Jamhuuriyadda Federaalka Soomaaliya

Ministry of Education, Culture

and Higher Education.

JOINT EDUCATION SECTOR

REVIEW REPORT

November 2023
Table of Contents
1. Foreword.................................................................................................................................. 3
2. Abbreviation ........................................................................................................................... 4
3. Executive Summary.............................................................................................................. 6
1. Introduction ............................................................................................................................ 1
1.1 Background to the ESSP ..................................................................................................... 1
1.2 Rationale for the Annual Review Report..................................................................... 2
1.3 Preparation of the Annual Review Report.................................................................. 2
2. Implementation progress ................................................................................................... 4
2.1 Overall implementation progress ................................................................................. 4
2.2 Detailed progress on implementation of activities.................................................. 7
2.2.1 Early Childhood Education ......................................................................................... 7
2.2.2 Primary Education......................................................................................................... 9
2.2.3 Secondary Education.................................................................................................. 11
2.2.4 Alternative Basic Education...................................................................................... 12
2.2.5 Adult Education ........................................................................................................... 13
2.2.6 Technical Vocational Education and Training ..................................................... 14
2.2.7 Higher Education......................................................................................................... 15
2.2.8 Governance and Management................................................................................ 16
2.2.9 ICT Integration .............................................................................................................. 17
2.3 Expenditure review ......................................................................................................... 17
2.3.1 Domestic expenditure on education ..................................................................... 17
2.3.2 Off-budget support from development partners............................................... 19
3. Reflections from the year under review ........................................................................ 24
3.1 Implementation challenges ......................................................................................... 24
3.1.1 Delayed finalization of the annual work plan ...................................................... 24
3.1.2 Financial Constraints .................................................................................................. 24
3.1.3 Coordination, role clarity, and communication between the governmental
and state stakeholders. ............................................................................................................ 25
3.1.4 Stakeholders’ commitment, donor engagement and their alignment with
national priorities ....................................................................................................................... 25
3.1.5 Duplication of activities and mismatch between ESSP and interventions by
the partners. ................................................................................................................................ 25
3.2 Emerging issues and lessons learnt. .......................................................................... 26
3.2.1 New Administration for the Federal Government of Somalia ........................ 26
3.2.2 Recruitment of 3000 teachers ................................................................................. 26
3.2.3 The National Education Conference ...................................................................... 26
4. Conclusion and recommendations................................................................................ 28
4.1 Conclusion ......................................................................................................................... 28
4.2 Recommendations ......................................................................................................... 29
5. Annexes.................................................................................................................................. 30
5.1 JRES Workshop Attendance List................................................................................. 30
5.2 Monitoring Tool ................................................................................................................ 30

2
1. Foreword
In the wake of Somalia's turbulent history marked by conflict and instability, the Federal
Government, in collaboration with the Ministries of Education from the Federal Member States
of Galmudug, Hirshabelle, Jubaland, South-West, and the Banadir Regional Administration,
embarked on a mission to rebuild its human capital through children and youth. The
Education Sector Strategic Plan (ESSP, 2022-2026), launched in May 2022, signifies our
commitment to national development through education. Developed and launched within
the complex web of political transition, the ESSP underscores the tenacity of the Somali people
and presents a collective acknowledgment that, in the face of adversity, education remains a
non-negotiable priority.

Since the ESSP's inception, key stakeholders at the federal and Federal Member State levels
have come together to enhance coordination and develop essential planning tools, including
annual work plans and monitoring frameworks. The 2023 annual work plan particularly serves
as the basis for this report. The report highlights the progress made, the outputs they have
borne, and the outcomes that have started showing, not forgetting the difficult challenges
faced. Notably, we've encountered challenges, such as accessibility issues in certain regions
and resource mobilization difficulties, but our determination remains unwavering.

As we reflect on our achievements and hurdles, the ESSP's pillars—access, quality, and
governance—remain our guiding principles. We're committed to addressing challenges like
delayed planning, funding limitations, and capacity issues. We recognize the need for
improved coordination among stakeholders, alignment of donor engagement with national
priorities, and exploring sustainable domestic funding. We emphasize the importance of
international collaboration, welcoming partnerships with donors and organizations to
strengthen our education sector. Moving forward, we'll optimize planning processes for timely
implementation, secure necessary resources, and enhance our teams' capacity. Additionally,
we're committed to improving communication, coordination, and cooperation among
stakeholders to ensure effective ESSP implementation. Together, we aim to empower our
children and youth to build a prosperous Somalia.

In conclusion, the ESSP is more than an educational roadmap; it's a testament to our steady
commitment to Somalia's future. Together, we stand as stewards of our nation's greatest asset:
its children and youth. Challenges won't deter us; they'll drive us forward with renewed vigour.
We reaffirm our dedication to an education system that illuminates a brighter and more
harmonious future for Somalia and its people.

Hassan Mohamed Ali

Permanent Secretary
Ministry of Education Culture and Higher Education
Federal Government of Somalia

3
2. Abbreviation

ABE Accelerated Basic Education

ASC Annual School Census
EMIS Education Management Information System
ESC Education Sector Committee
ESSP Education Sector Strategic Plan
GPI Gender Parity Index
MOE Ministry of Education

MOECHE Ministry of Education, Culture and Higher Education

FMS Federal Member States

NGO Non-Governmental Organization

ECE Early Childhood Education

ESA Education Sector Analysis

ESSP Education Sector Strategic Plan

UNESCO United Nations Educational, Scientific and Cultural Organization

TVET Technical, Vocational Education and Training

KPI Key Performance Indicator

EiE Education in Emergency

GER Gross Enrolment Rate

AWP Annual Work Plan
ICT Information, Communication and Technology

IIEP- UNESCO International Institute for Educational Planning - UNESCO

JESR Joint Education Sector Review

SNBS Somali National Bureau of Statistics

IDP Internally Displaced people
TLS Temporary Learning Spaces
NER Net Enrolment Rate
AE Adult Education
SNU Somali national University
AGES Adolescent Girls’ Education in Somalia
HE Higher Education
HIMIS Higher Education Management Information System
TWG Technical Working Group

4
EU European Union
FCDO Foreign, Commonwealth and Development Office (FCDO
GPE Global Partnership for Education
ESPIG Education Sector Program Implementation Grant
NEC National Education Conference

5
3. Executive Summary

Introduction
The Education Sector Strategic Plan (ESSP) in Somalia, launched in May 2022, signifies the
commitment of the Federal Government of Somalia and Federal Member States to rebuild the
nation's human capital through education. Despite complex political transitions, the ESSP
underscores the resilience of the Somali people and their unwavering dedication to education
as a non-negotiable priority. This annual review report evaluates progress from 2022 to
September 2023. The ESSP, developed through a consultative process, aims to guide Somalia's
education sector from 2022 to 2026. It is built on three strategic pillars: access, quality, and
governance, and comprises nine programs covering various levels of education.

The annual review process is vital for assessing progress and ensuring responsiveness to
evolving challenges in the education sector. It evaluates progress, monitors program
implementation, reviews governance and management, identifies challenges, and informs
future planning. The report adheres to guidelines from the Global Partnership for Education
and involves a specialized technical team from various government entities. It incorporates
quantitative data from the Education Management Information System (EMIS) and insights
from ad-hoc sources. The collaborative process ensures relevance and ownership among
stakeholders.

Implementation Progress

Notable progress is seen in primary education, adult education, and accelerated basic
education, while challenges persist in Early Childhood education (ECE), secondary education,
and TVET. The expansion of ECE is behind schedule, with a 2% Gross Enrolment Rate (GER), far
from the 10% target by 2026. Gender parity in ECE aligns with targets. Primary education has
seen positive progress, going from 24% in 2021 to 33.8% in 2023, surpassing 30% GER target by
2026. However, gender parity remains challenging, with a Gender Parity Index (GPI) of 0.89,
not yet meeting the 1 target for 2026. Teacher recruitment for primary education has exceeded
the planned 1,000, with 1,275 allotted to primary from the 3000 teachers recruited by the
government in 2023. Enrolling children with disabilities lags far behind, which only represent
1% of the enrolled primary population.

Secondary education GER has increased from 22% to 26% from 2021 to 2023, but the higher
proportion of enrolled females have improved the GPI, which went from 0.68 to 0.70, getting
closer to the 0.8 target by 2026. Teacher recruitment in secondary education is lower than
primary, with 1139 recruited, but slightly exceeding the 1,000 ESSP target in 2026. Alternative
Basic Education (ABE) has seen substantial growth, going from 40,440 in 2021 to 111,234,
nearing the ambitious ESSP goal of 200,000 enrolled by 2026. Gender parity in ABE programs
is high, with a GPI of 0.94 against a 1 target. Additionally, the country offered in-service teacher
training to 3,330 ABE teachers in 2023. Adult education has surpassed targets, with 89 schools
offering programs in 2023, compared to a 50-target, and nearly 13,000 enrolments against a
10,000-target. Enrolment in Technical and Vocational Education and Training (TVET) increased
over 13,000 while higher education has not seen any improvements, with no new campuses
for the Somali National University. These trends are inconsistent with the goal of enrolling
300,000 students by 2026.

6
Reflections from the Year Under Review

Throughout the year, the Ministry of Education, Culture, Higher Education (MoECHE)
encountered several critical issues that shaped their approach and informed valuable
lessons for the future. The transition to a new administration after the 2022 elections,
which prioritized education and made it a national agenda, is a significant milestone. This
change in leadership called for a strategic realignment, ensuring that the new
administration fully embraces and supports the objectives of the Education Sector
Strategic Plan (ESSP). Maintaining policy and funding continuity which was vital in the
transition, as it directly impacts the progress and success of the country’s educational
initiatives.

