Puntland State of Somalia - Puntland Statistics...

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Puntland State

of Somalia

Education Statistics

Yearbook 2015/2016

Ministry of Education and Higher Education

Department of Policy and Planning

EMIS unit

June 2016

Garowe, Puntland State of Somalia

Website: www.moepuntland.com

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Department of Policy and Planning Education Management Information System Unit

Garowe, Puntland State of Somalia

Tel: +252 90-7793803

Website: www.moepuntland.com

Email: [email protected]

© Ministry of Education and Higher Education

This publication may be used in part or as a whole, provided that the Puntland MOEHE

EMIS is acknowledged as the source of the information. Whilst the MOEHE EMIS does all

it can to accurately consolidate and integrate Puntland education information, it cannot be

held liable for incorrect data and for errors in conclusions, opinions and interpretations

emanating from the information. Furthermore, the MOEHE EMIS cannot be held

misinterpretation of the statistical content of the publication.

This publication has been produced with financial support from the government of the

Netherlands through the Peace Building, Education and Advocacy (PBEA) programme and

technical assistance from UNICEF.

A complete set of the yearbook will be available at the following addresses:

• EMIS Unit, MOEHE, Garowe, Puntland

• MOEHE’s website: www.moepuntland.com

• UNICEF’s website: www.unicef.org/somalia

For more inquiries or requests, please use the following contact information:

Mohamoud Abdisalan Ali, EMIS Focal Person, MOEHE Puntland, [email protected]

mailto:[email protected]

http://www.unicef.org/somalia

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Foreword

This is the 5th Education Statistics Yearbook published in the history of the Puntland

State of Somalia. The collection, processing and analysis of Puntland education data

has shown increasing scope and quality of data to support education planners, decision

makers and other stakeholders in this information based world.

The 2015/16 census has covered formal primary education including Integrated Quranic

Schools and Alternative Basic Education, Secondary Education, Non-formal Education,

Technical and Vocational Education and Training as well as Higher Education.

Enrolment, number of schools and number of teachers have shown increasing trends for

the last three years. In addition to the quality and quantity of education data,

additional educational indicators have been computed and analyzed. But still much

more is to be done on the timeliness of the education data, on the increased scope of

educational indicators at national, regional and district levels, and the use of

information based planning and decision making at all levels.

The education information on this publication generally indicates that although there

are good achievements recorded, the ministry of education and higher education with

all its stakeholders should work hard on the coverage, quality, internal efficiency and

gender equity of the Puntland education system.

Finally, I would like to thank the government of the Netherland and the European

Union for their financial assistance that made this useful publication possible. I also

thank UNICEF and Care for their professional and close collaboration with the

Ministry of Education and Higher Education for the successful implementation of EMIS

in Puntland.

Hon: Abshir Yusuf Isse

Minister of Education and Higher Education

Puntland State of Somalia

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Tables of Contents

ACRONYMS ............................................................................................................................................. XI

1. INTRODUCTION ............................................................................................................................. 1

1.1 ABOUT EMIS DATA .......................................................................................................................... 1

1.2 HISTORY OF PUNTLAND EMIS .................................................................................................... 3

1.3 ORGANOGRAM OF EMIS UNIT IN THE MINISTRY OF EDUCATION AND HIGHER

EDUCATION .............................................................................................................................................. 4

FIGURE 1.1 ORGANOGRAM OF EMIS IN THE MOEHE ....................................................................................... 4

1.4 STRUCTURE OF THE PUNTLAND EDUCATION LADDER ................................................... 5

FIGURE 1.2 STRUCTURE OF PUNTLAND EDUCATION LADDER ........................................................................... 5

2. SUMMARY OF EDUCATION DATA ................................................................................................. 6

2.1 SUMMARY OF BASIC EDUCATIONAL INDICATORS ............................................................. 7

TABLE 2.1 TRENDS OF BASIC EDUCATIONAL INDICATORS ................................................................................. 7

ENROLMENT TRENDS ........................................................................................................................ 10

TABLE 2.2 ENROLMENT TRENDS OVER THE LAST FIVE YEARS ......................................................................... 10 CHART 2.1 ENROLMENT TRENDS OVER THE LAST FIVE YEARS ........................................................................ 10

2.3 TEACHERS TRENDS ...................................................................................................................... 11

TABLE 2.3 TEACHERS TRENDS OVER THE LAST FOUR YEARS ........................................................................... 11 CHART 2.2 TEACHERS TRENDS OVER THE LAST FOUR YEARS .......................................................................... 12

2.4 SCHOOLS TRENDS ......................................................................................................................... 12

TABLE 2.4 SCHOOLS TRENDS OVER THE LAST FIVE YEARS ............................................................................... 12 CHART 2.3 SCHOOLS TRENDS OVER THE LAST FIVE YEARS .............................................................................. 13

2.5 CLASSROOMS TRENDS ................................................................................................................ 13

TABLE 2.5 CLASSROOMS TRENDS OVER THE LAST FOUR YEARS ...................................................................... 13 CHART 2.4 CLASSROOMS TRENDS OVER THE LAST FOUR YEARS ...................................................................... 14

2.6 PUPIL TEACHER RATIO (PTR) TRENDS ................................................................................ 15

TABLE 2.6 PUPIL TEACHER RATIO (PTR) TRENDS OVER THE LAST FOUR YEARS .......................................... 15 CHART 2.5 PUPIL TEACHER RATIO (PTR) TRENDS OVER THE LAST FOUR YEARS ......................................... 15

2.7 PUPIL CLASSROOM RATIO (PCR) TRENDS .......................................................................... 16

TABLE 2.7 PUPIL CLASSROOM RATIO (PCR) TRENDS OVER THE LAST FOUR YEARS ..................................... 16 CHART 2.6 PUPIL CLASSROOM RATIO (PCR) TRENDS OVER THE LAST FOUR YEARS .................................... 16

2.8 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS ...................................................... 17

TABLE 2.8 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FIVE YEARS .................... 17 CHART 2.7 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FIVE YEARS .................... 17

2.9 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS ................................................ 18

TABLE 2.9 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FOUR YEARS .............. 18 CHART 2.8 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST THREE YEARS ........... 19

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2.10 PRIMARY AND SECONDARY GENDER PARITY INDEX (GPI) TRENDS ....................... 19

TABLE 2.10 PRIMARY AND SECONDARY GENDER PARITY INDEX (GPI) TRENDS OVER THE LAST FIVE

YEARS ....................................................................................................................................................................... 19

2.11 PRIMARY AND SECONDARY QUALIFIED TEACHERS TRENDS .................................... 20

TABLE 2.11 PRIMARY AND SECONDARY % OF QUALIFIED TEACHERS TRENDS OVER THE LAST THREE

YEARS ....................................................................................................................................................................... 20 CHART 2.10 PRIMARY AND SECONDARY % OF QUALIFIED TEACHERS TRENDS OVER THE LAST THREE

YEARS ....................................................................................................................................................................... 21

3. ANALYSIS OF EDUCATION INDICATORS ............................................................................ 22

A. PRE-PRIMARY EDUCATION (PPE) ......................................................................................... 23

B. PRIMARY EDUCATION ............................................................................................................... 24

FORMAL PRIMARY INCLUDING IQS ENROLMENT (UPPER AND LOWER PRIMARY) ........................................ 24 TABLE 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT (UPPER AND LOWER) (2015/16) .................... 24 ENROLMENT BY LOCALITY (URBAN AND RURAL) .............................................................................................. 25 TABLE 3.2 URBAN AND RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2015/16) ...................... 26 CHART 3.2 URBAN AND RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2015/16) ..................... 26 ENROLMENT BY AUTHORITY (GOVERNMENT AND NON-GOVERNMENT) ......................................................... 26 TABLE 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2015/16) ........................................................ 27 CHART 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2015/16) ........................................................ 28 ACCESS (ADMISSION) TO PRIMARY EDUCATION ................................................................................................ 28 GROSS INTAKE RATE (GIR) AND NET INTAKE RATE (NIR) ............................................................................. 28 GROSS INTAKE RATE (GIR) .................................................................................................................................. 29 TABLE 3.4 GROSS INTAKE RATE (GIR) FOR THE YEAR 2015/16 ...................................................................... 29 CHART 3.4 GROSS INTAKE RATE (GIR) FOR THE YEAR 2015/16 ...................................................................... 29 NET INTAKE RATE (NIR) ...................................................................................................................................... 30 TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2015/16 .......................................................................... 30 TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2015/16 .......................................................................... 31 COVERAGE TO PRIMARY EDUCATION .................................................................................................................. 31 GROSS ENROLMENT RATE (GER) AND NET ENROLMENT RATE (NER) ......................................................... 31 GROSS ENROLMENT RATE (GER) ........................................................................................................................ 31 TABLE 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2015/16 ............................................................ 32 CHART 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2015/16............................................................ 32 NET ENROLMENT RATE (NER) ............................................................................................................................ 32 TABLE 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2015/16 ................................................................ 33 CHART 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2015/16 ................................................................ 33 GENDER EQUITY IN THE PRIMARY EDUCATION ................................................................................................. 34 INTERNAL EFFICIENCY OF PRIMARY EDUCATION .............................................................................................. 34 INTERNAL EFFICIENCY REFERS TO THE MEASURE OF PERFORMANCES OF EDUCATION SYSTEM WHICH

SHOW STUDENTS SUCCESSFULLY COMPLETING A GIVEN LEVEL WITHOUT WASTAGE (UNESCO, 1972). .. 34 PROMOTION, REPETITION AND DROPOUT RATES .............................................................................................. 34 PROMOTION RATE (APPARENT) ............................................................................................................................ 35 TABLE 3.8 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2015/16 .......................................... 35 CHART 3.8 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2015/16 ......................................... 36 REPETITION RATE .................................................................................................................................................. 36 CHART 3.9 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2015/16 ......................................... 37 DROPOUT RATE ...................................................................................................................................................... 37 TABLE 3.10 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2015/16 ........................................... 37 CHART 3.10 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2015/16 ........................................... 38 SURVIVAL RATE TO GRADE 5 ................................................................................................................................ 38 TABLE 3.11 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2015/16 .................................................................. 38

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CHART 3.11 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2015/16 ................................................................. 39 ENROLMENT OF SPECIAL EDUCATIONAL NEEDS ............................................................................................... 40 TABLE 3.12 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS FOR 2015/16 .................... 40 CHART 3.12 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS FOR 2015/16 ................... 41 ENROLMENT OF SCHOOL FEEDING ...................................................................................................................... 41 TABLE 3.13 PRIMARY INCLUDING IQS AND ABE SCHOOL FEEDING FOR 2015/16 ....................................... 41 CHART 3.13 PRIMARY INCLUDING IQS AND ABE SCHOOL FEEDING FOR 2015/16 ...................................... 42 PRIMARY ENROLMENT BY DISTANCE TO SCHOOL AND MODE OF TRANSPORTATION ................................... 42 TABLE 3.14 PRIMARY INCL. IQS ENROLMENT BY DISTANCE AND MODE OF TRANSPORTATION FOR

2015/16 ................................................................................................................................................................... 43 CHART 3.14 PRIMARY INCLUDING IQS ENROLMENT BY MODE OF TRANSPORTATION FOR 2015/16 ........... 44 QUALITY INDICATORS OF PRIMARY EDUCATION................................................................................................ 44 FORMAL PRIMARY INCLUDING IQS TEACHERS .................................................................................................. 45 TABLE 3.15 PRIMARY INCLUDING IQS TEACHERS BY OWNERSHIP FOR THE YEAR 2015/16 ........................ 45 CHART 3.15 PRIMARY INCLUDING IQS TEACHERS BY OWNERSHIP FOR THE YEAR 2015/16 ........................ 45 TABLE 3.16 PRIMARY INCLUDING IQS TEACHERS BY LOCALITY FOR THE YEAR 2015/16 ............................ 46 CHART 3.16 PRIMARY INCLUDING IQS TEACHERS BY LOCALITY FOR THE YEAR 2015/16 ............................ 46 PUPIL-TEACHER RATIO (PTR) ............................................................................................................................. 47 TABLE 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 .............................. 47 CHART 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16) ............................ 47 TABLE 3.18 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 .................................. 48 CHART 3.18 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 .................................. 48 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS .............................................................................. 49 TABLE 3.19 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS FOR 2015/16 ................................. 49 CHART 3.19 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS FOR 2015/16 ................................. 49 TEACHERS SALARY PAYMENT .............................................................................................................................. 50 TABLE 3.20 PRIMARY INCL. IQS TEACHERS SALARY PAYERS FOR 2015/16 .................................................. 50 CHART 3.20 PERCENTAGE OF PRIMARY INCL. IQS TEACHERS SALARY PAYERS FOR 2015/16 .................... 50 FORMAL PRIMARY INCLUDING IQS SCHOOLS AND CLASSROOMS ................................................................... 51 FORMAL PRIMARY INCLUDING IQS SCHOOLS..................................................................................................... 51 TABLE 3.21 PRIMARY INCL. IQS SCHOOLS BY SHIFT FOR 2015/16 .................................................................. 51 CHART 3.21 PRIMARY INCL. IQS SCHOOLS BY SHIFT FOR 2015/16 ................................................................. 51 TABLE 3.22 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP FOR 2015/16 ....................................................... 52 CHART 3.22 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP FOR 2015/16 ....................................................... 53 FORMAL PRIMARY INCLUDING IQS AVERAGE SCHOOL SIZE ........................................................................... 53 TABLE 3.23 PRIMARY INCL. IQS AVERAGE SCHOOL SIZE BY OWNERSHIP FOR 2015/16 .............................. 53 CHART 3.23 PRIMARY INCL. IQS AVERAGE SCHOOL SIZE BY OWNERSHIP FOR 2015/16 .............................. 53 FORMAL PRIMARY INCLUDING IQS CLASSROOMS ............................................................................................. 54 PUPIL CLASSROOM RATIO (PCR) ......................................................................................................................... 54 TABLE 3.24 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ..................... 54 CHART 3.24 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 .................... 55 FORMAL PRIMARY INCLUDING IQS TEXTBOOKS................................................................................................ 55 PUPIL TEXTBOOK RATIO (PTBR) ......................................................................................................................... 55 TABLE 3.25 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) FOR 2015/16 ............ 56 CHART 3.25 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) FOR 2015/16 ........... 56 SCHOOL FACILITIES AT PRIMARY INCLUDING IQS ............................................................................................ 57 ACCESS TO WATER, SOURCES OF WATER AND DRINKABLE WATER ................................................................... 57 TABLE 3.26 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........... 57 TABLE 3.26 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........... 58

C. ALTERNATIVE BASIC EDUCATION (ABE) ........................................................................... 59

ALTERNATIVE BASIC EDUCATION (ABE) ENROLMENT .................................................................................... 59 TABLE 3.27 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2015/16................................... 59 CHART 3.27 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR FOR 2015/16 .......................... 59

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ALTERNATIVE BASIC EDUCATION (ABE) ENROLMENT BY OWNERSHIP ......................................................... 60 TABLE 3.28 ALTERNATIVE BASIC EDUCATION ENROLMENT BY OWNERSHIP FOR THE YEAR 2015/16 ....... 60 CHART 3.28 ALTERNATIVE BASIC EDUCATION ENROLMENT BY OWNERSHIP FOR THE YEAR 2015/16 ....... 60 ENROLMENT OF SCHOOL FEEDING IN ABE CENTERS ....................................................................................... 60 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP ........................................................................ 61 TABLE 3.29 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 61 CHART 3.29 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 62 ALTERNATIVE BASIC EDUCATION CERTIFIED AND QUALIFIED TEACHERS.................................................... 62 TABLE 3.30 ABE CERTIFIED AND QUALIFIED TEACHERS FOR 2015/16 ......................................................... 62 CHART 3.30 ABE CERTIFIED AND QUALIFIED TEACHERS FOR 2015/16 ........................................................ 63 ALTERNATIVE BASIC EDUCATION TEACHERS SALARY PAYMENT ................................................................... 63 TABLE 3.31 ABE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 63 CHART 3.31 ABE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 64 ALTERNATIVE BASIC EDUCATION CENTERS ....................................................................................................... 64 TABLE 3.32 ALTERNATIVE BASIC EDUCATION CENTERS BY SHIFT FOR 2015/16 .......................................... 64 CHART 3.32 ALTERNATIVE BASIC EDUCATION CENTERS BY SHIFT FOR 2015/16 .......................................... 64

D. NON FORMAL EDUCATION (NFE) .......................................................................................... 65

NON FORMAL EDUCATION ENROLMENT ............................................................................................................. 65 TABLE 3.33 NON FORMAL EDUCATION (NFE) ENROLMENT FOR 2015/16 .................................................... 65 TABLE 3.33 NON FORMAL EDUCATION (NFE) ENROLMENT FOR 2015/16 .................................................... 65 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP ..................................................................... 66 TABLE 3.34 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP FOR 2015/16 ......................... 66 CHART 3.34 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP FOR 2015/16 ......................... 66 NON FORMAL EDUCATION TEACHERS BY OWNERSHIP ..................................................................................... 67 TABLE 3.35 NON FORMAL EDUCATION (NFE) TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 67 CHART 3.35 NON FORMAL EDUCATION (NFE) TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 67 NON FORMAL EDUCATION CERTIFIED AND QUALIFIED TEACHERS ................................................................ 68 TABLE 3.36 QUALIFIED AND CERTIFIED NON FORMAL EDUCATION TEACHERS FOR 2015/16 .................... 68 CHART 3.36 CERTIFIED NON FORMAL EDUCATION TEACHERS FOR 2015/16 ................................................ 68 NON FORMAL EDUCATION (NFE) TEACHERS SALARY PAYMENT ................................................................... 69 TABLE 3.37 NFE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 69 CHART 3.37 NFE TEACHERS SALARY PAYERS FOR 2015/16 ........................................................................... 69 NON FORMAL EDUCATION SCHOOLS ................................................................................................................... 70 TABLE 3.38 NON FORMAL EDUCATION SCHOOLS FOR 2015/16 ...................................................................... 70 CHART 3.38 NON FORMAL EDUCATION SCHOOLS FOR 2015/16 ...................................................................... 70

E. SECONDARY EDUCATION ......................................................................................................... 71

SECONDARY ENROLMENT BY FORM .................................................................................................................... 71 TABLE 3.39 SECONDARY EDUCATION ENROLMENT FOR 2015/16 .................................................................... 71 CHART 3.39 SECONDARY EDUCATION ENROLMENT FOR 2015/16 .................................................................. 72 SECONDARY ENROLMENT BY LOCALITY (URBAN AND RURAL) ........................................................................ 72 TABLE 3.40 ENROLMENT OF SECONDARY EDUCATION BY LOCALITY FOR 2015/16....................................... 72 CHART 3.40 ENROLMENT SECONDARY EDUCATION BY LOCALITY FOR 2015/16 ........................................... 73 SECONDARY ENROLMENT BY OWNERSHIP (GOVERNMENT AND NON-GOVERNMENT) .................................. 73 TABLE 3.41 SECONDARY ENROLMENT BY OWNERSHIP FOR 2015/16 .............................................................. 73 CHART 3.41 SECONDARY ENROLMENT BY OWNERSHIP FOR 2015/16 ............................................................. 74 SECONDARY GROSS ENROLMENT RATE (GER) .................................................................................................. 74 TABLE 3.42 SECONDARY GER FOR THE YEAR 2015/16 ..................................................................................... 74 TABLE 3.42 SECONDARY GER FOR THE YEAR 2015/16 ..................................................................................... 74 SECONDARY NET ENROLMENT RATE (NER) ...................................................................................................... 75 TABLE 3.43 SECONDARY NER FOR THE YEAR 2015/16 .................................................................................... 75 CHART 3.43 SECONDARY NER FOR THE YEAR 2015/16 .................................................................................... 75 GENDER EQUITY IN THE SECONDARY EDUCATION ........................................................................................... 75

