within the MoES, early childhood, primary, Alternative Basic Education (ABE), secondary, TVET and higher education.

The MoES has prioritised institutional strengthening at all levels of the education sector, including Quranic schools

Systems The MoES aims to regulate educational institutions across all levels. Particular focus has been given to TVET and higher education institutions. This will require well established systems to monitor whether certification standards are met. In addition, MoES aims to register all certified teachers – this will also require a robust system to meet this target.

Skills The ESSP targets the institutional and human capacity at all levels of the education ministry to facilitate implementation of education reforms. It identifies five results: 1. Increase the capacity of educational managers 2. Strengthen leadership and management systems 3. Improve the technical capacities of Ministry officials to support quality education 4. Improve the Monitoring and Evaluation skills 5. Improve coordination between the Ministry and implementing partners.

The prioritised outcomes are only likely be achieved by the Ministry if they also improve these five factors. Many of these capabilities can be enhanced through internal organisational and individual development plans based on the training needs analysis proposed in the ESSP, but specialist technical advice is required across many of the priority outcomes.

Materials The MoES has prioritised construction of education infrastructure at all levels, including the promotion of ICT in education. This will require significant investments in materials – which has implications for sustainability, operations and maintenance.

The MoES has also placed an emphasis on international scholarships on a range of specialisations due to the lack of quality education in Somaliland.-

Infrastructure gap The ESSP identifies that “education infrastructure (physical and human) fails to meet growing demand” - for example, building new schools to accommodate rising enrolment. 8 out of 12 priority outcomes have construction outputs – schools, TVET colleges, teacher training institutions, requiring some significant investment to meet demand. Capital investment in buildings should be accompanied by increase in budget for operations and maintenance. The ESSP notes that this has not happened and therefore the Ministry needs to balance construction of new facilities with adequate maintenance of existing buildings.

Importantly, the MoES has prioritised the importance of gender-sensitive educational facilities.

Awareness The priority outcomes recognise the need for awareness raising in the population as a whole as well as specific target groups identified in the ESSP particularly to address gender disparities.

Investment needs The investment needs are identified in the ESSP:

Against these projections the Ministry has estimated the aid flows (2017-2021) based on historic trends:

REGIONAL CONSIDERATIONS Relevant to all regions A major activity of the prioritization was consultation with regional stakeholders. Somaliland governance can be broadly categorized as de-concentrated with line ministry and agency representatives in the regions. As part of the NDP-II process MoPND conducted a regional planning exercise in 2014. Due to the impact of drought and the elapsed time in was considered wise to conduct a rapid regional assessment of development priorities. The results of this were fed into the sector meetings and cross- referenced against the SPF regional tables.

The priorities identified by the regions are set out in Annex 5.

IMPACTS ON CROSS-CUTTING ISSUES Cross-cutting issues are discussed in greater depth in the Cross-cutting issues booklet. See Annex 3 for all the outcomes for Cross-cutting Themes: Employment and Labour, Social Protection, and Youth.

As stated earlier, all the other NDP sectors benefit either directly or indirectly from improved education.

In order to guide program and project planners further, this information has been included in the matrix at Annex3.

In addition, the NDP identifies three cross-cutting sectors and two underpinning principles that are essential to realizing Vision 2030. The infrastructure sector prioritized outcomes will address these sectors by:

Employment and Labour • In Somaliland half of the labour force is not engaged in any form of productive employment i.e. is not economically active and has no employment status.

• Education and training services have been known to provide one of the most effective interventions that can address unemployment through imparting of knowledge and skills that lead to employment or self-employment (ESSP).

Social Protection • Long-term social protection schemes which distribute regular and reliable cash to vulnerable groups have a positive impact on children’s education and contribute to increased enrolment and attendance.

• Social protection and active labour market programming can be specifically designed to build the skills required to contribute to national economic development targets.

Youth • Promote youth programs including employment generation and livelihoods programs

• Encourage youth participation in employment which will promote patriotism and sense of national identity through intercity and inter-regional youth activities

• Generate income and long lasting skills and jobs for the youth. • Produce certified and quality technical and vocational education and training (TVET) with the right workforce that is responsive to the demands of the economy.

• Promote entrepreneurship skills that lead to sustainable employment opportunities.

IMPACTS ON UNDERPINNING PRINCIPLES Resilience Education in Emergency (EiE) and resilience is a key component of ESSP. This strategy will focus on strengthening the resilience of the education system to withstand different types of emergencies and better provide education services during periods of emergency or crisis. Key activities will include developing a comprehensive series of emergency contingency plans to support responses to emergency and implementing schools’ safety plans, conducting EiE capacity development training for EiE personnel. While not specifically mentioned in the priority outcomes, EiE will be part of curriculum development and teacher education.

The ESSP will also strengthen the resilience of the education system to ensure continuation of education services before, during and after the emergencies.

Human Rights The introduction to the ESSP says, “The desire of the Government of Somaliland to protect human rights, freedom and dignity translates in our education sector into fundamental goals of success in education for all, irrespective of background, gender or ability, in line with the international agreements to which we are party”. This will be implemented through training for Ministry officials as well as curriculum.

The NDP II takes a rights-based approach to human rights – political, economic and social rights. The Government has committed to promote human rights at the policy level, implementation level and at the level of civil society organisations and has committed to incorporate the following human rights principles across all of its development plans and frameworks.

Examples of some of the most relevant Human Rights Conventions to provide guidance on this include:1

• Right to education: [UDHR art. 26; ICESCR art. 13], particularly in relation to children [CRC arts. 28, 29]; persons with disabilities [CRC art. 23(3), CRPD art. 24]; and indigenous peoples [UNDRIP art. 14] • Equal rights of women and girls in the field of education: [CEDAW art. 10] • Right to work, including technical and vocational training: [ICESCR art. 6] • International cooperation: [UDHR art. 28; DRtD arts. 3-4], particularly in relation to children [CRC arts. 23(4), 28(3)], persons with disabilities [CRPD art. 32], and indigenous peoples [UNDRIP art.39]

1https://www.ohchr.org/Documents/Issues/MDGs/Post2015/SDG_HR_Table.pdf 17

IMPACTS AND DEPENDENCIES ON OTHER SECTORS IN THE NDP II Priorities identified in the Education Sector are key to ensure Somaliland’s economic and social development. An overview of how the economic sector can have an impact on set out below. See Annex 4.

Economy Ministry of Trade, Industry and Tourism, as well as the Ministry have prioritised demand-based professional and technical skills development, including entrepreneurship skills. The ministries have also prioritised research and development to further develop manufacturing and industries.

Energy and Similarly, the Ministry of Energy and Minerals has prioritised higher studies in engineering, Extractives geological sciences, as well as technical education and vocational training (TVET).

Production The Ministries of Agriculture, Livestock and Fisheries have all prioritised research and development as well as TVET. For example, the Ministry of Agriculture has prioritised agricultural research and extension. The Ministry of Livestock and Fisheries has prioritised mapping and understanding sustainable yields of fish stock, as well as improved support services to the livestock sector.

Infrastructure The education sector has a direct co-relation with the infrastructure sector – with the growing demands for infrastructure investments, a range of skills will be needed from urban planners, engineers, to technicians who are certified for various infrastructure-related skills.

Governance Educational governance has been prioritised including regulation of the education sector at all levels. The Governance sector has prioritised introducing curriculum on civic duties, female genital mutilation, gender-based violence, environmental awareness, and prevention and countering of violent extremism and other criminal acts. The Governance sector has also highlighted the importance of raising awareness of the perils of human trafficking and Taahrib.

Health The health sector has prioritised a number of awareness raising campaigns including on communicable and non-communicable diseases, and the importance of immunisation. The health sector has also prioritised building the capacity of health workers, including medical professionals.

WASH The water sector has prioritised the need for more water engineers and technicians, including building the capacity of the Water Training Institute.

Environment The Ministry of Environment and the National Agency for Disaster and Food Reserves have stressed the importance of mainstreaming environmental studies in school curriculum. In addition, the sector has prioritised environmental scientists who are skilled in addressing the environmental challenges in Somaliland.

PROGRAM SKETCHES

WHAT ARE PROGRAM SKETCHES? The following charts show indicative arrangements, or “Program Sketches” that bring NDP II priority outcomes together under a single program umbrella, mainly from an operational point of view (expected synergy during implementation, common institutional arrangements).

Each chart includes:

1. The Government institutions that, based on their institutional mandates, should be involved in project design and/or project implementation.