Collaborative efforts between the MoECHE, Federal Member States' Ministries of

Education (FMS MOEs), and the Federal Government played a crucial role in effectively
managing this transition. These partnerships allowed for the smooth transfer of
knowledge, resources, and responsibilities, ensuring that the core goals of the ESSP
remain at the forefront of the national education agenda.

One notable highlight during this transformative year was the National Education
Conference held in March 2023. This conference brought together a diverse group of
stakeholders, including government officials, educators, parents, students, and
community leaders. The event provided a platform for extensive discussions and
deepened our understanding of the critical issues facing the education sector. The
insights gathered during this conference are invaluable, serving as the foundation for
informed decision-making and strategic planning.

Finally, the country also advanced in the recruitment of teachers, which accounted for
3,000 new teachers in 2023. The significant teacher intake is a testament to our
commitment to strengthening the education sector and addressing the critical issue of
teacher shortages. This recruitment of teachers not only addressed the immediate need
for qualified educators but also showcased the collaborative efforts to ensure that the
new teachers are well-equipped to contribute effectively to the education system.

However, the implementation of the ESSP faced several significant challenges. First, there was
a delayed finalization of the annual work plan for the year 2023, disrupting the planned
activities and resource allocation, which impacted the smooth execution of ESSP
interventions. Second, financial constraints were a pressing issue, with inadequate funding
from both donors and the government, as well as a misalignment of domestic funds with ESSP
goals. This situation highlights the need for shifting from donor to government funding and
establishing long-term funding mechanisms to improve the sustainability of the progress.

Additionally, coordination, role clarity, and communication issues between government and
state stakeholders created alignment difficulties and hindered effective collaboration.
Furthermore, concerns regarding stakeholder commitment, donor engagement, and their
alignment with national priorities posed significant challenges, with misalignment between
donor priorities and government objectives. Finally, issues of duplication of activities and
limited coordination among stakeholders were observed, requiring alignment with ESSP
policy priorities and improved coordination between partners implementing education
interventions within the sector. Addressing these challenges is essential for the successful
implementation of ESSP activities and the advancement of Somalia's educational landscape.

7
Conclusion and Recommendations

The annual review acknowledges the progress made in the implementation of the ESSP and
the challenges encountered along the way. Against the challenges, the review presents some
recommendations, which offer a strategic pathway to advancing the execution of the ESSP,
fortifying Somalia's education landscape while ensuring its long-term sustainability. The
recommendations include:

a) Prioritize Timely AWP Development: Ensure a well-structured process for finalizing the
Annual Work Plan (AWP) in advance to serve as a clear roadmap for planned initiatives,
enabling efficient execution of the Education Sector Strategic Plan (ESSP).

b) Diversify Funding Sources: Encourage funding diversification beyond donor reliance,

seeking alignment between the national budget and ESSP priorities to sustain domestic
financing for education.

c) Strengthen Stakeholder Collaboration: Foster improved coordination and

communication between government and state stakeholders to address multifaceted
challenges in funding, targeting, and project execution.

d) Ensure Stakeholder Commitment and Alignment: Facilitate constructive dialogues with

federal counterparts and donors, aligning donor strategies with the ESSP to bolster
coordinated efforts and secure stakeholder commitment for successful implementation.

8
1. Introduction

Amidst the enduring challenges posed by past conflict in Somalia, the Federal Government of
Somalia, in collaboration with the Ministries of Education from the Federal Member States of
Galmudug, Hirshabelle, Jubaland, South-West, and the Banadir Regional Administration,
embarked upon a resolute journey to rebuild a precious national asset—the human capital
through its children and youth. The Education Sector Strategic Plan (ESSP), launched in May
2022, has been a symbol of the country’s commitment to join other countries in pushing
forward with national development. The ESSP reflects the country’s determination to brighten
the path to progress through education. Developed and launched within the complex web of
political transition, the ESSP underscores the tenacity of the Somali people and presents a
collective acknowledgment that, in the face of adversity, education remains a non-negotiable
priority.

Following its inception, the ESSP embarked upon a phase of reflection and strategic planning,
where key duty bearers at the federal and FMS levels converged to strengthen coordination
towards the achievement of results envisioned in the plan. This has been seen in the joint
preparation of key planning tools including the annual work plans and monitoring frameworks
for the different implementation levels i.e. federal and FMS. The 2023 annual work plan is the
basis upon which this annual review report is established. The 2023 AWP consolidated the
activities that had been scheduled for implementation in 2022 as well as those that had been
scheduled for 2023. The consolidated work plan was concluded in May 2023 having been
presented and consensus built around it with key stakeholders. The review report therefore
presents an assessment of progress from May 2022 to October 2023.

The report highlights the progress made with respect to selected interventions, the outputs
they have borne, the outcomes that have started showing from them, not forgetting the
formidable challenges that implementation teams have had to endure during the period
under review. The respective implementation teams have navigated the difficult terrain,
especially in terms of physical accessibility of some areas as well as difficulty in accessing
resources to implement key activities but have remained motivated by the enduring light of
education, with promises for a brighter and more harmonious future.

The dissemination of the results of the progress made in the implementation of the scheduled
interventions is critical in sustaining the dialogue for the needed improvement of the various
pillars of education in Somalia.

1.1 Background to the ESSP

The ESSP was prepared through a consultative and iterative process, led by a dedicated
technical team of planners drawn from the Federal Government of Somalia through its
Ministry of Education, Culture and Higher Education as well as the Ministries of Education in
the Federal Member States. Preparation of the ESSP was predicated on the results of the
Education Sector Analysis, carried out in 2021. The technical team was supported by a team
from the International Institute for Educational Planning (IIEP). As highlighted before, the
ESSP was endorsed by stakeholders during a national validation conference held in
Mogadishu in May 2022. The ESSP is designed to guide the development of Somalia's
education sector over the period spanning from 2022 to 2026.

1
The ESSP is founded on three overarching strategic thrusts of access, quality, and governance.
These strategic thrusts serve as the guiding pillars upon which the ESSP's transformative
journey is established. The ESSP is also implemented through ten distinct programs, including
Early Childhood Education, Primary Education, Secondary Education, Accelerated Basic
Education, Education in Emergency, Adult Education, TVET (Technical and Vocational
Education and Training), Higher Education, ICT Integration, and Governance and
Management. While many of these programs are executed at both the federal and federal
member states levels, Governance and Management takes a more central role at the federal
level.

1.2 Rationale for the Annual Review Report

Since its launch in 2022, the ESSP has provided Somalia with a roadmap for educational
transformation. This annual review process serves as a vital instrument for gauging progress
and ensuring that the ESSP remains responsive to the dynamic challenges faced by Somalia's
education sector. By conducting these annual assessments, the Government reaffirms its
commitment to reclaiming education and building a better future for the children and youth
of Somalia. The Government recognizes that regular assessments and evaluations are essential
for both celebrating achievements and identifying areas in need of improvement. Specifically,
the annual review is meant to:

● Evaluate progress: Assess the extent to which the ESSP's strategic thrusts of access,
quality, and governance have been realized since its launch in 2022.
● Monitor program implementation: Examine the effectiveness of the ten programs
under the ESSP, spanning from Early Childhood Education to Governance and
Management, at both federal and federal member states levels.
● Review governance and management: Scrutinize the governance and management
structures aimed at coordinating efforts and ensuring accountability for results and
management of resources within and outside government.
● Identify challenges: Identify persistent challenges, particularly in the context of
conflict, and propose strategies for mitigation.
● Steer future planning: Inform the preparation of the 2024 annual work plan.

Through this annual review, Somalia reaffirms its commitment to the ideals of education as a
catalyst for enduring peace and prosperity, even in the face of formidable adversities.

1.3 Preparation of the Annual Review Report

The preparation of this annual review report adheres to the guidelines set forth by the Global
Partnership for Education, as outlined in its guidelines for conducting a Joint Education Sector
Review (JESR). The process was initiated by the appointment of a specialized technical team,
chosen from the Ministry of Education, Culture, and Higher Education (MoECHE) and the
Ministries of Education from the Federal Member States (FMS). This dedicated team was
empowered to oversee the review of the ESSP's implementation.

Education policy analysts from the International Institute for Educational Planning (IIEP) –
UNESCO lent their expertise, providing invaluable guidance throughout the report's
development. The technical team relied on quantitative data drawn from the Education
Management Information System (EMIS) and supplemented it with insights from various ad-
hoc sources. To ensure a holistic perspective, the technical team engaged representatives
from the Federal Member States in collecting information and insights from the FMSs. This

2
participatory approach allowed for a comprehensive understanding of the differentiated
progress and contextualized challenges.

The development of the report was a collaborative effort, with stakeholders jointly drafting and
reviewing its contents. This inclusive approach not only ensured the accuracy and relevance of
the report but also fostered a sense of ownership among all parties involved. Through this
collaborative process, the team has produced a report that reflects the genuine commitment
of all stakeholders to the advancement of Somalia's education sector.

3
2. Implementation progress

This chapter offers an overview of the ongoing journey towards realizing the results envisioned
in the ESSP. It highlights the milestones achieved in pursuit of educational transformation. The
chapter delves into the implementation of the ESSP, recognizing noteworthy achievements
and providing insights into the dynamic interplay between policy and practice in a context of
emergency. The chapter is organized three sections, the first offering overall progress against
the key performance indicators of the ESSP, the second presents a review of selected
indicators and interventions at the FMS and federal levels, while the third reviews expenditure
in the sector, tracking the progress made in investing in education since 2020 by the
government and development partners.

