The development of education in post-conflict ‘Somaliland’

School Enrollment and Attendance in Central South Somalia

“…UNESCO (2011) reported that "Transitional Federal Government and the Al-Shabaab militia have been cited by the Secretary-General for violence directed at schools" (p. 158). Parents also keep their children, especially the girls, at home to protect them from abduction; most of the abductions take place in school (Bekalo, Brophy, & Welford, 2003). Boys are used as combatants, and girls are used to cook and clean (O'Malley, 2010).…”

“…The gender balance among teachers affects whether or not girls attend school (Bekalo et al, 2003;Colclough, Al-Samarrai, Rose, & Tembon, 2003;Kirk 2003). This gender balance among teachers is especially important in a conservative Islamic country, like Somalia.…”

“…This gender balance among teachers is especially important in a conservative Islamic country, like Somalia. Furthermore, a 1997 survey found that 30% of schools had no toilets, and about 90% had no running water in the school compound (Bekalo et al, 2003). The limited number of female teachers combined with the limited sanitation in schools is a significant barrier to schooling for girls.…”

“…They play a significant role in education especially early childhood education (Cassanelli & Abdikadir, 2007). They are nonformal schools 1 that seek to spread Islamic principles and lifestyle; however, they also teach arithmetic, Somali language, and Arabic (Bekalo et al, 2003;Cassanelli & Abdikadir, 2007;Morah, 2000). Despite their value in the community, Koranic schools face significant challenges.…”

Education from the Bottom Up: UNICEF's Education Programme in Somalia

“…Given education's role as a potential state-building and peace-building endeavour, it seems well worth looking at the provision of educational services under conditions of extreme state fragility and collapse. Current research literature discusses education in Somalia, 14 but offers little insight into the ways in which educational services may be delivered under such conditions, nor does it discuss ways in which education can serve potential state-building functions in the absence of formal state structures.…”