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SECONDARY ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ........................................... 76 TABLE 3.44 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS FOR 2015/16 ......................... 76 CHART 3.44 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS FOR 2015/16......................... 76 ENROLMENT OF SECONDARY BY DISTANCE TO SCHOOL AND MODE OF TRANSPORTATION ......................... 77 TABLE 3.45 SECONDARY ENROLMENT BY DISTANCE AND MODE OF TRANSPORTATION FOR 2015/16 ...... 77 CHART 3.45 SECONDARY ENROLMENT BY MODE OF TRANSPORTATION FOR 2015/16 .................................. 78 SECONDARY SCHOOL TEACHERS BY OWNERSHIP .............................................................................................. 78 TABLE 3.46 SECONDARY SCHOOL TEACHERS BY OWNERSHIP FOR 2015/16 .................................................. 78 CHART 3.46 SECONDARY SCHOOL TEACHERS BY OWNERSHIP FOR 2015/16 ................................................. 79 SECONDARY SCHOOL TEACHERS BY LOCALITY .................................................................................................. 79 TABLE 3.47 SECONDARY SCHOOL TEACHERS BY LOCALITY FOR 2015/16 ...................................................... 80 CHART 3.47 SECONDARY SCHOOL TEACHERS BY LOCALITY FOR 2015/16 ..................................................... 80 SECONDARY PUPIL-TEACHER RATIO (PTR) BY OWNERSHIP ........................................................................... 80 TABLE 3.48 SECONDARY EDUCATION PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 ..................... 81 CHART 3.48 SECONDARY EDUCATION PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 ..................... 81 SECONDARY PUPIL-TEACHER RATIO (PTR) BY LOCALITY ............................................................................... 81 TABLE 3.49 SECONDARY EDUCATION PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 ......................... 82 CHART 3.49 SECONDARY EDUCATION PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 ......................... 82 QUALIFIED AND CERTIFIED SECONDARY SCHOOL TEACHERS ......................................................................... 83 TABLE 3.50 SECONDARY SCHOOL QUALIFIED AND CERTIFIED TEACHERS FOR 2015/16 ............................. 83 CHART 3.50 SECONDARY SCHOOL QUALIFIED TEACHERS FOR 2015/16 ......................................................... 84 SECONDARY EDUCATION TEACHERS SALARY PAYMENT .................................................................................. 84 TABLE 3.51 SECONDARY EDUCATION TEACHERS SALARY PAYERS FOR 2015/16.......................................... 85 CHART 3.51 SECONDARY EDUCATION TEACHERS SALARY PAYERS FOR 2015/16 ......................................... 86 SECONDARY EDUCATION SCHOOLS AND CLASSROOMS..................................................................................... 86 SECONDARY EDUCATION SCHOOLS ...................................................................................................................... 86 TABLE 3.52 SECONDARY EDUCATION SCHOOLS BY SHIFT FOR 2015/16 .......................................................... 86 CHART 3.52 SECONDARY EDUCATION SCHOOLS BY SHIFT FOR 2015/16 ......................................................... 87 TABLE 3.53 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP FOR 2015/16 .............................................. 87 CHART 3.53 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP FOR 2015/16 .............................................. 87 SECONDARY SCHOOL CLASSROOMS AND PUPIL CLASSROOM RATIO (PCR)................................................... 88 TABLE 3.54 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ............ 88 CHART 3.54 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ............ 89 SECONDARY SCHOOL TEXTBOOKS ........................................................................................................................ 89 SECONDARY EDUCATION PUPIL TEXTBOOK RATIO (PTBR) ............................................................................. 89 TABLE 3.55 SECONDARY SCHOOLS PTBR FOR 2015/16* .................................................................................. 90 CHART 3.55 SECONDARY SCHOOLS PTBR FOR 2015/16*.................................................................................. 90 SCHOOL FACILITIES AT SECONDARY SCHOOLS .................................................................................................. 90 ACCESS TO WATER AND DRINKABLE WATER INCLUDING SOURCES OF WATER................................................ 91 TABLE 3.56 SECONDARY SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........................ 91 CHART 3.56 SECONDARY WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........................................ 91 EXAMINATION RESULTS OF GRADES 8 AND FORM IV ....................................................................................... 92 I. GRADE 8 EXAM RESULTS FOR 2015/16 ...................................................................................................... 92 TABLE 3.57 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 ........................................... 92 CHART 3.57 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 ........................................... 92 II. FORM IV EXAM RESULTS FOR 2015/16 .......................................................................................................... 93 TABLE 3.58 FORM IV CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 .......................................... 93 CHART 3.58 FORM IV CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 .......................................... 94

F. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) ...................... 95

TVET ENROLMENT ................................................................................................................................................ 95 TABLE 3.59 TVET ENROLMENT TRENDS BY SEX .............................................................................................. 95 CHART 3.59 TVET ENROLMENT TRENDS BY SEX ............................................................................................. 96 TABLE 3.60 TVET ENROLMENT BY REGION, LEVEL AND SEX IN THE YEAR 2015/16 .................................. 96

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TVET TRAINERS (TEACHERS) AND INSTITUTIONS ............................................................................................ 97 TABLE 3.61 TVET INSTITUTIONS AND TRAINERS BY REGION AND SEX IN THE YEAR 2015/16 ................... 97 CHART 3.61 TVET INSTITUTIONS AND TRAINERS BY REGION AND SEX IN THE YEAR 2015/16 .................. 97 TVET GRADUATES ................................................................................................................................................ 98 TABLE 3.60 TVET GRADUATES BY REGION, LEVEL AND SEX IN THE YEAR 2014/15 ................................... 98

G. HIGHER EDUCATION ................................................................................................................. 99

HIGHER EDUCATION ENROLMENTS .................................................................................................................... 99 TABLE 3.63 HIGHER EDUCATION ENROLMENT TRENDS BY SEX ..................................................................... 99 CHART 3.63 HIGHER EDUCATION ENROLMENT TRENDS BY SEX .................................................................... 99 TABLE 3.64 HIGHER EDUCATION ENROLMENT BY INSTITUTION, REGION, DISTRICT AND SEX 2015/16 .. 100 TEACHING STAFF IN HIGHER EDUCATION ....................................................................................................... 101 TABLE 3.65 UNIVERSITIES AND COLLEGE TEACHING STAFF BY INSTITUTION, REGION, DISTRICT, SEX AND

PTR 2015/16 ........................................................................................................................................................ 101

4. ANNEXES ...................................................................................................................................... 103

ANNEX 1: EMIS, ITS USES AND LIFE CYCLE ................................................................................................... 104 ANNEX 2: GLOSSARY ............................................................................................................................................ 106

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ACRONYMS AAGR Annual Average Growth Rate

ABE Alternative Basic Education

AIR Apparent Intake Rate

ASC Annual School Census

BA Bachelors of Art

DEO District Education Officer/Office

DR Dropout Rate

EFA Education For ALL

EMIS Education Management Information System

ESC Education Sector Committee

ESSP Education Sector Strategic Plan

GER Gross Enrolment Ratio

GIR Gross Intake Rate

GG Gender Gap

GPI Gender Parity Index

IQS Integrated Quranic School

ISCED International Standard Classification of Education

M&E Monitoring and Evaluation

MA Masters of Art

MDG Millennium Development Goal

MOE Ministry of Education

MOEHE Ministry of Education and Higher Education

NER Net Enrolment Ratio

NGO Non-Governmental Organization

NIR Net Intake Rate

PCR Pupil Classroom Ratio

PESS Population Estimation Survey of Somalia

PPE Pre-Primary Education

PLEMIS Puntland Education Management Information System

PR Promotion Rate

PTbR Pupil Textbook Ratio

PTR Pupil Teacher Ratio

REO Regional Education Officer/Office

RR Repetition Rate

SDG Sustainable Development Goal

TWG Technical Working Group

UNICEF United Nations Children’s Fund

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UNDP United Nations Development Programme

UNESCO United Nations Educational, Scientific Cultural Organization

UNFPA United Nations Population Fund

UPE Universal Primary Education

INTRODUCTION Puntland Education Statistics Yearbook 2015/16

1

1. INTRODUCTION

1.1 About EMIS Data

This is the 2015/16 Education Statistics Annual Yearbook of Puntland in which annual

education data has been collected, processed and analyzed by the Ministry of Education

and Higher Education (MOEHE) for the fourth time.

The first data collection tools or questionnaires were updated since the year 2013/14 by

the Puntland Ministry of Education and Higher Education, EMIS Unit. In the year

2015/16, the already updated questionnaires were sent to schools for data collection

through the Regional Education Officers (REOs) and the District Education Officers

(DEOs). The completed questionnaires data were collected from the schools by the DEOs

who checked the quality of the completed data and submitted to the REOs and then to the

EMIS unit of Ministry of Education and Higher Education by checking the quality of the

completed questionnaires. The Ministry of Education and Higher Education, EMIS unit

encoded the census data into the Pineapple software, verified it and generated all the

available reports. It is only the formal primary, Integrated Quranic Schools (IQS),

Alternative Basic Education (ABE), Secondary education and Non Formal Education data

that have been captured by the Pineapple software. The Technical and Vocational

Education and Training as well as Higher education data have been separately processed

on the MS Excel workbook.

The publication covers 2015/16 EMIS data/information and is a complete school census of

Primary Education including Integrated Quranic Schools, Alternative Basic Education,

Non-Formal Education, Secondary Education, Technical and Vocational Education and

Training as well as Higher education. The main sources of data for the computation of

educational indicators and this analysis are the 2015/16 Annual School Census or

questionnaires and also the school age population of UNDP 2005 projected data. While

processing the collected data of the year 2015/16 ASCs, the software was unable to process


2

classrooms data at all levels and some textbooks data at the secondary level and hence we

have used the 2013/14 data for this analysis. UNDP 2005 projected data has also been

used as the sources of school age population data in Puntland for the analysis of yearbooks

2011/12, 2012/13, 2013/14, 2014/15 and 2015/16 especially at the national level. Of course

the UNDP 2005 projected population data has its own limitations as it is not

comprehensive especially to compute educational indicators that need single age

population and no details of school age population at regional and district levels plus it is

too old for the current analysis.

The previous census questionnaires which were more than 20 pages for each primary and

secondary schools have been well modified and shortened since 2013/14 without limitation

to the very important data elements but the pineapple software has not been customized

on time accordingly. This has resulted in some data elements like classrooms, sanitation,

child protection, borders, etc. that has been captured by the modified new survey couldn’t

be processed into the existing pineapple software. Most of the data elements that have

been collected by the census questionnaires have been encoded into the existing Pineapple

software.

This publication contains analytical summaries of enrolment, teachers, schools,

classrooms, basic educational indicators, learning materials and other facilities as well as

examination results of grades 8 and 12. The data are further disaggregated by region,

gender, school type (Primary including IQS, ABE, NFE, Secondary), locality (urban vs.

rural), authority (Government vs. Non-government), etc.

Educational indicators and detailed analysis of basic indicators that are most important

for the education system and available in the pineapple software are presented in this

publication. This analysis on students, teachers, schools, teaching learning materials and

facilities is believed to be used for educational planners, decision makers, development

partners and educational researchers for further assessment and produce conclusions.


3

1.2 History of Puntland EMIS

The Puntland EMIS Unit was established as one of the units in the department of Policy

and Planning, Ministry of Education and Higher Education. Data and Statistics section

was the first to manage EMIS data until it was transformed into EMIS unit in the early

2011. Since 2011, the EMIS unit in the department of Policy and Planning has been

managing and administering data collection, storage, processing, analyzing, utilization

and distribution of education information to planners, decision makers, educational

researchers, development partners and other stakeholders.

D/G


1.3 Organogram of EMIS Unit in the Ministry of Education and Higher Education

Figure 1.1 Organogram of EMIS in the MOEHE

Minister

Human

Resource

Formal

Education

Quality

Assurance

Non Formal

Education

Examin-

ation

Vice Minister

Director General

Admin &

Finance

EMIS

Policy &

Planning

Projects

TVET &

TTU

Higher Education


5

1.4 Structure of the Puntland Education Ladder

Figure 1.2 Structure of Puntland Education Ladder

Year Age

19

Technical and

Vocational

Education and

Training

24

18 23

17 22

16

University

/College/

education

In-service

teacher

training

21

15 Pre-service

teacher

training

20

14 19

13 18

12

Secondary Education

Form 1 (F1) to Form 4 (F4)

Technical Secondary

Education

17

11 16

10 15

9 14

8

Primary Education incl. IQS and ABE

Formal Primary: P1 to P8

Integrated Quranic Schools (IQS): P1 to P8

Alternative Basic Education(ABE): L1 to L4

13

7 12

6 11

5 10

4 9

3 8

2 7

1 6

0

Early Childhood Education (ECE)

Formal pre-primary

Quranic Schools (QS)

SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16

6

2. SUMMARY OF EDUCATION

DATA


2.1 Summary of Basic Educational Indicators

Table 2.1 Trends of Basic Educational Indicators

No Educational Indicators 2011/12 2012/13 2013/14 2014/15 2015/16 *AAGR

1 Access and Coverage Indicators

1.1 Primary (incl. IQS & ABE) Grade 1 Gross Intake Rate (GIR) 152.1 146.3 147.8 -1.4

1.1.1 Male 154.5 148.4 146.4 -2.7

1.1.2 Female 149.3 143.7 149.5 0.1

1.2 Primary (incl. IQS & ABE) Grade 1 Net Intake (NIR) 45.0 47.2 45.1 0.1

1.2.1 Male 45.1 48.6 45.8 0.7

1.2.2 Female 44.9 45.5 44.3 -0.6

1.3 Primary (incl. IQS & ABE) Gross Enrolment Rate 41.0 46.8 55.6 55.4 57.9 9.0

1.3.1 Male 46.0 52.0 62.0 62.1 63.8 8.5

1.3.2 Female 37.0 41.7 49.0 48.8 51.8 8.8

1.4 Primary (incl. IQS & ABE) Net Enrolment Rate 37.0 37.5 47.8 45.5 46.8 6.1

1.4.1 Male 41.0 41.3 52.7 50.6 51.6 5.9

1.4.2 Female 33 33.8 42.9 40.3 42.0 6.2

1.5 Secondary Gross Enrolment Rate 9.4 12.6 14.0 14.7 16.1

1.5.1 Male 11.2 16.3 17.6 18.1 17.4

1.5.2 Female 7.4 8.8 10.1 11.1 14.4

1.6 Secondary Net Enrolment Rate 5.5 8.2 8.4 9.2 18.9

1.6.1 Male 6.5 10.1 10.2 11.0 19.3

1.6.2 Female 4.4 6.1 6.5 7.3 18.6

1.7 Enrolment in Non-Formal Education (NFE) 14,444 15,663 15,097 8.4

1.7.1 Male 2,690 3,582 3,140 33.2

1.7.2 Female 11,754 12,081 11,957 2.8

1.8 Enrollment in TVET 4,213 3,637 2,828 -12.6

1.8.1 Male 1,233 1,239 932 -8.9

1.8.2 Female 3,017 2,398 1,896 -14.3

1.9 Enrolment in Higher education 9,841 10,688 11,554 52.7

1.9.1 Male 6,013 6,502 6,903 50.3

1.9.2 Female 3,828 4,186 4,651 56.6



2 Quality Indicators

2.1.1 Percentage of primary incl. IQS qualified teachers

62.1 62.6 59.9 -1.8

2.1.2 Percentage of secondary qualified teachers

22.0 35.6 34.8 25.7

2.2.1 Percentage of primary incl. IQS certified teachers

27.1 42.1 51.6 37.9

2.2.2 Percentage of secondary certified teachers

61.2 72.0 76.8 12.0

2.3 Primary Pupil-Textbook Ratio [Mathematics] 4:1 7:1 7:4 32.6

2.4 Secondary Pupil-Textbook Ratio [Mathematics] 17:1 19:1 21:1 11.1

2.5 Primary Pupil-Teacher Ratio 33.0 32.6 34.6 2.3

2.6 Secondary Pupil-Teacher Ratio 26.4 26.0 26.7 0.6

2.7 Primary Pupil-Classroom Ratio 40.0 41.0 39.2 -1.0

2.8 Secondary Pupil-Classroom Ratio 38.4 43.6 47.4 11.1

3 Efficiency Indicators

3.1 Primary (incl. IQS) Grade 1 dropout rate 20.0 11.1 23.3 14.3 -10.5

3.1.1. Male 24.0 9.1 23.9 15.9 -12.8

3.1.2 Female -4.0 13.3 22.7 12.3 -245.5

3.2 Primary (incl. IQS) dropout rate 2.3 16.0 9.4 101.7

3.2.1 Male 1.1 14.6 9.5 194.3

3.2.2. Female 3.9 17.9 9.1 53.1

3.3 Primary (incl. IQS) repetition rate 3.5 1.0 1.0 -46.8

3.3.1 Male 3.2 1.1 0.9 -45.7

3.3.2 Female 3.8 1.0 1.1 -47.4

3.4 Primary (incl. IQS) promotion rate 94.2 82.9 89.6 -2.4

3.4.1 Male 95.7 84.4 89.5 -3.3

3.4.2 Female 92.3 81.0 89.8 -1.4

3.5 Primary (incl. IQS) Survival rate to Grade 5 54.6 56.0 56.0 1.3

3.5.1 Male 56.2 57.4 57.8 1.5

3.5.2 Female 52.6 54.2 53.8 1.2


*AAGR is Annual Average Growth Rate, and more commonly known as the Compound Annual Growth Rate that shows an average value for the annual

rate of change over a period of time (typically several years) allowing for the compound effect of growth.

Table 2.1 above shows the basic educational indicators of Puntland education data/information over the last five years.

Particularly access, coverage, quality, internal efficiency and gender equity indicators and their four years trends are shown

for quick reference. Since it is not possible to get five years completed data/information for all of the above basic indicators,

some indicators have four years and others have only three years data/information.


4 Gender Equity Indicators

4.1 GPI (Gender Parity Index) using GER

4.1.1 Primary (incl. IQS & ABE) 0.8 0.8 0.79 0.79 0.81 0.4

4.1.2 Secondary 0.66 0.54 0.57 0.61 -2.5

4.2 GG (Gender Gap)

4.2.1 Primary (incl. IQS & ABE) 9 10.3 13.0 13.3 12.0 7.4

4.2.2 Secondary 3.8 7.5 7.5 7.0 22.8

4.3 Percentage of female students

4.3.1 Primary (incl. IQS) 43.5 43.8 43.8 43.6 44.3 0.5

4.3.2 Secondary 38 33.5 34.8 36.3 -1.5

4.4 Percentage of female teachers

4.4.1 Primary (incl. IQS) 12.3 11.3 13.0 13.8 13.9 2.9

4.4.2 Secondary 2.3 2.7 3.5 3.4 13.9

http://ec.europa.eu/eurostat/statistics-explained/index.php/Glossary:Average


Enrolment Trends

Table 2.2 Enrolment Trends over the last five years

School Type 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Primary Incl. IQS 56,938 43,765 100,703 59,553 46,425 105,978 70,903 55,250 126,153 73,014 56,397 129,411 77179 61,472 138,651 7.9 8.9 8.3

ABE 3,694 3,510 7,204 1,395 2,122 3,517 4,048 3,620 7,668 4,212 3,902 8,114 4,631 4,545 9,176 5.8 6.7 6.2

NFE 2,690 11,754 14,444 3,582 12,081 15,663 3,140 11,957 15,097 8.0 0.9 2.2

Secondary 7,948 4,862 12,810 11,843 5,953 17,796 13,193 7,055 20,248 14,004 7,984 21,988 8.7 15.8 11.2

TVET 1,233 3,017 4,213 1,239 2,398 3,637 932 1,896 2,828 -8.9 -14.3 -12.6

Higher Education 6,013 3,828 9,841 6,502 4,186 10,688 6,903 4,651 11,554 50.3 56.6 52.7

Total 60,632 47,275 107,907 68,896 53,409 122,305 96,730 83,422 180,115 94,001 79,435 187,761 106,789 92,514 199,303 13.0 16.1 14.4

Chart 2.1 Enrolment Trends over the last five years

100,703 105,978

126,153 129,411 138,651

7,204 3,517 7,668 8,114 9,176 0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

2011/12 2012/13 2013/14 2014/15 2015/16

Primary Incl. IQS ABE NFE Secondary TVET Higher Education

Table 2.2 and chart 2.1 above show that enrolment has increased over the last five years in the formal primary including

Integrated Quranic Schools (IQS) and also in the ABE schools with an annual average growth rate of 8.3% and 6.2%

respectively. It can also be observed that enrolment of secondary education has shown an increase over the last four years

with average annual growth rate of 11.2% and also Non Formal Education has increased with average annual growth rate of


2.2% for the last three years. The rate of growth for formal primary including IQS and Alternative Basic Education (ABE)

shows a slight increase but a significant increase has been recorded for secondary enrolment. The rate of growth of Non-

Formal Education (NFE) shows insignificant increase in the last three years and this might be because most NFE schools

have been transformed into formal institutions. The high increase in the secondary enrolment growth might be because more

secondary school students are getting more access to secondary education. It can also be noted that the average annual

growth rate of female students is greater than male students in the secondary education and this indicates that more girls

are joining to the secondary education system than boys. But the rate of growth of primary including IQS enrolment is very

slow and needs some sort of enhancement for a better growth of enrolment.

2.3 Teachers Trends

Table 2.3 Teachers Trends over the last four years

School Type 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Primary Incl. IQS 2,763 350 3,113 3,328 498 3,826 3,424 546 3,970 3,452 560 4,012 7.7 17.0 8.8

ABE 63 30 93 95 29 124 112 33 145 114 41 155 21.9 11.0 18.6

NFE 184 205 389 248 229 477 215 215 430 8.1 2.4 5.1

Secondary 513 12 525 655 18 673 752 27 779 795 28 823 10.2 24.7 10.6

TVET 72 50 122 74 64 138 81 55 136

Higher Education 535 36 571 672 60 732 879 90 969

Total 0 0 0 3,339 392 3,731 4,869 836 5,705 5,282 959 6,241 5,626 989 6,525 11.1 29.1 13.3

Table 2.3 above and chart 2.2 below show that numbers of teachers have been increasing over the last four years in the

formal primary including Integrated Quranic Schools (IQS), ABE and secondary schools. The increase is with an average

annual growth rate of 8.8% for formal primary including IQS, 18.6% for ABE and 10.6% for secondary education. It can also

be noted that the average annual growth rate of female teachers is greater than male teachers in the primary including IQS

and secondary education but the reverse is true in the ABE and NFE levels. Generally, the number of teachers in primary


including IQS, ABE and secondary education is growing progressively for the last four years. It can also be noted that the

number of teachers in NFE is increased slightly at a growth rate of 5.1% for the last three years but less than those of

primary including IQS, ABE and Secondary.