2.1 Overall implementation progress

The Key Performance Indicators which were set as part of the ESSP development process,
provide a measure of sector performance in relation to key activities implemented under the
plan, measuring the success of the sector and help to evaluate how well it is performing
towards set targets. Where data proved available, the KPI table has been updated with figures
for 2023, in comparison to the ESA baseline of 2021 and the target for 2026 set in the ESSP.
Analysing these indicators allows an evaluation of whether implementation of the ESSP is
leading to the desired results.

Expansion of the Early Childhood Education (ECE) sector is ongoing, with GER standing at 2%.
However, this is behind the progress needed to reach the target of 10% by 2026. Gender parity
is seen to have been achieved in ECE, in line with the ESSP target.

Primary education has seen positive progress, going from 24% in 2021 to 33.8% in 2023,
surpassing the target of 30% in 2026. However, efforts must remain in terms of achieving
gender parity as envisioned under the ESSP, with the GPI remaining stable at 0.89 since the
baseline year against the target of 1 for 2026. Further progress is observed in the number of
teachers that have been recruited and deployed into the primary workforce, with the 1,275
observed in 2023 exceeding the total 1000 planned within the period. An evaluation of the KPIs
further demonstrates that much effort needs to be made in terms of enrolling children with
disabilities, which only represent 1% of the enrolled primary population.

Secondary enrolment improved, with the GER marginally increasing from 22% to 26% from
2021 to 2023. The GPI also increased from 0.68 to 0.70, which is in line with the progress needed
to achieve the target of 0.8 by 2026. Teacher recruitment in secondary has been lower than in
primary, with a total of 1139 teachers recruited, which is slightly above the target of 1,000 as set
in the ESSP.

ABE has undergone rapid transformation, with the total number of students enrolled in
alternative programs nearly tripling in two years. The ESSP was ambitious with regards to ABE,
setting a target of 200,000 enrolled by 2026, however current progress is in line with this goal.
Additionally, gender parity is high in ABE programs, with a GPI of 0.94 compared to an endline
target of 1. This expansion in ABE enrolment has been accompanied by recruitment of 1,213
ABE teachers in 2023 alone, which is significant progress against the target of 2,000 by 2026.
Additionally, the improvement of ABE was also accompanied by the training of 3,330 ABE
teachers in 2023. Furthermore, other achievement in ABE includes the construction of over 225
Temporary Learning Spaces (TLS) in Internally Displaced people (IDP) settings, as well as
distribution of 54,689 textbooks and 1,335 teacher guides for students and teachers.

4
The growth of adult education has also surpassed initial targets, with a total of 89 schools
offering AE programs in 2023, compared to a target of 50, with enrolment reaching almost
13,000 compared to a target of 10,000. On the other hand, TVET enrolment reached 13,865 with
the total students enrolled in 2023 slightly higher than those enumerated in the ESA of 2021.
However, the cause of this trend is unclear, as one new public TVET centre has been
constructed and operationalized in the country as will be discussed further below. Finally, no
progress has been made in construction or rehabilitation of additional campuses for the
Somali National University (SNU), with overall enrolment in higher education showing a slight
decline, with this trend therefore not in line with the target of 300,000 students enrolled by
2026.

Table 2.1: Key Performance Indicators

Baselin JRES 2023 Target
e 2021 2026
Priority 1: Gross Enrolment Rate (GER) 0 2% 10%
ECE Net Enrolment Rate (NER) N/A N/A N/A
Gender Parity Index (GPI) in Primary N/A 1 1
ECE pupil-textbook ratio N/A N/A 1:1
Priority 2: GER 24% 33.8% 30% (28%
Primary (22% (30.1% Female)
Education Female) Female)
NER N/A 30% N/A
GPI 0.8 0.89 1
Proportion of primary-aged children N/A 1% 55%
with disabilities enrolled in primary
Number of teachers recruited and 350 1275 1000
deployed
Number of female teachers trained 0 N/A 250
through pre-service teachers training
program
Mean score of Grade 3 pupils in EGRA N/A N/A 65%
Mean score of Grade 3 pupils in EGMA N/A N/A 65%
Priority 3: GER 22% 26% (21% 35% (30%
Secondary (18% Female) Female)
Female)
GPI 0.68 0.70 0.80
Number of teachers trained through 0 N/A 500
pre-service teacher training program
Number of teachers trained through 0 1139 1000
in-service teacher training program
Mean Score of students in Grade 12 66 69 85
National Examination
Priority 4: Number of children supported to 40,440 111,234 (49% 200,000
ABE complete full ABE cycle Female) (50%
Female)
GPI N/A 0.94 1

5
 Number of ABE teacher trained 0 3,330 2,000
through in-service teachers training
program
Average score of Level 4 ABE N/A N/A TBD
students in Grade 8 National
Examination
Average score of Level 2 ABE students N/A N/A TBD
in learning assessment
Priority 5: Number of damaged schools N/A N/A 50%
Education rehabilitated
in Number of teachers trained on EiE N/A 950 400 (50%
Emergenc including psycho-social support Female)
y
Priority 6: Number of schools providing adult N/A 89 50
Adult education shift
Education
Number of learners enrolled in adult N/A 12,942 10,000 (50%
classes Female)
Number of adult learners benefiting N/A N/A 6,000 (50%
from alternative learning options Female)
(Radio)
Priority 7: Number of TVET students in public 8,791 13,865 (46% 30,000
TVET TVET centers Female) (50%
Female)
Number of TVET institutes/colleges 0 8 1
constructed and operationalized
Number of TVET instructors receiving 0 0 100
skills upgrade
Priority 8: Number of Somali National University 3 2 6
Higher Campuses constructed/rehabilitated
Education Number of students in Higher 94,500 93,926 300,000
Education (50%
Female)
Percentage of funds allocated for 0 N/A 10%
research innovation out of the total
HE budgets
Priority 9: Number of staff trained in their area N/A 85 85
Governanc of service
e and Percentage of EMIS data collected 68% 75% 100%
managem
ent Percentage of EMIS' geographical 71% 80% 100%
coverage
Priority 10: Number of teachers and 0 0 1,250 (40%
ICT administrators trained on digital Female)
Integration literacy
Number of Primary schools with 0 N/A 100%
computer labs, electricity, and
internet

6
 Number of secondary schools with 0 N/A 100%
computer labs, electricity, and
internet
Percentage of primary school N/A 10% 70%
students accessing distance learning
Percentage of secondary school N/A 58% 70%
students accessing distance learning

The implementation of the ESSP faced several significant challenges. First, there was a delayed
finalization of the annual work plan for the year 2023, disrupting the planned activities and
resource allocation, which impacted the smooth execution of ESSP interventions. Second,
financial constraints were a pressing issue, with inadequate funding from both donors and the
government, as well as a misalignment of domestic funds with ESSP goals. Shifting from donor
to government funding and establishing long-term funding mechanisms is essential for
sustainability. Third, coordination, role clarity, and communication issues between
government and state stakeholders created alignment difficulties and hindered effective
collaboration. Finally, concerns regarding stakeholder commitment, donor engagement, and
their alignment with national priorities posed significant challenges, with misalignment
between donor priorities and government objectives. Additionally, issues of duplication of
activities and limited coordination among stakeholders were observed, requiring alignment
with ESSP policy priorities and improved coordination between partners implementing
education interventions within the sector. Addressing these challenges is essential for the
successful implementation of ESSP activities and the advancement of Somalia's educational
landscape.

2.2 Detailed progress on implementation of activities

The Joint Education Sector Review selected several indicators to be reported on, and this is
linked to the activities whose implementation had kicked off immediately or not too long after
launch of the ESSP. The following section assess progress against the key indicators for key
priority programme and highlights the connection between the implementation of activities
under the ESSP and the patterns observed in the indicators. It must be noted that there are
severe data gaps, particularly for priority programmes 8-10, as well as quality related activities,
with data regarding textbooks not available. Where certain priority programmes and thematic
area are not presented, this is because of a lack of data.

2.2.1 Early Childhood Education

Enrolment in early childhood education reached over 13,000 in 2023 with all states for a total
GER of 2%. Enrolment was encouraged through the implementation of 12 public awareness
campaigns in Banaadir and Jubbaland, surpassing the plan target of six as well as the provision
of school feeding in 50 schools in Hirshabelle.

The ESSP focused heavily on the expansion of the public ECE offer, seeking to build the system
from the ground up, and envisioned the construction of eight public ECE centers in the first
two years of the plan. However, only Jubbaland and Hirshabelle reported enrolment in public
centres, with the national average of 16% of students enrolled in public ECE. Nevertheless,
efforts have been evidenced in expanding the offer of public ECE centers. To date, six ECE
centers have been constructed, Baidoa (1), Kismayo (1), Adado (1), Balcad (1), and Banadir (2),
which is one center for each FMs and two centers in Banadir Region. In addition, 11 ECE

7
classrooms have been built in existing public primary schools, four in Hirshabelle and seven in
Jubbaland, surpassing the initial target of five.

The ESSP further recognized the dominance of community and private schools in ECE and
therefore planned for the provision of grants to these schools to reduce cost-related barriers
to enrolment, however none of these grants were distributed in 2023 in any state. Given the
limited availability of public institutions, it will be relevant for these grants to be implemented
in order to encourage overall enrolment and achieve the 10% GER set in the KPIs.

