NON-STATE ACTORS IN EDUCATION
2.2 Non-state education provision
3.1 Regulations by distinct levels of education
- Early childhood care and education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Primary and secondary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
- Tertiary education (Entry/Establishment ○ Financial operation ○ Quality of teaching and learning ○ Equitable access ○ Quality assurance, monitoring and accountability)
3.3 Supplementary private tutoring
The 2012 Constitution of the Federal Republic of Somalia (Art. 30) states that “private schools, institutes and universities shall be established according to law and in line with the educational program and academic curricula of the country”. In parallel, the Somali Minister of Education, Culture and Higher Education stipulates that Somalia has a “fragmented” education system with several service providers ranging from government, private operators, communities to humanitarian organisation (p. 7). It also indicates that non-government schools are administered and financed by “private organisations or private individuals other than government” (p. 16), which include those managed by international and local NGOs, individual private schools and international schools and education umbrellas, which are local associations working in education in Somalia during and after the civil war.
The World Bank notes the lack of a clear consensus on what differentiates public and non-public schools in Somalia. It notes that the ownership of former state schools that are currently run or funded by non-state actors is contested by many, including umbrella associations and other actors.
The 2018 National Education Law, the first comprehensive national education law in Somaliland since the re-birth of the independent state of Somaliland, refers exclusively to the “private” schools and “private actors”. The Puntland Education Act states that “any person” who wishes to establish a private school shall first make application to the minister.
2.1 State education provision
State schools
Few schools in Somalia are state schools - in 2017, 15% of school children attended a public primary school. The 2012 Constitution of the Federal Republic of Somalia (Art. 30) stipulates that every citizen shall have the right to free education up to secondary school. A minimum of eight years of schooling at the primary level (8 years, age six to 11) is compulsory while secondary education (4 years, age 12 to 17) is not. Public schools are built, administered and financed by the government and are not for profit.
Across the country, the share of students in state schools varies. In 2016, in Central South Somalia, only 7.4% of children were enrolled in primary government-managed schools and only 7.9% of primary schools (n=72) were government-owned. In Somaliland, in 2018-19, 63% of students were enroled in public primary schools and 44% in public secondary schools. In 2018, the MoECHE managed a total of 93 state schools, with 31,856 enrolled students, across the country. That said, as mentioned above, ownership of schools is sometimes contested between state and non-state stakeholders.
Teachers are at least partially paid with the Ministry of Education, Culture and Higher Education (MOECHE)’s funds. According to the World Bank and government officials, 90% of the MoECHE’s funding comes from the international community. However, these funds are not disbursed to the individual state schools directly.
Non-state managed, state schools
The country has “mixed-management schools”, which are managed by the government together with a non-state actor. Non-state actors include local community, religious groups, NGOs, umbrella associations or private individuals.
Non-state funded, state schools
Many public schools receive funding from external sources, including donors with programmes implemented through international and local NGOs and parents, but are mostly financed by the state. For instance, local NGOs play a role in funding education including the teacher payrolls at individual schools, building and maintaining school infrastructure and providing teacher training. Most of the MoECHE’s funding is provided by the international community. A World Bank (2018) report mentions that all types of schools can charge fees, although government-run schools are less likely to do so; in this regard, their research shows that 52% of public schools charge fees, compared to 94% of other schools. Also, families that do not live near a school must pay additional transport fees.
2.2 Non-state education provision
In Somalia, 87.5% of primary school students and 91.5% of secondary school students attended non-government institutions in 2015-16. In parallel, more than 96% of secondary schools in Somalia were managed by non-governmental institutions, namely community-based organizations, the private sector and NGOs. In Somaliland, 37% of total enrolment was in non-state primary schools and 56% in non-state secondary schools. 44% of the secondary schools were owned by non-government stakeholders (private and NGOs).
The definition of school ownership is contested between state and non-state actors. In some respects, the government claims ownership of the schools it built, but which are now run by the private sector.
Independent, non-state schools
Independent schools
Independent schools are managed by a non-state actor other than an umbrella association. That said, independent schools can still be associated with umbrellas. They are funded and run by individuals. There is a relatively small proportion of children enrolled in this type of school. They are mainly located in urban areas and most follow the government curriculum and take government exams.
