INTEGRATED CAPACITY DEVELOPMENT FOR SOMALI

EDUCATION ADMINISTRATIONS (ICDSEA) PROGRAMME

FINAL EVALUATION REPORT

AUGUST, 2013

Submitted by:
Acacia Consultants Ltd.
P.O. Box 340 Sarit Centre
00606 Westlands, Nairobi, Kenya
Telephone 3746655 Tel/fax 3747867
Mobile: 0733 780900 / 0722 203 444
Email: admin@acaciaconsultants.org
Website: www.acaciaconsultants.org
 ICDSEA PROGRAMME IMPLEMENTING PARTNERS

SFG AET CfBT

Somaliland Galmudug Puntland

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LIST OF ACRONYMS AND ABBREVIATIONS

ABE Alternative Basic Education

ADRA Adventist Development and Relief Organisation
AET Africa Education Trust
AFPE Accelerated Female Participation in Education
CfBT Centre for British Teachers Education Trust
DEO District Education Officer
DfID-GEC Department for International Development-Girls‘ Education Challenge
DRC Danish Refugee Council
EDF Education Development Fund
EFA Education for All
EMIS Education Management Information System
ESC Education Sector Committee
ESSP Education Sector Strategic Plan
EU European Union
EU-ESDP European Union-Education Sector Development Programme
GEC Girls‘ Education Challenge
GER Gross Enrolment Rate
GPE Global Partnership for Education
GTEC Garowe Teachers Education College
ICDSEA Integrated Capacity Development for Somali Education Administrations
IUIU Islamic University in Uganda
JNA Joint Needs Assessment
M&E Monitoring and Evaluation
MDG Millennium Development Goal
MoE Ministry of Education
MoHD & PS Ministry of Human Development and Public Service
NFE Non-Formal Education
NGO Non-Governmental Organization
NRC Norwegian Refugee Council
PGDEMA Post-Graduate Diploma in Education Management and Administration
REO Regional Education Officer
SAPIS Strengthening Access and Participation in Secondary Education
SCOTT Strengthening Capacity of Teacher Training
SFG Somalia Federal Government
SSSP Somalia Special Support Programme
SWAPs Sector Wide Approach Programmes
TFG Transitional Federal Government
UN United Nations
UNDP United Nations Development Programme
UNESCO United Nations Education, Scientific and Cultural Organisation
UNICEF United Nations Children‘s Fund
UN-JPLGDS United Nations- Joint Programme on Local Government and Decentralized
Service
USAid-SYLI United States Aid-Somali Youth Leadership Initiative

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TABLE OF CONTENTS
LIST OF ACRONYMS AND ABBREVIATIONS ................................................................................................................................. III
TABLE OF CONTENTS .................................................................................................................................................................. IV
LIST OF FIGURES .......................................................................................................................................................................... V
LIST OF TABLES............................................................................................................................................................................ V
LIST OF PLATES ............................................................................................................................................................................ V
ACKNOWLEDGEMENT ................................................................................................................................................................ VI
EXECUTIVE SUMMARY .............................................................................................................................................................. VII
1.0 INTRODUCTION .............................................................................................................................................................. 1
1.1 PROGRAMME BACKGROUND ..................................................................................................................................................... 1
1.2 THE SITUATION ANALYSIS AND ICDSEA CONTEXT ......................................................................................................................... 1

2.0 DESIGN OF THE PROJECT EVALUATION ........................................................................................................................... 3

2.1 EVALUATION OBJECTIVES ......................................................................................................................................................... 3
2.2 EVALUATION DESIGN ............................................................................................................................................................... 3
2.3 EVALUATION METHODOLOGY.................................................................................................................................................... 4
2.3.1 Phase 1: Development of Study Protocol....................................................................................................................... 4
2.3.2 Phase 2: Data Collection .................................................................................................................................................... 4
2.3.3 Sampling ........................................................................................................................................................................ 5
2.3.4 Phase 3: Field Data Analysis and Report Writing .......................................................................................................... 6
2.4 ETHICAL CONSIDERATIONS, DATA COLLECTION AND DATA VALIDATION ............................................................................................. 6

3.0 EVALUATION KEY FINDINGS ........................................................................................................................................... 7

3.1 RELEVANCE............................................................................................................................................................................ 7
3.2 EFFICIENCY ............................................................................................................................................................................ 8
3.2.1 Time Dimension of Efficiency ......................................................................................................................................... 8
3.2.2 Quantity Dimension of Efficiency ................................................................................................................................... 9
3.2.3 Quality Dimension of Efficiency ..................................................................................................................................... 9
3.2.4 Coordination, Cooperation, Partnership and Technical Support ................................................................................. 10
3.2.5 Resource Utilization/ Value for Money ........................................................................................................................ 11
3.3 EFFECTIVENESS ..................................................................................................................................................................... 12
3.3.1 Result 1: Policy Development and Strategic Planning ................................................................................................. 12
3.3.2 Result 2- Human Resource Management and organizational Development .............................................................. 14
3.3.3 Result 3- Financial Management and Planning ........................................................................................................... 15
3.3.4 Result 4- Standards Based Quality Assurance: ............................................................................................................ 16
3.3.5 Result 5 - Gender Mainstreaming and Girls Education Participation .......................................................................... 19
3.4 IMPACT ............................................................................................................................................................................... 22
3.5 SUSTAINABILITY .................................................................................................................................................................... 23

4.0 CONCLUSIONS AND RECOMMENDATIONS ................................................................................................................... 25

4.1 CONCLUSIONS ...................................................................................................................................................................... 25
4.2 RECOMMENDATIONS ............................................................................................................................................................. 25

5.0 LESSONS LEARNT .......................................................................................................................................................... 26

ANNEXES................................................................................................................................................................................... 28
ANNEX 1: LOGICAL FRAMEWORK MATRIX IN STANDARD FORMAT ....................................................................................................... 28
ANNEX 2: EVALUATION SCHEDULE................................................................................................................................................. 35
ANNEX 3: EVALUATION RESPONDENTS ........................................................................................................................................... 41
ANNEX 4: EVALUATION TOOLS ..................................................................................................................................................... 44
ANNEX 5: TERMS OF REFERENCE ................................................................................................................................................... 52
ANNEX 6: REFERENCES ................................................................................................................................................................ 56

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LIST OF FIGURES
FIGURE 1: ACCOUNTABILITY OF SPONSORSHIP BY BENEFICIARIES ......................................................................................... 16
FIGURE 2: RESPONDENTS VIEW ON EFFICIENCY IN RECEIVING SPONSORSHIP FUNDS .............................................................. 16
FIGURE 3: REASONS ATTRIBUTED TO BENEFICIARY‘S SELECTION CRITERIA WERE POVERTY AND THREAT OF DROPPING OUT..... 19
FIGURE 4: RESPONDENTS JUSTIFICATION FOR BEING SELECTED AS AFPE BENEFICIARIES ..................................................... 20
FIGURE 5: ITEMS COVERED BY THE SCHOLARSHIP PROGRAMME ............................................................................................ 20
FIGURE 6: MEDIUM THROUGH WHICH BENEFICIARIES LEARNED ABOUT THE SCHOLARSHIP PROGRAMME .................................. 20
FIGURE 7: CHANNEL THROUGH WHICH SPONSORSHIP MONEY REACHED THE BENEFICIARIES .................................................. 21

LIST OF TABLES
TABLE 1: POPULATION OF INTEREST SAMPLE SITES ............................................................................................................... 5
TABLE 2: SAMPLED EVALUATION RESPONDENTS FROM THE POPULATION OF INTEREST............................................................. 5
TABLE 3: OVERALL SAMPLE SIZE ........................................................................................................................................... 5
TABLE 4: PGDEMA RATING ............................................................................................................................................... 10

LIST OF PLATES
PLATE 1: TEACHERS BEING TRAINED TO CONDUCT MLA IN SOUTH CENTRAL SOMALIA ............................................................. 9
PLATE 2: THE GIRL-FRIENDLY SPACE BUILDING ................................................................................................................... 17
PLATE 3: GIRLS UNDER THE AFPE PROGRAMME IN BOORAMA WITH THE GENDER MOE SL OFFICER AFTER THE FGD OUTSIDE
A GFS ....................................................................................................................................................................... 17
PLATE 4: THE COMMON ROOM IN THE GFS IN HARGEISA ..................................................................................................... 17
PLATE 5: THE STUDY ROOM IN THE GFS IN HARGEISA ......................................................................................................... 17
PLATE 6: GENDER MAINSTREAMING HAS RESULTED IN FAST TRACKING OF BRIDGING THE GAPS IN THE EDUCATION SECTOR
THROUGH PROVISION OF SCHOLARSHIPS FOR TERTIARY LEVEL TRAINING. THE PICTURE CAPTURES A GIRLS‘ ONLY CLASS AT
HARGEISA UNIVERSITY WHICH WAS ON-GOING DURING THE EVALUATION ....................................................................... 19
PLATE 7: AFPE BENEFICIARIES IN PUNTLAND WITH EVALUATOR AND STUDY ASSISTANT- ZEINAB AYAN, STANDING IN THE
BACKGROUND ............................................................................................................................................................ 22

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ACKNOWLEDGEMENT

Acacia Consultants Ltd. wishes to acknowledge the invaluable contribution and support provided by the
Minister for Education in Puntland, the Directors General of Education in Somaliland, Puntland and South
Central Somalia, the MoEs Technical Advisers and staff of the Departments of Policy, Planning and EMIS,
Human Resource Management, Finance, Quality Assurance and Standards and Gender.

We wish to record our appreciation for the immense support in co-ordination and logistics extended to the
evaluation team by the ICDSEA consortium partners both in Nairobi headquarters and the country offices in
Hargeisa, Garowe and Mogadishu.

We also thank the research assistants, namely Said Mohamed (SL and PL) Mohamed Ahmed (SCS) and
Zaineb Ayan (PL) for their diligence and professional commitment during the field data collection process.

Finally, we wish thank all the respondents who gave their valuable time to provide key information and data.

Mary Muito
Lead Consultant and Education Expert
Acacia Consultants Ltd.

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EXECUTIVE SUMMARY

Introduction: The Integrated Capacity Development for Somali Education Administrations (ICDSEA) was a
three-year (36 months: 2010-2013) multi-phased programme funded under the EU Education Sector
Development Support Programme for Somalia (EDF10). It was implemented through a collaborative
partnership between UNICEF Somalia (lead agency) responsible for overall programme management, the
Africa Education Trust (AET), the Centre for British Teachers (CfBT), the Ministry of Education and Higher
Education in Somaliland, the Ministry of Education in Puntland and the Directorate of Education in the
Ministry of Human Development and Public Service in South Central Somalia. The overall aim of ICDSEA
was to contribute towards the achievement of the Somalia Special Support Programme (SSSP) which
sought to strengthen and expand the capacity of the Ministries of Education Administrations in Somalia at
central, state and local levels to formulate evidence-based policies on the basis of relevant data, manage
the Education Sector effectively and efficiently to deliver quality education services so that the beneficiaries
of education at all levels can achieve desired outcomes.

Evaluation Key Findings:

Relevance: The evaluation established that the ICDSEA Programme was relevant, as it addressed key
priorities identified by the Ministries of Education (MoEs) including challenges of limited capacities and
ineffective operational and management systems at both headquarters and regional levels in Somaliland,
Puntland and South Central Somalia. These challenges had for long hindered efforts to provide effective
leadership in the delivery of quality formal and non-formal education services and implementation of
Education for All as per Millennium Development Goals and development interventions supported by the
EU, UN Agencies and INGOs.

The programme design was relevant to the European Commission Joint Strategy Paper (2008-2013) that
resulted from a Joint Needs Assessment (JNA) for Somalia. The JNA report laid emphasis on the need for
development efforts to focus more on state capacity building by strengthening institutions already in place
and supporting establishment of new institutions. It also stressed the need for developing policy frameworks
and strategic programmes, putting in place enabling legal and regulatory frameworks and building capacity
to implement, monitor and adjust policy. ICDSEA was relevant for the larger development effort under the
Somalia Special Support Programme that focuses on development of the Education Sector.

Efficiency: Overall, the programme was efficiently implemented despite challenges caused by delayed
implementation. The programme outputs were of high quality, well-coordinated and resources utilised
according to the budget.

In terms of timeliness, the programme had a three month no-cost extension contract period ending in May
2013 instead of February 2013 as earlier planned. It was implemented for 27 months in Somaliland and
Puntland (April 2011 to May 2013) and 12 months in South Central Somalia (June 2012 - May 2013)
instead of the scheduled 36 months. Delays were due to issuance of sub-contracts for consortium partners
and delays in recruitment of diaspora Technical Advisers (TAs) for South Central Somalia where insecurity
remained a major threat during implementation affecting retention of TA staff. Establishment of the Federal
Government of Somalia in September 2011 also contributed to delays in project implementation, as the new
government took time to establish and operationalize the ministries.

The evaluation team noted that the documents developed, produced and published under the Programme
(sector policies, strategic plans, training and human resource manuals, supervision guidelines, curriculum
frameworks and quality assurance guidelines) were highly rated by the beneficiaries. Other ministries were
in fact seeking guidance on how to develop similar documents on Human Resource Management and
Organisational Development policies similar to those in the MoEs. In policy development and establishment
of automated financial management systems, MoEs were ahead of the other government ministries and
civil service commissions.

The programme coordination in the three zones was well implemented. The steering committees met bi-
annually to review implementation progress, share challenges and propose and request for adjustments as
per the project status. Consortium partners attended scheduled meetings to address project management
issues and submitted quarterly progress reports to the lead agency which in turn shared the reports with the
EU. Education Sector Committee (ESC) monthly meetings provided opportunities for information sharing
and updating stakeholders on project implementation.

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Resource utilisation was good. The total eligible costs for the action were Euro 5,562,032. The evaluation
established funds were distributed between consortium partners against project results and human
resource costs as per contracts, were satisfactorily used for targeted interventions, and necessary budget
adjustments were made to respond to priorities not initially included in the contract. Adequate consultation
and approval of budget adjustments were sought from the all relevant authorities.

Effectiveness and Achievements: Programme interventions were successfully implemented. For example
in Somaliland and Puntland increased capacity in the MoEs has successfully improved management and
planning for and delivery of Formal and Non-Formal Education services. In South Central Somalia success
was recorded in the Departments of Policy and Planning, Education Management Information System
(EMIS), Strategic Planning and Quality Assurance and Standards. In summary, the following were the key
achievements under each result:

Result 1 – Policy Planning: This result was largely achieved. In the three zones, EMIS Units were
established in the departments of Policy and Planning; 26 MoE staff were trained in data collection, data
coding and data cleaning; six of the 26 staff members received further training in data analysis. In Puntland
and Somaliland established EMIS Units undertook an Annual Primary National Census for 2011-2012 and
published the reports. In South Central Somalia the EMIS Unit conducted a pilot census for 2011-2012 in
Banadir Region of Mogadishu Province though funded separately under a different programme.

In Puntland and Somaliland, the 2011/2012 censuses informed the development and costing of the
Education Sector Strategic Plans (2012-2016), while in South Central Somalia, the census informed the
development and costing of the Interim Education Sector Strategic Plan 2013-2015. The reports have also
been used by development partners in soliciting funds for further education support in Somalia. The
Departments of Policy and Planning (Puntland and Somaliland) were able to steer processes leading to
sector performance reviews, donor funding, policy development and strategic planning. In South Central
Somalia an interim Education Sector Strategic Plan (ESSP) was developed and was being used by
partners as the basis for re-establishing the Education Sector and enhancing the role of the Education
Directorate in the coordination of core services (final examination, certification of students, harmonisation of
the curriculum and the school calendar, and policy development).

Education Sector Committees (ESC) were established with the teams meeting on a monthly basis in
Hargeisa, Garowe and Mogadishu. MoEs have taken leadership in coordinating ESC meetings where there
is information sharing and synergy building between MoEs and development partners. The ESCs have also
established working groups (gender working group, harmonization working group, information working
group, networking group) for the different education sub-sectors in the three zones.

Result 2 – Human Resources Management and Organisational Development: This result was largely
achieved in Somaliland and Puntland and partially in South Central Somalia with the following outputs:

In Puntland and Somaliland as part of the decentralisation strategy, an organisational structure for regional
and district levels has been established. Job descriptions for regional and district level education officers
have been developed but not yet implemented. In the three zones a Human Resource Manual has been
developed and job descriptions and schedules of work and staff appraisal system for central, regional and
district level staff developed. Performance reviews have not been undertaken as performance review
subsumes the existence of performance-based contracts which have not been developed for all staff.

Development of a plan for longer term national and international technical assistance to support key
Ministry of Education functions was largely achieved and the ministries recruited Technical Advisers (TAs)
who were embedded in each of the five ICDSEA Programme result areas. TAs in Puntland and Somaliland
made immense contributions to the development of policies, guidelines and in the mentoring and training of
two trainees per result area making a total of 10 graduate trainees. In South Central Somalia, recruitment
and retention of TAs remained a challenge due to increased insecurity and the prevailing volatile political
environment. Four TAs were recruited (3 for Mogadishu and 1 for Galmudug) but at the time of the
evaluation, only the TA for Policy and Planning and EMIS had stayed on the job in Mogadishu and the TA
for Quality Assurance for Galmudug State.

Result 3 – Financial Management: In Puntland and Somaliland a computerised accounting system (Quick
books software) has been installed enabling the MoEs to have automated payrolls and undertake

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accounting functions, such as budgeting, trial balance, management of accounts (receivable and payable)
and undertake financial reporting. In South Central Somalia and Galmudug State, a Financial Management
Manual was developed and 14 staff members received training in financial management systems, as a
basis for establishing computerised/ automated financial management systems.

In Puntland and Somaliland MoEs have benefited from an automated accounting system training which has
facilitated the control of MoEs stores and stocks giving the finance department the ability to track fixed and
movable assets through an automated assets register. Finance departments have enhanced internal audit
controls reducing incidences of fraud and corrupt practices. For example, finance departments used Quick
books software to prepare the 2012/13 budget and present it to the Ministry of Finance on time. Increased
capacity in financial management and budgeting has resulted in increased budgetary allocations by the
governments to the MoEs (2.3 per cent 2012 to 8 per cent in Puntland 2013; 7.2 per cent 2012 to 13 per
cent 2013 in Somaliland). However in South Central Somalia the development of budgeting and planning
systems and procedures in the Directorate of Education was not achieved due to unavailability of a TA.

In Puntland and Somaliland, the Programme facilitated the establishment of internal financial control
systems which were supported by procurement procedures, automated assets management systems and
internal audits. Steps towards setting up of a transparent fiduciary system were evidenced by an
operationalized payroll system and the efficient disbursement of the AFPE (Accelerated Female
Participation in Education) scholarship funds by the departments of finance which catered for 452 students
ranging from lower primary to university (266 in Somaliland and 186 in Puntland).

Result 4 - Quality Assurance and Standards: In Somaliland and Puntland, National Curriculum Frameworks
were developed through the participation of 35 (18 from Somaliland and 17 from Puntland) MoE staff of the
Curriculum, Quality Assurance and Examination departments. The frameworks provide the roadmap for
curriculum development for all levels and sectors of education except university. National Guidelines for
School Improvement was developed stipulating minimum standards for infrastructure development,
teaching and learning at classroom level, teacher certification and registration of private schools.