2. The key outputs for each NDP II priority outcome, as identified by the sector in their SPF matrix. Note that this SPF matrix (Annex 2) also lists key activities to produce these outputs. However, these activities are not included in the charts.

3. A list of relevant enablers or output categories that can assist staff in defining outputs in a more comprehensive way when designing Project Concept Notes and actual detailed Project Proposals. This is normally done in dialogue with potential financers and/or implementation partners.

It is important to understand that the Program Sketches:

❖ Represent Government’s view of how priority NDP II outcomes can be logically grouped under different programs from an operational point of view.

❖ Are NOT meant to be a graphic presentation of a complete logical framework of a project, i.e. including all outcomes and outputs of that project. They are meant to be a flexible tool that can be useful during the negotiation and design phase of projects in discussion with potential donors and implementation partners. Additional effort will be required to think through optimum project designs.

❖ Therefore, actual realistic project design proposals can include any of the following:

• All outcomes and outputs from a single program sketch • Only some of the outcomes and outputs from a single program sketch • Outcomes and outputs from different program sketches (integrated approach) • NDP II outcome with additional outputs and activities that are currently NOT included in the SPF

In short, the Program Sketches, in combination with the SPF Matrix in Annex 2 are meant to provide building blocks (outcomes and outputs) for the design of future projects that focus on the achievement of NDP II priorities.

SUGGESTED PRIORITY PROGRAMS FOR THE SECTOR All priority NDP II outcomes and relevant outputs have been grouped under the following Programs:

4. Access to Quality Early Childhood Schooling 5. Access to Quality Primary Education 6. Access to Quality Secondary Education 7. Access to Quality Tertiary Education 8. Technical Vocational Education and Training (TVET) 9. Educational Quality Standards, Certification and Inspection 10. Construction and Rehabilitation of Educational Public Infrastructure

PROGRAM SKETCH: Access to Quality Primary Education

Ministryof Education and Science

Sector Program EDU1 Access to quality primary education

Outcome EDU_04.01 Outcome EDU_04.03 By 2021, female gross enrolment By 2021, male gross enrolment rate in rate in primary education will Primary Education will increase to 56% increase to 52%

Output Output Female friendly adequate Rural to urban primary school environment male primary student ratio of 2.4 decreased to 2 Output Education Management Output Output Information Result-based, effective, School achievement based System and local relevant award is in place established/ educational gender disparity maintained elimination initiatives

Output Primary school Output achievement award is in Female primary school place achievement award is in

Outcome EDU_04.01 Outcome EDU_04.03 RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME Regulatory instruments Regulatory instruments System development X System development X Human capacity building X Human capacity building X Equipment and materials X Equipment and materials X Infrastructure developm. X Infrastructure developm. X Research & Knowledge Research & Knowledge Awareness building X Awareness building X

PROGRAM SKETCH: Access to Quality Secondary Education

Ministryof Education and Science

Sector Program EDU2 Access to quality secondary education

Outcome EDU_04.02 Outcome EDU_04.04 Outcome EDU_03.01 By 2021, female gross enrolment By 2021, male gross enrolment By 2021, 70% of secondary school rate in secondary education will rate in Secondary Education will students are aware of: increase to 28% increase to 34% a) reproductive and communicable health issues b) negative health impacts of female genital mutilation

Output EDU_ Output EDU_ Output EDU_ Output Female friendly adequate Distance to the nearest secondary Primary and secondary Education secondary school environment decreased among rural curriculum reviewed Management in place settlements and updated Information System established/ Output EDU_ Output EDU_ Output EDU_ maintained Result-based relevant Secondary school students are Topics specifically educational gender disparity well motivated, and confident to checked during school elimination initiatives in the curriculum and teaching inspections secondary school in place performance of their schools

Output EDU_ Output EDU_ Female secondary school Secondary school achievement achievement award is in place award is in place

Outcome EDU_04.02 Outcome EDU_04.04 Outcome EDU_03.01 RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME Regulatory instruments Regulatory instruments Regulatory instruments X System development X System development X System development Human capacity building X Human capacity building X Human capacity building X Equipment and materials X Equipment and materials X Equipment and materials X Infrastructure developm. X Infrastructure developm. X Infrastructure developm. Research & Knowledge Research & Knowledge Research & Knowledge Awareness building X Awareness building X Awareness building X

PROGRAM SKETCH: Access to Quality TertiaryEducation

IMPORTANT: The sketch shows government institutions with a relevant mandate for the Ministry of Education and Science Higher Education Commission program WITHOUT indicating Lead Institutions. These are defined when designing actual projects and may be different for each project. Sector Program EDU3 Access to quality tertiary education

Outcome EDU_04.28 By 2021, USD 3 million will be secured and distributed into science, technology, engineering and mathematics international scholarships for postgraduate students

Output EDU_ Students graduated abroad with a Output EDU_ international science scholarship Operational clear guidelines regarding merit-based attribution of scholarships Output Education Output EDU_ Management Students graduated abroad with a Output EDU_ Information international engineering Operational clear guidelines System scholarship regardingsupervision of students established/ studying abroad with attributed maintained international scholarships Output EDU_ Students graduated abroad with a international technology scholarship

Output EDU_ Students graduated abroad with a international mathematics scholarship

Outcome EDU_04.28 RELEVANT OUTPUT CATEGORIES / ENABLERS FOR THIS OUTCOME Regulatory instruments System development X Human capacity building X Equipment and materials X Infrastructure developm. X Research & Knowledge Awareness building X

PROGRAM SKETCH: Technical Vocational Education and Training

IMPORTANT: The sketch shows government Ministryof Education Ministryof Employment Ministryof Youth institutions with a relevant mandate for the program WITHOUT indicating Lead Institutions. These are defined when designing actual projects and may be different for each project. Ministryof Trade, Ministryof Livestock and Industry and Tourism Sector Program EDU4 Fisheries Technical Vocational Education and Training Ministry of Energy and Ministryof Agriculture Extractives

Outcome EDU_04.08 Outcome EDU_04.14 Outcome YOU_04.01 Outcome YOU_04.02 By 2021, male and female enrolment By 2021, 60% TVET graduates have By 2021, 30% of Somaliland Youth . By 2021, 30% of Somaliland in all TVET course programs will gained employment in their aged 15-35 will have access to an Youth aged 15-35 will have basic increase to 10,000 students respective specialty 12 months after accredited vocational or higher ICT skills and literacy graduation and national service education training course

Output EDU_ Output LAB_ Output YOU_ Output YOU_ TVET facilities constructed Market oriented education system Improved youth Youth access to ICT and equipped in all six adopted employability skills increased regions [CROSS-CUTTING LABOUR] [CROSS-CUTTING YOUTH] [CROSS-CUTTING YOUTH]

Output Output LAB_ Education Output EDU_ National Employment Forums Management TVET teachers recruited, Output YOU_ consultations for market demand Output YOU_ Information trained and certified Youth access to digital conducted Access and equity of TVET System improved video production established/ programmes increased [CROSS-CUTTING LABOUR] maintained [CROSS-CUTTING YOUTH] Output EDU_ [CROSS-CUTTING YOUTH] TVET established in 3 regions Output LAB_ Aligning course curricula with market demand for employment Output EDU_ Output YOU_ Developm plan for Youth access to digital [CROSS-CUTTING LABOUR] maintenance and graphic design and digital establishment of TVET printing production programmes improved Output LAB_ Output EDU_ Enhanced quality and relevance of [CROSS-CUTTING YOUTH] Secondary school pupils and TVET trades and capacity of TVET youth in general made aware strengthened of TVET opportunities [CROSS-CUTTING YOUTH]

Outcome EDU_04.08 Outcome EDU_04.14 Outcome YOU_04.01 Outcome YOU_04.02 RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / RELEVANT OUTPUT CATEGORIES / ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME ENABLERS FOR THIS OUTCOME Regulatory instruments X Regulatory instruments Regulatory instruments X Regulatory instruments System development X System development System development X System development X Human capacity building X Human capacity building X Human capacity building X Human capacity building X Equipment and materials X Equipment and materials Equipment and materials X Equipment and materials X Infrastructure developm. X Infrastructure developm. Infrastructure developm. X Infrastructure developm. X Research & Knowledge Research & Knowledge X Research & Knowledge Research & Knowledge Awareness building X Awareness building Awareness building X Awareness building X

PROGRAM SKETCH: Educational Quality Standards, Certification and Inspection

PROGRAM SKETCH: Construction and Rehabilitation of Educational Public Infrastructure

IMPORTANT: The sketch shows government institutions with a relevant mandate for the Ministry of Education Ministry of Public works, program WITHOUT indicating Lead Institutions. and Science Land and Housing These are defined when designing actual projects and may be different for each project.

