Puntland State of Somalia

Puntland State ofSomalia

Education StatisticsYearbook 2013/2014

Ministry of Education and Higher Education Department of Policy and Planning EMIS unit

March 2015 Garowe, Puntland State of Somalia

Website: www.moepuntland.com

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Department of Policy and PlanningEducation Management Information System unitGarowe, Puntland State of SomaliaTel: +252 90-7793803Website: 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 EMIS is acknowledged as the

source of the information. Whilst the 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 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:

• Department of Policy and Planning, EMIS Unit, MOEHE, Garowe, Puntland

• MOEHE’s website: www.moepuntland.com

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

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

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Foreword

iii

Tables of Contents

ACRONYMS.......................................................................................................................................................VIII

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

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

1.2 HISTORY OF PUNTLAND EMIS ................................................................................................................ 2

1.3 ORGANOGRAM OF EMIS UNIT IN THE MINISTRY OF EDUCATION AND HIGHER EDUCATION .......................................................................................................................................................... 1

FIGURE 1.1 ORGANOGRAM OF EMIS IN THE MOEHE ......................................................................................................1

1.4 STRUCTURE OF THE PUNTLAND EDUCATION LADDER................................................................ 2

FIGURE 1.2 STRUCTURE OF PUNTLAND EDUCATION LADDER .........................................................................................2

2. SUMMARY OF EDUCATION DATA......................................................................................................... 3

2.1 SUMMARY OF BASIC EDUCATIONAL INDICATORS.......................................................................... 4

TABLE 2.1 BASIC INDICATORS OF PUNTLAND EDUCATION SYSTEM ...............................................................................4TABLE 2.1 BASIC INDICATORS OF PUNTLAND (CONT.…) ..................................................................................................5

2.2 ENROLMENT TRENDS................................................................................................................................. 6

TABLE 2.2 TOTAL ENROLMENT TRENDS OVER THE LAST THREE YEARS .........................................................................6CHART 2.1 TOTAL ENROLMENT TRENDS OVER THE LAST THREE YEARS ........................................................................6

2.3 TEACHERS TRENDS..................................................................................................................................... 7

TABLE 2.3 TOTAL TEACHERS TRENDS OVER THE LAST THREE YEARS ............................................................................7CHART 2.2 TOTAL TEACHERS TRENDS OVER THE LAST THREE YEARS ............................................................................7

2.4 SCHOOLS AND CLASSROOMS TRENDS................................................................................................. 8

TABLE 2.4 TOTAL SCHOOLS AND CLASSROOMS TRENDS OVER THE LAST THREE YEARS ..............................................8CHART 2.3 TOTAL SCHOOLS AND CLASSROOMS TRENDS OVER THE LAST THREE YEARS..............................................8

3. ANALYSIS OF EDUCATION INDICATORS........................................................................................... 9

A. PRE-PRIMARY EDUCATION.................................................................................................................. 10

B. PRIMARY EDUCATION ........................................................................................................................... 11

FORMAL PRIMARY INCLUDING IQS ENROLMENT ............................................................................................................11TABLE 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT (2013/14) ........................................................................11CHART 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT (2013/14) .......................................................................12ENROLMENT BY LOCALITY (URBAN VS. RURAL) ..............................................................................................................12TABLE 3.2 URBAN/RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2013/14) ............................................12CHART 3.2 URBAN/RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2013/14) ...........................................13ENROLMENT BY AUTHORITY (GOVERNMENT VS. NON-GOVERNMENT) .........................................................................13TABLE 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2013/14) ......................................................................13CHART 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2013/14)......................................................................14

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ACCESS (ADMISSION) TO PRIMARY EDUCATION ..............................................................................................................15GROSS INTAKE RATE (GIR) AND NET INTAKE RATE (NIR)............................................................................................15GROSS INTAKE RATE (GIR) ................................................................................................................................................15TABLE 3.4 APPARENT INTAKE RATE (AIR) FOR THE YEAR 2013/14 ..............................................................................15CHART 3.4 APPARENT INTAKE RATE (AIR) FOR THE YEAR 2013/14 .............................................................................16NET INTAKE RATE (NIR) ....................................................................................................................................................16TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2013/14 ........................................................................................16TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2013/14 ........................................................................................17COVERAGE TO PRIMARY EDUCATION ................................................................................................................................17GROSS ENROLMENT RATE (GER) AND NET ENROLMENT RATE (NER) .......................................................................17GROSS ENROLMENT RATE (GER) ......................................................................................................................................18TABLE 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2013/14 ..........................................................................18CHART 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2013/14..........................................................................18TABLE 3.7 GER, GG AND GPI TRENDS FROM 2011/12 - 2013/14 .................................................................................19CHART 3.7 GER TRENDS FROM 2011/12 - 2013/14 .........................................................................................................19NET ENROLMENT RATE (NER) ..........................................................................................................................................19TABLE 3.8 NET ENROLMENT RATE (NER) FOR THE YEAR 2013/14 ..............................................................................20CHART 3.8 NET ENROLMENT RATE (NER) FOR THE YEAR 2013/14..............................................................................20TABLE 3.9 NET ENROLMENT RATE (NER) TRENDS FROM 2011/12 - 2013/14.............................................................21CHART 3.9 NET ENROLMENT RATE (NER) TRENDS FROM 2011/12 - 2013/14 ............................................................21GENDER EQUITY IN THE PRIMARY EDUCATION ...............................................................................................................21INTERNAL EFFICIENCY OF PRIMARY EDUCATION ............................................................................................................22PROMOTION, REPETITION AND DROPOUT RATES ............................................................................................................22PROMOTION RATE (APPARENT) ..........................................................................................................................................22TABLE 3.10 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2013/14......................................................22CHART 3.10 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2013/14 .....................................................23REPETITION RATE ................................................................................................................................................................23TABLE 3.11 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2013/14 .....................................................23CHART 3.11 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2013/14.....................................................24DROPOUT RATE ....................................................................................................................................................................24TABLE 3.12 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2013/14..........................................................24CHART 3.12 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2013/14 .........................................................25SURVIVAL RATE TO GRADE 5 ..............................................................................................................................................25TABLE 3.13 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2013/14 ................................................................................26CHART 3.13 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2013/14 ...............................................................................26ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ...............................................................................26TABLE 3.14 ENROLMENT OF PRIMARY INCL. IQS CHILDREN WITH SPECIAL NEEDS (2013/14) ...............................27CHART 3.14 ENROLMENT OF PRIMARY INCL. IQS CHILDREN WITH SPECIAL NEEDS (2013/14) ...............................27QUALITY OF PRIMARY EDUCATION ....................................................................................................................................28FORMAL PRIMARY INCLUDING IQS TEACHERS ................................................................................................................28QUALIFIED AND CERTIFIED PRIMARY SCHOOL INCL. IQS TEACHERS ..........................................................................28TABLE 3.15 QUALIFIED AND CERTIFIED PRIMARY SCHOOL INCLUDING IQS TEACHERS (2013/14).........................29CHART 3.15 CERTIFIED PRIMARY SCHOOL INCLUDING IQS TEACHERS (2013/14).....................................................29TEACHERS SALARY PAYMENT ............................................................................................................................................29TABLE 3.16 PRIMARY INCL. IQS TEACHERS SALARY PAYERS (2013/14)......................................................................30

