OXFAM NOVIB CASE STUDY

PROMOTING GIRLS EDUCATION IN

SOMALIA
Oxfam in Somalia works through five partners, Candlelight, GECPD, TASS, SAFE and
SAACID, to provide primary education scholarships to girls from poor families; second
chance education scholarships to older girls who have never attended primary; numeracy,
literacy and vocational skills training to women; in service training for female teachers and
facilitations to form an association; capacity building of community education committees
(CECs) and school management committees.

This Case Study was a background briefing for Oxfam Novibs 2013 Annual Review,
prepared in partnership with , and describes the programme in Somalia. Although it is not a
formal evaluation it does consider lessons learned by both Oxfam Novib and its partner
organisations.

These Case Studies are shared in the form in which they were submitted, often written by
partners whose first language is not English, and have not been edited since submission.
We believe that the meaning is clear enough, and the authenticity of the reporting and the
availability of Southern Voices on development makes their inclusion in the Oxfam iLibrary
worthwhile for sharing with external readers.

Programme Partners: Candlelight for Health Education and

Environment, Galkayo Education Centre for Peace and
Development (GECDP), SAACID, Schools Association for Formal
Education (SAFE), Tadamun Social Society (TASS)

www.oxfamnovib.nl TASS
AIM OF THE PROJECT
The education project aims to increase girls enrolment in primary schools through scholarships and
awareness raising campaigns on the importance of girls education; it also provides numeracy,
literacy and vocational skills training to women who then go on to start small businesses and support
their families. In service training of female teachers improves the quality of education and provides
role models to the girls who want to stay on in school to be someone.

CONTEXT
After twenty years of protracted confict, Somalia is finally settling in an uneasy calm with so much
hope and enthusiasm for the future. Because of the key poverty drivers in Somalia (protracted
conflict, failure of governance, poorly managed disasters, poor access to basic services, gender
disparity, and inadequate economic opportunities), the human development indicators, as far as
these are available, are particularly alarming. Overall, Somalia ranks at 161 out of 163 countries on
the HDI, with 22.4% under-five mortality, 60 % living on less than USD 1 per day, access to potable
water and sanitation stands at 25 %, and primary school enrolment at only 31 %. With the war, there
was distraction of infrastructure including schools and hospitals.
Somalia scores extremely low on education and health indicators. Culturally, girls education is not
seen as paramount as she will eventually join another family and while at home, she is charged with
domestic work and taking care of the family. Despite the absence of a government providing for
these essential services in the major part of the country, NGOs and community/Diaspora groups
have re-established many of such services, and Oxfam is in a good position to support such
initiatives. Oxfam Novib has supported education for girls in all three zones of Somalia, through a
network of five intermediate NGOs, each of which supports several schools. The partners have
received grants to support girls with scholarships and pay teachers incentives.

METHODOLOGY
The five partners went out to communities and formed committees with selected community
representatives charged with selection of the needy girls and women. Once selected and verified by
our partners, the girls are enrolled for primary education, second chance education and vocational
skills training, all on scholarship. The partners also facilitate formation of community education
committees with members selected by the community to monitor project progress and offer support.
The schools also have management committees also selected from the community, school teachers
and where possible ministry of education officials; they are charged with the monitoring of day to day
running of the schools and offer advice when issues come up. The committees are trained on their
duties.
Community involvement in the selection of the beneficiaries, monitoring of activities and awareness
raising campaigns have helped change the perception on girls education and in some areas seen
increase in enrolment of girls. The training of female teachers and formation of the Mudug Female
Teachers Association has also changed the mentality towards female teachers. Before, schools did
not hire female teachers as believed were not qualified, but our partners have led the way in hiring
them and also lobbied with the Ministry (ies) of Education to hire them.
For the projects success, Oxfam Novib gave grants to our partners and they hired project personnel
to implement activities including facilitating community committees in section of needy girls. The
project officers were also the liaison between our partners and communities. The partners also held
meetings with Ministry of education officials and other stakeholders to drum up support for girls
education and hiring of female teachers.

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RESULTS
Outputs
Five partner organizations namely Candlelight in Somaliland; GECPD and TASS in Puntland; and
SAFE and SAACID in South Central contracted to support girls education and women vocational
skills training through scholarships to needy girls and women.

Outcomes
Number of women and men (girls and boys) that benefitted from access to quality education where
possible in co-operation with national authorities. (For exact figures see annual report on girls and
women reached by each partner).

