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4 Managerial and Institutional Aspects Organizational structure of the Education office In order to excite the educational activities of the region the Somali educational system has to be organized at different levels. Before 1996 E.C decentralization implemented, the structure was regional education beuro then at zone level zone education department and at destrict level development and economic office aggregating the water sector,health sector,education and agriculture. After decentralization At Regional level education bureau and at district level an education office was organized. Each of these was entrusted with managing Educational activities independently at its respective level. Accordingly, they gradually assigned the necessary manpower to accomplish their mission at their respective levels. After the issuing of the 2002 decentralization policy, however, resource and power have been devolved to district level with the aim of rendering effective grass-root educational services to the public. Thus, as the decision making power of the districts (woreda) and schools are decentralization policy. The Current organizational structure of The Somali Region Education Bureau, the number of staff is ----- workers. The four department¶s Educational programming & supervision,
curriculum preparation and research, Educational material distribution Supporting and Audit departments and the two services: Planning and programming Service and Finance and personnel administration service: all are accountable to the bureau head and the vice Bureau head. On the other hand, the woreda Education office has two desks: Educational programming, Supervision and Educational supporting desks. Desks are accountable for district (woreda) Education office chair-person. Number of manpower required by the education system and the number of educational institutes of the region is given in the table below. Table 11: Number of Educational Institutions and personnel 2007/08 Type of Institution No. of Institutions Bureau Secondary Schools No. of Teachers ( No. of personnel facilitators)
. the woreda and kebele levels in some extent. Primary schools. were supervised by regional education Bureau. preparatory. reports and various periodical monitoring and evaluation meeting. Monitoring and evaluation field trips were organized periodically by different departments at various levels to assess and provide support services on the implementation of the program. Teachers Education College. and non formal education programs in the woreda at least once a year. budgeting and implementation of programs. Whereas the woreda Education office experts gave direct supervision (inspection services for kindergarten. education and training boards. The Education Bureau reorganized its structure. The Various organs involved in monitoring and evaluation meetings: the regional and woreda cabinet. field visits. the management committee. As a result of this woredas have now greater power in planning. secondary Schools.TVET Schools TTC ( College ) Radio Studio Boarding Schools Woreda Education Office Primary schools ( 1-8) ABE Centers Mobile School ( Centers) Special Need Education Schools Source: Somali Education Bureau (SREB) Following the government proclamation and policy statement of decentralization. Accordingly higher education. the planning and management of the Education sector was decentralized. Monitoring and evaluation The methods employed for monitoring and evaluation in the region were supervision. These bodies conducted regular meetings for timely ratification of the implementation shortfalls as well as for the exchange of information. TVET and Boarding schools.
3. biannual and annual reports to regional Bureau of finance and economic Development. These reports were submitted to the respective line administrations. To this and.annual and annual reports after receiving data from lower levels of education administration. the student may drop out of school or may not govern to school discipline Community /parents The community as a direct beneficiary of educational sector services has actively been participating in educational sector development efforts.Accordingly the education sector at various levels was prepared quarterly. There are the Clients.5. Educational Sponsors and Educational partners (internal & external). in general.5 Stakeholders Analysis Different stakeholders are involved in addressing roles and responsibilities of the Education sector. in particular and the productivity of educational programs. if the expected education and training is not providing in the school. On the other hand. y y y y Safe guarding and protecting school properties Organizing or supporting school income generating schemes and activates Attend education and training provided in the school Govern by / respect school rules & regulation.1 Clients Students Students have significant roles enhancing the success of teaching learning process. the Education Bureau submitted the compiled quarterly. With this framework. bi . they contribute to the development of the sector by. Where students are organized and disciplined. the community takes active participation in: y Selecting School construction sites . The Contribution of these stakeholders is analyzed as follows: 3.