Gender parity is seen to be achieved at the national level, although this varies greatly between
states, with Hirshabelle, Jubbaland and Galmudug having a higher proportion of girls enrolled
than boys, while no specific activities addressing gender parity in ECE were implemented
during the period under review. The plan additionally made provisions for the establishment
of technical working groups in four states to coordinate the expansion of ECE as well as the
multitude of actors in the sub-sector, with this group only currently operational in Hirshabelle.

Table 2.2: Progress on access to early childhood education, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total pre-school
enrolment 3,239 3,117 4,1201- 4,500 2,156 17,132
GER 2% 4% 4% 5% 1% 2%
Gender parity 0.8 1.2 1.3 1.1 0.8 1
index
Total public pre-
school enrolment - 1,597 - 500 - 2,097
Proportion enrolled 0% 51% N/A 11% 0% 16%
in public

There were 393 ECE teachers working in 2023, of which 57 were in public institutions. ECE
teacher recruitment was reported to only have occurred in Jubbaland who cited recruiting 316
teachers; however, these are not reflected in ECE data that was shared, again highlighting a
data gap. Only 16% of ECE teachers were reported to be qualified according to the
Qualifications Framework, however, both Banaadir and Jubbaland reported conducting in-
service teacher training in 2023, although this was below the initial target of nine teacher
training workshops set in the plan. This evidences the need to ensure the implementation of
these activities over the remaining plan period to improve the quality of teachers in ECE
institutions and ensure students are adequately prepared for primary school. The overall pupil-
teacher ratio was 33:1, however this fluctuates greatly from 14:1 in Banaadir to 69:1 in
Hirshabelle. Due to the low-levels of teacher qualification observed, the qualified pupil-teacher
ratio increases significantly, to a national average of 350:1.

1
The enrolment dataset in Galmudug column was not part of the initial dataset in the EMIS. It
was shared by Galmudug MoE during the JESR workshop.

8
Table 2.3: Progress on quality aspects of early childhood education, by FMS
Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total ECE teachers 227 45 722 80 41 393

Total ECE teachers 0 45 6 12 0 57

public
Proportion ECE teachers 68% 27% 26% 15% 27% 48%
female
Proportion of ECE 0% 38% 28% 5% 100% 16%
teachers trained
Proportion of public ECE N/A 9% 9% 17% N/A 11%
teachers trained
Pupil-teacher ratio 14 69 55% 56 53 33

Pupil-teacher ratio N/A 35 N/A 42 N/A 37

public
Qualified pupil-teacher N/A 399 N/A 250 N/A 350
ratio (public)

2.2.2 Primary Education

Total primary enrolment reached over 686,000 learners in 2023, with 39% of this enrolment in
Banaadir alone. The national GER reached 33.8%, but this is observed to fluctuate greatly
between states, from a low of 23.4% in Southwest, to a high of 58.6% in Banaadir. These are
attributed to construction of 19 new primary schools in Hirshabelle, Jubbaland and Southwest
State. In Jubbaland, two schools were completed against a target of three. In Southwest, nine
schools were completed surpassing the six schools that were planned. It is important to note
that the 19 schools constructed was under the 130 targeted. In addition, 71 primary classrooms
were constructed in Jubbaland, 16 classrooms under construction in Hirshabelle and 14
classrooms constructed in Southwest, but the 101 classrooms fell short of the target of 125. The
GPI reached 0.89 nationally, fluctuating from a low of 0.68 in South West to a high of 1.04 in
Hirshabelle. This was supported by the distribution of dignity kits to over 10,000 girls in
Jubbaland, as well as the implementation of school feeding activities in Jubbaland and
Hirshabelle which supported over 60,000 learners against the ESSP target of 41,000.

The proportion of students enrolled in public schools were seen to have some of the greatest
inter-state variability, with a low of 11% in Banaadir and a high of 86% in Jubbaland observed,
for a national average of 47%. While citing the highest proportion of primary students enrolled
in public schools, Jubbaland further supported 72 private and community schools with
capitation grants in 2023. The proportion of students enrolled reporting to have a disability was
low across states, for a national average of 1%. Encouraging the enrolment of students with
disabilities was supported by the implementation of multiple community awareness
campaigns in Banaadir, Jubbaland and Southwest, although no dissemination workshops for
the Special Needs Education policy were carried out in any of the states despite this being
envisioned under the plan. Furthermore, distribution of assistive devices for learners with

2
All the enrolment dataset in Galmudug column was not part of the initial dataset in the EMIS.
It was shared by Galmudug MoE during the JESR workshop.

9
disabilities was limited to 61 learners in Southwest, against a national target of 1,125, with the
low proportion of students with disabilities enrolled potentially explaining this.

Table 2.4: Progress on access to primary education, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total primary 268,275 94,856 63,764 106,469 153,414 686,778
enrolment
GER 58.6% 33% 24.8% 28.2% 23.4% 33.8%
NER 52.5% 30.2% 20.6% 25.2% 20.7% 30.0%
Gender parity index 0.78 0.94 0.90 0.90 0.68 0.89
Proportion enrolled 11% 64% 83% 86% 60% 47%
in public
Proportion of 1% 1% 1% 2% 2% 1%
students with
disabilities

The total number of teachers in primary schools reached over 13,000 in 2023, with over a third
of these in Banaadir. This was supported by teacher recruitment of over 1,200 primary teachers.
Of these teachers, 69% were considered qualified with this decreasing to 52% in solely public
schools, with both Jubbaland and Southwest having significantly lower proportions of
qualified teachers in public than the state average. Pre-service teacher training opportunities
were provided to 1,759 teachers in Hirshabelle, Jubbaland and Southwest which surpassed the
national target of 450, and in-service teacher training on the curriculum was further provided
to 900 teachers in Jubbaland and Southwest. The pupil-teacher ratio stood at a national
average of one teacher for every 33 students rising to 1:42 in public schools. The proportion of
female teachers in primary school was less than a fifth in 2023, highlighting the need to
implement remaining activities in the ESSP regarding the recruitment of female teachers.

Table 2.5: Progress on quality aspects of primary education, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National

Total primary teachers 4,074 2,190 1,496 2,947 3,210 13,917

Proportion primary 11% 17% 14% 15% 17% 14%
teacher’s female
Proportion of primary 71% 71% 62% 61% 72% 69%
teachers trained
Proportion of public 89% 68% 63% 44% 26% 52%
primary teachers trained
Pupil-teacher ratio 37 31 37 30 30 33
Pupil-teacher ratio 38 36 48 47 40 42
public
Qualified pupil-teacher 43 53 77 106 154 80
ratio (public)

10
2.2.3 Secondary Education

Total secondary enrolment surpassed 157,000 in 2023, for a GER of 26%. While the GER was
similar across most states, Banaadir stands-out with a GER of 70% compared to the average of
the other four states of 12%. It is important to note that while the GER in Banaadir for secondary
is higher than in primary, this is a trend that was similarly observed in the ESA of 2021.
Enrolment expansion was supported by the construction of 11 new secondary schools (1 in
Banadir, 2 in Galmudug, 3 in Hirshabelle, 4 in Jubbaland and 1 in Southwest). In addition, a total
of 24 classrooms were constructed in Galmudug, 20 in Hirshabelle, and 12 in Southwest, while
78 classrooms are being constructed in Jubbaland which are planned to be completed in 2024.
Furthermore, the distribution of scholarships to offset costs of secondary enrolment as
foreseen under the ESSP was additionally not conducted in any of the states which may help
to explain why there was a steady increase since 2021. The national GPI stood as 0.70, with
significantly lower GPIs observed in Jubbaland and SouthWest at 0.60 and 0.50, respectively.
Efforts to improve female participation in secondary education were supported by the
implementation of awareness campaigns in Hirshabelle although the planned activity of the
distribution of dignity kits to secondary school girls was not implemented in any of the states.
The low GPI highlights the need to ensure that planned ESSP activities which address female
enrolled and retention, such as the distribution of dignity kits, are prioritized in the remaining
plan implementation years. The proportion of secondary students enrolled in public schools
fluctuates greatly between states, from a high of 76% in Jubbaland to a low of 6% in Banaadir
for a national average of 21%.

Table 2.6: Progress on access to secondary education, by FMS3

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total enrolment 12,186 11,918
113,549 12,885 25,851 176,389
GER 70% 13% 13% 12% 11% 26%
Gender parity 0.70 0.70 0.70 0.60 0.50 0.70
index
% enrolled in 6% 24% 37% 76% 49% 21%
public

Secondary teachers totalled about 5,500 in 2023, with the highest concentration in Banaadir.
Secondary teacher recruitment was minimal in 2023, with only Hirshabelle reporting the
recruitment of 63 teachers, against the national target for the year of 360. The proportion of
female secondary teachers was low at just 3% with this stable across states. Of all teachers, 52%
were considered qualified according to the Qualification Framework, with this decreasing
slightly to 46% in solely public schools, with Hirshabelle standing out as having a significantly
lower proportion of public schools’ teachers qualified than the state average. Teacher
qualification upgrading was supported by the provision of in-service training to new recruited
government teachers in Banaadir and Federal Member States. The national pupil teacher ratio
at 1 teacher for every 27 students both overall and in public schools, with the qualified-teacher
pupil ratio in public schools averaging 58, with this as high as 129 in Hirshabelle and 91 in
Jubbaland. This evidences the need for continued and scale-up implementation of both pre-
service and in-service teacher training opportunities as aligned with the activities in the ESSP.

3
Table 2.6: This GER data for primary, Secondary and ABE was based on data retrieved from the EMIS in
November 2023. The demographic data from SNBS was used to compute the indicators of MoECHE.