Some private schools are funded by non-state actors (most from outside Somalia) and include international NGOs, diaspora-supported institutions providing direct funding to schools from abroad and primarily various Islamic-leaning foundations from the Gulf States. A major portion of funding comes from parents of the children while other funding may come from diaspora and communities and Islamic charity organizations. The tuition fees are lower compared to private for-profit schools and their coverage goes beyond urban areas to include rural areas. There is typically a strong focus on Islamic teaching. There is a relatively larger proportion of children attending these schools. The curriculum utilized varies; some schools have their assessment school-leaving exams.
State-funded (government-aided), non-state schools
The Federal Government is currently unable to subsidize private or community schools to reduce the burden of school fees on poor families. In this regard, the Puntland Education Act defines “private schools” as schools that are not receiving grants (see the sub-section above). Government funding is generally limited to government-managed schools, or to schools managed at least in part by the state.
Contracted, non-state schools
No information was found.
2.3 Other types of schools
Homeschooling
No information was found.
The 2020 Education Sector COVID-19 Response Plan aims to develop and distribute learning materials for learning outside of school/at home, including the provision of textbooks, for 30% of children. The MoECHE is also exploring options for remote teaching and learning, such as the use of radios/TV, phone and online applications to deliver interactive lessons to children while they stay at home. It has also established a Technical Working Group (TWG) to advise the development of context-appropriate strategies for home-based learning.
Market contracted (Voucher schools)
No information was found.
Umbrella schools (owned and managed by private education umbrellas networks)
Umbrella schools can be managed solely by an umbrella association. Over 1000 schools are either managed by an umbrella or associated with an umbrella network, providing education to over 250,000 students. Umbrella associations set standards for member schools, develop curricula and facilitate teacher training. 85% of schools run by umbrella organisations are exclusively privately owned. Most of these schools also rely mostly on fees paid by parents. In order for a school to join an “umbrella”, it must register with the government, pay a registration fee and commit to the standards set by the association. Umbrella associations have a regular general assembly of school headmasters and an executive committee.
In this regard, several networks of private schools have emerged, such as the School Association for Formal Education, the Formal Private Education Network in Somalia, Somali Community Concern, Somali Education Development Association and Gedo Education Network.
Community schools
Many schools classified as community schools could be considered as low-fee private schools. They are not part of a larger private network and their coverage goes beyond urban areas to include rural areas. They are not for profit. These schools are supported and owned by communities and constituted 53% of the total education service provision outside Banaadir in 2016. Ownership of formal secondary schools at the district level in Somalia is mainly held by the community. The curriculum utilised by these schools varies; however, many follow government syllabuses but set their own exams. The tuition fees are lower compared to independent schools. Some community schools are NGO-sponsored, for instance in Gedo.
Traditional Qur’anic schools (TQS) and Integrated Qur’anic schools (IQS)
TQS provide a low-cost non-formal Islamic education for pre-primary children. They receive any funding from government sources; the vast majority of funding support is received from communities, private foundations, international non-state actors and from Gulf countries such as Saudi Arabia and Qatar, among others. In 2018, 201,293 children were enrolled in TQS. Many children attending informal Quranic schools also attend a formal primary or secondary school.
IQS were introduced by the United Nations Children's Fund (UNICEF). They have a broader curriculum and extend into the primary grades. These schools employ qualified teachers who teach both the secular and religious curricula. Unlike traditional Quranic schools, IQS are considered part of the formal education system.
These schools fall under the authority of the Somalia Ministry of Religious Affairs. However, in Somaliland, the National Education Act (Art. 10) stipulates that Qur’anic schools are administered by the Ministry of Education and Science, in consultation with the Ministry of Religious Affairs.
Alternative Basic Education (ABE) schools and centres
These schools operate in parallel to formal schools to provide education to out-of-school children, particularly marginalised groups such as nomads, orphans, and displaced people. They provide and accelerated form of the formal primary education programme for children 7-14 years old, with the aim of transferring learners to the formal system or adult literacy programmes. United States Agency for International Development (USAID)’s initiative to provide education to pastoralists recently opened 93 ABE centres.
Unregistered/Unrecognised schools
No policy or regulatory framework exists in Somalia to register non-government schools and bring them all under the general authority and quality standards of the government.