Sector Program EDU6 Construction and rehabilitation of educational public infrastructure

Outcome EDU_04.27 By 2021, 10% of current primary and secondary schools and 100% of new buildings must meet minimum infrastructure requirements including safe water supply; disable access; green space; male/female latrines and secure walls

Output EDU_ Minimum 10% existing primary and secondary schools meet the required standard water supply infrastructure

Output EDU_ All new primary and secondary schools meet the required infrastructure standards Output EDU_ Minimum 50% of existing universities meet the required standards for water supply infrastructure (a)

(a) No other relevant outcome available in the NDP II

Outcome EDU_04.27 RELEVANT OUTPUT CATEGORIES / ENABLERS FOR THIS OUTCOME Regulatory instruments X System development Human capacity building X Equipment and materials X Infrastructure developm. X Research & Knowledge Awareness building

PROGRAM SKETCH: Access to Quality Early Childhood Schooling

CURRENT PROJECTS

Projects currently mapped in November 2018. This section is live and will be updated regularly. This does not include the significant contribution by the private sector.

PROJECT TITLE DESCRIPTION LOCATION FUNDERS IMPLEMENTERS STATUS

Somali-Wide Improve equitable access to quality basic TBC EU AFRICA Ongoing Education Synergies 4 education for children through effective and EDUCATIONAL TRUST (SWES 4) efficient delivery of unified examination system The expected immediate results (outcomes and outputs) of the action will be: Outcome 1: Improved and harmonized examination systems delivered by Ministries of Education, able to assess and underpin the new curriculum Expected Outputs 1.1 The ministry of education provides credible examination acceptable across Somaliland and elsewhere and neighbouring countries. 1.2 Teachers/Staff equipped with examination marking skills including Quality assurance 1.3 National examination funding strategy in place Analytical and Address critical knowledge and information TBC MPF Donors: EU, UK, World Bank Ongoing Technical Assistance gaps in education sector and provide technical Germany, Sweden, on Education assistance to strengthen the capacity of the Norway, Denmark, public education delivery system to manage a Switzerland, SPF, diversity of service providers and address the Finland, USA, Italy challenges of policies, governance, access, quality and equity in a sustainable manner. Somali-Wide SWES 4 is a follow-up of previous actions SWES TBC EU Africa Educational Ongoing Educational Synergies 1, 2, 3 and 3+ and will continue to provide Trust and Ministries (SWES 4) support for national examination of Education in administration. The project is contributing to Somaliland and technical and financial capacity for ministries of elsewhere education so that they can self-reliantly deliver quality exams with decreasing external support. 27

PROJECT TITLE DESCRIPTION LOCATION FUNDERS IMPLEMENTERS STATUS

Under SWES 4 there is increasing focus on quality learning achievement. The project seeks to improve equitable access to quality basic education for children through effective and efficient delivery of unified examination system. Formal Education for Provide 64,000 Out-Of-School Children in TBC UNICEF National UNESCO; UNICEF; Completed Out of School Children marginalised communities access equitable Committee (Qatar) MOEs; DOE; NRC; quality formal education, through school Concern Worldwide; construction and rehabilitation; provision of Aid Vision; SHEDU; education materials; capacity development of Ayuub; HREC; COSV; teachers, key school management bodies and SFS; Dandor; regional education authorities; and advocacy Candlelight; and social mobilisation. Havoyoco; ANPPCCAN Somali Higher To improve the educational attainment and the TBC EU Kenyatta University Ongoing Education employability of relevant target groups, (KU) Development Support contributing to poverty reduction within an (SHEDS) increasingly peaceful, secure and democratic Somaliland and elsewhere. Horumarinta Elmiga II To ensure that education and training efficiently Hargeisa EU and Red Barnet Red Barnet Danmark Final stages (Education for and effectively contributing to poverty TBC Danmark (Save the (Save the Children Empowerment alleviation within a peaceful, secure and Children Denmark) Denmark), Care through Cohesive and democratic Somaliland and ensuring that Nederland,Norwegian Harmonised System) education and training services, responsive to Refugee Council the priorities, needs and requirements of the (NRC) and Save the population of Somaliland, efficiently and Children International equitably delivered”. (SCI) Quality education and The action is a contribution to support ISTVS TBC EU and IGAD Terra Nuova Ongoing skills development core activities during a 16-month period (April provision to youth to 2018 – July 2019) gap in the annual school enhance employment budget. opportunities in the Horn of Africa Education Sector Education Sector Program Implementation for TBC Global Partnership MoEd, Save the Ongoing Program Global Partnership for Education Children, BRiCs

PROJECT TITLE DESCRIPTION LOCATION FUNDERS IMPLEMENTERS STATUS

Implementation for Global Partnership

Horumarinta Elmiga The overall objective of the project is Hargeisa European Union with Save the Children Final Phase II (Education for “Education and training efficiently and 90% contribution and (lead agency), NRC stagesNGOs, Empowerment effectively contributing to poverty alleviation 10% contribution and CARE Netherland Private Sector through Cohesive and within a peaceful, secure and democratic from consortium (one consortium) Harmonised System Somaliland”. The project has also a specific agencies (Save the objective stating, “Education and training Children, NRC and services, responsive to the priorities, needs and CARE Netherland) requirements of the population of Somaliland, efficiently and equitably delivered Result 1: Increased access to inclusive, equitable and quality education for the children and young people in Somaliland Result 2: Increased participation of youth and adults in Technical and Vocational Education and Training. Result 3. Capacity of education institutions, administrations and systems as well as higher education institutions strengthened NPM-Secondary The project goal is to improve the quality of Sahil Norwegian PAS – Pym Aid International School Project (SEP) people’s lives through increased access to and Pentecostal Mission Somaliland NGOs improved quality of secondary education in (through Digni) 10 % villages in the Sahil region of Somaliland. The Norad (through objectives are to train teachers and other Digni) 90 % relevant personnel; sensitize communities on the importance of secondary education, especially for girls; construct necessary school buildings and facilities; establish a system for psychosocial support to students and teachers; improve the gender balance among teachers. Somali-Wide Improve the educational attainment of the EU AFRICA Government, Education Synergies 4 relevant target groups, contributing to poverty EDUCATIONAL TRUST International (SWES 4) reduction within an increasingly peaceful, NGOs secure and democratic Somaliland and 29

PROJECT TITLE DESCRIPTION LOCATION FUNDERS IMPLEMENTERS STATUS

elsewhere. Improve equitable access to quality basic education for children through effective and efficient delivery of unified examination system The expected immediate results (outcomes and outputs) of the action will be: Outcome 1: Improved and harmonized examination systems delivered by Ministry of Education, able to assess and underpin the new curriculum Expected Outputs 1.1 The ministry of education provide credible examination acceptable across Somaliland and elsewhere 1.2 Teachers/Staff equipped with examination marking skills including Quality assurance 1.3 National examination funding strategy in place Analytical and Address critical knowledge and information TBC MPF Donors: EU, UK, World Bank International Technical Assistance gaps in education sector and provide technical Germany, Sweden, Financial on Education assistance to strengthen the capacity of the Norway, Denmark, Institutions public education delivery system to manage a Switzerland, SPF, (IFIs) diversity of service providers and address the Finland, USA, Italy challenges of policies, governance, access, quality and equity in a sustainable manner.

