SIMAD UNIVERSITY

‫جــــامـعـة ســيـمد‬
GRADUATE STUDIES

POST GRADUATE DIPLOMA IN MONITORING AND EVALUATION

RESEARCH TITLE:

GENDER GAP IN EDUCATION IN MOGADISHU PRIVATE SCHOOLS

STUDENTS: (GROUP TWO)

1. NASRUDIIN AHMED ALI

2. ABDULGAFAR ABDURRAHMAN ADAM
3. MOHAMED ABDURRAHMAN MOHAMED

AUGUST-2022
 Contents
CHAPTER ONE..........................................................................................................................................3
INTRODUCTION.......................................................................................................................................3
1.0 Introduction.................................................................................................................................3
1.1 Background of the Study..............................................................................................................3
1.2 Problem Statement............................................................................................................................6
1.3 Purpose of the study.....................................................................................................................6
1.4 Research objectives.....................................................................................................................7
1.5 Scope of the study........................................................................................................................7
1.6 Significance of the study..............................................................................................................7
CHAPTER TWO.............................................................................................................................................8
Literature review.....................................................................................................................................8
2.1 introduction.......................................................................................................................................8
2.2 Factors Causes of barriers to girls and women in education..............................................................8
2.3 Early marriage contributes and barrier to girls and women in education.........................................10
CHAPTER THREE........................................................................................................................................11
RESEARCH METHODOLOGY.......................................................................................................................11
3.0 Introduction.....................................................................................................................................11
3.1 Research design...............................................................................................................................11
3.2 Population of the Study...................................................................................................................12
3.3 Sampling..........................................................................................................................................12
3.3.2 Sample technique......................................................................................................................13
3.4. Data collection method..................................................................................................................13
3.4.1. Research instrument................................................................................................................13
3.4.2 Data analysis.............................................................................................................................13
Refferences................................................................................................................................................13
APPENDIX:..............................................................................................................................................15
QUESTIONNAIRE........................................................................................................................................15
 CHAPTER ONE

INTRODUCTION
1.0 Introduction
In this chapter we will briefly explain the gender gap education in Somali, in this chapter we will
cover background of the study, Problem statement, Objectives of the study, Scope of the study
and significance of the study.

1.1Background of the Study

The activity of teaching or learning, particularly in a classroom or university, or the information
you get from it, this process is called Education (Cambridge Dictionary).Fundamental to a
country's development is education. Since information is the main source of wealth, education
enables people to gain the knowledge and skills that are essential for development and the
eradication of poverty(Nekesa & Mohamed, 2018). In terms of gender, we mean the socially
constructed traits that distinguish men, women, girls, and boys. This involves interpersonal
interactions as well as the standards, behaviors, and roles associated with being a woman, a man,
a girl, or a boy. Gender is a social construct that differs from one society to the next and can
change over time (WHO). The gender gap refers to the disparity between men and women in
terms of their social, political, intellectual, cultural, or economic achievements or
attitudes(Nekesa & Mohamed, 2018)

In the mid-1960s less than 50 percent of girls of primary school age were in school in south Asia,
Africa and the Arab states compared to much higher proportions of boys(Arnot, 2008). By the
beginning of the twenty – first century, although there had been huge increase in primary and
secondary enrolments for girls and boys worldwide, but approximately one billion adults and
children still had little or no education. Girls and women comprised 62 percent of this huge
population (Arnot, 2008).

