Republic of Somaliland Ministry of Education and Science

Education in Emergency Drought Response Program

GPE Accelerated Funding Support

Save the Children led consortia

May, 2022

TALA WADAAG
Table of Contents
Acronyms 3
1. Project Summary 4
2. Country Context 5
3. Current Humanitarian Situation Update 7
4. Project Rationale 10
5. Participant Analysis 21
6. Results Framework 23
7. Implementation Approach and Modality 26
8. Participation and Coordination with Partners 28
9. Accountability to Affected Population 29
10. Monitoring and Evaluation 30
11. Sustainability 31
12. Risk Analysis 33
13. Detail Implementation Plan 36
LIST OF ACRONYMS
AF Accelerated Fund
CEC Community Education Committees
DEO District Education Officer
DRR Disaster Risk Reduction
ECW Education Cannot Wait
EMIS Education Management Information System
ESA Education Sector Analysis
ESSP Education Sector Strategic Plan
EU European Union
FPE Free Primary Education
GA Grant Agent
GER Gross Enrolment Rate
GPE Global Partnership for Education
GPI Gender Parity Index
HAVOYOCO Horn of Africa Volunteer Youth Committee
MoES Ministry of Education and Science
MEAL Monitoring Evaluation Accountability and Learning
MP3 Moving Picture Experts Group Audio Layer 3
MHPSS Mental Health and Psychological Support Services
MYRP Multi Year Resilience Program
NADFOR National Disaster Agency and Food Reserve
NDC National Drought Council
PFA Psychosocial First Aid
PRMN Protection & Return Monitoring Network
REO Regional Education Officer
SB2S Safe Back to School
SCI Save the Children International
SNCTE Somaliland National College of Teacher Education
SVO Steadfast Voluntary Organization
TLS Temporary Learning Space
MoWRD Ministry of Water Resource Development
1. PROJECT SUMMARY
Program name Accelerated Funding for Drought Response
Country Republic of Somaliland
Donor Global Partnership for Education (GPE)
Program location Six main regions of Somaliland (Awdal, Marodijeh, Sahil, Togdher,
Sool and Sanaag)
Program Outcomes Outcome 1: Increased and equitable access and retention of
emergency affected vulnerable children in a safe, supportive, and
protective learning environment.
Outcome 2: Vulnerable girls and boys affected by the emergency
have continued access to protective quality basic education.
Outcome 3: The capacity of MoES to deliver an effective and
coordinated education in emergencies at national, regional, district
and school level is strengthened.
Program budget USD $5.73 million
Implementing partner MoES and Save the Children (Grant Agent) led Consortia. The
consortium partners are:
 Save the Children (Lead)
 CARE International
 ALIGHT
 HAVOYOCO (LNGO)
 SVO
 TALAWADAAG

Program 12 months (15 June 2022 – 14 June 2023)

implementation period
Key beneficiaries  48,000 (50% girls) children in 300 schools affected by emergency
will directly benefit from the key interventions at school level.
 900 (20% female) head-teachers and teachers in the emergency
affected schools will directly benefit from the trainings, top-up
incentives and teaching kits.
 2,100 (40% female) members from the Community Education
Committees (CECs) in the supported school will directly benefit
from the trainings.
 100 (30% female) MoES staff from the national, regional and
district level will directly benefit from the capacity building
trainings.
Program contact Name: Mengistu Edo Koricha
person Title: Head of Education, Somalia/Somaliland Country Office
Email: Mengistu.Koricha@savethechildren.org
Tel: +252 634251133
2. COUNTRY CONTEXT

General context: Somaliland reclaimed its former British Somaliland protectorate territory and
formed its government in 1991 after the Somalia Central Government collapsed following a civil
war. Since then, Somaliland has been consolidating peace and development through locally
tailored reconciliation within its borders. The government has maintained peace and security in
the last two and half decades and achieved significant improvement in many social and
economic sectors including education. Somaliland is divided into six main regions and eight
emerging regional areas. The main regions are Awdal, Marodijeh, Sahil, Togdher, Sool and
Sanaag. Latest UNFPA 2014 population estimates survey indicate that Somaliland has a total
population of 3,508,179, with the average population growth rate being about 3.1%. The
population is 10% (0-4 years), 62% (5-29 years), 25% (30-64 years) and 3% (65+ years), with
47.9% being males and 52.1% females. The backbone of the Somaliland economy is livestock.
It constitutes more than 28% share of GDP. It is estimated about 60% of the population depend
either directly or indirectly on livestock and livestock products for their livelihood. In 2011, the
government embarked on the formulation of vision 2030 that could encapsulate its long-term
aspirations for its citizen. The National Vision 2030 has provided commonly owned goals
concerning Somaliland’s future and it has been enabling the country to take ownership of its
development agenda. It also inspires the nation and its leadership to mobilize resources, and
overcome development challenges to attain higher standards of living. Moreover, the vision
guides development partners to align their assistance with national priorities and aspirations.
The vision provides a framework upon which national strategies and implementation plans can
be anchored.

Education performance: The Government of Somaliland envisions education as a means to

equip all learners with the skills, knowledge and attitudes to be successful and productive
citizens, hence the mission to provide quality, inclusive and relevant education to all children.
The Government’s commitment to further the development of the education sector is expressed
through the establishment of legal, legislative and development frameworks and plans intended
to guide education delivery. Even though a lot of work and effort has been made over the last
several years, and remarkable achievements recorded over several areas in educational
development, there are still many challenges and gaps that exist. The Free Primary Education
(FPE) lacks sufficient financial resources, thus leaving gaps in infrastructure, capacity of
teachers and education institutions, hence made limited progress toward access to quality and
equitable, inclusive education for all school-aged children. The government’s budget allocation
to the education sector is inadequate and currently stands at 9.2 percent of the total government
budget despite commitments and recommendations to gradually move to 15-20 percent of
annual government budget to increase government investment in education. Implementation of
the second five-year Education Sector Strategic Plan (ESSP 2017-2021) ended in December
2021 and the Ministry of Education and Science (MoES) conducted and undertook a detailed
Education Sector Analysis (ESA) in 20211, which informed the development of the third ESSP
2022-2026. The ESA and ESSP 2022-2026 indicates the Gross Enrolment Rate (GER) at
primary school level has increased from 31.5 percent in 2015 to 32 percent in 2020/21,
representing an increase of only 0.5 percent in 6 years. The 67 percent target for 2021 is far
from being reached. The Gender Parity Index (GPI) that accounts for about 0.8 percent of those
enrolled indicates gender disparity is still critical and the 2021 GPI target of 0.94 has not been
achieved. The ESSP (2022-2026) also shows enrolment in remote rural districts is much lower
despite the FPE Policy, while overcrowding is a major constraint in urban centers. Efforts have
been made to improve equity in both access and quality dimensions and as a result, girls and
other most vulnerable children including children with disabilities and specific needs, refugee
children and nomadic children have gained increased access to basic education. It was
estimated there were 1,179 (518 female) children with disabilities and specific needs in primary
schools in the 2015/16 academic year (0.46%). This rose to 2,777 (1,246 female) in 2018/19
(1.78%) before reducing to 2,453 in the 2020/21 academic year (0.8%). The overall teacher
population in Somaliland increased from 7,819 in 2015/16 to 9,605 (1,792 female) in 2018/19,
representing a growth of 22.8 percent. Of this, qualified teachers are only 55 percent. The
secondary school level GER has increased from 14.5 percent in 2015/16 to 18 percent in
2020/21, representing 3.5 percent increase. However, the 35 percent target for 2021 has not
been achieved. The secondary schools GPI has slightly increased from 0.68 in 2015/16 to 0.75

1
Somaliland Education Sector Analysis Report 2021
in 2020/21 academic year, representing 0.07 increase. Overall, the 2021 ESSP target of 0.8 has
not been achieved. The number of children with disabilities enrolled in secondary education
decreased from 659 in 2015/16 to 357 in 2020/21.This represents a reduction of 302 children.
The reason for the reduction could be attributed to different barriers children with disabilities
face including inaccessible school infrastructure, discrimination, teachers not well equipped to
support learning for children with disabilities as well as the overall impact of the COVID-19
pandemic. On a positive note, the percentage of qualified secondary teachers has increased
from 55 percent in 2015/16 to 76 percent in 2020/21.