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CHART 3.16 PERCENTAGE OF PRIMARY INCL. IQS TEACHERS SALARY PAYERS (2013/14) .......................................30PUPIL-TEACHER RATIO (PTR) ...........................................................................................................................................31TABLE 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO (2013/14) .............................................................................31CHART 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO (2013/14).............................................................................31FORMAL PRIMARY INCLUDING IQS SCHOOLS AND CLASSROOMS .................................................................................32FORMAL PRIMARY INCLUDING IQS SCHOOLS...................................................................................................................32TABLE 3.18 PRIMARY INCL. IQS SCHOOLS BY SHIFT (2013/14) .....................................................................................33CHART 3.18 PRIMARY INCL. IQS SCHOOLS BY SHIFT (2013/14).....................................................................................33TABLE 3.19 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP (2013/14) ..........................................................................33CHART 3.19 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP (2013/14) ..........................................................................34FORMAL PRIMARY INCLUDING IQS CLASSROOMS ...........................................................................................................34PUPIL CLASSROOM RATIO (PCR) .......................................................................................................................................34TABLE 3.20 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14) ........................................34CHART 3.20 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14) .......................................35FORMAL PRIMARY INCLUDING IQS TEXTBOOKS..............................................................................................................35PUPIL TEXTBOOK RATIO (PTBR) .......................................................................................................................................35TABLE 3.21 PRIMARY INCL. IQS SCHOOLS PTBR (2013/14) ..........................................................................................36CHART 3.21 PRIMARY INCL. IQS SCHOOLS PTBR (2013/14)..........................................................................................36TABLE 3.22 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER - 2013/14 ...............................37CHART 3.22 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER - 2013/14 ..............................37

C. ALTERNATIVE BASIC EDUCATION (ABE)........................................................................................ 38

ALTERNATIVE BASIC EDUCATION ENROLMENT...............................................................................................................38TABLE 3.23 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2013/14.................................................38CHART 3.23 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2013/14 ................................................38ALTERNATIVE BASIC EDUCATION TEACHERS ..................................................................................................................39TABLE 3.24 QUALIFIED AND CERTIFIED ALTERNATIVE BASIC EDUCATION TEACHERS (2013/14)...........................39CHART 3.24 CERTIFIED ALTERNATIVE BASIC EDUCATION TEACHERS (2013/14).......................................................39ALTERNATIVE BASIC EDUCATION TEACHERS SALARY PAYMENT..................................................................................40TABLE 3.25 ABE TEACHERS SALARY PAYERS (2013/14) ...............................................................................................40CHART 3.25 PERCENTAGE OF ABE TEACHERS SALARY PAYERS (2013/14) .................................................................40ALTERNATIVE BASIC EDUCATION SCHOOLS ....................................................................................................................41TABLE 3.26 ALTERNATIVE BASIC EDUCATION SCHOOLS (2013/14) .............................................................................41CHART 3.26 ALTERNATIVE BASIC EDUCATION SCHOOLS (2013/14) .............................................................................41

D. NON FORMAL EDUCATION (NFE)....................................................................................................... 42

NON FORMAL EDUCATION ENROLMENT...........................................................................................................................42TABLE 3.27 NON FORMAL EDUCATION (NFE) ENROLMENT (2013/14)........................................................................42TABLE 3.27 NON FORMAL EDUCATION (NFE) ENROLMENT (2013/14)........................................................................42NON FORMAL EDUCATION TEACHERS ..............................................................................................................................43TABLE 3.28 QUALIFIED AND CERTIFIED NON FORMAL EDUCATION TEACHERS (2013/14) .......................................43CHART 3.28 CERTIFIED NON FORMAL EDUCATION TEACHERS (2013/14) ...................................................................43NON FORMAL EDUCATION SCHOOLS.................................................................................................................................44TABLE 3.29 NON FORMAL EDUCATION SCHOOLS (2013/14)..........................................................................................44CHART 3.29 NON FORMAL EDUCATION SCHOOLS (2013/14) .........................................................................................44

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E. SECONDARY EDUCATION ..................................................................................................................... 45