11
Table 2.7: Progress on quality aspects of secondary education, by FMS
Indicator BRA Hirshab Galmud Jubbala SWS National
elle ug nd
Total secondary 4,379 434 443 516 1,031 6,803
teachers
Proportion secondary 3% 2% 5% 4% 4% 3%
teacher’s female
Total trained secondary 2,027 185 226 125 362 2,925
teachers
Total trained secondary 156 22 98 91 178 545
teacher’s public
Proportion of 57% 50% 57% 32% 42% 52%
secondary teachers
trained
Proportion of public 71% 27% 59% 32% 40% 46%
primary teachers
trained
Pupil-teacher ratio 27 30 28 23 25 26
Pupil-teacher ratio 25 35 25 29 25 27
public
Qualified pupil-teacher 32 35 33 27 31 32
ratio (public)

2.2.4 Alternative Basic Education

Total enrolment in ABE reached over 100,000 in 2023, representing 585 students per 100,000
inhabitants, with 37% of this observed in Southwest alone. Galmudug is seen to be an outlier
with a very small number of students enrolled in ABE programmes compared to the other
states and the national average. The expansion of ABE enrolment was supported by the
implementation of two awareness campaigns in Hirshabelle, 10 in Jubbaland and three in
Southwest, with the total of 15 exceeding the planned six under the ESSP. Additionally, the GPI,
which for ABE is calculated as the number of female students divided by the total number of
male students, was 94% nationally.

Table 2.8: Progress on access to ABE, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total enrolment 23,259 21,189 3,739 21,980 41,067 111,234
in ABE

GPI 0.96 0.89 1.09 0.96 0.94 0.94

Total ABE 543 770 167 631 671 585
students per
100,000
inhabitants

The number of ABE teachers is 1,397. More than 1,007 teachers were recruited in all States,
which surpasses the national target of 609. Furthermore, in-service training opportunities for
teachers were provided which also surpassed the national target of 400 in the ESSP while a
total of 4,359 teachers teaching both primary and secondary were supported with incentives.

12
To respond to the emergency situation affecting education, the ABE progamme has seen
considerable attention through rehabilitation of 474 and construction of 306 classrooms
including 225 Temporary Learning Spaces (TLS) across all States. While the breakdown of how
many ABE students who received textbooks is not clear, a total of 54,689 textbooks and 1335
teacher guides were distributed.

2.2.5 Adult Education

The data regarding adult education has been provided by the Adolescent Girls’ Education in
Somalia (AGES) project which targets out-of-school and hard-reach adolescent girls and young
women between ages 16 to 24 years with key life skills including basic literacy, numeracy and
financial skills. The project only targets girls and young women, and in this way, the below
figures reflect only female enrolment. Furthermore, this data is project based, and may not
represent the entire sector.

While the total number of institutions offering Adult Education programmes surpassed the
target as expressed in the KPIs, a breakdown reveals that these are concentrated in three
states, with Jubbaland not having any institutions offering AE programmes. Nationally, 58% of
adult education programs are public, with this reaching a high of 100% and 94% in Galmudug
and Hirshabelle respectively. The expansion of AE programming has been supported by the
creation of an Adult Education Technical Working Group at the national level which held its
inaugural meeting in August 2023, however state-level groups which were to be formed under
the ESSP have not been created in any state except for Southwest, where a state-level steering
committee is operational. Furthermore, the adult education policy was completed and
endorsed at the national level in June 2023, while dissemination activities have yet to reach the
states, except for in Southwest. Total enrolment in AE programming reached over 12,000, for a
total of 152 learners per 100,000 inhabitants. This was further supported through awareness
campaigns carried out in Banaadir, Hirshabelle, Galmudug and Southwest, although
campaigns planned for Jubbaland were not implemented.

Table 2.9: Progress on access to adult education, by FMS

Indicators BRA Hirshabelle Galmudug Jubbaland SWS National
Total number of AE
41 15 6 0 33 89
schools
Total number of
19 14 6 0 19 52
public AE schools
Total learners in adult
5,966 2,129 2987 0 4,847 12,942
classes
Total AE learners per
295 168 149 0 168 152
100,000
Proportion of
students in public 46% 94% 100 0 58% 58%
schools

Adult education teachers totalled 283, with 164 of these in public institutions. The proportion
of female teachers is 65%, which is higher than all other sub-sectors and is in line with the
gender-transformative nature of the AGES project. The overall pupil teacher ratio was observed
to be the same both overall and in public institutions at 46:1, which is high despite targets
regarding teacher recruitment having been exceeded, with the qualified pupil-teacher ratio
rising further to 109:1 due to the low levels of teacher qualification observed.

13
Table 2.10: Progress on quality aspects of adult education, by FMS
Indicator BRA Hirshabelle Galmudug Jubbaland SWS National

Total AE teachers 138 45 32 0 100 283

Total AE teachers 65 42 32 0 57 164

public
Proportion AE 76% 51% 100% N/A 57% 65%
teachers female
Proportion AE 53% 7% 0% N/A 43% 42%
teachers qualified
Pupil-teacher ratio 43 47 93 N/A 48 46

Pupil-teacher ratio 42 47 93 N/A 49 46

public
Qualified pupil- 82 710 0 N/A 113 109
teacher ratio

2.2.6 Technical Vocational Education and Training

The total number of TVET centers reached 24 in 2023, however only two of these were public
centers. Furthermore, centers were concentrated in Banaadir and Jubbaland, with Hirshabelle,
Galmudug and Southwest having no current TVET offer. Operationalization of 12 TVET centers
are in progress with 2 in each FMS and 4 in Banadir. Gender parity is seen to fluctuate greatly
between the two states with a TVET offer, with more female students enrolled in SWS than
males, while gender parity sat at 0.88 in Galmudug, leading to a national average of 0.77. Total
enrolment reached over 13,000 learners, representing 164 learners per 100,000 inhabitants.
TVET enrolment has been supported by awareness campaigns in Hirshabelle, Jubbaland and
Southwest, although they were planned for all states according to the plan. Additionally, it is not
clear what the campaigns in Southwest and Hirshabelle are targeting considering there were
no TVET centers reported in these states. Jubbaland also reported carrying out eight TVET
exhibitions, surpassing the national goal of three, which further help to improve the public
image of TVET and increase overall awareness of the TVET offer.

Table 2.11: Progress on access to TVET, by FMS

Indicators BRA Hirshabelle Galmudug Jubbaland SWS National
Total number of 12 0 2 12 0 24
TVET centres

Total number of 0 1 1 0 1 3
public Professional
Schools
Total trainees in 3,679 34 160 6,407 3,685 13,865
TVET
Total TVET 182 3 14 525 127 164
trainees/100,000
inhabitants
GPI 0.56 0.26 0.88 0.58 1.67 0.77

14
There were 303 instructors reported in the 24 TVET centers while only Hirshabelle reported
recruiting three TVET new instructors in 2023, against the national target of 42. This further
highlights the data challenges related to TVET because only one institution was reported in
Hirshabelle in 2023, therefore, it is not clear where these instructors were recruited to. However,
the ministry allotted 120 instructors for TVET from the 3000 teachers recruited. The pupil-
instructor ratio in TVET reached an average of 46 nationally, ranging from 3 to 53 in Hirshabelle
and Jubbaland. The proportion of female instructors sat at 37% nationally, with the ranging
from 10% to 57% in Hirshabelle and Jubbaland.

Table 2.12: Progress on quality aspects of TVET, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total TVET 83 10 5 120 84 303
instructors
Proportion TVET 27% 10% 33% 57% 23% 37%
instructors female
Pupil-teacher ratio 43 3 27 53 44 46

2.2.7 Higher Education

Total enrolment in higher education stood at over 93,926 in 2023, with more than 90% of this
concentrated in Banaadir. The most popular courses of study were medicine and health
sciences. There was a total of 548 institutions enumerated. There were two SNU centers
rehabilitated as outlined under the AWP. The GPI nationally was low at 0.6, which may be due
to: while the ESSP accommodated for the review of the higher education admissions
requirements for female students to encourage female participation in higher education, this
was not conducted during the period reviewed. Additionally, scholarships were provided for
students to support their studies including 224 domestic and 102 international scholarships,
although this fell short of the targets of 250 domestic and 500 international set.

Table 2.13: Progress on access to higher education, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Accounting and 40 67 18 58
Finance
Agriculture 1,805 42 N/A 677 2,524
Business 4,710 108 486 5,196
Computer Sciences 5,408 187 55 242 104 5,996
Economics 8,794 280 61 391 388 9,914
Education 4,739 124 52 212 262 5,389
Engineering 5,017 5,017
Finance 49 49
Health Science 19,359 147 301 385 503 20,695
Information 2,207 22 28 29 23 2,281
Communications
Language 1,259 17 22 1,298
Law 3,067 64 72 395 622 4,220
Medicine 9,517 701 112 268 1,215 11,813
Public Administration 1,928 34 264 2,192

15
 Religious Studies 1,347 86 193 1,626
Science 613 613
Social Sciences 4,773 123 260 5,156
Veterinary Medicine 437 58 7 167 669
Others 3,848 42 304 4,194
Total students 78,937 1,711 1,069 2,175 5,297 93926
Total students/100,000 3,908 135 70 178 183 1,041
inhabitants
Total higher education 439 22 14 16 57 548
institutions
Total public HE 0 7 7 0 0 14
institutions
Total female enrolled 28,504 593 471 763 1,726 31,943
Total males enrolled 50,433 1,118 598 1,412 3,571 56,977
GPI 0.6 0.5 0.8 0.5 0.5 0.6
Students enrolled in 1,215 589
public institutions
% enrolled in public 71% 74%
institutions

There were over 5,000 instructors working in higher education institutions of which the large
majority were males. At 9%, the proportion of female instructors in higher education is the
lowest amongst all the sub-sectors, demonstrating the need to implement ESSP activities
related to improving the representation of women in higher education, both as instructors and
as students. The pupil-instructor ratio was relatively low-across the States, with a national
average of 16:1.