Somaliland Improved equitable access to secondary Erigavo DANIDA Mott MacDonald Completed Development Fund: education for pastoral students of Sool and Las Anod UK-DFID pending minor SOOL AND SANAAG Sanaag through the rehabilitation of two The Netherlands activities EDUCATION PROJECT secondary education boarding facilities. Norway • Development of national boarding SOOL strategy with policies and procedures • Rehabilitation and Expansion of Dayaha and Las Anod Schools– Involved construction of new buildings and 30

PROJECT TITLE DESCRIPTION LOCATION FUNDERS IMPLEMENTERS STATUS

rehabilitation of existing usable buildings – 40+ buildings • Operationalisation of schools using temporary facilities pending transfer to actual school locations in 2019 • Provision of water supply systems for both Potential beneficiaries approximate – 400+ students

NEXT STEPS

The sector booklets are a point of departure for sectors intensifying the dialogue with financers and implementation partners regarding the formulation of actual investments and projects, while ensuring alignment with NDP II priorities. After their endorsement by the National Planning Commission, each sector is expected to take the following steps:

SECTOR DIALOGUE WITH DEVELOPMENT PARTNERS The chair and co-chair of the relevant Sector Coordination Forum (SCF) prepare a meeting with the following agenda:

1. A presentation of the NDP II priority outcomes and Program sketches by the Sector Technical Team. 2. A discussion between SCF members about the following: o What are important gaps that need to be addressed in relation to each program sketch? How to address them? o What are potential quick wins, i.e. activities that quickly lead to tangible results (outputs). What type of assistance is needed to achieve these quick wins (technical assistance, funding, infrastructure, etc)? o What kind of outputs can Government achieve itself with only minimal assistance of development partners? What would be the time-frame to achieve them? o How do on-going projects and negotiations for new projects align with the sector program sketches? Are adjustments needed? 3. Brainstorming on possible projects that will be crucial for program implementation, taking into consideration ongoing projects and negotiations, as well as the identified gaps. 4. How to move forward regarding resource mobilization and project design? This should lead to an Action Plan with targets, deadlines and responsibilities, based on a clear division of labour in the sector. RESOURCE MOBILISATION MoPND suggests the following to facilitate the implementation of the formulated Action Plan in each sector:

1. The SCF identifies a “sector champion”, i.e. the development partner(s) best placed to assist the sector chair institution in the implementation of the Action Plan. 2. A strategic conversation is started with donors and the private sector to organise a multi-sector investment forum. For example: o Energy, Economy and Infrastructure o Production, WASH and Environment o Education, Health and Cross-cutting o Governance 3. This forum should showcase tangible examples of investments in Somaliland and the region, bring together a community of practice, identification of what is needed in the Somaliland context to push the sector forward, commitments from government, private sector and partners to jointly engage in the design of these projects. PROJECT DESIGN Once identified partnerships to engage in project design the following steps are suggested for each project:

o Drafting a Project Concept Note (which should identify existing assessments and potential data sources) o Consolidation of potential financing sources and securing funds for detailed project design o Detailed project design based on the approved Concept Note o Conclusion of financing and implementation agreements with participating financers and implementation partners.

ANNEXES

ANNEX 1: SUMMARY OF ALL OUTCOMES FOR THE EDUCATION SECTOR

EDU Outcome Priorities EDU3 – 1 By 2021, 70% of secondary school students are aware of reproductive and communicable health issues ✓ EDU3 – 2 By 2021, 70% of all primary and secondary school students are aware of the negative health impacts of female genital mutilation EDU3 – 3 By 2021, 5% of students in higher education courses will be enrolled in medicine, health and medical science courses EDU4 - 1 By 2021, female gross enrolment rate in primary education will increase to 52% ✓ EDU4 – 2 By 2021, female gross enrolment rate in secondary education will increase to 28% ✓ EDU4 – 3 By 2021, male gross enrolment rate in primary education will increase to 56% ✓ EDU4 – 4 By 2021, male gross enrolment rate in secondary education will increase to 34% ✓ EDU4 – 5 By 2021, 70% of primary school Grade 3 and Grade 6 students will pass minimum early grade literacy and numeracy standards EDU4 – 6 By 2021, 50% of first grade primary school enrolments will have participated in at least 1 year of Kindergarten/Qur’anic early childhood schooling EDU4 – 7 By 2021, 70% of students, after 1 year of attending a government approved early childhood centre, will meet minimum age appropriate developmental milestones EDU4 – 8 By 2021, male and female enrolment in all TVET course programs will increase to 10,000 students ✓ EDU4 – 9 By 2021, the number of University course first year student enrolments will have increased by 20% EDU4 – 10 By 2021, 100% of University and TVET providers will be accredited and meet minimum standards on curriculum, resources and teaching capacity ✓ EDU4 – 11 By 2021, 70% of University graduates have minimum IT literacy skill sets EDU4 – 12 By 2021, 70% of TVET graduates have minimum IT literacy skill sets EDU4 – 13 By 2021, 60% of University graduates have gained employment in their respective speciality 12 months after graduation and national service EDU4 – 14 By 2021, 60% TVET graduates have gained employment in their respective specialty 12 months after graduation and national service ✓ EDU4 – 15 By 2021, gender parity in relation early childhood education access will be 1.0 EDU4 – 16 By 2021, gender parity in relation to primary school education access will be 0.92 EDU4 – 17 By 2021, gender parity in relation to secondary school education access will be 0.85 EDU4 – 18 By 2021, gender parity in relation to TVET access will be 0.6 EDU4 – 19 By 2021, gender parity in relation to University access will be 0.9 ✓ EDU4 – 20 By 2021, urban and rural parity in relation to primary and secondary school education access will be 0.6 EDU4 – 21 By 2021, gender parity in primary school head teacher posts will increase to 0.2 34 EDU Outcome Priorities EDU4 – 22 By 2021, the children with special needs primary and secondary school enrolment will increase by 50% EDU4 – 23 By 2021, increase functional literacy rates for women to 47% EDU4 – 24 By 2021, increase functional literacy rates for men to 55% EDU4 – 25 By 2021, 50% of students in Grade 5 and 9 will have obtained key learning outcomes related to gender equality, human rights and civics EDU4 – 26 By 2021, 100% of undergraduate students will have completed a prerequisite course requirement on civics, human rights and gender rights before starting ✓ their degrees EDU4 –27 By 2021, 10% of current primary and secondary schools and 100% of new buildings must meet minimum infrastructure requirements including safe water ✓ supply; disable access; green space; male/female latrines and secure walls EDU4 –28 By 2021, USD 3million will be secured and distributed into science, technology, engineering and mathematics international scholarships for postgraduate students EDU4 – 29 By 2021, 70% of primary school teachers will meet minimum teacher competency standards and qualification requirements ✓ EDU4 – 30 By 2021, 80% of secondary school teachers will meet minimum teacher competency standards and qualification requirements ✓ EDU4 – 31 By 2021, 100% of teachers will be registered and certified formally through the Ministry of Education ✓ EDU9 - 1 By 2021, 5% of university budgets will be allocated towards research activities EDU9 - 2 By 2021, establish a USD 2million research grant fund focusing on research in sustainable natural resource management and exploitation EDU13 - 1 By 2021, 3% of the national education development budget and externally funded education program budgets will be allocated towards school drought resilience and preparedness programs

35 ANNEX 2. PRIORITISED OUTCOMES BY SECTOR

Annex 2 presents the inputs received from the Sector Technical Teams. Thesearedraft inputs from the STTs, and arethere to inform design of programs and projects.

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target (2021) Priority interventions

EDU4-1 By 2021, female gross enrolment rate in 1.1: 40% 1.1 Female GER in Primary Education. 1.1: 52% Demand side programs which include financial and Primary education will increase to 52% food based incentives

- Annual “Go to School” campaigns and other

community awareness programs for all educational levels

Lead MDA Knowledge Laws/Policies Systems Human Capacity Materials Infrastructure Awareness Output Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1.1. Female friendly adequate primary school 1.1.1 Construct 90/33 primary schools per year2 environment in place ✓ ✓ ✓ ✓

. 1.1.2 Allocate separate primary schools/classes for girls, wherever possible ✓ ✓ ✓ ✓

1.1.3 Extend 60 classrooms for primary schools per year ✓ ✓ ✓ ✓

1.1.4 Renovate and furnish 100 classrooms per year ✓ ✓ ✓ ✓

2The 90/33 primary schools per year is based on the projected primary school age population, NDP II target primary school general enrolment rate (GER), average pupil class ratio of 40, and average classes per school of 6 observed in Somaliland, according to Somaliland in Figures, 2014 36 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1.1.5 Set mandatory condition for female to male ratio of primary teachers of 4:5, and at least one of school head teacher and ✓ ✓ ✓ ✓ deputy must be female

1.2 Result-based, effective, and local relevant 1.2.0. Conduct education sample survey conducted in Somaliland for identification of educational gender disparity determinants, educational gender such as the main causes of low female enrolment and promotion levels, high level of drop outs, (i.e. school cost, fear for girls safety disparity elimination initiatives programs in place ✓ ✓ ✓ ✓ based on the distance between school and home, household chore assistance need for girls, early marriage of girls, negative female education perception, etc)

1.2.1 Establishing Girls Educational Trust Fund to be contributed by the Somaliland central and local governments, national charity organizations, donors, and individuals to invest in the tuition and the learning materials for ✓ ✓ ✓ ✓ • 2,500 girls scored highest among female primary students • 2,500 girls from the most disadvantaged households • 10,000 female students in the rural areas • Orphan girls 1.2.2. Establish food-for-girl enrolment programs at the primary schools, specifically in the rural areas and economically ✓ ✓ ✓ ✓ disadvantaged urban neighbourhoods