SECONDARY ENROLMENT (FORMS 1-4).............................................................................................................................45TABLE 3.30 SECONDARY EDUCATION ENROLMENT (2013/14) .......................................................................................45CHART 3.30 SECONDARY EDUCATION ENROLMENT (2013/14) ......................................................................................45ENROLMENT BY LOCALITY (URBAN AND RURAL) ............................................................................................................46TABLE 3.31 URBAN/RURAL ENROLMENT OF SECONDARY EDUCATION (2013/14).......................................................46CHART 3.31 URBAN/RURAL ENROLMENT SECONDARY EDUCATION (2013/14)............................................................46ENROLMENT BY AUTHORITY (GOVERNMENT AND NON-GOVERNMENT) .......................................................................47TABLE 3.32 SECONDARY ENROLMENT BY OWNERSHIP (2013/14) .................................................................................47CHART 3.32 SECONDARY ENROLMENT BY OWNERSHIP (2013/14).................................................................................47SECONDARY GROSS ENROLMENT RATE (GER)................................................................................................................48TABLE 3.33 SECONDARY GER FOR THE YEAR 2013/14...................................................................................................48TABLE 3.33 SECONDARY GER FOR THE YEAR 2013/14...................................................................................................48TABLE 3.34 SECONDARY GER TRENDS (2012/13-2013/14) ...........................................................................................49CHART 3.34 SECONDARY GER TRENDS (2012/13-2013/14) ..........................................................................................49SECONDARY NET ENROLMENT RATE (NER)....................................................................................................................49TABLE 3.35 SECONDARY NER FOR THE YEAR 2013/14...................................................................................................49CHART 3.35 SECONDARY NER FOR THE YEAR 2013/14 ..................................................................................................50TABLE 3.36 SECONDARY NER TRENDS (2012/13 – 2013/14) ........................................................................................50CHART 3.36 SECONDARY NER TRENDS (2012/13 – 2013/14)........................................................................................50GENDER EQUITY IN THE SECONDARY EDUCATION..........................................................................................................51ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ...............................................................................51TABLE 3.37 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS (2013/14) ............................................51CHART 3.37 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS (2013/14)............................................52SECONDARY SCHOOL TEACHERS .......................................................................................................................................52QUALIFIED AND CERTIFIED SECONDARY SCHOOL TEACHERS .......................................................................................52TABLE 3.38 QUALIFIED AND CERTIFIED SECONDARY SCHOOL TEACHERS (2013/14) ................................................52CHART 3.38 CERTIFIED SECONDARY SCHOOL TEACHERS (2013/14) ............................................................................53TEACHERS SALARY PAYMENT ............................................................................................................................................53TABLE 3.39 SECONDARY TEACHERS SALARY PAYERS (2013/14)...................................................................................54CHART 3.39 PERCENTAGE OF SECONDARY TEACHERS SALARY PAYERS (2013/14) ....................................................54*BLANK (UNPAID): TEACHERS WHOSE SALARY PAYERS’ FIELD WERE BLANK IN THE QUESTIONNAIRE . ...................54PUPIL-TEACHER RATIO (PTR) ...........................................................................................................................................54TABLE 3.40 SECONDARY EDUCATION PUPIL TEACHER RATIO (2013/14) ....................................................................54CHART 3.40 SECONDARY EDUCATION PUPIL TEACHER RATIO (2013/14 .....................................................................55SECONDARY EDUCATION SCHOOLS AND CLASSROOMS...................................................................................................55SECONDARY EDUCATION SCHOOLS ....................................................................................................................................55TABLE 3.41 SECONDARY EDUCATION SCHOOLS BY SHIFT (2013/14) .............................................................................55CHART 3.41 SECONDARY EDUCATION SCHOOLS BY SHIFT (2013/14) ............................................................................56TABLE 3.42 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP (2013/14)..................................................................56CHART 3.42 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP (2013/14) .................................................................57SECONDARY SCHOOL CLASSROOMS...................................................................................................................................57PUPIL CLASSROOM RATIO (PCR) .......................................................................................................................................57TABLE 3.43 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14)................................57

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CHART 3.43 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO (2013/14) ...............................58SECONDARY SCHOOL TEXTBOOKS......................................................................................................................................58SECONDARY EDUCATION PUPIL TEXTBOOK RATIO (PTBR) ...........................................................................................58TABLE 3.44 SECONDARY SCHOOLS PTBR (2013/14) .......................................................................................................58CHART 3.44 SECONDARY SCHOOLS PTBR (2013/14).......................................................................................................59TABLE 3.45 SECONDARY SCHOOLS WITH AVAILABILITY AND TYPE OF WATER - 2013/14 ............................................59CHART 3.45 SECONDARY WITH AVAILABILITY AND TYPE OF WATER - 2013/14 ............................................................60EXAMINATION RESULTS OF GRADES 8 AND FORM FOUR................................................................................................61I. GRADE 8 EXAM RESULTS.................................................................................................................................................61TABLE 3.46 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2013/14 .........................................................61CHART 3.46 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2013/14.........................................................61II. FORM FOUR EXAM RESULTS .........................................................................................................................................62TABLE 3.47 FORM FOUR CANDIDATES WHO PASSED EXAM IN THE YEAR 2013/14 ......................................................62CHART 3.47 FORM FOUR CANDIDATES WHO ARE PROMOTED IN THE YEAR 2013/14 ..................................................62

F. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)................................... 63

TVET ENROLMENT..............................................................................................................................................................63TABLE 3.48 TVET ENROLMENT - 2013/14........................................................................................................................63TVET TEACHING STAFF .....................................................................................................................................................64TABLE 3.49 TVET TEACHING STAFF - 2013/14 ...............................................................................................................64TVET PUPIL TEACHER RATIO............................................................................................................................................65TABLE 3.50 TVET PUPIL TEACHER RATIO (PTR) - 2013/14 .........................................................................................65

G. HIGHER EUCATION................................................................................................................................. 66

ENROLMENT IN HIGHER EDUCATION................................................................................................................................66TABLE 3.51 UNIVERSITIES AND COLLEGES ENROLMENT - 2013/14 ..............................................................................66TEACHING STAFF IN HIGHER EDUCATION ........................................................................................................................67TABLE 3.52 UNIVERSITIES AND COLLEGES TEACHING STAFF - 2013/14 ......................................................................67PUPIL-TEACHER RATIO (PTR) IN HIGHER EDUCATION .................................................................................................67TABLE 3.53 UNIVERSITIES AND COLLEGES PTR - 2013/14............................................................................................68

4. ANNEXES..................................................................................................................................................... 69

4.1 SUMMARY INFORMATION BY DISTRICT LEVEL………...…….……………..……………….…………70

4.3 GLOSSARY….……….………………………………………………...….…………………………………………74

4.2 PRIMARY MISSING SCHOOLS………………………………….………......…………….……………………82

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ACRONYMS

AAGR Annual Average Growth Rate

ABE Alternative Basic Education

AIR Apparent Intake Rate

DEO District Education Officer/Office

EMIS Education Management Information System

ESC Education Sector Committee

ESSP Education Sector Strategic Plan

GER Gross Enrolment Ratio

GG Gender Gap

GPI Gender Parity Index

IQS Integrated Quranic School

M&E Monitoring and Evaluation

MA Masters of Art

MOEHE Ministry of Education and Higher education

NER Net Enrolment Ratio

NFE Non Formal Education

NGO Non-Governmental Organization

NIR Net Intake Rate

PCR Pupil Class Ratio

PESS Population Estimation Survey of Somalia

PLEMIS Puntland Education Management Information System

PS Primary School

PTbR Pupil Textbook Ratio

PTR Pupil Teacher Ratio

REO Regional Education Officer/Office

SS Secondary School

TVET Technical and Vocational Education and Training

TWG Technical Working Group

UNICEF United Nations Children’s Fund

UNDP United Nations Development Programme

UNFPA United Nations Population Fund, formerly the United Nations Fund for Population

Activities

INTRODUCTION Puntland Education Statistics Yearbook 2013/14

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1. INTRODUCTION1.1 About EMIS Data

This is the 2013/14 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 third time.