Chart 2.2 Teachers Trends over the last four years

3,113

3,826 3,970 4,012

93 124 145 155 0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

4,500

2011/12 2012/13 2013/14 2014/15 2015/16


2.4 Schools Trends

Table 2.4 Schools Trends over the last five years

School Type Schools

AAGR 2011/12 2012/13 2013/14 2014/15 2015/16

Primary Incl. IQS 486 508 570 605 617 6.1

ABE 51 23 58 64 67 7.1

NFE 108 124 113 2.3

Secondary 51 63 75 78 15.2

TVET 16 20 20

Higher Education 10 13 13

Total 537 582 825 901 908 13.0


Table 2.4 above and chart 2.3 below show that numbers of schools have been increasing over the last five years in the formal

primary including Integrated Quranic Schools (IQS) and ABE centers. The numbers of secondary schools have also shown

increase over the last four years. The numbers of NFE centers have shown increase from 2013/14 to 2014/15 but with some

insignificant decrease from 2014/15 to 2015/16. The rates of growth of schools are 6.1% for primary including IQS, 7.1% for

ABE, 2.3% for NFE and 15.2% for secondary schools.

Chart 2.3 Schools Trends over the last five years

486 508 570 605 617

108 124 113

0

100

200

300

400

500

600

700

2011/12 2012/13 2013/14 2014/15 2015/16

Schools


2.5 Classrooms Trends

Table 2.5 Classrooms Trends over the last four years

School Type

Classrooms

AAGR 2011/12 2012/13 2013/14 2014/15 2015/16

Primary Incl. IQS 5,330 3,155 3,155 3,155 -16.0

ABE

NFE

Secondary 530 464 464 464 -4.3

Total 0 5,860 3,619 3,619 3,619 -14.8


Table 2.5 above and chart 2.4 below show the numbers of classrooms are inconsistent over the last four years in the formal

primary including IQS and Secondary schools. It can also be observed that the average annual growth rate of formal primary

including IQS and secondary classrooms is -16.0% and -4.3% respectively which is not logical. But indirectly, as the number

of schools is increasing so is the number of classrooms and thus it is clear that the data on the numbers of classrooms is

unreliable and should be verified carefully.

Chart 2.4 Classrooms Trends over the last four years

Chart 2.4 above shows that the graph of primary including IQS classrooms is showing a decreasing pattern and this indicates

that there was inconsistency in reporting of primary including IQS classrooms data for the last three years and should be

given a special attention for the next consecutive years. When we examine the graph carefully, it seems that the primary

including IQS classrooms data was over-reported in the year 2012/13 and no accurate records of classrooms afterwards.

5,330

3,155 3,155 3,155

530 464 464 464 0

1,000

2,000

3,000

4,000

5,000

6,000

2011/12 2012/13 2013/14 2014/15 2015/16

Classrooms

Primary Incl. IQS ABE NFE Secondary


2.6 Pupil Teacher Ratio (PTR) Trends

Table 2.6 Pupil Teacher Ratio (PTR) Trends over the last four years

School Type PTR

AAGR 2011/12 2012/13 2013/14 2014/15 2015/16

Primary Incl. IQS 34 33 33 35 0.5

ABE 38 62 56 59 16.1

NFE 37 33 35 -2.8

Secondary 24 26 26 27 3.1

TVET 35

Higher Education 17

Total 33 29 32 34 1.3

Chart 2.5 Pupil Teacher Ratio (PTR) Trends over the last four years

34 33 33 35 38

62 56

59

0

10

20

30

40

50

60

70

2011/12 2012/13 2013/14 2014/15 2015/16

PTR


Table 2.6 and chart 2.5 above show that Pupil Teacher Ratio (PTR) is gradually decreasing from 37.0 in 2013/14 to 35.0 in

2015/16 for NFE and this indicates that the numbers of students that are being taught by a single teacher is decreasing and

have good impact on the quality of education. But the reverse trend applies to formal primary including IQS, ABE and

secondary education in which there is increasing from 34.0 in 2012/13 to 35.0 in 2015/16 for formal primary including IQS,


from 38.0 in 2012/13 to 59.0 in 2015/16 for ABE and from 24.0 in 2012/13 to 27.0 in 2015/16 for secondary education. More

teachers are needed in Primary including IQS, ABE and Secondary to decrease PTR.

2.7 Pupil Classroom Ratio (PCR) Trends

Table 2.7 Pupil Classroom Ratio (PCR) Trends over the last four years

School Type PCR

AAGR 2011/12 2012/13 2013/14 2014/15 2015/16

Primary Incl. IQS 20 40 41 44 30.3

ABE

NFE

Secondary 24 38 44 47 25.2

TVET

Higher Education

Total 21 46 48 51 34.8

Chart 2.6 Pupil Classroom Ratio (PCR) Trends over the last four years

20

40 41 44

0

10

20

30

40

50

2011/12 2012/13 2013/14 2014/15 2015/16

PCR


Table 2.7 and chart 2.6 above show that Pupil Classroom Ratio (PCR) for formal primary including IQS is gradually

increasing from 20.0 in 2012/13 to 44.0 in 2015/16. The same trend applies to Secondary education in which it increased from


24.0 in 2012/13 to 47.0 in 2015/16. The increase is with an average annual growth rate of 30.3% for formal primary including

IQS and 25.2% for secondary. But this overall increase of PCR in both primary including IQS and also secondary education

might be the effect of the inconsistency of the classrooms data. PCR can be affected by both under and over reported of

enrolment and classrooms data.

2.8 Primary Gross Enrolment Rate (GER) Trends

Table 2.8 Primary Gross Enrolment Rate (GER) Trends over the last five years

Year Boys Girls Total

2011/12 46.0 37.0 41.0

2012/13 52.0 41.7 46.8

2013/14 62.0 49.0 55.6

2014/15 62.1 48.8 55.4

2015/16 63.8 51.8 57.9

AAGR 8.5 8.8 9.0

Chart 2.7 Primary Gross Enrolment Rate (GER) Trends over the last five years

41.0 46.8

55.6 55.4 57.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

2011/12 2012/13 2013/14 2014/15 2015/16

Primary GER

Boys Girls Total


Table 2.8 and chart 2.7 above show that the primary education Gross Enrolment Ratio (GER) has shown an increase from

41.0 in 2011/12 to 57.9 in 2015/16. It can also be observed that the GER of boys is greater than the GER of girls over the last

five years. The annual average growth rate (AAGR) of the UNDP 2005 projected school age population is 3.0% and that of the

primary education including IQS and ABE enrolment is 7.8% for the last five years. It can be seen that the primary including

IQS and ABE annual average growth rate of enrolment (7.8%) is greater than the rate of the school age population (3.0%) and

hence the difference between the two, i.e. 4.8% is good, but should be higher than this to reach a GER of 100% within very

few number of years. Therefore the trend generally shows that even though there is a steady progress on the enrolment of the

primary education, the GER is still not very good indicates that there is much more to be done on increasing the enrolment of

primary education students to increase its coverage. To improve the GER of the primary education, there is a need of

increasing primary enrolment with better annual average growth rate.

2.9 Secondary Gross Enrolment Rate (GER) Trends

Table 2.9 Secondary Gross Enrolment Rate (GER) Trends over the last four years

Year Boys Girls Total

2012/13 11.20 7.40 9.40

2013/14 16.25 8.77 12.64

2014/15 17.58 10.09 13.97

2015/16 18.12 11.09 14.73

AAGR 17.4 14.4 16.1

Table 2.9 above and chart 2.8 below show secondary education Gross Enrolment Ratio (GER) has been increasing for

secondary schools over the last four years. It has shown an increasing trend in the GER of both boys and girls. The annual

average growth rate (AAGR) of the UNDP 2005 projected school age population is 3.0% and that of the secondary education

enrolment is 16.1% for the last four years. Generally, it can be seen that growth rate of enrolment is much higher than the


growth rate of school age population and this indicates that there is a high progress on coverage of secondary education

system.

Chart 2.8 Secondary Gross Enrolment Rate (GER) Trends over the last three years

9.4

12.6 14.0 14.73

0.0

5.0

10.0

15.0

20.0

2012/13 2013/14 2014/15 2015/16

Secondary GER

Boys Girls Total

2.10 Primary and Secondary Gender Parity Index (GPI) Trends

Table 2.10 Primary and Secondary Gender Parity Index (GPI) Trends over the last five years

Table 2.10 above and chart 2.9 below show the primary education GPI (Gender Parity Index) is gradually increasing from

0.80 in 2011/12 to 0.81 in 2015/16 with an average annual growth rate of 0.24 and the and secondary GPI has shown

significant decrease from 2012/13 to 2013/14 and then some increase in the year 2014/15 and 2015/16. In both cases GPI is

Year Primary GPI Secondary GPI

2011/12 0.80 -

2012/13 0.80 0.66

2013/14 0.79 0.54

2014/15 0.79 0.57

2015/16 0.81 0.61

AAGR 0.24 -2.5


less than 1.00 indicates that the system is favoring more boys than girls. Therefore the equity of both primary and secondary

education needs to be more improved to increase GPI and then towards to 1.00. It can be observed that the GPI in primary

education is better than the GPI in the secondary education.

Chart 2.9 Primary and Secondary Gender Parity Index (GPI) Trends over the last four years

2.11 Primary and Secondary Qualified Teachers Trends

Table 2.11 Primary and Secondary % of Qualified Teachers Trends over the last three years

Qualified teachers 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR

Primary including IQS 62.1 62.6 59.9 -1.8

Secondary Education 22.0 35.6 34.8 25.7

Table 2.11 above and chart 2.10 below show the percentage of qualified teachers in the primary including IQS and secondary

education. The percentage of qualified primary including IQS teachers has shown an insignificant increase from 2013/14 to

2014/15 but with some insignificant decrease is reported in the year 2015/16. It can also be noted that there is a significant

0.8 0.8 0.79 0.79 0.81

0.66

0.54 0.57 0.61

0

0.2

0.4

0.6

0.8

1

2011/12 2012/13 2013/14 2014/15 2015/16

Primary GPI Secondary GPI


increase of qualified teachers in the secondary education from 2013/14 to 2014/15 but insignificant decrease in the year

2015/16. The percentage of qualified secondary education teachers has shown significant increase from 2012/13 to 2015/16

but still this percentage is very small and hence there is a greater need to train more of the existing and newly recruited

secondary education teachers in the subsequent years.

Chart 2.10 Primary and Secondary % of Qualified Teachers Trends over the last three years

62.1 62.6 59.9

22.0

35.6 34.8

0

10

20

30

40

50

60

70

2011/12 2012/13 2013/14 2014/15 2015/16

Primary including IQS Secondary Education

ANALYSIS Puntland Education Statistics Yearbook 2015/16

22

3. ANALYSIS OF EDUCATION

INDICATORS


23

A. PRE-PRIMARY EDUCATION (PPE)

Pre-primary education is defined as the initial stage of organized instruction, designed

primarily to introduce very young children to a school-type environment, that is, to

provide a bridge between home and a school-based atmosphere and to develop their

cognitive, physical, social and emotional skills (UNESCO ISCED). It is designed for

children from age 3 to the start of primary education i.e. ages 3-5 for Puntland as its

start of primary education is at age of 6. The pre-primary education is also called

kindergarten, Montessori, etc. by different educational policy makers and

educationalists.

There are several reasons that emphasize the need of pre-primary education. Some tips

of educational researches about the importance of pre-primary education are:

Pre-primary education prepares a sound base for primary education thus

reducing dropouts wastage and stagnation in primary education (Sexena, 1971;

Deenamal, 1978; UNESCO, 1974)

Creativity peaks during the pre-primary education years (Torrance, 1963; Singh,

1989) and that creative abilities not nurtured that time can become more difficult

to express later.

The higher an African country’s pre-primary enrolment ratio, the higher its

primary school completion rate and the lower its primary school repetition rate

(Mingat and Jaramillo 2003, Arnold 2004).

The impact of early childhood care and education is stronger for children from

poor families in terms of lower dropout and repetition rates than those for more

advantaged children (Arnold, 2004).

Like in other African countries, pre-primary education especially kindergartens in

Puntland are predominantly operated by non-governmental institutions and

communities. But still the Ministry of Education and Higher Education didn’t start

collecting pre-primary education data so that the accessibility and coverage of

preprimary education is not part of this publication. The MOEHE EMIS unit and

education development partners should give attention and should be organized and

mobilized to collect, process, analyze and utilize the pre-primary education data.


24

B. PRIMARY EDUCATION

Primary education is vital to development and the foundation for later on education

and economic growth. In Puntland, primary education is from grades/classes 1-8

divided into two as lower primary (primary 1-4) and upper primary (primary 5-8). In

this yearbook, Integrated Quranic Schools (IQS) data is analyzed as part of formal

primary education and this is because formal primary and IQS use the same

curriculum, teachers and textbooks except that additional Quranic subject is taught in

the IQS. But Alternative Basic Education (ABE) uses its own curriculum and textbooks

plus may also use other non-formal teachers. Therefore, eventhough Alternative Basic

Education (ABE) is a complementary to primary education; it has been analyzed

separately except in the cases of access and coverage indicators in which it has been

analyzed together with formal primary including IQS.

Formal Primary including IQS Enrolment (Upper and Lower Primary)

Primary education including IQS enrolment is the number of pupils of classes 1-8 of

formal primary and levels I-V of IQS who are registered in the schools at the beginning

of the school year.

Table 3.1 Formal Primary including IQS enrolment (Upper and Lower) (2015/16)

Region Class 1-4 Class 5-8 Class 1-8 % of Lower

Enroll Male Female Total Male Female Total Male Female Total

Ayn 2,336 1,874 4,210 699 604 1,303 3,035 2,478 5,513 76.4

Bari 12,328 10,191 22,519 6,608 4,703 11,311 18,936 14,894 33,830 66.6

Gardafuu 1,523 937 2,460 446 246 692 1,969 1,183 3,152 78.0

Hayland 1,865 1,544 3,409 908 629 1,537 2,773 2,173 4,946 68.9

Karkar 5,542 4,687 10,229 2,552 2,038 4,590 8,094 6,725 14,819 69.0

Mudug 7,477 6,379 13,856 5,627 4,482 10,109 13,104 10,861 23,965 57.8

Nugal 9,334 7,744 17,078 5,060 3,795 8,855 14,394 11,539 25,933 65.9

Sanag 4,131 3,429 7,560 1,448 1,007 2,455 5,579 4,436 10,015 75.5

Sool 5,852 4,899 10,751 3,443 2,284 5,727 9,295 7,183 16,478 65.2

Total 50,388 41,684 92,072 26,791 19,788 46,579 77,179 61,472 138,651 66.4

Table 3.1 above shows the share of lower primary enrolment from the total primary

including IQS enrolment is 66.4% and the share of upper primary from the total

enrolment is 33.6%. Regionally, the percentage of lower primary enrolment is the

highest in the Gardafuu region (78.0%) followed by Ayn region (76.4%) and the lowest

in the Mudug region (57.8%) followed by Sool region (65.2%) of its total enrolment.


25

Chart 3.1 Formal Primary including IQS enrolment by Level (2015/16)

Figure 3.1 above shows that a total of 92,072 students are enrolled in the lower

primary and a total of 46,579 students are enrolled in the upper primary schools in the

year 2015/16. The percentage of girls in the lower primary enrolment is 45.2% and

girls’ percentage in the upper primary is 42.5% indicates that the participation of girls

is lower in the upper primary. In general, the percentage of girls in both lower and

upper primary is 44.3% indicates that the participation of girls in the primary

education including IQS is lower than boys.

Enrolment by Locality (Urban and Rural)

Table 3.2 below shows the share of urban enrolment from the total formal primary

including IQS enrolment is 58.6% and its share of rural enrolment is 41.4%. Regionally,

urban enrolment is highest in the Bari region (77.7%) followed by Karkar region

(66.3%) and lowest in the Hayland region (32.6%) followed by Gardafuu region (40.1%).

On the other hand, it indicates that the total rural enrolment is highest in the Nugal

region and lowest in the Gardafuu region. Generally, this might indicate that higher

percentage of Puntland primary schools including IQS are populated in the urban

areas.


26

Table 3.2 Urban and Rural Enrolment of Primary incl. IQS education (2015/16)

Region Urban Rural Total % of

Urban Male Female Total Male Female Total Male Female Total

Ayn 1,425 1,296 2,721 1,610 1,182 2,792 3,035 2,478 5,513 49.4

Bari 14,647 11,637 26,284 4,289 3,257 7,546 18,936 14,894 33,830 77.7

Gardafuu 784 481 1,265 1,185 702 1,887 1,969 1,183 3,152 40.1

Hayland 908 705 1,613 1,865 1,468 3,333 2,773 2,173 4,946 32.6

Karkar 5,339 4,479 9,818 2,755 2,246 5,001 8,094 6,725 14,819 66.3

Mudug 8,594 7,084 15,678 4,510 3,777 8,287 13,104 10,861 23,965 65.4

Nugal 5,834 4,968 10,802 8,560 6,571 15,131 14,394 11,539 25,933 41.7

Sanag 3,175 2,559 5,734 2,404 1,877 4,281 5,579 4,436 10,015 57.3

Sool 4,196 3,112 7,308 5,099 4,071 9,170 9,295 7,183 16,478 44.4

Total 44,902 36,321 81,223 32,277 25,151 57,428 77,179 61,472 138,651 58.6

Chart 3.2 Urban and Rural Enrolment of Primary incl. IQS education (2015/16)

Chart 3.2 above shows that a total of 81,223 primary including IQS students are

enrolled in the urban areas and a total of 57,428 primary including IQS students are

enrolled in the rural areas in the year 2015/16. The percentage of girls in the urban

primary including IQS is 44.7% and their percentage in the rural areas is 43.8%

indicates that there is no significant difference on the percentage of girls’ enrolment in

the urban and rural areas but a little bit better in the urban areas of primary including

IQS education.

Enrolment by Authority (Government and Non-government)

Table 3.3 below shows the share of government managed (MoEHE) enrolment from the

total primary including IQS enrolment is 56.3% and the share of non-government


27

managed (community, NGOs and private) enrolment is 43.7%. Regionally, percentage

of government enrolment of primary including IQS education is the highest in Hayland,

Gardafuu and Sool regions and the lowest is in the Sanag region (36.5%) followed by

Mudug region (40.0%). On the other hand, there is large number of non-government

managed enrolment in the Bari, Mudug and Nugal regions.

Table 3.3 Primary incl. IQS enrolment by Ownership (2015/16)

Region Government Non-government Total % of

Gov't Male Female Total Male Female Total Male Female Total

Ayn 1,767 1,229 2,996 1,268 1,249 2,517 3,035 2,478 5,513 54.3

Bari 10,103 7,929 18,032 8,833 6,965 15,798 18,936 14,894 33,830 53.3

Gardafuu 1,439 928 2,367 530 255 785 1,969 1,183 3,152 75.1

Hayland 2,379 1,865 4,244 394 308 702 2,773 2,173 4,946 85.8

Karkar 4,949 4,063 9,012 3,145 2,662 5,807 8,094 6,725 14,819 60.8

Mudug 5,255 4,337 9,592 7,849 6,524 14,373 13,104 10,861 23,965 40.0

Nugal 8,994 6,893 15,887 5,400 4,646 10,046 14,394 11,539 25,933 61.3

Sanag 2,104 1,553 3,657 3,475 2,883 6,358 5,579 4,436 10,015 36.5

Sool 6,826 5,394 12,220 2,469 1,789 4,258 9,295 7,183 16,478 74.2

Total 43,816 34,191 78,007 33,363 27,281 60,644 77,179 61,472 138,651 56.3

Chart 3.3 below shows that a total of 78,007 primary including IQS students are

enrolled in the government managed and a total of 60,644 are enrolled in the non-

government managed primary including IQS education system in the year 2015/16. The

percentage of girls in the government managed primary including IQS is 43.8% and

their percentage in the non-government managed primary including IQS schools is

45.0% indicates that there is no significant difference between the percentage of girls’

in the government and non-government ownership schools but a little bit better in the

non-government managed primary including IQS schools. This shows that girls’

participation is lower than boys’ participation both in the government and non-

government managed primary including IQS schools. Thus, there is no big difference

between girls’ choice of non-government managed primary schools and government

managed ones. Therefore both government and non-government managed primary

including IQS need improvements to balance gender equity.


28

Chart 3.3 Primary incl. IQS enrolment by Ownership (2015/16)

Access (Admission) to Primary Education

In education, the term access typically refers to the ways in which educational

institutions and policies ensure - or at least strive to ensure - that students have equal

and equitable opportunities to take full advantage of their education. Increasing

access generally requires schools to provide additional services or remove any actual or

potential barriers that might prevent some students from equitable participation.

Factors such as race, religion, gender, sexual orientation, disability, perceived

intellectual ability, past academic performance, special education status, family income

or educational attainment levels - in addition to factors such as relative community

affluence, geographical location, or school facilities - may contribute to certain students

having less “access” to educational opportunities than other students (source: The

Glossary of Education Reform).

Gross Intake Rate (GIR) and Net Intake Rate (NIR)

Gross Intake Rate (GIR) and Net Intake Rate (NIR) are measures of education access

(admission) of a nation to primary education. For the analysis of GIR and NIR for

primary education, we have used formal primary, Integrated Quranic School (IQS) and

Alternative Basic Education (ABE) as all show access (admission) to primary education.