The education infrastructure of Somalia has been weakened by decades of colonial neglect,
followed by the outbreak of a civil war in 1990 that has led to widespread population
displacement and paralysis of social services(Jamal, 2009). According to UNICEF, the
percentage of primary school participation for girls between 2007 and2010 was 23% and 42%
for boys; the net attendance ratio was respectively 15% and 18%, Only 37 percent of girls who
transitioned from primary school took the Form Four exam in 2011/2012 - the demand for
secondary school education continues to grow steadily, yet girls make up only 28 percent of
students at that level, Poor learning outcomes are reflected in the high repetition and drop-out
rates and low examination pass rates and less than 38% of those enrolled in 2001/2002 in grade
one successfully progressed to grade five in 2006/2007, Only 15% of the teaching force are
women, with the majority being unqualified(UNDP, 2015).
Girls are poorly represented in school enrolment rates throughout Puntland - according to
Ministry of Education statistics in 2010, 37% of primary school children were girls, in
comparison to 63% boys, overall, in Puntland, only 36.1% of pupils in upper primary education
are females, compared with 41.5% in lower primary education. Gender disparity rapidly
increases in higher grades - domestic work, early marriage, timing of classes and economic
constraints force many girls to leave school early, leading to higher girl dropout rates – the ratio
of boys to girls fell from 0.59 in primary levels to 0.41 in secondary school (2010).In 2008/2009,
the number of girls enrolled in primary school in Somaliland was 62,608 comparedto 108,322
boys,At the secondary level these figures are 14,843 boys and 5,646 girls, University enrolment
is one quarter femalecompared to male(UNDP, 2015).

Feminist theory aims to understand the mechanisms and roots of gender inequality in education,
as well as their societal repercussions.In educational matters, this theory indicates that women
are in no way different from men and hence they should be provided with adequate and quality
education as it is done to men. The aspect of conflict has brought about gender stratification
where women are considered as the weaker sex and hence should not be provided with equal
opportunities with men. In the current world despite the fact that gender inequality in educational
sector is still prevalent in some countries, it is weaker as compared to what it was at the
traditional days. In this case, women movements have fought hard to make sure that even girl
child is provided with equal educational opportunities just like boys( Geribo, 2011).

Due to both lack of infrastructure and ongoing conflict, limited research has been conducted on
education in Somalia. In 2003-2004, a survey of primary schools in Somalia reported 1,172
operating schools, with a total enrolment of over 285,574 children representing a 19.9 per cent
gross enrolment ratio6. This places Somalia among the lowest enrolment rates in the world
(Jamal, 2009).

According to UNDP Somalia (2015), eliminating gender inequality begins first and foremost
with education. Women’s empowerment through education is fundamental for their access to
employment opportunities, family planning, political inclusion, and participation in social and
cultural development(UNDP, 2015). In Somalia, education remains largely a private venture, and
thus school fees represent a prohibitive barrier to boosting education rates among girls. Many
families, when facing costly school fees, choose to educate male rather than female children. At
the secondary and tertiary levels, gender disparities are even more pronounced (UNDP, 2015).

Mogadishu (Muqdisho [mʉq'dɪ:ʃɔ] or Xamar [ħɑmɑr]; Arabic: ‫ مقديشو‬Maq(a)dīshū; Italian: Moga

discio [moɡaˈdiʃʃo]), locally known as Xamar or Hamar, is the capital and most populous
city of Somalia. The city has served as an important port connecting with traders all-round
the Indian Ocean for millennia and has an estimated population of 2,388,000 (2021). Mogadishu
is located in the coastal Banadir region on the Indian Ocean. Mogadishu has more than 500
schools at the primary and lower secondary level. Of the schools at the primary and lower
secondary level, some of them are public, the rest are run privately. The district of Dharkenley
has the greatest number of schools at the primary and lower secondary level and secondary level,
while Abdiaziz has the fewest number of schools.

1.2 Problem Statement

The importance of education in human life is a countless, education is the medium that gives
human skills, knowledge, information, technique, comprehend and respect obligations towards
our society and country. Education aids human to acquire Knowledge, self-assurance in life and
improve human career and personal development. Education also contributes economic growth
for personal and national level, education reduces poverty, educations increases good health and
well-being of human life, more important, education teaches human being the importance of
peace and stability(Roberts, 2012).
Despite these promises gained, there are part of society, those have less education opportunity
than others; Women. More than two-third of world countries, Women have less education access
and participation than men. There are number of girls in Somalia who didn’t get education
opportunities or drop out in higher or primary educations as a result of gender norms and many
others that leads gender disparities in Education(Jama & Barre, 2019).
The existence of gender gap education halts women to participate the economic development and
employment. The inequity of education increases illiteracy rate in society and nation. Gender gap
education decreases women’s representative and participation in political and other sectors.
Gender gap education brings many other consequences including wage gap, employment
rate(Bogavac, 2018).
This study focuses on the difficulties in educating young girls and women in Somalia that cause
the gender gap in education.The researcher believed that education helps girls live better lives
since it gives them the opportunity to learn and work.However, it appears that no systematic
research has been done to identify the causes and obstacles of the gender gap in schooling
especially in Mogadishu, Somalia. The proposed research aims to fill this gap in knowledge.
1.3Purpose of the study

The purpose of the study is to identify cause effect barriers to girls and women on education in
Mogadishu.