The existing Annual School Census Surveys or questionnaires were modified for the year

2013/14 by the Puntland Ministry of Education and Higher Education, EMIS Unit and

sent to schools for data collection through the Regional Education Officers (REOs) and the

District Education Officers (DEOs). The completed survey data was collected from the

schools by the DEOs who checked the quality of the completed data and submitted to the

REOs and then the REOs to the EMIS unit of Ministry of Education and Higher

Education by checking the quality of the completed survey. The Ministry of Education and

Higher Education, EMIS unit encoded the raw data into the Pineapple software, verified it

and generated the required 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 2013/14 EMIS data and is a complete school census of Primary

education including Integrated Quranic Schools, Alternative Basic Education, Secondary

education, Non Formal Education, Technical and Vocational Education and Training as

well as Higher education. The main sources of data for the analysis and preparation of

educational indicators are the Annual School Census Surveys or questionnaires and also

the school age population of UNDP 2005 projected data. Our effort to get and use the

recent UNFPA Population Estimation Survey of Somalia (PESS) 2014 data for this

analysis was not successful as the Puntland Ministry of Planning and International


2

Cooperation didn’t finalize it. UNDP 2005 projected data has been used as the sources of

school age population data in Puntland for yearbooks 2011/12 and 2012/13 especially at

the national level. No educational analysis has been done for those yearbooks at regional

and district levels as the UNDP 2005 population data has no school age population at

regional and district levels as well single age population data at national level.

The 2013/14 questionnaire has been well modified and shortened 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, water supply,

sanitation, child protection, borders, feeding program, transport, etc. that have been

captured by the modified new survey couldn’t be encoded into the existing pineapple

software. But it has been tried to manually handle the classrooms, water supply and

sanitation data and analyze in this yearbook.

This publication contains analytical summaries of students, teachers, schools, learning

materials and facilities as well as examination results at grades 8 and 12. The data are

further disaggregated by region, gender, level of education, locality (urban vs. rural),

authority (MoEHE/Government vs. Non-Government).

Indicators and detailed analysis of indicators that are assumed to be most important for

the education system are presented. This analysis on students, teachers, schools, teaching

learning materials and facilities is used to produce conclusions and reports for

development partners, researchers, planners and decision makers.

1.2 History of Puntland EMIS

The Puntland EMIS Unit is 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


3

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

distribution of education information to planners, decision makers and other stakeholders.


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 Resources

Formal Education

Quality Assurance

Non Formal Education

Examination

Vice Minister

Director General

Admin & Finance

EMIS

Policy & Planning


2

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

(includes Technical Secondary Education)

24

18 23

17 2216

University/College/

education

In-service teacher training

21

15 Pre-service teacher training

20

14 19

13 18

12

Secondary EducationForm 1 (F1) to Form 4 (F4)

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 2013/14

3

2. SUMMARY OF EDUCATION

DATA


4

2.1 Summary of Basic Educational Indicators

Table 2.1 Basic Indicators of Puntland Education System

No Educational Indicators 2011/12 2012/13 2013/14 *AAGR

1 Access and Coverage Indicators

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

1.1.1 Male 154.5

1.1.2 Female 149.3

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

1.2.1 Male 45.1

1.2.2 Female 44.9

1.3 Primary (incl. IQS & ABE) Gross Enrolment Rate 41.0 46.8 55.6 16.5 1.3.1 Male 46.0 52.0 62.0 16.1 1.3.2 Female 37.0 41.7 49.0 15.11.4 Primary (incl. IQS & ABE) Net Enrolment Rate 37.0 37.5 47.8 13.7 1.4.1 Male 41.0 41.3 52.7 13.4 1.4.2 Female 33.0 33.8 42.9 14.01.5 Secondary Gross Enrolment Rate 9.4 12.6

1.5.1 Male 11.2 16.3

1.5.2 Female 7.4 8.8

1.6 Secondary Net Enrolment Rate 5.5 8.2

1.6.1 Male 6.5 10.1

1.6.2 Female 4.4 6.1

1.7 Enrolment in Non Formal Education (NFE) 14,444

1.7.1 Male 2,690

1.7.2 Female 11,754

1.8 Enrollment in TVET 4,213

1.8.1 Male 1,233

1.8.2 Female 3,017

1.9 Enrolment in Higher education 9,841

1.9.1 Male 6,013

1.9.2 Female 3,828

2 Quality Indicators2.1.1 Percentage of primary incl. IQS qualified teachers (secondary school completion and above) 62.1

2.1.2 Percentage of secondary qualified teachers (Diploma and above) 22.0

2.2.1 Percentage of primary incl. IQS certified teachers (Teaching certificate and above) 27.1

2.2.2 Percentage of secondary certified teachers (Teaching certificate and above)

61.2

2.3 Primary Pupil-Textbook Ratio [Mathematics] 37:10

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

2.5 Primary Pupil-Teacher Ratio 33.0

2.6 Secondary Pupil-Teacher Ratio 26.4

2.7 Primary Pupil-Classroom Ratio 40.0

2.8 Secondary Pupil-Classroom Ratio 38.4


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Table 2.1 Basic Indicators of Puntland (cont.…)

No Educational Indicators 2011/12 2012/13 2013/14 *AAGR

3 Efficiency Indicators

3.1 Primary (incl. IQS) Grade 1 dropout rate 20.0 11.1

3.1.1. Male 24.0 9.1

3.1.2 Female -4.0 13.3

3.2 Primary (incl. IQS) dropout rate 2.3

3.2.1 Male 1.1

3.2.2. Female 3.9

3.3 Primary (incl. IQS) repetition rate 3.5

3.3.1 Male 3.2

3.3.2 Female 3.8

3.4 Primary (incl. IQS) promotion rate 94.2

3.4.1 Male 95.7

3.4.2 Female 92.3

3.5 Primary (incl. IQS) survival rate to Grade 5 54.6

3.5.1 Male 56.2

3.5.2 Female 52.6

4 Gender Equity Indicators

4.1 GPI (Gender Parity Index) using GER

4.1.1 Primary (incl. IQS & ABE) 0.80 0.80 0.79 -0.6 4.1.2 Secondary 0.66 0.54

4.2 GG (Gender Gap)

4.2.1 Primary (incl. IQS & ABE) 9.0 10.3 13.0 20.2 4.2.2 Secondary 3.8 7.5

4.3 Percentage of female students

4.3.1 Primary (incl. IQS) 43.5 43.8 43.8 0.3 4.3.2 Secondary 38.0 33.5

4.4 Percentage of female teachers

4.4.1 Primary (incl. IQS) 12.3 11.3 13.0 2.8 4.4.2 Secondary 2.3 2.7

*AAGR is Annual Average Growth Rate, and more commonly known as the Compound Annual Growth Rate thatshows 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 main educational indicators of the Puntland education

system over the last three years. Particularly access, coverage, quality, internal

efficiency and gender equity indicators and their three years trends are shown for quick

reference. But it was not possible to get three years completed data/information for

most of the indicators, some have two years and others have only in the year 2013/14.