Under ICDSEA, boards had benefited from training of Subject Examination Panels in item setting, analysis
and examination validation. Twenty three education officers received training in examination setting,
validation and moderation. In Somaliland, drafting of the National Examination Board Act was completed
and presented to the MoE for comments and feedback. In South Central Somalia, for the first time since the
collapse of the Government, the 2012/13 national examinations were conducted under the supervision of
the Directorate of Education. Candidates were issued with a certificate under the Federal Government of
Somalia recognised both internally and externally.

In Puntland and Somaliland, a National School Inspection and Improvement Handbook stipulating minimum
standards for infrastructure development, teaching and learning, teacher certification and minimum
standards for registration of private schools was developed. To this end, 49 Quality Assurance Officers (31
for Puntland and 18 for Somaliland) were trained in Supervision and Assessment.

Result 5 - Gender Mainstreaming and Girls Participation in Education: In Puntland and Somaliland, a
framework for the Accelerated Female Participation in Education (AFPE) Scholarship Programme was
developed outlining target group, beneficiary selection criteria, funds disbursement modalities and
monitoring mechanism both for the MoE and at school level. In total, the AFPE Scholarship Programme
benefited 452 girls (266-Somaliland and 186-Puntland) from lower primary to university levels. The AFPE
Programme was not implemented in South Central Somalia. The Gender departments in Somaliland and
Puntland, with input from ESC members spearheaded the mainstreaming of gender in all policy documents
developed between 2011 and 2012 under ICDSEA. The policy documents include the Education Sector
Strategic Plans, the National Guidelines for School Improvement, the Education Policy Papers, the National
Teacher Policy and the Education Acts. Gender mainstreaming was also reflected in the Primary School
Census Statistics Yearbook 2011-2012 in Puntland and 2011/12 Primary School Census in Somaliland. In
South Central Somalia, the pilot census conducted in Banadir region had gender disaggregated data
capturing pupils and teachers. In Somaliland ICDSEA funding facilitated the construction of 15 girl-friendly
spaces in primary schools and five in secondary schools. This was in addition to 40 latrines constructed for
girls‘ use only in primary schools. In Puntland, 40 female teachers received in-service training in gender and
education at the Garowe Teachers Education College (GTEC) and at the East African University (EAU).

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Impact: The programme period was too short for impact to be fully realised as building institutional capacity
is a long term effort. However, as demonstrated, the outputs are likely to deliver impact in the form of
enhanced capacity for the three MoEs to deliver quality and relevant education for communities. Some
short term impacts were:
1) ICDSEA was instrumental in empowering MoEs to take leadership and ownership in steering
evidence and priority-based education planning and development using the Sector Wide Approach;
2) The intervention which will have a more lasting impact in the Ministries of Education is the
opportunity for 123 MoE staff and 29 non-MoE staff who undertook post graduate professional
training in education administration and management. The Post Graduate Diploma in Education
Management and Administration (PGDEMA) intervention has created a pool of qualified personnel
who have the potential to positively impact on the Education Sector in Somalia;
3) The Programme was able to set up management structures (EMIS and policy, gender departments,
financial and accounting systems) that will continue being used in the education departments.
4) The Programme was instrumental in linking two local universities (Hargeisa University in Somaliland
and East Africa University in Puntland) through their collaboration in the facilitation of the PGDEMA
course. The established collaboration has potential to grow beyond ICDSEA and is well placed to
contribute to capacity building for the Education Sector in Somalia.

Sustainability: ICDSEA activities were deemed sustainable as they are embedded in the Ministries of
Education. Through the Programme, the ministries had developed policies, systems and regulatory
frameworks to effectively manage and deliver quality education as well as factor in gender mainstreaming in
the Education Sector. Ministry staffs at the central and regional levels across the three zones were
confident the training they had received through ICDSEA had equipped them with the necessary knowledge
and skills to take leadership and guide education development way beyond ICDSEA Programme.

Conclusions:

1. The Programme was timely, relevant and flexible as per the prioritised needs of capacity development
for the MoEs. It adopted the Sector Wide Approach and embedded TAs from the diaspora in MoEs.
However, education development is at different levels in Somaliland, Puntland and South Central Somalia.
Somaliland and Puntland had made major steps towards development and institutionalisation of education
due to relative peace, whereas South Central Somalia is at the start up point with formation of a new
government and insecurity still posing a major challenge.

2. The AFPE and PGDEMA Scholarship Programmes were highly successful. However, challenges in
terms of synchronization between scholastic calendars and programme implementation cycle were faced.

3. While ICDSEA was credited with spearheading the processes of streamlining the HR functions in the
ministries of education such as developing the HR manual, job descriptions, and establishing a filing system
for staff, support was required to enable the ministries to scale up the streamlining of the HR function to the
regions, districts and zone levels.

4. The elevation of Gender Units to Departments by MoEs was a key indicator that gender was a core sub-
sector that required attention just like the other MoEs sub-sectors in terms of policy formulation, planning
and programming. The establishment of Gender Working Groups within the ESCs had also contributed
significantly to sharpening focus on gender among partners and donors and to sustaining the campaign on
gender across all the education sub-sectors. Data from Somaliland MoE 2011/2 Census indicates 44 per
cent Gross Enrolment Rate (GER) in Somaliland with 50 per cent boys and 38 per cent girls. In Puntland
GER stands at 41 per cent with 46 per cent boys and 37 per cent girls (MoE Puntland Census 2011-2012).
According to UNICEF Somalia Cluster reports, South Central Somalia has a GER of 42 per cent with 47 per
cent boys and 37 per cent girls. Girls‘ primary school completion rate stands at 66 per cent in Somaliland
and 75 per cent in Puntland (excluding repeaters and dropouts). In Somaliland, only 16 per cent of the
teachers are female, while in Puntland the number of female teachers stands at 13 per cent
(Puntland/Somaliland School Census Report 2011/12).

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Recommendations:

1. The Sector Wide Approach adopted in the ICDSEA capacity building strategy should be sustained and
scaled up to the regions, districts and institutions for future programmes so that ministries can manage
and deliver quality education from central level to school level.

2. The concept of embedding Somali Technical Experts in the MoE for knowledge and skills transfer was
recommended for future capacity development for local staff as it provided on-the-job professional
training and was a strategy with great potential to create a pool of local qualified staff. MoEs should be
supported to retain the HR capacity developed under ICDSEA especially the EMIS staff, while further
education and training to Master‘s level should be encouraged for education officers and heads of
departments.

3. The three political zones of Somalia are not homogeneous in terms of development levels and
institutional capacities, a factor that should be considered at the design stage of interventions so that
uniformity is not applied across the zones.

4. The ministries should also be supported to move to the next level of developing and issuing
performance contracts for all staff to enable accountability for results.

5. The AFPE Programme should be synchronised with the school calendar year as opposed to a
programme cycle. Such support should be aligned to completion of grade levels to avoid situations
where support ends before completion of a course or academic cycle as was the case with the
PGDEMA trainees and the girls under the AFPE Programme.

6. Support for gender mainstreaming should be sustained, as this is one way for Somalia to achieve
equity and equality in education by bridging the gender gaps and disparities which are still widely
prevalent in Somalia as per the 2011/2012 Primary School Censuses.

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1.0 INTRODUCTION

1.1 Programme Background

The Integrated Capacity Development for Somalia Education Administrations (ICDSEA) was a three-
year (36 months - 2010-2013) multi-phased programme funded under the EU Education Sector
Development Support Programme for Somalia (EDF10). It targeted institutional capacity development
of the three Ministries of Education in Somalia namely Somaliland, Puntland and South Central
Somalia. The Programme was implemented through a collaborative partnership between UNICEF
Somalia, the lead agency responsible for overall programme management, the Africa Education Trust
(AET), the Centre for British Teachers (CfBT), the Ministry of Education and Higher Education in
Somaliland, the Ministry of Education in Puntland and the Education Directorate in the Ministry and
Human Development and Public Service in South Central Somalia.

The ICDSEA Programme was developed in line with the European Commission Joint Strategy Paper
(2008-2013) that resulted from the report of the Joint Needs Assessment (JNA) for Somalia. The JNA
laid emphasis on the need for development efforts to be focused more on state building by
strengthening those institutions already in place and supporting the establishment of new institutions,
developing policy frameworks and strategic programmes, putting in place enabling legal and regulatory
frameworks and building capacity to implement, monitor and adjust policy. ICDSEA was, therefore, a
multi-phased programme which was part of the larger effort under the Somalia Special Support
Programme (SSSP) focusing specifically on capacity development of the Ministries of Education in the
three zones of Somalia in the core areas of Policy and Planning; Finance; Human Resource
Management; Quality Assurance; and Standards and Gender. The overall aim of the ICDSEA
Programme, therefore, was to contribute towards the achievement of the SSSP Programme. It sought
to strengthen and expand the capacity of the Ministries of Education administrations in Somalia at
central, state and local levels to formulate evidence-based policies on the basis of relevant data,
manage the Education Sector effectively and efficiently and deliver quality education services so that
beneficiaries of education at all levels could achieve the desired outcomes.

1.2 The Situation Analysis and ICDSEA Context

Somalia has been a fragile state since the collapse of the central government in 1991. The continued
state of fragility has over the years significantly affected the quality of both humanitarian and
development interventions at planning and implementation stages. The country is politically divided into
different regions which are at different stages of governance, conflict and post-conflict situations. The
regional governments have different institutional capacities and resources marked by varying
development priorities which further complicates programme planning. Over the last twenty years, both
humanitarian and development assistance has largely been project-driven in a volatile and
unpredictable political environment which makes data collection for evidence-based programming
difficult while access to many areas of the country by development partners is restricted due to
constant insecurity.

The ICDSEA Programme, as stated in the project proposal (2010), applied the EC Joint Strategy Paper
(2008-13) as the basis for its approach and as a measure for the programme‘s effectiveness. ICDSEA
strategy focused on supporting systems, processes and institutions at the central and regional levels
rather than educational content. The strategy recognised that while state building is the foundation for
development, a coordinated, well-managed and phased approach was necessary. The Somali Special
Support Programme (SSSP), which was developed from the Joint Needs Assessment, and provided
the basis for the 10th Education Development Fund (EDF) country allocation, highlighted three focal
sectors (i) Governance; (ii) Education; and (iii) Food Security. ICDSEA built on the aims and objectives
of two of these sectors with emphasis on focal sector two. ICDSEA shared the aim of the SSSP which
was to ―strengthen and expand the capacity of the [MoE] administrations at central, state and local
levels, to formulate policies on the basis of relevant data, manage the sector and deliver quality
education services’ (SSSP p.37). As such, ICDSEA was the first phase of a multi-phased programme
which over time and with donor support would result in strengthened Ministries of Education in the
whole country with capacity to deliver quality education services.

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The recovery and development of the education systems in South Central Somalia, Puntland and
Somaliland called for a strong focus on institutional capacity development of the Ministries of
Education, which in turn would contribute to an eventual government-led Sector Wide Approach, a
requirement for the long-term financial resources the sector requires. Support for the government-led
Sector Wide Approach initiative was originally planned through the DFID-supported Strategic
Partnership for Education, however, given the scope of work, its complexities and the need for longer
term sustained financial support the donors agreed that the technical assistance component of the
initiative would be supported through the EU EDF 10.

Preparations for this initiative began as early as 2007 with development of draft terms of reference
which was done in consultation with other key education stakeholders, including the MoEs. During this
time two major studies were conducted by the Strategic Partnership: a Capacity Needs Assessment
and the Study on Primary Education Financing. These studies assessed the capacity needs of the MoE
at central level. Building on the outcomes of these studies, the European Commission supported the
Education Sector Identification Study in 2008.

Based on the outcomes and recommendations of these studies, it was agreed that the most effective
capacity development strategy in all three zones would be (where possible) the provision of embedded
Technical Assistance where it was expected that a more sustainable transfer of skills to MoE
counterpart staff could be achieved. The ICDSEA proposal, therefore, built on nearly two years of
preparatory work and reflected the needs identified by the MoEs and presented a strategy of
intervention which was appropriate and was supported by Somali government counterparts. For the
ministries to increase their leadership in the delivery of education services, and broaden their roles
across all sub-sectors, there was need to improve their planning capacity, and further develop strategic
frameworks for operation and systems for service delivery.

2
2.0 DESIGN OF THE PROJECT EVALUATION

The ICDSEA Programme evaluation was participatory and inclusive and involved a representative sample
of all stakeholders engaged at different stages and levels from donors, managers, implementers and
beneficiaries. The various stakeholders included MoE Directors General (DGs), heads and staff of
departments, heads of tertiary institutions, programme consultants (technical support staff - international,
diaspora and local experts), students (girls in the scholarship programme), head-teachers and PGDEMA
beneficiaries, ESC members and programme managers from UNICEF, CfBT and AET. Primary and
secondary data was collected using qualitative and quantitative methods. The data was analysed and
reported on.

2.1 Evaluation Objectives

One of the key objectives of the final evaluation was to validate independently whether or not there was an
increase in the capacity of MoEs in Somalia to plan for and deliver quality services for the Education
Sector and whether systems that support the workings and operations of the ministries had changed
positively. The information and data collected was used to document:

 Observed changes in service delivery by MoE across all levels as a result of the enhanced
capacity
 Observed improvement in the quality of services rendered by MoEs
 Observed transparency and accountably in MoE operations
 Participation in policy and implementation
 Equity and transparency in resource allocation and disbursement
 Involvement and participation of women in decision making and management of education at all
levels
 Adequacy of budget provided for against what was spent in implementation of interventions
 Change in the beneficiaries that could be attributed to capacity building they had received from the
intervention
 The benefits of the programme, the challenges and what could be have been done better or
differently to improve future programmes
 The human relations between the implementers and beneficiaries which contributed to the success
of the programme and could be documented as best practices
 The relevance, efficiency, effectiveness, impact and sustainability of ICDSEA approach,
interventions centred on education and girl education development, policy and planning, human
resource management, financial management, and quality assurance and standards of education
 Innovation in implementation that helped to overcome programme challenges and lessons learnt
 Recommendations and conclusions on the various interventions
 Unintended positive or negative outcomes, lessons learnt and best practices

2.2 Evaluation Design

A participatory evaluation design was applied to determine progress made in realising programme results
and outputs. Using this design meant that the feedback from the stakeholders and beneficiaries of the
ICDSEA Programme in Somalia informed the evaluation findings. The impact evaluation was facilitated by
an external consultant from Acacia Consultants Limited. The overall evaluation stressed the value of
locally relevant or stakeholder–based processes of information gathering. The programme‘s bottom-up
design also dictated the choice of evaluation design and methods, which were basically participatory,
empowering and stakeholder-led. The evaluation framework applied in the evaluation was the input–
process–outcome framework.

The evaluation study was undertaken in three phases, namely:

a) Phase One was the Development of Study Protocol - (initial meeting with the client, tools
development and desk study leading to the production of the evaluation inception report)
b) Phase Two was the Data Collection (this involved qualitative and quantitative data collection in the
three zones)
c) Phase Three was the Reporting Phase (data entry, analysis, report drafting, dissemination for
validation and finalisation and presentation of the findings to stakeholders).
 2.3 Evaluation Methodology

2.3.1 Phase 1: Development of Study Protocol

a. Meeting with the Client: Acacia held consultative meetings with UNICEF Somalia at Nairobi level
which resulted in:
 Review of logistics to inform evaluation schedule /work plan
 Identification of key programme stakeholders
 A thorough understanding of the study objectives
 Assigning of responsibilities to clarify who was responsible for what in order to achieve the
expected outcome of the evaluation
 Briefing the lead consultant on the evaluation and expectations of the client
 Sharing of proposal and issuance of letters of introduction to the three MoEs

b. Document Identification and Literature Review: The review was done with the primary objective of
gaining a deeper understanding of the ICDSEA Programme. The main documents reviewed included,
but were not limited to:
 Project proposal document, project work plan and project log frame
 Project progress reports
 Donor agreement reports
 Financial reports
 Puntland and Somaliland School Census Reports
 Policy and Planning draft documentations
 Document detailing Quality Assurance and Standards
 Human Resource and Management Manuals or Policies
 Other documents relevant to the ICDSEA Programme
 AFPE design documentation
 Post Graduate Diploma in Education Management and Administration documents

c. Development of the Evaluation Tools and Work Plan: In line with reviewed literature, the consultant
developed evaluation tools which included guides for the Key Informant Interviews (KII) and Focus
Group Discussions (FGD), short structured questionnaires for the beneficiaries of the Post Graduate
Diploma in Education Management and Administration (PGDEMA) and the girls sponsored under the
AFPE funding. (All tools for the evaluation are attached as Annex 4). The interview and FGD guides
developed for the purpose of the evaluation were continuously evaluated and revised based on the
information gathered from the field. A debriefing to the key stakeholders was done by the consultant
on preliminary analysis of the findings based on the field notes at the end of each visit to the three
zones (i.e. Somaliland, Puntland and South Central Somalia) to allow an early vetting of the
information gathered.

2.3.2 Phase 2: Data Collection

a. Field Visits and Observations- The consultant checked on available documents (proposal, work
plans and reports) relating to the programme results. The focus was on key achievements in
establishing relevance, efficiency, effectiveness, impact and sustainability of interventions with
respect to programme objectives.

b. Key Informant Interviews (KIIs) - These were conducted with the following: UNICEF staff
responsible for ICDSEA Programme in Kenya and in Somalia, namely, Somaliland, Puntland and
South Central Somalia, MoE staff, Education Sector Committee members, CfBT and AET Programme
staff, selected beneficiaries of MoE services and beneficiaries who were involved in different tiers of
the programme (head teachers, policy developers, human resource departments, quality assurance
staff). The interviews were on a one-to-one basis where an attempt was made to document positive
changes brought about by the Programme, the challenges, what could have been done better and
recommendations for future programmes.

c. Focus Group Discussions (FGDs) - During the fieldwork, the consultant held focus group
meetings/discussions with various interest groups, including members of the Education Sector
Committees, PGDEMA beneficiaries working in the MoEs who comprised both long serving education
officers and young graduate trainees hired as part of the long term human resource capacity
4
 development for the Ministries of Education and beneficiaries of the AFPE Scholarship Programme.
The discussions focused on the interventions implemented versus what had been planned and how
best the consortium partners had met their expectations. The discussions also sought to establish
whether they were fully engaged during project implementation and whether their capacity and or
status had improved from the interventions, what was working well or not working well. The interviews
also set out to establish whether there were clear management structures for the programme, had
beneficiaries been involved in policy framework development and had they been empowered under
the ICDSEA Programme interventions to a point where they could deliver quality services to the final
beneficiaries who were the teachers and learners at school level.

d. Short Structured Questionnaire

The consultant administered short structured questionnaires to the girls in Somaliland and Puntland, and
PGDEMA beneficiaries. The consultant was interested in finding out how they were selected for the
sponsorship, the benefits of the programme/sponsorship, challenges of the sponsorship/trainings, and
how the programme had impacted on them.