3. CURRENT HUMANITARIAN SITUATION UPDATE

Somalia/Somaliland is currently facing one of the most severe droughts, which is being
compared to the 2016/2017 drought with aftereffects of three consecutive below-average rainy
seasons, severe water shortages, and rising food prices. The affected population faces difficult
choices as their purchasing power declines and their ability to meet their basic needs are
reduced. In January 2022, the Somaliland National Drought Committee estimated over 800,000
people in the country were experiencing acute food insecurity and water shortages due to three
consecutive failed rainy seasons. The situation has not improved since, and if the current
drought conditions persist, it is expected that over 1 million people will need emergency
assistance in the coming months. Forecasts predict the country will slide into critical
humanitarian situations if significant interventions are not taken and this highlights the critical
need for education in emergencies action to safeguard learning outcomes.

The October-December 2021 Deyr Rains generally failed, ranging from 40 percent to over 70
percent below the 40-year average in Somaliland/Somalia. Furthermore, rainfall onset was
delayed by four to six weeks in these areas, the season ended earlier than normal, and rainfall
distribution was highly erratic. Although cumulative rainfall totals were near to slightly above
average across most of the northwest, most rainfall accumulated very early in the season and
the northwest received little to no rain after October.

The severity of food insecurity has rapidly worsened since the start of the dry season in
January. Intensifying drought has caused acute water shortages, the loss of livestock essential
to Somali pastoral and agropastoral livelihood systems, and escalating staple food prices,
exacerbated by the global supply shocks. In Somaliland, due to below normal rainfall received in
2021, several areas in the Eastern Regions of Sanaag, Sool and Togdheer, Sahil and Marodijeh
Regions are currently experiencing water and pasture shortages according to the Ministry of
Water Resources Development (MoWRD). Pastoral movements in search of pasture and water
have been reported from nearly 20 villages, including Duruqsi Village in Togdheer Region,
towards the neighboring Somali Region of Ethiopia. The National Disaster Preparedness and
Food Reserve Authority (NADFOR) and MoWRD have reported that around 51,772 families
living in more than 180 villages and IDP sites in the districts of Burco, Owdweyne and
Buuhoodle in Togdheer; Laas Caanood, Caynabo, Taleex and Xudun Districts in Sool;
Ceerigaabo and Ceel-Afweyn Districts in Sanaag; Hargeysa District in Marodijeh; and Borama
and Baki Districts in Awdal Regions require emergency water trucking. Togdheer (29,773
households) remains the worst drought affected Region followed by Sool (11,331 households)
and Sanaag (6,275 households). MoWRD reported 11 boreholes are not functioning and require
maintenance (seven in Sool, two in Marodijeh, one in Togdheer and one in Awdal Region). The
Government of Somaliland has re-activated the Inter-Ministerial National Drought Council (NDC)
and conducted meetings on the current drought situation in Somaliland. Over 27,450 people
(4,575 households) were displaced from 15 January to 27 February in Burco and Owdweyne
Districts, Togdheer Region. At least 11,400 displaced people in Sool Region have joined over
20 existing settlements in Laas Caanood, Xudun and Taleex Districts, according to the PRMN
(Protection and Return Monitoring Network). Food prices are also on an upward trend in
Somaliland.

Impact of the drought emergency on Education: The key impacts of the drought include food
and water scarcity, devastation of livelihoods, forced migration and increased child malnutrition
and these are having significant knock-on effects for children’s education. This drought period
fell on the 2021/2022 school year (August 2021 to May 2022) and affected the education of
children when Somaliland is already struggling to improve children’s access to quality and
inclusive education with very low National GER as described in the education performance
status (32%). Across the drought affected areas, children are no longer attending school on a
regular basis and started dropping out altogether in the most and seriously affected areas. A
chronic lack of food and water are pushing children away from their classrooms and placing
their protection and development at risk. Teachers are also affected by the livelihood situation
and some have already migrated with the rest of community members closing schools.

The Somaliland Ministry of Education and Science (MoES) conducted a quick assessment
(report attached) in late January 2022 to understand the impact of drought on education in the
different regions. The aim was to assess the status of the schools in 250 rural locations affected
by the current drought and start consultations and discussion with education partners to address
the emerging needs of education prioritizing the most affected schools. Key findings include:
 119 primary schools were closed by January 2022 for different reasons. The assessment
indicated 74 primary schools were closed due to the current drought, 21 primary schools
were closed due to lack of teachers and 24 primary schools were closed due to structural
damage caused by windy rains and cyclone emergencies in a few locations. The
assessment noted almost all the affected schools are in the rural locations or settlements.
 A total 12,205 school children, attending the affected schools are now out of school. It has
also been confirmed by the assessment team that 491 school teachers from the closed
schools are currently not in service. In particular, the data shows the current drought
affected 5,966 school children who live in the rural areas across the different regions. The
drought impact on the education continuity is quite significant in the regions that border
Ethiopia and the coastal areas. Projections from reliable sources, Somaliland National
Disaster Preparedness and Food Reserve (NADFOR), states that the effect of the drought
on both the livelihood and education for rural communities may tremendously increase as
the drought continues and rain remains unpredictable until the start of the Gu’ Rainy Season
in May. The assessment is conducted in January and now we are in April and it is highly
likely that more schools are already closed and the situation is critical as the drought
situation is worsening.
 According to community leader estimations, 80% of the school communities in the 74
drought affected schools moved away to other places in search of water, pasture and food
for their animals and themselves. The remaining households may also migrate to other
locations soon to mitigate the effect of drought on their lives. The communities may come
back when the next raining season begins in either late April or May 2022, if it performs
better.

In line with the above-stated findings from the drought assessment report, the key
recommendation is MoES and key education sector partners who run/fund on-going education
projects should actively collaborate to provide urgent and prioritized support to the schools in
the rural communities devastated by the drought. See Annex 1 for detailed information.

Chart 1 Chart 2

Fire outbreak emergency in Hargeisa main market: While the drought situation in Somaliland
is worsening and government is collaborating with humanitarian and development partners, to
respond and mitigate its impact, a major fire broke out in the main market of Hargeysa –
Waheen on April 1. Despite the efforts of the city's fire department and volunteers, the fire
extinguished the next day razed an area of over 5km, which accounted for 40 to 50% of the
city’s economy. Preliminary estimates placed the economic losses at USD $1.5-2 billion. Initial
revenue loss estimates are 40% for Hargeysa Municipality for 2022 and 20% for the national
government. The Market Committee, with support from the National Committee, is registering
victims of the fire, including merchants from large and medium-sized businesses, small
businesses led by women, casual workers, and youth. About 5,000 businesses were estimated
by the National Committee as doing business in the market, trading and providing services.
About 3,000 people employed daily laborers (approximately four people per plant), so the
estimated total number of daily laborers was about 12,000. In total, before the fire, the market
provided income to 17,000 merchants and workers.
The loss of income and livelihood of the affected families (estimated to be up to 136,000 people)
is expected to have an adverse impact on their children’s education as they may be unable to
cover the cost of school fees, learning materials, transport, and other related costs. This will
potentially lead to the drop out of many children in Hargeisa. Hargeisa, the capitol of
Somaliland, has a large population and many school-aged children are hosted by hundreds of
schools. One of the possible interventions to help these children continue their education and
learning and keep them in school includes provision of scholarships and covering the cost of
their education and provision of Mental Health and Psychosocial Support (MHPSS).
4. PROJECT RATIONALE

The GER at primary school level is very low and currently stands at 32% based on the 2021
education sector analysis. 68% of the school-aged children (6-13 years) are out of school and
the government is struggling to improve education access for children out of school. As
mentioned, as the drought worsens many children who are in school may drop out and miss the
current 2021/2022 school year. The trend might continue in the next school year further
reducing the enrollment rate and demanding additional resources to retain enrolled children.
Assistance is needed to keep children in school and increase the capacity of schools to sustain
and protect children during the drought crisis. In times of emergencies, particularly during
drought, schools can provide a platform for an integrated emergency response for children.
When children are in school, they can access food, safe water, sanitation, nutrition and
psychosocial support while at the same time be protected and continue to learn and develop.
Children and their families are migrating to different areas in search of food and water.
Displaced children either do not return to school or are unable to re-enroll in the new areas they
have moved to due to lack of services or classroom overcrowding. This is having a significant
impact on pastoralist children, who traditionally have limited access to education and require
targeted support and specialized services. Children are struggling to concentrate and learn due
to hunger and dehydration. Loss of assets and livelihoods has compromised the capacity of
parents and caregivers to send their children to school as covering costs of uniforms, school
materials and food is unaffordable. Some teachers are also absent from class in order to search
for food and water or have moved to different areas. Others are over-stretched due to increased
class numbers due to displacement.

