Distribution: limited

somalia

Serial No. 1826, BMS .RD/EDMParis, March 1970

FR/TA/SOMALED 12

Teacher Train ing

21 January 1962 to31 December 1969

by M. El-Shibiny

unesco

TABLE OF CONTENI'S

GENERAL REVIEW OF SOMALI EDUCATION AND T.2:ACHER TRAINING .., . 1

A. Historical background •••••••••••••••••••••••••••••••••••••••••• 1

B. Present situation of sChool education • ••••••• It . 2

Media of instruction ••••••••••••••••••••••••••••••••••••••••

Text and reference books ••••••••••••••••••••••••••••••••••••

School inspection, administration, and follow-up ofteachers f achievements ••••••••••••••••••••••••••••••••••••••

School and teacher population •••••••••••••••••••••••••••••••

Unification of curricula ••••••••••••••••••••••••••••••••••••

2

2

3

4

556. ., .social sciences

visual aids •••••••••••••••••••••••••••••••••••••TaaChing of

Teaching of

1.

2.

3.4.

5.6.7.

II. PRE-SERVICE TRAINING OF TEACHERS . " " .. 7

TrC TakaS\ls " __ __

'!'re liarge1sa .

TrC Ma.g1strale .

N'l'EC Afgoi ......... ,. __ It lilt .

778

8

Ill. IN-SERVICE PRIMARY SCHOOL TEACHERS •••••••••••••••••••••••••••••••• 9

Posts for teachers recorded and not actually teaching ••••••••••••• 9In-service teachers aotually assuming duties in schools ••••••••••• 9Standard of qualifications of in-service teachers ••••••••••••••••• 10

categories of in-service teachers under training •••••••••••••••••• 10

IV. UNESCO/UNICEF FIVE-YEAR PLAN IN TEACHER TRAINING . .. 11

The plan. in su.rrunary ••••• .,......................................................... 11

Implementation of the plan •••••••••••••••••••••••••••••••••••••••• 12

Unicef and government financial commitment •••••••••••••••••••••••• 13

v. RECOMMENDATIONS .. .. 13

Appendix I •.•••........••........•..............•............ 19

Serial No. 1826

TEACHER TRAINING IN SOMALIA

1. GENERAL REVIE\'1 OF SOMALI EDUCATION AND TEACHER TRAINING

A. Historical backgrOlmd

1. In July 1960 Somalia became independent. The British Somaliland in theNorth and the Italian Somaliland in the South joined together to constitute

a single sovereign State. On 21 October 19697 after a series of political events 7

the army seized power and assumed responsibility over the country.

2. Though in 1960 political unification was achieved, there were other majorissues at stake which required immediate integration, such as the educa­

tional system, the financial rules and regulations 7 the administrative laws etc.The integration of Somalia, after a partition of approximately 80 years, had tobe achieved gradually and systematically.

3. In education Somalia inherited two different educational systems with com-pletely different laws, educational ladder, curriculum structure, educational

administration and teacher-training progranmes. Since 1960 the Ministry ofEducation has been doing its utmost to achieve a complete realization of a uni­fied educational system in the country including an established level for teachereducation both in pre-service aL1d in-service training.

4. In the North, the ladder of education was: .3 years elementary, 4 inter-mediate and 4 secondary. The language of instruction was Arabic for elemen­

tary and English for intermediate and secondary. English was taught as a subjectin grade 2 elementary and Arabic became a subject-matter in the intermediate andsecondary schools. The trend in the curriculum was mainly geared to the Britisheducation system and students of secondary schools were prepared for the G.C.E.of the University of London. However, in the elementary and intermediate schoolsthe Somali environmental conditions were taken into consideration, to a certaineA"tent, in the curriculum. In teacher training a centre for preparing elementaryschool teachers was established in 1946 at Sheikh and transferred later to Amoud.students admitted to this centre held an intermediate school certificate. Theduration of the course varied from 2 years I intensive training to a one--year crashcourse. Successful candidates were granted scholarships for a period of two orthree years in England and Sudan to be prepared to teach in intermediate schools.

5. In the South, the structure of education was of a different nature. Whilethe number of years of schooling from elementary to secondary was 11 in the

North, it was 12 years in the South. The latter was 5 years elementary, 3 inter­mediate, and 4 secondary. The language of instruction for all subjects wasItalian. Arabic was a subject in the primary stage of schooling. The curriculai:Tere chiefly geared to the Italian system of education. In 1951 a teacher­training centre was upgraded and provided a 2-year course for students holdingthe intermediate school certificate. students who graduated from the 'ITCf1agistrale and secondary schools were given the opportunity to receive 2 yearsof higher education in the University Institute at Mogadisc10, after which they\'Tere able to complete their university education in Italy.

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6. In 1965 the elementary school syllabus for the North and South was unifiedand the educe.tiona1 ladder became 4-4-4. In 1966 the intermediate school

syllabus was gradually introduced from grade 5. The medium of instruction atthe elementary level became Arabic with English introduced as a subject fromgrade 2. In intermediate and secondary education English became the language ofinstruction with Arabic as a subject. Several attempts were made to unify thestandard of admission to teacheI'-training centres and to establish a certainacademic and professional level for the pre-service training of teachers.

B. Present situation of school education affecting teaching conditions

7. Since independence the Ministry of Education, with the technical and financialassistance of Unesco, Unicef, friendly governments and other organizations,

has encountered basic difficulties especially in integrating the school syllabuses,upgrading unqualified teachers, preparing pre-service teachers, providing educa­tional equipment and materials, and building more schools and classrooms. Inunifying and improving the two different systems in the North and South thelIinistry was able to achieve an outstanding improvement in a short period. How­ever, the road has been long and the betterment of the present system of educationand teacher training requires more assistance and more collective efforts.

8. In order to be aware of the various aspects of Somali education and itseffect on teacher education, it is essential to present a brief review of

the present situation and the major difficulties which teacher education programmesare confronting.

1. Media of instruction

9. Though the Somali language is spoken by the entire Somali population, it isnot yet written and therefore is not used as medium of 1:J.8truction at any

stage of schooling. Thus, Arabic, English and Italian are still used as languagesof instruction. The Ministry realizes that Somali children are under a greathandicap as they start receiving formal education in languages which are foreignto them.

10. In order for children to enjoy the merit of expressing themselves in theirmother tongue, the elementary school curriculum encourages the teachers to

provide experience in Somali songs, folklores and Somali stories to their pupils.As soon as a decision is made on the writing of the Somali language it will begradually introduced into the educational system. In this case, greater respon­sibility will be shouldered by the training centres to prepare teachers andretrain in-service teachers in the use of the Somali language as a madium of. ins­truction.

2. School and teacher population

11. In comparison with other developing countries, the pre-university schoolpopulation in Somalia is relatively low. If we take the estimated figure of

3,000,000 as the entire population it appears that only 1.2$ of them are onlyaccoornodated in the government primary and secondary schools.

12. The following table shows the number of schools, classes, enrolment ofstudents, and standard of teachers in the three stages of pre-university

education for the year 1968-1969. It appears from the statistics that, out of

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the total population of 38,211 students, 64~ are enrolled in elementary schools,28% in intermediate and 8~ in secondary. The sub-qualified in-service teachersare estimated at 46% of the total number of 1,368.

Type Schools Classes Students Teachers Unq. Unq.(estd. ) %

Elementary 183 763 24,562 813 400(1) 50

Intermediate 57 289 10,708 373 200(2) 48Secondary 14 101 2,951 182 57(3) 36

Total: 254 1,153 38,211 1,368 657 46

(1) These teachers have qualifications less than full certificate ofprimary school teaching i.e. intermediate education plus 3-yearteacher training. Some have received less than intermediateeducation.

(2) These teachers were trained in Italian, and are not capable ofcarrying out instruction in English as required by the new integratedsyllabus for intermediate schools.

(3) These teachers have qualifications less than university degree.

3. Unification of curricula

13. As was mentioned earlier, the Ministry of Education in 1960 faced a basicproblem in integrating the educational systems in the two parts of Somalia,

the North and South. The curricula introduced into schools and teacher-trainingcentres in the North (the former British Somaliland) and in the South (the formerItalian Somaliland) were completely different from each other due to historicaland other reasons. The former was inspired by the British and the latter by theItalian system of education.

14. In 1962, at the recommendation of the Unesco Educational Planning Group,the Ministry started to take immediate steps tQlrlards the unification of the

educational lacider, the media of instruction, the syllabuses for schools andstandardization of programmes in teacher education. The year 1965 witnessed aturning point in the history of Somali education. In that year a comprehensivesyllabus was laid down for elementary schools and was introduced into the first4 grades of formal education. In addition, the Teacher Training Centre atHargeisa was upgraded from a one-year crash course to 3-years' intensive trainingfor pre-service training of elementary school teachers. This step paved the wayfor further unification of the intermediate and secondary education in additionto more standardization in teacher-training programnes.

15. Though the Ministry introduced the new integrated syllabus into all 4grades of the elementary stage in one year, it was necessary to apply the

new intermediate school sylle.bus gradually, year by year, because of the dif­ficulty in the language of instruction in the South on the one hand, and in the

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preparation of trained teachers to teach the syllabus on the other hand. In1966-1967 the unified syllabus, with English as a medium of instruction, wascarried out in grade 5 in intermediate schools. Emergency courses for retrainingin-service teachers were held in all regions of Somalia to increase their skillsand abilities in teaching the new syllabuses and in the use of the requiredlanguage of instruction. In 1969-1970 Plpils in the South as well as the Northwill complete their intermediate education in English and a standardized examina­tion will take place. Consequently, English as a language of instruction willbe introduced in grade 1 of secondary schools in the South in July 1970 and thesecondary school syllabus will be unified in the Rep.tblic for the first time inits history. All such needed changes in the syllabuses have greatly affected

. the teacher-training programmes. Workshops, refresher COltt'SeS and seminars havebeen actively organized with the assistance of the Unesco teacher-training teamin order to keep the teachers abreast of the new contents introduced into thesyllabuses and to increase their skills in the languages to be taught in schools.

4. School inspection, administration and follow-up ofteachers t achievements

16. In order to develop an understanding of the difficulties in systematicallyfollowing up achievements of teachers in their schools which are scattered

over vast areas, it is necessary to throw some light on the geographical structureof the country. The Somali Rep.1blic has an area of 600,000 kilomet!'es, approxi­mately the same area as T'llrkey, Afghanistan and France. The population isroughly estimated at about 3,000,000 inhabitants. Two-thirds of them live innomadic areas. Schools are situated in major towns, villages and nomadic set­tled communities in 8 regions. Transportation creates a major difficulty forregional inspectors to reach schools in outlying areas. In order to strengthenthe inspection programme for schools, Unicef has provided 24 vehicles (land­rovers) distributed to the regional offices for inspection services.

17. As schools are scattered O'rer vast areas in the 8 regions of Somalia it wasnecessary for the Ministry of Education to decentralize its school adminis­

tration and inspection services. This was carried out in order to secure theefficient supervision of in-service teachers and headmasters posted at a greatdistance from the capital. Therefore, the Ministry of Education established ineach region a team of senior officials comprising a regional education officerand a regional school inspector, assisted by a typist, a secretary and a store­keeper.

18. The Regional Education Officer posted in a given region is mainly reSPonsiblefor the administration and financial aspect of all schools in his· region.

He is in charge of payment of salaries for headmasters, teachers and subordinates,of providing facilities for the boarding schools, distributing educational equip­ment and materials, providing textbooks and stationery, transferring teachersand selecting sites for building new schools and additional classrooms. In themeantime he represents the Ministry in all local activities and municipal affairs.

19. The Regional School Inspector assumes responsibility for all professionalaspects of education in his region. His chief function is to keep an eye

on the academic standard of his teachers and pupils. He pays regular on-the-spotvisits to schools for the Plrpose of providing technical advice and guidance inthe appropriate methods of teaching the syllabuses efficiently. He organizes

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conferences, seminars, and workshops in order to follow up the achievements ofin-service teachers and to share experiences and ideas in methods of raising theacademic standard of pupils. He supervises the examination of schools andcollects statistics requested by the authorities. All inspectors in Somalia par­ticipated in a series of conferences and workshops held with the assistance ofthe Unesco teacher-training team in order to increase their skills and elevatetheir standard in methods of guiding their teachers.

5. Text and reference books

20. It is apparent that Somali teachers are severely handicapped by the lack ofsufficient and appropriate text and reference books at all stages of school­

ing. In the present situation the teacher, in most cases, performs his dutiesin class without Imlch assistance from text or reference books adapted to the newintegrated syllabuses. Without doubt this state of affairs is hindering theefficient academic running of schools.

21. Of course the Ministry is quite aware of this obstacle, which is mainly theresult of financial difficulties. The problem as it stands is the dependence

of Somali education upon imported books from abroad. Such books are not onlyrelatively expensive but in most cases are inappropriate to the contents of inte­grated syllabuses taught in schools.

22. In order for the pupils and teachers not to suffer from lack of textbooks,an agreement was reached with Unicef to assist a project for preparing and

printing experimental textbooks and teachers' handbooks in the National Tee.cherEducation Centre at Afgoi. It was agreed that textbooks and teachers' handbooksfor elementary and intermediate schools should be prepared during the academicyear 1969-1970 and distributed to selected schools for experimentation. Acompetition for writing 8 elementary text and handbooks was advertised in Novem­ber 1969 in the Somali newspapers and a working party, including the Unescoexperts in social sciences, English, and curriculum development, was set up toselect and edit the books. These books are in the following fields:

1. Soma.li geography for grade III - pupils' readers with teachers'handbook.

2. Somali history for grade IV - pupils' readers with teachers' handbook.

3. Natural science for grade III - teachers' handbooks and pupils' readers.

4. Natural science for grade rv - teachers' handbooks and pupils' readers.

5. Somali stories for grade I - teachers' handbooks.

6. Somali stories for grade 11 - teachers' handbooks.

7. Social and natural environment for grade I - teachers' handbook.

8. Social and natural environment for grade 11 - teachers' handbook.

6. Teae;!Ung \]f visua! B:.ids

23. Tue existing situation of teaching e.ids in schools is the same as that oftextbooks. It is universally accepted that educational processes may not

become motivating and interestL~g to a child without using visual aids. TheAfrican t;hild, for' example, s...1-1O~11d have maps showing the different geog.....-.aphical

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conditions of his country, his continent and the world at large. In science heshould see slides, models, charts and use equipment related to his science sylla­buses. These and many other visual aids and basic supplies are generally missingfrom the schools in an era in which education is widely imparted through audio­visual devices to children.

24. Even the visual materials provided to schools have to be imported fromabroad. In many instances such materials are unrela.ted to the environmental

conditions of the Somali and African conditions. The Unesco team therefore pro­posed the establishment of a visual aids centre for producing teaching materials.The government, w:lth the active assistance of Unesco and Unicef, established anAUdio·visual Aids Centre in the TTC Magistrale in 1965 and in 1968 it was shiftedto the National Teacher Education Centre at Afgoi. The centre was establishedmainly to train pre-service and in-service teachers in methods and techniques ofpreparing and producing slmple visual aids for teaching their respective subJect­areas in schools. Many experimental teaching aids were prepared during refreshercourses held in the centre for primary teachers. Unicef in its commitment toassist Somali education will supply this centre with essential equipment andmaterials so that production of such aids for schools will be possible.

7. Teaching of social sciences

25. One of the most essential features of primary school education is that thechild should develop an integral understanding of the geographical resources

and natural conditions of his comrmmity, and of how people use and exploit suchresources for better living. Historical facts and knowledge of leading eventswhich took place in the child's country and his continent are basic experiencesto be provided. It is also equally important to help children to become acquain­ted with forms of local and national administration governing his village, hisregion and his country. The African child, whose country and continent are inthe process of unprecedented change, should acquire more experience related togeographical, historical and political conditions which take place in his Africancommunity"

26. The syllabus which Somalia inherited during its long period of colonizationhad overlooked such basic social and civic requirements of child education,

especially in gearing school instruction in social stUdies to the geographical,historical and political situation of the Somali comnnmities. The new integratedsyllabuses, which the Ministry of Education with the assistance of Unesco expertsintroduced (elementary 1965 and intermediate 1967), have taken into considerationthe significance of providing fundamental educational instruction and activitiesto help the Somali child develop an integrated understanding. of community struc·ture and resources, community culture and folklore, community history andvalues, and community administrative and political structure as related to Africaas a whole. This is in addition to widening the scope of the Somali c.h'::J.d'sknowledge of the geographical and historical factors of the world at large.

Z7. Four major obstacles have confronted the teaching of social studies inSomali primary schools:

Firstly:

Serial No. 1826

The most striking difficulty was the change in the languageof instruction in the South (two thirds ef the entire pOp'.llation)from Italian 'to Arabic in 1965 and to English in intermediateschools in 1966. This change necessitated the retraining of

- 7 -

approximately 650 teachers in the South by means of intensiveand refresher courses in the use of these languages in teachingsocial studies. These teachers were all trained in Italian andwere giving their instruction in this language.

Secondly: The change in the contents of the syllabus in social studies,and the introduction of new knowledge and facts, meant pro­viding all teachers with detailed instructional materials inhow to teach them comPetently. This was achieved throughrefresher courses, workshops and on-the-spot visits to teachersin their schools.

Thirdly: Again we should mention that textbooks for pupils geared to thesyllabus of social stUdies did not exist. We have selectedunder the Unesco/Unicef programme the most appropriate referencebooks and handbooks for teachers in pilot intermediate andelementary schools. Inspectors of schools have attended a seriesof workshops in which guidance was given to them in how to teachthe new integrated syllabus and in the use of books for teachingdifferent subjects including social stUdies.

Fourthly: Teaching aids for teaching social studies are of equal importance.As all such aids are imported, a series of workshops and refreshercourses were held in the National Teacher Education Centre atAfgoi (South) and the Vocational Institute (North) to train aselected number of teachers to increase their skills and abilitiesin preparing and producing visual-aids material for all subject­areas in primary education.

II. PRE-SERV!CE TRAINING OF TEACHERS

28. Before 1967 four training centres for preparing pre-service primary teacherswere functioning in Somalia, namely, TrC Hargeisa, TTC Magistrale, TI'C

Takasus, and NTEC Mgoi. The first centre was established in the North and thelast three in the South.

29. TTC Hargeisa: The first centre for training elementary school teachers wasestablished 8.t Sheikh in 1946 and provided a one-year course. In 1952 the

centre was upgraded to a 2-year course for intermediate school certificate­holders. The aim of the centre was to prepare teachers for both elementary andintermediate schools. The centre was then transferred to Amoud and as from1961-1962 a one-year crash course was offered to students holding intermediateschool certificates to train as elementary teachers. Again in 1964-1965 thecentre was shifted to Hargeisa where a 3-year course of teacher training wasgiven. Students remained foX' 2 years at TI'C Hargeisa, after which they weretransferred to NTEC, Mgoi, for a further one-year course. In 1966-1967 thecentre ceased to train pre-service teachers.