2.3.3 Sampling

Table 1: Population of interest sample sites

Project Area ICDSEA Target Sites (Regions) Sample Evaluation Sites

Puntland MOE HQ and Nugal Region Garowe City and Nugal Region
Somaliland MoE HQ, Boroma and Hargeisa Regions Hargeisa City
South Central Somalia Ministry of Human Development and Public Mogadishu City
Services - Directorate of Education

Table 2: Sampled Evaluation respondents from the population of interest

No. Organisation/Department Respondents

1 Ministries of Education staff DGs, Heads of Departments, Staff working in the Departments of
EMIS, Curriculum, Teacher Education, Finance, HR, Gender, Policy,
Quality Assurance, Examinations Board and Focal Points of ESC,
heads of schools and tertiary institutions.
Field staff: REOs and DEOs
ESCs
2 Staff of the Ministries of Finance and Staff responsible for budgeting and labour policies
Labour
3 ICDSEA Programme Managers and UNICEF, CfBT and AET
Coordinators
4 Technical Staff Local, diaspora and international/ consultants
5 ICDSEA-MoEs trainees beneficiaries Garowe, Hargeisa and Mogadishu
6 Beneficiaries of the AFPE Puntland and Somaliland
scholarships
7 MOE staff Post Graduate Diploma Puntland and Somaliland and Central South Somalia
beneficiaries
8 ESC members Puntland, Somaliland and Central South Somalia

Table 3: Overall sample size

Target Groups (Key Informant Interviews) No

EC 1
MoEs DGs- SL, PL and Galmudug, TA Policy and Planning- Galmudug, 5
Director of Planning- SCS
Implementing Partners- Nairobi (AET, CfBT and UNICEF) 7
Implementing Partners- SL, SCS and PL (Staff of UNICEF, CfBT, AET) 10
Technical Advisors- SL, PL and Central South Somalia 10
MoEs former trainees – now Education Officers ( SL, PL and SCS) 9
ESC Education Coordinator-SL 1
ESC members in PL, SL, CSZ (CARE, SAVE, ADRA) 3
Gender Units SL and PL (TAs, Trainees and Gender Focal Points) T/As-2, Trainees 4 and focal points- 4
Staff of Tertiary Institutions- PL and SL 2 (EAU and Hargeisa University)

5
Target Groups (Key Informant Interviews) No
Target Groups (Short Structured Questionnaire) No
Girls who benefitted from Scholarships ( Primary, Secondary and University 25 PL and 25 SL (in different
Level) locations)
Head teachers- Trained to facilitate EMIS data collection and schools where 3 PL, 3 SL
MLA for grade 4 was conducted
MoEs PGDEMA beneficiaries (SL, PL and SCS) 12
Target Group (Observation guide) One in each zone (PL, SL, SCS)
Target Groups (FGDS) No
Beneficiaries of Scholarships ( Girls, PGDEMA , MoE staff) 1 PL, 1 SL , I SCS

2.3.4 Phase 3: Field Data Analysis and Report Writing

a. Exit Validation Meetings- At the end of the field work in each zone, exit meetings were held with
selected stakeholders, especially the MoEs, CfBT and AET staff. This was to discuss the preliminary
findings and implications, for purposes of informing any projects and plans for on-going projects and to
confirm presentation of study findings for verification before production of the final evaluation report.

b. Field Data Analysis- The interviews and FGDs were tape-recorded and their transcripts recorded in a
prescribed format. Further, Acacia Consultants developed a database to record the data collected
from the field, which was scrutinised based on a scrutiny manual. An analysis framework was
developed for analysing information from KIIs, FGDs and observation guidelines. Quantitative data
from the short structured interviews and data collected from reports (primary school census, financial,
progress reports) was analysed and reported in summaries, tables, charts and graphs.

c. Drafting Evaluation Report Incorporating Lessons Learnt and Good Practice- The consultant
drafted a report containing the findings (challenges, lessons learnt and good practices), and reported
on intended and unintended outcomes. These were reported based on the five evaluation criteria
(relevance, efficiency, effectiveness, impact and sustainability). The consultant made
recommendations and conclusions based on the findings.

d. Presentation of Evaluation Findings to Stakeholders - The consultant prepared and presented the
evaluation report to the lead agency for dissemination to ICDSEA Programme partners, the EU and
other key stakeholders in each zone.

e. Finalization of the Final Report - After sharing the draft report with stakeholders (some beneficiaries,
CfBT, AET, MoEs in each zone and UNICEF), the consultant reviewed and finalised the evaluation
report and submitted it to the client.

2.4 Ethical Considerations, Data Collection and Data Validation

At every stage of the process, the evaluation team ensured that care was taken in dealing with
respondents and respected the various socio-cultural and religious contexts in Somalia, while at the same
time obtaining as much information as possible. Where voice recording was done, permission was sought
from the respondents and the recordings were transcribed and shared with the respondents, even before
completion of the analysis. This gave the research group an opportunity to ―hear‖ and validate themselves.
To ensure that the privacy of the interviewees was protected, no names were listed against recorded
information deemed sensitive.

The lead evaluator, the assistant and data collectors travelled in one team during the data collection
process. To achieve unity of data recording of narrative information, tape recording was done to capture
descriptive data that was derived from the KIIs. At the end of each day, the data collectors and the
research assistant submitted notes and transcripts to the lead evaluator, who analysed the information
and suggested areas that needed further validation as necessary.

Validation of information collected from the field formed a crucial component of the evaluation.
Triangulation was used as this is a powerful technique that facilitates validation of data through cross
verification from more than two sources. This helped to combine several research methodologies in
evaluation of the same phenomenon. The evaluation, therefore, applied a variety of methods of
triangulation to ensure the validity of information collected at every stage of the data collection process.

6
3.0 EVALUATION KEY FINDINGS

The findings of the evaluation are presented in terms of relevance, efficiency, effectiveness, impact and
sustainability.

3.1 Relevance

Relevance of the intervention was measured by the extent to which the project design addressed the
identified capacity needs of the Ministries of Education in the three administrative zones of Somalia,
namely Somaliland, Puntland and South Central Somalia to develop policies, frameworks and strategies,
to enable the Ministries of Education to increase their leadership in the delivery of quality services in the
formal and non-formal education sectors. Specifically, relevance was measured by determining the extent
to which the project addressed key areas relevant to three governments, donor policy etc. The overall
programme intervention areas were:

a) Ministries of Education having policies and strategic plans in place to guide the development of
education overall and at sub-sector level guided by valid and reliable data
b) Establishment of automated financial systems equipped with the appropriate financial
management software and trained staff to enable the Ministries of Education to be accountable
and transparent in all financial matters
c) Developed human resource management systems and organisation development strategies,
procedures and regulations to govern how ministries and staff would operate and be productive
and operate in a work environment where both the employer and employees remained
accountable to each other
d) Established guidelines to provide and measure quality assurance and standards in the delivery of
education and training for both formal and non-formal sub-sectors of education and training
e) Gender mainstreamed sector and sub-sector policies, strategic plans, training manuals,
operational guidelines and strategies to promote equity and equality in education provision
specifically in accelerating female education participation and in staff employment and training

On the basis of the evaluation findings, ICDSEA is deemed a relevant programme as it addressed the
capacity gaps which for a long time had hindered the Ministries of Education in the three zones to take
leadership and guide the development of education. Before ICDSEA was designed and implemented, the
Ministries of Education played a support role, instead of the lead role, to development partners who largely
determined priorities and strategies for education in Somalia often from Nairobi.

ICDSEA successfully intervened to put the Ministries of Education in the driver‘s seat to guide education
development in Somalia. The ministries have developed the Education Sector and Sub- Sector Strategic
Plans (2012-2016) in which priorities and gaps are clearly identified. The strategic plans provide a clear
road map to guide ministries and development partners on strategic priorities and where resources should
be best applied.

The evaluation established that ICDSEA was instrumental in facilitating the Ministries of Education to
establish and operationalise the five departments of Policy and Planning; Finance; Human Resource
Management and Organisation Development; Quality Assurance and Standards; and Gender which were
the focus of the capacity development interventions. The targeting of the five departments laid the
necessary foundation for the ministries to steer and take leadership in the Sector Wide Approach to
education development which is a more holistic approach and a paradigm shift from the previous ―project
based‖ interventions. The Sector Wide Approach has great potential in terms of putting Somalia on the
path to achieving Education for All and MDGs in a more coordinated manner.

The ICDSEA action responded positively to an existing challenge of availability of accurate and relevant
data to guide evidence-based planning in Somalia. It was through ICDSEA that EMIS Units were
established, equipped and staff trained to conduct the Annual Primary School Census. Previously, the
census was carried out by UNICEF and UNESCO for the primary and secondary sectors respectively and
there were challenges of data authenticity and report ownership by different stakeholders, including the
Ministries of Education. The ICDSEA intervention for the first time enabled the ministries to take
responsibility and leadership in the entire census process which resulted in the publication of the National
Census Reports (2011-2012) in Puntland and Somaliland while a pilot phase was successfully carried out
in the Banadir Region in South Central Somalia under different funding.

7
The quality of the ICDSEA intervention was further enhanced by the recruitment and deployment of
Technical Advisers from the diaspora to the departments of the Ministries of Education which were the
focus of the capacity development intervention for a period of 27 months (Puntland and Somaliland) and
12 months in South Central Somalia. The concept of embedding Technical Experts for a two year period
as a strategy for capacity building of regular MoE staff and graduate trainees resulted in the transfer of
relevant knowledge and skills. This capacity building strategy was innovative and a paradigm shift from
the previous workshop-based modalities of training and the use of consultants on short term basis.

The opportunity for further professional education and training provided for MoE trainees and staff through
the PGDEMA course under ICDSEA was relevant, as the training allowed the beneficiaries to work as
they studied, thus making capacity building relevant as knowledge and skills acquired were applied
immediately. The PGDEMA course, based on feedback obtained during the evaluation had become very
popular as evidenced by high enrolment of eligible students outside the original target group, including self
and institutional sponsored students. This is an indicator that the course was beneficial, relevant and in
demand by a cross section of people working in the Education Sector and had potential for sustainability
through fee payment. It is recommended that MoEs and local universities in Somalia consult further with
IUIU on modalities of continuation of the course beyond ICDSEA. The inclusion of gender mainstreaming
component in the ICDSEA intervention helped to promote the inclusion of strategies like AFPE that would
contribute to the achievement of equity and equality in education provision and in the narrowing of the
gender gap in employment opportunities in Government ministries.

3.2 Efficiency

The efficiency of the ICDSEA Programme was measured by how well the planned activities utilised
available resources to achieve results in terms of timeliness, quantity and quality and effective co-
ordination of the partner agencies. The ICDSEA Programme was efficiently implemented and
achievement demonstrated value for money. This is detailed below.

3.2.1 Time Dimension of Efficiency

Despite the delays in starting the programme and a 3 months no-cost extension being provided, study
findings established that overall, in Somaliland and Puntland, the project delivered on the results at the
Ministries of Education headquarters level and partly at the regional level in policy development and EMIS,
strategic planning, setting up of financial management systems, capacity development, quality assurance
and standards, gender mainstreaming and implementation of the scholarship programme for girls.

In South Central Somalia, the programme initiated the development of policy and planning and EMIS,
strategic planning, capacity building through the PGDEMA programme and in quality assurance and
standards. In addition, there were ESC monthly meetings which enhanced closer working relationships
between the Directorate of Education and the Education Umbrella Organisations.

The evaluation established that ICDSEA was significantly delayed, i.e. almost 12 months. It was expected
to be implemented in 36 months from March 2010 to February 2013 but core programme activities did not
start until April 2011 when most of the TAs reported for work. In South Central Somalia, the programme
did not get started until June 2012 and was therefore implemented for 12 months only and even within that
short period, there were delays due to increased insecurity and departure of TAs who could not operate in
the volatile environment.

The evaluation established that there was a disconnect between the programme cycle and the duration of
the semester cycle for students enrolled in the PGDEMA course and the school/university calendar for the
girls supported under the AFPE scholarship programme. The programme though scheduled to end in
February 2013 had a 3-month no-cost extension period and thus ended in May 2013. By then, the second
cohort of the MoEs PGDEMA students had a whole semester remaining to complete the course and sit for
final examinations while for girls on the AFPE scholarship the programme ended in the middle of the
school/university calendar. There was unease among the students concerning funding to complete their
courses as communication on their status was limited.

8
 3.2.2 Quantity Dimension of Efficiency

The programme had targeted to reach the central, regional, district and school levels in all the results but
the evaluation established that most of the activities were achieved at the central level only. The activities
which went beyond the central level included the following:

Policy Planning and EMIS

1) Data collection for the census process. Regional Education Officers (REOs), District Education
Officers (DEOs) and head teachers were trained on how to fill in the data collection forms and on
data cleaning.
2) Development of the education policies, the strategic plans and the education acts involved many
stakeholders from teachers, community leaders, educators drawn from a wide cross section of
tertiary institutions and members of the ESCs.

Quality Assurance and Standards

1) The development of curriculum frameworks, supervision manuals involved MoE staff from central,
regional, district and school levels.
2) The REOs, DEOs and teachers were trained in the setting and marking of competency based tests
and examinations.
3) Teachers of schools sampled for the Monitoring Learning Achievement (MLA) Class 4 studies (See
Plate 1) in Somaliland and Puntland were trained on how to monitor learning achievement while
training on the same was conducted for teachers.

Plate 1: Teachers being trained to conduct MLA in South Central Somalia

Gender Mainstreaming and Girls Education Participation

1) The selection process for girls to benefit from the AFPE scholarship fund was led by gender focal
points at the district level and involved communities, families and schools.
2) Advocacy campaigns to promote girls‘ education reached the regions, districts, schools and
community level.

3.2.3 Quality Dimension of Efficiency

The evaluation established that stakeholders considered ICDSEA outputs to be of high quality. The
documents developed, produced and published under the programme such as the sector policies,
strategic plans, training manuals, supervision guidelines, curriculum frameworks and quality assurance
guidelines were highly rated. The human resource management and organisational development policies
formulated by MoEs were valued by the governments and other Government ministries were seeking
guidance on how to develop similar documents.

9
In Policy Development, the MoEs are ahead of the governments and the civil service commissions and
also in the establishment of automated financial management systems. Whereas MoEs are using
computer software (Quick Books) to manage financial operations and generate reports, the Ministries of
Finance are still using excel sheets and the manual voucher system. As demonstrated in Table 4, the
PGDEMA course was highly rated in terms of quality and had consequently attracted fee paying students
from local universities and employees of international organisations who required professional training in
education management and administration.

Table 4: PGDEMA Rating

PGDEMA Hargeisa PGDEMA Puntland

Count % Count %
E1. Overall rating of the Excellent 8 38.1 3 23.1
course Very good 7 33.3 5 38.5
Good 6 28.6 1 7.7
Fair 2 15.4
Poor 2 15.4
Total 21 100 13 100
E2. Course facilitators Excellent 7 31.8 8 53.3
Very good 8 36.4 3 20
Good 1 4.5 1 6.7
Fair 6 27.3 2 13.3
Poor 1 6.7
Total 22 100 15 100
E3. Course training Excellent 11 50 4 26.7
materials Very good 4 18.2 7 46.7
Good 5 22.7 3 20
Fair 1 4.5
Poor 1 4.5 1 6.7
Total 22 100 15 100
E4. Training Excellent 9 40.9 4 26.7
methodologies Very good 6 27.3 7 46.7
Good 3 13.6 1 6.7
Fair 2 9.1 2 13.3
Poor 2 9.1 1 6.7
Total 22 100 15 100
E5. Course duration Excellent 5 22.7 5 33.3
Very good 5 22.7 5 33.3
Good 7 31.8 1 6.7
Fair 5 22.7 3 20
Poor 0 0 1 6.7
Total 22 100 15 100
E6. Assessment Excellent 5 23.8 6 42.9
methodologies Very good 8 38.1 4 28.6
Good 2 9.5 1 7.1
Fair 6 28.6 3 21.4
Poor 0 0 0 0
Total 21 100 14 100

3.2.4 Coordination, Cooperation, Partnership and Technical Support

The evaluation established that the programme had a steering committee that met regularly (bi-annually)
under the leadership of the MoEs to receive reports and review progress. The Education Sector
Committees (ESC) which meet once every month in each of the three zones under the leadership of the
MoEs provide opportunities for sharing ICDSEA progress and challenges.

Discussions held with the consortium partners during the evaluation indicated there was quality
communication and cooperation between the programme partners which had enhanced implementation.
The programme had benefitted from international experts and consultants especially in the technical
areas. In South Central Somalia, the ESC had brought together the Education Umbrella Organisations into

10
a partnership with the Education Directorate where the two bodies were working closely to improve the
quality of education delivery.

Enhanced co-ordination between the consortium partners with stakeholders in Somalia during the design
and inception stage and also during programme implementation ensured that the programme remained
focused on the interventions and measures were put in place to forestall identified risks from adversely
affecting implementation with an exception of the insecurity threat in South Central Somalia which limited
access to the region.

Some of the measures undertaken to mitigate risks included:

1) Having the Ministries take leadership in all aspects of implementation, especially in the hiring of
diaspora staff and beneficiaries of the PGDEMA and AFPE programmes. The use of selection
criteria based on qualification and an open and transparent system helped to promote fairness, a
welcome change and departure from clan-based selection.
2) Recruitment of Somali nationals as technical experts as they were familiar with the local social-
cultural dynamics and were well received by the communities.
3) Consultations with the Ministries when budget adjustments had to be made to cater for emerging
priorities that were not initially included in the interventions.
4) Negotiating with elderly MoE senior staff on a retirement succession plan and providing a
retirement package that was widely accepted by beneficiaries and the communities. This was the
first time after the war that elderly staff accepted to honourably retire from public service. The
MoEs have set a precedent in this regard for the other Government Ministries.
5) Disclosure of all aspects of the intervention including budgetary allocations which promoted
transparency and accountability between the implementing partners.
6) Flexibility in response to emerging MoE priorities - for example in Puntland the request to support
the construction of a perimeter wall around the offices of the Ministry of Education to enhance
security was granted, while the succession plan to retire elderly education officers though not
initially included in the intervention was supported and implemented in Somaliland.

3.2.5 Resource Utilization/ Value for Money

The total eligible costs for the action amounted to Euro €5,562,032. The money was distributed between
the consortium partners against the programme results and the Human Resources costs. The evaluation
established the money was used for the targeted activities satisfactorily. Where budget adjustments were
needed to be made, to respond to a priority not initially included, there was adequate consultation and
approval among the partners. The list below is indicative of adjustments made to the budget:

a. Line 1.15 Diaspora Technical Advisors was initially budgeted for EUR €1,200,000, however, EUR
€13,380 was deducted from this budget line and allocated to other budget lines - to deliver MoE
prioritised activities. The amended allocation for Line 1.15 is EUR1, 186,620 (EUR €1, 200,000 –
EUR €13, 380).

b. Line 3.2 Office Equipment and Supplies for MoE was initially budgeted for EUR €180,000,
however, a priority activity of providing FM radios for girls education mobilisation was identified to be
delivered utilising this budget line. Therefore, EUR €8,892 was added to the budget line. The
amended allocation for 3.2 office equipment and supplies for MoE was therefore, EUR €188,892
(EUR €180,000 + EUR €8,892).

c. Line 6.1 Construction and Rehabilitation of Girls Education Facilities was initially budgeted for
EUR €450,000, however, a priority activity of construction in South Galkayo was identified to be
delivered utilising this budget line. Therefore, EUR €14,820 was added for delivering this prioritised
activity. The amended allocation for 6.1 construction and rehabilitation of girls‘ education facilities
was EUR €464,820 (EUR €450,000 + EUR €14,820).

d. Line 6.4 Twinning Arrangement with Regional MoE was initially budgeted for EUR €120,000,
however, the full amount of EUR €120,000 was deducted from this budget line to be allocated to
other budget lines for MoE prioritised activities. The amended allocation for 6.4 twinning
arrangement with regional MoE was EUR 0 (EUR € 120,000- EUR € 120,000).

e. Line 6.5 Workshops and Other Training was initially budgeted for EUR €300,000, however,
EUR133, 380 was deducted from this budget line to be allocated to other budget lines. Therefore,
11
 the amended allocation for 6.5 workshops and other training was EUR166, 620 (EUR300, 000 -
EUR133, 380).

f. Line 6.6 Primary School Census for Puntland did not exist initially; however, it was identified as a
MoE priority. Therefore, a new budget line was created with EUR €54,093 to deliver the task.

g. Line 6.7 Building Perimeter Wall for the MoE Puntland did not exist initially, however, it was
identified as a priority and a new budget line was created with EUR €44,460 to deliver the task.

h. Line 6.8 Provision of Generator for MoE Puntland did not exist initially; however, it was identified
as a MoE priority. Therefore, a new budget line was created with EUR €11, 115 to deliver the task.

i. Line Senior Leadership Succession Plan did not exist initially; however, utilizing available funding
toward senior staff retirement was identified as a MoE Somaliland priority. Therefore, a new budget
line was created with EUR133, 380 to deliver the task.