Federal level
The Education system in the Federal Government is managed by the Ministry of Education, Culture and Higher Education (MOECHE), which is responsible for the overall guidance and administration of education in Somalia. The MOECHE has established the Department of Umbrella and Private education to regulate the non-state education system and ensure the management and coordination of private education institutions. The department director and MoECHE hold frequent meetings with umbrella association representatives. The Department for Quality Assurance has also separate sections for curriculum, teacher management and supervision in both private and public institutions.
Regional Education Officers (REOs) and District Education Officers (DEOs) report back to the MoECHE. REOs support the MoECHE in the running and delivery of education programmes in the regions and are also in charge of human resources and quality assurance including inspections. The DEOs support and report directly to the REOs.
The Ministry of Endowments and Religious Affairs is responsible for monitoring religious affairs, including both the national religion and minority religions. Its decision-making role in non-state education remains unclear in official documents. In Somaliland, many children attend Koranic schools under the authority of the Ministry of Religion and Education.
State level
State governments, recognized as Federal Member States (FMS), also retain some degree of autonomy over regional affairs. Each state has its own MoE, with their own budget allocated by the state government. In this regard, Ministries of Education (MoE) operate on the state level. In Puntland, the education system is under the management of the Ministry of Education and Higher Education (MOECHE) and in Somaliland, the education sector is managed by the Ministry of Education and Science, which has 12 departments including Private School and Licensing Oversight.
Governmental and non-governmental stakeholders meet to discuss the education sector at monthly Education Sector Coordination meetings chaired by the MoECHE and co-chaired by UNICEF. In parallel, there are three separate coordination and consultation mechanisms for the non-state sector, which are the Education Sector Committee (co-chaired by the MoECHE and UNICEF and inclusive of development partners); the Somalia Education Cluster (co-chaired by UNICEF and Save the Children and focused on humanitarian and resilience education response); and the Somalia NGO Consortium (independent of government).
Umbrella associations and other organizations
That said, the most important non-state actor is the umbrella associations, which refer to specific networks of non-state schools and incorporate hundreds of schools across the country. Among other things, they set minimum standards for member schools, develop curricula and facilitate teacher training. In addition, civil society and the international community are central in the education sector. Umbrella associations and their schools run off school fees and contributions from international organizations. The role of the umbrella associations remains strong, especially as providers and guarantors of quality of education, despite the fact that the government has re-established its role in the education sector (the role of umbrella associations was a substitute one when the education system was disrupted). There are currently 14 private school umbrella organizations.
Civil society
Community-based organizations, non-governmental organizations, and individuals also provide funding and technical assistance, and own and operate schools. Community Education Committees (CEC), introduced to Somalia by UNICEF, are community-based oversight bodies that facilitate communication between school management and the community and help with fundraising.
Vision: The education system is fragmented, due to differences introduced by British and Italian colonialists, the civil war that began in 1991 that destroyed the public education system and increased state autonomy and the absence of a central education authority between 1991 and 2006. In the absence of a public education system, private umbrella associations were formed. However, the federal government is now pushing for the restoration of public education. Despite this intention, the education sector remains fragmented as schools are mostly unregulated.
At the federal level, different regulations apply to all levels of education. The National Education Act (Basic Education Act & Higher Education Act) is awaiting approval by Parliament. The country has also adopted a National Education Policy, an Education Sector Analysis, the 2020-24 National Development Plan (chapter on education) and the 2018-20 Education Sector Strategic Plan. The latter aims to implement a public-private partnership strategy to leverage non-government funding to support the regular maintenance and rehabilitation of early childhood centres and Koranic schools. It will also develop a policy that regulates private schools and monitor its implementation. The Teacher’s Education Policy is still in progress. That said, currently, there is no strong policy or regulatory framework to bring all non-government schools under the general authority and quality standards of the government.
Somaliland and Puntland have developed their own policy documents, including their Joint Education Sector Analysis (JRES) JRESs and Education Sector Strategic Plans (ESSPs). In Somaliland, the Ministry of Education and Science issued in 2018 the first Private Education Regulations, based on the 2018 Education Act. They aim to improve the education of private schools, while maintaining the Education system national. In Puntland, Part IV of the Education Act has also a strong focus on private school and covers their registration and closure. Puntland has also signed a memorandum of understanding (MoU) with the Federal Government of Somalia to define responsibilities and align objectives.