5. It plays leading role in collaboration with woreda education office in ensuring the successful implementation of education and training Policy. and private sector participation in promoting various educational programs in the woreda. it will not make any contribution to education. constructing or maintaining roads leading to schools. The kebele administration has a special responsibility in organizing. Therefore. Participating in school management Sending and encouraging children to go school etc. In particular the allocation of capital budget for the construction of educational institutes of all levels has been great. On the other hand.2 Educational Sponsors Somali National Regional State and Woreda Administrative The Somali regional state helps all possible assistance by allocating the necessary resources for the implementation of educational and training programs. The woreda Administration body has the highest responsibility in the management of educational program. coordinating and leading participatory activities of school communities and the people in the surroundings to expand educational opportunities. building new staff living quarters. It has also a significant role in coordinating and leading community.y y y y y y y Building roads leading to sites Monitoring and evaluating qualities of constructions Making financial and in-kind contributions Expanding and safe. this tendency should be maintained by giving due consideration to the ever increasing educational needs and demands. Employing teachers and other educational personnel in case of shortage. building or strengthening school fences. It may not even send its children to school. The contribution of this administrative body to the education sector development is great particularly in building extra classrooms..guarding schools. In the future. . too. NGOs. the education bureau most collaborates with the public 3. if the community does not receive the expected service from the education sector.
particularly girls. the bureau cooperates in deciding legal bids when and where referred to in order to effectively manage educational programs. HIV/AIDS secretariat office HIV/AIDS persists to spread fast. . The Somali Bureau of health and bureau of Education have been working together with the aims of ensuring personal and environmental sanitation. Hence. there is a need to work with HIV/AIDS secretariat office in organizing and implementing various programs in this respect. the need to cure at awareness among the school communities and the general public to control the virus. and verifying payments upon accomplishment. collaboration of the government with the education sector is necessary. monitoring and evaluating the qualities of constructions. assisting in school in come generating efforts. In addition. In the area of building of educational institutions. On the other hand. Therefore. failure to bring the desired results from the education sector may lead to absence of support from government which consequently may lead to doubt the existence of the sector. the Bureau of urban development cooperates with education Bureau in preparing construction designs and specifications. They are also expected to organize and play a leading role in their respective boards of education. technically analyzing offered bids. Therefore. establishing or participating in various school committee activities and encourage parents and the community to send children to school. Government Organizations The Bureau of Finance and Economic Development assists Education Bureau in planning education programs. allocating appropriate funds. it is imperative to work with the Bureau of Finance & Economic Development.building bridges on rivers that obstruct students ways to schools. Monitoring and Evaluating the correlation between the execution of the physical plan and financial utilization. it plays vital roles in controlling and preventing the speed of HIV/AIDS.
the education bureau should work in collaboration with the bureau of water for the advantage of saving the student¶s time for fetching water to their use. As its extension programs stretch to the kebeles .Somali language development institute has been participating in the development of Somali Language text book & Curriculum.REB is a need to work with Bureau of women¶s Affairs in success of girls Education. On the other hand. This tendency of closely collaborating in alleviating educational problems is desirable in the future. too. hence reduce wastage due to dropout. it has a high possibility of implementing the adult functional literacy (FAL) program in accordance with the adult education strategy. there is a need to fulfill a collaborative mission by feeding students with shortage of food so as to enable them to continue learning. it sponsored with finance on regional wide training. Yet. Bureau of disaster prevention and preparedness has been playing significant roles in the educational sector development programs by permitting the NGOs. this has not been done. educational projects. there is a need to work with bureau of capacity building in organizing and implementing training in this respect. Thus . Regional Water Resource Bureau: The water bureau¶s work contributes to the education sector is great in the supply of safe drinking water to students near their schools. Bureau of women¶s Affairs to enhance educational sector development by creating public awareness on the situation of women. . monitoring and evaluating their performances. The pastoralist and rural development bureau has been participating in the development of basic non-formal education curriculum. creating good leadership and fighting against conservative out looks and traditional malpractices that hinder the participation and success of girls Education. Bureau of capacity building also assists the regional educational system by providing different trainings for WEO experts moreover. It has a high possibility of implementing Somali language education program in accordance with the set strategy. Apparently. Therefore. due consideration have to be given to this issue.