This indicates that the coverage and quality of EMIS data/information is increasing

from time to time for the last three years.


6

2.2 Enrolment Trends

Table 2.2 Total Enrolment Trends over the last three years

Education Level

2011/12 2012/13 2013/14 AAGR

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 11.6 12.4 11.9

ABE 3,694 3,510 7,204 1,395 2,122 3,517 4,048 3,620 7,668 4.7 1.6 3.2

NFE 2,690 11,754 14,444

Secondary 7,948 4,862 12,810 11,843 5,953 17,796 49.0 22.4 38.9

TVET 1,233 3,017 4,213

Higher Education 6,013 3,828 9,841

Total 60,632 47,275 107,907 68,896 53,409 122,305 96,730 83,422 180,115 40.4 56.2 47.3

Chart 2.1 Total Enrolment Trends over the last three years

Table 2.2 and chart 2.1 above show that enrolment has been increasing over the last

three years in the formal primary including Integrated Quranic Schools (IQS),

Alternative Basic Education (ABE) and Secondary education. The total increase is with

an annual average growth rate (AAGR) of 11.9% for formal primary including IQS,

3.2% for ABE and 38.9% for secondary education. It can also be seen that annual

average growth rate of girls is greater than boys in the primary education including

IQS while the reverse is true in the ABE and secondary education. Generally, this

indicates that the access and coverage to primary and secondary education is growing

rapidly for the last two to three years in Puntland.


7

2.3 Teachers Trends

Table 2.3 Total Teachers Trends over the last three years

Teachers2011/12 2012/13 2013/14 AAGR


Primary Incl. IQS 2,763 350 3,113 3,328 498 3,826 20.4 42.3 22.9

ABE 63 30 93 95 29 124 50.8 -3.3 33.3

NFE 184 205 389

Secondary 513 12 525 655 18 673 27.7 50.0 28.2

TVET 72 50 122

Higher Education 535 36 571

Total 0 0 0 3,339 392 3,731 4,869 836 5,705 45.8 113.3 52.9

Chart 2.2 Total Teachers Trends over the last three years

Table 2.3 and chart 2.2 above show that numbers of teachers have been increasing over

the last two years in the formal primary including Integrated Quranic Schools (IQS),

Alternative Basic Education (ABE) and Secondary education. The increase is with an

annual average growth rate (AAGR) of 22.9% for formal primary including IQS, 33.3%

for ABE and 28.2% for secondary education. It can also be seen that annual average

growth rate of female teachers is greater than male teachers in the in the primary

including IQS and secondary education teachers while the growth rate of female

teachers has shown a decrease in the ABE teachers. Generally, this indicates that the

number of teachers in primary including IQS, ABE and secondary education is growing

rapidly for the last two years in Puntland.


8

2.4 Schools and Classrooms Trends

Table 2.4 Total Schools and Classrooms Trends over the last three years

Schools & Classrooms

Schools Classrooms AAGR

2011/12 2012/13 2013/14 2011/12 2012/13 2013/14 Schools Classrooms

Primary Incl. IQS 486 508 570 5,330 3,155 8.3 -40.8

ABE 51 23 58 6.6

NFE 108

Secondary 51 63 530 464 23.5 -12.5

TVET 16

Higher Education 10

Total 537 582 717 0 5,860 3,619 15.6 -38.2

Chart 2.3 Total Schools and Classrooms Trends over the last three years

Table 2.4 and chart 2.3 above show that numbers of schools have been increasing over

the last two to three years in the formal primary IQS, Alternative Basic Education

(ABE) and Secondary education. The increase is with an annual average growth rate

(AAGR) of 8.3% for formal primary education including IQS, 6.6% for ABE and 23.5%

for secondary education. There is no complete data/information trend on classrooms at

all levels and this should be give attention in the next consecutive years.

ANALYSIS Puntland Education Statistics Yearbook 2013/14

9

3. ANALYSIS OF EDUCATION

INDICATORS


10

A. PRE-PRIMARY EDUCATION

The pre-primary education includes kindergartens and other similar pre-primary

children programs. This level normally involves children of official school ages 3-5

enrolled in the pre-primary education. Kindergarten is mainly part of the pre-primary

education in which it has its own curriculum, trained teachers, administrative staff and

school compounds.

Educational researches show that students who have joined primary education without

exposure to pre-primary education have higher incidence of repeating and dropping out

at the primary level specially at grade 1 than the ones who have been exposed to pre-

primary education. 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). Pre-primary

education is one and the first goal of the Education For All (EFA) goals.

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

Puntland are predominantly operated by non-governmental institutions and

communities. But there is no data collected and analyzed on pre-primary education in

Puntland so that its accessibility and coverage is still unknown. The Ministry of

Education and Higher Education, EMIS unit and education development partners

should be organized and mobilized to collect, process, analyze and utilize the pre-

primary education data as part of the other education levels.


11

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. Hence although Alternative Basic

Education is a complementary to primary education; it has been analyzed separately

because of some differences mentioned above except in the cases of access and coverage

indicators in which it has been analyzed together.

Formal Primary including IQS Enrolment

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

formal primary and IQS who registered in the schools at the beginning of the

school/academic year. Classes/levels 1-4 are classified as lower primary while classes 5-

8 are upper primary.