3.3 Effectiveness

The programme effectiveness was measured by the extent to which results were achieved as specified in
the Logical Framework. According to the evaluation most activities were achieved as planned.

3.3.1 Result 1: Policy Development and Strategic Planning

This result targeted the establishment of a framework for national policy development and evidence-based
sector and sub-sector planning drafted by the MoEs and review processes undertaken informing decision-
making and improving ministries‘ ability to effectively deliver educational services. Result 1 activities and
achievements were:

3.3.1.1 Development of an Education Database

The education database was to be made available for central and regional MoE staff to provide data for
evidence-based planning across the sector.

The evaluation established that in Puntland, Somaliland and South Central Somalia, EMIS Units had been
established and were functional under the departments of Policy and Planning. The process of
establishing the EMIS Units was facilitated by two consultants, one developing the EMIS software
(PINEAPPLE) and providing training and a second consultant for the installation and the training of EMIS
staff on the application. In total, 26 MoE staff in the three regions were trained in data collection, coding
and data cleaning while six of the 26 received further training in data analysis. Consequently, in Puntland
and Somaliland, the EMIS Units were able to undertake the primary national census for 2011 and 2012. In
South Central Somalia, the establishment of the EMIS Unit and training of staff was facilitated by staff of
the EMIS Unit in Puntland. This initiative proved that it is possible to build technical capacity locally and
promote sharing of skills regionally. It also showed that ICDSEA Programme succeeded in staff capacity
development and this had a ripple effect on human resource development. This is a notable best practice
that gave the Puntland EMIS staff a lot of confidence and professional pride.

In South Central Somalia, preparatory activities for the pilot census in Banadir Region which was funded
by a Dutch project through UNICEF, involved the establishment of an EMIS Technical Working Group,
which was established by the Education Directorate in the Ministry of Human Development and Public
Service. Members of the EMIS Working Group were drawn from Education Umbrella Organisations,
international organisations and local NGOs. The evolving partnership between the Education Directorate
and the education umbrellas in South Central Somalia through ICDSEA represents another best practice
as the process enhances the central role the Education Directorate plays in co-ordination of education
delivery. The fact that EMIS staff in South Central Somalia could conduct a pilot census for primary and
secondary schools in the Banadir Region of Mogadishu after the training is proof that skills transfer is
possible across the three regions.

A key output of the EMIS process was the publication of the Primary School Census Statistics Yearbook
2011-2012 for Puntland; and the Primary School Census 2011-2012 by the Ministry of Education and
Higher Education in Somaliland (1,000 copies of the Statistics Yearbook 2011-2012 have been published
and distributed). Based on the 2011-2012 Primary Schools Census‘ reports, the latest available figure for
12
GER in Somaliland is 44 per cent with girls at 38 per cent and boys at 50 per cent. In Puntland, the GER
is at 41 per cent with girls at 37 per cent and boys at 46 per cent. In South Central Somalia the GER
stands at 42 per cent with girls at 36 per cent and boys at 47 per cent. The 2011/2012 school census
further places girls‘ completion rate in Somaliland at 66 per cent and that of Puntland at 75 per cent.

At the time of the evaluation the EMIS Units in Puntland and Somaliland were engaged in preparatory
activities to undertake the primary and secondary census for 2012/2013 while in South Central Somalia
plans were in place to complete the 2011/2012 primary schools census. The census‘ reports for
2011/2012 have informed the development and costing of the Education Sector Strategic Plans (2012-
2016) both for Puntland and Somaliland, while in South Central Somalia, the census has informed the
development and costing of the Interim Education Sector Strategic Plan 2013-2015 for the Ministry of
Human Development and Public Service. The census‘ reports in the three regions have been used by
development partners in soliciting for further education support to Somalia: DfID-GEC [Girls‘ Education
Challenge] Project, UNICEF-GPE [Global Partnership for Education and the Go to School] Programme,
the EU-ESDP II and Somali Youth Leadership Initiative (USAid- SYLI) Programme.

3.3.1.2 Undertake an on-going process of evidence-based policy development, strategic

planning and sector performance review

The departments of Policy and Planning in both Puntland and Somaliland have made major strides in
policy development, strategic planning and sector performance reviews during the programme period. In
South Central Somalia, the Department of Policy and Planning seemed to be the most active and had the
longest serving Technical Adviser compared to the other departments where TAs quit their jobs shortly
after reporting mainly due to insecurity. In Puntland, the Education Act and the Puntland Education Policy
Paper were approved by the Council of Ministers in December 2012. The Education Act is awaiting
parliamentary approval and ascension into law by the President. In Somaliland, the Department of Policy
and Planning spearheaded finalisation of the Somaliland National Education Policy and has completed the
development of the Education Sector Strategic Plan for 2012-2016.

In the education sub-sectors, Somaliland had also reviewed the Teacher Education Policy and the Special
Needs Education Policy. These policies are being used by development partners to inform interventions in
the Education Sector. The policy documents and strategic plans have greatly enhanced evidence-based
planning and improved coordination, harmonisation and alignment of interventions by development
partners and the Ministries of Education. The documents have become reference points for on-going
interventions and have greatly assisted in aligning support to MoEs‘ objectives and priorities and in
reducing duplication of interventions by donors and resource wastage. In South Central Somalia, the
Interim Education Sector Strategic Plan (ESSP) is being used by partners as the basis for re-establishing
the Education Sector and enhancing the role of the Education Directorate to play a central role in co-
ordination of core services such as final examination and certification of students, harmonisation of the
curriculum, the school calendar and the development of policies.

3.3.1.3 Establish and/or strengthen education sector co-ordination bodies

In the three zones, ESC bodies have been established and meet regularly. Meetings are held monthly in
Hargeisa, Garowe and Mogadishu. The recruitment of the ESC Coordinator and relocation from Nairobi to
Hargeisa has greatly enhanced the role of the ESC in coordination, communication and collaboration of
development partners‘ work with the Ministries of Education. The Ministries of Education have taken
leadership in coordinating ESC meetings which have become a hub for information sharing and synergy
building between ministry staff and development partners both at field level and at Nairobi level.

The evaluation established that ESC members actively participate in MoE activities across the three zones
and provide technical input to the work of the ministries and development partners. In South Central
Somalia, the ESC has played a strategic role in bringing together education partners, including Education
Umbrella Organisations, the Education Directorate in the Ministry of Human Development and Public
Service, local NGOs in the Education Sector and development partners. The ESC has established
working groups (e.g. gender working group, harmonization working group, information working group,
networking group) for the different education sub-sectors in the three regions which have greatly
contributed to the harmonisation and alignment of interventions within the Education Sector.

The ESC Gender Working Groups in Somaliland and Puntland have done commendable work in lobbying
donors to support gender mainstreaming across MoE sub-sectors and to promote girls‘ education. The
13
efforts of the Gender Working Groups have resulted in sponsorship of girls‘ only courses at tertiary level
institutions and the construction of girl friendly spaces/sanitary facilities in primary and secondary schools.

3.3.2 Result 2- Human Resource Management and organizational Development

Revised organisational structures and improved human resources management and development
strategies developed in Somaliland and Puntland with drafts completed in South Central Somalia leading
to the identification and deployment of appropriate number of suitably qualified staff or staff in training
required by the Puntland and Somaliland ministries at the central and regional levels.

3.3.2.1 Establish human resource management strategies, organizational structures and

procedures

The departments of Human Resource Management are well established in Somaliland and Puntland. In
all the three zones, the HR departments have developed a Human Resource Manual, which has been the
basis for the development of the Ministries of Education organisational structures, the drafting of
schedules of duties and responsibilities and the drafting of job descriptions for employees. In Puntland
and Somaliland, the organisational structures have been implemented resulting in defined responsibilities
for staff based on job descriptions, a clear hierarchical order and clear communication channels within
departments and across different departments. Staff members at the MoE in Puntland are adapting to a
regime of clocking in and out, which has enhanced their work ethics. It was observed across the three
zones that work ethics had greatly improved evidenced by production of reports, documents and work
plans. Moving to the next level of performance contracts with clear performance outcomes should
enhance staff output even more, while laying the foundation for staff mentoring, monitoring and appraisal.

3.3.2.2 Establish organizational structure and operational strategies at the regional level
with a focus on service delivery

In Puntland and Somaliland as part of the decentralization strategy, an organizational structure for
regional and district levels has been established. Job descriptions for regional and district level education
officers have also been developed but not yet implemented. The ICDSEA input on decentralization
strategy for enhanced education delivery complements the intervention of the UNJPLGDS (UN Joint
Programme on Local Government and Decentralized Service), which aims at strengthening the linkage
between the central, the regional and district level administration in all the ministries.

3.3.2.3 Establish performance review and human resource development strategies at all
levels

In each of the three zones a Human Resource Manual has been developed and job descriptions
developed for central, regional and district level staff. However, performance reviews have not been
undertaken because the performance review subsumes the existence of performance-based contracts
which have not been developed for all staff. Nevertheless, performance-based incentives which are
project based, and, therefore, short-term have been established. Human resource development strategies
have not been developed except the identification of staffing requirements and existing gaps as stipulated
in the Education Sector Strategic Plans.

A key achievement under this activity that has been realised in Somaliland is the establishment of a
succession plan under which 25 senior elderly education officers have retired. It is a major milestone for
the Ministry of Education because formal retirement had not occurred in Somalia since the collapse of the
government in 1990. This initiative sets in motion a best practice for replication in Puntland and South
Central Somalia. It establishes a premise for recruitment of younger qualified education officers while
laying the foundation for promoting qualified serving officers and other members of staff. The succession
plan implemented by MoE Somaliland has become a point of reference by the government and this
initiative has potential to trigger government-led retirement and pension systems. The succession plan
could be of immediate benefit to education officers who have benefited from the Post Graduate Diploma in
Education Management and Administration, successfully implemented under ICDSEA.

14
 3.3.2.4 Develop a plan for longer term national and international technical assistance to
support key Ministry of Education functions

Under this activity, the ministries recruited Technical Advisers (TAs) who were embedded in each of the
five ICDSEA programme result areas – Policy and Planning; Finance; Human Resource Development;
Quality Assurance and Standards; and Gender. The TAs in Puntland and Somaliland have made
immense contributions to the development of policies, guidelines and in the mentoring and training of two
trainees per result area adding to 10 staff members each for Somaliland and Puntland. In South Central
Somalia the recruitment and retention of TAs remained a challenge due to increased insecurity and a
volatile political environment. At the time of the evaluation, only the TA for Policy and Planning was in
office in Mogadishu while for Galmudug State, the TA for Quality Assurance and Standards had been
recruited and retained. Generally, the Directorate of Education in South Central experienced challenges
in recruiting qualified diaspora staff for the envisaged embedded technical assistance. The Directorate
had resorted to recruiting TAs from the East African region focusing on Somali Kenyans. However even
they found Mogadishu a challenging working environment, thus ending up resigning.

At the national level, ICDSEA Programme supported the training of education officers through a Post
Graduate Diploma course in Education Management and Administration (PGDEMA). In total, 123 officers
benefited from the programme, which was conducted through 2 cohorts. The first cohort had an
enrolment of 66 officers (35 from Somaliland and 31 from Puntland) while the second cohort had a total of
57 officers (16 from Somaliland, 5 from South Central and 1 from Galmudug, while Puntland had 35
officers). The PGDEMA course was developed and facilitated by the Islamic University in Uganda (IUIU)
and implemented through Hargeisa University in Somaliland and by the East African University (EAU) in
Puntland. By the time of the evaluation, the first cohort of 66 students had completed the course and was
awaiting graduation while the second cohort of 57 students had one semester left to complete the course.

The PGDEMA course attracted students who were not employees of MoE attesting to the perceived
quality of the programme, which is a credit to ICDSEA and IUIU. At the time of the evaluation, an
unintended outcome that was reported was that the EAU in Puntland was in the process of establishing
collaboration with IUIU to offer a Master‘s degree in Education Management and Administration in
addition to other professional degree programmes. The PGDEMA course has greatly improved the
capacity of education officers in the performance of their duties and in their respective departments and
also in the five result areas of the ICDSEA Programme

3.3.3 Result 3- Financial Management and Planning

Strengthened or enhanced financial management and planning systems and structures lead to an
expected increase in total budget allocations for education by 5.8 per cent (7.2 per cent in 2012 to 13 per
cent in 2013) Somaliland; and 4.5 per cent (3.5 per cent in 2012 to 8 per cent in 2013) in Puntland, as per
current MoE commitments, with provisional budget allocations agreed for South Central Somalia.

3.3.3.1 Establish functional financial management and data processing systems

In Puntland and Somaliland, the finance departments have developed financial management manuals with
detailed guidelines for accounting, budgeting and procurement procedures. In addition, a computerised
accounting system (Quick books software) has been installed that enables the ministries to have an
automated payroll and undertake accounting functions such as budgeting, trial balance, management of
accounts receivable and accounts payable and undertake financial reporting. The computerised system
reflects real-time state of the financial position of the ministries and has enabled an online financial
management system that can be monitored by senior staff of the ministries. This function has been
automated with regards to donor accounts and is yet to be realised for government accounts. In South
Central Somalia and Galmudug State a Financial Management Manual has been developed and 14 staff
members have received training in financial management systems including basic accounting and budget
management, as a basis for establishing a computerised/ automated financial management system.

3.3.3.2 Develop and put into place budget and planning systems and procedures in
the MoEs

In Puntland and Somaliland, the ministries are benefiting from an automated accounting system which has
facilitated the control of MoE stores and stocks, giving the finance department staff the ability to track fixed
and movable assets through an automated assets register. The Finance Departments have also
15
enhanced audit controls and are able to undertake internal audit, thereby reducing incidences of fraud and
corrupt practices.

Furthermore, staff members are able to use the Quick books software to prepare the 2012/13 budget and
present it to the Ministry of Finance on time. The increased capacity of staff of the finance departments in
financial management and budgeting has resulted in increased budgetary allocations by the governments
in Puntland and Somaliland to the MoEs. The budgetary allocation to the MoEs has increased from 3.5
per cent in 2012 to 8 per cent in 2013 and from 7.2 per cent in 2012 to 13 per cent in 2013, by the
governments in Puntland and Somaliland respectively.

3.3.3.3 Introduce transparent fiduciary systems and standards in the MoEs

Through ICDSEA Programme, Puntland and Somaliland have strengthened their internal financial control
systems, which are supported by procurement procedures, automated assets management system and
internal audit. Steps towards the setting up of a transparent fiduciary system are evidenced by an
operationalized payroll system and the efficient disbursement of the Accelerated Female Participation in
Education scholarship funds by the departments of finance which catered for 452 students ranging from
lower primary to university (266 in Somaliland and 186 in Puntland).

Interviews carried out during the evaluation indicate that Ministries of Education have established effective
and transparent financial systems. The evaluation established that 86 per cent of the AFPE scholarships
beneficiaries received the full amount allocated to them and 94 per cent indicated there were no delays in
the disbursement of funds for the scholarships. Figures 1 and 2 depict management of the AFPE funds.

Figure 1: Accountability of sponsorship by beneficiaries

Figure 2: Respondents view on efficiency in receiving sponsorship funds

3.3.4 Result 4- Standards Based Quality Assurance:

3.3.4.1 Develop a set of minimum standards for primary and secondary education

In Somaliland and Puntland, National Curriculum Frameworks have been developed through the
participation of 35 (18 from Somaliland and 17 from Puntland) MoE staff of the Curriculum and Quality
Assurance departments and Examination Department, which provide the roadmap for curriculum
16
development for all levels of education in Formal, Alternative Basic Education/Non-Formal Education
sectors except university. The curriculum framework has enabled staff in Quality Assurance and
Standards to develop learning competencies for each grade level for both formal and ABE/NFE Education.
National Guidelines for School Improvement have been developed stipulating clear minimum standards
for infrastructure development, minimum standards for teaching and learning at classroom level, minimum
standards for teacher certification and minimum standards for registration of private schools. These
minimum standards are in addition to the teacher training minimum standards that were developed under
the Strengthening Capacity of Teacher Training (SCOTT) Programme and the minimum standards for
child-friendly schools that were initiated by UNICEF.

The curriculum framework was applied in the development of a harmonised secondary school curriculum
for both Puntland and Somaliland. The harmonised curriculum will be the basis for the development of
syllabi and textbooks building up on earlier work in the primary sub-sector that had been undertaken by
UNICEF in lower primary (syllabi and textbooks) and UNESCO in upper primary (syllabi and textbooks).
The curriculum framework was also applied in the development of harmonised ABE/NFE curricula for
levels 1, 2 and 3 together with the syllabi and supporting textbooks. The Curriculum Frameworks have
been incorporated in the ESSPs (2012-2016) in Puntland and Somaliland and in the Interim Education
Strategic Plan 2013-2015 for South Central Somalia.

Plates 2 to 5 depict how established standards for construction of education facilities as specified by
Departments of Quality Assurance and Standards were observed in the design and construction of girl
friendly spaces.

Plate 2: The Girl-friendly Space building Plate 3: Girls under the AFPE Programme in
Boorama with the Gender MoE SL Officer after the
FGD outside a GFS

Plate 5: The Study room in the GFS in Hargeisa Plate 4: The Common room in the GFS in
Hargeisa

3.3.4.2 Develop systems to assess learning outcomes and the overall performance
of the primary and secondary education system in delivering core
competencies required

The departments of Quality Assurance and Standards have developed systems for assessing learning
outcomes for each grade level guided by the Curriculum Frameworks. Initial steps towards this milestone
were guided by the Study on Monitoring Learning Achievement (MLA) Grade Four, conducted in Puntland
17
and Somaliland to measure learning outcomes in numeracy and literacy. The Report of MLA Grade Four
tests revealed that very few learners were acquiring basic literacy and numeracy skills, indicating low
levels of achievements in learning outcomes. The MLA study revealed that half of the pupils had not
acquired basic skills in numeracy and literacy for their grade level. It revealed there were major
deficiencies in the way teaching and learning was conducted. The results of the MLA Grade Four tests
provided useful information for the staff of the Quality Assurance and Standard Department for training
teachers on competency-based teaching and learning. During the evaluation, MLA for Grade Seven was
on-going funded by UNICEF and the output of the testing exercise was hoped would give further insight
to improve the quality of teaching and learning.

3.3.4.3 Support provided for strengthening national examination boards

In both Puntland and Somaliland, national examination boards have been established and have taken
responsibility for conducting Standard VIII and Form IV national examinations. Under ICDSEA, the Boards
have benefited through the training of subject examination panels that are made up of teachers and
education officers in Item Setting, Item Analysis and Examination Validation. Through ICDSEA, 23
education officers received training in examination setting, validation and moderation.