Other achievements include the review of the Higher Education Act, Quality Assurance
training for department and commission staff. Additionally, a massive transformation for
strengthening the Higher Education Management Information System (HIMIS). To improve
the quality of higher education, the ministry also implemented one-year Foundation
Education for students before starting the 4-year bachelor's degree.

Table 2.14: Progress on quality aspects of higher education, by FMS

Indicator BRA Hirshabelle Galmudug Jubbaland SWS National
Total instructors in HE 4,790 89 85 110 379 5,453

Total female instructors 409 7 15 10 37 478

Proportion female 9% 8% 18% 9% 10% 9%
instructors
Student instructor ratio 16 19 9 20 14 16

2.2.8 Governance and Management

The annual statistical yearbook was consistently produced in 2022 and 2023, which is a great
step for improving the availability of data for evidence-based policy formulation in Somalia.
The 2022 statistical yearbook, which presents the analyzed data, was produced, with the 2023

16
data still being analyzed. While this is positive progress, the coverage of the annual statistical
yearbook is still limited, with only primary, secondary and ABE schools enumerated. Data for
ECE, TVET, ABE and AE all still rely on alternative data collection systems, mainly project-based
data. However, establishment of EMIS coverage for Higher Education and ECE has kicked off
which raises the EMIS coverage up from 71% in 2021 to 80% in 2023. Furthermore, the school
mapping exercise, which was envisioned under the ESSP, has begun in some areas but not in
all FMS. Without the school list to be generated from this mapping exercise, it is impossible to
know what proportion of schools were covered in the most recent EMIS data collection.
Furthermore, the EMIS policy has been developed but it is not yet disseminated as was
projected under the plan. Another notable achievement is the Education Sector Coordination
(ESC) meetings as well as the Inter-ministerial meetings which were held on a monthly and
quarterly basis respectively. Despite delays in establishment of the Technical Working Group
(TWG) meetings, the operationalization activities kicked off in September which saw a
significant progress in terms of the coordination with the stakeholders.

Decentralization and management of education is an important ingredient in ensuring

effective service delivery for the people. In this regard, we have observed a great improvement
of infrastructure expansion (construction and rehabilitation of offices and working space) for
the federal ministry and FMS Ministries of Education. Capacity building needs assessment
conducted this year led to training of over 600 headteachers on education management while
85 ministry staff were trained on their areas of specialisation including digital skills for EMIS
uptake.

2.2.9 ICT Integration

There is limited information available regarding the status of implementation of activities

related to ICT integration considering annual statistical yearbook did not capture elements
related to school infrastructure such as access to computer labs, electricity, and internet. The
ICT policy, which was planned to be developed and disseminated in the first two years of the
ESSP implementation, has been developed but has not yet been disseminated. Furthermore,
a training plan for MoECHE staff on ICT equipment and tools has not yet been developed as
planned under the ESSP.

2.3 Expenditure review

2.3.1 Domestic expenditure on education

Table 2.15 presents an overview of government expenditure, with a specific focus on education,
for the years 2018 through 2022. The total government expenditure has exhibited a consistent
upward trajectory over the years, with a notable increase from USD 268.5 million in 2018 to USD
731.4 million in 2022, nearly tripling during the period. This significant expansion indicates a
potential for increased investment in various sectors, including education. Total government
expenditure on education has shown an overall upward trend, albeit with varying growth rates.
It increased from USD 8.6 million in 2018 to USD 15.9 million in 2022, showcasing an
approximately 162.7% growth during this period.

The percentage of federal government expenditure to education has fluctuated over the years,
reaching its peak at 4.3% in 2019 and later declining to 2.2% in 2022. This suggests a certain
level of inconsistency in prioritizing education within government. Regarding MOECHE and
FMS expenditures, the former’s expenditure has been fluctuating during the period.
Conversely, FMS allocations steadily grew over the years. The data reflects a notable increase

17
in the share of expenditure executed at the Federal Member States (FMS) level, rising from 8%
in 2018 to 17% in 2020. Although this report does not present the evolution between 2020 and
2022, the trends established before 2021 highlights a decentralization of education
expenditure execution, potentially contributing to a more regionally balanced development.

Table 2.15: Evolution of government expenditure on education, 2018-2022

(In thousand USD) 2018 2019 2020 2021 2022
Total govt spending 268,500 315,600 485,300 473,900 731,400
Total govt spending on 8,640 14,710 17,520 17,290 15,860
education
FGS 7,950 13,620 14,510 17,290 15,860
FMS 690 1,090 3,010 - -
FGS education as % of govt 3.0% 4.3% 3.0% 3.6% 2.2%
spending
Share of spending excuted at 8.0% 7.4% 17.2%
the FMS

The consistent growth in total government expenditure indicates an overall positive economic
outlook and a willingness to allocate resources for various sectors. This can be seen as an
opportunity to strengthen essential services, including education. The growth in total
government expenditure on education demonstrates a commitment to investing in the future
of the country through the development of the education sector, suggesting recognition of
the pivotal role of education in national development. However, the fluctuations in the
percentage of government expenditure allocated to education reflect a certain inconsistency
in prioritizing education within the national budget. This variation can have implications for
the stability and predictability of funding for education initiatives. To ensure sustainable
progress in the education sector, it is crucial to strive for a more stable and adequately
budgeted allocation.

Table 2.16 provides data related to the Federal Government's budget and expenditure on
education between 2018 and 2022. It also includes the budget execution rate for each year.
Over the five-year period, there is a consistent increase in the Federal government's budget
allocation to education. The budget has grown from $11.5 million in 2018 to $30.2 million in 2022,
an indication of commitment to investing more in the education sector. The government's
actual expenditure on education has also increased over the years, but the growth rate is not
as substantial as the budget allocation. Expenditure has risen from $7.9 million in 2018 to $15.9
million in 2022. While there is growth, it is not proportional to the budget increment. The
budget execution rate, which measures the percentage of the allocated budget that was
actually spent, has been on a declining trend. It started at 69% in 2018 and has dropped to 53%
in 2022.

Table 2.16: Federal allocation and expenditure on education, 2018-2022

(In USD) 2018 2019 2020 2021 2022
Federal govt budget on 11,540 20,010 23,670 29,050 30,170
education
Federal govt expenditure on 7,950 13,620 14,510 17,290 15,860
education
Budget execution rate 68.9% 68.1% 61.3% 59.5% 52.6%

18
The decreasing budget execution rate suggests that there is an underutilization of allocated
funds for education, which may be attributed to inefficiencies in budget allocation,
mismanagement, or challenges in executing educational projects. The fact that the
expenditure growth is not in proportion to the budget increase implies that there may be a
misalignment between budget allocation and actual resource needs in the education sector.
The declining execution rate has substantive implications for the quality and quantity of
education initiatives. It could potentially hinder the achievement of educational goals and the
improvement of the education system. There is a need for improved financial management
and monitoring to ensure that allocated funds are effectively utilized for education.

2.3.2 Off-budget support from development partners

Table 2.17 presents an overview of off-budget allocation and expenditure by different donors
or partners for various education programs and projects in fiscal years 2022 and 2023. This is
based contribution from European Union, FCDO, Finland, GPE, UNICEF, USAID, and World
Bank. The overall budget for education programs increased from $68.4 million in FY 2022 to
$86.5 million in FY 2023, indicating growing investments in education initiatives. With 100%
execution rate of the respective budgets, expenditure also increased from $68.5 million in FY
2022 to $89.3 million in FY 2023, signifying that a significant portion of the allocated funds was
utilized.

Table 2.17: Off-budget support from development partners, 2022, 2023

Donor/Organization FY 2021/2022 FY 2022/2023
Budget Expenditure Budget Expenditure
European Union $12,000,000 $12,000,000 $13,925,000 $13,925,000
FCDO $3,054,900 $3,054,900 $739,100 $739,100
Finland $3,000,000 $3,000,000 $3,100,000 $3,100,000
GPE $20,294,500 $23,316,900 $25,624,200 $25,485,400
UNICEF $7,666,400 $7,666,400 $9,900,000 $12,085,200
USAID $13,000,000 $13,400,000 $22,680,600 $23,480,600
World Bank $9,380,000 $6,040,000 $10,500,000 $10,500,000
Grand Total $68,395,800 $68,478,200 $86,468,900 $89,315,300

The European Union has allocated significant resources to initiatives such as "Strengthening
Education & Training in Somalia II" and the "Rehabilitation of Technical and Vocational
Education and Training (TVET) in Somalia." These initiatives aim to enhance the overall
education and vocational training infrastructure in Somalia, fostering skill development and
empowerment.

The Global Partnership for Education (GPE) has demonstrated a substantial financial presence
with a focus on critical areas. The "GPE-AF Drought Response FGS - Unicef" and "ESPIG Somalia
- Care" initiatives address the intersection of education and crisis response, aiming to ensure
educational continuity during droughts and emergencies.

USAID strategically contributes to key projects, notably "BAR AMA BARO - Accelerated Basic
Education," emphasizing the acceleration of foundational education to reach a wider
population within Somalia. This initiative is designed to address the urgent need for improved
basic education access and quality.