Table 3.1 Formal Primary including IQS enrolment (2013/14)

RegionClass/Level 1-4 Class 5-8 Class/Level 1-8

Male Female Total Male Female Total Male Female Total

Ayn 2,644 1,651 4,295 891 453 1,344 3,535 2,104 5,639

Bari 12,054 9,728 21,782 6,084 4,242 10,326 18,138 13,970 32,108

Gardafuu 1,161 970 2,131 418 293 711 1,579 1,263 2,842

Hayland 1,566 1,234 2,800 840 589 1,429 2,406 1,823 4,229

Karkar 5,379 4,510 9,889 2,087 1,622 3,709 7,466 6,132 13,598

Mudug 7,935 6,623 14,558 5,177 3,860 9,037 13,112 10,483 23,595

Nugal 7,841 6,507 14,348 4,234 3,087 7,321 12,075 9,594 21,669

Sanag 3,370 2,702 6,072 1,202 858 2,060 4,572 3,560 8,132

Sool 5,392 4,415 9,807 2,628 1,906 4,534 8,020 6,321 14,341

Total 47,342 38,340 85,682 23,561 16,910 40,471 70,903 55,250 126,153

Table 3.1 above shows that formal primary including IQS enrolment is highest in the

Bari region followed by Mudug and Nugal regions with each constituting 25.5%, 18.7%


12

and 17.2% of the total enrolment respectively. The least enrolment is in the Gardafuu

region with 2.6% of the total enrolment.

Chart 3.1 Formal Primary including IQS enrolment (2013/14)

Figure 3.1 above shows that a total of 126,153 students of formal primary including

IQS have been enrolled in the year 2013/14 of which 55,250 (43.8%) are girls and

70,903 (56.2%) are boys which indicates that shares of girls in the primary education

including IQS is lower than boys. Of the total enrolment 67.9% are enrolled in the

lower primary (grades/levels 1-4) and 32.1% are enrolled in the upper primary (grades

5-8).

Enrolment by Locality (Urban vs. Rural)

Table 3.2 Urban/Rural Enrolment of Primary incl. IQS education (2013/14)

RegionUrban & Rural Enroll Urban Enroll Rural Enroll % of Urban Enroll


Ayn 3,535 2,104 5,639 1,538 867 2,405 1,997 1,237 3,234 43.5 41.2 42.6

Bari 18,138 13,970 32,108 15,066 11,583 26,649 3,072 2,387 5,459 83.1 82.9 83.0

Gardafuu 1,579 1,263 2,842 854 682 1,536 725 581 1,306 54.1 54.0 54.0

Hayland 2,406 1,823 4,229 897 623 1,520 1,509 1,200 2,709 37.3 34.2 35.9

Karkar 7,466 6,132 13,598 4,601 3,837 8,438 2,865 2,295 5,160 61.6 62.6 62.1

Mudug 13,112 10,483 23,595 7,583 6,038 13,621 5,529 4,445 9,974 57.8 57.6 57.7

Nugal 12,075 9,594 21,669 4,486 3,943 8,429 7,589 5,651 13,240 37.2 41.1 38.9

Sanag 4,572 3,560 8,132 1,606 1,251 2,857 2,966 2,309 5,275 35.1 35.1 35.1

Sool 8,020 6,321 14,341 3,463 2,855 6,318 4,557 3,466 8,023 43.2 45.2 44.1

Total 70,903 55,250 126,153 40,094 31,679 71,773 30,809 23,571 54,380 56.5 57.3 56.9

Table 3.2 above shows that formal primary including IQS urban enrolment is highest

in the Bari region and least urban enrolment is in the Hayland region. On the other


13

hand, there is highest rural enrolment in the Nugal region and the least rural

enrolment in the Gardafuu region. It can also be observed that from the total

enrolment, the share of urban enrolment is 56.9% and only 43.1% belongs to rural

enrolment. This indicates that the more of the population of Puntland lives in the

urban areas and around urban areas.

Chart 3.2 Urban/Rural Enrolment of Primary incl. IQS education (2013/14)

Chart 3.2 above shows urban and rural primary education including IQS enrolment

figures in the year 2013/14. The proportion of girls in the urban, rural and total

enrolments is 44.1%, 43.3% and 43.8%. This shows that shares of females’ enrolment in

all urban, rural and total have no big difference but needs some good improvement to

maintain to maintain proportion of female and male primary school age population at

all urban, rural and national levels.

Enrolment by Authority (Government vs. Non-government)

Table 3.3 Primary incl. IQS enrolment by Ownership (2013/14)

RegionTotal Enrolment Government Enroll Non-government Enroll % of Government Enroll


Ayn 3,535 2,104 5,639 1,964 1,128 3,092 1,571 976 5,094 55.6 53.6 54.8

Bari 18,138 13,970 32,108 4,169 3,181 7,350 13,969 10,789 24,758 23.0 22.8 22.9

Gardafuu 1,579 1,263 2,842 1,091 912 2,003 488 351 839 69.1 72.2 70.5

Hayland 2,406 1,823 4,229 1,731 1,371 3,102 675 452 1,127 71.9 75.2 73.4

Karkar 7,466 6,132 13,598 4,477 3,727 8,204 2,989 2,405 5,394 60.0 60.8 60.3

Mudug 13,112 10,483 23,595 6,691 5,296 11,987 6,421 5,187 11,608 51.0 50.5 50.8

Nugal 12,075 9,594 21,669 11,309 8,833 20,142 766 761 1,527 93.7 92.1 93.0

Sanag 4,572 3,560 8,132 3,229 2,462 5,691 1,343 1,098 2,441 70.6 69.2 70.0

Sool 8,020 6,321 14,341 5,660 4,370 10,030 2,360 1,951 4,311 70.6 69.1 69.9

Total 70,903 55,250 126,153 40,321 31,280 71,601 30,582 23,970 54,552 56.9 56.6 56.8


14

Table 3.3 above shows that 56.8% of the primary education including IQS enrolment is

owned /managed by the government and the rest is managed by the non-government

entities like communities, Non-Governmental organizations and the private sector. It

can also be observed from the table that the highest government enrolment is in the

Nugal region and the least is in the Gardafuu region. But the highest non-government

enrolment is in the Bari region and the least is also in the Gardafuu region.