The longer children are out of school, the more likely it is they will never return. With less
education, children will earn less and are more likely to live in poverty and this will have a
significant impact on children’ futures. In addition to decreased learning, children out of school
are exposed to heightened protection risks. As a result of drought children are at increased risks
of sexual violence, child labor, early marriage and other harmful practices and drought-affected
children are also suffering psychologically and need targeted support. By prioritizing children’s
continued access to education during crisis, the impact of cyclical drought on children’s learning
and future development can be mitigated.

Theory of Change (TOC)

The Theory of Change posits that if (a) Increased and equitable access and retention of
emergency affected vulnerable children in safe, supportive and protective learning environment
for drought affected children (outcome 1); and (b) Vulnerable girls and boys affected by the
emergency have continued access to protective quality basic education (outcome 2); and (c)
The capacity of MoES to deliver an effective and coordinated education in emergencies at
national, regional, district and school level is strengthened (outcome 3), then Children affected
by humanitarian crisis have improved access and continued learning opportunities to an
equitable and inclusive quality education and their basic needs met within safe and supportive
learning environment

The key assumptions underpinning the AF project:

 While Somaliland enters an election cycle (2022) the main assumption is the country will
maintain a minimum level of political stability.
 Schools will reopen and are accessible for program implementation, children continue
with their education and are retained in schools. If schools remain closed, then the
project considered alternative approach by procuring Solar Radios to facilitate distance
learning.
 Teachers attend to schools regularly and provide quality instruction contributing to
improved learning outcomes.
 Government play a leading role to deliver an effective and coordinated education in
emergencies response at national, regional, district and school level contributing to
programe achievement

The table below presents the AF program TOC.

 Theory of Change

Challenges/Problems Outputs Intermediate Outcomes Outcomes Overall goal

Lack of equitable access to  Improved and safe  Learning spaces are Increased and
quality primary basic learning environment for available and accessible. equitable access
education for Somali affected children.  Most vulnerable children are and retention of
children with emergency  Provide school feeding enrolled and retained in emergency Children affected by
affected children being most program to affected schools. affected humanitarian crisis
affected. children in target schools  Drought affected children vulnerable children have improved
 Safe water supply and provided feeding and their in safe, supportive access and
hygiene awareness for livelihood needs are met. and protective continued learning
school communities in learning opportunities to an
affected target schools. environment equitable and
Poor learning outcomes at  Boys and girls in the  Schools have adequate Vulnerable girls inclusive quality
primary level due to poor emergency affected teaching and learning and boys affected education and their
quality of teaching, lack of schools attend quality materials. by the emergency basic needs met
trained teachers in rural and education through  Teachers are exhibiting a have continued within safe and
IDP areas, and lack of improved teacher’s well- good understanding of access to supportive learning
sufficient learning materials. being and teaching learner centred teaching protective quality environment
capacity methodology, safeguarding basic education.
and Psychosocial First Aid
including MHPSS
 CEs are able to develop
Disaster Risk Reduction
(DRR) plan at school level
school, implement and
supervise
Limited capacity of MoES to  Capacity of the MoES to  Government able to The capacity of
deliver an effective and respond to education develop and review of MoES to deliver
coordinated education in emergencies is improved. the National Education an effective and
emergencies response at  Education Authorities Contingency and coordinated
national, regional, district (national, REOs and Response Strategy: education in
and school level DEOs) are capable in  Government’s capacity emergencies at

Page 12 of 39
 delivering a coordinated developed to implement national, regional,
EIE safe school framework district and school
and school DRR in the level is
emergency affected strengthened.
schools.

Page 13 of 39
Outcome 1: Increased and equitable access and retention of emergency affected
vulnerable children in safe, supportive and protective learning environment.
Somaliland school enrolment rates is still low with only 32% of children having access to primary
education (2021 EMIS year book). Enrolment rates are much lower for girls, pastoralists,
children with disabilities, and children in rural areas. Low enrolment is caused by a multitude of
factors including inadequate school infrastructures, lack of safe drinking water and food
insecurity from recurrent droughts. In previous experience school feeding is shown to have a
significant impact on the retention of emergency affected children in schools In addition to food,
water is also an important element in schools. Across the country, water and sanitation remain a
challenge as an estimated 40% of schools do not have access to safe drinking water according
to WASH in school assessment conducted in Somaliland late 2021. The availability of water,
gender segregated WASH facilities and sanitary products for girls is shown to minimize the risk
of girls dropping out of school.
In addition to providing access to education, the retention of children once they are enrolled
remains an enormous challenge. The project proposes to use a number of interventions to
increase access to education and ensure children stay once they are enrolled. One of the
strategies of increasing access to education is expansion of schools to improve the availability
of learning spaces for children. School feeding programs are found an effective strategy in
increasing enrolment of children as well as in retaining children in school and improving learning
outcomes. As such, the construction and rehabilitation of classrooms will be prioritized to
increase access to education for drought-affected learners while the provision of school feeding,
and sufficient water provision prioritized to increase access and retention of drought affected
learners. An adequate teaching and learning kits will create access and retention for 24,000
drought affected children.

The overall goal of this project is “Children in drought affected communities have increased
access to quality basic education in an inclusive and protective environment. This will be
achieved through the following output activities:

Output 1.1: Improved and safe learning environment for affected children.

The project aims at initiating holistic approach to children's learning in a protected and safe
environment, and promotes their psychosocial and physical wellbeing, through this, the project
will conduct a rapid technical assessment on the status of the drought-affected schools to
identify specific needs of each school. In the case of displaced to new location, rehabilitation
and construction work will be undertaken in the target areas to ensure Education continuity. The
exact nature of the work to be conducted will be determined based on the findings of a school
infrastructure needs assessment conducted at the beginning of project, which is a school and
community driven process, led by teachers, CEC, children and the MOES. The assessment
findings will feed into the development of School improvement Plans which are owned by the
CEC. ln IDP camps where existing schools are over capacity or not existent, SCI will construct
new classrooms in existing schools, and construct new temporary learning spaces.
Rehabilitation work will focus on core school infrastructure, such as classrooms to
accommodate extra pupils. In coordination with MoES a strong community sensitization and

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mobilization component will be conducted to promote the enrolment and retention of children
with a particular focus on marginalized groups, such as girls, children with disabilities and
children from minority groups who typically have additional barriers to accessing education. The
campaigns will be based on a child participatory assessment whereby the children themselves,
both boys and girls, including children with disabilities, and IDP children, identify the key factors
that negatively impact on their ability to enroll and stay in school. ln order to ensure communities
are best equipped to support campaigns, community Education committees (CEC) members,
and Child Club participants will be provided with additional awareness raising sessions to
promote positive attitudes towards inclusive education. The program will provide teaching and
learning materials to emergency affected children in the selected target schools. The selected
school needs will be identified as part of the baseline assessment and learning, and teaching
materials allocations will be based on the identified needs. The provision of the assorted
materials enabled children from marginalized communities to have access to basic education
that could not be provided due to inability of their families to meet education needs.
In additional specific barriers girls face in accessing Education will be exempted by providing
financial support to girls from vulnerable communities and those affected by the recent fire
outbreak in Hargeisa will receive fee waivers and scholarships. An important distinction is while
both boys and girls may face the economic barrier of fees, girl’s education is often deprioritized,
therefore resulting in a disproportionately negative affect on girls’ access to education. This
barrier is addressed by providing scholarships and making community aware of the importance
of education for all children. Interventions will deliberately be put in place to will increase girls
with and without disabilities participation, including targeting to ensure girls benefit from the
scholarship.
The specific activities in this output include:

 Community mobilization for Safe Back to-School' (SB2S campaign) in all the 300 target
schools but will also focus the most seriously affected 150 schools conducting thorough
meetings and campaigns with the community.
 Provision of learning material kits for 28,000 most needy and vulnerable students:
 Provision of 10000 supplementary reading materials (kit) for schools and children in
target schools
 Rehabilitation of 60 learning centers (classrooms) affected by emergencies:
 Construction of 10 temporary learning space (TLS) for displaced children:
 Rehabilitation of 10 existing temporary learning space (TLS) for displaced children:
 Provision of school furniture for 100 classrooms (newly constructed TLS and rehabilitated
classrooms and TLS):
 Provision of scholarships for 300 vulnerable secondary schools children (girls) from
families affected by the fire in the Hargeisa Waheen City Market.