29

Computation and interpretation of Apparent Intake Rate and Net Intake Rate have

been used for the third time in Puntland education system as an indicator of access

(admission to class 1/level1) of primary education. And also due to lack of school age

population data at the regional and lower levels, there is no disaggregation of intake

rates at regional and district levels.

Gross Intake Rate (GIR)

Gross Intake Rate (GIR) sometimes also called Apparent Intake Rate (AIR) is the

percentage of new entrants (irrespective of age) in the first class of primary (grade 1 or

level 1), out of the total number of children of the official primary admission age (age 6

for Puntland) in a given school year. Apparent Intake rate shows how the education

system is accessible to admit all new entrants of official aged, over aged and under aged

children. GIR or AIR can be higher than 100% as it considers over aged and under aged

children of class 1/level 1.

Table 3.4 Gross Intake Rate (GIR) for the year 2015/16

AIR Boys Girls Total

New entrants to Grade 1/Level 1 17,534 15,073 32,607

School age population (6 years) 11,980 10,081 22,061

Apparent Intake Rate (AIR) in % 146.4 149.5 147.8

Chart 3.4 Gross Intake Rate (GIR) for the year 2015/16

Table 3.4 and chart 3.4 above show that the total Gross Intake Rate of Puntland is

147.8% of which 146.4% is for boys and 149.5% is for girls in the year 2015/16. This

indicates higher capacity of the education system to provide access to grade 1/level

students of the official school entrance age population. This higher GIR shows that the

education system has included some over-aged and also under-aged children. Gross


30

Intake Rate greater than 100% indicates that there are overage and under aged

children entering primary school for the first time and more generally higher

achievement of creating access to the first grade of primary education. We can also

observe from the table and chart above that the education system had engrossed more

new entrant girls than boys of first grade of primary (grade 1/level 1). This indicates

that more girls than boys are admitted to first grade (grade 1 or level 1) of primary

school and so access to the first grade of primary education is greater for girls than

boys.

Net Intake Rate (NIR)

Net Intake Rate (NIR) is the percentage of new entrants in (grade 1/level 1) who are 6

years old, out of the total number of children who are of official admission age (age 6)

for Puntland in a given year. Net Intake Rate shows how the education system is

accessible to all new entrants of official aged children. NIR cannot be over 100% and is

usually lower than the GIR since it excludes over-aged and under-aged children. Net

Intake Rate will be 100% when all the children are admitted to the first grade of

primary school at their official school age, i.e. age 6 in the context of Puntland.

Table 3.5 Net Intake Rate (NIR) for the year 2015/16

NIR Boys Girls Total

New entrants to Grade 1/Level 1 of age 6 5,484 4,468 9,952

School age population (6 years) 11,980 10,081 22,061

Net Intake Rate (NIR) in % 45.8 44.3 45.1

Table 3.5 above and chart 3.5 below show the total Net Intake Rate for Puntland is

45.1% of which 45.8% for boys and 44.3% for girls in the year 2015/16. This means less

than half of the official school age children are admitted to the first grade (grade 1/level

1) of primary at the age of 6. This is inadequate achievement and needs the attention of

education planners and policy makers to bring more children to school at their official

school age. NIR should be 100% for the policy goal of Universal Primary Education

(UPE) and therefore NIR of 45.1% for Puntland is far from UPE goal. Of course, this

indicator is sometimes distorted by incorrect ages of new entrants due to the

unavailability of birth certificates mostly in Sub Saharan African countries. The


31

difference between the net intake rates of boys and girls shows that boys have better

chance than girls to go to school at their official school entrance age.

Table 3.5 Net Intake Rate (NIR) for the year 2015/16

Coverage to Primary Education

By measuring the educational coverage, we mean interaction between demand and

supply in the education system.

Gross Enrolment Rate (GER) and Net Enrolment Rate (NER)

Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) are measures of

education coverage of a nation at specific education level, here at primary level. For the

analysis of GER and NER for primary education, we have used formal primary,

Integrated Quranic School (IQS) and Alternative Basic Education (ABE) as coverage to

primary education. Due to lack of school age population data at the regional and lower

levels, there is no disaggregation of gross and net enrolment rates at regional and

district levels.

Gross Enrolment Rate (GER)

GER is the percentage of total enrolment in primary schools (grades/levels 1-8),

irrespective of age, out of the corresponding primary school age population, ages 6-13

for Puntland. GER is a crude measure of school coverage. Usually, since it includes

under-aged and over-aged students. GER can be higher than 100% as it considers over

aged and under aged children of the education level.


32

Table 3.6 Gross Enrolment Rate (GER) for the year 2015/16

GER Boys Girls Total

Enrolment of primary (class /level 1-8) 81,810 66,017 147,827

School age population (6-13 years) 128,164 127,346 255,510

Gross Enrolment Rate (GER) in % 63.8 51.8 57.9

Table 3.6 above shows that the total Gross Enrolment Rate for Puntland is 57.9% of

which 63.8% are boys and 51.8% are girls in the year 2015/16. This indicates that the

capacity of the primary education system to enroll students of primary age group is not

satisfactory. That means 42.1% of children with primary school age are not in the

primary education system. Though insignificant numbers might be enrolled in the

secondary as under-aged but most are expected to be out of school. This needs the

attention of education planners, policy makers and development partners to bring more

children to primary education and to retain them in the primary school system.

Chart 3.6 Gross Enrolment Rate (GER) for the year 2015/16

Chart 3.6 above shows the GER of girls is less than the GER of boys with significant

difference. It can also be observed that the Gender Gap is 12.0 and the Gender Parity

Index (GPI) is 0.81 and this indicates that more boys than girls are participating in the

primary school system. This needs the attention of education planners and policy

makers to bring and retain more girls to the primary education system.

Net Enrolment Rate (NER)

Net Enrolment Rate (NER) is the best way of measuring organized on-time school

participation. It is a more refined indicator of enrolment coverage and explains the


33

proportion of students enrolled in terms of official school age group. NER for primary is

computed by dividing the number of official school aged primary students (for Puntland

ages 6-13) by the number of children of school ages (6-13) population. NER cannot

exceed over 100% and is usually lower than the GER since it excludes over-aged and

under-aged students.

Table 3.7 Net Enrolment Rate (NER) for the year 2015/16

NER Boys Girls Total

Enrolment of primary (class /level 1-8) of ages 6-13 66,171 53,532 119,703


Net Enrolment Rate (NER) in % 51.6 42.0 46.8

Chart 3.7 Net Enrolment Rate (NER) for the year 2015/16

Table 3.7 and Chart 3.7 above show the total Net Enrolment Rate for Puntland is

46.8% of which 51.6% are boys and 42.0% are girls and this is not satisfactory

achievement from the point of view of Universal Primary Education (UPE). It can be

observed that the NER (46.8%) in the year 2015/16 is far from the maximum (100%) by

53.2% and this indicates that only 46.8% of primary enrolment in Puntland is in their

primary official school age. It can also be observed that the difference between primary

gross enrolment rate and net enrolment rate shows occurrence of over-aged and under-

aged children in which is 11.1% are either under aged or over aged. The difference

between the gross and net enrolment rates is higher in boys than in girls which shows

there are more over-aged and under-aged boys than girls in the primary education.

Therefore, an education strategic planning is needed to design a strategy and

implement it in order to increase coverage of in the primary education.


34

Gender Equity in the Primary Education

Equity of girls and boys can be measured using different educational indicators. One of

the indicators of gender equity is the Gender Parity Index (GPI), which is an important

indicator of gender equity that shows the status of the participations of girls relative to

boys. Although it is possible to get GPI as the ratio of female to male of any educational

indicators, GPI as ratio of Gross Enrolment Rate (GER) is more acceptable and used in

this publication. In situations where the GPI is equal to 1, then equity between boys

and girls will be achieved. If the gender parity index is greater than 1, then the system

favors more to girls than boys and if it is less than 1, the system favors more to boys

than girls.

Another measurement of gender equity between girls and boys is Gender Gap (GG)

which is the difference between the male and female indicators, specifically GER in this

publication. In situations where the GG is equal to 0 (zero), then equity between boys

and girls will be achieved.

The gender parity index in the Puntland primary education has slightly increased from

0.79 in the year 2014/15 to 0.81 in the year 2015/16 and the gender gap has decreased

from 13.3 in 2014/15 to 12.0 in 2015/16 indicates that girls’ participation is increasing

significantly. No nation has been able to achieve gender equity of basic education

without programs that assist girls. Hence to achieve gender equity in the Puntland

primary education system, education planners, policy makers and development

partners should design and implement programs that increase the participation of girls

until gender equity will be achieved in the primary schools.

Internal Efficiency of Primary education

Internal efficiency refers to the measure of performances of education system which

show students successfully completing a given level without wastage (UNESCO, 1972).

Promotion, Repetition and Dropout Rates

Promotion rate, repetition rate, dropout rate, survival and transition rates are

measures of internal efficiency of the school system. These rates help us to understand


35

how the education system utilizes the limited resources efficiently and timely. These

rates are commonly used to measure the efficiency of the education system in producing

graduates of a particular education level. A student has three paths in a particular

academic year, i.e. promotion, repetition and dropout. Repeating a class means using

more resources than allocated to a student; and leaving a school (dropping out of

school) before completing a particular level of education is also a waste of resources.

Higher promotion rates and lower repetition and lower dropout rates overall and at

each grade level are the indications of good internal efficiency, i.e., improved utilization

of limited resources.

Promotion Rate (Apparent)

Promotion Rate is the percentage of pupils promoted to next grade in the following

school year (UNESCO, 1998). Promotion rate measures the proportion of students who

have passed to the next grade/level in the following year. It is an effective proportion of

students enrolled in a given grade/level that reach the next grade/level next year. A

high level of effective promotion rate indicates a high level of retention or survival rate.

Table 3.8 Primary incl. IQS Promotion Rate (PR) for the year 2015/16

Gender Class

1 to 2

Class

2 to 3

Class

3 to 4

Class

4 to 5

Class

5 to 6

Class

6 to 7

Class

7 to 8

Class

8 to 9 Total

Boys 82.8 93.5 88.1 91.3 93.0 97.2 85.4 90.3 89.5

Girls 86.3 94.1 89.1 94.9 90.9 96.1 75.8 86.9 89.8

Total 84.4 93.8 88.6 92.9 92.1 96.7 81.5 89.0 89.6

Table 3.8 above and chart 3.8 below show the total primary including IQS promotion

rate is 89.6% indicates good internal efficiency and good utilization of resources.

Promotion rate is lowest from class 1/level 7 to 8 (81.5%) followed by class 1 to 2 (84.4%)

but highest from class 6 to 7 (96.7%) followed by class 2 to 3 (93.8%). Logically,

promotion rate cannot be greater than 100% but sometimes it happens where there are

immigrant students or data inconsistency of the system. It can also be observed that

more percentage of girls is promoted than boys in the lower classes in which the reverse

is true in the upper classes. Generally, it can be concluded that promotion rate seems

sufficient in the primary including IQS education system with higher promotion rate in

the upper classes of boys than girls.


36

Chart 3.8 Primary incl. IQS Promotion Rate (PR) for the year 2015/16

Repetition Rate

Repetition Rate refers to the proportion of students who have remained in the same

grade over one year and used additional resources for the grade. Resources are in the

form of teacher salary, school materials (UNESCO, 1998). This indicator measures the

proportion of students who have remained in the same grade/class for two or more

years by retaking the grade/class for a second or third time. Any repetition reduces the

efficiency of the education system and is also, at times, may imply of high pupil-teacher

ratio, lack of learning materials, etc.

Table 3.9 and chart 3.9 below show that the total primary including IQS repetition rate

is 1.0% in which girls’ repetition rate is 1.1% and boys’ is 0.9%. It can also be observed

that almost the same percentage of boys and girls repeat the same class/level except in

class 8 in which more girls than boys repeat. The highest repetition rate is observed for

girls and boys at class 1 whereas the lowest repetition rate is at class 6 for boys and at

class 7 for girls. For both boys and girls the repetition rates are higher in class 1.

Table 3.9 Primary incl. IQS Repetition Rate (RR) for the year 2015/16

Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Total

Boys 1.2 0.9 1.1 0.8 0.8 0.7 0.8 0.8 0.9

Girls 1.4 1.0 0.9 1.0 0.8 1.0 0.7 1.3 1.1

Total 1.3 0.9 1.1 0.9 0.8 0.8 0.8 1.0 1.0


37

Chart 3.9 Primary incl. IQS Repetition Rate (RR) for the year 2015/16

Dropout Rate

Dropout Rate is leaving a school before completing of a given stage of education or some

intermediate or non-terminal point in level of education (UNESCO, 1998). The dropout

rate is a measure, typically by grade, of those who leave schooling. In most cases it is

computed as the remainder after subtracting those who are promoted to the next

class/level and those who repeated the same class/level.

Table 3.10 Primary incl. IQS Dropout Rate (DR) for the year 2015/16

Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Total

Boys 15.9 5.7 10.8 7.9 6.2 2.1 13.7 9.0 9.5

Girls 12.3 4.9 9.9 4.1 8.3 2.9 23.5 11.8 9.1

Total 14.3 5.3 10.4 6.3 7.1 2.5 17.7 10.1 9.4

Table 3.10 above and chart 3.10 below show that the total dropout rate of primary

including IQS is 9.4% of which 9.5% is for boys and 9.1% is for girls. The highest

dropout rate is observed in class/level 7 (17.7%) in which 13.7% is for boys and 23.5% is

for girls and reasons for this might be because of home chores for girls and social

activities (e.g. Peer groups) for boys and Internal displacement. In all the upper classes,

girls have higher dropout rates than boys.


38

Chart 3.10 Primary incl. IQS Dropout Rate (DR) for the year 2015/16

Survival Rate to Grade 5

Survival Rate is the percentage of cohort of pupils who enrolled together in the first

grade or the final grade of an education cycle either with or without repeating grade

(UNESCO, 1998). The survival rate of lower primary (to grade 5) is used to estimate

the percentage of pupils who will complete the lower primary education. The reliability

of this indicator depends on the consistency of data on enrolment and repeaters both in

terms of coverage overtime and across grades. There are different methods of

computing the survival rate such as the synthetic cohort method, the transverse

method, etc.

Here we have used the transverse method of computing survival rates, the percentage

of a cohort of pupils enrolled in the first grade of a given level or cycle of education in a

given school year who are expected to reach each successive grade. In other words, it is

dividing new entrants of cohort at the last grade by new entrants of cohort at the first

grade of the education level or cycle and multiplying by 100.

Table 3.11 Survival Rate to Grade 5 for the year 2015/16

Survival rate Boys Girls Total

New entrants of Grade 4/Level 4 10,143 8,116 18,259

New entrants of Grade 1/Level 1 17,534 15,073 32,607

Survival rate to Grade 5 57.8 53.8 56.0

Table 3.11 above and chart 3.11 below show the total survival rate of lower primary (to

grade 5) of the year 2015/16 is 56.0% of which 57.8% is for boys and 53.8% is for girls.


39

Survival rates will always be one year behind the current year’s data since it requires

measurement of enrolment and repetition from the following year. This indicates that

there is greater repetition rate and/or dropping out of girls in the same class than boys.

Chart 3.11 Survival Rate to Grade 5 for the year 2015/16

Survival rates approaching 100% indicate a high level of retention and low incidence of

dropouts. But it can be observed that survival rate to grade 5 is 56.0% which is much

more far from 100% and therefore this needs the attention of education planners, policy

makers and development partners to design and implement a strategy to increase

survival rates of lower primary from the current 56.0% to nearer to 100.0%.


40

Enrolment of Special Educational Needs

Table 3.12 Enrolment of Primary incl. IQS Special Education Needs for 2015/16

Region

Hearing

Disability

Movement

Disability

Visual

Disability Total

M F T M F T M F T M F T

Ayn

7

7

14

2

6

8

12

5

17

21

18

39

Bari

21

6

27

12

8

20

54

53

107

87

67

154

Gardafuu

8

11

19

-

-

-

9

12

21

17

23

40

Hayland

7

5

12

-

-

-

196

162

358

203

167

370

Karkar

18

14

32

11

16

27

77

79

156

106

109

215

Mudug

37

27

64

1

1

166

145

311

204

172

376

Nugal

57

65

122

-

-

-

61

62

123

118

127

245

Sanag

11

6

17

2

-

2

44

46

90

57

52

109

Sool

13

14

27

1

-

1

11

18

29

25

32

57

Total

179

155

334

29

30

59

630

582

1,212

838

767

1,605

Table 3.12 above and chart 3.12 below show that the total number of primary including

IQS children with special education needs is 1,605 of which 838 are boys and 767 are

girls. It can also be observed that 47.8% of children with special education needs are

girls and the rest are boys indicate that the percentage of boys with special education

needs is greater than that of girls. From the total children with special education

needs, 75.5% of them are visually disabled, 20.8% of them are hearing disabled and the

rest are movement disabled. Priority should be given to the visually disabled children

but the hearing disability and movement disability children also needs significant

attention on the curriculum, textbooks, construction of buildings, etc. Moreover,

teaching and learning materials and other supportive materials like Braille, wheel

chair, etc. should be accessible to help these children to cope up in the education

system.


41

Chart 3.12 Enrolment of Primary incl. IQS Special Education Needs for 2015/16

Enrolment of School Feeding

School feeding programme is defined as an intervention that delivers a meal or snack to

children in the school setting, with the intent of improving attendance, enrolment,

nutritional status and learning outcomes.

Table 3.13 Primary including IQS and ABE School Feeding for 2015/16

Region No. of

Schools Male Female Total

Ayn 6 410 445 855

Bari 30 2,183 2,946 5,129

Gardafuu 12 191 302 493

Hayland 10 761 1,015 1,776

Karkar 30 1,488 1,952 3,440

Mudug 58 4,831 6,157 10,988

Nugal 58 4,765 5,896 10,661

Sanag 10 1,280 1,494 2,774

Sool 32 1,788 2,508 4,296

Total 246 17,697 22,715 40,412

Table 3.13 and chart 3.13 below show that there are a total of 40,412 beneficiary

students of which 56.2% are girls. School feeding program exists in all the regions of

Puntland. The highest numbers of school feeding beneficiary students are in the Mudug

region followed by and Nugal region.


42

Chart 3.13 Primary including IQS and ABE School Feeding for 2015/16

Primary Enrolment by Distance to School and Mode of Transportation

Distance to school is the strongest environmental factor of school travel mode of

transportation choice, followed by safety and weather. In developed countries, walking

to school is promoted as a healthy alternative to being driven to school where as in

developing countries, going to school by foot is not a matter of choice but a mandatory

for most of the families. However, still other transportation means remains as travel

mode of transportation chosen by the parents.

Table 3.14 and chart 3.14 below show students travel to school of different distances of

which from a total of 138,651 students of primary including IQS students, 0.3% travel

to school more than 5 kilometers, 1.1% travel to school 4 to 5 kilometers, 3.2% travel to

school 3 to 4 kilometers, 6.5% travel to school 2 to 3 kilometers, 17.3% travel to school 1

to 2 kilometers, 59.6% travel to school less than 1 kilometer. Of course 19.6% of the

students are not defined in which category they are. From the total primary including

IQS students 77.4% travel to school on foot, 2.9% on means of transportation and the

rest not known which transportation means they are using.


Table 3.14 Primary incl. IQS Enrolment by Distance and Mode of Transportation for 2015/16

Region

Less than

1 km [59.6%] 1-2 km [17.3%] 2-3 km [6.5%] 3-4 km [3.2%] 4-5 km [1.1%]

more than

5 km [0.3%] Total

Foot Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port

Not

defined

[19.6%]

Foot

[77.4%]

Trans

port

[2.9%]

Total

Ayn

1,509

1,139

553

12

163

16

40

2

26

-

2,053

3,430

30 5,513

Bari

14,583

187

5,771

228

2,523

288

1,767

461

733

72

59

42

7,116

25,436

1,278 33,830

Gardafuu

2,518

357

175

-

-

-

-

-

-

102

3,050

- 3,152

Hayland

3,216

1,165

116

22

2

-

-

425

4,521

- 4,946

Karkar

7,679

4

838

208

379

127

216

24

18

84

75

45

5,122

9,205

492 14,819

Mudug

12,230

126

3,500

242

1,238

206

529

160

114

9

41

5,570

17,620

775 23,965

Nugal

14,602

37

4,077

249

1,614

238

361

50

183

39

-

4,483

20,876

574 25,933

Sanag

6,425

1,525

370

51

37

-

-

1,607

8,408

- 10,015

Sool

12,405

2,108

460

174

218

119

60

16

56

5

51

806

14,827

845 16,478

Total

75,167

354

20,480

1,387

7,142

1,089

3,228

771

1,143

214

213

179

27,284 107,373

3,994 138,651


Chart 3.14 Primary including IQS enrolment by Mode of Transportation for 2015/16

Quality Indicators of Primary Education

Education quality is not an easy concept to qualify and quantify. To improve the quality of education, first you have to be able

to measure it, but education quality is notoriously difficult to define and measure. The UNESCO Institute of Statistics has

taken a step forward in developing new regional data collection to monitor progress on selected indicators to assess quality of

education in sub-Saharan Africa. Quality is often estimated by looking at qualified teachers and pupil/teacher ratios, on the

basis that the more pupils there are per teacher, the less each pupil gets. But quality of education goes beyond that. The new

UNESCO data collection measures other factors that determine quality, articulated in the African Union’s Second Decade of

Education, such as class size, textbook availability and access to basic services that can affect learning. Here we have

discussed on some of the education quality indicators such as qualified teachers, Pupil Teacher Ratio, Pupil Classroom Ratio,

Pupil Textbook Ratio and other facilities.

http://www.uis.unesco.org/education/pages/regional-data-collections.aspx

http://www.au.int/

http://www.africa-union.org/root/ar/index/INDICATORS%20AND%20DATA%20FOR%20MONITORING%20-REPORT.pdf

http://www.africa-union.org/root/ar/index/INDICATORS%20AND%20DATA%20FOR%20MONITORING%20-REPORT.pdf


45

Formal Primary including IQS Teachers

Teachers are the main and very important components of any education system. The

numbers of teachers, the qualification of teachers and the certification of teachers,

pupil teacher ratio, etc. are components of the quality of the education system.