19
Simultaneously, the World Bank Group's investment in projects such as "Somalia Education
for Human Capital Development" signifies a commitment to building human capital through
comprehensive education reforms, contributing to sustainable development and economic
growth.

In summary, these programs collectively address diverse facets of educational development

in Somalia, including infrastructure improvement, crisis response, foundational education
acceleration, and comprehensive human capital development. The substantial financial
commitment of $68.5 million and $89.3 million in 2021 and 2022 respectively underscores the
international community's dedication to addressing multifaceted challenges and fostering
positive transformation in the Somali education sector.

20
Table 2.18: Off-budget support from development partners, by partner 2022, 2023
Donor/ Programme/Project FY 2021/2022 FY 2022/2023
Partner Name Budget Expenditure Budget Expenditure
European Strengthening $3,500,000 $3,500,000
Union Education & Training in
Somalia II
Waxbarashadu Waa $2,500,000 $2,500,000
Iftiin (WWI) IV –
Education is Light
(EIL)- IV (Puntland)
Horumarinta Elmiga IV $2,500,000 $2,500,000
(“Education for
Empowerment") III -
Somaliland
$2,500,000 $2,500,000
Waxbarashadu Waa
Iftiin III - Education is
light III (Puntland)
Strengthening $2,000,000 $2,000,000
Education and Training
in Somalia Expanded
Action (SETS-EA)
Somalia Multi-Partner $2,000,000 $2,000,000
Fund
Horumarinta Elmiga IV $2,500,000 $2,500,000
(“Education for
Empowerment”) IV -
Somaliland
Technical Assistance $1,000,000 $1,000,000 $1,200,000 $1,200,000
for Education System
Strengthening
Rehabilitation of $2,000,000 $2,000,000 $3,000,000 $3,000,000
Technical and
Vocational Education
and Training (TVET) in
Somalia
Supporting Climate $225,000 $225,000
Adaptation & Durable
Solutions for
Displacement Affected
Communities
Higher Education $0 $1,000,000 $1,000,000
Systems Strengthening
in Somalia
Sub Total $12,000,000 $12,000,000 $13,925,000 $13,925,000
FCDO Adolescent Girls $3,054,862 $3,054,862 $739,128 $739,128
Education Somalia
(AGES)
Sub Total $3,054,862 $3,054,862 $739,128 $739,128
Finland approximately 50% $350,000 $350,000 $1,100,000 $1,100,000
goes to health and 50%
to education, does not

21
 include Somaliland
(IOM MIDA Finnsom III)
only education $2,650,000 $2,650,000 $2,000,000 $2,000,000
component, does cover
Somaliland as well
(UNICEF)
Sub Total $3,000,000 $3,000,000 $3,100,000 $3,100,000
GPE EiE Accelrated Funding $980,800 $980,800 $1,200,000 $1,622,783
(GPE)
ESPIG Somalia - Care $9,870,926 $9,582,096 $3,441,009 $3,283,579
SCG Somalia - Care $0 $0 $230,183 $53,856
GPE ESPIG MCA $7,773,285 $11,084,469 $5,196,386 $3,998,266
ESPIG/MCA Puntland $1,669,500 $1,669,500 $3,040,000 $3,291,088
(GPE)
GPE-AF Drought $9,166,667 $9,885,803
Response FGS -Unicef
GPE-AF Drought $3,350,000 $3,350,000
Response Puntland -
Unicef
Sub Total $20,294,511 $23,316,865 $25,624,244 $25,485,376
UNICEF UNdaunted Girls & $1,133,400 $1,133,400 $1,100,000 $1,057,700
CWD programme
(GAC)
Joint Action for $4,468,000 $4,468,000 $3,100,000 $2,987,991
Building Resilience in
Somalia (KfW Phase 2)
Joint Action for $230,000 $230,000 $1,550,000 $1,401,340
Building Resilience in
Somalia (KfW Phase 3)
Global Education $1,735,000 $1,735,000 $1,900,000 $2,755,777
Global Education $100,000 $100,000 $1,550,000 $1,409,200
Japan - Emergency $700,000 $700,000
Drought Response
EAC- Education a Child $583,585
ECHO - Emergency $1,189,594
Drought Response
Sub Total $7,666,400 $7,666,400 $9,900,000 $12,085,187
USAID BAR AMA BARO - $8,000,000 $8,400,000 $13,000,000 $13,800,000
Accelerated Basic
Education
Adolescent Girls $5,000,000 $5,000,000 $5,000,000 $5,000,000
Education in Somalia
(AGES)
Stabilization through $3,500,000 $3,500,000
Education Program
(STEP)
USAID Contributed $1.5 $1,180,556 $1,180,556
Million to UNICEF to
Respond to the Impact
of the Drought on

22
 Somali Children's
Education
Sub Total $13,000,000 $13,400,000 $22,680,556 $23,480,556
World Somalia Education for $6,730,000 $5,540,000 $8,500,000 $8,500,000
Bank Human Capital
Deveopment Project
through FGS and FMS
Ministries of Education
Rajo Kaaba Projrect $2,650,000 $500,000 $2,000,000 $2,000,000
through FGS and FMS
Ministries of Education
Sub Total $9,380,000 $6,040,000 $10,500,000 $10,500,000

Grand $68,395,773 $68,478,127 $86,468,928 $89,315,247

Total

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3. Reflections from the year under review

This chapter provides an overview of experiences and learnings from the first year of
implementation of the ESSP. It highlights the challenges faced during the implementation of
the ESSP as well as emerging issues that were not accounted for during the development of
the ESSP. The chapter also presents important lessons learnt that could be valuable for
implementation of future annual work plans.

3.1 Implementation challenges

The implementation teams faced difficulties that may have made the implementation
pathway tough. By sharing these challenges, the government can better understand why the
activities were not implemented as planned and learn from the experiences. During the
preparation of the Joint Education Sector Review, a series of consultation meetings were
carried out with the ministry’s staff in charge of the implementation of activities, their
coordination and monitoring. This section draws from the outputs from those discussions, as
well as from the experiences of the Planning department team preparing the report.

3.1.1 Delayed finalization of the annual work plan

One significant challenge that impeded the implementation of the ESSP during the past year
was the delayed finalization of the 2023 Annual Work Plan (AWP). Ideally, annual work plans
should be completed well in advance of the new year, serving as a roadmap for planned
activities and initiatives. However, in our case, the AWP was not finalized until May 2023, several
months into the year, departing from best practices.

This delay introduced a ripple effect of challenges. It disrupted the anticipated rhythm of
activities, hindering our ability to commence interventions and initiatives promptly. Timely
allocation of resources, critical for efficient implementation, faced setbacks, impacting the
smooth execution of ESSP interventions. Moreover, the delay in finalizing the AWP strained
our capacity to effectively monitor progress, as the benchmarks set forth in the plan were not
fully aligned with the calendar year.

Addressing this challenge is paramount, as it underpins the foundations of effective

implementation. By rectifying this timing issue and aligning future annual work plans with the
beginning of each year, we can enhance our ability to execute ESSP initiatives in a more
coherent and timely manner, ultimately advancing Somalia's educational landscape.

3.1.2 Financial Constraints

The most pressing challenge encountered during the ESSP implementation was the
inadequacy of financial support. Despite the clear identification of sector priorities, securing
sufficient funding from both donors and the government remained a significant shortfall.
Participants in the consultation sessions recognized that persistent economic instability had
hindered fund allocation to the education sector, impacting the execution of the ESSP.
Furthermore, the challenge of limited domestic funding was underscored, resulting in
insufficient budget allocation for ESSP activities. In fact, it was noted that domestic funds from
the government often did not align with the ESSP, and the projects formulated did not
correspond with its goals. As a solution, there is the need to shift from heavy reliance on donor
funding to government funding to ensure the sustainability of activities, and to ensure that
the government’s budget is aligned with the priorities included in the ESSP. Currently, the

24
government operates on a project-by-project basis, necessitating the establishment of long-
term funding mechanisms to sustain these actions effectively.

3.1.3 Coordination, role clarity, and communication between the governmental and
state stakeholders.

Inadequate coordination across funding, targeting, and project implementation hindered the
quality and responsiveness to sector priorities, emphasizing the necessity of collaboration
among the different levels of government. Simultaneously, role clarity and harmonization
issues between member states and local partners have led to potential implementation
problems, exacerbating alignment difficulties due to a lack of coherence between partner
concepts and ministry requirements, often overburdening small-scale activities with
overlapping initiatives. The presence of communication gaps across government levels further
compounds these issues, posing challenges in information sharing and effective coordination.
Recognizing these challenges and implementing strategies to address them is essential for
streamlining efforts, optimizing resource allocation, and fostering collaboration, ultimately
ensuring the implementation of the activities included in the Annual Work Plans.

3.1.4 Stakeholders’ commitment, donor engagement and their alignment with national
priorities

Federal stakeholders have expressed their concerns regarding stakeholder commitment and
donor engagement, recognizing these as significant considerations in the successful
implementation of the ESSP. These concerns primarily pertain to the federal government level
and donor interactions, where challenges stemming from limited donor commitment have
led to constrained resource allocation for ESSP activities. The intricacies of bureaucratic
processes have further compounded these challenges. It has been underscored that
substantial misalignment exists between donor priorities and government objectives, posing
a noteworthy challenge to effective coordination.

Moreover, it has been noted that the absence of ESSP integration within donor strategies has
contributed to alignment issues. These challenges intersect with concerns related to role
clarity and harmonization. Issues between member states and local partners have introduced
potential implementation obstacles, placing unwarranted burdens on small-scale activities,
and creating alignment difficulties due to overlapping initiatives.