Output 1.2: Provide school feeding program to affected children in target schools:
The project will provide food to 14,000 (50% girls) children in drought-affected schools located
in the regions of Somaliland Awdal, Marodijeh, Sahil, Togdher, Sool and Sanaag. MoES staff
working closely with Save the Children (Grant Agent) will select schools primarily targeting
locations hit worst by drought. The project will assess the schools’ capacity to manage feeding

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as part of the rapid assessment and then will receive food on weekly basis. Save the Children
will directly purchase food for schools and distribute based on developed criteria. The project
will work closely with other organizations on the ground providing school meals such as WFP to
ensure complementarity of activities, avoid duplication of effort and build on lessons learned and
existing expertise. School feeding will not be provided to all target schools, but be limited to
schools identified to be most vulnerable (e.g. severely affected by drought) with the most
children at risk of dropping out of school. Below are the steps followed to ensure successful
implementation of school feeding:
 Develop targeting criteria for schools to receive school feeding support (e.g. schools with
most at risk children of dropping out);
 Identify emergency affected children to be supported with school feeding.
 Sign of MOUs between the schools, MoES and Grant Agent;
 Distribute food to schools based on agreed criteria; and
 Monitor food mixture ratio and daily consumption.
The project will procure and distribute cooking equipment for the school feeding program
including feeding pots, ladles, steel plates (normal suitable for one student) and cups with
handles. Each school will receive set of items. To enhance the well-being of the children in the
schools affected by droughts, the project will conduct training on school health and nutrition for
the CECs and schoolteachers. The training will also increase awareness for the school
communities on children health and nutrition. The schools will be linked to nearby local health
facilities to provide essential services to children in school. SC will utilize the unique opportunity
presented through working within the school system to expand knowledge on key health, and
hygiene issues; improve access to curative and Preventive health and nutrition services of
school children; These interventions will serve to increase the ability of children to attend school
and attain an education; as well as influence the wider community’s overall health, and hygiene
practice. Specific activities for this output include:

 Procurement and distribution of nutritious food items for selected school for feeding
program for 14000 children:
 Procurement and distribution of cooking equipment for 100 schools and since feeding is
provided for schools at different times, many schools will have feeding equipment:
 Training and awareness raising for 120 CECS, teachers on school health and nutrition
program selected from all the regions: 3 similar trainings will be conducted each for two
region regions together
 Linkage of all the 300 schools with local health facilities to support schools on provision
of basic health and nutrition service including awareness raising for parents, teachers
and students:

Output 1.3: Safe water supply and hygiene awareness for school communities in affected
target schools.

This output focus the construction of appropriate WASH facilities and provision of water supply
to the drought affected schools. This includes construction of water storage facilities, gender
segregated latrines and handwashing facilities for the new schools. Provision of WASH facilities
in schools significantly affect children’s health and learning outcomes. WASH is a perquisite of

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an effective education. Without adequate WASH facilities not only does the quality of education
suffer, but some students, especially girls may be discouraged from attending school at all.
Equally, poor sanitation and hygiene can be disastrous for children; hygiene related illnesses
may cause many children to miss significant amounts of schooling. Diseases such as worm
infections (which may be from poor hygiene practices, such as not washing hands before
eating) can cause irregular school attendance and may negatively affect children’s cognition
and performance when they are at school. The project will address both the hardware and
software aspects of WASH. Simply providing safe and clean water and sanitation facilities in
schools is not enough. Behavioral change is also needed to ensure proper use and
maintenance of the facilities and better hygienic behavior. In the fight against water borne
diseases, hygiene education, including hand washing, is regarded as quite effective. Hygiene
education is not only important for a healthy school environment and student performance, it
also offers opportunities for communicating with and influencing children's families for better
overall health of the child and the community
The project will provide plastic/fiber made water storage equipment to the schools that have no
storage facilities. Forty schools identified during the need’s assessment will receive water
storage with a capacity of 4,000 liters (20 barrels). Based on technical assessment findings,
existing water storage systems that are not functioning in the schools will be rehabilitated. A
gutter system attached to the school roof will be fixed to enable the collection of clean rainwater
during the rainy season increasing the availability of water in school during and after the rainy
season. Based on need identified, the project will renovate 36 damaged latrines that are not
working in the target schools to enhance school hygiene and sanitation.
To ensure the availability of gender segregated school latrines in the schools, the project will
construct 36 twin latrines based on needs Identified.
It is assumed that schools will continue to struggle in 2022 with meeting requirements for a
COVID-19-preventive environment such as access to water and sanitation facilities or the ability
to implement disinfection protocols and safe distancing. The project will provide COVID-19
response supply kits to schools. The kits will contain hand sanitizers and liquid soap for
handwashing. Students, teachers and other school communities will frequently use those
materials to reduce the chance of spreading the disease within the school.
The project will procure and distribute individual hygiene kits including sanitary kits for
adolescent girls in upper primary grades. Each kit will contain four pieces of bathing soap Dettol,
ten pieces of laundry soap, and one wash basin. This will help girls properly manage their
hygiene at both school and home and will improve their attendance and retention.
Specific activities for this output include:
 Distribution of trucked potable water to all the 300 target and affected schools (40 barrels per
school per month for five months, a total of 12000 litres of safe drinking water):
 Procurement and distribution of 40 water storage equipment for 40 schools (20 barrels capacity)
including construction of basement for the storage facilities:
 Rehabilitation of 60 existing water storage facilities in 60 schools including roof catchment rain
water harvesting:
 Construction of 36 additional twin latrines for overcrowded schools:
 Rehabilitation of 36 existing and none functional school latrines:
 Provision of COVID 19 response supply kits for all the 300 target school community:
 Distribution of individual Hygiene Kits for 12000 girls twice during the project period:

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Outcome 2: Vulnerable girls and boys affected by the emergency have continued access
to protective quality basic education.
Learning outcomes in Somaliland remain poor, indicating children are seldom learning in class.
There is a widespread shortage of learning materials as well as a shortage of qualified and
motivated teachers. Children’s learning outcomes suffer as a result. The national learning
assessment indicated literacy skills are low with aggregate scores of 38.8 (40.3 for boys and
37.3 for girls).The gender disparity in performance is a result of the numerous and
disproportionate educational barriers girls face in Somalia. To address this, the project targets
the improvement of the quality of teaching and learning through the provision of teaching and
learning kits, teacher training on learner-centered teaching methodology, safeguarding and
psychosocial first aid including MHPSS, training of CECs on psychosocial support and Disaster
Risk Reduction (DRR) at school level. Top-up incentives for teachers teaching in remedial and
catch up classes will be provided.

Output 2.1: Boys and girls in the emergency affected schools attend quality education
through improved teacher’s well-being and teaching capacity.
Various protection related challenges affecting children’s well-being also hinder children’s safe
access to protective learning environments. Across Somaliland, teachers are often not equipped
with the skills to handle classroom management and lack the ability to conduct their lessons in a
child friendly manner. In addition to school environments, abuse and violence (including gender-
based violence, female genital mutilation (FGM) and child marriage) against children also
happens in the wider communities where they live. The project will contribute to improving
learning outcomes for emergency affected children by: providing teaching and learning kits to
all target schools benefiting 28,000 (50% girls), training of teachers and headteachers on
learner-centered teaching methodology, disaster management and child protection and
providing follow-up mentoring support; and training CEC members in emergency affected
communities on Psychosocial and DRR at school level.
Children in the rural and remote schools who were affected by the drought missed part of the
academic syllabus coverage in this year since the schools were closed hence will be provided
an opportunity to compensate the missed classes and transit to the next grade successfully. In
this case, the project will procure and distribute 20,000 solar radios with built-in memory cards
uploaded with recorded lessons for all primary education subjects. Save the Children together
with the MoES and Regional Education Officers (REOs) will jointly identify the vulnerable
children based on agreed criteria.
Project will procure and distribute 60 classroom solar powered screens for 60 rural and remote
schools. The screens will be installed in the classrooms to complement learning process where
there is limited teachers’ capacity to provide quality learning and improve learning outcome.
Memory cards with the primary school subjects for all grades will be installed in the screens to
supplement the teaching activities. Special consideration will be given to rural schools where
there are no trained teachers.
The project will provide monthly incentives for 900 primary school teachers (20% female)
teaching remedial and catch up classes, ($85 per teacher) for a period of four consecutive
months. Teachers will also receive training on child-centered teaching methodology,