Table 3.15 Primary including IQS teachers by Ownership for the year 2015/16

Region Government Non-government Total

M F T M F T M F T

Ayn

99

8

107

80

8

88

179

16

195

Bari

455

61

516

458

66

524

913

127

1,040

Gardafuu

61

2

63

21

1

22

82

3

85

Hayland

99

19

118

21

2

23

120

21

141

Karkar

260

53

313

164

11

175

424

64

488

Mudug

187

44

231

390

46

436

577

90

667

Nugal

286

82

368

221

49

270

507

131

638

Sanag

102

23

125

164

21

185

266

44

310

Sool

272

41

313

112

23

135

384

64

448

Total

1,821

333

2,154

1,631

227

1,858

3,452

560

4,012

Chart 3.15 Primary including IQS teachers by Ownership for the year 2015/16

Table 3.15 and chart 3.15 above show the total primary including IQS education

teachers by ownership of the year 2015/16. In Puntland, the share of government

managed primary including IQS education teachers is 53.7% in the year 2015/16. The


46

share of female teachers in the government primary including IQS teachers is 15.5%

and in the non-government is 12.2% that indicates the share of female teachers is

higher in the government managed than the non-government managed primary

including IQS schools.

Table 3.16 Primary including IQS teachers by Locality for the year 2015/16

Region Urban Rural Total

M F T M F T M F T

Ayn

71

4

75

108

12

120

179

16

195

Bari

771

99

870

142

28

170

913

127

1,040

Gardafuu

28

2

30

54

1

55

82

3

85

Hayland

45

5

50

75

16

91

120

21

141

Karkar

266

32

298

158

32

190

424

64

488

Mudug

273

45

318

304

45

349

577

90

667

Nugal

191

68

259

316

63

379

507

131

638

Sanag

126

26

152

140

18

158

266

44

310

Sool

159

32

191

225

32

257

384

64

448

Total

1,930

313

2,243

1,522

247

1,769

3,452

560

4,012

Chart 3.16 Primary including IQS teachers by Locality for the year 2015/16

Table 3.16 and chart 3.16 above show the total primary including IQS education

teachers by locality of the year 2015/16. The share of urban primary including IQS

education teachers is 55.9% in the year 2015/16. The share of female teachers in the


47

urban primary including IQS teachers is 13.9% and in the rural is 13.9% that indicates

the share of female teachers has no difference between the urban and rural primary

including IQS schools.

Pupil-Teacher Ratio (PTR)

Pupil-Teacher Ratio (PTR) is one of the education indicators of quality and shows also

efficiency of the system. When the PTR is lower, it is better opportunity for contact

between the teacher and pupils and for the teacher to provide more support to students

individually, thereby improving the quality of education; but when PTR is very low,

however, may indicate under-utilization of teachers implies inefficiency and wastage of

resources. Therefore, PTR alone does not explain the quality of education because

quality of education depends on other factors such as qualification of teachers, the

supply of educational materials, mode of delivery and other facilities.

Table 3.17 Primary incl. IQS Pupil Teacher Ratio by Ownership for 2015/16

Region Enrolment Teachers PTR by Ownership

Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't Total

Ayn 2,996 2,517 5,513 107 88 195 28.0 28.6 28.3

Bari 18,032 15,798 33,830 516 524 1,040 34.9 30.1 32.5

Gardafuu 2,367 785 3,152 63 22 85 37.6 35.7 37.1

Hayland 4,244 702 4,946 118 23 141 36.0 30.5 35.1

Karkar 9,012 5,807 14,819 313 175 488 28.8 33.2 30.4

Mudug 9,592 14,373 23,965 231 436 667 41.5 33.0 35.9

Nugal 15,887 10,046 25,933 368 270 638 43.2 37.2 40.6

Sanag 3,657 6,358 10,015 125 185 310 29.3 34.4 32.3

Sool 12,220 4,258 16,478 313 135 448 39.0 31.5 36.8

Total 78,007 60,644 138,651 2,154 1,858 4,012 36.2 32.6 34.6

Chart 3.17 Primary incl. IQS Pupil Teacher Ratio by Ownership for 2015/16)


48

Table 3.17 and chart 3.17 above show the primary including IQS education Pupil

Teacher Ratio (PTR) by region for government vs. non-government of the year 2015/16.

In Puntland, the total primary including IQS education Pupil Teacher Ratio (PTR) is

34.6 equivalently 35 in the year 2015/16. It can also be noted that PTR in the

government schools is higher than the non-government schools. Though the total PTR

reflects the general direction, there is remarkable variation among regions in the PTR

of primary education. PTR is above the national average in the regions of Nugal,

Gardafuu, Sool and Mudug regions while most regions do have a PTR almost

equivalent to or less than the national average.

Table 3.18 Primary incl. IQS Pupil Teacher Ratio by Locality for 2015/16

Chart 3.18 Primary incl. IQS Pupil Teacher Ratio by Locality for 2015/16


Teacher Ratio (PTR) by region for urban and rural of the year 2015/16. It can be noted

that PTR in the urban schools (35.2) is a little bit higher than PTR in the rural schools

(33.7) indicates that PTR is better in the rural areas than urban areas. Though the

Region Enrolment Teachers PTR by Locality

Urban Rural Total Urban Rural Total Urban Rural Total

Ayn 2,721 2,792 5,513 84 111 195 32.4 25.2 28.3

Bari 26,284 7,546 33,830 802 238 1,040 32.8 31.7 32.5

Gardafuu 1,265 1,887 3,152 33 52 85 38.3 36.3 37.1

Hayland 1,613 3,333 4,946 48 93 141 33.6 35.8 35.1

Karkar 9,818 5,001 14,819 305 183 488 32.2 27.3 30.4

Mudug 15,678 8,287 23,965 416 251 667 37.7 33.0 35.9

Nugal 10,802 15,131 25,933 280 358 638 38.6 42.3 40.6

Sanag 5,734 4,281 10,015 160 150 310 35.8 28.5 32.3

Sool 7,308 9,170 16,478 181 267 448 40.4 34.3 36.8

Total 81,223 57,428 138,651 2,309 1,703 4,012 35.2 33.7 34.6


49

total PTR reflects the general direction, there is remarkable variation among regions in

the primary education in the urban and rural schools.

Primary School including IQS Qualified Teachers

In addition to sufficient teachers, the level of qualification of teachers is very important

to the education system.

Table 3.19 Primary School including IQS Qualified Teachers for 2015/16

Region Total

Certified

Teachers

Qualified

Teachers

% of Certified

Teachers

% of Qualified

Teachers

M F T M F T M F T M F T M F T

Ayn 179 16 195 105 5 110 69 5 74 58.7 31.3 56.4 38.5 31.3 37.9

Bari 913 127 1,040 531 82 613 578 69 647 58.2 64.6 58.9 63.3 54.3 62.2

Gardafuu 82 3 85 42 1 43 35 1 36 51.2 33.3 50.6 42.7 33.3 42.4

Hayland 120 21 141 54 13 67 80 7 87 45.0 61.9 47.5 66.7 33.3 61.7

Karkar 424 64 488 116 20 136 302 37 339 27.4 31.3 27.9 71.2 57.8 69.5

Mudug 577 90 667 341 55 396 371 45 416 59.1 61.1 59.4 64.3 50.0 62.4

Nugal 507 131 638 263 74 337 300 55 355 51.9 56.5 52.8 59.2 42.0 55.6

Sanag 266 44 310 178 35 213 103 13 116 66.9 79.5 68.7 38.7 29.5 37.4

Sool 384 64 448 140 14 154 277 55 332 36.5 21.9 34.4 72.1 85.9 74.1

Total 3,452 560 4,012 1,770 299 2,069 2,115 287 2,402 51.3 53.4 51.6 61.3 51.3 59.9

Chart 3.19 Primary School including IQS Qualified Teachers for 2015/16

Table 3.19 and chart 3.19 above show the percentage of certified and qualified teachers

of primary including IQS education of the year 2015/16. In Puntland, the percentage of

certified primary including IQS education teachers is 51.6% and the percentage of

qualified primary including IQS education teachers is 59.9% in the year 2015/16.


50

Regionally, the percentages of qualified teachers are higher in the Sool, Karkar and

Mudug regions and lower in the Sanag, Ayn and Gardafuu regions.

Teachers Salary Payment

In Puntland, primary schools including IQS education teachers’ salary is paid by

communities, non-government organizations, private sector and the Ministry of

Education.

Table 3.20 Primary incl. IQS Teachers Salary Payers for 2015/16

Region

Community

[70.1%]

Ministry of

Education

[21.2%]

Non-

Government

Organization

[1.8%]

Private

[1.2%]

Not defined*

(Blank) [6.0%] Total

M F T M F T M F T M F T M F T M F T

Ayn 49 7 56 62 3 65 23 3 26 4 0 4 41 3 44 179 16 195

Bari 774 94 868 101 26 127 10 10 11 0 11 17 7 24 913 127 1,040

Gardafuu 48 2 50 32 1 33 1 1 0 0 0 1 1 82 3 85

Hayland 99 17 116 12 3 15 3 3 0 0 0 6 1 7 120 21 141

Karkar 289 27 316 102 31 133 1 1 0 0 0 32 6 38 424 64 488

Mudug 498 69 567 43 14 57 15 5 20 5 2 7 16 16 577 90 667

Nugal 302 71 373 195 55 250 3 3 6 3 2 5 4 4 507 131 638

Sanag 157 17 174 88 19 107 2 2 4 5 3 8 14 3 17 266 44 310

Sool 254 37 291 57 7 64 1 1 2 1 0 1 71 19 90 384 64 448

Total 2,470 341 2,811 692 159 851 59 14 73 29 7 36 202 39 241 3,452 560 4,012

*Not defined (blank): teachers whose salary payers’ field were blank in the questionnaire and software.

Table 3.20 above and chart 3.20 below show the primary including IQS education

teachers’ salary payers by region for of the year 2015/16. In Puntland, 21.2% of the

teachers’ salary is paid by the Ministry of Education and the rest are paid by

communities, non-government organizations and private owners.

Chart 3.20 Percentage of Primary incl. IQS Teachers Salary Payers for 2015/16


51

Formal Primary including IQS Schools and Classrooms

Schools and classrooms have contributions to the quality of the education system. It is

noted that the quality of education is better in single shift schools than double shift

schools. It is also expected that the lower the pupil-classroom ratio the more the quality

of education. But it should be noted that single shift schools and lower pupil classroom

ratio are not the only measures for the quality of education.

Formal Primary including IQS schools

Schools can be disaggregated by ownership, locality, type of shift, region, etc. Here we

have discussed on the formal primary schools including IQS by disaggregation of shift

type and authority/ownership.

Table 3.21 Primary incl. IQS schools by shift for 2015/16

Region Total no. of

Schools Single shift

Schools

Double Shift

Schools

Ayn 32 25 8

Bari 137 37 103

Gardafuu 24 6 16

Hayland 20 2 19

Karkar 101 30 71

Mudug 84 10 79

Nugal 99 15 75

Sanag 52 13 38

Sool 68 42 28

Total 617 180 437

Chart 3.21 Primary incl. IQS schools by shift for 2015/16


52

Table 3.21 and chart 3.21 above show the share of primary schools including IQS with

double shift scheme is 70.8% in the year 2015/16. Regionally, in all the regions the

numbers of double shift primary schools including IQS are higher than single shift

schools except the regions of Ayn and Sool in which the reverse is true. It is advised by

the educational researchers that schools with single shift have higher contributions to

the quality of education than schools of double shift. Therefore, the education planners

and policy makers of the Ministry of Education and Higher Education should design

and implement a strategy to increase the numbers of single shift schools and strive for

quality of education.

Table 3.22 Primary incl. IQS schools by Ownership for 2015/16

Region Total no. of

Schools Gov't (MoEHE)

Schools

Non-gov't

Schools

Ayn 32 25 7

Bari 137 78 59

Gardafuu 24 21 3

Hayland 20 16 4

Karkar 101 65 36

Mudug 84 66 18

Nugal 99 68 31

Sanag 52 28 24

Sool 68 53 15

Total 617 420 197

Table 3.22 above and chart 3.22 below show that the numbers of primary including IQS

schools that are managed by government (MoEHE) are higher than that of the non-

government managed ones in the year 2015/16. It can be computed that 68.0% of the

total primary schools including IQS are managed by the Ministry of Education and

Higher Education. Non-government schools include schools managed by community,

non-government organizations and the private sector. The share of non-government

primary schools including IQS is only 31.9% that indicates non-government bodies have

less than one third of participation in the Primary including IQS education sector.


53

Chart 3.22 Primary incl. IQS schools by ownership for 2015/16

Formal Primary including IQS Average School Size

Average school size measures the average numbers of students enrolled in a school in a

specific school year.

Table 3.23 Primary incl. IQS Average School Size by ownership for 2015/16

Region

Enrolment No. of Schools Average School Size

Total Gov't Non-

gov't Total Gov't

Non-

gov't Total Gov't Non-gov't

Ayn 5,513 2,996 2,517 32 25 7 172 120 360

Bari 33,830 18,032 15,798 137 78 59 247 231 268

Gardafuu 3,152 2,367 785 24 21 3 131 113 262

Hayland 4,946 4,244 702 20 16 4 247 265 176

Karkar 14,819 9,012 5,807 101 65 36 147 139 161

Mudug 23,965 9,592 14,373 84 66 18 285 145 799

Nugal 25,933 15,887 10,046 99 68 31 262 234 324

Sanag 10,015 3,657 6,358 52 28 24 193 131 265

Sool 16,478 12,220 4,258 68 53 15 242 231 284

Total 138,651 78,007 60,644 617 420 197 225 186 308

Chart 3.23 Primary incl. IQS Average School Size by ownership for 2015/16

Table 3.23 and chart 3.23 above show that the total average school size in the primary

schools including IQS is 225 students per school of which 186 students per school in the


54

government and 308 students per school in the non-government schools in the year

2015/16. This indicates that the average numbers of students in a single non-

government primary school is higher than government schools. Regionally, average

school size is higher in the Mudug, Nugal, Hayland and Bari regions.

Formal Primary including IQS Classrooms

Classrooms are used to compute Pupil Classroom Ratios of the particular education

level. But when there are schools of double and multiple shifts, classrooms could be

enumerated carefully not to mix up among the types of shifts. Classrooms can be

disaggregated by ownership, locality, type of shift, region and district, etc.

Pupil Classroom Ratio (PCR)

The Pupil Classroom Ratio (PCR) is generally shows the numbers of pupils in teaching

and learning classrooms. In the case of Puntland, there are more double shift schools

and hence more classrooms are shared. A higher PCR may mean more students

overcrowded in a class in which teachers cannot have chances to support each student

fully in that class. A very lower PCR in comparison may mean underutilization of

resources. Therefore, PCR should be fair and depends on the context of the nation.

Table 3.24 Primary incl. IQS Classrooms and Pupil Classroom Ratio for 2015/16

Region

Enrolment Classrooms* Pupil Classroom Ratio (PCR)

Total Gov't Non-

gov't Total Gov't

Non-

gov't Total Gov't

Non-

gov't

Ayn 5,513 2,996 2,517

132

80

52 41.8 37.5 48.4

Bari 33,830 18,032 15,798

874

187

687 38.7 96.4 23.0

Gardafuu 3,152 2,367 785

76

58

18 41.5 40.8 43.6

Hayland 4,946 4,244 702

128

94

34 38.6 45.1 20.6

Karkar 14,819 9,012 5,807

410

258

152 36.1 34.9 38.2

Mudug 23,965 9,592 14,373

577

252

325 41.5 38.1 44.2

Nugal 25,933 15,887 10,046

440

388

52 58.9 40.9 193.2

Sanag 10,015 3,657 6,358

190

144

46 52.7 25.4 138.2

Sool 16,478 12,220 4,258

328

146

182 50.2 83.7 23.4

Total 138,651 78,007 60,644 3,155 1,607 1,548 43.9 48.5 39.2

*Note: The 2013/14 classrooms data has been used for the year 2015/16 due to classrooms missed data for 2015/16


55

Chart 3.24 Primary incl. IQS Classrooms and Pupil Classroom Ratio for 2015/16


Classroom Ratio (PCR) for government and non-government schools of the year

2015/16. In Puntland, the primary including IQS education Pupil Classroom Ratio

(PCR) is 43.9 in the year 2015/16. It can also be noted that PCR in the government

schools is higher than the non-government schools with 48.5 and 39.2 respectively. The

PCR for both government and non-government is expected to be less (better) than

shown above if there was actual data of classrooms in the year 2015/16. It is also clear

that the numbers of schools have shown an increase and so the number of classrooms

and the MoEHE EMIS team should give special attention on collecting and processing

the numbers of classrooms carefully for the next consecutive years. Though the total

PCR reflects the general direction, there is remarkable variation among regions in

which the PCR is above the national average in the regions of Nugal, Sanag and Sool

with 58.9, 52.7 and 50.2 respectively. Most regions do have a PCR of less than the

national average which is 43.9.

Formal Primary including IQS Textbooks

Numbers of available student textbooks is not the only but one of the indicators of

quality education. In line with this there should be quality curriculum and quality

textbooks in addition to the numbers of textbooks available to students.

Pupil Textbook Ratio (PTbR)

Pupil Textbook Ratio (PTbR) shows the number of pupils who have received or owned

textbooks by subject. It is expected that a pupil should have one book per subject and


56

the same in all the subjects specially core subjects. Mostly the numbers of subjects that

the student studies are large in number and in this cases, we will consider only some of

the basic subject textbooks like Mathematics and English will be used as a measure of

PTbR. PTbR is mostly expressed as 1:1, 2:1, 3:1, etc. to mean 1 pupil with 1 textbook, 2

pupils share 1 textbook, 3 pupils share 1 textbook, etc. respectively.

Table 3.25 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) for 2015/16

Region

Enrolment

Arabic

Arabic

PTbR English

English

PTbR

Mathe

matics

Mathe

matics

PTbR Somali

Somali

PTbR

Ayn 5,513 1,397 3.9 128 43.1 1,573 3.5 1,181 4.7

Bari 33,830 1,993 17.0 935 36.2 2,066 16.4 2,297 14.7

Gardafuu 3,152 622 5.1 71 44.4 746 4.2 637 4.9

Hayland 4,946 566 8.7 329 15.0 380 13.0 536 9.2

Karkar 14,819 2,031 7.3 949 15.6 2,312 6.4 2,132 7.0

Mudug 23,965 2,597 9.2 638 37.6 3,431 7.0 2,836 8.5

Nugal 25,933 3,238 8.0 463 56.0 3,983 6.5 3,620 7.2

Sanag 10,015 2,055 4.9 665 15.1 2,813 3.6 1,944 5.2

Sool 16,478 1,514 10.9 420 39.2 1,553 10.6 1,615 10.2

Total 138,651 16,013 8.7 4,598 30.2 18,857 7.4 16,798 8.3

Table 3.25 above and chart 3.25 below show that the Pupil Textbook Ratio (PTbR) of

primary including IQS in the year 2015/16. It can be observed that PTbR is not 1:1 in

any one of the subjects Arabic, English, Mathematics and Somali. Totally, the

minimum PTbR is observed for Mathematics as 7.4 equivalently 7:1 followed by Somali

as 8.3 equivalently 8:1. The maximum PTbR is observed for English as 30.2

equivalently 30:1 which is not logical.

Chart 3.25 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) for 2015/16

Generally, it can be seen that 7 pupils share 1 Mathematics textbook, 8 pupils share 1

Somali textbook, 9 pupils share 1 Arabic textbook and 30 pupils share 1 English

textbook while the internationally accepted standard of PTbR for core subjects is 1:1.


57

This indicates that shortage of textbooks is the main problem of the Puntland primary

schools including IQS in English, Arabic, Somali and Mathematics subjects. Therefore

printing and distributing of more textbooks is a necessary condition and needs the

coordination effort of the Ministry of Education and Higher Education and development

partners to increase the PTbR these subject areas nearer to 1:1.

School Facilities at Primary including IQS

School facilities have significant impact on access, quality, efficiency and gender equity

of the education system. School facilities have contributions to keep students in the

school environment in general and girls in particular to the school system. The

availability of water (drinking and/or washing), latrines, laboratories, libraries and

pedagogical centers in schools will attract students and is means of increasing quality

and efficiency of education.

Access to water, sources of water and drinkable water

The availability of water (drinking and/or washing) is one of the best school facilities

for the teaching and learning process.

