ASSESSMENT OF THE EDUCATION, LIVELIHOODS, LIVING CONDITIONS AND WELFARE OF SOMALI PASTORALISTS A Representative, Multi-Sectoral Survey Conducted to Provide a Baseline for Programming for Pastoralist Communities United Nations Educational, Scientific and Cultural Organization ASSESSMENT OF THE EDUCATION, LIVELIHOODS, LIVING CONDITIONS AND WELFARE OF SOMALI PASTORALISTS A Representative, Multi-Sectoral Survey Conducted to Provide a Baseline for Programming Roy Carr-Hill and David Ondijo With assistance from Dr. Marla Stone for Adeso December 2011 Funded by DfID and UNICEF United Nations Educational, Scientific and Cultural Organization Cover image © Adeso © UNICEF Printing: Publishing Services Section, UNON, Nairobi-Kenya, ISO 14001:2004 certified FOREWORD The non-sedentary lifestyle of pastoralists translates to a unique set of development needs as well as vulnerabilities to environmental changes and conflict. For many years, we have been working closely with pastoralists and pastoralist drop-outs, and we remain committed to improving livelihoods and enabling communities to stand on their own feet. Our work with pastoralist youth in the North of Somalia, though moderate in terms of the numbers addressed, has taught us that through evidence-informed and locally- tailored interventions we can have a positive and sustainable impact. Research, including situational assessments, form a vital part of Adeso’s (formerly Horn Relief) strategic planning, programming, and advocacy work. When seeking to develop successful and innovative programs or interventions, comprehensive information on the needs of beneficiaries is indeed of paramount importance. Among other things, it allows for planning that is based on evidence as opposed to assumptions, and it facilitates the appropriate targeting of locations, activities, and beneficiaries. Situational assessments such as this one also provide benchmarks upon which progress can be monitored and impact evaluated at the end of a program’s life span. This report presents the findings of a situational assessment of pastoralists which was carried out in six regions of the greater Somali territory over a 2-month period. The analysis captures up to date information about the needs of pastoralists, focusing on why they are, or aren’t, accessing services and what they would see as the most appropriate organization of services for their circumstances. This in turn helps bring to the fore the complexities, challenges and opportunities that exist in providing quality services such as education, health, water, hygiene and sanitation, and secure livelihoods for these communities. It is our hope that the data presented here will be used to inform the design of program and project interventions that can reach greater numbers and wider areas, and further contribute to improving the livelihoods of pastoralists. Several people and institutions participated in this study and their contributions are highly appreciated. These include the Planning, Monitoring and Evaluation Section within UNICEF, particularly Sicily Matu, other representatives from UNICEF’s program sections (Education, Health, WASH, Nutrition and Child Protection), ILO, FSNAU, MMM Learning and Development, Save the Children and Africa Educational Trust (AET), all of whom provided input and feedback for the study from inception to the end. Gratitude is extended to CISP who provided both material and logistical support in one of the study sites. A special thank you goes to our consultants, Roy Carr-Hill, David Ondijo and Marla Stone, who designed the study, analyzed the voluminous data and compiled this report. I would also like to take this opportunity to highlight the support provided by Adeso’s Nairobi and field staff, whose assistance was paramount to the success of the study. In particular, I would like to thank Deqa Saleh and Ibrahim Shire, who coordinated training and fieldwork activities, and Morris Kolubah who played an instrumental role by coordinating the finalization of this report. Finally, we are grateful to all the household respondents, head teachers, elders, members of focus group discussions and all key informants for providing the vital information upon which this report is based. The funders, DfID and UNICEF, also deserve recognition and thanks for their foresight in funding this critical study. Degan Ali Executive Director, Adeso SECTION | FOREWORD 3 CONTENTS Foreword ............................................................................................................................................................................3 Terms and Abbreviations ...............................................................................................................................................10 Operational Definitions .................................................................................................................................................11 Executive Summary ........................................................................................................................................................12 Chapter 1: Introduction ............................................................................................................................................16 1.1 Background ................................................................................................................................................................................................16 1.2 Rationale For This Assessment........................................................................................................................................................16 1.3 Objectives Of The Pastoralist Situational Assessment ......................................................................................................17 1.4 Stakeholders ..............................................................................................................................................................................................17 Chapter 2: Literature Review ..................................................................................................................................18 2.1 Introduction ...............................................................................................................................................................................................18 2.2 Sectoral Analysis .....................................................................................................................................................................................18 Chapter 3: Methodology ..........................................................................................................................................21 3.1 Study Area ..................................................................................................................................................................................................21 3.2 Choice of Sites and Sub-Sites, Sampling, Sample Size .......................................................................................................22 3.3 Instruments ................................................................................................................................................................................................22 3.4 Training and Data Collection ...........................................................................................................................................................24 3.5 Data Processing and Analysis ..........................................................................................................................................................24 Chapter 4: General Information about Pastoralist .............................................................................................26 4.1 Introduction ...............................................................................................................................................................................................26 4.2 Household Structure ...........................................................................................................................................................................26 4.3 Fuel and Materials used in Housing .............................................................................................................................................27 4.4 Contacts with Towns and Transport ............................................................................................................................................28 4.5 Characteristics and Movements of Pastoralist Groups ....................................................................................................28 Chapter 5: Education and Learning ........................................................................................................................30 5.1 Pastoralist Experiences with Education .....................................................................................................................................30 5.2 Learning Environment in Household ..........................................................................................................................................36 5.3 Supply of Formal Education Services .........................................................................................................................................40 5.4 Acceptability and Appropriateness of Formal Schools: