Transforming education in Somalia

Somalia is working to increase access to equitable and inclusive education, and to strengthen government’s capacity in the education sector. Read what the government and its partners say about the country’s transformation journey.

May 16, 2024 by GPE Secretariat
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6 minutes read
Students concentrate during a lesson at Booldid Primary School, 40 kilometers from the city of Hargeisa, Somaliland. Credit: GPE/AP
Students concentrate during a lesson at Booldid Primary School, 40 kilometers from the city of Hargeisa, Somaliland.
Credit: GPE/AP

In 2012, after more than two decades of civil war, the Federal Government of Somalia was formed, and reconstructing the country’s education system became a national priority.

Ministries of education were established across all federal member states, with offices at regional and district levels. But the sector struggled with limited availability of system-level policy instruments, regulatory structures and implementation capacity, hindering sustainable solutions to persistent challenges, especially low access to education.

Somalia is working to dramatically increase access in an equitable and inclusive way as well as strengthen government capacity and ownership of the education sector, as outlined in the 2023-2026 Somalia Partnership Compact.

We spoke with the government and partners about Somalia’s education system transformation journey.

What does system transformation mean in the context of Somalia?

Saed Guled
“System transformation refers to a comprehensive change in the political, social and economic systems of the country. It involves addressing challenges such as political instability, armed conflict, weak governance and underdeveloped institutions. System transformation aims to create a more stable, inclusive and sustainable education system through reforms in governance, social cohesion, economic development and institutional strengthening.”
Saed Guled
GPE focal point, Ministry of Education
Faiza Hassan
“System transformation is part of a broader vision that centers education at the heart of nation-building and economic recovery. It means strengthening government capacity and ownership of the education sector, transitioning from a fragmented to cohesive system with qualified human resources and robust regulatory, financial and monitoring frameworks that are operational at decentralized levels.”
Faiza Hassan
Chief of Party, Save the Children
Headmaster, Khadar Mohamud Ibrahim teaches an Islamic lesson at Booldid Primary School 40 kilometers from the city of Hargeisa, Somaliland. Credit: GPE/AP
Headmaster, Khadar Mohamud Ibrahim teaches an Islamic lesson at Booldid Primary School 40 kilometers from the city of Hargeisa, Somaliland.
Credit:
GPE/AP

Why did Somalia choose "increasing access to education in an equitable and inclusive way" as the priority reform? And how can this priority unlock system transformation?

Saed Guled
“Education is essential for the human capital needed for sustainable development. Lamentably, nearly 70% of school-age Somali children are not in school. By prioritizing equitable and inclusive access to education, the government of Somalia aims to address disparities, promote social inclusion and empower its citizens. This priority reform can unlock system transformation by fostering human capital development, reducing poverty and inequality, promoting social cohesion, advancing gender equality and contributing to long-term sustainable development.”
Saed Guled
GPE focal point, Ministry of Education
Lotte Renault
“The very low gross enrollment rate of 31% (28% for girls) poses a major challenge for the country’s economic and social development. Somalia's 2020-2024 National Development Plan made expanding access to education a national priority, with a particular focus on pastoralist children, the displaced and the urban poor. The plan also highlights the urgent need to address gender disparities in education and training. In line with national priorities, the education ministry is investing in transforming systems at federal and state level to maximize access and increase retention.”
Lotte Renault
Director: Research, Advocacy and Learning, CARE

How have GPE processes helped Somalia to build the foundation for sustainable change?

Saed Guled

"GPE processes have helped through various mechanisms, including:

  • Policy and planning support: GPE has supported the government of Somalia in developing education sector plans that outline strategic priorities and targets. This has enhanced the country's ability to plan and implement effective education policies and programs.
  • Financing: GPE has mobilized financial resources to support Somalia's education sector. This funding has helped bridge the financing gap and increase investments in education, leading to improved access, quality and equity.
  • Capacity building: GPE has supported capacity-building initiatives to strengthen education systems in Somalia. This includes training teachers, improving education management systems and enhancing the capacity of education authorities to deliver quality education."
Saed Guled
GPE focal point, Ministry of Education
Lotte Renault

"GPE has supported the development of critical policies, including the Private Education Policy, guidelines for provision of capitation grants and regulations for early childhood education. GPE investments have strengthened capabilities to expand service provision, including training teachers; the provision of textbooks and teacher guides aligned with the new curriculum; and improving school infrastructure. GPE has also worked with the ministry to strengthen sector coordination through support to the Education Sector Committee and the 2023 National Education Conference, with the latter bringing together a broad range of national and international stakeholders to develop a collective vision for system transformation."

Lotte Renault
Director: Research, Advocacy and Learning, CARE
Faiza Hassan

"With GPE support, the Somali government hired and trained the first batch of 1,000 teachers in 2013, marking the revival of the public education system post civil war. Over the past decade, GPE has contributed to building the foundations for the Somali education sector through supporting sector coordination, partnership and dialogue – enabling Somali stakeholders to develop a collective vision for the education sector. GPE processes have helped to decentralize the education system and allowed the government to take a leading role at the various levels, increasing government legitimacy and ownership."

Faiza Hassan
Chief of Party, Save the Children
A student in a classroom in Somaliland. Credit: UNICEF/Hana Yoshimoto
A student in a classroom in Somaliland.
Credit:
UNICEF/Hana Yoshimoto

What is different this time from what you were previously doing?

Saed Guled
"The improvements made by the government of Somalia in recent years have resulted in several key differences from previous efforts:
  • Increased school enrollment: The government has made significant efforts to reduce the number of out-of-school children by constructing more schools across the country. This has provided more opportunities for children to access education, leading to a higher enrollment rate.
  • Expansion of trained teachers: The government has prioritized the recruitment and deployment of trained teachers. In 2023 alone, 3,000 teachers were hired and placed in various schools nationwide. This has positively impacted the education sector by ensuring there is a significant number of qualified educators to facilitate learning.
  • Strengthened government capacity: The government's capacity to manage education funds has grown, as evidenced by the decision to channel 70% of GPE funds through the single treasury account. This demonstrates an increased ability to effectively handle financial resources and ensures transparency and accountability in fund management."
Saed Guled
GPE focal point, Ministry of Education
Faiza Hassan
"Change happens gradually and, over the past decade, Somalia has witnessed a slow transformation. Today, the government is fully in the driving seat, setting the vision and leading change in the education sector, marking a significant shift from previous efforts. The education system is more decentralized, with decision making happening at lower levels, ensuring that service delivery is more responsive and tailored to local needs. This approach empowers communities, enhances accountability and ensures that educational reforms are more effectively implemented at the grassroots level."
Faiza Hassan
Chief of Party, Save the Children

What are your hopes for the children of Somalia?

Saed Guled
"My hope is that they have access to quality education that empowers them to reach their full potential. I hope they have opportunities for intellectual growth, skill development and personal fulfillment. I hope they can overcome the challenges they face and contribute to building a peaceful, prosperous and inclusive Somalia. I hope that their education equips them with the knowledge and skills necessary to participate actively in society, promote sustainable development, and create a better future for themselves and their communities."
Saed Guled
GPE focal point, Ministry of Education

This blog is part of a series on system transformation sharing voices and insights from partners and practitioners on what we are learning about education system transformation in different contexts and what it takes.

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