1.4Research objectives
 To identify the root causes of barriers to girls in education in Mogadishu.
 To understand how early marriage contributes to girls in education in Mogadishu.
1.5Scope of the study
The study is concerned about the causes that led gender gap in education in Somali.
Specifically, the study will focus to answer the following questions based on the study
objectives: what are the causes of gender gap in education in Mogadishu? What are the
Barriers girls’ education in Mogadishu? This research majorly looks at Gander gap on
education in Mogadishu. However, for the sake of this project the researcher cannot cover all
regions of Somalia, so this research will be conducted in Mogadishu-Somalia. The study
covered a period of three months from July, 2022 – August 2022.The researcher has chosen
Quantitative method of collecting data by using questionnaire since it seems the most
appropriate and relevant method to the study under consideration.

1.6Significance of the study

This study, it is expected to be significant to the field of education especially girls’ education.
However, gender equality in education is crucial to progress towards poverty reduction, since
it enables women and girls to become part of the labor, increasing economic productivity,
and empowering them to participate in the decision-making at a community level.
It is expected that the study will help stakeholders such as government institutions, social
leaders, Policy makers, international NGOs and among others; understand the causes of
gender gap on education in Somalia. The findings may contribute literature that may be used
by the academics that will be interested to carry out further study in this field and students
who will carry out related studies will use this project report as a reference material.
 CHAPTER TWO

Literature review
2.1 introduction
This chapter presents of review of literature that relates to this study. The reviewed literature
used as the guideline for the study. The literature discussed involved the following topics; root
causes of barriers to girls and women in education and how early marriage contributes and
barrier to girls and women in education.

2.2 Factors Causes of barriers to girls and women in education

A study that has been conducted in India claims that Parental background, financial, and beliefs,
individual aptitude, age at marriage, and the caliber of primary school attended are the most
significant determinants determining women's educational success. According to the analysis,
only 25% of the gender gap in EDYRS can be attributed to girls' less favorable traits for
schooling. This leaves 75% of the gender gap unaccounted for boys(Kingdon, 2002).

According to a study done in Sub-Saharan Africa, Political turmoil and violence are contributing
factors to the gender gap in the region's educational systems. Girls from low-income families are
also unable to attend educational facilities. In addition, there are many societal and cultural
constraints that have contributed to gender disparity in sub-Saharan Africa. Among them are
early marriage. Another important aspect is sexual harassment. Ineffective teaching, a lack of
learning materials, a poor learning environment, and teachers who are not sensitive to gender
issues are further factors that perpetuate gender inequality.The study claims that the impact of
HIV/AIDS is another important element that contributes to and maintains gender discrimination
in schooling in sub-Saharan Africa.However, not every member of the society in sub-Saharan
Africa shares this factor(Ombati & Mokua, 2012).