Table 3.26 below shows 83.1% of the Puntland primary schools including IQS centers

have access to water and 66.3% of the schools have drinkable water. The sources of

water for these schools are different and the highest source comes from roof tanks

which covers 45.8% and 43.1% of the water sources are from piped water.

Table 3.26 Primary incl. IQS schools with availability and type of water for 2015/16

Region Total

Schools

Source of Water Supply No. of

schools

with

drinkable

water

% of

Schools

with

water

% of

Schools

with

drinkable

water Piped Roof Tank Well Total

Ayn 32 1 5 6 5 18.8 15.6

Bari 137 73 31 11 115 105 83.9 76.6

Gardafuu 24 2 3 5 2 20.8 8.3

Hayland 20 2 14 16 13 80.0 65.0

Karkar 101 30 64 15 109 89 107.9 88.1

Mudug 84 79 20 2 101 92 120.2 109.5

Nugal 99 26 42 7 75 41 75.8 41.4

Sanag 52 4 16 7 27 23 51.9 44.2

Sool 68 4 40 15 59 39 86.8 57.4

Total 617 221 235 57 513 409 83.1 66.3


58

Table 3.26 Primary incl. IQS schools with availability and type of water for 2015/16

Chart 3.26 above shows roof tank, piped water and well water are the main sources of

water for the Puntland primary schools including IQS centers.


59

C. ALTERNATIVE BASIC EDUCATION (ABE)

Alternative Basic Education (ABE) is part of primary education but discussed here

separately to monitor its contribution to the goal of providing access to universal

primary education. Most ABE teaching learning activities are accomplished in their

own established centers, and are designed to provide for the same age group as regular

primary education. ABE access and coverage educational indicators such as AIR, NIR,

GER and NER have been included in the reports of the primary education analysis.

Alternative Basic Education (ABE) Enrolment

Table 3.27 Alternative Basic Education Enrolment for the year 2015/16

Region Level 1 Level 2 Level 3 Level 4 Level 5 Total

M F M F M F M F M F M F T

Bari 495 518 350 308 321 339 92 81 25 29 1,283 1,275 2,558

Hayland 27 43 29 37

56 80 136

Karkar 176 169 165 170 121 112 53 62 13 14 528 527 1,055

Mudug 653 575 431 385 328 270

1,412 1,230 2,642

Nugal 294 510 135 221 169 218 146 95

2 744 1,046 1,790

Sanag 166 129 207 122 200 114 17 10

590 375 965

Sool 12 7 6 5

18 12 30

Total 1,823 1,951 1,323 1,248 1,139 1,053 308 248 38 45 4,631 4,545 9,176

Chart 3.27 Alternative Basic Education Enrolment for the year for 2015/16

Table 3.27 and chart 3.27 above show that the total Alternative Basic Education (ABE)

enrolment for the year 2015/16 is 9,176. From the total of 9 regions of Puntland, only 7

regions have enrolments of ABE. Regionally, it can be seen that Mudug has the highest

ABE enrolment followed by Bari and Nugal regions whereas Ayn and Gardafuu regions

have no ABE enrolment at all. ABE enrolment constitutes 7.0% of the total primary

education (formal primary, IQS and ABE) enrolment. The percentage of girls in the


60

ABE enrolment is 49.5% indicates that share of girls’ enrolment of ABE is higher than

the formal primary including IQS education.

Alternative Basic Education (ABE) Enrolment by Ownership

Table 3.28 Alternative Basic Education Enrolment by ownership for the year 2015/16

Region Government (MoEHE) Non-Government Total

M F T M F T M F T

Bari 349 343 692 934 932 1,866 1,283 1,275 2,558

Hayland 0 0 0 56 80 136 56 80 136

Karkar 216 210 426 312 317 629 528 527 1,055

Mudug 728 610 1,338 684 620 1,304 1,412 1,230 2,642

Nugal 347 564 911 397 482 879 744 1,046 1,790

Sanag 477 314 791 113 61 174 590 375 965

Sool 18 12 30 0 0 0 18 12 30

Total 2,135 2,053 4,188 2,496 2,492 4,988 4,631 4,545 9,176

Chart 3.28 Alternative Basic Education Enrolment by ownership for the year 2015/16

Table 3.28 and chart 3.28 above show that the Alternative Basic Education (ABE)

enrolment by ownership for the year 2015/16. From the 7 regions that ABE program is

on execution, only Hayland region has no government and Sool region has no non-

government ABE enrolment. But all the other 5 regions have government and non-

government enrolment. Only 45.7% of the ABE enrolment belongs to the government

and the rest 54.5% of the ABE enrolment belongs to the non-government.

Enrolment of School Feeding in ABE centers

School feeding programmes of ABE centers are only recorded in 20 schools of Mudug,

Nugal, Karkar and Bari regions with a total of 2,646 beneficiary students of which


61

1,290 are girls and this has been discussed together with formal primary including IQS

school feeding programme.

Alternative Basic Education Teachers by Ownership

Table 3.29 and chart 3.29 below show that the Alternative Basic Education (ABE)

government and non-government teachers for the year 2015/16. It can be observed that

Bari region has the highest numbers of ABE teachers and Hayland region has the

lowest numbers of ABE teachers. From the total ABE teachers only 26.4% are female

teachers indicates that it is better to increase the number of female teachers in the

ABE centers. Moreover only 42.6% of ABE teachers belong to government managed

ABE centers indicates that most of the ABE centers are managed by the non-

government entities.

Table 3.29 Alternative Basic Education Teachers by Ownership for 2015/16


Male Female Total Male Female Total Male Female Total

Bari 21 4 25 38 11 49 59 15 74

Hayland - - - 3 - 3 3

3

Karkar - - - 6 5 11 6 5 11

Mudug 7 3 10 12 10 22 19 13 32

Nugal 6 - 6 - - - 6

6

Sanag 12 8 20 4 - 4 16 8 24

Sool 5 - 5 - - - 5

5

Total 51 15 66 63 26 89 114 41 155


62

Chart 3.29 Alternative Basic Education Teachers by Ownership for 2015/16

Alternative Basic Education Certified and Qualified Teachers

Table 3.30 and chart 3.30 below show that the Alternative Basic Education (ABE)

certified and qualified teachers for the year 2015/16. It can be observed that 41.3% of

ABE teachers are certified and 60.0% are qualified. Hayland region has the highest

percentage of qualified ABE teachers but do not certified teachers. From the total

certified ABE teachers only 21.8% are female teachers and from the total qualified ABE

teachers only 21.5% are female teachers indicates that it is better to increase the

number of certified and qualified female teachers in the ABE centers.

Table 3.30 ABE Certified and Qualified Teachers for 2015/16

Region Total Certified Qualified %

Certified

Total

%

Qualified

Total M F T M F T M F T

Bari 59 15 74 28 6 34 46 13 59 45.9 79.7

Hayland 3 3 0 0 0 3 0 3 0.0 100.0

Karkar 6 5 11 0 0 0 5 1 6 0.0 54.5

Mudug 19 13 32 10 3 13 10 3 13 40.6 40.6

Nugal 6 0 6 2 2 4 4 33.3 66.7

Sanag 16 8 24 10 5 15 4 3 7 62.5 29.2

Sool 5 0 5 0 0 0 1 0 1 0.0 20.0

Total 114 41 155 50 14 64 73 20 93 41.3 60.0


63

Chart 3.30 ABE Certified and Qualified Teachers for 2015/16

Alternative Basic Education Teachers Salary Payment

In Puntland, ABE teachers’ salary is paid by communities, private sector, non-

government organizations and ministry of Education.

Table 3.31 and chart 3.31 below show that ABE Teachers’ salary payers by payer for

the year 2015/16. In Puntland, 43.9% of ABE teachers’ salary is paid by the Ministry of

Education and the rest are paid by communities, non-government organizations, and

private and of course 12.3% of the teachers have no defined salary payers. Therefore,

data verification during data collection and data entry is a crucial issue.

Table 3.31 ABE Teachers Salary Payers for 2015/16

Region

Community (31.0%) MOE

(43.9%)

NGO

(9.7%)

Private

(3.2%)

Not

defined*

[Blank]

(12.3%)

Grand Total


Bari 31 6 37 18 5 23 5 1 6 3 1 4 2 2 4 59 15 74

Hayland 0 0 0 1 0 1 2 0 2 0 0 0 0 0 0 3 0 3

Karkar 3 1 4 0 0 0 2 0 2 0 0 0 1 4 5 6 5 11

Mudug 4 2 6 14 6 20 5 5 1 0 1 0 0 0 19 13 32

Nugal 0 0 0 6 0 6 0 0 0 0 0 0 0 0 0 6 0 6

Sanag 1 0 1 12 6 18 0 0 0 0 0 0 3 2 5 16 8 24

Sool 0 0 0 0 0 0 0 0 0 0 0 0 5 0 5 5 0 5

Total 39 9 48 51 17 68 9 6 15 4 1 5 11 8 19 114 41 155

*Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.


64

Chart 3.31 ABE Teachers Salary Payers for 2015/16

Alternative Basic Education centers

Table 3.32 and chart 3.32 below show the Alternative Basic Education (ABE) centers

for the year 2015/16. It can be observed that Bari region has the highest number of

ABE centers followed by Mudug and Nugal regions. Hayland and Sool region has the

lowest number of ABE centers followed by Sanag and Karkar regions. From the total

ABE centers 76.1% are single shift ABE centers.

Table 3.32 Alternative Basic Education centers by shift for 2015/16

Region Single shift

schools

Double shift

schools

Total no. of

schools

Bari 15 4 19

Hayland 1 0 1

Karkar 8 1 9

Mudug 5 11 16

Nugal 13 0 13

Sanag 8 0 8

Sool 1 0 1

Total 51 16 67

Chart 3.32 Alternative Basic Education centers by shift for 2015/16


65

D. NON FORMAL EDUCATION (NFE)

Non Formal Education (NFE) is education to address the primary education needs of

adults and others who are substantially older than the traditional primary school ages.

Non Formal Education Enrolment

Table 3.33 Non Formal Education (NFE) Enrolment for 2015/16

Region Level 1 Level 2 Level 3 Level 4 Level 5 Total

M F M F M F M F M F M F T

Ayn 129 176 63 157 10 98 87 202 518 720

Bari 193 467 135 211 54 153 14 143 11 407 974 1,381

Gardafuu 13 105 15 30 28 135 163

Hayland 47 84 47 63 37 59 5 55 9 7 145 268 413

Karkar 80 565 76 579 62 467 21 269 239 1,880 2,119

Mudug 183 449 166 398 82 158 19 45 11 4 461 1,054 1,515

Nugal 148 1,219 177 1,008 150 643 37 372 19 18 531 3,260 3,791

Sanag 174 323 109 387 66 377 40 122 10 16 399 1,225 1,624

Sool 386 1,122 165 966 88 427 45 108 44 20 728 2,643 3,371

Total

1,353

4,510

953

3,799

549

2,382

181

1,201

104

65

3,140

11,957

15,097

Table 3.33 Non Formal Education (NFE) Enrolment for 2015/16

Table 3.33 and chart 3.33 above show that the Non Formal Education (NFE) enrolment

for the year 2015/16. It can be observed that Nugal region has the highest NFE

enrolment followed by Sool and Karkar regions. The least numbers of NEF enrolments

is in the Gardafuu region followed by Hayland and Ayn regions. From the total NFE

enrolment 79.2% are female adult learners which seem that it is an education program

for women. It seems that due to the fact that most Puntland women had not been part

of the formal education system and so now joined NFE.


66

Non Formal Education (NFE) Enrolment by Ownership

Table 3.34 Non Formal Education (NFE) Enrolment by ownership for 2015/16

Region Government (MoEHE) Non-Government Total

M F T M F T M F T

Ayn

202

518

720

-

-

-

202

518

720

Bari

127

239

366

280

735

1,015

407

974

1,381

Gardafuu

-

-

-

28

135

163

28

135

163

Hayland

-

-

-

145

268

413

145

268

413

Karkar

128

1,160

1,288

111

720

831

239

1,880

2,119

Mudug

208

364

572

253

690

943

461

1,054

1,515

Nugal

332

2,324

2,656

199

936

1,135

531

3,260

3,791

Sanag

261

785

1,046

138

440

578

399

1,225

1,624

Sool

328

1,142

1,470

400

1,501

1,901

728

2,643

3,371

Total 1,586 6,532 8,118 1,554 5,425 6,979 3,140 11,957 15,097

Chart 3.34 Non Formal Education (NFE) Enrolment by ownership for 2015/16

Table 3.34 and chart 3.34 above show that the Non Formal Education (NFE) enrolment

by ownership for the year 2015/16. The percentage of government enrolment in the Non

Formal Education (NFE) is 53.7% and that of non-government is 46.2%. The share of

female participants in the government Non Formal Education (NFE) is 80.4% and its

share in the non-government is 77.7% indicates that the share of female participants

has no significant difference in both government and non-government Non Formal

Education (NFE) centers.


67

Non Formal Education Teachers by Ownership

Table 3.35 and chart 3.35 below show that the Non Formal Education (NFE)

government and non-government teachers for the year 2015/16. It can be observed that

Sool region has the highest numbers of NFE teachers and Gardafuu region has the

lowest numbers of ABE teachers. From the total NFE teachers 50.0% are female

teachers. Moreover 51.6% of NFE teachers belong to government managed NFE

centers indicates that most of the NFE centers are managed by the government

entities.

Table 3.35 Non Formal Education (NFE) Teachers by Ownership for 2015/16



Ayn 19 17 36 0 0 0 19 17 36

Bari 12 8 20 25 9 34 37 17 54

Gardafuu 0 0 0 3 3 6 3 3 6

Hayland 0 0 0 6 5 11 6 5 11

Karkar 18 22 40 8 11 19 26 33 59

Mudug 3 2 5 16 4 20 19 6 25

Nugal 20 35 55 16 12 28 36 47 83

Sanag 9 13 22 6 9 15 15 22 37

Sool 20 24 44 34 41 75 54 65 119

Total 101 121 222 114 94 208 215 215 430

Chart 3.35 Non Formal Education (NFE) Teachers by Ownership for 2015/16


68

Non Formal Education Certified and Qualified Teachers

Table 3.36 Qualified and Certified Non Formal Education Teachers for 2015/16

Region

Total Certified Qualified %

Certi

fied

Total

%

Quali

fied

Total Male Female Total Male Female Total Male Female Total

Ayn

19

17

36

10

10

20

6

4

10 55.6 27.8

Bari

37

17

54

17

12

29

28

8

36 53.7 66.7

Gardafuu

3

3

6

1

-

1

2

2

4 16.7 66.7

Hayland

6

5

11

2

1

3

6

2

8 27.3 72.7

Karkar

26

33

59

8

11

19

22

21

43 32.2 72.9

Mudug

19

6

25

1

-

1

18

3

21 4.0 84.0

Nugal

36

47

83

19

28

47

15

16

31 56.6 37.3

Sanag

15

22

37

8

11

19

8

12

20 51.4 54.1

Sool

54

65

119

25

12

37

27

24

51 31.1 42.9

Total

215

215

430

91

85

176

132

92

224 40.9 52.1

Chart 3.36 Certified Non Formal Education Teachers for 2015/16

Table 3.36 and chart 3.36 above show that the number of total certified and qualified

Non Formal Education (NFE) teachers for the year 2015/16. It can be observed that

40.9% of NFE teachers are certified and 52.1% are qualified. From the total certified

NFE teachers 48.3% are female teachers and from the total qualified NFE teachers

41.1% are female teachers indicating that share of NFE female teachers’ certification is

better than their share of qualification. But generally the certification and qualification

of NFE teachers need more planning and implementation to certify and qualify more

NFE teachers so that quality of NFE will be strengthened.


69

Non Formal Education (NFE) Teachers Salary Payment

NFE teachers’ salary is paid by communities, private sector, non-government

organizations and ministry of Education.

Table 3.37 and chart 3.37 below show that NFE Teachers’ salary payers by payer for

the year 2015/16. In Puntland, 31.2% of NFE teachers’ salary is paid by the Ministry of

Education, 10.7% by the communities and the rest are paid by non-government

organizations and private sector. Of course 53.3% of the teachers have no defined

salary payers and are blank and hence data verification during data collection and data

entry should be one of the crucial issues.

Table 3.37 NFE Teachers Salary Payers for 2015/16

Region Community (10.7%) MOE (31.2%)

NGO

(2.8%)

Private

(2.1%)

Not defined*

[Blank] (53.3%) Grand Total


Ayn 0 2 3 5 1 1 0 17 13 30 19 17 36

Bari 11 3 14 13 4 17 1 1 1 1 12 9 21 37 17 54

Gardafuu 0 1 1 0 0 3 2 5 3 3 6

Hayland 1 1 2 2 1 3 0 0 3 3 6 6 5 11

Karkar 1 1 16 18 34 1 1 2 0 8 14 22 26 33 59

Mudug 8 2 10 1 1 0 0 10 4 14 19 6 25

Nugal 5 7 12 17 20 37 1 1 4 4 8 9 16 25 36 47 83

Sanag 1 1 2 8 16 24 1 1 0 6 4 10 15 22 37

Sool 5 5 5 7 12 1 5 6 0 43 53 96 54 65 119

Total 32 14 46 64 70 134 3 9 12 5 4 9 111 118 229 215 215 430

*Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.

Chart 3.37 NFE Teachers Salary Payers for 2015/16


70

Non Formal Education Schools

Table 3.38 and chart 3.38 below show that the Non Formal Education (NFE) schools for

the year 2015/16. It can be observed that Nugal and Sool regions have the highest

numbers of NFE centers while Gardafuu and Hayland have the least number of NFE

centers.

Table 3.38 Non Formal Education Schools for 2015/16

Region Single shift

schools

Double shift

schools

Total no. of

schools

Ayn 5 1 6

Bari 11 1 12

Gardafuu 1 0 1

Hayland 2 0 2

Karkar 1 18 19

Mudug 10 0 10

Nugal 24 0 24

Sanag 9 1 10

Sool 18 11 29

Total 81 32 113

Chart 3.38 Non Formal Education Schools for 2015/16

It can also be computed that the percentage of single shift NFE centers is 71.7% and

the rest are double shift NFE centers.


71

E. SECONDARY EDUCATION

Secondary education in Puntland has four forms as Form 1, Form 2, Form 3 and Form

4. Entrance to secondary education is determined by the centrally administered

standardized examinations at class 8 (end of primary education).

Secondary Enrolment by Form

Secondary education enrolment is the number of pupils of Forms 1-4 of secondary

education who registered in the school at the beginning of the school year.

Table 3.39 Secondary Education enrolment for 2015/16

Region Form 1 Form 2 Form 3 Form 4 Total

Male Female Male Female Male Female Male Female Male Female Total

Ayn

123

76

96

61

89

47

55

24

363

208

571

Bari

1,262

768

1,151

665

972

512

690

362

4,075

2,307

6,382

Gardafuu

22

9

19

13

16

9

5

3

62

34

96

Hayland

99

66

113

48

75

47

81

18

368

179

547

Karkar

415

251

312

185

253

169

208

138

1,188

743

1,931

Mudug

1,157

686

900

518

576

358

442

245

3,075

1,807

4,882

Nugal

891

549

792

393

653

364

484

287

2,820

1,593

4,413

Sanag

179

101

124

76

146

94

113

70

562

341

903

Sool

380

272

445

211

356

185

310

104

1,491

772

2,263

Total

4,528

2,778

3,952

2,170

3,136

1,785

2,388

1,251

14,004

7,984

21,988

Table 3.39 above and chart 3.39 below show that the total enrolment of secondary

education is 21,988 in the year 2015/16 of which the highest enrolment is in Bari region

and the lowest enrolment is in the Gardafuu region. From the total secondary

enrolment, it can be computed that 36.3% are girls indicates that the share of girls in

secondary schools is not sufficient and needs some strategic planning to be increased to

about 50% to achieve gender equality.


72

Chart 3.39 Secondary Education enrolment for 2015/16

Secondary Enrolment by Locality (Urban and Rural)

Table 3.40 Enrolment of Secondary education by Locality for 2015/16

Region Urban Rural Total


Ayn

308

177

485

55

31

86

363

208

571

Bari

3,849

2,230

6,079

226

77

303

4,075

2,307

6,382

Gardafuu

-

-

-

62

34

96

62

34

96

Hayland

142

87

229

226

92

318

368

179

547

Karkar

1,072

684

1,756

116

59

175

1,188

743

1,931

Mudug

2,351

1,390

3,741

724

417

1,141

3,075

1,807

4,882

Nugal

1,959

1,076

3,035

861

517

1,378

2,820

1,593

4,413

Sanag

353

219

572

209

122

331

562

341

903

Sool

1,291

681

1,972

200

91

291

1,491

772

2,263

Total

11,325

6,544

17,869

2,679

1,440

4,119

14,004

7,984

21,988

Table 3.40 above and chart 3.40 below show urban and rural secondary enrolment in

the year 2015/16. It can be computed that share of urban secondary school enrolment is

81.3% indicates that most of the Puntland secondary schools are located in the urban

areas. It can also be observed that percentage of girls in the urban secondary enrolment

is 36.6% and in the rural secondary enrolment is 34.9% indicates that girls’

participation is better in the urban secondary schools than in the rural secondary

schools. Urban secondary enrolment is highest in Bari region followed by Mudug and

Nugal regions but no urban secondary enrolment in the Gardafuu region.


