ADRA Somalia Final Evaluation; Inclusive Education in Post-Conflict Somalia (IEPCS)

Background:
Inclusive Education in Post Conflict Somalia (IEPCS) was an education programme supported by NORAD and ADRA Norway and implemented by ADRA Somalia. IEPCS was conceptualized to address some critical gaps in Somalia’s education sector, particularly infrastructure, pupil enrolment, and inclusion of girls in school. IEPCS was designed as a six-month project launched in July 2013 and ending in December 2013. It was an integrated part of the larger Education for Women and Children (EWC) programme operating in Somalia.

The goal of the IEPCS project was to ensure that boys and girls of school age in Mogadishu, Afgoye and Baidoa regions attended quality primary school (grades 1-8). The achievement of the goal was to be measured through two broad indicators: additional enrolment of 1000 school-age children, and; 70% of pupils reporting satisfaction with quality of teaching.

Purpose/objective:
The program had four key outputs as follows:
• Output 1: Pupils have access to functional and disabled-friendly classrooms in permanent buildings of good quality including separate latrines for girls.
• Output 2: Teachers have acquired improved teaching skills, including special training on dealing with marginalised out-of-school and special needs children.
• Output 3: Local education officers have acquired the skills for effective education management.
• Output 4: Local communities have been exposed to messages on the importance of education, particularly for girls.

Methodology:
Various data collection methodologies were used including review of project documents, focus group discussions, key informant interviews, and observation. A proportionate to population size sampling and systematic sampling method was used in the pupils and teacher data collection. For the school head teachers and CECs, since the populations were very small, evaluated census was conducted. Judgemental sampling was used for the Education officers and project staff. The questionnaires were analysed by use of descriptive statistics. The Statistical Package for Social Sciences (SPSS) and Microsoft Excel were used to aid in the analysis.

Key findings:

Through the project there was:
• Increased enrollment of both boys and girls.
• Improved school infrastructure.
• Improved quality of learning through provision of facilities and materials.
• Trained teachers, head teachers and education officials.
• Empowered communities that manage and contribute to the education standards in their regions.
• Improved perception on the importance of education, especially that of the girl child.

Recommendations:
• Align ADRA teacher training with government teacher training programmes
• Develop MOU’s with communities regarding their contribution to rehabilitated schools
• Involve the Department of Education (DoE) more in the planning stage of the project
• An MOU with DoE on roles and responsibilities during and after project ends is critical
• The schools and CECs should be encouraged to initiate income generating activities (IGA)

Comments from the organisation, if any:
ADRA Somalia’s teacher training component was based on the same curriculum, and was approved by the same institute as the government teachers training programme.