A study that has been donefrom Bangladesh that 43% of girls had experienced some form of
sexual harassment on the ways to school or college. High school girls face sexual violence and
abuse in school often perpetrated by teachers. Girls were more vulnerable than boys to abuse,
both while in transit and when in school. For this reason girls drop out of their studies than boys
due to violence faced while at school or in the households(Linda , 2014).
A number of studies in several African countries suggested that poverty is one of major factor
preventing Women from getting access to education in Africa. Study shows that when the family
income becomes poor girls are pulled out of school and boys are left in school. Also when girls
are matured enough during preparation for the marriage, they are taken out of school to
supplement the family income by selling, farming or performing other money earning activities.
Poverty combines with gender to limit the education opportunities of girls more than boys due to
entrenched imbalance power relations as well as unequal gender roles in many cultures
worldwide(Linda , 2014).
A study that has been done both Western and African cultures seem to be deeply influenced by
the idea of fathers. This affect decision made in households about educational matters based on
favoring more boys than girls. Of the enrolment patterns of girl’s education in Africa observed
that the low participation of girls in education results from a combination of socioeconomic and
cultural forces outside the school, as well as traditional gender roles. For example, girls are
encouraged or are forced into early marriage, either to protect them from pre-marital pregnancy,
which is considered shameful and illegimate in most African societies or to reduce family
economic burden.Socio- cultural practices seem to be a strong setback in girl’s access to
education(Linda , 2014).
A study that has been conducted in Ghana found that there is lack of school gender friendly
facilities to provide favorable environment for students particularly for girls to learn and hence
prevent them to access education. She found that school lacked important facilities such as
hostels, furniture, drinking water, proper urinals and toilets for girl’s access to education.
Moreover, study in Ethiopia reveal that many schools face challenge of insufficient classrooms
and furniture and basic sanitary facilities- including separate toilets, for boys and girls, all these
impedes many girls access to education(Linda , 2014).

2.3 Early marriage contributes and barrier to girls and women in education
A study that has been done in Puntland, regional state of Somalia found that early marriage is a
factor which brings the gender gap education in Somalia, after having baby women can’t leave
the children under someone else’ care. In addition to that there is a perception that a woman's
sole responsibility is to care for her husband and her home. Furthermore, Private universities and
secondary schools are becoming more and more prevalent in Puntland's secondary and higher
education sector, which excludes many parents who might otherwise be eager to educate their
children. Moreover, most often, rural communities are opposed to send girls to school. This low
literacy and deep-rooted myth practice and beliefs. Additionally, insecurity is one major
contributor which brings inequity and inequality in education. Girls are more likely to experience
verbal and sexual assault when traveling to or from university, which supports the cultural ideal
that girls are "secure" at home and shouldn't pursue education or employment(Jama & Barre,
2019).However, cannot be applied generally to all of Somalia.

A study that has been conducted in South central Somalia girl marriage in the form of early and
or forced marriage is one of the most significant barrier to girl child education in South-Central
Somalia, 29.2% of the survey respondents said early and forced marriage is a big threat to girl
child education as it ends their dream of education plunging them into mother and caretaker roles
hence hindering their chances of progressing in school. The issue of early marriage is a
patriarchal aspect of the Somali tradition that glorifies marriage and “insulates” parents from
future shame emanating from their daughters. According to KIIs with education managers,
mothers encourage girls to marry early thus threatening their education(INTERSOS, 2016).

Numerous factors may affect females' education in Hodan District, according to a study
conducted inHodan District, Mogadishu, Somalia. The gender disparity in education in Hodan
is largely caused by economic factors. another significant points are social and cultural elements
that contributes to the gender gap education in the Hodan district. The majority of Somali
families' belief that girls' education inevitably ends up in the kitchen, which negates the need to
focus on girls' education. Moreover the study has found that in the Hodan district, political issues
have a statistically significant impact on girls' educational advancement(Nekesa & Mohamed,
2018). However, this study cannot be applied to the entirety of Mogadishu.

In Tanzania, for instance, half of the school dropouts each year are girls of 12 to 14 years who
have to leave school because of pregnancies. Teenage pregnancy: Teen pregnancy contributes to
high-school dropout rates in sub-Saharan Africa. In most countries of the region, when a girl gets
pregnant, she is less likely to drop out or complete school thereby negatively affecting her future
earning potential(Ombati & Mokua, 2012).
 CHAPTER THREE

RESEARCH METHODOLOGY
3.0 Introduction
This chapter identifies a detailed explanation of study methodology; methodology refers to the
detailed procedures to be followed to realize the study objectives. Moreover, methodology
includes a detailed of the research design, research population, sampling techniques, instruments
as well as techniques used to analyze data.