73

Chart 3.40 Enrolment Secondary education by Locality for 2015/16

Secondary Enrolment by Ownership (Government and Non-government)

Table 3.41 and chart 3.41 below show the secondary school enrolment by ownership in

the year 2015/16. The share of government managed secondary enrolment 68.5%

indicates that more than half of the secondary enrolment belongs to government

managed schools. The percentage of girls in the government enrolment is 34.9% and in

the non-government enrolment is 39.3% indicates that girls’ participation in the non-

government schools is higher than the government schools. Regionally, government

enrolment is highest in the Mudug region followed by Nugal region and the least is in

the Gardafuu region. It can also be observed that non-government enrolment is highest

in the Bari region but there no non-government secondary enrolment in the Gardafuu

region.

Table 3.41 Secondary enrolment by Ownership for 2015/16


Male Female Total Male Female Total Male Female

Ayn 339 177 516 24 31 55 363 208 571

Bari 1,746 904 2,650 2,329 1,403 3,732 4075 2307 6382

Gardafuu 62 34 96 - - - 62 34 96

Hayland 225 119 344 143 60 203 368 179 547

Karkar 1,188 743 1,931 - - - 1188 743 1931

Mudug 2,786 1,653 4,439 289 154 443 3075 1807 4882

Nugal 2,032 1,012 3,044 788 581 1,369 2820 1593 4413

Sanag 292 195 487 270 146 416 562 341 903

Sool 1,128 423 1,551 363 349 712 1491 772 2263

Total 9,798 5,260 15,058 4,206 2,724 6,930 14,004 7,984 21,988


74

Chart 3.41 Secondary enrolment by Ownership for 2015/16

Secondary Gross Enrolment Rate (GER)

The secondary Gross Enrolment Ratio (GER) compares those students enrolled,

regardless of age, with the population of the appropriate age range. For Puntland, the

official school age range for secondary education is 14-17.

Table 3.42 Secondary GER for the year 2015/16

GER Boys Girls Total

Enrolment of secondary (Forms 1-4) 14,004 7,984 21,988


Gross Enrolment Rate (GER) in % 18.1 11.1 14.7

Table 3.42 Secondary GER for the year 2015/16

Table 3.42 and chart 3.42 above show secondary Gross Enrolment Rate (GER) for the

year 2015/16. It can be observed from the table and chart that the GER for boys is

much greater than that of girls. This indicates that there is a big gender gap in

secondary school students. Generally, it can be concluded that 85.3% of the secondary

school age population are either out of school or over-aged in the primary schools.


75

Therefore, there needs to be a strategy to increase access to secondary education as well

as increasing the participation of girls in the secondary schools.

Secondary Net Enrolment Rate (NER)

The secondary Net Enrolment Rate (NER) measures the share of enrolment of children

of the appropriate school age (ages 14-17) to the population of the official school age.

Table 3.43 and chart 3.43 below show the secondary Net Enrolment Rate (NER) for the

school year 2015/16. The total secondary education NER in Puntland is only 9.2%

implies that about 90.8% of the secondary school official school age children (ages 14-

17) are not in the secondary school system but some might be in the primary school as

over-aged and most of them are expected to be out of school. This is a very low

achievement and needs the attention of education planners and policy makers to create

access to secondary school children at their official school age.

Table 3.43 Secondary NER for the year 2015/16

NER Boys Girls Total

Enrolment of secondary (Forms 1-4) of ages 14-17 8,523 5,282 13,805


Net Enrolment Rate (NER) in % 11.0 7.3 9.2

Chart 3.43 Secondary NER for the year 2015/16

Gender Equity in the Secondary Education

In this sub-topic, Gender Parity Index (GPI) is computed as the ratio of Gross

Enrolment Rate (GER) of girls to boys. It can be computed that the GPI of secondary

education of Puntland is 0.61 in the year 2015/16 indicates that participation of girls in

secondary schools needs the attention of planners and policy makers to achieve gender

equity.


76

Secondary Enrolment of Children with Special Educational Needs

Table 3.44 and chart 3.44 below show that of the total secondary enrolment with

special needs education is 553 in the year 2015/16 of which 83.5% are visually disabled,

11.6% are hearing disabled and the rest are movement disabled. This indicates that

visual disability is more of problem in special needs of secondary schools and hence the

use of Braille in the curriculum and inclusive education in the secondary education is

one of the very important priority areas.

Table 3.44 Enrolment of Secondary Children with Special Needs for 2015/16

Region Hearing Disability

Movement

Disability Visual Disability Total

M F T M F T M F T M F T

Ayn

3

3

1

1

2

2

4

2

6

8

Bari

12

12

24

11

14

25

73

62

135

96

88

184

Gardafuu

1

1

-

1

1

-

2

2

Hayland

-

-

4

1

5

4

1

5

Karkar

-

1

1

33

42

75

33

43

76

Mudug

9

8

17

-

81

97

178

90

105

195

Nugal

1

1

-

27

15

42

27

16

43

Sanag

3

3

-

5

5

10

5

8

13

Sool

7

8

15

-

6

6

12

13

14

27

Total 28 36 64 11 16 27 231 231 462 270 283 553

Chart 3.44 Enrolment of Secondary Children with Special Needs for 2015/16

The percentage of special needs education of girls in secondary schools is 51.2%

indicates that the percentage of girls with special education needs is greater than that

of boys. Most of these special needs education of secondary school students are found in

the Mudug and Bari regions.


Enrolment of Secondary by Distance to School and Mode of Transportation

Table 3.45 and chart 3.45 below show secondary students travel to school of different distances of which from a total of 21,988

students of secondary, 1.0% travel to school 4 to 5 kilometers, 3.8% travel to school 3 to 4 kilometers, 11.9% travel to school 2

to 3 kilometers, 16.3% travel to school 1 to 2 kilometers and 30.1% travel to school less than 1 kilometer. Of the 21,988

secondary students 56.3% travel to school on foot and 6.7% travel to school by means of other transportation means.

Generally, more than 58.3% of the secondary school students travel 3 and fewer kilometers to reach to school. Education

planners and decision makers should give attention to the numbers of students who travel long distances when building new

secondary schools.

Table 3.45 Secondary enrolment by Distance and Mode of Transportation for 2015/16

Region

Less than 1 km

(30.1%)

1-2 km

(16.3%)

2-3 km

(11.9%)

3-4 km

(3.8%)

4-5 km

(1.0%)

More than 5 km

(0.0%) Total

Foot Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port Foot

Trans

port

Not

defined

(45.6)

Foot

(56.3%)

Trans

port

(6.7%)

Total

Ayn

240

28

28

20

-

-

255

268

48

571

Bari

1,755

17

1,015

489

65

73

112

29

-

-

2,827

3,332

223

6,382

Gardafuu

96

-

-

-

96

-

96

Hayland

4

-

-

543

4

-

547

Karkar

257

438

23

131

20

66

23

-

-

973

892

66

1,931

Mudug

1,798

77

1,050

188

741

363

252

135

33

9

-

-

236

3,874

772

4,882

Nugal

840

39

366

67

434

83

84

34

81

30

-

-

2,355

1,805

253

4,413

Sanag

773

63

60

7

-

-

-

903

-

903

Sool

172

57

-

-

2,034

229

-

2,263

Total

5,935

161

3,017

278

1,855

551

482

281

114

91

-

-

9,223

11,403

1,362

21,988


78

Chart 3.45 below shows that most students travel on foot and only some travel by other

transportation means.

Chart 3.45 Secondary enrolment by Mode of Transportation for 2015/16

Secondary school Teachers by Ownership

Table 3.46 Secondary school Teachers by Ownership for 2015/16

Region Total Government Non-Government % of

Gov’t

Teachers M F T M F T M F T

Ayn

27

1

28

23

1

24

4

-

4 85.7

Bari

251

14

265

97

13

110

154

1

155 41.5

Gardafuu

3

3

3

3

-

-

- 100.0

Hayland

19

19

14

14

5

-

5 73.7

Karkar

78

78

78

78

-

-

- 100.0

Mudug

173

4

177

152

4

156

21

-

21 88.1

Nugal

120

5

125

80

4

84

40

1

41 67.2

Sanag

50

1

51

34

34

16

1

17 66.7

Sool

74

3

77

54

3

57

20

-

20 74.0

Total

795

28

823

535

25

560

260

3

263 68.0


79

Chart 3.46 Secondary school Teachers by Ownership for 2015/16

Table 3.46 and chart 3.46 above show the secondary education teachers by ownership

in the year 2015/16. It can be observed from the table that the share of government

secondary school teachers is 68.0% and 31.9% of the secondary school teachers are the

non-government ones. The share of female teachers in the government secondary

schools is 4.7% and its share in the non-government secondary schools is 1.1% indicates

that female teachers’ participation is very small in both government and non-

government secondary schools but better in the government ones. Therefore, the

planners, decision makers and the department of teachers should work hard to increase

the participation of female teachers especially in the secondary schools.

Secondary school Teachers by Locality

Table 3.47 and chart 3.47 below show the secondary education teachers by locality in

the year 2015/16. It can be observed from the table that the share of urban secondary

school teachers is 73.6% and only 26.4% of the secondary school teachers are from the

rural schools. The share of female teachers in the urban secondary schools is 3.1% and

its share in the rural secondary schools is 4.1% indicates that female teachers’

participation is very small in both urban and rural secondary schools but better in the

rural secondary schools than the urban ones.


80

Table 3.47 Secondary school Teachers by Locality for 2015/16

Region Total Urban Rural % of

Urban

Teachers M F T M F T M F T

Ayn

27

1

28

21

21

6

1

7 75.0

Bari

251

14

265

233

10

243

18

4

22 91.7

Gardafuu

3

3

-

-

-

3

-

3 0.0

Hayland

19

19

8

-

8

11

-

11 42.1

Karkar

78

78

62

-

62

16

-

16 79.5

Mudug

173

4

177

116

4

120

57

-

57 67.8

Nugal

120

5

125

72

3

75

48

2

50 60.0

Sanag

50

1

51

25

1

26

25

-

25 51.0

Sool

74

3

77

50

1

51

24

2

26 66.2

Total

795

28

823

587

19

606

208

9

217 73.6

Chart 3.47 Secondary school Teachers by Locality for 2015/16

Secondary Pupil-Teacher Ratio (PTR) by Ownership

Table 3.48 and chart 3.48 below show the secondary education Pupil Teacher Ratio

(PTR) disaggregated by ownership as government and non-government in the year

2015/16. The total secondary education Pupil Teacher Ratio (PTR) is 26.7 of which

government PTR is 26.9 and non-government PTR is 26.3 indicates that non-

government PTR is less than government PTR in secondary schools. Secondary

education PTR is above the national average in the regions of Nugal, Gardafuu,

Mudug, Sool, and Hayland while Ayn and Sanag regions have lower PTR.


81

Table 3.48 Secondary Education Pupil Teacher Ratio by Ownership for 2015/16

Region

Enrolment Teachers PTR by Ownership

Gov't Non-

gov't Total Gov't

Non-

gov't Total Gov't

Non-

gov't Total

Ayn

516

55

571

24

4 28 21.5 13.8 20.4

Bari

2,650

3,732

6,382

110

155 265 24.1 24.1 24.1

Gardafuu

96

-

96

3

- 3 32.0 0.0 32.0

Hayland

344

203

547

14

5 19 24.6 40.6 28.8

Karkar

1,931

-

1,931

78

- 78 24.8 0.0 24.8

Mudug

4,439

443

4,882

156

21 177 28.5 21.1 27.6

Nugal

3,044

1,369

4,413

84

41 125 36.2 33.4 35.3

Sanag

487

416

903

34

17 51 14.3 24.5 17.7

Sool

1,551

712

2,263

57

20 77 27.2 35.6 29.4

Total 15,058 6,930 21,988

560

263 823 26.9 26.3 26.7

Chart 3.48 Secondary Education Pupil Teacher Ratio by Ownership for 2015/16

Secondary Pupil-Teacher Ratio (PTR) by Locality

Table 3.43 and chart 3.43 below show the secondary education Pupil Teacher Ratio

(PTR) disaggregated by locality as urban and rural in the year 2015/16. The PTR for

urban is 29.5 and that of rural is 19.0 indicates that urban PTR is greater than the

rural PTR with significant difference in the secondary schools. Urban secondary PTR

is highest in the Nugal region and there is no urban secondary PTR in the Gardafuu

region where as rural PTR is highest in the Gardafuu region and least in the Karkar

region.


82

Table 3.49 Secondary Education Pupil Teacher Ratio by Locality for 2015/16

Region Enrolment Teachers PTR by Locality

Urban Rural Total Urban Rural Total Urban Rural Total

Ayn

485

86

571

21

7 28 23.1 12.3 20.4

Bari

6,079

303

6,382

243

22 265 25.0 13.8 24.1

Gardafuu

-

96

96

-

3 3 0.0 32.0 32.0

Hayland

229

318

547

8

11 19 28.6 28.9 28.8

Karkar

1,756

175

1,931

62

16 78 28.3 10.9 24.8

Mudug

3,741

1,141

4,882

120

57 177 31.2 20.0 27.6

Nugal

3,035

1,378

4,413

75

50 125 40.5 27.6 35.3

Sanag

572

331

903

26

25 51 22.0 13.2 17.7

Sool

1,972

291

2,263

51

26 77 38.7 11.2 29.4

Total 17,869 4,119 21,988

606

217 823 29.5 19.0 26.7

Chart 3.49 Secondary Education Pupil Teacher Ratio by Locality for 2015/16


Qualified and Certified Secondary school Teachers

This is based on the minimum standard of qualification and certification for secondary education teachers with a minimum of

diploma for qualification and diploma in teaching for certification.

Table 3.50 Secondary school Qualified and Certified Teachers for 2015/16

Region

Total Teachers Certified Teachers Qualified Teachers

% of Certified

Teachers % of Qualified Teachers

Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total

Ayn

27

1

28

22

1

23

11

-

11 81.5 100.0 82.1

40.7

-

39.3

Bari

251

14

265

205

13

218

81

4

85 81.7 92.9 82.3

32.3

28.6

32.1

Gardafuu

3

3

1

1

2

2 33.3 0.0 33.3

66.7

-

66.7

Hayland

19

19

14

14

8

8 73.7 0.0 73.7

42.1

-

42.1

Karkar

78

78

57

57

42

42 73.1 0.0 73.1

53.8

-

53.8

Mudug

173

4

177

136

2

138

46

2

48 78.6 50.0 78.0

26.6

50.0

27.1

Nugal

120

5

125

113

5

118

23

-

23 94.2 100.0 94.4

19.2

-

18.4

Sanag

50

1

51

41

1

42

18

1

19 82.0 100.0 82.4

36.0

100.0

37.3

Sool

74

3

77

20

1

21

47

1

48 27.0 33.3 27.3

63.5

33.3

62.3

Total 795 28 823

609

23

632 278 8 286 76.6 82.1 76.8

35.0

28.6

34.8


Chart 3.50 Secondary school Qualified Teachers for 2015/16

Table 3.50 and chart 3.50 above show teachers with certifications as well as qualifications of secondary education in the year

2015/16. The total percentage of certified secondary education teachers is 76.8% and of qualified secondary education

teachers is 34.8% in the year 2015/16. It seems that teachers’ qualification in secondary schools needs more effort on the

teachers training and pedagogics for the non-teaching qualified teachers.

Secondary Education Teachers Salary Payment

In Puntland, Secondary education teachers’ salary is paid by communities, private sector, Ministry of Education, and non-

government organizations.

Table 3.51 and chart 3.51 below show the secondary education teachers’ salary payers by region in the year 2015/16. In

Puntland, 91.8% of secondary education teachers salary is paid by communities, 7.5% by the Ministry of Education, 4.6% by

NGOs, 0.6% by private owners and some 1.2% are not defined (blank) and is unknown.


Table 3.51 Secondary Education Teachers Salary Payers for 2015/16

Region Community (91.8%) MOE (7.5%) NGOs (4.6%) Private (0.6%)

*Not defined

(1.2%) Total


Ayn

20

20

6

6

-

-

1

1

2

27 1

28

Bari

232

14

246

1

1

16

16

-

2

2

251 14

265

Gardafuu

3

3

-

-

-

-

3 -

3

Hayland

13

13

1

1

-

5

5

-

19 -

19

Karkar

59

59

18

18

-

-

1

1

78 -

78

Mudug

168

4

172

3

3

2

2

-

-

173 4

177

Nugal

118

5

123

2

2

-

-

-

120 5

125

Sanag

45

1

46

1

1

1

1

-

3

3

50 1

51

Sool

31

2

33

25

1

26

17

17

-

1

1

74 3

77

Total

689

26

715

57

1

58

36

-

36

5

-

5

8

1

9

795 28

823

*Not defined (blank): teachers whose salary payers’ field were blank in the questionnaire.


86

Chart 3.51 Secondary Education Teachers Salary Payers for 2015/16

Secondary Education Schools and Classrooms

Secondary education schools

Secondary education schools disaggregated by shift type and ownership are presented

in this analysis.

Table 3.52 and chart 3.52 below show that the numbers of secondary schools in the year

2014/15. In Puntland, 46.2% of secondary schools are single shift and the rest are

double shift indicates that most of the secondary schools are double shift. It can be

observed that the highest numbers of secondary schools are located in the regions of

Bari, Mudug and Nugal while the least numbers of secondary schools are in the

Gardafuu, Hayland and Ayn regions.

Table 3.52 Secondary education schools by shift for 2015/16

Region Single shift

schools

Double shift

schools

Total no. of

schools

Ayn 3 1 4

Bari 6 12 18

Gardafuu 1 0 1

Hayland 1 2 3

Karkar 0 9 9

Mudug 7 8 15

Nugal 11 2 13

Sanag 5 2 7

Sool 2 6 8

Total 36 42 78


87

Chart 3.52 Secondary education schools by shift for 2015/16

Table 3.53 and chart 3.53 below show that the numbers of secondary schools by

ownership in the year 2015/16. It can be computed that 71.8% of the total secondary

schools are managed by the government. Non-government secondary schools are

comprised of community, non-government organizations and the private sector schools.

Table 3.53 Secondary education schools by Ownership for 2015/16

Region Gov't/MoEHE Non-gov't Total

Ayn 3 1 4

Bari 8 10 18

Gardafuu 1 - 1

Hayland 2 1 3

Karkar 9 - 9

Mudug 13 2 15

Nugal 9 4 13

Sanag 5 2 7

Sool 6 2 8

Total 56 22 78

Chart 3.53 Secondary education schools by Ownership for 2015/16


88

Secondary School Classrooms and Pupil Classroom Ratio (PCR)

In the case of double shift schools, classrooms should be considered carefully.

Classrooms can be disaggregated by ownership, locality, type of shift, region and

district, etc. The Pupil Classroom Ratio (PCR) shows the number of pupils in one

teaching and learning classroom.

Secondary Pupil Classroom Ratio (PCR)

Table 3.54 and chart 3.54 below show the secondary education Pupil Classroom Ratio

(PCR) by region for government and non-government classrooms of the year 2015/16.

In Puntland, the total secondary education Pupil Classroom Ratio (PCR) is 47.4 of

which the government PCR is 83.2 and the non-government PCR is 24.5 indicates the

government PCR is double of the non-government PCR in secondary schools. This

indicates that more numbers of secondary school classrooms are needed in the

government secondary schools. Of course, the PCR for both government and non-

government is expected to be less (better) than shown above if there was actual data of

classrooms in the year 2015/16.

Table 3.54 Secondary education Classrooms and Pupil Classroom Ratio for 2015/16

Region Enrolment Classrooms* PCR

Gov't

(MoEHE)

Non-

gov't Total

Gov't

(MoEHE)

Non-

gov't Total

Gov't

(MoEHE)

Non-

gov't Total

Ayn

516

55

571

11

-

11 46.9 51.9

Bari

2,650

3,732

6,382

24

98

122 110.4 38.1 52.3

Gardafuu

96

-

96

4

-

4 24.0 24.0

Hayland

344

203

547

4

14

18 86.0 14.5 30.4

Karkar

1,931

-

1,931

26

21

47 74.3 0.0 41.1

Mudug

4,439

443

4,882

54

33

87 82.2 13.4 56.1

Nugal

3,044

1,369

4,413

29

58

87 105.0 23.6 50.7

Sanag

487

416

903

10

23

33 48.7 18.1 27.4

Sool

1,551

712

2,263

19

36

55 81.6 19.8 41.1

Total

15,058

6,930

21,988

181

283

464 83.2 24.5 47.4

*Note: The 2013/14 classrooms data has been used for the year 2015/16 due to classrooms missed data for 2015/16


89

Chart 3.54 Secondary education Classrooms and Pupil Classroom Ratio for 2015/16

Because the numbers of schools have shown an increase and so the number of

classrooms and hence the MoEHE EMIS team should give special attention on the

collection and processing the numbers of classrooms carefully for the next consecutive

years. Though the total PCR reflects the general direction, there is remarkable

variation among regions in which PCR is above the national average in the regions of

Mudug, Bari, Ayn and Nugal whereas most regions do have a PCR of less than the

national average.

Secondary school Textbooks

Secondary Education Pupil Textbook Ratio (PTbR)

Pupil Textbook Ratio (PTbR) shows the number of pupils who shared one textbook by

subject. Here we have used Mathematics, English, Somali and Arabic as a measures of

secondary Pupil Textbook Ratio (PTbR).