30. 'ITC Magistra.1e: During the Italian occupation of the South a centre forpreparing elementary school teachers was established in 1946. It started

with a one-year crash course for 24 assistant Somali teachers. The purpose ofthe centre was to upgrade the assistant teachers to a teaching diploma level inorder to qualify them as teachers for elementary education. At that time all

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teachers of primary schools were Italia.is and all Somali teachers were assistants,responsible only for teaching the Arabic syllabus.

In 1951, 1n the first year of the Italian Trusteeship Administration theTrC Magistrale was upgraded to a 3-year oourse for holders of the intermediateschool certificate. This was in addition to refresher courses for in-serviceteachers to raiae their qualifications.

In July 1965 the TrC Magistrale ceased to admit new intakes. In April 1968the last group of pre-service teachers were graduated and Magistrale no longerserved as a centre for training pre-service teachers.

31. TrC Take-sas:· The word Takasus means specialization. Teachers who graduatedfrOm this centre were specialized in teaching Arabic in elementary schools

in addition to other silbjects taught in Arabic. This centre was attached to theInstitute for Islamic studies, which offered four years of intermediate educationand two years for preparing teachers for elementary schools. The year 1967 witnes­sed the last group of teachers to graduate from this centre. The centre ceasedto function afte r that date and was converted to a secondary school.

32. NTEC Mgoi: In 1960 the Ministry of Education requested the USAID to cons-truct a National Teacher Education Centre for training primary school

teachers. The USAID agreed to undertake the project and signed a contract wi.ththe Eastern Michigan University to provide a team of highly qualified adviserswho would academically assist the Ministry in run..i1ng this Centre. A survey teamfrom the Eastern Michigan University arrived in Somalia to study the educationalsituation and advised on the planning and implementation of the project. In 1963the building was sufficiently completed to admit the first group of 75 students,divided into 3 classes. In June of that year the members of the Eastern MichiganUniversity Team began arriving at the centre.

To date 4 groups have graduated - 57 in April 1966, 91 in 1967, 82 in 1968and 48 in 1969. The four groups have bee.'l appointed mainly in intermediateschools with the financial assistance of Unicef. NTEC admitted students who hadsuccessfully completed their intermediate education, a total of 8 years r formaleducation. The duration of the course is 3 years, after which the graduatesbecome certified primary school teachers. The language of instruction 1s Englishwith Arabic as a subject-matterin this centre.

33. In 1968 the Ministry of Education upgraded NTEC to a College of Educationto produce teachers for secondary schools. A 4-year programme of University

education was laid down. The required qualification for admission to the collegeis the secondary school certificate. Students who successfully complete thecourse will obtain either a Bachelor of Arts or Science degree. At present thereare two groups of students in the College: Freshmen~62 and Sophomore-46.

With the upgrading of NTEC to College of Education is ceased to admit newgroups to be prepared for primary education. In 1968-1969 no students wereenrolled for this purpose and in April 1970 the last group of 50 primary schoolteachers will graduate from NTEC.

34. Because of the most urgent need to prepare primary school teachers, and asa temporary measure, NTEC admitted in August 1969 50 students with secondary

school certificate for an intensive one-year 'training programme. As these students

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graduated from non-English schools, it may become necessary to extend their pro­gramme to two years. In the meantime the Ministry of Education has adopted thepolicy that the minimum qualifications for primary school teachers are thesecondary school certificate plus one or two years of teacher training.

35. In oonclusion it should be mentioned that Somalia at present has no pemenentinstitute for preparing primary school teachers. All the four teacher eduoa­

tion centres for primary p.d::lcation mentioned abovehave been abolished.. Thiscreates a serious obstacle to the future of elementary and intermediate schoolsin the country.

Ill. IN-SERVICE PRIMARY SCHOOL TEACHERS

36. For the academic year 1968-1969 statistics show that there are 1,771 Somaliand expatriate teachers in elementary and intermediate schools attached to

the Ministry of Education. Somali teachers fall into three main categories:First, those who are permanent and whose posts are recorded in the governmentestablishment; Second, those who are on a contract basis and have not yet becomepermenent; Third, those who are paid by Unicef and are temporary.

The table below shows the number of teachers and their positions in theHinistry:

178 Posts of Somali Headmasters shown in the establishment.1,380 Posts of Somali teachers shown in the establishment.

Z7 Posts of Somali teachers on contract basis.60 Posts of temporary Somali teachers aided by Unicef.

6 Posts of Italian teachers on contract basis.4 Aid-Italian teachers.

33 Aid-UAR teachers.29 Peace Corps Volunteers.--;:;.

1 ,771 Total

37. Posts for teachers recorded and not actually teaching: This is one of thebasic problems facing the Ministry of Education. OUt of 1,771 teachers and

headmasters 418 are not perf'orming their duties in schoois. These teachers areon scholarships abroad, participants in the Unesco/Unicef institutionalizedcourse, participants in the College of Education, assuming clerical duties, trans­ferred to other ministries, resi~1ed from the teaching profession, or deceased.The following table shows the exact position of the teachers who have not beenteaching in primary school in 1968-1969.

135 Participating in one or 2-year course of Unesco)Unicef.22 Participating in 4-year programme in the College of Education.

150 On scholarship abroad.27 Assuming clerical duties.12 Seconded to the Department of labour.~ Seconded to other ministries.

377 Total

:;8. In-service teachers actu.ally assuming duties in schools: Out of 1,771teachers 1 1 285 are actually performing their duties in different kinds of

schools, including government elementary and intermediate schools, private

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schools, women f s education centres and secondary level schools. Detailed dataof the distribution of teachers are as folloWs (in the establishment thoseteachers are registered under elementary and intermediate education):

813 teachers in elementary schools (all Somalis).373 teachers in intermediate, including 72 expatriates.'Zl teachers in private schools seconded by the ministry.29 teachers in women f s education centres.43 teachers teaching in secondary level schools.

"1 ,285" Total

39. Standard ot qualifications ot in-service teMhers: In Somalia one can finda variety of teaching qualifications in the elemantary and intermediate

schools. All the 4 teacher-training centres, namely TTC Sheikh and Amoud in theNorth and TTC Magistrale, TI'C Takasus and NTEC Af'goi in the South, which existedin the pab-t, had ditferent d'..lrations of studies ranging from one-year crashcourse to a 3-year course. This is in addition to a variety of certificatesgiven after training in 4-month refresher courses. However, we can categorize thequalifications of teachers as follows:

First standard:'second st~rd:Third standard:Fourth stEJ"''1daid.:Fifth stan~Sixth Standard:

7-year primary education + 2"year Tl'C in North.7-year primary education + 2-year Tl'C in North.8-year primary education + 3-year TTC Magistrale.8-year primary educa.tion + 3-year NTEC Afgoi.8-year primary education + 2-year 'l'rC Takasus.Sub-qualified teachers with no systematic academicstudies and teacher training.