3 Educational partners External partners Nongovernmental Organizations and Donors Experiences have shown that non-governmental organizations can play very significant role in the educational sector development. It plays great roles in enhancing the development of the sector. To this end.5. materials and facilities to equip schools. However. Teachers Association This is a professional association organized with in the system of education with its own purpose. UNESCO. it has been . Building hostels for needy students Organizing and conducting or supporting technical & vocational education and training programs Therefore. cooperating with these organizations is a good opportunity for Somali Education Bureau to expand access to education. There active participation and contributions include: y Expansion of Alternative Basic Education opportunities & Adult non ± formal education by opening new centers. it is necessary that the bureau works with these agencies in order to active the goals according to the plan.3. y y y y y Building new educational institutions Organizing or supporting varied capacity building training programmers Supplying various services. Hence the education bureau will facilitate ways and methods to enhance the partnership and Cooperation. etc working with the Somali Education Bureau make a great contribution to the development of the regions education. if these donors do not see the expected out comes from the education sector that may decrease or even terminate the help. Donor agencies like UNICEF. USAID. UNDP. Thus. Italy cooperation. support for ESDP. quality and equity of education. These are some of the fundamental sources of educational finances. Especially work will be done to observe agreements made with the organizations and their internal rules. The financial aids obtained from theses Agencies are directly used for the improvement of access.
This tendency must continue in a more coordinated and integrated form. Originating initial ideas and materials to be developed into teacher training manuals. the youth play active roles in enhancing social services by: y y y Protecting the natural environment Participating in teaching basic education Participating in adult non.learning process. Some of the contributions are: y Designing original flow charts and syllabi to be developed into curriculum packages for primary schools y y Producing curriculum for secondary & Technical and vocational schools. Participating in dissemination of information and prevention of epidemic disease like HIV/AIDS etc in collaboration of the bureau and their respective institutions. University and College of Teacher Education: University and colleges play immense role in satisfying the region¶s trained teaching and nonteaching educational personnel need. Therefore. like Semera University and Aysaita Teachers Training that operate in our region under the sponsorship of the MoE and Somali region bureau of education. Besides it has been encouraging teachers to conduct educational researches to improve the teaching. Youth Association This is a professional association is a great potential to ensure the future of the society.formal education dissemination. These institutions have been assisting us in training and upgrading the professional qualification of teachers and other educational personnel through summer course program and the bureau has to try to make use of the existing opportunity.working in collaboration with the bureau to protect the professional the rights of the members by enabling teachers to distinguish between their rights and duties. There are two higher education institutions. . Internal partners Ministry of Education The Federal ministry of Education as a mother ministry is the major feeder for the regional educational program.
make evaluations and improvements to upgrade the curriculum. To attain better efficiency in effecting educational programme. In this regard she/he has the responsibility to produce capable and responsible citizens. show down work and there may be a lack of interest to do their work. additional education and training and incentives. On the other hand. Teachers They need arrangement to be made for a conducive job environment. meet the needs and create a conducive environment so that teachers and professional love their jobs and are ethical and honest actors in reaching the desired educational goal. The teacher plays a major role in actualizing the national education and training policy in the development of the sector.y Coordinating. the existing cooperation should be strengthened and higher education in and out of the country. fair salary. There fore. y y Setting criteria for educational standards. Some of the expected of teachers and professionals: provide quality education through learner centered methodology. Organizing and channeling national and International assistance to enrich and facilitate the educational sector development. the education sector will draw up Strategies to improve the management. implement the education and training policy directives and rules and exercise leadership to the students by observing job discipline. if there are shortcomings in teachers and professionals¶ management. Regional and Woreda Education Employee: . they may leave their jobs. good governance.
poor participation and relationship and incomplete.6 Major Strengths. appropriate workers promotion placement and transfer and work motivation. Weaknesses (Short Comings). if the expected is not providing in the sector. worker turnover and poor motivation. good governance and favorable working atmosphere .The employee plays a major role in realizing the national education and training policy in the development of the sector. Some of the expected of the employee: accountability and transparent system of work . Opportunities and Threats Internal Environment Analysis weakness & Strengths Internal Condition Strengths Weaknesses . 3. the employee may be high complaint. delay of work. long and short term professional trainings. planning and implementing appropriate educational program . On the other hand.