Chart 3.3 Primary incl. IQS enrolment by Ownership (2013/14)

Chart 3.3 above shows government and non-government primary education including

IQS enrolment figures in the year 2013/14. Among all girls enrolled in primary school

(55,250), there are 31,280 girls enrolled in government (56.6%) and 23,970 enrolled in

non-government schools (43.4%). If we calculate the same percentage for male students,

we would find 56.9% enrolled in government and 43.1% enrolled in non-government

schools. Thus, there is very little difference between female and male students in terms

of school choice between government and non-government. But still, the percentage of

females’ enrolment in the non-government primary schools including IQS is lower than

in the government schools. This might be because of parents don’t want to spend their

money to pay school tuition fees for their girls but for their boys. Hence share of girls

both in the government and non-government primary schools need improvement to

maintain a balanced proportion of female and male primary school age population at

the national level.


15

Access (Admission) to Primary Education

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

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

Apparent Intake Rate and Net Intake Rate are used for the first time in Puntland

education system as an indicator of access (admission to class 1/level1) of primary

education and hence there is no trend analysis for AIR and NIR. 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) often called Apparent Intake Rate (AIR) is the percentage of

new entrants (irrespective of age) in the first class of primary (grade 1 or level), out of

the total number of children of the official primary admission age (age 6 for Puntland)

in a given academic year. Apparent Intake Rate shows how the education system is

accessible to all new entrants of official aged, over aged and under aged children. AIR

can be higher than 100% as it considers over aged and under aged children of class

1/level 1.

Table 3.4 Apparent Intake Rate (AIR) for the year 2013/14AIR Boys Girls Total

All new entrants to Class 1/Level 1 17,451 14,186 31,637

School age population (6 years) 11,293 9,502 20,795

Apparent Intake Rate (AIR) in % 154.5 149.3 152.1

Table 3.4 above shows that the total Apparent Intake Rate of Puntland is 152.1% of

which 154.5% is for boys and 149.3% is for girls in the year 2013/14. This means the

education system tends to include those students who may have not been enrolled in

school at their official school age, i.e. mostly over aged and to some extent under aged

children. Apparent Intake Rate greater than 100% indicates that there are overage and


16

under aged children entering primary school for the first time and more generally

higher achievement of creating access to primary education which needs to be

strengthened.

Chart 3.4 Apparent Intake Rate (AIR) for the year 2013/14

Chart 3.4 above shows the difference between the apparent intake rates of boys and

girls. This indicates that more boys are admitted to first class (class 1 or level 1 of

primary) school than girls and so access to primary education is greater for boys than

girls.

Net Intake Rate (NIR)Net Intake Rate (NIR) is the percentage of new entrants in the first grade of primary

(class 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 AIR 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 2013/14NIR Boys Girls Total

All new entrants to Grade 1/Level 1 of age 6 5,090 4,270 9,360School age population (6 years) 11,293 9,502 20,795Net Intake Rate (NIR) in % 45.1 44.9 45.0


17

Table 3.5 above shows the total Net Intake Rate for Puntland is only 45.0% of which

45.1% for boys and 44.9% for girls in the year 2013/14. This means less than half of the

official school age children are coming to school and admitted to the first grade of

primary at the age of 6. This is a very low achievement and needs the attention of

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

school age.

Table 3.5 Net Intake Rate (NIR) for the year 2013/14

Chart 3.5 above shows that only 9,360 out of 20,795 children of age 6 have joined the

first grade of primary education at their official school age. This indicates that most of

the children admitted to class 1 or level 1 are mostly over aged and in some cases under

aged children. The insignificant difference between the net intake rates of boys and

girls shows that there is good equity of boys and girls in going to school at their official

school age.

Coverage to Primary Education

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 all show

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


18

and lower levels, there is no disaggregation of enrolment rates at regional and district

levels.

Gross Enrolment Rate (GER)

Gross Enrolment Rate (GER) is the percentage of total enrolment in primary schools

(classes/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, GER can be higher than 100% as it considers over aged and under aged

children of the education level.

Table 3.6 Gross Enrolment Rate (GER) for the year 2013/14

GER Boys Girls TotalAll enrolment of primary (class /level 1-8) 74,951 58,874 133,825School age population (6-13 years) 120,807 120,036 240,843Gross Enrolment Rate (GER) in % 62.0 49.0 55.6

Table 3.6 above shows that the total Gross Enrolment Rate for Puntland is 55.6% of

which 62.0% are boys and 49.0% are girls in the year 2013/14. This indicates that there

is low degree of primary school participation or coverage. This needs the attention of

education planners and policy makers to bring more children and to retain them in the

primary school.

Chart 3.6 Gross Enrolment Rate (GER) for the year 2013/14

Chart 3.6 above shows the participation of girls is much less than the participation of

boys with significant difference. It can be seen that the Gender Gap (GG) is 13 and the

Gender Parity Index (GPI) is 0.79. This indicates, although the overall participation in


19

the primary education is low, more boys are in the primary school system than girls.

This needs the attention of education planners and policy makers to bring and retain

more girls to the primary school.

Table 3.7 GER, GG and GPI Trends from 2011/12 - 2013/14

GER Trends Boys Girls Total GG GPI

2011/12 46.0 37.0 41.0 9.0 0.80

2012/13 52.0 41.7 46.8 10.3 0.80

2013/14 62.0 49.0 55.6 13.0 0.79

Chart 3.7 GER Trends from 2011/12 - 2013/14

Table 3.7 and chart 3.7 above show the trends in Gross Enrolment Rate (GER), Gender

Gap (GG) and Gender Parity Index (GPI) of Puntland primary education. GER has

increased from the total of 41.0% in the year 2011/12 to 55.6% in the year 2013/14

indicates that there is significant growth of children participation in the primary

schools.

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

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

calculated 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


20

cannot be over 100% and is usually lower than the GER since it excludes over-aged and

under-aged students.

Table 3.8 Net Enrolment Rate (NER) for the year 2013/14

NER Boys Girls Total

All enrolment of primary (class /level 1-8) of ages 6-13 63,612 51,532 115,144School age population (6-13 years) 120,807 120,036 240,843

Net Enrolment Rate (NER) in % 52.7 42.9 47.8

Chart 3.8 Net Enrolment Rate (NER) for the year 2013/14

Table 3.8 and Chart 3.8 above show the total Net Enrolment Rate for Puntland is

47.8% of which 52.7% are boys and 42.7% are girls. This is low achievement from the

Universal Primary Education (UPE) point of view. The difference between primary

gross enrolment rate and net enrolment rate, i.e., 7.8% shows the occurrence of over-

aged and under-aged children. The difference between the gross and net enrolments is

higher in boys than girls that shows there are more over-aged and under-aged boys

than girls in the primary education. The difference between 100% and NER (47.8%)

which is 52.2% of the children of ages 6-13 years old in Puntland are either not enrolled

or enrolled in the secondary education. But the incidence of children of ages 6-13 years

old enrolled in the secondary education is not significant and hence most are expected

to be out of school. Therefore, it is recommended to find the number of out of school

children in Puntland and design a strategy to bring those out of school children in the

primary school system so as to increase participation.


