Subject: Capacity Building on Education Policy Analysis
The Education for All Somalia coalition (EFASOM) has today December 7, 2017 conducted the third day of Capacity Building program on Education Policy Analysis which was held in Mogadishu, Somalia.
The main sessions for the 3 – day workshop continued to focus on presentations for the theme of education policy analysis.
The participants attending in the third day of the training on education policy analysis were EFASOM members consisting of the staff in Mogadishu and the focal point members of EFASOM from different regions of Somalia.
The facilitators have made presentations on: understanding education systems, education subsectors continued, cross-cutting themes and group works and presentations.
Following the presentations by the facilitators, the proceeding went ahead for Group work and their presentation sessions.
The participants were divided into three groups and were asked to discuss issues focusing on:- Early child education, primary education, secondary education, higher education , technical vocational education training (TVET), non-formal education , the right to education and provision of education , key issues to education, curriculum , access and quality, management structures, transparency education services and education resources.
The Group Work and the presentations for Day – 3 were as the following:-
Early Childhood Child Education – ECCE:
Policy: To ensure all children in Somalia aged 3-6 gears have equal opportunity to access quality ECCE service
Strategy: Establish a national ECCE department to coordinate monitor and evaluate the provision and quality of ECCE service.
Policy: To implement textbook policy, assuring every learner of one textbook per subject
Strategy: Review the job description and terms of reference of all teachers at every level to be competency and performance based.
Policy: To introduce and resource school library in all public secondary school
Strategy: Ensure that all learners of appropriate ages who have passed primary education have access to secondary school education
Policy:; To access to high education through development expansion of distance learning
Strategy: Ensure gender quality and access for student with disability in all high education institution
TVET (technical vocational education training)
Policy: To establish equitable access to skills for formal sector within the TVET system for all those wishing to participate.
Strategy: Develop TVET policy aligned to national education policy.
Policy: To align non-formal education levels and standards in Somalia with other countries in the region
Strategy: Improve education access and quality by suing different modes of learning including distance learning
THE RIGHT TO EDUCATION AND PROVISION OF EDUCATION
The provision of an equitable and inclusive education system that affords all learners access to free and compulsory basic education and secondary of real quality, followed by opportunity to continue with life-long education and training so enhancing their personal development and contributing to Somali’s cultural development, socio-economic ground and global competition
Key issues to education
Inputs: qualified teacher, infrastructure, teaching and learning materials, learners
Process: curriculum, language of instruction, class size, teaching learning hours
Output: Graduates and dropouts
Provide a cohe3rent, balanced and concise framework to improve the quality relevance, accessibility, equity, and efficiency of education
Access and quality
Access: Every Somali citizen has the right to education and training appropriate to their age and needs including: the provision of free and compulsory basic education
Quality: Every Somali citizen has equal rights of education. All education and training shall be appropriate quality and relevant to the socio-economic and cultural needs of Somali and its citizens.
Management structure: We have although its in the beginning stage, and its managed by the government
There is change: centralized exam center has been conducted
The government is continuing to establish centralized education service
There was no relationship between the private sector actors and the government. however, there is positive change now
Transparency education service: There is no transparency education service, but , the government is making plans in that direction
Information sharing- non existence
Local schools : there is no accountability, although there is system of dialogue through meetings
Education resources : is distributed equally between the regional governments of the country
Clear resources utilization allocated to subsectors is not clear.
Thereafter, closing ceremony was held for the training program event. The key persons making speeches at the event were: Abdulqadir Moalim Mohamed, Iftin Foundation Program Manager, Nurta Mohamed Addow, EFASOM Board member, Saida M. Hashi, Director of JUWA, Prof. Hussein Tohow Farah, EFASOM Deputy Chairperson, Mohamud Abdi Mohamud, EFASOM Chairperson and Abdullahi Osman (Abdullahi Somali, representative from the Ministry of Education, Culture and Higher Education.
Their speeches focused commending EFASOM for conducting such important capacity building program on education policy analysis for EFASOM members to contribute in promoting the efforts towards achieving quality education for all.
The guest speakers have asked the participants to share what they learned with their colleagues that have not got the opportunity to attend in this type of training program.
In conclusion, the event was successfully concluded with distribution of certificate of participation to all the participants attending in the training program.