1.2.3. Establishing credit score and award for the for the primary schools achieved gender disparity ratio of 0.95 ✓ ✓ ✓ ✓

1.2.4. Carry out local context relevant girls' educational importance campaigns (i.e. Friday congregation speeches/Media) ✓ ✓ ✓ ✓

1.2.5. Develop and implement gender-based violence school code ✓ ✓ ✓ ✓

1.2.6. Place gender-based violence focal person at primary schools as prerequisite condition for primary public school budget ✓ ✓ ✓ ✓ support and as operational license requirement for private primary schools

1.3. Female primary school achievement award is 1.3.1 Establish and implement annual female primary school achievement award to be won by the in place • Regional Education Office management and staff members of the region that proved highest female primary school enrolment

• Regional Education Office management and staff members of the region that proved lowest regional gender disparity

• School management and teachers of the primary school with the female student scored highest in the annual examination • School management and teachers of the primary school with the lowest gender disparity • School management and teachers of the primary school with the lowest female dropout rate • Parent of the female student who scored the highest 37 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

• Female primary school student, who scored the highest

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target (2021) Priority interventions

EDU4-2 By2021, female gross enrolment rate in 2.1 Female GER in Secondary Education 2.1: 17% 2.1: 28% - Demand side programs which include financial and secondary education will increase to 28% food based incentives

- Annual “Go to School” campaigns and other

community awareness programs for all educational

levels

- Commitment from government to increase the education budget incrementally from 7% to 20% with increased efficiency measures

- Conducting of annual school census

Lead MDA Knowledge Laws/Policies Systems Human Capacity Materials Infrastructure Awareness Output Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

2.1.1 Construct 6 secondary schools with well-equipped laboratories and libraries per year, one in each of the six 6 regions ✓ ✓ ✓ ✓

38 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

2.1. Female friendly adequate secondary school 2.1.2 Allocate separate secondary schools/classes for girls, wherever possible ✓ ✓ ✓ ✓ environment in place 2.1.3 Extend 20 classrooms for Secondary schools per year

2.1.4 Construct 4 new labs for existing secondary schools per year

2.1.5 Renovate and furnish 30 classrooms per year

2.1.6 Set mandatory condition for female to male ratio of secondary teachers of 2:5, and at least one of the school principal and ✓ ✓ ✓ ✓ deputy must be female

2.1.7 Conduct M&E on regular basis

2.1.8. Attach separate latrines for female students and teachers to every secondary school, in addition to "girl friendly spaces" ✓ ✓ ✓ ✓

2.2 Result-based relevant educational gender 2.2.0. Conduct education sample survey conducted in Somaliland for identification of secondary education gender disparity ✓ ✓ ✓ ✓ disparity elimination initiatives in secondary determinants school in place

2.2.1 Establishing Girls Educational Trust Fund (See outcome 1 above) to be contributed by the Somaliland central and local governments, national charity organizations, donors, and individuals to invest in the tuition and the learning materials of the

• 1,000 girls scored highest among female secondary students ✓ ✓ ✓ ✓ • 1,000 girls from the most advantaged households • 5,000 female students in the rural areas • Secondary girls with more than one sibling at the secondary school 500 university level female students to encourage female secondary school students

39 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

2.2.2. Establish scholarship grants/bursaries programs at the SECONDARY schools, specifically in the rural areas and economically Yes Yes Yes Yes disadvantaged urban neighbourhood

2.2.3. Establishing credit score and award for the for the secondary schools achieved gender disparity ratio of 0.90 Yes Yes Yes Yes

2.2.4. Carry out local context relevant campaigns to target high girls' dropout (i.e. Friday congregation speeches) Yes Yes Yes Yes

2.2.5. Develop and implement gender-based violence school code, and .place gender-based violence focal person at secondary Yes Yes Yes Yes schools as prerequisite condition for secondary public school budget support and as operational license requirement for private secondary schools

2.2.6. Conduct annual school census, strengthen EMIS capacity, and relevant training to staff members and management with Yes Yes Yes Yes the new EMIS Software system (StatEdu2) in the 6 regions

2.3. Female secondary school achievement 2.3.1 Establish and implement annual female secondary school achievement award to be won by the award is in place • Regional Education Office management and staff members Of the region that proved highest female secondary school enrolment

• Regional Education Office management and staff members Of the region that proved lowest regional secondary education gender disparity

• School management and teachers of the secondary school with the female student scored highest in the annual examination • School management and teachers of the secondary school with the lowest gender disparity • School management and teachers of the secondary school with the lowest female dropout rate • Parent of the female secondary school student who scored the highest • Female secondary school student, who scored the highest

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target (2021) Priority interventions

40 - Commitment from government to increase the EDU4-3 By 2021, male gross enrolment rate in Primary 3.1 Male GER in Primary Education 3.1: 48% 3.1: 56% education budget incrementally from 7% to 20% Education will increase to 56% with increased efficiency measures

Lead MDA Knowledge Laws/Policies Systems Human Capacity Materials Infrastructure Awareness Output Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

3.1. Rural to urban male primary student ratio of 3.1.0. Conduct school census and education sample survey in Somaliland to identify major rural to urban educational disparity ✓ ✓ ✓ ✓ 2.4 decreased to 2 determinants, such as school cost, distance between school and home, irrelevancy education perception, etc)

3.1.1. Setting school construction priority by assigning the first priority to the rural settlements scored the highest in proposed ✓ ✓ ✓ ✓ educational priority index (EPI), which is the multiplication of the population size of the settlement and the distance to the nearest primary school

3.1.2 Construct, equip, and hire teachers for 5 (boarding) primary schools and 5 (Day) primary schools in the rural areas scored the highest in the EPI (See activity 3.1.1 above) on annual basis

3.1.3 Set 6 mobile primary schools for the pastoralists

• 3.1.4 Establish Somaliland Rural Education Development Fund to be contributed by the Somaliland central and local governments, national charity organizations, donors, and individuals to invest in the tuition and the learning materials of the • 2,000 students scored highest among rural primary school students • 500 students scored highest among urban primary school students • 2,500 orphan male students

• 3.1.5. Carry out local context relevant educational importance campaigns (i.e. Friday congregation speeches) in the ✓ ✓ ✓ ✓ rural areas

3.2. School achievement-based award is in place • 3.2.1. Introduce accredited National Honour Awards at the primary schools to be achieved by the students who won ✓ ✓ ✓ ✓ the highest score in the overall annual examination score, leadership, law abiding, and good personality

• 3.2.2 Initiate endorsed National Primary School Management and Teaching Awards to be achieve by the school ✓ ✓ ✓ ✓ principals and teachers whom the students of their school scored the highest overall marks and the lowest failure rate in the "Primary School Leaving Examination" administered by the central government

41 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

• 3.2.3. Setting positive disciplining as part of the primary school teacher rectification and abolishing the corporal ✓ ✓ ✓ ✓ punishment/discipline

• 3.3. Primary school achievement award • 3.3.1 Establish and implement annual award to be won by the • • • • is in place • Regional Education Office management and staff members • Of the region that proved highest rural primary school enrolment rate • Regional Education Office management and staff members • Of the region that proved lowest regional rural to urban education gender disparity • School management and teachers of the primary school with the rural student scored highest in the annual examination • School management and teachers of the primary school with the largest student population • School management and teachers of the primary school with the lowest dropout rate • Parent of the primary school student who scored the highest • Rural primary school student, who scored the highest •

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target (2021) Priority interventions

SDG4-27. By 2021, 10% of current primary and 27.1. Proportion of schools with minimum 27.1. 27.1. Infrastructure investment into new and existing secondary schools and 100% of new buildings must infrastructure requirements education institutions with emphasis on clean Existing schools: NA 10% meet minimum infrastructure requirements including water supply, latrines, green space and disability safe water supply; disable access; green space; New schools: NA 100% access

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target (2021) Priority interventions

EDU4-4. By 2021, male gross enrolment rate in 4.1 Male GER in Secondary Education 4.1: 25% 4.1: 34% - Commitment from government to increase the Secondary Education will increase to 34% education budget incrementally from 7% to 20% with increased efficiency measures

Conducting of annual school census

Lead MDA Knowledge Laws/Policies Systems Human Capacity Materials Infrastructure Awareness Output Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