3.1 Regulations by distinct levels of education
Early childhood care and education (ECCE) is delivered through traditional Qur’anic Schools, Integrated Qur’anic schools and privately-owned kindergartens and nursery schools. They are run by local NGOs and private foundations in larger urban centres. The MOECHE develops ECCE policy and service standard guidelines, monitoring and evaluating; in parallel, the Ministry of Religious Affairs develops an integrated ECCE Islamic religion-based curriculum and appoints and supports the training of ECCE trainers.
While figures are either limited or non-existent on enrolments, it is assumed that the majority of young children are excluded from formal ECCE services, especially in rural nomadic communities. However, many early year children are enrolled in Qur’anic schools which are typically managed by community-level organizations. The 2018-20 Education Sector Strategic Plan aims that by 2020, 75% of ECCE centres are maintained by private sector partners and community-based organizations and 25% by the government. In Somaliland, private schools enrolled the majority of children in ECCE (92%) in 2018-19.
In Somaliland, privately run foundations in have introduced pre-school learning that is outside of government regulation
Registration and approval: See Multi-level regulations.
Licence: See Multi-level regulations.
Profit-making: See Multi-level regulations.
Taxes and subsidies: Qur’anic schools receive any funding from government sources. Most of the funding support is received from either community (57%) or private foundations, international non-state actors and from Gulf countries such as Saudi Arabia and Qatar among others (42%). However, the 2018-20 Education Sector Strategic Plan aims to design and implement a public-private partnership strategy to secure national non-governmental funding to support the regular maintenance and rehabilitation of ECCE centres and Qur’anic schools. For more information, see Multi-level regulations.
Quality of teaching and learning
Curriculum or learning standards: In Somalia, at the time of writing the 2018-20 Education Sector Strategic Plan, there was a draft policy on ECCE with the emphasis on the holistic development of the child, but there was no approved curriculum to deliver this and no clear policy framework or quality standards for formal ECCE and education in ECCE facilities and Qur’anic schools.
In Puntland, the Education Sector Strategic Plan (ESSP) 2017-21 aims to standardize the delivery of ECCE being provided by the private sector and religious institutions by improving the curriculum. For more information, see Multi-level regulations.
Teaching profession: At the time of writing the 2018-20 Education Sector Strategic Plan, there was no qualification or training systems in place for ECCE teachers. For more information, seeMulti-level regulations.
Fee-setting: Qur’anic and formal schools both charge tuition fees. Whereas the fees in Qur’anic schools are “moderate and affordable for most”, fees charged in kindergarten in privately managed facilities are “relatively high” (p. 41). For more information, see Multi-level regulations.
Admission selection and processes: See Multi-level regulations.
Quality assurance, monitoring and accountability
Reporting requirements: See Multi-level regulations.
Inspection: See Multi-level regulations.
Child assessment: No information was found.
Sanctions: See Multi-level regulations.
Registration and approval: See Multi-level regulations.
Licence: The 2018-20 Education Sector Strategic Plan aims to “establishing a licensing fee regime for private school operators that will help to generate predictable revenue generation for primary education service provision” (p. 67). For more information, see Multi-level regulations.
Water, Sanitation and Hygiene (WASH): Only 61.3% of institutions have access to some type of water supply and the proportion of institutions with access to a safe water supply is even lower, at only 10.2%. A World Bank (2018) report mentions that there are still concerns over water quality, and distribution systems such as taps may be inadequate. However, most schools have separate latrines for girls. In Somaliland, private institutions must have access to water and toilets. The Somaliland National Vision 2030 aims to improve sanitation and meet the goals set in vision 2030 by investing in sanitation facilities and waste management systems in urban as well rural areas, using different investment modalities including public-private partnerships.
Profit-making: See Multi-level regulations.
Taxes and subsidies: See Multi-level regulations.
Quality of teaching and learning
Curriculum or learning standards: Most private independent schools follow foreign curricula and use foreign languages as their medium of instruction. Private schools may provide their own curriculum. In consequence, they face challenges in terms of inconsistent approaches and diverse curricula.