40. Categories of in-service teachers under training: In surveying the differentstandards of academIc and professional training of in-service teachers it

was found necessary to group these teachers who require retresher and intensivetraining under 4 major categories. These categories are as follows:

a. SUb-grade teachers requiring professional and academic training.b. Inadequately trained teachors requiring upgrading.c. Adequately trained teacher needing to be kept abreast of the latest

curriculum development and materials.

d. Redundant intermediate school teachers who were trained previouslyin Italian and who require retraining in the use of English as amedium of instruction.

41. The first category consists of 600 unqualitied teachers and headmastersrequiring professional and academic training in onl3 or two years intensive

institutionalized courses. These teachers and headmasters are all assuming theirduties in elementary schools. Their qualifications are less than 8 years offormal primary education and 3-years of teacher training. The aim is to up-gradethem to a Diploma level in teacher training.

42. The second category includes 150 elementary school teachers in the South whowere trained to teach their subject-areas in Italian. They graduated from

Tl'C Magistrale and hold a Teaching Diploma. As their tra:i.ning was not adequatefrom the academic and professional stand-point refresher courses during thesurrmer vacations are necessary so that they may acquire more knowledge andexperience in subject-matters and more training in methods of teaching. In

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addition, as Arabic has become the language of instruction and English a subject­matter starting from grade two in the new integrated syllabus, it is essentialto provide ·them with intensive training in the use of these languages in teaching.

43. The third category consists of 7t intermediate school teachers in the Northwho need more knowledge and professional experience in teaching specialized

subject-areas. They all graduated from the TTC Hargeisa as elementary schoolteachers but because of the need for teachers in intermediate schools they werepromoted toteaoh at this level of education. Because of the shortage of inter­mediate school teachers they cannot be released for intensive training. Theyattend refresher courses during summer vacations and are divided into two maingroups; one specializing in the teaching of Science and Mathematics and theother of languages and social studies.

44. The fourth category includes 200 redundant intermediate school teachers.These teachers have become redundant since 1966 when the new integrated cur­

ricula was introduced in intermediate schools. In this syllabUS English replacedItalian as a medium of instruction. This change in the language of instructiondid not effect the Northern schools where English has been the medium of teachingfor the past 20 years. However, the change has greatly affected the Southernschools where Italian was the language of instruction. As all teachers whograduated from the Magistrale had their training in Italian they were unable toteach their respective subject-matters in English. Thus, the 200 Italian­speaking teachers have to be retrained in the use of the English language.Refresher as well as intensive courses for one and two years have become veryessen·cial for retraining these teachers. Subjects such as Social Studies andSciences are also taught in English.

IV.. UNESCO/UNICEF FIVE YEAR PLAN IN TEACHER TRAINING

45. The Plan in Summary: From 1964 to 1966 the Ministry of Eduoation wasassisted by Unesco and Unicef in supplying teacher training centres with most

needed equipment and materials such as science laboratories, audio-visual aids,text and reference books etc. In addition, Unicef assisted the government withfinancial aid for organizing refresher and emergency courses for in-serviceteachers, and for holding seminars and conferences for primary school headmasters,inspectors and regional officers. However, the crucial difficulty which confron­ted the Ministry of Education was the large number of teachers either untrainedor inadequately trained through crash courses before and during the independence.80% of all elementary school teachers were unqualified and immediate action·was required to retrain them to reach a diploma level in teacher education.In 1966 it was decided that a plan should be laid down with the technical assis­tance of Unesco and financial assistance of Unicef to initiate intensive andrefresher programmes for the retraining of the in-service teachers. The chieftargets of the programme were as follows:

a. to upgrane 600 unqvalified in-service elementary school teachersand headmasters who had acquired less than intermediate schoolcertificate and 3-years of teacher training. These teachers shouldundergo one or two years of intensi'le institutionalized training upto the level of a diploma in teacher training;

Serial No. 1826

- 12 -

b. to organize annually summer vacation refresher courses of two mo.(J.'ths'dul~atio:rJ. for 21 0 qualif'1e~ elementary and intermediate teachers forthe purpose of bringing them up-to-date in tha oontents of the newsyllabuses and methods of teaching, and to improve their skills inthe use of Arabio and English;

o. to train 200 intennediate sohool teachers in the South, who werepreviously trained in Italian, in the use of English as a mediumof instruction of all subject-matters of the ourriculum in 2-yearinstitutionalized oourses;

d. to conduct special courses for retraining annually 30 teachers ofnomadic schools in the North; and

e. to organize 4 annual seminars for regional education officers,regional school inspectors, senior officers in the Ministry ofEducation and school headmasters to examine and share experiencesin school administration and management.

46. Implementation of the Plan: This plan was initiated in July 1966 andUnesco under the UNDP Technical Assistance, was committed to providing

three teacher training Experts with one ooting as a co-ordinator and expert insocial sciences. 'Iwo experts were stationed in the South and the third was postedin the North. Unesco has been responsible for assisting the Ministry of Educationin carrying out the following programmes. The original 5-year plan has beenextended to 6 years because the first group of trainees who attended the coursein 1966 were completely unqualified, not having completed even elementary educa­tion, and required a 2-year course of intensive training. The following tableshows the types of programmes which we assisted the Ministry of Education inimplementing from 1966 to 1969:

Types of Train~ng 1966/67 67/68 68169 69/70 70/71 71/72

Intensive training forone-year (elementary

120(1)teachers and Headmasters) 120 120 120 120 120

Intensive training for inter-mediate teachers for 2 years 40 50 50 50

Refresher oourses for 8 weeks 210(2) 210(2) 210(2) 210(2) 210(2) 210(2)in summer

Training Nomadio teachers 30(2) 30(2) 30(2) 30(2) 30(2)for 8 weeks

Seminars for Administratorsand Senior Officials 80 80 80 80 80 80

Tot a 1: 440 440 450 490 490 490

(1) Group repeated for one year.

(2) Many teachers repeat courses in consecutive years to strengthen their profes­sional and academic standard.

Serial No. 1826

- 13 -

47. Unicef and government financial commitment: Because of the importance whichUnicef attached to the success of this programme, its contribution has

steadily increased to approximately US $130,000 in 1968-1969. For the next 3years (1969 to 1972) Unicef has approved an allocation of US $360,000. At thesame time the expenditure of the government on teacher training is estimated asequivalent to US $658,000 for the J':year period.