4.1. Distance to the nearest secondary 4.1.1. Setting school construction priority by assigning the first priority to the rural settlements scored the highest in proposed ✓ ✓ ✓ ✓ decreased among rural settlements educational priority index (EPI), which is the multiplication of the population size of the settlement and the distance to the nearest secondary school

4.1.2 Construct, equip, and hire teachers for 2 (boarding) primary schools and 3 (Day) secondary schools in the rural areas scored ✓ ✓ ✓ ✓ the highest in the EPI (See activity 4.1.1 above) on annual basis

4.2. Secondary school students are well 4.2.0 Conduct annual secondary school perception survey to measure the level of satisfaction of the students and teachers motivated, and confident to the curriculum and teaching performance of their schools 4.2.1. Introduce one life skill course in each of the coming five years, i.e. business, computer, car maintenance carpenter, electrician, photograph, catering and hospitality

4.2.2. Establish resource centre at 10 secondary schools on annual basis

4.2.3. Set positive disciplining as part of the secondary school teacher rectification and abolishing the corporal discipline

43 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

4.2.4. Establishing scholarship to pay the college tuition fee of the 100 rural secondary school students, who scored the highest in the secondary school leaving examination among rural secondary students

4.3. Secondary school achievement award is in 3.3.1 Establish and implement annual award to be won by the place • Regional Education Office management and staff members of the region that proved highest rural primary school enrolment rate • Regional Education Office management and staff members of the region that proved lowest regional rural to urban education gender disparity • School management and teachers of the primary school with the rural student scored highest in the annual examination • School management and teachers of the primary school with the largest student population • School management and teachers of the primary school with the lowest dropout rate • Parent of the primary school student who scored the highest • Rural primary school student, who scored the highest

Lead MDA Knowledge Laws/Policies Systems Human Capacity Materials Infrastructure Awareness Output Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

27.1. Minimum 10% existing primary and 27.1.0. Conducting assessment to identify the number of primary and secondary schools suffered from lack or inadequate water secondary schools met the required standard supply, sanitation, disable accessibility, resource centre, and green spaces infrastructure water supply infrastructure

27.1.1 Establishing safe water supply at 136 additional primary schools and 18 secondary schools ✓ ✓ ✓ ✓

27.1.2. Constructing adequate latrines at 136 additional primary schools and 18 secondary schools

27.1.3. Constructing disable accessibility facilities at additional 136 primary schools and 18 secondary schools

27.1.4. Creating green space for 136 additional primary schools and 18 secondary schools

27.1.5. Establishing resource centres (library, laboratory) for 136 additional primary and 18 secondary school

27.1.6. Demarcating school borders for 136 additional primary schools and 18 secondary schools

27.1.0. Conducting assessment to identify the number of primary and secondary schools suffered from lack or inadequate water supply, sanitation, disable accessibility, resource centre, and green spaces infrastructure

27.1.1 Establishing safe water supply at 136 additional primary schools and 18 secondary schools ✓ ✓ ✓ ✓

27.2. All the new primary and secondary schools 27.2.1 Establishing safe water supply at all new primary and secondary schools must meet the required infrastructure standards 27.2.2. Constructing adequate latrines at all new primary and secondary schools

27.2.3. Constructing disable accessibility facilities at all new primary and secondary schools

45 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

27.2.4. Creating green space for all new primary and secondary schools

27.2.5. Establishing resource centres safe (i.e. library, laboratory) for all new primary and secondary schools

27.2.6. Demarcating school borders for all new primary and secondary schools

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

SDG4-29. By 2021, 70% of primary school teachers will meet minimum teacher 29.1. % of teachers passing a 29.1. - 0% 29.1. - 70% - In-service and Pre-service teacher training competency standards and qualification requirements competency exam programs linked to competency assessment, 29.2. - 39% 29.2. - 70% registration and certification 29.2. % of teacher with a minimum Teaching Diploma

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

29.1 Primary teachers passed the minimum 29.1.1 Implement/Materialize the National Education Act (NEA), specifically the articles related to teacher qualification assessment ✓ ✓ ✓ ✓ teaching standard examination

29.1.2 Strengthening Teacher Qualification unit of the Ministry of Education ✓ ✓ ✓ ✓

29.1.3 Develop guidelines for teacher competency standards assessment ✓ ✓ ✓ ✓

29.1.4 Build the capacity of Teacher Qualification Management ✓ ✓ ✓ ✓

29.1.5 Set standardised assessment for teacher competency assessment ✓ ✓ ✓ ✓

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

EDU4-30. By 2021, 80% of secondary school teachers will meet minimum teacher 30.1. % of teachers passing a 30.1. 30.1. 30.1. % of teachers passing a competency exam competency standards and qualification requirements competency exam 0% 80% 30.2. % of teacher with a minimum Bachelor’s 30.2. % of teacher with a minimum Degree in Education 30.2. 30.2. Bachelor’s Degree in Education

50% 80%

47 Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

30.1 Secondary teachers passed the minimum 30.1.1 Develop pre-service and in-service teacher competency standards assessment based on National Education Act/Policy ✓ ✓ ✓ ✓ teaching standard examination

30.1.2 Establish pre-service and in-service teacher training programs ✓ ✓ ✓ ✓

30.1.3. Increase incentives of secondary teachers to enhance quality of secondary education ✓ ✓ ✓ ✓

30.1.4 Establish long term formal capacity building for secondary school teachers ✓ ✓ ✓ ✓

30.1.5 Set continuous standardised competency assessment for secondary school teachers ✓ ✓ ✓ ✓

30.1.6 Develop teacher training manuals ✓ ✓ ✓ ✓

30.2. Well-functioning national educational 30.2.1. Construct national educational colleges building in all six regions (i.e. Awdal, MaroodiJeeh, Sahil, Togdheer, Sool, and colleges in place in all six regions in Somaliland Sanaag

30.2.2. Complete the construction, equip and furnish the National College of Education

30.2.3. Adequate instructors and staff at the National Educational Collegesin Hargeisa and Burao

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

EDU4-31. By 2021, 100% of teachers will be registered and certified formally 31.1. Proportion of teachers registered 31. By 2021, 100% of teachers will be registered 31.1. 31.1. through the Ministry of Education and certified formally through the and certified formally through the Ministry of Ministry of Education 0% 100% Education

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

31.1. Comprehensive teacher certification 31.1.1 Review and update existing policy, act, strategy, and procure for teacher registration and certification policy, act, guidelines, and information relevant to the local context exist and accessible 31.1.2 Produce and disseminate teacher certification and registration booklet that clearly stated certification requirements (i.e. ✓ ✓ ✓ ✓ degree from accredited university, proof of free from communicable diseases, Mental health test, crime free certificate, minimum score of teaching methodology test, etc), duration of the license validity, application and decision making process, and complaint guideline

31.1.3 Develop teacher certification and registration database ✓ ✓ ✓ ✓

31.1.4 Conduct Somaliland annual teacher performance research for further improvement ✓ ✓ ✓ ✓

31.2. Teacher certification and Registration 31.2.1 Constituting Teacher Certification Body/Department within the existing educational system ✓ ✓ ✓ ✓ institution exist and functioning in Hargeisa and six regions 31.2.2 Construct and equipping teacher certification offices in all six regions. ✓ ✓ ✓ ✓

49 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

31.2.3. Hiring and training adequate staff and management for teacher registration and certification office in all six regions ✓ ✓ ✓ ✓

31.3. Teachers registered and certified 31.3.1 Perform continues teacher certification and registration ✓ ✓ ✓ ✓

31.3.2 Materialize teacher registration and certification prerequisite for renewing school license ✓ ✓ ✓ ✓

31.3.3 Conduct annual teacher certification evaluation and improve accordingly ✓ ✓ ✓ ✓

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

EDU4-8. By 2021, male and female enrolment in all TVET course programs will 8.1. Students’ enrolment rate in all 8.1. - 1,062 8.1. - 10,000 Development and implementation of skill and increase to 10,000 students TVET courses programs competency based TVET programs and scholarships for out of school and vulnerable youth and emphasis on addressing labour market demands (fishing, agriculture

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

8.1. TVET education extended to all districts 8.1.1 Construct and equipping 5 TVET secondary schools in 5 districts on annual basis, regardless the size of the TVET centre ✓

8.1.2. Review and improve TVET secondary school curriculum, and incorporating livestock, farming, and rural water development ✓ ✓ courses