3.1 Research design

Research design is defined as the logical and systematic approach in planning and directing a
piece of research (.Zikmund, .Babin, Carr, & Griffin, 2010) the researcher will use explanatory
research design , Explanatory research looks for causes and reasons and provides evidence to
support or refute an explanation,explanatory studies are characterized by research hypotheses
that specify the nature and direction of the relationships between or among variables being
studied( Boru, 2018).the researcher will use Survey ,Survey is a method of collecting data from
participants who answer questions administered through questionnaires. the researcher will
choose quantitative method of collecting data since it seems the most appropriate and relevant
method to the study under consideration.the researcher collects data from sample only once in
cross-sectional analysis. The researcher is interested in studying a certain point in time. There is
no repetition of gathering data from sample in cross-sectional research. The purpose of the cross-

sectional analysis is to analyze certain characteristics or phenomena at a particular time .

3.2 Population of the Study

Van (1990), population means all members, individuals, groups or elements involved in a study,
the target population of this study will be a private school in Mogadishu. The principals will be
very important in this study and will select to form sample for this study because the students
attend school, the teacher teach them in class, this makes the teacher to have information on
gender issues at school (Bamora, 2013). So, the target population of this research is 80 private
schools in Mogadishu.
3.3 Sampling
A sample is a finite part of a statistical population whose properties are studied to gain
information about the whole (Webster, 1985). When dealing with people, it can be defined as a
set of respondents (people) selected from a larger population for the purpose of a survey, in this
study, researcher selected a considerable number of Schools.
The researcher chose a specific sample from the target population; the sample size will be 66
respondents. The sample size of this study will adopt by using Slovene’s formula.
The Slovene’s formula is used to determine the minimum sample size.
As: =N/(1+N(e)2), where n=number of sample, N=total population, e=error tolerance, while the
error tolerance of this study (5%) therefore n=80/ (1+80(0.05)2) =66.
3.3.2 Sample technique
The study will adopt the stratified random sampling techniques. In the stratified random
technique, the population is first split into groups. The overall of sample it consists of some
members from every group. Where by the members from each group are chosen randomly.
Stratified sampling is a probability sampling technique wherein the researcher divides the entire
population into different subgroups or strata, then randomly selects the final subjects
proportionally from the different strata. However, the researcher will only select schools
established between 2005 and 2012 based on their experience.
3.4. Data collection method
The data will gather by using quantitative method from the sample size of 66 respondents who
are in private schools in Mogadishu by using questionnaires.
3.4.1. Research instrument
The study will use questionnaires to gather the desired data from the selected sample on the basis
of research objectives and questions, such information can be collected by using questionnaires.
“The method is suitable when the study concerned with the variables that cannot be directly
observed such as views, options, perception and feelings”.
3.4.2 Data analysis
The data will collect through questionnaire; analysis will use by SPSS (Statistical Package for
Social Science) The data will classified & analyzed by calculating and determining frequencies
and corresponding percentages, after analyzing data will present in the form of tables and figures
for easy analysis of findings.
Refferences
1. Boru, T. (2018). RESEARCH DESIGN AND METHODOLOGY. University of South Africa.

2. Geribo, T. B. (2011). Gender and Education . Honolulu: Atlantic International University.

3. .Zikmund, W. G., .Babin, B. J., Carr, J. C., & Griffin, M. (2010). Business Research Method (8th
Edition ed.). New York:South-Western: Cengage Learning.

4. Arnot. (2008). Conceptual framework and policy perspectives. In Gender education and equality
in a global context (pp. p,19).

5. Bertocchi, G., & Bozzano, M. (2019). Gender Gaps in Education. IZA Institute of Labor economics.

6. Bogavac, M. (2018). In The Education Gender Gap in Europe: An Analysis of Causes and
Consequences. University of Ljubljana.

7. Denis. (March 2008). Culture,gender and growth: Research based policy analysis. VOX CEPR's
policy portal.

8. Hussein. (2013). Access to education for girls in Somalia. Somali current.

9. INTERSOS. (2016). BARRIERS TO GIRLS’ EDUCATION IN SOUTH-CENTRAL SOMALIA. Nagira

Consultants Limited.

10. Jama , A., & Barre, G. S. (2019). Understanding the barriers to girls´ and women´s access to
higher education in Puntland, Somalia. ALIGN.