There are two distinct systems of educational cycles in the country. As mentioned earlier, the “8-4 system” is currently practised in public schools, and the “9-3 system” is used by private Arabic medium institutions; ECCE lasts one to two years, primary school nine years, secondary school three years and post-secondary education two to four years.
The MOECHE announced in 2018 a new national curriculum that will allow for the development of “uniform national assessments with the added value of comparative data on student performance” in both state and non-state institutions (p. 28). Starting in August 2018, the government aims to regulate the language of instruction in classrooms, prescribing Somali as the language of instruction in primary while secondary courses will be taught in English and Arabic. For more informatin, seeMulti-level regulations.
Textbooks and learning materials: As part of the partnership strategy with the private sector, the MoECHE plans to provide learning materials attuned to the new curriculum; in return, the private sector would commit to using the learning materials and using the experience to contribute to their refinement. For the time being, all textbooks for grades 1 to 4 that will be used in private and public schools have been developed. Umbrella schools often prefer to work with their own materials.
Teaching profession: Many teachers work in both private and public schools, and often hold 'full-time' jobs in both. At the primary level, teachers are paid by education umbrellas (private sector) (58%), communities (20%), the Ministry of Education, Culture and Higher Education (MOECHE) (14%) and international and local NGOs (7%). At the secondary level, across Somalia, 50% of secondary school teacher salaries are paid by private sources, 22% by the governments, 17% by the community and 8% by ‘other’ or ‘undefined’ sources. For more information, see Multi-level regulations.
Corporal punishment: The 2012 Constitution of the Federal Republic of Somalia (Art. 15) protects all persons from "all forms of violence" and children from mistreatment, neglect, abuse, or degradation (Art. 29). However, there is no indication that this protects children from corporal punishment. In Somaliland, the 2001 Constitution (Art. 24) states that physical punishment and any other injury to the person is prohibited. That said, the MOECHE issued a decree stating that corporal punishment should not be used, but the law does not prohibit it.
Other safety measures and COVID-19: In Somaliland, the Law MOE/s/01/186/18 (Art. 16) indicates that private institutions must have a student safety plan. In Puntland, the 2017-21 Education Sector Strategic Plan (ESSP) aims to develop minimum standards which will govern minimum health and safety requirements for institutions, child protection requirements, and consumer protections for the private sector.
Fee-setting: Private schools all charge tuition fees. The 2018-20 Education Sector Strategic Plan aims to strengthen policy and regulations to control private school fees “to ensure costing of schools is not excessive” (p. 67). For more information, see Multi-level regulations.
Admission selection and processes: See Multi-level regulations.
Policies for vulnerable groups: See Multi-level regulations.
Quality assurance, monitoring and accountability
School board: Most secondary schools (85.3%) have a school management committee and a parent’s teachers association (51.4%) in the form of community education committees constituted by the community, local elders, local education authorities and teachers. In Somaliland, the 2018 National Education Law states that private schools that have legal personality can form steering committees school, parents, community organisations, educators and professionals. For more information, see Multi-level regulations.
Reporting requirements: See Multi-level regulations.
School inspection: See Multi-level regulations.
Student assessment: Private schools may set examinations. The curriculum utilised in independent and community schools varies; however, many follow government syllabuses but set their own exams. In Somaliland, the 2018 National Education Law (Art. 50) states that every student completing a level of public or private education must take the National Certificate Examination.
Diplomas and degrees: See Multi-level regulations.
Sanctions: See Multi-level regulations.
In 2012, when the 2012-16 Education Sector Analysis was published, there was no public university in the country; there were about 54 private tertiary education institutions operating in Central South Somalia. In contrast, before the civil war, all tertiary education institutions were public, free and managed by the Government. The 2018-20 Education Sector Strategic Plan indicates that 20 of 44 universities are governed by local education associations and umbrella organizations and are independent private organizations.
The 2018-20 Education Sector Strategic Plan also notes the absence of comprehensive national laws on higher education and a national commission for higher education. Also, there is no policy guidance or orientation from the local administrative authorities in the areas in which private and public higher education institutions operate; instead, policy and other administrative and management tasks are the responsibility of committees and councils mandated by the institutions and composed of founders, investors, and other stakeholders. That said, higher education is covered by other existing policies and legal frameworks which include the 2017 Draft National Education Policy and the 2017 National Education Act (Sharciga Waxbarashada Qaranka 2017).