UNICEF COMMITlVIENT1969/70 70/71 71/72

(in US dollarsr-

(a) Teaching aids; printing; supplies;transport

(b) Training grants and honoraria

Total approved e.xpenditure~ US $360,000

V. RECOMMENDATIONS

41,600

71,400113,000

50,000 53,000'

72,000 72,000122,000 125,000

It is quite apparent that the quality of education which the Somali childreceives determines the effectiveness with which the manpower requirements ofthis developing country are fulfilled. Undoubtedly the quality of education intum is mainly determined by the competency and efficiency of the teachers. Inthis respect it becomes 5.mperative that constant consideration should be givento improving the standard of teachers and school inspectors in Somalia so thatthe educational system may be implemented more efficiently and competently. Thefollowing recommendations which the Ministry of Education may wish to considerimplementing, are an essential if a continuous improvement in the standard of itsteachers up to the level laid down in the Development Plan of Somalia is to bemaintained.

1. The Phasing of the In-service Training Programme in Somalia

The first phase of In-service teacher training in the present 5-year planending 1'772 has aimed at the upgrading of all unqualified teachers through aone-year intensive course to a modest Jevel of teaching certificate. This is'equivalent to a full intermediate education (8 years of formal education) plus3 years of teacher training.

The generally accepted international standard for a trained teacher of primaryschool is a minimum of full secondary education (12 years of formal education)plus two years of teacher training. Experiences in developing countries showthat unless teachers have this minimum academic and professional training theywill not be able to impart a sound education to primary school children.

It is therefore recommended that the second phase of in-service trainingafter 1972 should be strongly directed to providing all primary school tea.cherswith the equivalent of a full secondary school education plus two years ofteacher training.

Serial No. 1826

- 14 -

At present, it is apparent that the Somali teacher's modest academic back­ground is not sufficient to allow him to carry out competently instruction in allsubject areas in Arabic and to teach English as a subject-matter starting in the2nd grade. The situation is even worse in intermediate schools where teacherssimilarly trained have to teach specialized subjects at greater depth. Unlessthe second phase of teacher training is implemented Somali schools will continueto suffer from lack of efficient teaching in primary education.

2. Integrating the In-service and Pre-service Teacher Training

After upgrading the National Teacher Education Centre at Mgoi (IDEC) in1968 from primary to secondary teacher training no pennanent provision was madefor the training of primary school teachers. Consequently .in Somalia at presentthere is no centre for primary school teachers. lvith the policy of the Ministryof Education to increase the number of intermediate and elementary schools throughthe self-help scheme, it is necessary to prepare more pre-service teachers tomeet the expansion.. The following table in the "Educational Development Plan" ofthe Ministry of Education indicates the extent of the demana for new primaryschool teachers over the next 4 years.

Required teachers 1970 1971 1972 1973

For expansion of primary schools 66 71 68 75

For enrolment in College of Education 10 10 10 10

For replacement 29 29 30 55

Tot a 1: 105 110 108 140

In April 1970 the last group of 50 primary teachers will graduate from NTEC.This year N'l'EC has enrolled 50 secondary school graduates for a 2-year trainingcourse to prepare them for primary schools. This is only a temporary measure asNTEC will concentrate upon producing graduate teachers for secondary schools andwill have no place for training primary school teachers starting from 1971.

The most urgent need at present is to have one building in which in-serviceand pre-service pri.ma.ry school teacher training can be integrated. This isnecessary because of the high cost of separate training institutions, and becauseof the need to unify the training programme in the two sectors•. This will makepossible the transfer of the in-ser--ITice training group from the North where theyare located and trained separately.

3. The Establishment of an Institute of Education

In East African Countries such as Kenya, Uganda and Tanzania, the Ministriesof Education have established Institutes of Education which aim at trainingteachers,developing curricula, preparing textbooks and audio-visual aid materials.From observations of these institutes it is evident that they are contributingeffectively to the progressive development of primary school education.

Serial No. 1826

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It is recommended that a similar institute be established in Somalia sothat both pre-service and in-service teacher training could be functionallyintegrated with educational research, development of curricula, textbooks andaudio-visual aids. A Unesco/World Bank Mission visited Somalia in May 1969 toexamine the educational needs of the country with a view to determining the pos­sibility of providing financial assistance to specific concrete projects whichwould accelerate the educational!economic development of the country. The finalreport of this mission has been received by the government. The mission gavepriority to the establishment of an institute of education, assisted by Unescoand Unicef, in which teacher training would be strengthened and closely linkedwith other major educational activities such as curriculum, textbook writing andaudio-visual aid production.

4. Establishment of demonstration schools

The absence of demonstration schools in Somalia has affected the continuousdevelopment of primary education. A start has been made with the assistance ofUnicef to establish pilot intermediate schools. Two schools each year for thefollowing 3 years will be equipped with science laboratory equipment, libraryreference books and audio-visual aid materials. These selected schools will bestaffed by high calibre teachers and will serve as demonstration and practice­teaching schools for trainees participating in the intensive courses assisted byUnesco and Unicef.

It is strongly recommended that the Ministry of Education should considerusing these schools as centres for experimenting with the new textbooks specially\'1I1.tten for Somalia, testing the syllabuses and developing curricular actiVities,and improving teaching qualities and techniques. In-service and pre-serviceteachers should find in these demonstration schools the most encouraging educa­tional climate in which to learn the most up-to-date methods of teaching thesyllabuses, planning educational activities and studying the behaviour of pupils.In this approach, the Ministry should carefully consider the geographical dis­tribution of these demonstration schools and avoid centralizing them in thecapital and big cities. We recommend therefore that such experimental and modelschools should be established in the capitals of the 8 regions of Somalia so thatimprovement in education through such schools will cover the whole country.

5. Establishment of an evaluation programme of teachers' achievements

At present there is no systematic attempt by the Ministry of Education toevaluate the abilities and efficiency of teachers on a scientific basis in schools.It is because of the great variety in the academic and professional background ofteachers in Somalia and their different standards of scholastic and professionalachievements that an effective scheme of evaluation must be evolved. This wouldrequire a study of the qualifications ~.d experiences of each teacher and on-the­spo~ visits to assess his teaching efficiency in the classroom and his contribu­tion to the various educational activities in the school.