11. Jamal. (2009). Somali girls education:Qualitative research findings.

12. Junxia, Z. (2012). Gender inequality in education in China. Meta-Regression Analysis .

13. Kingdon, G. (2002). The Gender Gap in Educational Attainment in India: How Much Can Be
Explained. Journal of Development Studies .

14. Linda , Z. (2014). FACTORS CAUSING GENDER INEQUALITY IN EDUCATION IN. UNIVERSITY OF
TANZANIA.

15. Nekesa, G., & Mohamed, A. S. (2018). FACTORS INFLUENCING GIRLS EDUCATION DEVELOPMENT
IN HODAN- DISTRICT- SOMALIA. International Journal For Research In Educational Studies .

16. Ombati , V., & Mokua, O. (2012). Gender Inequality in Education in sub-Saharan Africa. Journal
of Women's Entrepreneurship and Education .

17. Roberts, E. (2012). THE EDUCATIONAL GENDER GAP IN LATIN AMERICA:WHY SOME GIRLS DO
NOT ATTEND SCHOOL. American University’s Clocks and Clouds, Volume II.

18. UNDP. (2015). Gender in Somalia. Mogadishu: UNDP Somalia.

19. UNDP. (2015). Promote gender equality and empower women. UNDP site.

20. William. (2012). Introduction to sociology.

21. William. (2012). Theoretical perspective on education. openstax CNX.

 APPENDIX:

QUESTIONNAIRE

This questionnaire is targeting private schools in Mogadishu, Somalia. The main objective of this
study is to identify cause effect barriers to girls and women on education in Mogadishu.
Your Involvement in this research study will be appreciated. In addition, we would like to invite
you to take part in this important research
Issue For confidentiality
Any information that you provide will be strictly confidential to only researcher. All participants
will be unspecified such that no personal information concerning you will be made public either
during, or after the completion and release of this study.
Dear Respondent
This research project is undertaken by postgraduate students in Simad University, Postgraduate
Diploma in Monitoring and Evaluation
This survey is to help gather information about the cause’s effect barriers to girls on education
system in Somalia. The survey will take approximately 5-10 minutes. Thank you for your time.
Your participation is greatly appreciated.
Please tick the appropriate boxes to answer the following questions.
Section one: Socio-demographic information
1. What is your age?
20 – 30 yrs 31 – 45 yrs 46 – 59 yrs 60 – 70 yrs
2. What is your gender?
Male Female
3. Which place do you work?
Secondary school Primary school
4. Which position do you work?
Principal Supervisor teacher
5. What is your highest level of education?
Postgraduate Undergraduate Diploma Certificate
Secondary Vocational trained
6. How long have you been involve learning process?
10 – 15 yrs 16 – 25 yrs 26 – 34 yrs 35 – 44 yrs 45 over
7. Does your institution give equal learning opportunity both boys and girls in basic
education?
Yes No
Kindly indicate your level of agreement to the statements below relating to economic constraints
on gender gap in basic education system of your institution. Use a scale of 1 – 5, where 1-
strongly disagree, 2- disagree, 3- neutral, 4- agree, 5- strongly agree.
No. Root causes of barriers to girls in education 1 2 3 4 5

1 Low level of income families is a result of gender

inequality in education and women unable to attend
schools.
2 Lack and Poor education background of parents are
involved negating the need to focus on girls'
education.
3 The government does not provide an opportunity to
learn for low income families.
4 Violence against girls especially physical, sexual or
psychological harm are direct causes women gender
gap in education.
5 Distance to School or lack of formal secondary
school in close proximity to girls’ homes prohibits
their participation
6. The presence of Low Motivation encourages parents
not to send their children especially girls to school.

No Early marriage contributes and barrier to girls in 1 2 3 4 5

. education
1. Some families believe that educating girls finally ends
marriage and cooking.
2. In many societies parents is under pressure to marry off
their daughters early as possible.
3. If families live in unsafe regions, parents may
genuinely believe that early marrying their daughters is
 the best way to protect them from danger.
4. Girls assumed family responsibilities of housewife and
taking care of children and cannot continue with
learning as they will inevitably quit school.
5. Some communities believe that educated girls spread
bad culture and they take away shame.
6. Bad socio- cultural practices contribute to keep many
girls out of school.