Registration and approval: Non-government universities and colleges may register with regional governments when they first open, but there is very little further interaction with authorities. For more information, see Multi-level regulations.
Licence: See Multi-level regulations.
Profit-making: See Multi-level regulations.
Taxes and subsidies: Most institutions depend fully on student fees for their funding, although a small proportion can count on external aid (international NGOs, the diaspora, and Islamic NGOs). Very few institutions in Central South receive government subsidies, but the Somali National University (SNU) receives at least some minor level of support. In Somaliland, all institutions also depended on student fees for a large percentage of their operational budget, however more institutions receive government subsidies ranging from 5% to 70% of their operational budget. For more information, see Multi-level regulations.
Quality of teaching and learning
Curriculum or learning standards: Privately owned higher education institutions usually run their own programmes and are subject to a rare regulatory or quality control by the Directorate of Higher Education within the Ministry. The 2018-20 Education Sector Strategic Plan notes a lack of curricula guidance or quality benchmarks. The Private Formal Education Network in Somalia (FPENS) contributes to curriculum development. For more information, see Multi-level regulations.
Teaching profession: The Private Formal Education Network in Somalia (FPENS) contributes to the establishment and management of pre-service and in-service teacher training institutions. For more information, see Multi-level regulations.
Fee-setting: All institutions charge tuition fees. The 2018-20 Education Sector Strategic Plan states that “fees charged by private universities may be prohibitive and could exclude many eligible Somali students from entering into Higher Education” (p. 148). The majority of institutions depend on student fees to fund their operational costs. For more information, see Multi-level regulations.
Admission selection and processes: See Multi-level regulations.
Policies for vulnerable groups: In Puntland, the 2017-21 Education Sector Strategic Plan (ESSP) aims to provide scholarship opportunities for disadvantaged students including females to enrol at private and public higher education institutions. The Ministry will also develop scholarship opportunities with the private sector and community. For more information, see Multi-level regulations.
Quality assurance, monitoring and accountability
Board: Management tasks come under the jurisdiction of institutionally mandated committees, such as the university senates and councils composed of founders, investors, and other stakeholders appointed on specific interests. The 2018-20 Education Sector Strategic Plan notes the absence of clear regulations in university management systems. For more information, seeMulti-level regulations.
Reporting requirements: See Multi-level regulations.
Inspection: In Somaliland, the 2018 National Education Law (Part 4) states that private higher education institutions are independent; “they are not controlled and evaluated by the government”.
Student assessment: Private institutions may set their own examinations.
Diplomas and degrees: In Puntland, the Education Act (Art. 16) states that institutions of higher education recognized by the Government can issue diplomas or certificates. For more information, see Multi-level regulations.
Sanctions: See Multi-level regulations.
3.2 Multi-level regulations
This section presents the regulations from early childhood care and education to tertiary education.
Registration and approval: No regulation was found at the federal level on the registration process of institutions.
In Somaliland, Law MOE/s/01/186/18 identifies the requirements to open a private institution. Providers must be willing to comply with Somaliland's education policies, laws, procedures and decisions. They must also be committed to following the national curriculum. Institutions are required to have an appropriate study space that is safe, clean, large enough, well-lit, with access to water and toilets. Providers must also provide proof of ownership. In addition, they have to provide complete data to the state and comply with mandatory inspections and assessments. Providers must also complete a registration form. In addition, any new public institutions are obliged to register with the School Registration Office of the Ministry of Education and Science (Art. 5). The latter assesses the location and the information provided. If the School Registration Office recommends that the licence be granted, the application is submitted to the Director-General. The Director-General prepares the registration permit signed by the Minister. The Law MOE/s/01/186/18 (Section 2) states that in the process of licence renewal, the registered institution has to provide an annual report, an application form, a copy of the previous year's licence, an inspection report and information on the number of teachers and staff. The institution has also to pay government taxes, according to the taxation procedure of the Ministry of Development Finance.