It is strongly recommended that a plan of 2-years 1 duration be drawn up forassessing the academic and professional achievements of all in-service teachers.Qualitative and quatltitative evaluation of their standard of teaching should bemade and recorded. As schools are scattered over vast areas in Somalia and astransportation is in most cases quite difficult, it WAy be adviS2.ble to establisha board within the Ministry to make all th~ necessary preparation and implementa­tion of this assessment programme. This programme would be welcomed by Unicef, who

Serial No. 1826

- 16 -

has already provided 24 landrovers for strengthening the inspection school ser­vices in all regions of Somalia and will supply 2 more in each of the next 3years.

6. Retraining school inspectors

In the 8 regions of Somalia there are 22 regional education officers andinspectors who are responsible for supervising the administrative and teclmical 'running of schools. Approximately 8~ of these were promoted to their posts fro~headmastership positions in intermediate schools without systematic and proper 'training in the techniques ot supervision and teclmical guidance. In addition,they are not able to assist teachers carrying out instruction in English as theythemselves have not been trained in English. The considerable changes in thecontents of the new integrated syllabuses mean'that they too have to be brOughtup-to-date in their knowledge and professional experience in order to guide theteachers more functionally.

Therefore, it is urgently recommended that intensive courses of not lessthan one year duration be organized for school inspectors and regional educationofficers. In these courses special attention should be given to increasing theirskills in the use of the two official languages, English and Arabic, which aretaught 1n Somali schools. Furthermore, professional subjects, such as schoolorganization and management, staff assessment, techniques for guidance of teachersand headmasters, should be included in their programme of training. In addition,a series of seminars and workshops should be held for these inspectors so thatthey may exchange experiences and share ideas regarding their findings and ach;leve­ments in inSPeCting teachers and headmasters. This would help in unifying thepolicy of school inspection in the COWltry and in finding the appropriate methodsto follow up achievements of teachers.

7. ~stablishment of a teacher resource Library in Mogamscio and Hargeisa

The two major cen~res for the Unesco/Unicef -assisted teacher training pro­grarnmes are located in'Mogadiscio in the South and Hargeisa in the North. Mostof the refresher and intensive courses for uygrading primary school teachers andheadmasters are held in these centres. Furthermore, senior officials acting asregional education officers and school inSPeCtors are participating annually intraining programmes and 'attending seminars and workshops in these two centres.Therefore, it is recommended that the Ministry of Education with the financialassistance of Unicef and technical aid of Unesco should:

a. establish a resource library for in-service teachers and educationofficials in Mogadiscio and Hargeisa in order to increase theirknowledge and experiences in teaching Programmes;

b. provide the library: with the most up-to-date books, educational andpsychological periodicals and ma.gazi~es, and visual-aid materials tobe used by all educators and teachers in Somalia.

serial No. 1826

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8. Enlargement of facilities and functions of the audio-visual aidsand production unit at the National Teacher Education Centre at Mgoi

At present there is an Audio-visual Centre established at the NationalTeacher Education Centre, Afgoi (25 km from Mogadiscio). At the request of theIIinistry of Education Unicef has equipped the Centre with basic supplies for thepurpose of preparing visual materials for teaching and training the pre-serviceand in-service teachers in methods of producing such educational aids. Unicefhas allocated US $20,000 for 1970-1971 and US $25,000 for 1971-1972 to procuremore equipment for strengthening this Centre. The plan is for the centre toprepare and produce teaching aids for primary schools and to print experimentaltextbooks and instructional materia.ls for elementary and intermediate education.In order for the Centre to be fully utilized for the production of teaching aidsand printing experimental textbooks for the Somali schools, it is recommendedthat:

a. an adequate budget from the Ministry of Education be allocated to theCentre in order to enable it to procure the necessary materials andsupplies for a large scale production of teaching aids and textbooks;

b. an administrative unit in the Ministry of Education should be estab­lished for planning and carrying out the production programme; and

c. two Somali technicians should be granted scholarships abroad for aminimum duration of 2 years for the purpose of widening their knowledgeand training in the modern techniques of producing instructional materialsand visual aids for primary schools.

9. Continue improving social studies instruction and trainin§

As the Democratic Republic of Somalia is a country of nine years' inde­pendence, there should be continuous efforts towards helping pupils, especiallyat the primary school level to get acquainted with the geographical condition oftheir country and the continent of Africa, to develop an understanding of SomaliHistory and Culture, and to become familiar with the administrative and constitu­tional struc·ture of the government. All those factors are essential in order toprepare Somali citizens who comprehend the social structure of their country andfeel associated with their heritage. Somalia, as well as Africa, is undergoinggreat changes in its political and cultural set-up. Therefore it is essentialthat much attention be given to the subject of social studies and methods ofteaching. Accordingly, it is recommended that:

a. a continuous effort be made to collect information and facts aboutthe history of Somalia, its cultural background and folklore. Thehistorical events of the Somali people and leaders should be recordedso as to help children understand their commun.ity and their heritage;

b. continuous refreshp.r training courses for teachers and inspectors inteaching social studies should be carried out. Most of the exi::rtingteachers and school inspectors were trained in syllabuses prior to

Serj.al No. 1826

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independence without much emphasis on Somali geographical, social andhistorical situations. They should be reoriented and retrained in themost appropriate educational techniques to teach soci2ol studies inschools; and

c. a provision should be made for the Ministry of Education to supply theschools with the most essential geographical and historical maps,charts, visual aids and text and reference books.

Serial No. 1826

UNESCOjuNICEF PROGRAMMES CARRIED OUT FOR TEACHER TRAINING (From 1964-1965 to 1968-1969)

1. Emergency and Refresher Courses for Primary and Intermediate School Teachers.2. Institutionalized Courses for In-service Primary School Teachers.3. Seminars and Workshops for Senior Education Officials.

Appendix

Duration No. of Level of81 Type of Courses Objective and Year Location Participants Training

1. Emergency and Refresher Courses for Primary and Intermediate School Teachers

(~~~.~~al~~~:l~~)

1• Emergency TTC Course Recruiting Primary 9 months ElementaryTeachers 1964 Mogadiscio 40 Education-

2. Special Evening Course for Rai sing the std. of 3 months Mogadiscio, 59 ElementaryElem. Teachers in 1964 Kismayu, and EducationArabic and English Belet-Uen

(E~~=~~~=l~~;l~~§)? Refresher Courses for Interm. Raising the academic 8 weeks Mogadiscio 51 Intermediat~

Teachers of Art~ Phi'S. Edu., and Professional Std~ 1965 leveland Vocational uca ion .

4. Refresher Courses for Orientation in the 8 geeks Mogadiscio 133 ElementaryPrimary Teachers New Integrated 19 5 Education

Syllabus.