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safeguarding and Psychological First Aid (PFA) including MPHSS and PFA training to equip
them the necessary skill to deliver quality teaching in the classrooms.
CECs and teachers in targeted schools will receive training on the identification of common
hazards, and the development of contingency plans for preparedness and mitigating the impact.
Particularly for the CECs, DRR will form an essential element of their school improvement
plans, while teachers will integrate this in all school activities (such as child clubs and curriculum
delivery). The activity will contribute to building awareness on the challenges posed by drought,
cycles, flooding and environmental degradation, as well as equipping children and adults with
tools and knowledge of how to protect themselves from the worst effects and enables them to
adapt to the uncertainties of the longer-term trends leading to building a culture of disaster
safety and resilience at school.
Headteachers and CECs in the supported schools will receive training on parenting without
violence. The purpose is to prevent children from experiencing physical and humiliating
punishment in schools and at homes. The training will focus on three main components:
Providing parents and caregivers with the knowledge, skills and attitude to parent positively
without using violence, empowering children, and working to ensure they can feel valued,
respected and safe within their families and community and Supporting communities so that
they are willing and able to protect all children from violence.
Specific activities under this output include:

 Procurement and distribution of 20000 solar radios for vulnerable rural children for
remote learning and rehearsal of lessons:
 Procurement and distribution of 60 classroom solar powered screens for schools:
 Provision of top-up incentives for 900 teachers (20% female) teaching in remedial and
catch up classes for children who missed lessons:
 Provision of integrated training for 120 teachers on learner centred teaching
methodology, safeguarding and Psychosocial First Aid including MHPSS: three training
of each 40 teachers one for every two regions. 20 teachers will be selected from every
region.
 Training of 120 teachers on the use of technical supportive devices including
administering the Bare-kaab for classroom solar screens benefited from 50 schools:
 Procurement and distribution of teaching and learning material kit for teachers use in
300 schools:
 Training of 120 school CECs including head teachers on Psychosocial and Disaster Risk
Reduction (DRR) at school level: 20 CEC representatives selected from each region.
Each training will be organised for two regions together.
 Training of 120 School CECs including head teachers on parenting without violence
common approach: 20 CEC representative members selected from each region target
schools.

Outcome 3: The capacity of MoES to deliver an effective and coordinated education in

emergencies at national, regional, district and school level is strengthened.
This outcome will focus on building the capacity of the government, through the MoES from the
state level to the decentralized levels at regions, district up to school levels. It entails capacity

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strengthening of MoES officials, strengthening systems, improving the policy environment by
ensuring the development, revision, and dissemination of relevant policies, guidelines, and
strategies. The intervention will also strengthen the capacity of MoES to better prepare and
respond emergency and ensures their coordination and response capacity is adequate and not
constrained to facilitate the delivery of the Humanitarian Response in the most efficient and
effective way.

Output 3.1: Capacity of the MoES to respond to education emergencies is improved.

The output will focus on strengthening the capacity of the existing structures of the DEO, REO,
community elders and other local actors as part of the project management and implementation
to further strengthen community and government ownership. The project will support MoES to
review the existing National Education Contingency plan and the Emergency Response
Strategy to better understand how the documents best suit the current emerging situation in
Somaliland and they will be expected to own the process and continuously update the policy
document based on needs.
In coordination with MoES Joint monitoring visits will be conducted on quarterly basis. The
outcomes of these monitoring visits will be discussed with the project team to address quality
shortcomings. Further key stakeholders, including children, will be given platforms to participate
in critical reflection and feedback processes on the performance of this project. Save the
Children's child participation tools will be applied to ensure meaningful, safe, inclusive and
voluntary participation of children. The EiE reporting mechanism from school to regional level
and to national level is not functioning, the project will support MoES to develop a simple and
tailored online application which will be given to headteachers in all schools for quick reporting.
This application will help the MoES/REO receive current data and information from the schools
as an emergency occurs and will strengthen their response actions swiftly.
Further, the project will support MoES to develop standard operation procedures (SOP) that will
guide the process to follow when designing and implementing EiE responses in Somaliland. An
expert consultant will be engaged to lead the process in close collaboration with the Department
of Planning and the Somaliland EiE working group. Upon completion, the ESC will review and
validate the SOP.
Specific activities implemented under this output include:

 Review of the National Education Contingency and Response Strategy through

participatory workshop for education stakeholders at different level:
 Joint monitoring and supervision of schools by MoES/REO and the consortium partners
twice during the project period:
 Develop online application (customized) for EiE quick reporting from school level to the
national MoES:
 Develop standard operating procedure for responding and implementation of EiE
interventions:
 Development of school health and nutrition guideline:

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Output 3.2: Education Authorities (national, REOs and DEOs) are capable in delivering a
coordinated EIE.
The MoES staff from the national, regional and district offices will receive a comprehensive
training on the EiE minimum standards, contingency planning and the response strategy. Two
trainings will be conducted during the project period (one training for the eastern regions and
one training for the southern regions) for MoES staff at all levels understand and familiarize with
EiE standards and the response strategy and as such add value to the implementation process
lead to the country better place responding different emergency the country experience.
The child clubs from 300 target schools will receive training on safe school framework and
disaster risk reduction. When children are out of schools they face multiple challenge that might
leave with long time effect, including losing a sense of normality, taking on adult roles, missing
out on the benefits of learning, psychosocial damage, becoming involved in child labor, Early
marriage etc, training children club will equip them better knowledge and confidence to achieve
their rights, as well as engage the wider community to address child vulnerability. For example,
children play an active role in identifying children who are at risk of child marriage or school
dropout from school The training will promote children’s right to safety in and outside the
schools. It will also provide child club members with skills to work with the school administration
and CECs during recurrent emergency situations such as droughts.
As mentioned in activity above, there will be an SOP for EiE interventions. This activity is linked
to the SOP and will provide trainings on the newly developed SOP to the MoES staff at national,
regional and district levels. Six trainings will take place (1 training per region) with the
expectation that trainees will understand on how to monitor and supervise EiE activities at
school level in line with the SOP.
Specific activities implemented under this output include:

 Training of 80 MoES/REOs/DEOs and supervisors on EIE minimum standards,

contingency planning and response strategy (40 participants from three Western
Regions in Haregeisa and 40 participants from Eest Regions in Burao):
 Provide training on safe school framework and school DRR for 100 selected school
clubs in the most affected areas:
 Familiarization of the standard procedures for the implementation of EiE interventions for
MoES Staff at national, regional and district level: 60 staff selected 10 from each from six
regions will participate in the familiarization workshop. The workshops will be conducted
one for each two regions together.

5. PARTICIPANT ANALYSIS
The project will target 300 primary schools mainly in rural and remote locations across the
regions of Somaliland where drought impact is significant. The project focus is to ensure
children in drought-affected areas safely return to schools and the most vulnerable children are
further supported to stay in school by providing scholastic supplies, school feeding, and WASH
interventions. The second focus is for girls and boys to have access to education in
communities that have been displaced as a result of the drought by establishing TLS. The
project’s participant groups are elaborated below.

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 48,000 (50% girls) children in 300 schools affected by emergency will directly benefit from
the key interventions at school level.
 900 (20% female) head teachers and teachers in the emergency affected schools will
directly participate in trainings, top-up incentives and teaching kits.
 2,100 (40% female) members from the CECs in the supported school will directly benefit
different trainings.
 80(30% female) MoES staff from the national, regional and district levels will directly
participate in capacity building trainings.
 About 30,000 community members (40% women) will indirectly be reached through
community mobilization activities.

A participatory planning meeting with education authorities in the region and district and the
communities in the project areas will identify project participants. Save the Children,
implementing partners and the MoES, REOs and REOs will jointly establish selection criteria
through consultation.

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6. RESULTS FRAMEWORK

Overall Objective Children affected by humanitarian crises have improved access and continued learning opportunities to an
equitable and inclusive quality education and their basic needs met in a safe and supportive learning environment.

Indicator Baseline Target Means of verification

Outcome1: Increased and equitable access and retention of emergency affected vulnerable children in safe, supportive and
protective learning environment

% increase for targeted girls and boys who TBC 95% EMIS Data
returned and completed the formal school School records
year.