Impact
With awareness raising campaigns and community involvement in selection of beneficiaries,
there is a shift in the attitude towards girls education. Communities are challenged and have
even offered to support some girls.
Women who have started small businesses after vocational skills training are now able to
support their families and are enrolling their girls to school as have seen the importance of an
education. Those who are married are now able to participate in decision making as now
bringing something to the table.
Close collaboration with government agencies and communities has further enhanced the buy in
on importance of girls education. The governments have recognized our partners work and
pledge when able can support with teachers incentives.
The formation of Mudug Female Teachers Association has given then voice to demand their
rights and ask for better working conditions.

Policy and practice changes

Hiring of female teachers is improving with the advocacy to hire them as they are qualified and
capable. Our partner schools are leading with hiring female teachers and some are training them
in service to improve quality on delivery.
Collaborations with various stakeholders in education have enabled our partners to avoid
replication and apply lessons learnt to improve on their projects. Involvement of the government
agencies has also lent credibility to our partners projects.

LESSONS LEARNED
Successes
1. There is a huge gap in girls enrolment and our partners have made great strides, but the need is
more and urgent to consolidate the gains made by assisting the girls in more than two years of
schooling.
2. There is increased enrolment in some project areas with communities taking on sponsorship of
more girls. In the SAFE project, the community is sponsoring an additional fifty girls.
3. Formation of Mudug female teachers association with twenty three members and in service
training of one hundred female teachers not only improves delivery of quality education, but also
enables the teachers to demand for their rights for better pay and work conditions. With female
teachers working in the schools, girls get role models and see the value of education.
4. With limited funding and Somalia government unable to provide quality education even in
Somaliland where they have announced free education, most parents who are able opt to take

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 their children to private schools. The poor are left out as there is no money to run the schools.
Oxfam Novib has also provided short term limited funding and with the current project closing
down, the girls sponsored for two years risk dropping out thus reversing the gains so far made.

Tips and more

Increase funding to girls education and vocational skills training. This can target primary school
education where we pick one lot of girls from grade one to grade eight. Then liaise with other
actors to sponsor their secondary education. This ensures the impact is greater.
Work with government ministries to build their capacity and support them as they take on
provision of education to all. They will also need funding at the beginning.
Consider mobile schools for pastoralist families to provide relevant education that is culturally
acceptable.

HUMAN INTEREST
Two human interest stories from GECPD

ASTUR DURAN ABDI

Astur Duran Abdi was not born yet when

her fathers life was claimed by a bullet in
the prolonged civil war in Somalia in 1997.
Her mother had carried her pregnancy for 8
months and it was just a matter of weeks
before the family celebrates the birth of the
second born. But then fate struck and this
is the only account the 16 year old has of
the events preceding her birth. She has
never understood why her father had to die
before he could see her, who did it and
what exactly had happened. Attempts to
gather more information from her mother
have always ended in tears before anything
more has been said. Astur has since vowed
never to inquire any further and settled for the sketchy explanation.
But despite the heartrending childhood history, the outspoken and gallant Astur has always
maintained a cheerful mood. Whenever her name is called, the caller will always be greeted with a
smile; a smile of confidence and hope for a better future.
When she joined Harfo Girls and women center in 2005, thanks to the support of Oxfam Novib, it
was not long before she was accustomed to school environment. By the second day, she was
already freely interacting with almost all members of the school fraternity including fellow students,
teachers and matrons. Although it is her mother who brought her for the first time in school, Astur
insists that even at that tender age she knew why she had to attend school. It is because I wanted
to be out of ignorance. I also wanted to improve my life and that of my siblings. she asserts.
She will be completing her grade 8 in May 2013 but on looking back at the situation at home, she
doubts if it would be possible to complete up to this level if she was not supported by Oxfam Novib or
any other donor. Surely my mother could not have afforded the cost with all the responsibilities of
caring for other siblings she got from her second marriage, She explains.

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Although she is the only one attending school, Astur has not kept the knowledge she acquires in
school to herself. When not at school or busy with other household chores, she has dedicated part of
her time teaching her younger siblings how to read and write. I also teach them the songs and
poems we learn at school about effects of FGM, environmental conservation and many other
issues. She says. Besides passing the knowledge to her siblings, Astur says she has also been
able to apply whatever she learns at school in her daily household chores such as maintaining
cleanliness at home and ensuring a balanced diet for the family. Her thirst for education has
motivated her mother to enroll in GECPD Adult Literacy programme.

