Primary education through formal channels
Data from the Primary Schools Survey 2003-4 (Note: The statistics from the survey are yet to be approved for inclusion in the official UNICEF statistics that go into the State of the World's Children Report) indicates that the exponential increase in the number of operational schools and in primary school enrolment rates recorded in earlier surveys continues, reflecting the gaining momentum within the education sector. In 2004, the total number of students enrolled was 285,574,representing a 5.7 per cent increase from the previous survey. The continuing record of achievements is attributable to the efforts and commitment of national and international partners, parents and communities in circumstances which remain extremely difficult. However, considerable disparities in access to, and quality of, primary education still prevail due to the socio-economic, cultural and political realities in these areas. Gender-related disparities are still a concern. The factors underlying the gender gap in girls’ enrolment are being analyzed by region, which will lead to the development of area-specific strategies for achieving the country programme objectives of ensuring at least a 40 per cent enrolment and participation rate for girls in all education endeavours. The UNICEF-led reform process resulted in the finalization of new curriculum, syllabus and textbooks for six subject areas from grades one through four. These were subsequently printed and distributed to all functional schools by UNICEF and UNESCO in 2002. In 2003, UNICEF reprinted these textbooks and started their distribution to maintain the established ratio of one set of books to be shared between two children. Meanwhile UNESCO has completed, printed and distributed upper primary textbooks and teacher guides for grades 5 to 8. Teacher in-service training conducted by UNICEF and partners in the methodologies and pedagogical aspects of the new textbooks was conducted for over 7000 teachers across Somalia. For the first time in over a decade, Somali children are benefiting from quality, contemporary textbooks and teachers trained in creating child-friendly learning environments. On-site teacher mentoring has been ongoing since 2002. The Learning Achievement Survey carried out in 2004, showed that children’s literacy and numeracy levels have improved. For the first time in over a decade, Somali children are benefiting from quality, contemporary textbooks. Parents, teachers and communities have expressed much support for the new books, and their introduction is expected to lead to a further substantial increase in school enrolment, retention, participation and learning at the lower primary level. Measuring education progress The education management information system (EMIS) continues to expand in scope, with the system now fully in use in primary schools across Somalia, and starting to provide regular and reliable data. All partners have been trained in the use of standardized EMIS tools and software, ensuring that the local capacity for data aggregation, analysis and utilization at all levels (school, community, regional, zonal and national) is augmented and sustained. School-based registers for the academic years 2000-2001, 2001-2002 and 2002-2003 and 2003-2004) were supplied to all operational schools, together with re-orientation and refresher training for all education trainers and advisers. Focusing on gender Gender issues have received special focus in education and have been integrated into all aspects of programming, including all new education resources (such as textbooks and resource guides, non-formal education package, Community Education Committee training packages and teacher in-service training packages), and all training activities (such as for teachers, head teachers, supervisors, Community Education Committee members etc.) In the two northern administrative zones of Northwest (Somaliland) and Northeast Somalia (Puntland), UNICEF has supported authorities in drafting gender responsive education policies that are currently being finalized for adoption by local parliaments. Serious efforts towards increasing the representation and participation of women as teacher trainers and advisers and at all levels of management are being accelerated. UNICEF’s dual strategy of supporting the establishment, training and empowerment of Community Education Committees (CECs) for all operational schools, and assisting education authorities and partners at district, regional and zonal levels in establishing and efficiently managing schools has underpinned all education activities. This has led to improvements in sustainability and decreased dependence on external donor support. While the local authorities have been provided with basic infrastructure and technical support, CECs have received systematic training for enhancing their motivation and capacity to support and manage schools.
The Galkayo Peace School: Uniting communities, integrating services
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