In Puntland, the Education Act (Part V) states that any person who wishes to establish a private institution shall first make an application to the minister. Under certain conditions, the Minister shall provisionally register the institution for 24 months (Art. 11). The establishment of the institution must be consistent with the needs of the country. The premises and accommodation must also be suitable and adequate. In this regard, institutions must consider the number, age and gender of the pupils, meet the prescribed minimum health and safety requirements and comply with any building regulations. The manager must also be “a suitable and proper person”. If, after one year from the date of provisional registration, the Minister is satisfied that effective and appropriate instruction is being provided in the institution, the Minister may register the institution. The Puntland Education Act (Art. 13) states that the Minister may also make regulations concerning the registration of private institutions and prescribe the fees to be paid in this process.
Licence: The MOECHE Department of umbrella and private education does not exercise control over licensing. In Somaliland, Law MOE/s/01/186/18 states that a licence refers to a certificate or identification card, which is issued by the Director-General and allows the educational institution to open. Article 2 of this Law also stipulates that a private institution cannot function if it does not renew annually its licence, one month before the institution year. The Director-General provides the renewal licence.
Umbrella associations require a certificate from the MoECHE and the Ministry of Interior and Federal Affairs that is to be renewed every two years and schools must be registered with the Government.
Profit-making: Profit-making is allowed; private sector education providers include private for-profit, community schools and representatives of non-state actors’ umbrellas.
Taxes and subsidies: The Federal State is currently unable to subsidize private institution, but some humanitarian interventions have implemented cash transfers, cash-for-work programmes, bursaries or scholarships. To build a strong partnership with the private sector, the MoECHE plans to provide grants and to offer government-owned facilities to private institutions (p. 45). In return, the private sector would commit to ensuring accountability in the utilization of grants and paying a fair rent for the utilization of government-owned facilities. Private institutions would only be considered for inclusion grants where no other options are available, and only when they fully meet specific criteria established by the programme. In cases where private for-profit institutions are the only available option for enrolment, inclusion grants will be transferred to these.
Quality of teaching and learning
Curriculum or learning standards: The MOECHE Department of umbrella and private education does not exercise control over the enforcement of minimum standards. Harmonization of the curriculum is at an early stage. However, as part of the partnership strategy with the private sector, the MoECHE plans to disseminate the new national programme; in return, the private sector would commit to implementing the new national programme.
In Somaliland, the Law MOE/s/01/186/18 (Art. 20) states that private institutions must implement the national curriculum of the Ministry of Education and Science. In addition, institutions must not exceed 45 students per class.
Teaching profession: Teachers may receive pre-service and in-service training, but teacher training and qualifications are not regulated by the government. However, the Curriculum and Quality Assurance Department within the MoECHE can withdraw teaching licenses received from training. Moreover, no unified teacher training curriculum exists at pre-service training institutions.
To build a strong partnership with the private sector, the MoECHE plans to set up two teacher training institutes (TTI). In return, the private sector would commit to recruiting TTI graduates and supporting their continuing professional development.
The 2018-20 Education Sector Strategic Plan aims to introduce quotas on the recruitment of female teachers and headmasters at all levels of education, in both public and private institutions. The recruitment of teachers working in private institutions is not regulated by the Ministry of Education, Culture and Higher Education (MOECHE). In Somaliland, the Law MOE/s/01/186/18 (Art. 17) indicates that private institutions cannot hire a teacher without a teacher's licence issued by the Ministry of Education and Science.
Finally, teachers in private institutions are paid by private sources. In community schools and non-state actor-supported institutions, we observe less secure teacher payment systems and lower payments compared to public ones. The federal government is currently unable to subsidise non-government institutions and contribute to the remuneration of their teachers.
The country adopted the 1972 Law No. 65 to promulgate the Labour Code, which refers to both the public and private sector employees.
Fee-setting: The lack of external funding sources forces non-state schools to generate their own revenue by charging school fees. The MOECHE Department of Umbrella and Private Education does not exercise control over fees.
Admission selection and processes: In Somaliland, private and public institutions are prohibited from enrolling illegal students at any level (Law MOE/s/01/186/18, 2018, Art. 17).
Policies for vulnerable groups: The Formal Private Education Network in Somalia (FPENS) aims to provide scholarships to deserving Somali students. Somalia Education Cluster states that most non-state institutions charge tuition fees, but development partners do “increasingly subsidize education or provide cash transfers to poor families” as part of their humanitarian or development interventions (p. 28). Finally, as part of the partnership with the private sector, the MoECHE plans to develop a pro-poor policy for private institutions to facilitate access and retention for marginalized children. In return, the private sector would commit to implementing this policy.