In Somaliland, the drafting of the National Examination Board Act was completed and presented to the
MoE for comments and feedback. The Subject Panel Members together with selected examination board
members, Quality Assurance Officers and head teachers were given further training in school-based
assessment focusing on test item development that comprehensively examines acquisition of knowledge
and skills on the part of learners at the levels of comprehension, application, analysis, synthesis and
evaluation. Members of the examination panels and education officers were also trained on examination
result analysis, as a feedback mechanism to determine the quality of test items in testing the
competencies they were meant to test. At the time of the evaluation, members of the examination boards
were embarking on processes of setting test items for purposes of establishing examination items data
banks.

ICDSEA Programme support for examinations was complemented by inputs from the FACS Project which
was implemented by AET with funding provided by UNICEF and EU. In South Central Somalia for the first
time since the collapse of the Somali Government, the 2012/13 national examinations were conducted
under the supervision of the Directorate of Education. Candidates were issued with certificates by the
Federal Government of Somalia. These certificates are recognised both internally and externally. This is a
major departure from previous practice where examinations were conducted by Education Umbrella
Organisations who issued candidates with their own certificates, which were not recognised outside the
country when Somali nationals presented them for purposes of further education, training or employment.

Seven umbrella organizations participated in the centralised examination and have been registered as
education providers by the Directorate of Education. These include: FPENS (Formal Private Education
Network in Somalia), SAFE (School Association for Formal Education), SOFE (School Organization for
Formal Education), SOFEN (Somali Formal Education Network), SOFEL (Somali Formal Education Link),
FENPS (Formal Education Network for Private Schools) and SEDA (Somali Education Development
Association). The registered umbrella organisations through the coordination of the DG are working on
modalities to agree on a unified academic calendar for South Central Somalia, a harmonised education
system instead of the two parallel systems that are currently operational 6-3-3 (6 years of Elementary, 3
years of Intermediate and 3 years of Secondary) and 4-4-4 (4 years of Elementary, 4 years of
Intermediate and 4 years of Secondary), a unified curriculum, standard school uniform for ease of
identification in addition to the unified national certificate.

3.3.4.4 MoEs develop the basis of an effective system of school supervision for
primary and secondary that measures progress and identifies weakness,
with personnel trained to monitor, develop and assess against agreed
standards

In Puntland and Somaliland, the National School Inspection and Improvement Handbook, which stipulates
minimum standards for infrastructure development, teaching and learning, teacher certification and
minimum standards for registration of private schools, has been developed. To this end, 49 Quality
Assurance Officers (31 for Puntland and 18 for Somaliland) have been trained on supervision and
assessment.

18
 3.3.5 Result 5 - Gender Mainstreaming and Girls Education Participation

Plans and a funding scheme in place targeting at least 20 per cent more girls completing Grade 4 and 10
per cent more girls with Grade 8 equivalence with a 15 per cent increase of total enrolment of girls in
primary and secondary schools.

3.3.5.1 Develop structure, content and targets for the Accelerated Female
Participation in Education (AFPE) Fund

In Puntland and Somaliland, a framework for the AFPE Scholarship Programme was developed outlining
the scholarship target group, the selection criteria for beneficiaries, the funds disbursement modalities and
the monitoring mechanism both for MoE through gender focal points and at school level by the head
teachers. In total, the AFPE Scholarship Programme benefited 452 girls (266 in Somaliland and 186 in
Puntland) ranging from lower primary, upper primary, secondary to university levels. Plate 6 shows some
of the participants of the programme. In addition, in Puntland the Gender Department was able to lobby
UNDP for girls‘ education support and 30 girls are being supported by UNDP to complete their university
education.

Plate 6: Gender Mainstreaming has

resulted in fast tracking of bridging the
gaps in the education sector through
provision of scholarships for tertiary
level training. The picture captures a
girls’ only class at Hargeisa University
which was on-going during the
evaluation

In identifying how the selection for

AFPE beneficiaries was conducted,
Hargeisa District, which is
predominately urban, was treated as a
region on its own to see whether there
were any significant /different reasons
between the selection of rural and
urban girls. The evaluation established that there were no significant differences in the reasons between
girls who came from urban and rural areas as show in Figure 3.

Figure 3: Reasons attributed to beneficiary’s selection criteria were poverty and threat of dropping out

The evaluation established that the other key criterion for selection as a AFPE beneficiary was the
likelihood to drop out of school as depicted by Figure 4.

19
Figure 4: Respondents justification for being selected as AFPE beneficiaries

The AFPE scholarship fund met the basic needs for girls for tuition, learning materials, uniforms and
sanitary pads as indicated in Figure 5.

Figure 5: Items covered by the scholarship programme

As demonstrated by Figure 6, the teachers and the media were the main source of information to
beneficiaries. Teachers were ranked as the highest source (35 per cent) while the media, especially the
TV, came second with 25 per cent as the source of information on the scholarship programme.

Figure 6: Medium through which beneficiaries learned about the scholarship programme
20
As shown by Figure 7, the Ministries of Education played a key role in the actual disbursement of the
AFPE Scholarship fund (57 per cent), a key indicator that financial systems at the MoEs were functioning
effectively. Others were parents (23 per cent), head teachers (10 per cent), and Community Education
Committees (8 per cent).

Figure 7: Channel through which Sponsorship money reached the beneficiaries

3.3.5.2 Through the introduction of innovative communication and/or social

mobilisation approaches or strategies, effectively raise girls’ participation
levels in schools (primary, secondary and alternative)

The Gender Departments in the MoEs in Puntland and Somaliland sustained a social mobilisation and
advocacy campaign for girls‘ education through the use of mixed media which included print and
electronic media such as television documentaries, drama as well as caravan road-shows in Somaliland.

3.3.5.3 Strengthen mainstreaming of gender and equity into overall MoE policy,
planning and strategic development activities.

The Gender Departments in Somaliland and Puntland, with input from ESC members spearheaded the
mainstreaming of gender in all policy documents that were developed between 2011 and 2012 under
ICDSEA funding. The policy documents include the Education Sector Strategic Plans, the National
Guidelines for School Improvement, the Education Policy Papers, the National Teacher Policy and the
Education Acts. Gender mainstreaming has also been reflected in the Primary School Census Statistics
Yearbook 2011-2012 in Puntland and in the 2011/12 Primary School Census in Somaliland. In South
Central Somalia, the census pilot that was conducted in Banadir region had gender disaggregated data
capturing pupils and teachers. This represents a key milestone because gender is no longer being
referred to in MoEs across the three regions as a cross-cutting issue in policy documents.

In Somaliland, the ministry has taken gender mainstreaming a notch higher by focusing attention on
gender equity, which was spearheaded by the Minister for Education resulting in an affirmative action to
recruit female head teachers targeting a one-third gender ratio where a pool of qualified female teachers
existed. In Somaliland, ICDSEA funding facilitated the construction of 15 girl-friendly spaces in primary
schools and five in secondary schools (see Plate 7). This was in addition to 40 latrines which were
constructed for girls‘ use only in primary schools. In Puntland, 40 female teachers received in-service
training on gender and education at the Garowe Teachers Education College (GTEC) and at the East
African University (EAU). The training equipped the female teachers with knowledge and skills to promote
learning among the girls at the school level as well as mentoring skills to enable them to serve as role
models for the girls. The efforts of the female teachers were complemented through the establishment of
12 Women Councils in Puntland at the community level to promote gender equity in education. In both
Puntland and Somaliland, Gender Units have been elevated into fully-fledged departments of the MoEs
and the departments have taken responsibility for monitoring the implementation of the AFPE Scholarship
Programme, an activity that was effectively coordinated by gender focal points at the regional level.

21
 The Gender Departments both in Puntland
and Somaliland have taken leadership of the
ESC Gender Working Groups by chairing
working group meetings which meet on a
regular basis once a month. In South Central
Somalia, activities of the Gender Unit did not
take off as envisaged due to the volatile
political environment which led to resignation
of Gender Technical Advisor recruited under
ICDSEA. It is noteworthy that during the short
period that the Gender Technical Advisor
worked, he undertook a gender analysis audit
in the Education Directorate and produced a
draft report which contains gender
disaggregated data.

Plate 7: AFPE Beneficiaries in Puntland with evaluator and study assistant- Zeinab Ayan, standing in the
background

3.4 Impact

ICDSEA was instrumental in equipping the Ministries of Education with capacity for policy development
and implementation on the basis of evidence based data. This capacity was achieved through
operationalization of the EMIS Units and training of data analysts (26). This will enable the MoEs to
undertake short term and long term education planning effectively. In the three zones, key policy
documents were developed and will guide and have long term impact on education development beyond
ICDSEA Programme. These documents include,
 Puntland: Finalisation of the Education Act, development and approval of the Education Policy
Paper in Dec. 2012, the development of the Education Sector Strategic Plan (2012-2016) and
Framework for National Curriculum Review and Development
 Somaliland: Development of the National Education Policy, development of the Education
Strategic Plan (2012-2016), development of the National Framework for Curriculum Review and
Development and review of Teacher Education and Special Needs Education Policies
 South Central Somalia: Development of an Interim Education Sector Strategic Plan (2012-2015)

Through ICDSEA, Education Sector Coordination Bodies which have sub-sector technical working groups
were established and were already operational in the three Zones. Consequently, there was more synergy
and greater coordination and information sharing among the education stakeholders leading to reduced
duplication of interventions and resulting in cost effectiveness in education programming.

ICDSEA was instrumental in the establishment of Human Resources Management Departments in the
three zones. The new departments had developed Human Resource Manuals which greatly strengthened
the HR function through:
 Operationalization of MoEs staff establishment at national, regional and district levels
 Establishment of a Registration and Payroll System for all the teachers
 Development of decentralised organisation structure from national, regional and district levels for
effective communication and coordination of education administration and management services
 Development of job descriptions, salaries structures and benefits for all cadres of MoE staff at
national, regional and district levels
 Establishment of a succession plan/retirement system for older staff and staff development
scheme for all MoEs employees which has been piloted in Somaliland
 Recruitment of younger and better educated staff who benefitted from mentoring by the Technical
Advisors and further training through sponsorship in the PGDEMA programme. The younger
officers if retained in employment by MoEs had the capacity to deliver quality education
programmes

One of ICDSEA‘s innovations was embedding Technical Advisors (TAs) in MoEs core departments of
Policy and Planning, Quality Assurance and Standards, Finance, Human Resources Development and
22
Gender. The TAs were instrumental in introducing professionalism and work ethics which had a positive
impact on the rest of MoEs staff who greatly improved education management and service delivery.

ICDSEA was credited with assisting the MoEs to enhance Financial Management and Planning through
application of IT financial management software and staff training. The use of IT in financial management
resulted in transparency, real time sharing of financial information and data leading to enhanced
accountability and improved service delivery. The IT software enabled the MoEs to improve financial
planning, budgeting, reporting and management of the payroll and disbursement and accounting for donor
funds.

Under Quality Assurance and Standards, ICDSEA facilitated the development of Curriculum Frameworks
for Formal Education and Alternative Basic Education/Non Formal Education. The Curriculum
Frameworks provided guidance to the staff in Quality Assurance and Standards in the development of
appropriate learning competences for each grade level. The Frameworks had for the first time facilitated
the coordination of both formal and Alternative Basic Education with clear linkages in terms of entry and
exit grade levels. They also guided the development of harmonised Secondary Level Curriculum in
Puntland and Somaliland. The Frameworks will serve as the basis for the design and development of a
competence based curriculum and relevant teaching and learning materials. The competences spelt out in
the Frameworks will provide a basis for examinations and assessment of learning outcomes. The capacity
of Examination Boards in Somaliland and Puntland was strengthened through skills training in
examination setting, validation and moderation which will enhance the validity and reliability of national
examinations. Under ICDSEA facilitation, staff of Quality Assurance and Standards developed the
National School Inspection and Improvement hand Book which provided for guidance in minimum
standards for infrastructure development, teaching and learning, teacher certification and standards for
registration of private schools. The minimum standards were intended to serve as bench marks for the
delivery of quality education.

In Gender and Education, ICDSEA contributed to bridging the gender gap in education through provision
of bursaries for 452 needy girls in primary, secondary and university levels through the AFPE programme,
creating potential human resource for managing education and other development programmes.
Furthermore, gender units were elevated to departments in MoEs and benefitted from the professional
contribution of Gender Technical Advisors who together with the staff were instrumental in advocating for
gender inclusion as an integral area of focus in MoEs Strategic Plans unlike in the past where it was
categorised under cross cutting themes or emerging issues.

In conclusion, the impact of ICDSEA Programme within MoEs, though short term, it had potential long
term implications. The activities implemented had laid a solid foundation for long term impact, including
being instrumental in empowering MoEs to take leadership and ownership in steering evidence and
priority-based education planning and development using the Sector Wide Approach. This reflects a major
shift from the previous donor-driven short-term project based approach.

3.5 Sustainability

The evaluation established that ICDSEA Programme had greatly assisted the Ministries of Education to
set up policies and systems and regulatory frameworks to effectively manage and deliver quality
education. Ministry staff at the central and regional levels across the three zones is confident the capacity
they have received through ICDSEA has equipped them with the necessary knowledge and skills to take
leadership and guide education development way beyond ICDSEA Programme funding. Top and middle
level MoE staff in Somaliland, Puntland and South Central Somalia are confident that they have been
equipped with knowledge and skills to effectively and sustainably deliver on policy development, financial
management and budgeting, gender mainstreaming, strategic planning, human resource management,
organisational development and quality assurance and standards. The implementation of the Strategic
plans already developed for each zone and the completion of the policy documents initiated with ICDSEA
assistance such as the Education Act and Education Policy Paper for SCZ will be test cases for staff in the
Ministries of Education. The ability by MoEs to effectively conduct the 2013-2014 School Census for both
Primary and Secondary sectors in Somaliland and Puntland while scaling the census in SCZ which was
piloted in Banadir region of Mogadishu will demonstrate that capacity received under ICDSEA is
sustainable.

The ability by MoEs to start issuing staff with performance contracts will enhance accountability as
performance is measured more on specified outcomes rather than just outputs. The test case for the
23
Financial Departments is application of the capacity received under ICDSEA to manage Ministries
resources in an accountable and transparent manner. Effective management of a decentralised staff
payroll and payment of salaries to teachers will add another feather cap on the financial departments‘
capacity. This capacity was demonstrated in the management of funds disbursement for the PGDEMA
and AFPE scholarship programmes which were implemented through ICDSEA funding.

Based on comments made by stakeholders in the three zones, the ICDSEA programme intervention that
will have a more lasting impact in the Ministries of Education is the opportunity for 123 MoE staff and 29
non-MoE staff to undertake the PGDEMA course. The PGDEMA intervention has created a pool of
qualified personnel for the Education Sector in Somalia. The senior and middle level managers who
benefited from the PGDEMA course felt they had capacity to take leadership in guiding others at the
district and school levels to develop and implement competency-based curriculum which would be
supported by supervision based on minimum standards and valid and reliable tests and examinations to
provide feedback on learning achievement. More specifically, the PGDEMA course has enabled 123
senior and middle levels MoE staff to sharpen their knowledge and skills in education management and
administration even further. Through the ICDSEA Programme, a critical pool of MoE staff have been
equipped with the relevant knowledge, skills, attitudes and values which they have subsequently
effectively applied with tangible results including: publication of the 2011-2012 primary schools census,
the review, development and publication of education sector policies and development and publication of
strategic plans (2012-2016).

The staff have developed and produced manuals for human resource management, school supervision
curriculum frameworks for competency-based teaching and learning for Formal Education, Alternative
Basic Education and Non-Formal Education, development of valid and reliable examinations test items,
development of supervision guidelines and minimum standards for teacher certification and building and
construction of schools. Another notable achievement of the enhanced MoE staff capacity development
through ICDSEA Programme was demonstrated through the inter-country skills transfer by EMIS staff
from Puntland to the MoE staff in South Central Somalia where they played a key role in the establishment
of the EMIS Unit and training of Policy and Planning - EMIS staff in data collection, coding and analysis.
The training which was carried out under ICDSEA funding enabled the staff of the Education Directorate in
South Central Somalia to undertake a pilot census in the Banadir region of Mogadishu Province which
was separately funded by a Dutch organisation through UNICEF.

The ability demonstrated by MoE staff to effectively steer the processes of developing education sector
policies and plans was a clear indication of the success of the ICDSEA overall objective of capacity
development of MoEs in the three zones. The only notable threat to sustainability is that the central
governments were not allocating Education Ministries with adequate financial resources to implement the
policies developed through the ICDSEA Programme. In Somaliland for example, although the budgetary
allocation from the government increased from $3m to $7.8 in FY 2012/13, the vote for vehicle
maintenance for its 45 vehicles was $1,500 and fuel for the DG was 1000 litres for the Financial Year.
Despite this minimal budgetary allocation, the ministry was expected to provide quality services to 900
primary schools, 120 secondary schools and close to 20 tertiary institutions in Somaliland. This is in
addition to Technical Vocational Education and Training (TVET) centres, Alternative Basic Education
(ABE) and Non-Formal schools. The entire Ministry has 2,500 staff members, 150 professional staff who
are supposed to provide services to 13 regions (6 official and 7 awaiting official endorsements by
Parliament). Despite the challenge, MoE staff felt the up to date data generated by EMIS Units annually
would be useful tools in lobbying governments for increased funding to the education sectors.

24
4.0 CONCLUSIONS AND RECOMMENDATIONS

4.1 Conclusions

1. The Programme implementation was timely, relevant and flexible as per the prioritised needs of
capacity development for the MoEs. It adopted a Sector Wide Approach and embedded TAs from the
diaspora in MoEs. However, education development is at different levels in Somaliland, Puntland and
South Central Somalia. Somaliland and Puntland have made major steps towards development and
institutionalisation of education due to relative peace, South Central Somalia is at the start up point with
formation of a new government and insecurity still posing a major challenge.

2. The AFPE and PGDEMA Scholarship Programmes were highly successful. However, they faced
challenges in terms of synchronising scholastic calendars with the programme implementation cycle.

3. While ICDSEA is credited with spearheading the processes of streamlining the HR functions in the
ministries of education such as developing the HR manual, job descriptions, and establishing a filing
system for staff, support is required to enable the ministries to scale up the streamlining of the HR function
to the regions, districts and zone levels.

4. The elevation of the Gender Units to Departments by MoEs was a key indicator that gender was a core
sub-sector that required attention just like the other MoE sub-sectors in terms of policy formulation,
planning and programming. The establishment of Gender Working Groups within the ESCs has also
contributed significantly to sharpening focus on gender among partners and donors and to sustaining the
campaign on gender across all the education sub-sectors. Data from Somaliland 2011/2 Census indicates
44 per cent Gross Enrolment Rate (GER) with 50 per cent boys and 38 per cent girls. In Puntland GER
stands at 41 per cent with 46 per cent boys and 37 per cent girls (MoE Puntland census 2011-2012).
According to UNICEF Somalia Cluster reports, South Central Somalia has a GER of 42 per cent with 47
per cent boys and 37 cent girls. The girls‘ primary school completion rate stands at 66 per cent
(Somaliland) and 75 per cent (Puntland). In Somaliland, only 16 per cent of the teachers are female, while
in Puntland the number of female teacher‘s stands at 13per cent. (Census Reports 2011/12).

4.2 Recommendations

1. The Sector Wide Approach adopted in the ICDSEA capacity building strategy should be sustained and
scaled up to the regions, districts and institutions for future programmes so that ministries can manage
and deliver quality education from central level to school level.