5. Refresher Courses for Noma- Training for Nomadic 4 weeks Hargeisa 30 Nomadicdie Teachers Education 1965 Education

6. Refresher Course for Raising academic and 8 weeks Hargeisa 30 ElementaryPrimary Teachers Professional Stds. 1965 Education

7. Refresher Course for Interm. Raising academic and 8 weeks Hargeisa and 39 IntermediateTeachers, Arts, Science and Professional stds. 1965 Sheikh LevelTechnical Education

S1 Type of Course Objective Duration Looation No. of Level ofand Year Participants Training

8. Refresher Course for Teachers Training in Adult 4 weeks Hargeisa 20 Adultof Adult Education Education 1965 Eduoation

(~2~.IJ2~.l2§§:l2§'Z)

9. Speoial Evening Course for Raising their Std. in 3 months Galcaio, Merca 96 Elementary~ . Primary Teachers Arabic and English 1966 and Baidoa Education

10. Refresher Course for Teachers Training in Nomadic 4 weeks Hargeisa 30 Nomadicof Nomadic Education Education 1966 Education

11. Refresher Course for Primary Raising their pro- 6 weeks Mogadisc10 152 ElementaryTeachers fessional and 1966 Baidoa, Education

Academio Levels Kismayu,Galcaio andBelet-Uen

12. Refresher Course for Interrn. Training them in the 6 weeks Mogadiscio 48 IntermediateTeachers of Arts, Scienoe and new integrated 1966 LevelPhysical Education. syllabus for Grade 5

13. Refresher Course for Primary Raising academic and 8 weeks Mogadiscio, 99 ElementaryTeachers professional stds. 1967 Kismayo, Baidoa, Education

and orientation in Belet-Uen andthe new intee;rated Galcaiosyllabus

14. Refresher Course for Interm. Raising their aca- 8 weeks tJIogadisc10 59 IntermediateTeachers of Soience, Arts, demic and profes- 1967 LevelPhy. Edu. and Arts and Crafts sional stds.

15. Refresher Course for Teaohers ·Training for Nomadic 4 weeks Hargeisa 30 Nomadicof Nomadio Education Education 1967 Education

16. Refresher Course for Interrn. Raising their aoa- 8 weeks Hargeisa and 30 IntermediateTeachers of Arts and Science demic and Profes- 1967 Sheikh Education

sional Stds.

Type of Course Objec·tive Durationand Year

Location No. ofParticipants

Level ofTraining

Refresher Course for ElementarySchool Teachers

18. Refresher Course for Interm.School Teachers

Raising theiracademic andProfessional:9tds..

Improving pro­ficiency in Eng­lish Language

8 weeks19681969

8 weeks19681969

Mogadiscio120120

Mogadiscio

ElementaryLevel

IntermediateLevel

19. Refresher Course for Interm. Raising their 8 weeks Hargeisa and IntermediateSchool Teachers in Arts, &.ce.demic and Pro- 1968 Sheikh 50 LevelScience, Mathematics, Tech. fessional stds. 1969 50and Voc. Edu•• *•••••••••••••=••••••••••••••~••n= =••••••••••••••••••••••••••••••••••••••••••••••••••=•••••••=•••= ~....

2. Institutionalized In-service Training for Primary School Teachers:

(~~~=~1~~~.1~~;1~~~)

20.

21.

Intensive Course forPrimary Teaohers

Intensive Course forPrimary Teachers

Upgrading un­qualifiedTeachers toDegree-holdersin 'l"T.

Up-grading un­qualified Teachersto Degree-holdersin 'IT.

1 and 2years1966­1969

1 and 2years

1966­1969

Mogad1scio

Hargeisa

60 + 60+ 60

60 + 60

ElementaryEducation

ElementaryEducation

....

S1 Type of Course ObJeotive Duration Location No. of Level ofand Year Participants Training

.. .;. Seminars and Workshops

(~~~.~=12§~;1~~)

22. Seminar on School Inspection Training Inspec- 2 weeks Mogadiscio 20 Inspeotiontors 1964 Servioe

23. Seminars on Audio-Visual Training ~Masters 2 weeks Mogadiscio 20 ElementaryAids and Primary 1964 Education

Teachers in Audio-visual Aids

24. seminar an administration Training Prinoi- 2 weeks Hargeisa 18 Intermediatefor Intermediate school pals :in school 1964 Levelprinoipals administration

25. Ol.lrriculum Workshops Preparing draft 2 weeks Harge1sa 20 Elementaryfor Primary 1965 EducationCurriculum

26. Seminar on school inspeotion Training Inspec- 2 weeks Mogadiscl0 20 Regionaltors 1965 Inspeotors

27. Seminar for appointed H/ Training H/Masters 1 week Mogadiscl0 40 ElementaryMasters in school manage- 1965 Education

ment

~8. Seminar on administration Training in 2 weeks Harge1sa 42 Elementaryfor H/Masters of Primary school administra- 1965 EducationSchools tion

- -

,

Type of Course " ofSi Objective DJ;ration Location No. Level ofand Year Participants Training

(~~~.~~~.l~~:l2~~)

29. Seminar on administration Training in school 2 weeks Hargeisa 17 Intermediatefor Principals of Inter- administration 1965 Levelmediate Schs.

30. Seminar on the new unified Teaching ~Masters 2 weeks Mogadiscio 60 ElementaryPrimary currioulum and teachers of 1966 Education

Benadir in contentsand methods of thenew syllabus

31. Seminar on school inapec- Training Inspectors 2 weeks Mogadiscio 20 Inspectiontion 1n the new tech- 1966 Service

niques in schoolinspection

32. Seminar on implementation Training in impart- 2 weeks Hargeisa 30 Elementaryof the unified syllabus ing new integrated 1967 Educationfor Elem. Primary School

Syllabus

(~~~=~~=l~~Z;l~~~)33. Seminar for Interm. Training and 2 weeks Mogadiscio 40 + 40 Intermediate

HjMasters imparting the new 1968 and and Hargeisa Levelsyllabus 1969

3~" Seminar for Elementary Training in school 2 weeks Mogadiscio 40 + 40 Elementaryschool headmasters Syllabus and 1968 and and Hargeisa Education

administration 1969

35. School Inspection and Discussion of ad- 6 days MogadiscioSp-nior Officials in the ministration and 1969 20 SeniorMinistry of Education academic difficul- Officials

ties in the field Level..- _._----~. - - -- - '---- -~ -""