Mama Hawa, founder of GECPD, and girls singing

Astur is grateful that through the
support of Oxfam Novib, she has
been able to complete at least up
to grade 8 of formal primary- a
historic achievement in her
extended family for a girl. When the
final examinations come at the end
of May 2013, she is confident of
doing well. Her teachers are
exuding confidence that she will
pass. Her ambition is to become a
teacher to pass on the knowledge
she has acquired in her days in
school to others.
You know the teacher is the
brightest person in the world. All
the others are taught by the
teacher. Even doctors and engineers, She says in a resolute voice trying to demonstrate why her
career choice is the best. Her only worry and that of her teachers is that she may not be able to
proceed with her education after grade 8 unless more support comes her way. But even in this
dilemma the positive thinking Astur counts herself lucky that atleast she has gone up to grade 8. Her
call to Oxfam Novib is to continue supporting other girls from poor families to atleast acquire formal
basic education.

MALYUN HUSSEIN FARAH

The 17 year old girl is glad that she has gained much knowledge and understanding of life besides
the ability to read and write. The 5th born in a family of 10 had no hope of acquiring atleast basic
formal education since in her home village of Gahandaale some 10 kilometres from Harfo town-
there is no single school.
At the age of 7, her day was already long and tedious. She would wake up early in the morning to
get to the daily chores walking distances in search of water, firewood and looking after the goats- the
cultural expectation of a girl of her age. She
had already undergone and survived the pain
and agony of the harmful traditional practice of
FGM. Except her elder brother who had been
sent to stay with relatives in Harfo town to get
education, the young girl and the rest of her
siblings were not attending any school. Life in
the pastoral nomadic village inspired no hope
for a better future than what her grandmother,
mother and elder sisters had gone through.
She had resigned to this fate.

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But her life was to be transformed when
Malyun Hussein Farah got the rarest
chance to visit relatives in Harfo town in
2007. She was 11 years then. It is at this
time that GECPD was enrolling girls from
poor and pastoral families for its formal and
non-formal education programs. After
consultations with her mother, the relatives
approached a member of Harfo Girls and
Women Center Community Education
Committee to have Malyun considered for
an opportunity to education at the center.
After an assessment of her situation and in
consultation with GECPD, she was
enrolled under the Second Chance
Education program since she was already past the grade 1 enrollment age of 7 to 8 years. Within 2
years, thanks to the consistent support of Oxfam Novib, Malyun had successfully completed all the 3
levels of 6 months each of the program enabling her to join formal primary at grade 5. Since she had
no permanent abode in Harfo, she was accommodated at Harfo Girls Hostel where she was
provided with all boarding necessities. Accommodation at the hostel gave me an even better
opportunity and time to study and learn more through the library and interaction with my classmates,
school mates, teachers and the matron. She says.
The only girl who has attended formal school in her extended family, Malyun is among 34 girls from
poor pastoral, orphaned, internally displaced and minority families at Harfo Girls and Women Center,
who will be sitting the final Puntland Primary School Leaving Examination (PSLE) at the end of May
2013. She is grateful that the partnership of GECPD and Oxfam Novib has enabled her come this
far. I thank GECPD and Oxfam Novib for shading a beam of light in the path of my life. Now I can
see through my future. She says with a bright smile on her face. Her only wish and request is for the
support to continue so that it can reach and help her friends and sisters whom she left in their home
village and who still have had no chance to education.
As for her, the sky is the only limit. If she gets the required support, she hopes to proceed to
secondary education and hopefully go for higher learning. Her ambition is to become a Journalist.
She wants to utilize the power of the mass media to tell the world the story of the suffering of her
people and particularly women and girls and to bring social change. I would do stories about the
effects of insistent droughts and fighting. I will teach how to build peace and respect women rights.
Malyun explains with her eyes focused into the skies as if watching that future becoming a reality.

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 Oxfam Novib March 2014, January 2016
First published as an internal document in Oxfam Novib March 2014
Loaded to the Oxfam iLibrary and first published online January 2016

The Oxfam Novib Programme Case Studies are documents prepared as

background to the Annual Reports from the organisation. They are
shared here mainly in the form in which they were submitted, often
written by partners whose first language is not English, and they have not
been extensively edited since submission. We believe that the meaning
of the text is clear enough, and the authenticity of the reporting and the
availability of Southern Voices on development makes their inclusion in
the Oxfam iLibrary worthwhile for sharing with external readers. If you
want to ask for more information or need clarification on meaning for any
title in the series, please email [email protected]

This case study was written by Caroline Kiwara and prepared with the
support of the Oxfam Novib partners Candlelight, GECPD, SAACID,
SAFE and TASS.

For further information on the issues raised in this paper please e-mail
[email protected]

This publication is copyright but the text and accompanying photographs

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The information in this publication is correct at the time of going to press.

Published through the Oxfam iLibrary by Oxfam GB for Oxfam Novib in
January 2016.
Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford, OX4 2JY,
United Kingdom
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