2. The concept of embedding Somali Technical Experts in the MoE for knowledge and skills transfer is
recommended for future capacity development for local staff as it provides on-the-job professional training
and is a strategy with great potential to create a pool of local qualified staff. MoEs should be supported to
retain the HR capacity developed under ICDSEA; especially the EMIS staff while further education and
training to Master‘s level should be encouraged for the education officers and heads of departments.

3. The three political zones of Somalia are not homogeneous in terms of development levels and
institutional capacities, a factor that should be considered at the design stage of interventions so that
uniformity is not applied across the zones.

4. The ministries should also be supported to move to the next level of developing and issuing
performance contracts for all staff to enable accountability for results.

5. The AFPE Programme should be synchronised with the school calendar year as opposed to a
programme cycle. Such support should be aligned to completion of grade levels to avoid situations where
support ends before completion of a course or academic cycle as was the case with the PGDEMA
trainees and the girls under the AFPE Programme.

6. Support for gender mainstreaming should be sustained, as this is one way for Somalia to achieve
equity and equality in education by bridging the gender gaps and disparities which are still widely
prevalent in Somalia as per the 2011/2012 primary school censuses

25
5.0 LESSONS LEARNT

1) Education delivery can best be achieved when local institutional capacity is well established
and interventions are rooted on priorities identified by the primary beneficiaries and
stakeholders- The ICDSEA Programme is credited with a holistic approach to institutional capacity
building of the Ministries of Education in the whole of Somalia in a systematic and sustainable way.
ICDSEA focused capacity building on 5 strategic areas that are core to enabling the Ministries of
Education deliver on quality and relevant education and training. ICDSEA Programme responded to
felt and identified priorities of the Ministries of Education while ensuring that Ministries of Education
took leadership to drive and sustain the process of implementation. In fragile contexts such as
presented in Somalia when systems collapse and infrastructure key to service delivery is destroyed
and where populations are displaced and the social order is disrupted, rebuilding effort should, where
possible be rooted in holistic human resource development in a structured manner. This approach
equips the people with capacity to take charge of their lives, identify their needs and priorities and take
full charge from bottom up compared to externally driven interventions. The design of ICDSEA to a
large extent applied this approach by focusing on institutional capacity of the Ministries of Education
starting from the national level and moving down to the regions and district levels. This has given the
ministries of education in the three regions the threshold they require for undertaking education
reconstruction more holistically.

2) Skills transfer through on-the-job and mentoring by experts are effective and efficient capacity
building strategies- Through the ICDSEA Programme, the Ministries of Education staff benefited
from a well-planned and coordinated post graduate diploma in education management and
administration course which was designed to equip the MoE staff with requisite knowledge and skills
to effectively manage the delivery of quality inclusive education. The benefits of the diploma course
were further enhanced by the opportunity MOE staff were offered through the embedded technical
experts that were hired to serve as technical advisors and mentors in the 5 core departments of the
Ministries of Education. The return to Somalia by Somalis from diaspora who have technical
knowledge and skills to engage and contribute to nation building through reconstruction of education
as was initiated through ICDSEA programme is a step in the right direction. The technical Advisors
embedded in the five departments of the Ministries of Education revived a sense of professionalism
and work ethics among the local staff which had been lost during the civil war and internal conflict. The
Somali Technical Advisors are familiar with the social and physical environment and have local
knowledge of Somalia which external consultants may not have in equal measure. Replacing external
consultants with Somali Technical Advisors and contracting them for longer periods and having them
located within the Ministries working alongside local counterparts as was the case under ICDSEA has
set in place a framework for rebuilding education in Somalia. The fact that the Technical Advisors
came from the diaspora and may have known each other as Somali nationals has great potential to
establish a sense of nationhood across the three zones which has hitherto been absent. Linking the
Technical Advisors and Education Officers across the three regions through the Education Sector
Committee and organising professional consultative meetings and conferences as was the case
during the recent National Conference on Education which took place in Mogadishu creates time and
space for experience sharing and a charting of the way forward for holistic education development in
the three regions. Educationists and the education system may be the bridge that will bring Somalia
together as one nation again.

3) Development assistance can positively effect change where partnerships are based on mutual
respect, accountability and transparency- The ICDSEA Programme is credited with galvanising the
synergy of all the stakeholders involved in the intervention to remain focused on achieving the results
and objectives of the Programme. The stakeholders worked as a team and supported each other to
achieve a common goal. ICDSEA programme was a Ministries of Education led intervention while
partners came in to provide funding support. The face of ICDSEA was that of Somalis and the
Ministries of Education across the three regions and not the face of external experts and consultants.
The capacity building strategy under the programme was more holistic and all the departments worked
and supported each other. There was evidence of professional internal consultations between the
departments during ICDSEA implementation and a sense of working together among MoE staff for a
common good as opposed to a spirit of competition. There existed a seamless relationship among the
staff of the various departments and a vibrant professionalism. Development agents were not viewed
as outsiders but as partners in development which was a major shift in perceptions.

26
4) Education is a tool that can be used effectively to address biases and bridge political barriers-
ICDSEA brought together education actors in the whole of Somalia to address the common challenges
of low capacity in education service delivery. The programme design and implementation allowed
sharing of best practices and knowledge across the zones and staff could move and interact with their
colleagues across the zones. The Education Sector Committee provided a professional link between
the education actors across the three zones. The ESC had created a useful profession forum for
information sharing and dissemination among educationists across the three zones. The Technical
Working Groups established by ESC provided a channel for sub-sector consultations led by the
Information Technical Working Group. The ESC Coordinator being a Somali National from the
diaspora and an experienced professional educationist was well respected across the three regions
and provided a best practice in leadership and bringing together MoE staff and development partners
at the monthly meetings. The organisation of the Education National Conference in Mogadishu which
was attended by leading Somali Educationist from the whole of Somalia was a clear indicator that
Education will play a key role in reuniting Somalia as one nation under the able leadership of the
National Government.

5) Somalia is not one homogenous entity and requires differentiated interventions based on
identified priorities suitable for local environments- ICDSEA approach to programme
implementation was pragmatic and accommodated emerging priorities and made the necessary
budgetary adjustments to cater for new priorities that emerged during implementation across the three
zones. The flexibility in budget adjustments to cater for emerging concerns of MoEs such as the
succession and retirement plan in Somaliland and the construction of the boundary wall for Puntland
MoE demonstrated a human face in development assistance. The three Ministries of Education in the
three zones were at different levels in education reconstruction and Puntland for example had made
great strides in Policy Development, Curriculum Development for both the Formal and Alternative
Basic education and Pre-Service Teacher Training for the Primary Sector. Instead of re-inventing the
wheel, the other regions can borrow and adapt what had been developed in Puntland as this would
promote cost effectiveness and value for money. The Human Resource Capacity developed through
ICDSEA in EMIS and Financial Management Systems could be shared across the three regions and a
precedent for this had been set when EMIS staff from Puntland assisted their counterparts in the
Directorate of Education in Mogadishu to set up and operationalize the EMIS Unit. The MoEs in each
Region have developed Strategic Plans for 2012-2016 in which priorities have been clearly identified.
Aligning development assistance to these priorities while giving room for regional consultations and
knowledge sharing will go a long way in harmonising education provision in Somalia. The key question
for educationist to focus attention on is--- how can education serve to reunite Somalia Nationhood.
What are the children learning in Somalia classrooms? The National Curriculum will be a key driver in
the process of rebuilding Somalia and hence the enormous responsibility placed on Educationists.

6) Addressing gender disparities in Somalia will require the use of multi-dimensional, multi-
sectoral and community based approaches sustained over a long period of time- Through
ICDSEA, the importance of addressing gender in education was intensified by elevating Gender Units
within Ministries of Education to fully fledged Departments. Furthermore, the ESC established Gender
Working Groups across the three zones to engage stakeholders at different levels in concerted efforts
to address the existing gender disparities in the Education Sector. Through ICDSEA support, the
Gender Departments and Working Groups employed creative approaches and campaigns to reach out
to policy makers, community, political and religious leaders to work together in addressing the
prevailing gender disparities in education. At the national level, provision of scholarships to girls at all
levels of education from primary to university as initiated under ICDSEA – AFPE will be a strategic
choice as this will create a pool of educated girls at the national level being leased to the labour
market will at the same time bridging the gender gap in the school system. The training and hiring of
young female teachers and in-servicing serving teachers on gender responsive pedagogy will ensure
learning and teaching occur in gender responsive classrooms where girls participate in learning
processes instead of being observes. At the community level there has to be a sustained effort at
community education on barriers to girl‘s education with an aim at ensuring families and communities
become partners in addressing social cultural harmful practices which contribute singly and in
combination as barriers to girl‘s education. The Education caravans which were implemented under
ICDSEA in Somaliland by the Gender Department could be shared and adapted across the other two
regions.

27
ANNEXES
Annex 1: Logical Framework Matrix in Standard Format

Annex 1 Title of the Action : “Integrated Indicative duration: 36

Logical framework matrix in standard Capacity Development for months
format Somali Education Indicative budget: 5 M €
Administrations” Country:
Somaliland/Somalia
Institution: Ministries of
Education
Project Name: “Integrated Capacity Development for Somali Education
Administrations (ICDSEA)”
Contracting period expires: Disbursement period expires:
4 years after the signature of 5 years after the signature of
the Financing Agreement the Financing Agreement
Total Budget: € 5 M
Overall Objective Assumptions

The overall objective is to  MoEs have sufficient control

support the Ministries of over or influence on service
Education in developing a delivery
structured education and  Funding is available
training system, meeting the internally or externally to
principles of a sector wide implement strategic plans
approach. and strategies
Project Purpose Objectively Verifiable Indicators Sources of Verification Assumptions
Capacity of the Ministries of  Sector and sub-sector strategic plans  Sets of documents for each  Sufficient commitment in
Education in Somaliland, developed, approved for all sub-sectors: MoE (strategic plans, costs MoEs to move from day-to-
Puntland and South/Central NFE, Primary, Secondary, Vocational, sub-sector operation plans, day management to
Somalia increased to more Higher Education staffing plans etc). medium term and strategic
effectively manage, plan for and  All three Education Ministries have  EMIS usage reports planning
deliver formal and non-formal developed revised organizational  Monitoring visit reports  Security situation does not
educational services in an structures reflecting the needs of the covering all relevant areas prevent planned inputs
equitable and efficient manner. sector strategic plans.  Support by the MoEs for the
 At least one Education Ministry has taken planning process,
steps to follow PFM procedures according ownership and
to MoF regulations implementation.
 At least 60 personnel in Education
Ministries are able to effectively report on
school and student current and projected
numbers.
  Gender parity reached in at last 25% of
MoE supported schools and educational
facilities
 Increased proportion of MoE budget per
annum (at least 1.5%)
 Sector plans, including projections and
costs, completed for three regions of
Somalia
 Standards and systems in place which will
contribute to achieving a GER of 40%
 Increase in the number of enrolled girls
completing five years of primary school (at
least 20%)

Results Objectively Verifiable Indicators Sources of Verification Assumptions

1. Framework for national  2 Ministries have developed and costs  Monitoring visit reports  Security situation does not
policy development and sector and sub-sector plans  Strategic plans prevent planned inputs
evidence-based sector and  Annual data collection activities carried out  Sub-sector operational plans  Data collection activities are
sub-sector planning drafted and analysed and results available for  EMIS not restricted by the security
by the MoE and review planning.  EMIS usage reports situation
processes undertaken  EMIS database used for planning and  Sector reviews  Ministries of National
informing decision-making referred to in all sector and sub sector  School level checks on data Planning and Coordination
and improving Ministries’ plans accuracy are cooperative and provide
ability to effectively deliver  20 Officials at national and district level information
educational services. trained in data collection and 6 officials  Male and female Ministry
trained and able to analyse data staff from regional, district
and school levels are able
to effectively participate in
the planning processes
 Rapid improvement in
security and sectoral issues
in CSS (from 06/2009)
2. Revised organizational  2 Ministries able to identify and report on  Monitoring visit reports  Security situation does not
structures and improved present staff needs and predict future  Strategic plans prevent planned inputs and
human resource strategies needs  Sub-sector operational plans data collection
are developed in Somaliland,  Organizational structures developed in two  MoE organizational structure  MoEs demonstrate
Puntland, with drafts Ministries which reflect the staffing needs reports commitment to succession
completed in SCS1, of the sector and sub-sector strategic planning and bringing in
conditions permitting, plans. new staff
leading to the appropriate  Job descriptions by category developed for  Strategic plans are
number of suitably qualified central and regional level staff in at least adequate for defining HR
29
Results Objectively Verifiable Indicators
staff being deployed by the
Ministries at the central,  At least one Ministries have developed and
regional and district levels.
3. Improved financial 
management and planning
systems and structures lead
to an increase in total
budget allocation for 
education to 12 per cent in
Somaliland and 8 per cent in
Puntland and provisional
budget allocations agreed 
for SCS.
4. The basis of a system to
develop standards and
quality assurance is in place
for primary, secondary,
formal and non-formal
education with minimum 
standards agreed and MoE
regional staff provided with
basic training in the skills of 
monitoring, recording and
evaluating performance at
all levels.
5. Plans and a funding scheme
in place targeting at least
20% more girls completing
grade 4 and 10% more grade 
8 equivalency with a 15%
Sources of Verification Assumptions
two Ministries needs
 Funding sources can be
implemented pay and grade scales that identified to enable future
are realistic and reward quality and effort recruitment of suitably
qualified staff.
MoEs in Somaliland and Puntland  Project reports  Security situation does not
implement appropriate financial  Consultants reports prevent planned inputs and
management software with expertise to  Monitoring visit reports data collection
use such software as required  MoE operational  Ministries of Finance are
Sector budgets in at least two Ministries departmental plans cooperative and provide
are developed in collaboration with the  Sets of documents for each information
Ministry of Finance which reflects realistic MoE (strategic plans, costs
plans. sub-sector operational plans,
4 persons in at least two Ministries trained etc.)
or under training so that they are able to
prepare budgets, operate PFM
procedures, fiduciary controls and
software.
 Fund for girl‘s accelerated access (AFPE)
properly established and managed; >20%
disbursement in 1st year; 100%
disbursement at end of 36 months.
 At least 50% of accessible government  Project reports  Security situation does not
schools receive annual supervisory visits  Consultant‘s reports prevent planned inputs
that produce reports and  Monitoring visits especially at decentralized
recommendations, leading to actions that  Student learning assessment levels
contribute to school level improvements. reports  Funding from a range of
At least two Ministries have at least 6  SCOTT reports sources can be identified to
people able to supervise, write reports and  National Examination Board implement plans
recommend appropriate remedial action reports  Non-MoE stakeholders
At least 12 MoE employees trained and  Reports from DGs support partnerships
able to assess curriculum, select  External evaluation reports
appropriate learning materials and develop  Baseline reports available in
assessment tools at all levels 11/2009 to allow sound
monitoring
 20% of schools with gender supportive  Project reports  Security situation does not
social amenities (recreation and sanitary)  Consultant‘s reports prevent planned inputs
in place.  Monitoring visits especially at decentralized
Plans in place which will lead to a 10%  EMIS level
increase in number of girls successfully  Ministry reports  Funding from a range of
30
Results Objectively Verifiable Indicators Sources of Verification Assumptions
increase of total enrolment completing eight years of primary  FAWESOM reports sources can be identified to
of girls in primary and schooling  Reports from UNICEF implement plans
secondary schools.  At least two strategies being piloted for ‗monitors‘.  Non-MoE stakeholders
improving female performance in support partnerships
government schools  Support by the MoE for the
 Plans in place which will lead to ratio of planning process,
female to male teachers in primary, ownership and
secondary, and alternative educational implementation
classes rising to 1:4

Activities Means Costs Assumptions

1.0 STRATEGIC PLANNING AND POLICY DEVELOPMENT
1.1 Develop an education  International and national technical assistance  518,575  Local authorities commit sufficient local
database so that it is available for the development of a unified database technical expertise for the collection,
for central and regional MoE system. analysis and use of the data
staff providing data for  Workshops with support from TA to conduct full  Access to all districts is possible
evidence-based planning review of existing MoE data collection systems
across the sector.  Training and mentoring of central, regional and
district level staff.
1.2 Undertake an on-going  International and national technical assistance  457,264  MoE commitment to participate in
process of evidence-based to assess legal and regulatory frameworks planning activities and to accept
policy development, strategic  Workshops and coordination meetings to process of change and innovation.
planning and sector assess existing sector policies  Education data is available.
performance review.  Technical assistance to develop sector and
sub-sector plans with appropriate monitoring
and evaluation systems.
1.3 Establish and/or strengthen  Establish/strengthen coordination bodies with  27,881  On-going and continued support within
education sector coordination partner Ministries and education stakeholders MoEs and with partner Gov't Ministries
bodies  Internal coordination meetings within each MoE  Agencies provide relevant and updated
 International and national technical support for information on on-going programmes
the development of an MIS linked to the EMIS
for agency programme information.
2.0 HUMAN RESOURCE MANAGEMENT AND ORGANIZATIONAL DEVELOPMENT
2.1 Establish human resource  Technical assistance to review MoE capacity  244,394  MoE staff are open to and
management strategies, assessments supportive of change for the HRM
organizational structures and  International and national technical assistance strategies and organizational reform
procedures. to develop HRM strategy agendas
 Training of MoE staff

31
Activities Means
2.2 Establish organizational  International and national technical assistance
structure and operational  Workshops and training to develop job
strategies at the regional level descriptions
with a focus on service delivery  Workshops with regional and central level staff
to establish financial responsibilities
2.3 Establish performance  National and international technical assistance
review and human resource to establish career paths career development
development strategies at all promotion procedures, staff selections and
levels recruitment.
 Workshops and coordination meetings with
relevant MoE staff Training and mentoring
programmes to support a system for the
appointment and payment of teachers.
2.4 Develop a plan for longer term  Linkages with local universities
national and international  Twinning arrangements with an MoE in East
technical assistance to support Africa region
key Ministry functions  Links with local training and consultancy
institutions established to provide locally based
training and mentoring programmes for MoE
staff
3.0 FINANCIAL MANAGEMENT AND PLANNING
3.1 Establish financial  International and national technical assistance
management and data to strengthen linkages with MoF
processing systems  Provision of equipment (computers and
software)
 Support for locally based training
3.2 Develop and put into place  Mentoring and on-the-job training to develop 
budget and planning systems internal audit capability in SL and PL
and procedures  Workshops and coordination meetings to agree
upon criteria for development of cost saving
mechanisms for the delivery of educational
services
3.3 Introduce transparent fiduciary  On the job training and mentoring to establish 
systems and standards in the internal audit capability, including establishing
MoEs transparency guidelines
 Technical support to establish criteria for
32
Costs Assumptions
 83,643  Access to and cooperation with
regional and district level staff is
possible.
 66,703  MoE staff are open to and
supportive of change for the HRM
strategies and organizational reform
agendas
 209,638  Communication with and between
region for the twinning arrangement
is possible
 Local institutions have the capacity
and available to staff to support MoE
training needs
 264,624  MoE and MoF continue to have
good working relationships in each
of the three zones.
 Equipment is used for the purposes
of the programme only
 MoE have sufficient qualified staff to
be trained to use relevant software
21,176  Availability of international and
national technical assistance
 MoE staff adopts a change in
financial management procedures.
43,057  Availability of international and
national technical assistance
 MoE staff adopts a change in
systems and procedures.
Activities Means Costs Assumptions
efficient use of resources and cost-
effectiveness
 Training on fiduciary systems and standards
4.0 STANDARDS BASED QUALITY ASSURANCE
4.1 Develop a set of minimum  Workshops with all stakeholders to define core  192,486  A continued positive working
standards for primary and competencies of primary school curriculum relationship between the MoE and
secondary education  Provision of training for MoE staff on curriculum Institutes of Higher Education
assessment and evaluation  Available technical assistance to
 Workshops and coordination meetings with provide training
local higher education institutes to define
minimum professional standards for teacher
certification, classrooms and schools.
4.2 Develop systems to assess  International and national technical assistance  239,072  Access is sufficient number of
learning outcomes and the to develop a student learning achievement  areas is possible to conduct the
overall performance of the study. student learning achievement study
primary and secondary  International and national technical assistance  Sufficient MoE staff are available to
education system in delivering to strengthen existing national examination be trained to use database software
core competencies required. boards.  Linkages with existing support to the
 Training to develop and maintain an information National Examinations Boards are
database which records student results clearly defined and overlap avoided
4.3 MoEs develop the basis of an  International and national technical assistance  149,711  Availability of national and
effective system of school to develop modular courses to train MoE staff international technical specialists
supervision for primary and on the skills of school based supervision  School based managers were
secondary that measures  Training for school managers and previously involved in the
progress and identify administrators on minimum standards of development of minimum standards
weaknesses, with personnel curricula, teaching and assessment and therefore training requirements
trained to monitor, develop and should be minimal
assess against agreed
standards.