Umbrella associations may provide scholarships and discounted fees for certain students. However, insufficient funding generally limits the ability of schools to offer scholarships to students from low-income backgrounds.
Quality assurance, monitoring and accountability
Board: The roles and responsibilities of the key actors in quality assurance, which are central, state, regions, districts, private networks, non-government organizations and Community Education Committees (CECs) are not yet clearly defined. CECs are made up of community members, local elders and teachers. As part of the partnership with the private sector, the MoECHE plans to develop a policy for and training community education committees (CECs); in return, the private sector would commit to establishing CECs in each institution and supporting their continuous development. The CEC members are generally elected or appointed and their precise role tends to differ from school to school. Similarly, Parent Teacher Associations are school-based organizations that intended to facilitate parental participation at the school level. The roles tend to overlap with those of CECs.
In Somaliland, the Law MOE/s/01/186/18 (Art. 16) indicates that private institutions must have a student council. It also stipulates that the administration of a private institution shall not organize or participate in meetings to prevent a decision issued by a competent legal authority such as the Ministry of Education and Science. The manager found guilty of such acts will be prosecuted by law.
Reporting requirements: The 2018-20 Education Sector Strategic Plan states that regulations on accountabilities and roles and responsibilities between different levels of government are not clearly outlined by government laws.
Umbrella associations must provide information on the schools they manage, including data in preparation for the government-organized secondary-level final exams.
Inspection: The MoECHE facilitates accountability by collecting data during school inspections and collating it within the Education Management Information System (EMIS).
Examinations are at an early stage. Officially, the management of quality assurance systems and the implementation of minimum standards of education is the responsibility of the Department of Quality Assurance. The Department is responsible to inspect institutions and uses several key tools including internal and external evaluations and supervision. Based on the limited data available, this inspection system is yet to be operationalized and no quality assurance reports are publicly available.
Community Education Committees (CEC) also help hold school management accountable; CEC members may also visit schools to assess quality. Umbrella associations also set and monitor quality standards in response to market pressures.
In Somaliland, private providers must provide complete data to the state and comply with mandatory inspections and assessments. The School Registration Office of the Ministry of Education and Science can supervise private educational institutions, especially when they open or collect survey data (Law MOE/s/01/186/18, 2018, Art. 7). In addition, the Ministry has the power to supervise all levels and types of education, examinations and policy-making (National Education Act, 2018 Art. 64). Furthermore, the Superintendent is responsible for the control, monitoring and evaluation of the institutions (Art. 106 (1)).
Diplomas and degrees: In Puntland, no person except a person who has received the consent of the Minister shall issue a certificate or diploma to any person “indicating that a person has successfully completed a course of education or training, or has attained a particular educational standard, or possesses any skill, knowledge or professional competence” Education Act, Part VI).
Sanctions: In Somaliland, the School Registration Office of the Ministry of Education and Science can suspend the registration license in case of default (e.g. security issues) if the inspection report proves that the institution is in violation. In the case of an appeal to the decision, the Director-General must decide within 10 days (Law MOE/s/01/186/18, 2018, Art. 10). In addition, the Office for the Registration of Admissions to Private Schools may suspend a licence for the private educational institution if the site does not meet the requirements (National Education Law, 2018, Art. 50).
In Puntland, the Education Act (Art. 12) states that the Minister may direct the administrator to close the institution immediately, if the Minister has urgent reasons. The Minister may also specify in writing to the institution the aspects that are problematic and ask to remedy them within a period not exceeding six months. The Ministry can make regulations concerning registration and provide for issues, variation and revocation of certificates of registration (Art. 13).
3.3 Supplementary private tutoring
Many teachers in Somalia work in both private and public schools, and often hold 'full-time' jobs in both. In Somaliland, teachers give private lessons to students for a fee. The Ministry of Education and Higher Education raises issues of equity and efficiency. However, the Ministry believes that this practice keeps the best teachers in the government system, as it provides them with a reasonable income and makes them less inclined to turn entirely to public schools.
No information was found.
Financial operation and quality
No information was found.
No information was found.