50 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

8.1.2. Introduce short TVET courses at the TVET secondary schools and universities

8.1.3. Develop maintenance system for Technical Secondary schools ✓

8.1.4 Capacity building of TVET management staff for all levels ( national and regional) ✓

8.1.5. capacity building for TVET managers, head teachers and instructors ✓

8.1.6. TVET awareness Campaigns for primary and secondary schools, specifically in the rural area ✓

8.1.7. Offer tuition fee and provide free learning materials for 500 female students and 250 male students ✓

8.2 TVET educational achievement award is in 8.2.1. Establish and implement annual TVET educational achievement award to be won by the ✓ ✓ place • Regional Education Office management and staff members of the region that proved the largest TVET enrolment • Regional Education Office management and staff members of the region that proved lowest regional rural to urban TVET gender disparity • School management and teachers of the TVET school that hosted student scored highest in the annual examination • School management and teachers of the TVET school proved the lowest dropout rate • Parent of the TVET student who scored the highest • TVET student, who scored the highest

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

EDU4-10. By 2021, 100% of University and TVET providers will be accredited and 10.1 Number of accredited University 10.1 10.1 meet minimum standards on curriculum, resources and teaching capacity and TVET providers Not Available 100%

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓ ✓

51 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1. Education Information management system established 1.1 Create EMIS system unit for systematic annual data collection ✓

1.2 Training provided on using the EMISAll Somaliland universities should utilize the EMIS to provide online data on student, ✓ ✓ ✓ teaching faculty and infrastruture

1.3

2. Comprehensive framework in place for accreditation of 2.1 Implement and assess the compliancy of the 35 minimum standards and guidelines established by the SHEDS project. The Universities and TVET Provides Commission for Higher Education should publish annual grading report on the compliancy of minimum standards by the ✓ ✓ universities

2.2 Establish a framework for curriculum review and development

✓

2.3 Implement training on Capacity building for faculty members (Needs assessment conducted to identify the areas ✓ ✓ ✓

2.4 Develop TVET Accreditation and Certification Policy and implementation guidelines ✓

2.5 Review and update Vocational Qualification Framework (VQF) ✓

2.6 Develop relevant policy and code of conduct for TVET Instructors ✓

2.7 Establish TVET accreditation and certification Policy ✓

3. Capacities of higher education in areas of curriculum 3.1 Establish a framework for curriculum review and development development, research, teaching and networking 3.2 Needs assessment strengthened. 3.3 Capacity building for faculty members (Needs assessment conducted to identify the areas) 3.4 Promote higher education networking 3.5 Review status and improve research capacity in HEI's ✓ ✓ ✓ 3.6 In-house trainings i.e. Organizational development, Higher Education Management and governance, curriculum development and research development 3.7 Scholarships 3.8 Use of ICT for the delivery of content 3.9 Establish mechanisms for sharing best practises between institutions 52 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

3.10 Conduct policy dialogue on PPP for HEI development and management

4. Quality management system bodies strengthened ensuring 4.1 Technical assistance to strengthen the quality management bodies to ensure that accreditation, standards and certifications ✓ standards, accreditation and recognition of qualifications are in accordance with the Higher Education Quality Policy, Quality Frameworks for Higher Education and TVET

4.2 Identification of resources (government and international) to ensure that the quality management bodies are able to ✓ discharge of their duties in accordance with the policy and regulatory framework

4.3 Develop a strategy and work plan to accredit universities and TVET providers ✓

5. More than 50% of Universities and TVET providers 5.1 Develop tools for accreditation of universities and TVET providers ✓ accredited

5.2 Implement the strategy and workplan ✓ ✓ ✓

5.3 National Teachers College develop curricula on priority areas such as curriculum development, research, pedagogy ✓

6. Capacities of higher education in areas of curriculum 6.1 Teachers in higher education bodies to attend these courses as a requirement for registration and accreditation of ✓ ✓ ✓ development, research, teaching and networking universities strengthened 6.2 Training needs assessment based of TVET management ✓

7. Capacity built of TVET management staff at all levels 7.1 Specific standardised training packages rolled out on TVET management ✓ ✓ ✓

7.2 Development of planned maintenance system for Technical Secondary schools and TVET Centres ✓ ✓ ✓

8. Develop plan for maintenance and establishment and roll- 8.1 Survey appropriate sites for new TVET Secondary schools and TVET centres for all regions ✓ out of TVET centres for all regions based on market needs

8.2 Conduct costing of TVET Secondary schools/centres to ensure sustainability ✓

8.3 Conduct regular market surveys in six regions, to understand market needs ✓ ✓ ✓

8.4 Establish a cost recovery model for TVET SSecondary schools/centres, including possible subsidies from the private sector to ✓ ensure that training provided is based on market needs

53 TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

EDU3-1. By 2021, 70% of secondary school students are aware of reproductive and 1.1 Proportion of secondary 12.1. 12.1. 1.1 Heath specific learning materials e. g., communicable health issues. school students aware of the textbooks, teacher guides, example lesson plans impact of HIV/AIDS, TB and Not available 70% other communicable diseases and added teaching resources 2.By 2021, 70% of all primary school students are aware of negative health impacts 2.1 Proportion of secondary school of female genital mutilation 1.2 Inclusion of reproductive issues, communicable students aware of the impact of FGM diseases and female genital mutilation into health and other reproductive health chapters within textbooks and curriculum problems

2.1 National health campaigns and awareness raising programmes in schools

Review the national curriculum to update and integrate cultural heritage and civic education

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1.Continuous Editions For Primary Standard 1.1 Undertake annual curriculum assessment and review for CEC, Primary, and Secondary levels giving consideration to ✓ Textbooks feedback from relevant students, subject teachers, head teachers, parents, and Somaliland National Examination Results and reports. 1.2 Capacity building for curriculum writers (syllabi, textbooks, teacher guides, etc.) and curriculum management

1.2 Systematic authentic Monitoring & 1.2 Conduct annual curriculum assessment surveys in all regions and modify where and when necessary ✓ ✓ ✓ Evaluation is in place

1.3 Establishing curriculum Funding Resources 1.3 Create curriculum funding resources and work toward economical self-sustainability for the Curriculum Institute to maintain ✓ Base quality education, and avoid reliance on other resources

54 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1.4 Review existing policies in relation to National Education Policy in relation to curriculum standards ✓

TABLE 4.1 PRIORITIZED OUTCOME, OUTPUTS AND ACTIVITIES

Priority Outcome Indicators Baseline (2016) Final Target Priority interventions (2021)

14.1. TVET graduate employment rate 14.1. 14.1. 12. By 2021, 70% of TVET graduates have EDU2-14. By 2021, 60% TVET graduates have gained employment in their 12 Months after graduation minimum IT literacy skill sets respective specialty 12 months after graduation and national service Not available 60%

Lead MDA Knowledge Laws/Policies Systems Human Materials Infrastructure Awareness Output Capacity Type: Ministry of Education ✓ ✓ ✓ ✓ ✓

OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

1. Systems 1.1 Establish TVET graduate’s employment promotion services system ✓

1.2 Create coordination system for TVET employment providers, e.g., private sectors and TVET graduates in different ✓ trades/skills