33
5.0 GENDER MAINSTREAMING AND GIRLS‘ EDUCATION PARTICIPATION
5.1 Develop structure, content and  Workshops and field visits to conduct a rapid  108,842  Access is possible to conduct
targets for the AFPE fund assessment of girls education assessment
 International and national technical assistance  Broad involvement of stakeholders
to develop the AFPE project document to develop the content and target of
 Internal MoE workshops to develop a system the funds
for disbursement and payment of funds as well  Systems are developed through
as a monitoring and evaluation system for the results 2 and 3 which support
programme effective and timely disbursement of
funds
5.2 Through the introduction of  Social advocacy and communication tools  709,380  Community level support for
innovative communication  Financial and technical support for the improving girls participation in
and/or social mobilization construction and improvement of girls education education
approaches or strategies, facilities  Availability of key local partners to
effectively raise girls‘  Linkages with local organizations, NGOs and identify beneficiaries and
participation levels in schools education facilities (basic, higher, and placements
(primary, secondary, and alternative) to develop a range of incentive
alternative). programmes to raise girls participation
5.3 Strengthen mainstreaming of  International and national technical assistance  101,643  Availability and recruitment of
gender and equity into overall to ensure that strategic plans include strategies international gender advisor and
MoE policy, planning and to increase girls education national gender focal points
strategic development  Training and awareness raising of the  Participation willingness of existing
activities. importance of gender equality in MoE MoE to adopt new gender sensitive
recruitment policies, organization reform policies financial plans
agendas and financial planning activities

34
Annex 2: Evaluation Schedule

Date Time Activity Location Responsible Party

th
14 and All day Nairobi office Nairobi
15th May Briefing, document review and Acacia Office,
preparation of inception report Nairobi

All day Feed Back on IR from Acacia Nairobi

16th May
and travel logistics- Visa
application requirements

17th May 9.00-12.00 Briefing meetings- AET and CfBT Nairobi

All day Review of documents from CfBT Nairobi
18th May
and AET

9.00-11.00 Briefing meeting with UNICEF Nairobi

22nd May Nairobi and comments on the
Inception Report
8.00-12.00 Refining instruments and IR after Nairobi
23rd May
feedback from UNICEF
24th -25th 9.00-12.00 Review of Documents from Nairobi
May UNICEF

5am-2pm Depart from Nairobi –Berbera Guest House, Acacia to facilitate flight
Somaliland African Express or Hargeisa booking and AET
Ethiopian Airways) Travel by Programme Manager in
Road to Hargeisa Hargeisa to facilitate
30th May with Visa and Hotel
booking and pick up
from Berbera-Airport to
Hargeisa
3.00-4.00 Briefing meeting- UNICEF and UNICEF/ AET
AET Programme Manager office
Hargeisa
5.00-6.00 Briefing- Research Assistant(RA) Hotel AET to facilitate
31st May- Friday Document review
7.30-8.30 Briefing Data Collectors AET Hargeisa
9.00-10.00 Courtesy Call-MOE and meeting DG‘s office UNICEF Hargeisa to
with heads of departments Hargeisa facilitate
Saturday
11.00-12.30 KII with EMIS Staff MOE
1st June
2.00-3.00 Interview summaries Guest House
3.00-5.00 Interview- AET ICDSEA AET/RI office AET to facilitate
Coordinator

Friday 31st May Friday Weekend -Document Review

8.30-9.00 Interview DG-MoE MoE Hargeisa
9.30– 10.30 Hold KII with UNICEF Staff UNICEF
Sunday 2nd
Hargeisa Off
June
11.00-12.00 Hold KII with Curriculum staff Moe Hargeisa
2.00-5.00 Interview Summaries Guest House
6.00-6.30 Debriefing Meeting with RA Guest House

7.30-8.30 Hold KII with staff of Teacher MoE

Monday 3rd Education
June 8.30-9.30 Hold KII with staff of Quality MoE
Assurance and standards
Date Time Activity Location Responsible Party
9.30-10.30 Interview MoE staff being
mentored by T/As
11.00-12.00 Courtesy call and interview REO Hargeisa
2.00-3.00 Interview summaries Guest House
3.30-4.30 Courtesy call and interview ESC ESC Office
Coordinator
6.00-6.30 Debriefing meeting with RA and
data collectors

7.30-8.30 Hold KII with HR staff MoE

8.30-9.30 Interview staff of examination MoE
Board
9.30-10.30 Interview staff of Gender Unit MoE
Tuesday
11.00-12.30 Interview Girls-Beneficiaries of MoE
4th June
AFPE Scholarships
2.00-5.00 Interview summaries Guest House
6.00-7.00 Debriefing meeting with RA and Guest House
data collectors

7.30-8.30 Interview staff of Policy Dept. MoE

8.30-9.30 Interview staff of EMIS Dept. MoE
9.30-10.30 FDG-Interview MOE-PGDEMA MoE
Wed. 5th beneficiaries
June 11.00-12.00 Interview staff of finance dept. MoE
2.00-5.00 Interview summaries Guest House
6.00-6.30 Debriefing meeting with RA and
data collectors

7.30-8.30 Interview technical staff MoE

embedded to MOE
10.30-12.30 Interview UNICEF Zonal officers Hargeisa Consultant to arrange
Thursday
with UNICEF
6th June
2.00-4.00Interview summaries Guest House
4.30-5.30Visit –Interview a local COB- Hargeisa ESC Coordinator to
ESC member arrange
Friday 7th June Weekend- Document review and interview summaries

8.00-9.00 Visit-Interview Ministry of Hargeisa AET programme

Finance manager to arrange
9.30-10.00 Visit-Interview Ministry of Labour Hargeisa AET programme
Saturday manager to arrange
8th June 10.30-11.00 Visit-Interview Ministry of AET Programme
Planning Manager to arrange
11.30-12.30 Visit primary school-MLA Grade Hargeisa AET programme
4 assessment manager to arrange

8.30-9.00 Debriefing meeting DG - MoE Hargeisa

9.00-11.00 Debriefing meetings with heads
Sunday 9th of Depts.
June 11.00-12.30 Office visits-observations and MoE
documentation
2.00- 5.00 Final meetings with RA and data Hotel
collectors-review of findings

Monday 8.00am- Travel from Hargeisa to Berbera Commercial AET to arrange travel

36
Date Time Activity Location Responsible Party
10th June 2.00 pm by road and fly from Berbera to Flight (Africa between Hargeisa-
Mogadishu Express or Berbera and Acacia to
Jubba make flight booking-
airways) Berbera to Mogadishu.
UNICEF Officer in-
charge in Mogadishu to
facilitate pick up from
Airport and
accommodation plus
hire of vehicle
4.00-5.00 Meet with research assistant for Guest house
briefing
7.00-7.30 Courtesy call UNICEF Office UNICEF Office

7.30-8.30 Courtesy call to MoHD& PS and MOE office UNICEF to facilitate

interview MoHD& PS DG
8.30-9.30 Interview MoHD& PS - Director MoE office
of Planning
Tuesday 10.00-11.00 Interview UNICEF staff UNICEF office
11th June 11.00-12.00 Interview MoHD& PS -PGDEMA MoE office
beneficiaries
2.00-4.00 Document review and interview Guest House
summaries
5.00-6.00 Interview CfBT and AET staff Guest House
7.30-8.30 Interview local CBO-ESC UNICEF to facilitate
Member-FPENS
9.00-10.00 Observations of infrastructure
and offices
11.00 12.00 Final debriefing-MoE MoE office
Wed. 12th
2.00 Departure from Mogadishu to Commercial UNICEF to facilitate drop
June
Nairobi Airline (Africa off at the airport and
Express or Acacia to arrange flight
Jubba bookings: Mogadishu-
airways) Nairobi and taxi pick up
JKIA to Home
9.00-10.00 Interview EU Education EC Office
17th June
Coordinator Nairobi
10.00-11.00 Interview UNICEF Gender UNICEF
18th June
Coordinator – Ms. Woki Nairobi
10.00-11.30 Interview UNICEF Education – Nairobi
19th June
Hana
20th to 21st 8.00-1.00 Document review Nairobi
June
5.00 a.m- Travel to Garowe International UNHAS Acacia to facilitate flight
2.00p.m Airport from Nairobi booking and AET-
Programme Manager in
Garowe to facilitate
Tuesday guest housel booking,
25th June car hire and pick up from
Conoco to Guest House
4.00-5.00 Briefing meeting with UNICEF UNICEF Office
Garowe
5.00-6.00 Interview AET-ICDSEA Guest house

8.00 – 8.30 Courtesy Call to MoE-DG and MoE UNICEF to facilitate

Heads of Departments

37
Date Time Activity Location Responsible Party
Wed. 26th 8.30-9.30 Interview staff of Quality MoE
June Assurance Dept.
10.00-11.00 KII with staff of Curriculum Dept. MoE

11.00-12.00 KII MOE-EMIS staff MoE

2.00-5.00 Interview summaries Guest House
6.00 – 7.00 Debriefing meeting with research Guest House/
assistant Hotel

7.30-8.30 Hold KII interview with Finance MoE

staff
8.30-9.30 Hold KII with Teacher Education MoE
Dept.
27th June 9.30-10.30 KII with staff of Policy Dept. MoE
11.00-12.00 KII with Technical Advisors MoE
2.00-5.00 Interview summaries Guest House
5.00-6.00 Debriefing meeting with research Guest House/
assistant and data collectors
Friday 28th June –Weekend- Document review

7.30-8.30 Hold KII with staff of HR Dept.

8.30-9.30 Hold KII with staff of Examination MoE
Board Dept.
9.30-10.30 Hold KII with staff of Gender MoE
Dept.
29th June 11.00-12.00 Interview Girls-Beneficiaries of MoE Gender unit to facilitate
the AFPE Scholarship
2.00-5.00 Interview summaries Guest House
5.00-6.00 Debriefing meeting with RA and Guest House/
Data collectors Hotel

7.30-8.30 Interview MOE-PGDEMA MoE

trainees
8.30-9.30 Interview MoE staff trainees
9.30-10.30 Interview technical staff MoE
embedded to MoE
30th June
11.00-12.00 Meeting with staff of Tertiary PSU PSU to facilitate
Institutions-EAU and PSU
2.00-5.00 Interview summaries Hotel
6.00-6.00 Debriefing meeting with RA and
data collectors

7.00-10.00 Travel to Karkar- Qardho AET –Garowe office to

arrange
10.00-11.00 Interview Karkar REO and DEO REO Office
st 11.30-12.30 Visit Primary and secondary Qardho REO to arrange
1 July
school Sec. schools
1.30- 4.30 Travel back to Garowe
5.30-6.30 Debriefing meeting with RA and
data collectors

7.00-7.30 Visit Ministry of Finance Garowe AET to facilitate

7.30- 8.00 Visit Ministry of Planning Garowe AET to facilitate
2nd July
8.30-9.30 Visit Ministry of Labour Garowe AET to facilitate
10.00-11.30 Interview UNICEF staff- Garowe

38
Date Time Activity Location Responsible Party
11.00-12.00 Courtesy call Nugal REO and Nugal REO
Visits to offices-Observations
2.00-5.00 Document review MoE
5.00-6.00 Debriefing with RA and data Guest House/
collectors

8.00-8.30 Debriefing meeting DG MOE MoE

8.30-9.30 Visit local CBO-ESC Member FAWESOM
3rd July Organisation
11.30-12.30 Final meeting with data collectors Guest House
4.30-5.30 Debriefing meeting with RA Guest House
8.00 Travel Garowe-Conoco to JKIA UNHAS AET to facilitate travel to
Nairobi Conoco airport Acacia to
4th July
facilitate flight booking
and pick up from JKIA

8.00-9.00 Debriefing- Acacia Nairobi Acacia

offices
10.00- Briefing CfBT- ICDSEA CFBT Nairobi Acacia to facilitate with
th 11.00 Manager-U .Ndegwa Office transport
5 July
2.00-3.00 Briefing AET. Programme AET Office Acacia to facilitate
Director- Lucy Maina transport
4.00-5.00 Briefing UNICEF Programme Nairobi office Acacia to facilitate with
Officers transport

6th to 13th All days Data analysis and drafting of Nairobi

July report

8.00-11.00 Sharing findings with Acacia Nairobi

15th July team
11.00-4.00 Amendments

17th July 9.00-11.00 Sharing draft report with UNICEF Nairobi

18th July Whole day Data cleaning and drafting Nairobi

19th and 9.00-1.00 Preparing PP presentations for
20th July dissemination

6.00-2.00 Travel to Garowe UNHAS Acacia to facilitate with

flight booking and AET
Manager in Garowe to
21st July book hotel and hire
vehicle
4.00-5.30 Courtesy call and Brief to DG- Garowe
MoE

9.00-1.00 Dissemination and validation MoE MoE Hall Garowe

nd
22 July workshop
2.00.4.00 Feed-back- Amendments Hotel

8.00 Travel to Hargeisa from Garowe- MaanSoor Acacia to facilitate flight

UNHAS / ECHO Hotel booking in consultation
23rd July with AET for ECHO
2.30-3.00 Courtesy call and Brief to DG MoE-Hargeisa
MoE

39
Date Time Activity Location Responsible Party

9.00-1.00 Dissemination and validation MoE MoE hall Hargeisa

th workshop
24 July
2.00-4.00 Incorporation of feedback into Hotel
report

8.00 Travel to Nairobi from Hargeisa Acacia to facilitate flight

25th July or from Berbera on African bookings
Express or Ethiopian airline

8.00 Travel to Mogadishu- African Mogadishu Acacia to facilitate

28th July Express/Jubba Airways
9.30-10.30 Courtesy call DG-MoE Mogadishu

11.00-1.00 Dissemination and validation MoE Office

workshop
29th July 4.00 Travel back to Nairobi- African Acacia to facilitate with
Express/ Jubba Airways flight booking and airport
pick up

30th July All day Finalization of report Nairobi

31st July Sharing report with Acacia Acacia Office

31sth July Sharing final report with UNICEF Nairobi

40
Annex 3: Evaluation Respondents
South Central Somalia
Education Directorate
Name
1. Arabow Ibrahim Noor
2. Mohamed Ahmed Rage:
3. Maryam Abkow
4. Ahamed Abdikarim Hersi:
5. Ismail Abdullahi Abdi :
6. Dr. Abdullahi Sheikh Rashid:
7. Mohamed Mohamud Idle
8. Ismail Mohamed Omar
9. Mohamud Ahmed Rage
10. Ismail Abdullahi Ali
11. Walid Ahmed Mohamed
Directorate of Education DG‘s Office Mogadishu
Name
1. Arabow Ibrahim Noor
2. Mohamed Ahmed Rage
3. Maryan Abkow
4. Ahamed Abdikarim Hersi
5. Ismail Abdullahi Abdi
6. Dr. Abdullahi Sheikh Rashid
7. Mohamed Mohamud idle
Education Umbrellas
Name
1. Abdirashid Dakane Ahmed
2. Abdikadir Issa Farah
3. Omar Abdullahi Ali
4. Mohamed Idle Mohamud
Puntland
Name
Abdihakim Farah Ali
Abdilahi Nur Salad
Organization
Acting Director Education
Director for Policy and Planning
UNICEF OIC
Director for Culture
Technical Advisor for Policy and Planning
Director for Curriculum
AET Deputy Manager
AET Regional Manager.
Director for Planning and EMIS,
Technical Advisor in Policy and Planning
Director for Quality Assurance- Galmudug State
Designation/Organization
Education Acting Director
Director for Policy and Planning and EMIS
UNICEF OIC
Director for Culture
Technical Advisor for Policy and Planning
Director for Curriculum
AET Deputy Manager
Designation/Organization
SAFE
FENPS
SOFEN
AET Deputy Director
Designation/Organization
CfBT Program Officer
AET Puntland Program Coordinator
41
CONTACT DETAILS OF PEOPLE INTERVIEWED OR MET

No Name Designation/Organization
1. Hannah
2. Abdi Farah Said (Juha) PL MOE Minister
3. Mohamed Ali Farah PL MOE Acting DG
4. Mohamed Abdisalam PL MOE EMIS Coordinator
5. Abdirahman Mohamoud Abdile PL MOE Human Resource TA
(Jabir)
6. Abdihakim Farah Ali CfBT PL Project Officer
7. Amina Osman Haji Quality Assurance and Standards TA
8. Mohamoud Abdisalan Ali EMIS coordinator
9. Abdinasir Hersi Jama Supervision Officer at Quality Assurance and Standards
Department
10. Ali Mohamed Hassan MOE PL TA Planning and Policy

Name Designation/Organization
Essa Mohamed Essa, Head of Curriculum Program
Abdiqadir Yusuf Nuh, Director of Quality Assurance and Standards
Fadumo Abdi Hersi , Head of Gender Unit of MOE PL
Abdihakim Farah Ali CfBT Program Officer
Abdi Farah Said (Juha), PL MOE Minister
Amina Osman Haji PL MOE Quality Assurance and Standards TA
Mohamoud Abdisalan Ali PL MOE EMIS Coordinator
Ali Mohamed Hassan, PL MOE .Planning and Policy TA
Hannah UNICEF Education Officer
Abdifatah Mohamed Hamoud UNICEF Education Program Assistant

Somaliland

Name Designation/Organization
Hassan AET Country Director
Sharmake Hussein CfBT Program officer

Curriculum and Teacher Education Department

Name Designation/Organization
Abdillahi Yasin Dirie Director of Curriculum and Teacher Training Department
Mohamed Hussein Omey Head of Teacher Education Unit
Prof: Osman Issa Ahmed, Dean of Education, Hargeisa University

Finance
Name Designation/Organization
Fadhiya Dubad Mohamed Head of Finance Department
Faisal Abdirahman Ahmed Trainee

HR
Name Designation/Organization
Ali Abdi Gas Head of HR Department
Mohamed Jama Bulale Deputy of HR Department
Ahmed Wacays Ismail Trainee
Magan Ibrahim TA