Table 3.55 and chart 3.55 below show that the secondary schools Pupil Textbook Ratio

(PTbR) is not 1:1 in any of the subjects (Mathematics, English, Somali and Arabic).

Generally, the secondary PTbR does not seem logical as it can be observed from the

table and chart that 1 mathematics textbook is shared by 21 pupils (21:1), 1 English

textbook is shared by 21 pupils (21:1), 1 Arabic textbook is shared by 63 pupils (63:1)

and 1 Somali textbook is shared by 71 pupils (71:1).


90

Table 3.55 Secondary schools PTbR for 2015/16*

Region Enrolment

Arabic

Textbo

oks

Arabic

PTbR

English

Text

Books

English

PTbR

Mathe

matics

Text

books

Mathe

matics

PTbR

Somali

Text

books

Somali

PTbR

Ayn 571 6 95.2 29 19.7 6 95.2 6 95.2

Bari 6,382 79 80.8 185 34.5 353 18.1 55 116.0

Gardafuu 96

Hayland 547 8 68.4 129 4.2 80 6.8 12 45.6

Karkar 1,931 44 43.9 163 11.8 162 11.9 31 62.3

Mudug 4,882 91 53.6 342 14.3 203 24.0 117 41.7

Nugal 4,413 79 55.9 133 33.2 191 23.1 54 81.7

Sanag 903 25 36.1 19 47.5 19 47.5 22 41.0

Sool 2,263 20 113.2 32 70.7 33 68.6 13 174.1

Total 21,988 352 62.5 1,032 21.3 1,047 21.0 310 70.9

*Note: 2013/14 textbooks data as the 2015/16 textbooks data is incomplete

Chart 3.55 Secondary schools PTbR for 2015/16*

The secondary education PTbR indicates that shortage of secondary textbooks in all the

subjects is the main problem of the Puntland secondary schools. Therefore publication

of the existing textbooks and development of new textbooks by subject should be the

main priority areas of the Ministry of Education and Higher Education to maintain the

standard PTbR of 1:1 at least in core subjects.

School Facilities at Secondary schools

School facilities have significant impact on access, quality, efficiency and gender equity

of the education system. The availability of water (drinking and/or washing), latrines,

laboratories, libraries and pedagogical centers in schools will attract students and is

means of increasing quality and efficiency of education.


91

Access to water and drinkable water including sources of water

Secondary schools in Puntland have different sources of water. Some of the sources of

water are water pipes, roof tanks and wells of which some are drinkable and others are

not used for drinks.

Table 3.56 Secondary schools with availability and type of water for 2015/16

Region No. of

schools Piped Roof Tank Well Total

Drink

able

% of schools

with access

to water

% of schools

with

drinkable

water

Ayn 4 0.0 0.0

Bari 18 11 4 3 18 16 100.0 88.9

Gardafuu 1 0.0 0.0

Hayland 3 1 1 2 2 66.7 66.7

Karkar 9 6 3 1 8 8 88.9 88.9

Mudug 15 11 3 2 16 13 106.7 86.7

Nugal 13 5 7 12 7 92.3 53.8

Sanag 7 7 1 8 7 114.3 100.0

Sool 8 5 1 6 5 75.0 62.5

Total 78 33 30 9 70 60 89.7 76.9

Chart 3.56 Secondary with availability and type of water for 2015/16

Table 3.56 and chart 3.56 above show that 89.7% of the Puntland secondary schools

have access to water and only 76.9% of secondary schools have access to drinkable

water. The sources of water are different and the greatest source comes from piped

water followed by roof tanks which are 47.1% and 42.9% respectively.


92

Examination Results of Grades 8 and Form IV

In Puntland, centrally administered standardized examinations will be given at the

end of each school year to all students of Grade 8 and Form IV to certify completion of

primary education and secondary education respectively.

I. Grade 8 Exam Results for 2015/16

Table 3.57 Grade 8 candidates who are promoted in the year 2015/16

Region Candidates Promoted

Percentage

Promoted

M F T M F T M F T

Ayn 83 48 131 82 46 128 99 96 98

Bari 1,397 835 2,232 1,305 788 2,093 93 94 94

Gardafuu 52 21 73 51 21 72 98 100 99

Hayland 220 93 313 216 91 307 98 98 98

Karkar 415 278 693 379 249 628 91 90 91

Mudug 1,246 829 2,075 1,169 783 1,952 94 94 94

Nugal 1,064 769 1,833 973 696 1,669 91 91 91

Sanag 206 113 319 190 113 303 92 100 95

Sool 102 50 152 78 32 110 76 64 72

Total 4,785 3,036 7,821 4443 2819 7262 93 93 93

Chart 3.57 Grade 8 candidates who are promoted in the year 2015/16

Table 3.57 and chart 3.57 above show that from the total number of candidates of grade

8 examination, 93.0% of the students were promoted to the next grade (form I) of which

93.0% are boys and 93.0% are girls. The highest promotion to the next grade is

observed in the Gardafuu (99%), Hayland and Ayn regions (98.0%) and the lowest is in

Sool (72.0%) Nugal and Karkar regions (91.9%).


II. Form IV Exam Results for 2015/16

Table 3.58 Form IV Candidates who are promoted in the year 2015/16

Region Candidates Promoted Not Promoted Absents % Promoted

M F T M F T M F T M F T M F T

Ayn

43

22 65 31 15 46

11

6

17 2 -

2

72.1

68.2

70.8

Bari

768

394

1,162 742 375 1,117

18

15 33 8 4 12

96.6

95.2

96.1

Gardafuu

2 9 11 2 9 11 - - - - - -

100.0

100.0

100.0

Hayland 72

20 92 72 20 92

-

- - - -

-

100.0

100.0

100.0

Karkar

154

92 246 153 92 245

-

- - 1 -

1

99.4

100.0

99.6

Mudug

452

243 695 442 240 682

7

1 8 3 2

5

97.8

98.8

98.1

Nugal

523

298 821 511 291 802

9

5

14 3 2

5

97.7

97.7

97.7

Sanag

96

61 157 96 60 156

-

1 1 - - -

100.0

98.4

99.4

Sool

36

22 58 18 8 26

15

10

25 3 4

7

50.0

36.4

44.8

Total

2,146

1,161

3,307

2,067 1,110 3,177

60 38 98 23 12

32

96.3

95.6

96.1

Gender

Grading scale Absen

ts Total

50% [C]

and

above

Percentage

of 50% [C]

and above 12 [A] 11 [A-] 10

[B+]

9

[B]

8

[B-]

7

[C+]

6

[C]

5

[C-]

4

[D+]

3

[D]

2

[D-]

1

[E]

Boys 117 344 203 251 274 252 241 159 117 69 40 60 19 2,146 1,841 85.8

Girls 28 116 83 123 134 160 148 123 107 51 37 38 13 1,161 915 78.8

Total 145 460 286 374 408 412 389 282 224 120 77 98 32 3,307 2,756 83.3


Chart 3.58 Form IV Candidates who are promoted in the year 2015/16

Table 3.58 and chart 3.58 above show the numbers of students registered, promoted, scored 50% and above by region and

gender in the year 2015/16. As per the Puntland form IV promotion scale, from the total number of students who registered

for the form IV examination, 96.1% of the students are promoted in which 96.3% are boys and 95.6% are girls. The highest

percentage of promotions is observed in the Gardafuu (100.0%), Hayland (100.0%) and Karkar (99.6%) regions while the

lowest is in the Sool (44.8%) region.

But it can also be observed that the percentage of candidates who have scored 50% [C] and above are 83.3% in which 85.8%

are boys and 78.8% are girls. This indicates that more boys have scored 50% [C] and above than girls in the 2015/16 form IV

examination.


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F. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING

(TVET)

Puntland Government is committed to participating in the competitive global market

economy. This requires technical and professional citizens trained in the “ability to

learn” and in specific occupations. Hence, Technical Vocational Education and Training

(TVET) are often at the center of education aimed at marketable and entrepreneurial

skills. Puntland is putting in place, in part via TVET, a comprehensive human resource

development program. TVET provides training on market oriented programs based on

the demand of industry for various target groups including: School leavers, people who

are in employment, school drop outs, and groups marginalized in the labor market.

TVET Enrolment

The total enrolment in TVET in the year 2013/14 was 4,250. In the year 2014/15 and

2015/16 enrolments has decreased to 3,637 and 2,828. The decline in enrollment might

be due to underreporting of data. It is likely that enrolment and institution figures are

higher than indicated in this document because there are government and non-

government TVET institutions in all regions which did not respond to the annual

questionnaire.

Table 3.59 shows that, in the year 2015/16, female enrolment constitutes 67.0% of total

enrolment, indicating a relatively good gender balance at the national level. Chart 3.59

displays the decline in TVET enrolment to 2014/15 and 2015/16.

Table 3.59 TVET Enrolment Trends by Sex

Sex 2013/14 2014/15 2015/16 AAGR (%)

Male 1,233 1,239 932 -8.9071524

Female 3,017 2,398 1,896 -14.34468

Total 4,250 3,637 2,828 -12.696801

% Female 70.0 65.9 67.0


96

Chart 3.59 TVET Enrolment Trends by Sex

The 2015/16 data in the table 3.60 show a total of 2,828 students in regular, evening

and summer programs. Nugal and Karkar had the largest enrolments of TVET followed

by Sool. Females are more accessing in TVET institutions than their counterparts.

Table 3.60 TVET Enrolment by Region, Level and Sex in the year 2015/16

Region Level 1 Level 2 Total

Total M F M F M F

Ayn 0 0 0 0 0 0 0

Bari 95 130 30 30 125 160 285

Gardafuu 0 0 0 0 0 0 0

Hayland 35 69 0 0 35 69 104

Karkaar 255 245 5 20 260 265 525

Mudug 45 75 30 18 75 93 168

Nugal 181 615 76 147 257 762 1019

Sanag 85 103 45 43 130 146 276

Sool 50 168 0 233 50 401 451

Total 746 1405 186 491 932 1896 2828


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TVET Trainers (Teachers) and Institutions

In 2015/16 as shown in table 3.61 and chart 3.61, there are 20 TVET institutions in

Puntland under both government and non-government ownership. The number of

TVET institutions has increased from the last year while the number of TVET trainers

has increased in 2014/15 but shown a little decline in 2015/16.

Table 3.61 TVET Institutions and Trainers by Region and Sex in the year

2015/16

Region No of TVET institutions

No of Teacers (Trainer)

Male Female Total

Ayn 0 0 0 0

Bari 2 10 8 18

Gardafuu 0 0 0 0

Hayland 1 2 4 6

Karkaar 4 19 6 25

Mudug 4 9 3 12

Nugal 6 24 25 49

Sanag 2 9 5 14

Sool 1 8 4 12

Total 20 81 55 136

Chart 3.61 TVET Institutions and Trainers by Region and Sex in the year

2015/16


98

TVET Graduates

In 2013/14 as shown in table 3.62, there are 2,138 students graduated from TVET

institutions of whom 832 Males and 1,306 Females. This indicates that Females are

more graduating and accessing than Males in the vocational skills and therefore the

government should be given attention to formalize, upgrade and develop the TVET

institutions in Puntland.

Table 3.60 TVET Graduates by Region, Level and Sex in the year 2014/15

Region Level 1 Level 2 Total

Total M F M F M F

Ayn 0 0 0 0 0 0 0

Bari 55 95 0 0 55 95 150

Gardafuu 0 0 0 0 0 0 0

Hayland 0 0 0 0 0 0 0

Karkaar 135 218 180 90 315 308 623

Mudug 95 149 198 200 293 349 642

Nugal 48 231 21 179 69 410 479

Sanag 40 63 60 81 100 144 244

Sool 0 0 0 0 0 0 0

Total 63 60 81 100 832 1,306 2,138


99

G. Higher Education

Higher Education in Puntland includes universities and colleges. The higher education

data has been collected from 13 universities and colleges for the third time of 2013/14,

2014/15 and 2015/16. The higher data collection process has been better than in the

first year 2013/14 and has shown increase of the number of institutions, enrolments

and teachers. The higher education data as part of this yearbook contains students

enrolled, teaching staff and Pupil Teacher Ratio (PTR).

Table and chart 3.63 show that the total enrolment by sex in the year of 2013/14,

2014/15 and 2015/16. The total undergraduate enrolment of 2015/16 is 11, 554 of which

4,651 are Females which accounts 40.3 of the total enrolment. The enrolment has

shown a steady growth with an average annual growth rate of 52.7% of which 56.8%

Females and 50.3% Males. It can also be observed that Females are shown higher

growth rate than that of Males.

Higher Education Enrolments

Table 3.63 Higher Education Enrolment Trends by Sex

Sex 2013/14 2014/15 2015/16 AAGR (%)

Male 2,031 6,502 6,903 50.3520371

Female 1,209 4,186 4,651 56.6895426

Total 3,240 10,688 11,554 52.7785736

% Female 37.3 39.2 40.3

Chart 3.63 Higher Education Enrolment Trends by Sex


100

Table 3.64 Higher Education Enrolment by institution, region, district and sex

2015/16

No Name Of University /collage Region District Enrollment

M F Total

1 East Africa University

Bari Bosaso 1104 624 1,728

Karkaar Qardho 119 61 180

Mudug Galkacyo 195 216 411

Ayn Buhodle 117 69 186

Mudug Galdagob 41 58 99

Sanag Erigabo 106 81 187

Nugaal Garowe 281 263 544

2 Puntland state university Mudug Galkacyo 253 158 411

Nugaal Garowe 1160 810 1,970

3 University OF Bossaso Bari Bosaso 701 219 920

Nugaal Garowe 220 287 507

4 Maakhir university Sanag Badhan 120 64 184

5 Mogadishu University Bari Bosaso 527 212 739

6 University of Health science Bari Bosaso 351 759 1,110

7 Vision international collage Bari Bosaso 295 255 550

8 Garowe Eduction Teacher Collage Nugaal Garowe 360 91 451

9 Admas University Nugaal Garowe 79 20 99

10 Galkaio International University Mudug Galkacyo 343 167 510

11 Global Science University Mudug Galkacyo 115 145 260

12 Technical Collage of Vetenary Mudug Galkacyo 62 19 81

13 Puntland University Science and technology Bari Bosaso 354 73 427

Total

6903 4651 11,554

Table 3.64 above show that in the year 2015/16 the total higher education enrolment is

11,554 of which 4,651 are females and 6,903 are Males. It can be observed that the

higher education institutions are more concentrated in the Bari region specially Bosaso

district.


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Teaching Staff in Higher Education

Table 3.65 universities and college teaching staff by institution, region,

district, sex and PTR 2015/16

No Name of University /collage Region District Teaching staff

M F Total PTR

1

East Africa University

Bari Bosaso 253 14 267 6.5

Karkaar Qardho 14 0 14 12.9

Mudug Galkacyo 37 7 44 9.3

Ayn Buhodle 12 0 12 15.5

Mudug Galdagob 11 1 12 8.3

Sanag Erigabo 16 0 16 11.7

Nugaal Garowe 59 3 62 8.8

2 Puntland state university Mudug Galkacyo 20 3 23 17.9

Nugaal Garowe 167 30 197 10

3 University OF Bossaso Bari Bosaso 50 4 54 17

Nugaal Garowe 33 4 37 13.7

4 Maakhir university Sanag Badhan 13 0 13 14.2

5 Mogadishu University Bari Bosaso 46 3 49 15.1

6 University of Health science Bari Bosaso 27 8 35 31.7

7 Vision international collage Bari Bosaso 8 2 10 55

8 Garowe Eduction Teacher Collage Nugaal Garowe 15 1 16 28.2

9 Admas University Nugaal Garowe 17 0 17 5.8

10 Galkaio International University Mudug Galkacyo 25 5 30 17

11 Global Science University Mudug Galkacyo 16 0 16 16.3

12 Technical Collage of Vetenary Mudug Galkacyo 11 1 12 6.8

13 Puntland University Science and

technology Bari Bosaso 29 4 33 12.9

Total 879 90 969 11.9

Table 3.65 above shows that there are 969 higher education teaching staffs of which

9.2% are female teachers. This indicates that female teachers’ participation in the

higher education is very low but shown a little increase of 3% of the last two years. It

can also be observed that teaching staff in the higher education institutions have

shown increase in comparison of 2013/14.

The Pupil Teacher Ratio in higher education institutions is 11.6 of which the highest

PTR is 55.0 for the Vision International Collage and the least 5.8 for the Admas

University. In general the PTR in the year of 2015/16 have shown a decline of the


102

annual growth rate of (-11.5). In which the declines of the growth rate of PTR shows

improvements on the teaching learning process as well as on the quality of education

for the last year.

ANNEXES Puntland Education Statistics Yearbook 2015/16

103

4. ANNEXES


104

Annex 1: EMIS, its Uses and Life Cycle

What IS EMIS? Education Management Information System (EMIS)

is an acronym for Education Management Information system;

is a system designed to systematically organize information related to the management

of educational development at all levels;

is responsible for the promotion and use of information for policy planning, decision

making, and the monitoring and evaluation of an education system;

needs to be as complete as possible and addresses the information needs of all

stakeholders in education system;

includes tools (software) to assist in data processing, storage and analysis.

What Are the Uses of EMIS?

Informing decision-makers: Provide analyzed information to decision makers to

monitor progress towards achieving the goals of the MoEHE (Planned vs. Achieved);

Identifying issues to be addressed by planners: Help planners identify existing

problems and predict future problems using projections and trends;

Supporting policy planning: Provide information to estimate the expected

implications of policy changes (pre-policy analysis) and analyze the effect policy changes

had, as well as inform future policy development (post-policy analysis);

Providing general planning information: Provide information for strategic

planning, financial and human resource planning, project design, etc.

Providing tools for education sector management: Provide data for projection and

simulation tools as well as resource allocation calculations;

Monitoring and evaluation information: Progress monitoring (particularly

important in times of reform) and evaluation of projects and programmes;

Informing other users: Provide information for the operations of the Ministry,

Regional Education Offices, District offices and all other stakeholders in education

including development partners.

Life Cycle of EMIS

o Data Collection: the design, redesign, development and publication of annual school

census including training, distribution and monitoring of the completed instrument.

o Data Processing: the design, redesign, development and use of data storage and

processing software including data entry, data cleaning, data verification and data

compilation.


105

o Data Analysis: looking more closely to the data and in various ways in order to get

information useful for planning and decision making including identifying data for

analysis, calculation of educational indicators, creating of tables and charts, and

interpretation of it.

o Publication and Dissemination: the printing and distribution of hard copies and

website hosting, attaching and emailing of soft copies of annual yearbooks, quick

references, leaflets,

o Feedback: preparing feedback forms and collecting feedbacks for the improvement of

the next data collection, processing, analysis, publication and dissemination.


106

Annex 2: Glossary

Apparent Intake Rate (AIR):

Apparent Intake Rate, sometimes called Gross Intake Rate is the percentage of new

entrants (irrespective of age) in grade 1 out of the total number of children of the

official admission age (age 6, for primary education, in the Puntland case) in a given

year.

Average School Size:

Average School Size is the average number of students per school, at a given

educational level, in a given year. It is calculated by dividing the total number of

pupils at a given level by the total number of schools available for that level.

Dropout Rate:

Dropout rate is the percentage of pupils who discontinue their learning from a given

grade compared to the previous year’s total enrolment in the same grade.

Gender Parity Index (GPI):

Gender Parity Index is the ratio of female to male indicators mostly we use Gross

Enrolment Rate (GER). A gender parity index of 1 indicates perfect equality between

males and females, while a GPI closer to zero indicates high disparity between the

participation of females compared to males.

Gross Enrollment Rate (GER):

Gross Enrollment Rate is the percentage of pupils (irrespective of age) at a particular

grade level compared to the corresponding school age population. For example,

Primary Gross Enrollment Rate for Puntland would be the total primary school

enrollment (lower and upper primary) divided by the population aged 6-13.

Net Enrolment Rate (NER):

Net Enrolment Rate is the percentage of pupils at a particular grade level, who are of

the official enrollment age for that level, compared to the corresponding school age

population. For example Primary NER for Puntland would be the primary school

enrollment of children aged 6-13 divided by the population aged 6-13.


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Net Intake Rate (NIR):

Net Intake Rate is the percentage of new entrants in grade 1 who are 6 years old, out of

the total number of children of official admission age (age 6 for Primary in Puntland) in

a given year.

Pupil Classroom Ratio (PCR):

Pupil Classroom Ratio is the average number of pupils, at a given educational level, in

a given classroom. It is calculated by dividing the total number of pupils at a given

level by the total number of classrooms available for that level.

Pupil Teacher Ratio (PTR):

Pupil Teacher Ratio is the average number of pupils at a given education level per

teacher at the same level. It is calculated by dividing the total number pupils at a

given level of education by the total number of teachers available at that level. PTR

becomes more complex when teachers are part-time, specialized and teaching only a

few classes, etc.

Repetition Rate:

Repetition Rate is the percentage of pupils repeating in a given grade out of the

previous year’s total enrolment in the same grade.

Rural Schools:

Rural schools are all schools located in areas that are not defined as urban.

Shifts:

Shifts are a second or third full school activity, in the same school building, at a

different time of the day. Because of limited school buildings, some schools operate a

Morning and Afternoon Shift as well as an Evening shift.

Urban Schools:

Urban schools are schools that are located in urban areas.

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