% of schools with improved safe and TBC 80% Joint monitoring

protective learning environment as per the assessment report
MoES standards. Final evaluation
Output 1.1: Improved and safe learning environment for affected children

# of emergency affected children who returned TBC 48,000 (50% girls) EMIS report
and enrolled to schools. School records
# of children benefited from the learning None 48,000 (50% girls) Distribution list
materials. Monitoring report

# of go-to-school campaigns conducted None 150 Campaign report

# of classrooms rehabilitated or constructed None 60 Completion report
# of temporary learning spaces (TLS) None 20 Completion report
constructed/rehabilitated.
Output 1.2: Provide supplementary school feeding program to affected children in target schools

# of children benefited from the feeding None 14,000 (50% girls) School records

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 program. Monitoring reports
# of school received cooking equipment. None 100 Distribution report
Monitoring report
Output 1.3: Safe water supply and hygiene awareness for school communities in affected target

# of water storage tanks provided or None 100 Completion report

rehabilitated/constructed
# of latrines rehabilitated/constructed None 72 Completion report
# of schools received potable water trucking None 300 Distribution report
# Girls and boys with access to potable water None 48,000 School registers
(5 liters per child, per day)
# of girls benefited from the hygiene kits None 12,000 Distribution report
Monitoring reports
Outcome 2: Vulnerable girls and boys displaced by the drought have continued access to protective quality basic education

Output 2.1: Boys and girls in the emergency affected schools attend quality education through improved teacher’s well-
being and teaching capacity

# of children benefited from the solar radios None 20,000 School registers
and classroom screens
# of Teachers who received additional None 900 Payment list
incentives for remedial classes
# of Headteachers and teachers trained on None 120 Training reports
safeguarding, Learner Centered Methodology,
Psychosocial and First Aid
# of teachers received teaching materials None 300 Distribution report
Monitoring reports
# of CECs trained of DRR and parenting None 120 Training report
without violence
Output 3: The capacity of MoES to deliver an effective and coordinated education in emergencies at national, regional,
district and school levels is strengthened

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 Output 3.1: Capacity of the Ministry of Education and Science (MoES) to respond to education emergency is improved
Current national contingency plan is reviewed None I1contingency plan Copy of the revised
and disseminated contingency plan
(Planning department of
MoES)
MoES response strategy is developed and None 1 response strategy Copy of the strategy
implemented (Planning dept. of MoES)
# of supported schools developed and None 300 Monitoring reports
implemented emergency response plans
Output 3.2: Education Authorities (national, REOs and DEOs) are capable in delivering a coordinated EIE

# of MoES/REOs/DEOs and supervisors None 80 Training reports

trained on EIE minimum standards,
contingency planning and response strategy
# of school clubs trained on safe school None 100 Training reports
framework and Disaster Risk Reduction (DRR)

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7. IMPLEMENTATION APPROACH AND MODALITY

The project response and interventions are fully aligned with the MoES and education cluster
response strategy for 2022 focusing on retention of crisis-affected school children and
increasing access to education for vulnerable displaced children and children in host
communities. Schools will be and promoted as an entry point for life saving assistance to
vulnerable children. Food security, WASH and protection services at the school level will be
included. In line with the protection strategy and response, the project will enhance focus on the
protective role of education and integrate child protection activities at school level. The project
will target vulnerable children in school but at risk of dropping out due to the impact of the
drought and ensure school going children remain in school. The project will ensure the provision
of a safe and protective learning environment and access to life-saving services for children
through an integrated approach targeting those in the worst drought affected areas and drought-
affected children in the major hubs. Children will have access to safe drinking water, emergency
school feeding, hygiene promotion to prevent the water born or related diseases such as
AWD/Cholera, psychosocial support while teaching and learning materials will be provided
along with support for top up teacher incentives. This will help mitigate and prevent children
from dropping out of school because of the drought. The project will also support children
wherever they move to and provide access to education and life-saving services such as safe
drinking water, school feeding and prevention of water born and related diseases through
hygiene promotion. The project will provide a protective learning environment through the
construction of temporary learning spaces, distribution of teaching and learning materials, and
support to teachers.

To improve the quality of education during implementation, the project will increase 900
teachers’ (30% female) capacity in pedagogical and psychosocial skills to ensure the learning
and well-being of the children is met. The project is also aiming to complement the efforts of the
government to strengthen the capacity of the education system to respond to the impact of crisis
and will work with MoES to streamline the distance-learning platform into the classroom learning
approach to ensure children have access to distance learning with or without emergencies. The
learning materials developed during the COVID 19 outbreak to help education continuity will be
used to improve quality learning. There are pre-recorded lessons for primary education in the
form of MP3 that will be used in rural schools through the provision of solar powered and
affordable radio sets for students. They will be used as supplementary learning materials.
Students can catch up and listen to the lessons while at home or looking after their animals in
the pastoral context, which gives them more flexibility to catch up on their lessons. Remedial
classes will also use the pre-recorded lessons for catch up and improve quality of learning.

Save the Children and consortium members will continue to build the capacity of the MoES,
specifically in human resources so the project is managed and implemented smoothly.

Save the Children, as the GA and implementing partners will use their own financial systems
and management procedures to ensure full transparency of financial transactions. SC will also
be responsible for the establishment of effective monitoring and reporting systems through the

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Monitoring, Evaluation, Accountability, and Learning team. These will be aligned with the agreed
outcome/outputs as set out in the Results Framework.

Consortium management:
Save the Children has been the grant agent and implementing all GPE supported programs in
Somaliland. However, both Save the Children and MoES would like to establish a Save the
Children led consortia to implement the current new accelerated funding for drought emergency
response. Members of the consortium partners are:
1. Save the Children (Grant Agent)
2. CARE International
3. ALIGHT
4. HAVOYOCO
5. TALA WADAG
6. SVO

Save the Children will be responsible for the overall management, coordination and monitoring
of all activities implemented by partners in collaboration with MoES. Save the Children will also
be responsible for the development and implementation of an appropriate monitoring system,
organizing regular monitoring and review sessions, networking, and submitting periodic reports
to the GPE. As a grant urgent, Save the Children will undertake capacity building of the MoES in
planning and coordination, quality assurance and standards, human resource and financial
management, implementation of school and community level activities in western Somaliland.
MoES will lead project implementation, joint reviews, policy dialogue and monitoring of the
project in line with the overall and specific objectives. MoES is responsible for project oversight
and overall supervision and will lead the implementation and periodic discussions on progress in
coordination with the ESC.

Consortium Members Thematic/Outcome focus Geographical Location

Save the Children (lead) All the three outcomes Awdal and Togdher
CARE International Outcome one and two Marodijeh and Sanaag
ALIGHT Outcome one and two Sahil and Sool
HAVOYOCO Outcome one and two Sahil and Togdher
SVO Outcome one and two Sool and Sanaag
TALA WADAAG Outcome one and two Marodijeh and Awdal

Funding flow and fiduciary

Save the Children uses a sub-grant agreement with partner agencies partners, clearly capturing
the role and responsibility of each partner with financial management and reporting. The sub-
grant agreement indicates if there are any financial commitments between Save the Children
and the partner organization and the necessary documentations for the financial commitments
with available support. Basic and procurement policies agreed with Save the Children will
formulate the basis for partner financial management and reporting.

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Save the Children US will ensure program quality, adherence to GPE and MOE regulations and
delivery of timely, accurate reporting. The Chief Financial Officers of Save the Children assure
that Save the Children maintains integrated financial and management control systems in the
field and at headquarters to ensure accountability for funds. SCUS’s Finance Department will
provide ongoing support to program and financial field staff. Additionally, part of SC’s fiduciary
and administrative capacity is reflected in the combined experience of Save the Children US
and Somalia with and ability to effectively implement payment-by-result programs.
Save the Children utilizes a globally recognized financial management system (Agresso), which
is powered by a software that standardizes the processes for budgeting, coding, tracking and
reporting financial transactions across the organization, right from the field level up to the
headquarters. Our accounts are regularly audited by both annual statutory audit teams as well
as project specific donor audits. Our strong and comprehensive internal control systems and
processes ensures funding is used for what it was intended and with timely and accurate
audited financial reports. We have operational platforms, program implementation standards,
key performance indicators (KPIs), indicator tracking systems and quality benchmarks (QBM)
that ensure the necessary safeguards for the management of funds and the quality of our
projects across the country program. All Save the Children programs are required to comply
with the procedures presented in the Finance Management Manual. This is complemented by
the Fraud, Corruption and Bribery Policy and Procedure Manual which provides guidance on
how to deal with instances of fraud, bribery and corruption and to mitigate the associated risks.
Each area office has a dedicated Finance Manager who leads the overall funds management,
prepares budgets, financial reports and ensures donor compliance adherence. The Finance
Director also provides overall oversight on financial management and systems control.

8. PARTCIPATION AND COORDINATION WITH PARTNERS.

Participation by (and accountability to), the key stakeholder of the project promotes ownership,
community empowerment and sustainability and is key to the implementation methodology.
Coordination, planning, consultation, implementation and monitoring of the project all takes
place involving the MoES, school leaders and teachers, CEC members, children through Child
and Girls’ Champions’ clubs, are actively engaged from the beginning of the project in
identifying the needs, gaps, and challenges to access to quality education and mitigate the
impact of drought on education.