3.1.5 Duplication of activities and mismatch between ESSP and interventions by the
partners.

It was observed that as much as many activities were aligned to the priorities of the ESSP, there
were some which fall outside the scope of the AWP. This happens when more focus is given
to specific activities while leaving out others. led to some activities not being implemented at
all. In some other cases, duplication of activities may occur when two or more organizations
are implementing the same intervention for the same target community. This brings in
conflict between the different organizations as well as wastage of resources. It is important to
align Partners interventions with the ESSP policy priorities and ensure that there is
harmonization and close coordination between the partners implementing education
interventions within the sector.

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3.2 Emerging issues and lessons learnt.

This section draws conclusion on (i) coordination during the year (ii) communication
approaches that worked and those that did not work, (iii) what caused activities to be
implemented or otherwise, and what can be improved in future. The section highlights
unexpected issues that impacted implementation of the ESSP interventions. In addition to the
lessons learnt, this section discusses issues that came up during execution of activities that
affect the hypotheses of the whole ESSP design, and which need attention if the theory of
change of the ESSP is to remain valid. In reviewing the year, several emerging issues and
valuable lessons surfaced. Coordination efforts throughout the year demonstrated the
importance of maintaining a cohesive approach to achieve our goals. Additionally, a
comprehensive understanding of the factors that influenced activity execution became
evident. The insights gained from these experiences are invaluable and have the potential to
inform future planning and decision-making.

3.2.1 New Administration for the Federal Government of Somalia

The transition to a new administration in Somalia following the 2022 elections presents an
emerging issue that requires careful consideration for the successful implementation of the
Education Sector Strategic Plan (ESSP) 2022-2026. Ensuring that the new administration
aligns with the goals and objectives outlined in the ESSP, and maintaining consistency in
education policies and funding, will be crucial to achieve the planned improvements in the
education system and avoid disruptions in the sector's progress. Coordination and
collaboration between the Ministry of Education and the new government will be essential to
address this transition challenge effectively.

3.2.2 Recruitment of 3000 teachers

Another notable achievement during this transformative year was the recruitment of 3,000
new teachers in 2023. This significant teacher intake is a testament to our commitment to
strengthening the education sector and addressing the critical issue of teacher shortages. This
recruitment of teachers not only addressed the immediate need for qualified educators but
also showcased the collaborative efforts to ensure that the new teachers are well-equipped to
contribute effectively to the education system.

3.2.3 The National Education Conference

The National Education Conference, which took place from 13th to 17th March 2023, was
organized by the Ministry of Education, Culture and Higher Education of the Federal
Government of Somalia. This conference aimed to address critical issues and opportunities in
the Somali education sector and set actionable priorities for the short, medium, and long term.
Participants included various stakeholders from government bodies, educators, researchers,
private sector representatives, parents, students, and international partners. The Key
recommendations of the NEC included:

Quality Basic Education: Emphasize affordable and quality basic education for all. This
includes transforming Qoranic centers into formal schools, ensuring the safety and health of
students, and eradicating nationwide illiteracy. Develop policies for early childhood education
and emergency response strategies.

26
Vocational Secondary Education: Tailor secondary education to the needs of the community,
with a focus on vocational and technical education. Reform technical and vocational education
schools under the Ministry's guidance.

Higher Education Enhancement: Establish an independent Higher Education Commission to

address challenges and produce professionals aligned with the country's socio-economic
needs. Encourage universities to focus on research and development.

Teacher Development: Strengthen teacher preparation, management, and skills in three

stages: training, certification, and licensing. Prioritize improving knowledge and skills, increase
the number of female teachers, and establish quality teacher training centers.

Quality Curriculum: Harmonize curricula into a unified national curriculum that meets
international standards and responds to academic, religious, civic, and national needs.
Establish National Curriculum, Teacher, and Examination Boards.

Investment and Financing: Ensure sustainable self-reliant and domestic financing for the
education system. Establish a National Education Fund with clear regulations and
administrative procedures. Increase the education budget at federal and state levels and
improve administrative and financial processes in the ministries of education.

These strategic recommendations prioritize foundational aspects of education, from basic

education to higher education, teacher development, and curricular quality, while also
emphasizing the importance of financing and investment in the education sector.

27
4. Conclusion and recommendations

In this concluding chapter, we arrive at a dual perspective: one that celebrates progress and
another that acknowledges challenges and need for improvements. The chapter presents a
concise synthesize of the findings into strategic recommendations. The recommendations
address specific challenges and opportunities and are expected to guide planning for the
subsequent year.

4.1 Conclusion

This concluding section serves as a compass, guiding us towards a clearer understanding of

where we stand and where we aspire to be. Within these findings, we have witnessed
commendable strides in various educational sectors, yet these advances are accompanied by
persistent challenges that demand our unwavering attention. Through this review, we have
identified key areas that require focused efforts, strategic planning, and resource allocation.
We recognize that sustaining the momentum of progress while addressing these challenges
is the path forward. In the paragraphs that follow, we delve deeper into our findings, examining
each facet with a critical eye and distilling actionable insights. Through this exploration, we
aim to forge a path that leads to an educational landscape in Somalia that is characterized by
inclusivity, excellence, and resilience in the face of adversity.

The annual review of the Education Sector Strategic Plan (ESSP) for Somalia has revealed
critical insights that illuminate both our progress and the challenges we face in our ongoing
mission to transform the nation's education system.

Measuring Progress

Early Childhood Education (ECE): The progress in expanding ECE is commendable, albeit
below the 2026 target. While Gross Enrolment Ratio (GER) stands at 2%, there's substantial
room for growth. Achieving gender parity is a notable achievement aligning with ESSP goals.

Primary Education: Positive strides are seen here, with a GER of 33.8% in 2023 surpassing the
2026 target of 30%. However, maintaining the progress is essential, as gender parity remains a
challenge with a GPI of 0.89 compared to the 2026 target of 1.

Secondary Education: Enrolment has marginally improved from 22% in 2021 to 26% in 2023.
The Gender Parity Index (GPI) also improved from 0.68 to 0.70 aligns with the 2026 target of
0.8.

Accelerated Basic Education (ABE): ABE programs have experienced rapid growth, with
significant increases in enrolment and the recruitment of ABE teachers. The current trajectory
aligns with the ambitious 2026 enrolment target of 200,000, while a high GPI of 0.94 surpasses
the endline target of 1.

Adult Education (AE): AE has exceeded initial targets with more schools offering programs
and higher enrolment than anticipated.

Technical and Vocational Education and Training (TVET): Enrolment in TVET reached 13,865
in 2023 up from 8,791 in 2021.

28
Higher Education: The absence of progress in campus construction/rehabilitation and a slight
decline in overall enrolment do not align with the 2026 target of 300,000 students.

Challenges Faced

Delayed Finalization of the 2023 Annual Work Plan (AWP): The AWP's late completion in
May 2023 disrupted planned activities and hindered resource allocation, affecting the timing
and alignment of ESSP initiatives.

Identification of Funding Sources: A lack of designated funding sources for AWP activities
complicated resource mobilization, financial transparency, and external support efforts.

4.2 Recommendations

The following recommendations are designed to strategically address the identified

challenges and further the successful execution of the ESSP, ultimately advancing Somalia's
educational landscape while ensuring its long-term sustainability.

1. Strategic AWP Development: Prioritize the strategic development of the Annual Work
Plan (AWP) by establishing a robust and time-bound process. Ensure the AWP is finalized
well in advance of each fiscal year to serve as a comprehensive roadmap for planned
educational initiatives. Timely AWP completion is fundamental to maintaining operational
cadence, facilitating resource allocation, and enhancing the overall execution of the
Education Sector Strategic Plan (ESSP).

2. Diverse Funding Streams: Implement a robust financial planning system that clearly
identifies funding sources for each activity within the AWP. The lack of designated funding
sources complicated resource mobilization, financial transparency, and external support
efforts. Mitigate financial constraints through diversification of funding sources. Advocate
for alignment between the national budget and ESSP priorities to bolster domestic
funding and reduce reliance on donor support. Implement long-term funding
mechanisms, transitioning from a project-centric approach to sustainable, programmatic
financing for the education sector.

3. Enhanced Stakeholder Collaboration: Foster heightened coordination and

communication among governmental and state stakeholders to address multifaceted
challenges encompassing funding, targeting, and project execution. Define and
harmonize roles between member states and local partners to prevent duplication of
efforts and optimize resource allocation. Promote seamless alignment between partner
interventions and ESSP policy priorities, cultivating a closely coordinated ecosystem of
organizations implementing educational initiatives within the sector.

4. Stakeholder Commitment and Alignment: Cultivate unwavering stakeholder

commitment by engaging in constructive dialogues with federal counterparts and donors.
Bridge the gap between donor agendas and government objectives through proactive
communication and mutual adaptation. Ensure donor strategies seamlessly integrate with
the ESSP, fostering a coherent and effective alignment of efforts. Emphasize the pivotal
role of stakeholder commitment in steering the successful implementation of the ESSP.

29
5. Annexes

5.1 JRES Workshop Attendance List

JRES Attendence Day JRES Attendence Day

1.pdf 2.pdf

5.2 Monitoring Tool

Questionnaire_JRES
FINAL- GOVT_12-08.2

30
The annual review of the Education Sector
Strategic Plan (ESSP) for Somalia has revealed
critical insights that illuminate both our progress
and the challenges we face in our ongoing
mission to transform the nation's education
system.