Kebele and school level organized in line with the decentralization policy.Structure y Educational management structure at regional. responsibility to of educational Authority mange education is given to Woreda which is closer to community. y and primary activities. y Limited participation of the kebele and woreda educational boards in the educational management y Active participation and Feeling of ownership of PTA is increasing. . y Decentralization Management. Absence of supervision structure at Regional level. woreda.
management bodies at various levels. y The management capacity of the region at different leveling not as required: i. Low monitoring and evaluation of performance against the planned Goals at Regional. .y Management Trainings have been organized to capacitate the educational y Weak integrated and accountable working system among the regional & woreda level Educational organs. Educational institutions to ensure that they are functioning in accordance with the standard set. y The Establishment of Go-NGO forum .The creation of the Leadership Administration and Management y Limited attempted to evaluate and monitor the private & NGOs Program Package designed. essential data are not organized. woreda and School level.e. GO-NGO coordination is not well managed. necessary supervisory supports were not given to schools and woredas. y . y The shortage of capable education managers at all levels of the region is the other challenge for provision of education in the region as desired . y Deficient of accountability.
Human Resource y The creation of the CPD package program . y Interest of Donors to support for pastoralist education. y Effort is being made to increase the supply and improve the professional capacity of teachers through various programs. and teachers for y Shortage of qualified professionals and other personnel in remote and peripheral woredas. . y Finance Educational institutes are allowed to effectively utilize the income they generate. y Inadequate budget allocation for non salary recurrent budget with the increasing enrolment of students and number of schools. y y Frequent & relevant trainings were given for woreda. school education professionals. Shortage of qualified native Somali teachers and facilitators. upgrading their qualification. y y In services (distance education) & pre services training given for ABE facilitators. capable and profession Educational leaders. y Low capacity of schools to generate internal revenue. Lack of committed.
y y External Environment Analysis of opportunities & threats . y Absence of laboratories and inadequate libraries. Absence of mass media center at Regional level. teaching materials of facility.Internal Condition Physical Facilities y y Weaknesses Lack of Vehicles in Woredas to supervise and monitor schools. Shortage of text books & reference materials as well as delay of printing and distributing to schools. Technology Low cost school construction has been designed y y Expansion of electric city. and road underway in rural woredas. expansion of classrooms in urban schools. y Incompatibility between the demand and the construction. y Lack of access to tap water urban and in dreadful shortage water points in rural schools. Absence of pedagogical centers in a number of schools. y Incompatibility between the demand and supply of furniture and equipment. telephone.
y Social y A lot has been done to change negative attitudes and practice against female y Recurrent drought in the region. Inconvenience of the rural schools to generate internal revenue. y y Lack of access to digital telephone services on the part of educational institutions technology as required. NGOs to work on Pastoralists area. participation in education. Low participation rate and increased wastage caused due to the parents need of their children¶s labor & mobility. y Low awareness of woreda level leaders on educational priorities and requirements. y The starting of the in infra .structure development in remote areas. y y Economy y The prevalence of Stable peace in the region. y y Poverty of rural community to support schools. .Internal Condition Political y Opportunities Threats. Government commitment to meet UPE Goals. Technology On going Expansion of telephone and electric light services to enhance communication y Dispersed and mobile way of life of the rural community. Interest of Donors. y The tribal leadership structure is used for promotion on education easily. Decentralized educational management system has been realized.