Child participation is a central principle underlying the project and as a minimum we will
ensure children with and without disabilities, boys and girls have an opportunity to freely
express their views, and their views are respected and taken seriously – and can feed into
decision making so children can also see the result of their participation. The inclusive child
clubs ensure participation, voice and protection of school going children. Support and training
for the children will be provided in areas of advocacy, peer-to-peer or child-to-child support such
as for instance sensitization of fellow children on school enrolment, disability inclusion, child
rights, networking, and COVID-19 particularly at this time of emergency and drought effect
mitigation and copying mechanisms.

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Participation and involvement of the MoES at central regional and district levels will be
throughout, as part of the project planning ensuring alignment of priorities, by analyzing the
previous project, and ensuring that lessons learned inform effective program planning and
implementation.

The MoES and consortium partners together conducted initial consultations at the inception and
design of the project and a consultation meeting took place formulating the project framework.
In the meeting, the Ministry’s management team and head of departments participated and
discussed the project framework to have common and shared understanding on how the needs
will be aligned meaningful and responsive framework is established. The Ministry senior
management team (Minister, deputy Minister and Director General) discussed and refined the
priority needs as identified by the Ministry’s technical team and the framework (outcomes,
outputs and activities) agreed and finalized. Based on this, SC and MoES drafted the
application document including the result framework. Regular ESC, program review meetings,
will be chaired by the MoES, in which the consortium will provide regular updates on the
progress of the project. Joint monitoring visits by the consortium and the other project
stakeholders, including the MoES will be conducted on quarterly basis to review progress and
quality of implementation.

Coordination in cluster and with other sectors: The consortium lead, SC is the global
education co-lead with UNICEF and lead for EiE, and is also active in the Somaliland sub-
cluster, with SC the focal point in Somaliland. SC and consortium members are active members
of the Somaliland ESC and participate in the monthly coordination meetings. The consortium
coordinates with the other education partners and other sectors, including Health, WASH,
Protection, and Food Security. This strong coordination and networking with other ministries and
partners provide an opportunity to leverage resources and avoid duplication of efforts.

Gender: Acknowledging the gender bias around education in Somaliland, the project will
mainstream gender equality in all approaches/methodologies. At community level, SC ensures
information materials and campaigns will also address the different roles and in the households
that boys and girls have, and the need to redistribute chores to allow girls to access schools at
the same age as boys and on a regular basis. The twin track approach to disability inclusion will
be employed where mainstream activities will be designed to ensure structures, systems and
policies are designed inclusive of children with disabilities. Direct targeting will also reach and
include children with disabilities including tailored interventions and making necessary and
appropriate support to facilitate participation and inclusion.

9. ACCOUNTABILITY TO AFFECTED POPULATIONS

SC has accountability mechanisms that ensures participation of beneficiaries and gives

feedback on project progress. The project will have a detailed M&E plan, which indicates roles
of different stakeholders during the project life cycle. Joint monitoring visits by SC, consortium
members and the other project stakeholders will be conducted on quarterly basis. The
outcomes of these monitoring visits will be discussed with the project team to address quality

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shortcomings. Further key stakeholders, including children, will be given platforms to participate
in critical reflection and feedback processes on the performance of this project. SC’s child
participation tools will be applied to ensure meaningful, safe, inclusive, and voluntary
participation of children. A robust and user-friendly accountability mechanism will be agreed
between beneficiaries (children – boys and girls, and community adults) who are stakeholders in
the project. The system will involve sharing project information with beneficiaries, creating
opportunities for beneficiaries to participate in implementing the project and a mechanism for
receiving and handling feedback and complaints. Outcomes of the accountability system will be
fed into monthly review meetings to inform decision making in regard to improving the quality of
services delivered to beneficiaries Communities will be able to provide feedback confidentially
using the SC’s hotline number.

10. MONITORING AND EVALUATION:

MoES, SC and implementing partners will jointly develop a robust Monitoring, Evaluation,
Accountability and Learning (MEAL) mechanism for the project. The MEAL mechanism will
generate up-to-date data to facilitate timely decision making to all key stakeholders, including
children. The overall implementation of the MEAL mechanism will be overseen by a task force
from MEAL departments of the MoES, SC and implementing partners. The MEAL system
includes:
 Baseline: A rapid baseline assessment to all the emergency affected schools will be
conducted at the beginning of the project alongside with the implementation and full
participation of MoES, consortium partners and other key stakeholders. Based on the
outcomes of the baseline, performance targets will be revised and/or confirmed. A semi-
annual assessment of progress against the baseline will be done to track project
performance over the project period.
 Monitoring program quality jointly: Using the consolidated MEAL plan and the corresponding
monitoring tools, Consortium with MoES supervision department will jointly monitor project
activities to ensure quality standards are met once every six months. Findings will be
discussed with the project teams to address any quality gaps and adopt and/or scale-up
good practices observed. Overall, the evidence and lessons generated from the MEAL
framework will be shared widely with all the key stakeholders in the education sector. Quality
Bench Marks will be used to improve quality delivering and improving standards.
 Performance tracking: Following an agreed data collection and analysis plan, data collection
for the project’s performance indicators will be completed. Data will be disaggregated by
gender and disability, as well as by rural vs urban. Findings from data analysis and routine
monitoring visits and progresses in agreed actions will be discussed in monthly and
quarterly program review meetings.
 Independent monitoring: SC will conduct routine and independent monitoring in coordination
with MOES. This type of monitoring will be in line with the overall MEAL framework and the
reports will be shared across implementing partners during the review meetings.
 Learning: Monthly and quarterly program meetings will form the main platform for learning.
Monthly project review meetings will look at the findings from routine monitoring and make
decisions on any implementation bottlenecks. Quarterly review meetings will provide a

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 platform for reflection on progress towards targets based on the best practices among the
consortium partners.
Accountability to beneficiaries: A plan to ensure accountability to beneficiaries, including
children and adults, will be developed at the beginning of the project period. The plan will
ensure information about the project is shared with beneficiaries, community leaders,
suppliers and contractors; that mechanisms for beneficiaries to participate in implementing,
monitoring and evaluating the project are created; and feedback and response mechanisms
are put in place.

Visibility and Documentation. The purpose of the visibility and documentation within the
project is to create awareness for the beneficiaries and local population in Somaliland about
the nature and impact of the project and the roles of donors and implementing agencies
working jointly with the Ministry of Education and Science. Production of video, stories and
photo production including project visits and showcase project implementation and
successes stories will be highly emphasised during the implementation of the project. The
visibility and documentation products will be also used for advocacy on basic education and
learning issues children face during emergency situations. The consortium, together with the
MOES will develop a comprehensive communication, visibility and documentation plan at
the beginning of the Action. Visibility activities will include mobilization of local communities;
sharing of summarized action information with key school leaders and government actors;
inclusion of the GPE Support in printed materials (training manuals, contracts, books,
posters, banners); placement of the programme name and logo at all schools constructed
and renovated under the programme; mentioning of the programme donor in audio-visual
clips and electronic media, especially during all public functions, advocacy forums,
commemoration events.

 Project evaluation: As part of the MEAL framework, the project will have a final evaluation
which will be done by an external consultant in order to assess whether the project
successfully achieved its goal and objectives and addressed the community needs in the
most effective and efficient way. The final evaluation report will be annexed with the final
narrative report and will be shared with all the stakeholders including the GPE and the donor
group.

11. SUSTAINABILITY

The overall sustainability of the project is ensured by the strong MoES commitment to be
actively involved to ensure this intervention is implemented effectively and addresses the
priorities and needs of the target and final beneficiaries of the project.

The project will foster its sustainability through capacity enhancement of the MoES staff through
training, establishment of effective procedures, involvement of stakeholders and relevant
authorities, particularly considering joint planning, joint monitoring and joint review as a tool to
be continuously used to enhance local ownership and program sustainability.

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The Accelerated Fund program (AF) is aligned with the National Development Plan (2022-
2026). The program is aligned with and implements priority areas of the ESSP, Humanitarian
Response Plan (HRP), and will directly contribute to meet the targets set in the ECW MYRP.
The AF program builds on ongoing humanitarian efforts in the education sector and has been
designed to leverage other interventions in the sector. The program is aligned with and
contributing to the localization of decision making, systems strengthening and providing
Accountability to Affected Population and the Grand Bargain.