42
Department of Planning

Name Designation/Organization
Ahmed Omer Qulle Director of Planning of MOE
Faisal Idiris Ashur Staff of EMIS unit
Hassan Sulieman Ahmed Planning TA of MOE
Ubah Mohamed Duale Head of EMIS unit
Abshir Askar Mohamed Trainee of planning
Mohamed Haji-Yusuf Abdilahi staff of EMIS unit
Warda Mohamoud Ali staff of EMIS unit
Amin Ahmed Mohamed staff of EMIS unit
Farah Mohamed Odowa staff of EMIS unit
Nasir Ibrahim Mohamed staff of EMIS unit

Department of Supervision (Quality Assurance) Interview

Name Designation/Organization
Hassan Abdilahi Roble Director (HOD)
Ahmed Ali Kahin Deputy Director
Hussien Abdi Ali Trainee
Abdiaziz Egeh Rayale Trainee
Mohamed Hillow Isaq TA
Ismail Ali Farah staff
Sado Mohamed Halays staff
Nasir Mohamed Ibrahim staff
Khadar Adami Ali staff
Abdilahi Gulied Abokor staff
Kayse Hassan Yasin staff
Mahamoud Mohamed staff
Abdilahi Ali Egeh staff
Ahmed Ismail Ibrahim staff
Fadumo Ali Kahiye staff
Hawo Awil staff

Name Designation/Organization
Mohamed Hassan Ibrahim Director General of MOE
Hussein Abdi Awil MOE Gender Focal Point, Marodijeh Region
Rod Hicks, AET
Timothy UNICEF Hargeisa
Safia Jibril Abdi UNICEF Education Officer, Hargeisa
Safia Awad Hayd TA Gender Unit

Gender Unit Education Officers (Promoted Trainees)

Name Designation/Organization
Yusuf Hussien Mohamed Trainee (Ed. Officer)
Fathia Nur Ali Trainee (Ed. Officer)

PGDEMA beneficiaries FGD from Hargeisa

Name Designation/Organization
Abdirashid Ibrahim, Associate Dean Faculty of ICT.
Abdifatah Mohamed Abdi, Associate Dean of Faculty of Science of University of Hargeisa
Mohamoud Abdi Khayre, Long-time head of secondary unit at MOE, now Assistant Director of
Secondary Department MOE&H.
Nura Aidid, PGDEMA beneficiary Interview - Hargeisa

43
Annex 4: Evaluation Tools

Annex 4.1 Key Informant Interview Guide Evaluation Tools

Respondents:
1. Ministries of Education ( DGs, REOs, DEOs, Directors and Trainees-30)
2. Programme Managers (UNICEF, CfBT, AET)
3. UNICEF Zonal staff
4. Technical Adviser-Lead Consultant (CfBT)
5. Technical Advisers- EMIS, HR, Finance, Curriculum, Assessment, Standards,
6. Technical Assistants ( Diaspora-Result based)
7. Ministries of Finance and Labour
8. Local Programme Coordinators –Hargeisa and Garowe
9. ESC members and Coordinator
10. Post Graduate Beneficiaries
11. Tertiary Institutions-Staff involved in Linkages
12. Heads of Sec Schools- Trained in Assessment and standards

a) Relevance

How appropriate was ICDSEA programme concept and design to the overall situation of Education
in Somalia?
1. How did programme objectives correctly address the needs of the Ministries of education and
how were these needs identified
2. How relevant was the programme design to the framework of Ministries of Education
programmes and policy guidelines for institutional capacity development.
3. Were the strategies adopted adequate for addressing fully the institutional capacity
development needs of the MoEs across the three zones or should the strategies have been
differentiated
4. Did the programme build on and link to other capacity developments interventions

b) Efficiency

How well did the prescribed Programme activities utilize available resources in achieving the
intended results in terms of quantity, quality, and timeliness through sustainable and participatory
processes?
1. Could similar results have been achieved by other means at lower cost within the time frame
2. Were all programme activities conducted on time and in progressive manner
3. How was the programme implementation managed in terms of timeliness of inputs and outputs
4. Did implementation adhere to work-plans, action-plans, logical framework, and budgets?
5. Did the implementing agencies adequately monitor and progress and provide technical
backstopping support and give feedback
6. How effective was communication between the parties involved
7. What structures were put in place to facilitate capacity building process across the various sub-
sectors to guarantee acquired skills were put into use
8. How responsive were programme managers to changes in the environment in which the
implementation was done
9. Co-operation among project partners UNICEF, CfBT, AET, the MOEs in Puntland, Somaliland
and South Central and other key stakeholders in achieving programme results.
10. Was the ICDSEA programme good value for money? Did the programme use the least costly
resources possible in order to achieve the desired results? Were activities considered to be
cost-efficient (economies of scale, maximising use of existing resources)?

44
11. How do the costs incurred for ICDSEA programme compare with those of other organisations
engaged in MoEs capacity building interventions
12. How efficiently were funds disbursed for activities? What mechanisms worked best

c) Effectiveness

Extent to which the programme achieved its stated objectives, results and purpose in a sustainable
way, the progress made in achieving the five results of the ICDSEA project at all levels.

Result 1 – Policy planning: Framework for Policy development and evidence-based sector and
sub-sector planning to effectively deliver education services
Activities leading to:
1. Development of a data base which is in use by MOE staff at national and regional levels to
guiding evidence based planning across all the sectors of education
2. On-going policy development, strategic planning and sector performance reviews that are
evidence based
3. Establishing and or strengthening education sector coordination bodies (ESC‘s)

Indicators for Result 1

1. Evidence of developed and budgeted sub-sector strategic plans for primary, secondary and
alternative education in Somaliland and Puntland
2. Documented up to date data for the sub-sectors
3. Functional EMIS database used to inform sub-sector plans
4. Twenty six officers trained in data collection and analysis six out of the six with added capacity
to undertake data analysis

Result 2 – Human Resources & Management: Revised organizational structures and improved
human resources management under appropriate number/ qualified staffing.
Activities leading to:
1. Establishment of organisational strategies, structures and procedures to manage human
resources for effective delivery of services at the national level
2. Establishment of organisational structures and operational procedures at the regional level
3. Establishment of performance review procedures and strategies for human resource
development across all level of education administration
4. Establishment of plans to guide sourcing and deployment of national and international
technical assistance to support key functions of the ministries of education

Indicators for Result 2

1. Staff establishment documented with future projections
2. Two ministries having organisational structures reflecting gaps linked to sector and sub-sector
strategic plans—This is key in determining assistance in respect to embedded technical
assistance for the much needed transfer of skills to MoEs staff as a cost effective and
sustainable approach in human resource development
3. Clear job descriptions for various staff under categories at the national and regional levels in
two ministries
4. Employment grades and salary scales- remuneration linked to complexity of work and
performance

Result 3 – Finance: Strengthened and enhanced financial management and planning systems
and structures.

Activities leading to:

1. Establishment of financial management and data processing systems that are functional
(efficient and effective)
2. Development of budgeting and planning systems and procedures at all levels of MoEs
3. Establishment of transparent and fiduciary systems and standards in the MoEs

Indicators for Result 3

45
1. Operational financial managements IT systems in place with appropriate software to easy
financial operations and improve MoEs financial management practices in Somaliland and
Puntland
2. Realistic education sector budgets developed with input from the ministries of finance in
Somaliland and Puntland
3. Trained personnel with demonstrated ability to prepare budgets for MoEs by applying PFM
procedures, fiduciary controls and related software- ICDSEA targets top level ministry staff and
hopes they will have ability to develop budgets, cost and compare options, identify funding
gaps and lobby the Ministry of finance for evidence based additional funding while being able
to account for funding in a transparent manner based on targets
4. Girls scholarship programme supported under the AFPE fund functional

Result 4 – Quality Assurance & Standards: Framework for a system to develop standards and
quality assurance with regional staff trained in M&E skills (AET‘s Specific responsibility)
Activities leading to:
1. Development of a set of minimum standards for all levels of education
2. Development of systems to assess the performance of primary and secondary education
learning outcomes based on core competencies for each level
3. Development of a quality assurance standard for use by skilled primary and secondary schools
quality assurance officers (school supervisors) to monitor and measure progress and identify
weaknesses

Indicators for Result 4

1. Number of government schools ( primary and secondary) visited by quality assurance MoE
officers-supervisors and quality of reports submitted and follow up actions made with the
schools aimed at school level improvements—check of benefits linked to supervisory visits
2. Number of MoEs (2) personnel (Target 6) trained as quality assurance officers and quality of
their works with respect to reports submitted, feedback to schools and records kept
3. Number and quality of MoEs staff (Target12) trained and with ability to undertake curriculum
assessment reflected by selection of appropriate learning materials and curriculum assessment
tools focusing on competencies and learning outcomes at all levels of education. Staff should
form the nucleus to enable ministries to develop minimum standards and measurement tools
that are reliable

Result 5 (Specific to UNICEF)

d) Impact
Determine whether the Programme contributed to the achievement of the overall objective which
was to support the Ministries of Education in developing a structured education and training
system, meeting the principles of a sector wide approach within the framework of the SSSP
programme which seeks to strengthen and expand the capacity of the Ministries of Education
administrations in Somalia at central, state and local levels to formulate evident based policies on
the basis of relevant data, manage the education sector effectively and efficiently and deliver
quality education services so that beneficiaries of education at all levels can achieve desired
outcomes

Establish the extent to which the ICDSEA Programme supported the Ministries of Education in
Somaliland, Puntland and South Central Somalia to:
1. Reform the education sector in developing a structured education and training system, meeting
the principles of a sector wide approach through a multi-phased programme.

More specifically establish to what extent the implementing partners (CfBT and AET) supported the
Ministries of Education to:
2. Build additional managerial capacity by focusing on the four programme result areas namely:
strategic planning and policy development, human resource management and organisation
development, financial management and planning and the establishment of education
standards for the programme primary and secondary education target groups. The programme
target groups were Education Ministries, Regional and local education administrations while

46
 the final beneficiaries were Ministries of Education formal and non-formal schools and school
going children and youth in the whole of Somalia

Establish the extent to which the programme purpose which was to:
3. Increase the capacity of the Ministries of Education in Somaliland, Puntland and South/Central
Somalia to more effectively manage, plan for and deliver formal and non-formal education
services in an equitable and efficient manner and thus contribute towards achievement of
MDGS and EFA targets for the education sector was realised.
4. Determine what specific changes the programme has brought in the operations of MOEs in
service delivery to target groups and impacts realized or likely to be realized in relation to
quality of education
5. Compare the achievements of the programme against the original results (outcomes), outputs,
and activities specified in the programme log frame.
6. Extent to which the programme has impacted on education sector service delivery
7. Programme impact on enhancing co-operation among education sector partners.

e) Sustainability
Whether the outcomes and changes brought about by the programme are likely to continue after
the end of the project and whether they can be sustained at the central and regional levels, of
Somaliland, Puntland and South Central Somalia
 Extent to which the MOEs, local education authorities and key education stakeholders own the
objectives and achievement of the programme.
 Ownership of programme results by MOEs and governments of Somaliland, Puntland and
South Central Somalia
 Linkages between the MoEs and Ministries of finance, labour and Public Administration
 Increase in budgetary support to the education sector
 Increase in evidence based policies and plans
 Increased institutional capacity of the MOE and its local structures to continue the programme
activities after the end of programme funding
 Staff retention and clear career growth paths
 What gaps in technical skills and institutional capacity have been identified?
 Plans for embedded technical skills linked to gaps in sector and sub-sector plans
 What are the viable options for addressing capacity gaps through resources likely to be
available in country?
 Political and socio-cultural factors likely to positively contribute to the continuity of the
programme activities
 Opportunities for scaling up certain interventions to SCZ
 The exit strategy, and timescales for withdrawal and communication to MoEs
 Level of ownership of the project by the education Authorities (MOE) and their commitment to
support programme activities after the expiry of the project period.
 Degree of support given by the ESC consortium partners and the Ministries of Education in
integrating the programme objectives and goals into the National Education Policies and how
well the programme fits into national goals of education

f) Implementation Processes , Strengths and Weaknesses

 To what extent were the activities of the programme implemented in participatory and
empowering manner?
 How involved were the key stakeholders of the project in planning and execution of activities,
and steering the project?)
 What were the key strengths and weaknesses of the ICDSEA programme

g) Lessons Learned
 What lessons have been learnt by the ICDSEA stakeholders for the three years of Programme
implementation which might benefit future programmes?
 How were the lessons used to improve the program over the years? What opportunities existed
in the programme for sharing the learning?

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 h) Reflections and Recommendations

Recommendations on the future expansion of institutional capacity building for MoEs taking into
consideration the importance of quality structures in identification and development of national
education policies and strategies and the relevance of quality services to deliver quality education
to Somali children and youth
 If the ICDSEA programme was to be implemented again, what should be done differently and
why?
 What recommendations would you like to suggest?
 What is the Way forward and key action points?

Annex 4.2 Focus Group Discussions

Respondents: Beneficiaries of the Scholarship and Postgraduate Student

1. Reasons for selection to participate in the Programme
2. Entry and exit levels
3. Programme inputs- scholarship level
4. Change attributed to the intervention
5. Outcome attributed to the intervention
6. Individual-group and socio-economic benefits-impact
7. Gender specific concerns / issues
8. Gaps in the scholarship provision
9. Challenges encountered
10. Un expected outcomes
11. Best practices
12. Lessons learnt
13. Recommendations for future scholarship interventions
14. Sustainability- what will happen to beneficiaries once funding stops

Annex 4.3 Focus Group Discussion Guide

Respondents: MoEs Trainees (30)

1. Identification of areas of training
2. Employment status ( full time-Part time—Contract)
3. Current deployment within the MoE departments- Directorates
4. Training mode ( embedded technical support or OJT or workshop
5. Duration of the training
6. Quality of the trainers
7. Quality of training materials
8. Additional skills gained
9. New abilities to perform tasks
10. Outcome on MoEs service delivery linked to added capacity
11. Value for money—Cost effectiveness of the training versus alternative approaches
12. Opportunities for career development within the MoEs
13. Performance reviews and mentoring opportunities
14. Retention challenges versus employment opportunities elsewhere
15. Challenges during the capacity building processes
16. What worked well
17. What did not work well and why
18. Similar trainings attended and the difference in quantity and quality
19. Recommendations for future capacity building interventions
20. Suggestions on sustainability of increased capacity

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 21.

Annex 4.4 Observation Schedule

Staff
Establish what has changed with regards to:
1. Work habits
2. Documentation
3. Record keeping
4. Communication
5. Planning
6. Utilizations of resources
7. Service delivery
8. Accountability
9. Transparency

Infrastructure (SCZ)
1. Type
2. utilization
3. Benefits
4. Maintenance
5. Sustainability beyond Programme funding

Annex 4.5 Short Structured Questionnaires

Respondents (Girls on Scholarship, Few head teachers and PGDEMA beneficiaries

Outline for Girls Questionnaire

A. Bio Data

1) Name___________________________________
2) Zone_____________________________________
3) Region__________________________________
4) District______________________________
5) School________________________________

B. Selection Criteria
In the space provided, please provide answers to the questions asked
1) Who selected you to join the scholarship programme
2) What criteria was used to select you
3) Why do you think you deserved to benefit from the scholarship programme

C. Scholarship Award Management

1) Was the scholarship money given to you directly
2) Was the money paid directly to the school
3) Was your family aware you were a beneficiary
4) Did you experience any delays in disbursement of the money

D. Level of Scholarship
1) What did the scholarship cater for?
2) Was there a short fall or gap (Explain)
3) In total, how much money was spent on your education

E. Benefits
1) What difference did the scholarship make to your education with respect to:
Performance (Explain)
Retention (Explain)
Transition (Explain)

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 Academic aspirations
Determination to continue with education
2) Did the scholarship benefit your family (Explain)

3) Did the scholarship benefit your siblings (Explain)

4) Did the scholarship benefit your community ( Comment)

F. Recommendations on future scholarship awards

1) What should have been done differently (Comment)

Annex 4.6 Questionnaires for PGDEMA Beneficiaries

A. Bio Data

1) Name___________________________________
2) Zone_____________________________________
3) Region__________________________________
4) District______________________________
5) MoE Dept.

B. Selection Criteria
In the space provided, please provide answers to the questions asked

1) Who selected you to join the PGDEMA programme

2) What criteria was used to select you
3) Why do you think you deserved to benefit from the scholarship programme

C. Scholarship Award Management

1) Was the scholarship money given to you directly

2) Was the money paid directly to the University
3) Did you experience any delays in disbursement of the money

D. Level of Scholarship
1) What did the scholarship cater for?
2) Was there a short fall or gap
3) How much money was spent on your education

E. Course Structure and Management

1) How was the course delivered
2) Who delivered the course
3) How was the course structured
4) What challenges did you experience associated with course delivery mode
5) How would you judge the quality of the course

F. Course Structure and Management

1) How was the course delivered
2) Who delivered the course
3) How was the course structured
4) What challenges did you experience associated with course delivery mode
5) How would you judge the quality of the course

G. Benefits
1) What difference did the scholarship make to your professional growth with respect to:
New skills acquired (List)
Performance at the work place (Explain)
Quality of services you deliver to the community
Retention at MoE (Explain)

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 Opportunities for Career growth (Explain)

2) Did the scholarship benefit your family (Explain)

3) Did the scholarship benefit your siblings (Explain)

4) Did the scholarship benefit your community ( Comment)

H. Recommendations on Future scholarship awards

I. What should have been done differently (Comment)

Annex 4.7 Head Teachers Questionnaire

A. Bio Data

1) Name___________________________________
2) Zone_____________________________________
3) Region__________________________________
4) District______________________________
5) Type of School

B. Type of training received through ICDSEA Programme

C. Training mode ( workshop/ OJT/

D. Quality of training materials

E. Quality of trainers

F. Change in school management reflected in

1) Data management and record keeping
2) Monitoring learning achievement
3) Basis for remedial classes
4) Teaching and learning processes-Competency based-Outcome based
5) Relationship with the external environment-service delivery
6) Gender mainstreaming
7) Assessments through standardised test
8) Improved examination performance
9) Minimum standards-School infrastructure and programmes
10) Quality assurance through MoE monitoring

G. Challenges faced during the training Programme

H. Lessons learnt

I. Recommendation for improvement should there be another opportunity

J. Recommendations for quality delivery of services by MoE

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Annex 5: Terms of Reference

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Annex 6: References

1. Somalia, Puntland Government of: Ministry of Education; Education Act. MoE Press. Garowe,
Puntland.
2. Somalia, Puntland Government of: Ministry of Education; Education Sector Strategic Plan, 2012-
2016. MoE Press. Garowe, Puntland.
3. Somalia, Puntland Government of: Ministry of Education; National Guidelines for School
Improvement.
4. Somalia, Puntland Government of: Ministry of Education; Primary School Census. Statistics
Yearbook 2011-2012. Volume 1, Technical Report. MoE Press. Garowe, Puntland.
5. Somalia, Puntland Government of: Ministry of Education; Progress Report 2009-2013. First
Edition April 2013. MoE Press. Garowe, Puntland.
6. Somalia, Puntland Government of: Ministry of Education; Puntland Education Policy Paper
(PEPP). Revised Edition 2012.MoE Press. Garowe, Puntland.
7. Somalia, Puntland Government of: Ministry of Human Development and Public Service,
Education Sector, Interim Education Sector Strategic Plan 2013-2015- (Draft).
8. Somalia, Puntland Government of: Puntland Five-Year Development Plan 2007-2011. Ministry
of Planning and International Co-operation, 2007.
9. Somaliland, Government of: Ministry of Education and Higher Education; 2011-2012 Primary
School Censuses, Volume 1, Technical Report. Bristol Printing Press, Hargeisa, Somaliland.