2. Human capacity 3.1 Capacity building of TVET head teachers and instructors on local available markets ✓

3.2. Provide learning environment for TVET IT literacy skills trainees ✓

3. Laws and policies 4.1. Updating existing IT Literacy skills for VQF curriculum ✓

4. Materials 5.1. provide teaching and learning material, computer labs and relevant text books ✓

5.2 furniture and equipment ✓

55 OUTPUT KEY ACTIVITIES: 2018 2019 2020 2021

5. Knowledge 6.1 assessing availability of IT computer labs for all TVET schools and centres ✓

56 ANNEX3. SUMMARY OF OUTCOMES:CROSS-CUTTING ISSUES

Outcome Prioritised EMPLPOYMENT AND LABOUR LAB1 -1 By 2021, reduce the proportion of the population of Somaliland in extreme poverty by 20% (Employment and Labour) LAB4 -1 By 2021, increase the number of individuals who have relevant education and skills, including technical and vocational skills for employment by 20% LAB8 -1 By 2021, increase the proportion of men, women and youth including persons with disabilities in employment by 20%, 20% and 20%, respectively ✓ LAB8 -2 By 2021, reduce the proportion of youth not in employment, education or training to 25% for males and 17% for females SOCIAL PROTECTION SOC 1 - 1 By 2021, reduce the proportion of men, women and children of all ages living in extreme poverty in all its dimensions according to national definitions by 20% ✓ SOC 1 - 2 By 2021, 30% of vulnerable population will have access to social protection systems SOC 1 - 3 By 2021, increase proportion of vulnerable people will have access to basic services from by 5% SOC 2 - 1 By 2021, alleviate the prevalence of undernourishment of rural and urban population by 12% SOC 2 - 2 By 2021, reduce the prevalence of food insecurity amongst rural and urban population by 10% SOC 3 - 1 By 2021, reduce HIV/AIDS new infections by 10%, and ensure access to information for all. By 2021, implement legal framework that will reduce all forms of discrimination against all marginalized groups (women, children, minority, people with disability SOC 5 - 1 and youth) everywhere SOC 5 - 2 By 2021, reduce the incidence of domestic violence against women by 16 % SOC 5 - 3 By 2021 reduce the incidences of rape and other forms of sexual violence by 50% SOC 5 - 4 By 2021, reduce the new incidences of FGM amongst young girls to 8% SOC 5 - 5 By 2021, reduce the new incidence of early and forced marriage by 5% By 2021, the Government of Somaliland will allocate 2% annual budget for the promotion of gender equality and the empowerment of all women and girls at SOC 5 - 6 all levels SOC 10 - 1 By 2021, the Government of Somaliland will enact and adapt non-discriminatory policies and legislations YOUTH YOU 1 - 1 By 2021, will reduce the number of youth aged 15-35 living in poverty based on Somaliland definitions by 15% ✓ YOU 1 - 2 By 2021, 2% of youth aged 15-35 will be able to access financial services and microfinancing ✓ YOU 1 - 3 By 2021, the Government of Somaliland with international partners to establish a cross-ministry Youth and Sports Development Fund ✓ YOU 1 - 4 By 2018, the Government of Somaliland will have a pro-poor and gender sensitive Youth Policy By 2021, 50% of Somaliland Youth aged 15-35 will be aware of preventative measures to avoid contracting AIDS, tuberculosis, malaria and neglected tropical YOU 3 - 1 diseases and combat hepatitis, water-borne diseases and other communicable diseases YOU 3 - 2 By 2021, 50% of Somaliland Youth aged 15-35 will be aware of the negative effects of Khat and other narcotic drugs including opportunities for treatment YOU 3 - 3 By 2021, the Government of Somaliland will seek to reduce the number of traffic related deaths amongst Youth aged 15-35 by 25% YOU 3 - 4 By 2021, 60% of Somaliland youth will engage in sport, physical exercise and productive leisure activities ✓ YOU 4 - 1 By 2021, 30% of Somaliland Youth aged 15-35 will have access to an accredited vocational or higher education training course 57 Outcome Prioritised YOU 4 - 2 By 2021, 30% of Somaliland Youth aged 15-35 will have basic ICT skills and literacy YOU 4 - 3 By 2021, reduce proportion of youth in the vocational training and tertiary education access disparities between male and female Youth by 20% YOU 4 - 4 By 2021, reduce proportion of youth in the vocational training and tertiary education access disparities between rural and urban Youth by 15% YOU 4 - 5 By 2021, reduce proportion of youth in the vocational training and tertiary education access disparities between those Youth with and without disability by 10% YOU 4 - 6 By 2021, 62% male Youth aged between 15-35 will be literate YOU 4 - 7 By 2021, 57% female Youth aged between 15-35 will be literate YOU 8 - 1 By 2019, Somaliland will have a functioning Youth Job Creation and Entrepreneurship Policy YOU 8 - 2 By 2021, 75% of Somaliland youth aged 15-35 will be in some form of employment, education or training ✓ YOU 8 - 3 By 2021, Somaliland Government will have an effective and practical policy prohibiting human trafficking YOU 16 - 1 By 2021, the Government of Somaliland will have reduced individual participation in youth violence by 25% YOU 16 - 2 By 2021, reduce female youth exploitation and rape by 50% YOU 16 - 3 By 2021, will seek to have 30% of Somaliland political decision-making positions (Local Government/Parliament/MDAs) being youth aged 15-35 YOU 17 - 1 By 2021, the Government of Somaliland will hold 5 National Youth Development Coordination and Monitoring Conferences

58 NNEX 4. Cross-sector dependencies and impacts of the education sector

EDUCATION ENERGY AND PRODUCTION GOVERNANCE ECONOMY HEALTH WASH ENVIRONMENT EXTRACTIVES

EDU3-1 70% of secondary HEA2 – 1. By 2021, WSH3 – 1. By 2021, ENV12 – 1. By 2021, develop and apply legal school students are aware of reduce the number reduce water- framework to achieve environmentally sound reproductive and of children who are borne, water management of chemicals and all wastes communicable health issues stunted by 15% and washed and water reduce child related diseases by wasting to less than 10% 10%

EDU4-1 female gross Indirect benefit to production Improved equity and Indirect benefit to enrolment rate in primary and economy rights production and education will increase to economy GOV5 – 1: By 2021, 52% reduce all forms of discrimination against all women

EDU4-2 female gross Indirect benefit to production Improved equity and Indirect benefit to enrolment rate in secondary and economy rights production and education will increase to economy GOV5 – 1: By 2021, 28% reduce all forms of discrimination against all women

GOV5 – 2: By 2021, increase and promote the number of female workers in leadership positions in the public sector to 20%

EDU4-3 male gross Indirect benefit to production Indirect benefit to enrolment rate in primary and economy production and education will increase to economy 56%

59 EDU4-4 male gross Indirect benefit to production Indirect benefit to enrolment rate in secondary and economy production and education will increase to economy 34%

male and female enrolment EEX 4-2. By 2021, 70% of PRO2 – 2. By 2021, ECO8 – 3. By 2021, in all TVET course programs students studying energy agricultural production yield Somaliland will devise will increase to 10,000 based courses will meet per hectare will increase by development and students minimum competency 20% entrepreneurship- standards as required by the oriented policy Sector framework

EEX 4-3. By 2021, the number of students studying energy based TVET courses will increase by 70% over 2016 levels

100% of University and EEX 4-2. By 2021, 70% of PRO2 – 2. By 2021, ECO8 – 3. By 2021, TVET providers will be students studying energy- agricultural production yield Somaliland will devise accredited and meet based courses will meet per hectare will increase by development and minimum standards on minimum competency 20% entrepreneurship- curriculum, resources and standards as required by the oriented policy teaching capacity Sector framework

60% TVET graduates have EEX 4-2. By 2021, 70% of PRO2 – 2. By 2021, ECO8 – 3. By 2021, gained employment in their students studying energy- agricultural production yield Somaliland will devise respective specialty 12 based courses will meet per hectare will increase by development and months after graduation and minimum competency 20% entrepreneurship- national service standards as required by the oriented policy Sector framework

10% of current primary and Improved equity and secondary schools and 100% rights of new buildings must meet minimum infrastructure requirements including safe water supply; disable access; green space; male/female latrines and secure walls

60 70% of primary school Will indirectly enhance Will indirectly enhance Will indirectly Will indirectly Will indirectly Will indirectly enhance teachers will meet minimum enhance enhance enhance teacher competency standards and qualification requirements

80% of secondary school Will indirectly enhance Will indirectly enhance Will indirectly Will indirectly Will indirectly Will indirectly enhance teachers will meet minimum enhance enhance enhance teacher competency standards and qualification requirements

100% of teachers will be Will indirectly enhance Will indirectly enhance Will indirectly Will indirectly Will indirectly Will indirectly enhance registered and certified enhance enhance enhance formally through the Ministry of Education

61 ANNEX 5. PRIORITIES IDENTIFIED BY THE REGIONS

Awdal Marodijeeh Sahil Togdheer Sool Sanaag 1. Technical Vocational 1. Technical Vocational 1. Technical Vocational 1. Polytechnic schools project 1.Education infrastructure and 1. School feeding project in Education and Training (TVET) Education and Training (TVET) Education and Training (TVET) (rebuild of Burao polytechnic capacity building program for Rural areas (increasing regional Project for the construction of Project for the construction of Project for institute) the teachers education facility) 4 TVET centers for women in o Renewable Energy Studies establishing vocational training the 4 urban towns and Research Institute, school and o Water Development Studies and Research Institute

2. Primary Education 2. Institutionalizing Islamic 2. Institutionalizing Islamic 2. School feeding project in the 2.Establishing of the poly 2. Building Technical institute Improvement Project for studies (Macaahid) and Koranic studies and Koranic schools by rural areas technical institute of Sanaag Region teacher training. schools by standardizing standardizing curriculum and curriculum and training training teachers through teachers through collaboration collaboration between the between the Ministry of Ministry of Education and Education and Ministry of Ministry of Religion Religion.

3. Primary Education Improvement Project for constructing and equipping Teacher training institute

o 4. Establishing Caring/educating centre for vulnerable children