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12. RISK ANALYSIS

Risk Risk rating before Mitigation measures Risk rating after

mitigation mitigation
Upcoming Somaliland Low The consortium team will work proactively towards Low
Election and political reducing gaps that will affect program implementation
attention reduces the by continuously working with the Ministry of Education
government’s commitment and providing briefings and updates senior
and attention education and management team to get their attention and support to
the program the program.
Limited capacity of MoES Medium The consortium will jointly implement the program with Medium
staff to support program MoES and support the MoES in the implementation
implementation program including capacity building to the MoES Staff
This will mitigate some of the risk associated with low
ministry capacity.
Natural hazards such as High The consortium members jointly with MoES monitors High
droughts, floods worsens the situations and closely watches weather forecast
and situation might from SWALM and FEWS NET to predict what the
aggravate with limited likely impact is of potential droughts/floods scenarios,
resource developing a contingency plan. ESC Members to
come together and calls for fund raising and mitigation
strategies
COVID-19 situation Medium The consortium team will monitor the situation closely Medium
deteriorates further and and will make joint decisions with MoES (informing
results in long term schools’ EU/GPE) for funding in the event of probable school
closure closure as a result of COVID-19.
Child safeguarding and Medium Strengthened monitoring and reporting mechanisms; Low
sexual exploitation and staff induction; trainings for staff on Child
harassment Safeguarding, Anti-sexual harassment policy and staff
Code of Conduct within stipulated time of joining SC
and consortium partners. Safeguarding is an agenda

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 in all meetings/forums; Vetting of boarding; Application
of Safe programming guidelines.
Corruption, fraud Low SC maintains a zero-tolerance policy to fraud and Low
and diversion of corruption. SC will also conduct mandatory orientation
assistance - to all project staffs on SC Fraud and Embezzlement
nepotism; policy, and commitment by signing it. SC will establish
embezzlement; a complaint and reporting mechanisms for both the
collusion; abuse of staff, schools and the community, including setting up
position of trust hotlines for reporting cases of corruption. Reported
cases will be investigated expressly, and remedial
action, including staff disciplinary actions will be taken,
or discontinuation of funding in the affected school
until investigations are completed.

Save the Children has a Child Safeguarding policy and a Sexual and Anti-harassment policy in place, and these policies define child
safeguarding, sexual abuse and harassment, and provide strict guidance on how to prevent and report any such acts. It is mandatory
for all the staff, partners, contractors, and service providers to read, understand and sign on the policies as a commitment to abide by
them. Save the Children has also developed mandatory online training for the partners on both policies, to make safe environment
for the beneficiary. Save the Children has a zero tolerance to discrimination of any kind, and any staff accused of getting in any of the
above will be investigated and disciplined accordingly. Save the Children, under the GPE project will work closely with the
implementing partners to build their capacity to bridge any gap on the above-mentioned areas. The partners and relevant MOES staff
at different levels will be given orientation and training on child-safeguarding, Gender rights, equity and equality, Child rights
governance, Sexual and Anti-harassment policy. Save the Children will also work with the gender department to ensure that there is
gender balance in beneficiary targeting and selection. Save the Children will also advocate for gender equity at the different levels of
the MOES – school (teachers), districts, regions, and the federal level. It is standard part of staff on boarding, project kick-offs, and
save guarding guidelines and Code of Conduct applied in the implementation to Save the Children staff and partners including
volunteers and due diligence process in place for partners and contractors. Save the Children runs regular save guarding awareness
raising campaigns across the organization and to partners to ensure all staff are aware of its zero-tolerance approach and dedicated
disciplinary policy, are familiar with their obligations and know how to report any concerns. All SC activities are assessed for risks to
children to reduce or remove those risks through implementation of our policies, protocols and controls

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Save the Children is committed in

 Building a safe and trusted environment for the children and adults that we serve, and for our staff and representatives. This
includes our downstream partners, contractors, and volunteers.
 Protecting children and adults from all forms of physical and emotional abuse, sexual violence, and exploitation and ensuring that
everyone who comes into contact with Save the Children's work is respected and listened to.
 Ensuring all activities and programs of work, are assessed for risks to children and adults in our affected populations, including
humanitarian responses where the risk of misconduct is heightened due to significant power differentials. These risks must be
reduced or mitigated by all means within our control. This is ensured through

AWARENESS

All staff, partners, volunteers, and other representatives, are aware of:

 Save the Children’s zero tolerance for any abuse and exploitation perpetrated by SCI representatives against adults and children
in the affected communities we work in and our commitment to doing everything within our power to avoid unintended harm or
accidents as a result of any of our activities.
 knowing how to safely engage with both adults and children in affected communities and how to report concerns when they
arise. Children, their families, and adults in our affected communities are aware of:

PREVENTION
Through awareness-raising and good practice, staff and other representatives minimize the risks to children, adults, and each other.

Specialist training will ensure that staff and other representatives create an environment where human rights are respected, abuse,
exploitation, and harassment of children and adults is prevented.

REPORTING

Staff and other representatives, as well as children and adults in the communities we serve, are clear as to what steps to take where
concerns arise regarding the abuse, exploitation , or harassment of children, adults, and staff. This means that you have a duty to
report wrongdoing. But You only have to report. We will investigate. We will take action

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 13. DETAIL WORKPLAN

SN Activities
Overall objective: Children affected by humanitarian
crises have improved access and continued learning
2022 2023
opportunities to an equitable and inclusive quality
education and their basic needs met within safe and
supportive learning environment
Outcome 1: Increased and equitable access and July Aug Sept Oct Nov Dec Jan Feb Mar April May June
retention of emergency affected vulnerable children in
safe, supportive and protective learning environment.
Output 1.1: Improved and safe learning environment for affected children.
1.1.1 Conduct rapid needs assessment in
selected target emergency affected
schools.
1.1.2 Community mobilization for Safe Back to-
School' (SB2S campaign).
1.1.3 Provide learning material kits for 24,000
vulnerable students.
1.1.4 Provide simple reading materials for
children
1.1.5 Rehabilitate learning centers (classrooms)
affected by emergencies.
1.1.6 Construct TLS for displaced children
1.1.7 Rehabilitate existing TLS for displaced
children
1.1.8 Provide school furniture for affected
schools
1.1.9 Provision of scholarships for vulnerable

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 secondary school children whose families
are affected by Waheen market Fire
Output 1.2: Provide school feeding program to affected children in target schools.
1.2.1 Procure and distribute nutritious food items
for school feeding program.
1.2.2 Procure and distribute cooking equipment.
1.2.3 Conduct training and awareness raising for
CECS, teachers on school health and
nutrition program
1.2.4 Link schools with local health facilities to
support schools on provision of service
Output 1.3: Safe water supply and hygiene awareness for school communities in affected target schools
1.3.1 Distribute trucked potable water to affected
schools.
1.3.2 Distribute of water storage equipment (20
barrels) including construction of basement
for facilities
1.3.3 Rehabilitate existing water storage facilities
including roof catchment harvesting.
1.3.4 Construct additional school twin latrines for
overcrowded schools
1.3.5 Rehabilitate existing damaged school
latrines
1.3.6 Provide COVID 19 response supply kits for
school community.
1.3.7 Distribute individual Hygiene Kits for girls.
Output 2.1: Boys and girls in the emergency affected schools attend quality education through improved teacher’s well-being and teaching
capacity.
2.1.1 Procure and distribute solar radios for rural
children for remote learning and rehearsal
of lessons

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 Procure and distribute classroom solar
powered screens for quality learning in
schools.
2.1.2 Provide top-ups incentives for teachers
teaching in remedial and catch up classes
2.1.3 Provide integrated training for teachers on
learner centered teaching methodology,
safeguarding and psychosocial First Aid
including MHPSS.
2.1.4 Train teachers on the use of technical
supportive devices including administering
the Bare-kaab for classroom solar screens.
2.1.5 Procure and distribute teaching and
learning material kit for teachers.
2.1.6 Train school CECs including headteachers
on Psychosocial and Disaster Risk
Reduction (DRR) at school level.
2.1.7 Train CECs including headteachers on
positive parenting without violence
approach
Outcome 3: The capacity of MOES to deliver an effective and coordinated education in emergencies at national, regional, district and
school level is strengthened.
Output 3.1: Capacity of the MoES to respond to education emergency is improved.
3.1.1 Review of the National Education
Contingency and Response Strategy
3.1.2 Joint monitoring and supervision of schools
by MoES/REO and partners.
3.1.3 Develop online application (customized) for
EiE quick reporting from school level to the
national Ministry of Education.
3.1.4 Develop standard operating procedure for

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 responding and implementation of EiE
interventions
3.1.5 Develop school health and nutrition
guideline
Output 3.2: Education Authorities (national, REOs and DEOs) are capable in delivering a coordinated EIE.
3.2.1 Train MoES/REOs/DEOs and supervisors
on EIE minimum standards, contingency
planning and response strategy.
3.2.2 Train school clubs on safe school
framework and school DRR
3.2.3 Familiarize all level MoES staff on the
standard procedures for the
implementation of EiE interventions

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