Key indicatorsEducation Cluster Indicators
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AWDAL
WOQOOYI GALBEED
TOGDHEER
SOOL
SANAAG
BARI
NUGAAL
MUDUG
GALGADUUD
HIRAAN
MIDDLE SHABELLE
BANADIR
LOWER SHABELLE
BAY
BAKOOL
GEDO
MIDDLE JUBA
LOWER JUBA
66
55
2,0392,473
Indicators targeted - achieved
Analysis
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AWDAL
WOQOOYI GALBEED
TOGDHEERSOOL
SANAAGBARI
NUGAAL
MUDUG
GALGADUUD
HIRAAN
MIDDLE SHABELLE
BANADIR
LOWER SHABELLE
BAY
BAKOOL
GEDO
MIDDLE JUBA
LOWER JUBA
Number of projects by region
Number of learning spaces rehabilitated /constructed that meet
INEE minimum standards for facilities ( particularly space)
Targeted
Achieved
Indicators
Number of students (disaggregated by gender) enrolled in formal
and non-formal schools andbenefiting from a protective
environment
1- 3
4 - 7
> 7
Funded by:
Cluster Indicators Targeted
AchievedNumber of indicator reported in projects
Number of learning spaces rehabilitated/constructed that meet INEE minimum standards for facilities (particularly space)
11 11 2
Number of students (disaggregated by gender) enrolled in formal and non‐formal schools and benefiting from a protective environment
2,473 2,039 1
Grand Total 2484 2050 3
Both CHF funded projects involved the rehabilitation of school
infrastructure and teacher training programs. The project in Lower
Shabelle had an additional school feeding program component for
students, teaching and non-teaching staff. The project also
incorporated teacher training in psychosocial support and
pedagogical skills and life skills training for enrolled students.
The project realized an increment in the number of pupils
registered due to both improved facilities and the provision of a
daily hot meal. At the time of its inception, the community was
facing challenges due to insecurity and a prolonged drought which
also resulted in movements of people including teachers and pupils
out of the area but conversely saw an increment in the numbers
enrolled in schools.
The project in Bari was part of an integrated CHF program to
support IDPs in Puntland. The education component sought to support
basic education in the IDP camp through the construction and
rehabilitation of educational infrastructure and the provision of
classroom furniture and the construction of a community centre.
Teachers and community education committees also benefited from
training.
Achievements
Consistently inadequate funding remains one of the cluster’s
biggest limitations. The nature of the crisis in Somalia has led to
the prioritization of emergency lifesaving response over longer
term programming. The cluster’s achievement of its objectives is
also hampered by untrained teachers, poor infrastructure and lack
of effective governance systems.
Girls’ enrollment and attendance and the lack of qualified women
teachers due to cultural and social limitations remain a cause for
concern as it fosters the existing gender disparities. Cluster
partners are increasingly including specific gender plans in their
proposals to increase the participation of women in education
committees, teaching personnel and sensitization on girls’
enrolment. An effort to address child recruitment through the
prioritization of vocational training for young people was hindered
by financing shortages.
Challenges
Community Education Committees (CECs) play a vital role in the
governance and sustainability of education institutions in the
absence of the Ministry of Education and the cluster will continue
to emphasize capacity building support for CECs.Teacher incentives
are vital to support emergency education programs in IDP
settlements and emergency affected areas.School feeding programmes
in emergency affected areas not only improve pupils’ nutritional
status but facilitate their attendance and retention in school
Best practices/ Lessons learned
The boundaries and names shown and the designations used on this
map do not imply official endorsement or acceptance by the United
Nations.
The project information presented above was subject to
alterations and adjustments
Source: UNICEF Somalia