21

Table 3.9 Net Enrolment Rate (NER) Trends from 2011/12 - 2013/14NER Trends Boys Girls Total

2011/12 41.0 33.0 37.02012/13 41.3 33.8 37.52013/14 52.7 42.9 47.8

Table 3.9 above and chart 3.9 below show that net enrolment rate has been noticeably

increasing for the last three years (2011/12 – 2013/14) especially from 2012/13 to

2013/14. This indicates that there is better improvement of participation of children in

their primary official school ages.

Chart 3.9 Net Enrolment Rate (NER) Trends from 2011/12 - 2013/14

Gender Equity in the Primary Education

Equity of girls and boys can be measured using different 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 participation of girls. Although it

is possible to get GPI as the ratio of female to male 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 is achieved. If the

gender parity index is greater than 1, then the system favors to girls more than boys

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

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

the difference between the male and female GER. In situations where the GG is equal

to 0 (zero), then equity between boys and girls is achieved.


22

The gender parity index in the Puntland primary schools has slightly decreased from

0.80 in the year 2011/12 to 0.79 in the year 2013/14 the gender gap has increased from

9.0 in 2011/12 to 13.0 in 2013/14 indicate that girls’ participation is slightly decreasing.

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 and policy makers should develop and/or sustain programs

that assist girls.

Internal Efficiency of Primary education

Promotion, Repetition and Dropout Rates

Promotion rate, repetition rate, dropout rate, survival rate, etc. are measures of

internal efficiency of the education system. These rates help to understand 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 internal efficiency, i.e., improved utilization of

limited resources.

Promotion Rate (Apparent)

Promotion rate measures the proportion of students who have passed to the next

grade/class in the following year. It is an effective proportion of students enrolled in a

given grade/class that reach the next grade/class next year. A high level of effective

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

Table 3.10 Primary incl. IQS Promotion Rate (PR) for the year 2013/14

GenderClass 1 to2

Class 2 to 3

Class 3 to 4

Class 4 to 5

Class5 to 6

Class6 to 7

Class 7 to 8

Class 8 to 9 Total

Male 86.0 96.9 96.6 99.5 101.2 106.0 93.9 96.2 95.7

Female 81.9 92.9 92.2 100.2 96.4 106.8 90.3 95.9 92.3

Total 84.1 95.0 94.6 99.8 99.2 106.3 92.5 96.1 94.2


23

Chart 3.10 Primary incl. IQS Promotion Rate (PR) for the year 2013/14

Table 3.10 and chart 3.10 above show that the total primary including IQS promotion

rate is 95.7% for boys, 92.3% for girls and 94.2% for both indicating that relatively good

internal efficiency and proper utilization of resources. Promotion rate is lower from

class/level 1 to 2 (84.1%) followed by class 7 to 8 (92.5%) but higher from class 6 to 7

(106.3%) followed by class/level 4 to 5 (99.2%). Logically, promotion rate cannot be

greater than 100% and over 100% promotion rate shows that data have been collected

on more number of schools in the year 2013/14 than in the year 2012/13. Generally,

more percentage of boys are promoted than girls except in classes of 4 to 5 and 6 to 7

where more percentage of girls are promoted than boys.

Repetition Rate

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 having either left the

grade prematurely or returning 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 3.11 Primary incl. IQS Repetition Rate (RR) for the year 2013/14

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

Male 4.9 2.6 2.8 2.1 2.5 2.1 3.1 4.8 3.2

Female 4.8 3.0 3.3 2.5 2.8 6.6 3.9 5.1 3.8

Total 4.8 2.8 3.0 2.3 2.6 4.0 3.4 4.9 3.5


24

Chart 3.11 Primary incl. IQS Repetition Rate (RR) for the year 2013/14

Table 3.11 and chart 3.11 above show that girls’ repetition rate is higher than boys’. It

can also be observed that total repetition rate was lower for boys than girls and this

indicates that girls repeat the same class/level more than boys do. The highest

repetition rate is observed for girls at class/grade 6 and the lowest repetition for boys at

classes/grades 4 and 6. For both boys and girls, the repetition rate for classes/grades 1

and 8 are the highest. This might be because most students are joining class/level 1

without prior experience of pre-primary education and grade 8 is a bottleneck to pass to

the next level of education. Generally, it is recommended that girls should have given

more support than boys not to repeat the same class/level.

Dropout Rate

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

cases it is calculated as the remainder after subtracting those who are promoted to the

next class/grade and those who repeat the same class/grade.

Table 3.12 Primary incl. IQS Dropout Rate (DR) for the year 2013/14

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

Male 9.1 0.5 0.7 -1.6 -3.7 -8.1 3.1 -1.0 1.1

Female 13.3 4.2 4.5 -2.7 0.9 -13.4 5.8 -1.0 3.9

Total 11.1 2.2 2.4 -2.1 -1.8 -10.3 4.2 -1.0 2.3


25

Chart 3.12 Primary incl. IQS Dropout Rate (DR) for the year 2013/14

Table 3.12 and chart 3.12 above show that the total dropout rate is 2.3% of which 1.1%

is for males and 3.9% is for females. The highest dropout rate (11.1%) is observed in

class/level 1 in which 9.1% is for males and 13.3% is for females. In all cases, girls have

higher dropout rates than boys. Logically, dropout rates cannot be less than zero or

negative and hence negative dropout rates show that there is data inconsistency in the

consecutive years. In our case, dropout rates for classes 4, 5, 6 and 8 show negative

values and that indicates the inconsistency of the data is specifically more feasible in

these grades. This data inconsistency is clearly identified that a large number of

schools that didn’t report their census data in the year 2012/13 have reported in the

year 2013/14. Therefore the Ministry of Education and Higher Education has to focus

on minimizing the number of girls that are dropping out schools and also should keep

the consistency of the EMIS data from one year to the next year.

Survival Rate to Grade 5

The survival rate 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 calculating the survival rate such as the

synthetic cohort method, the transverse method, etc.

Here we will use the transverse method of calculating survival rate as 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


26

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 3.13 Survival Rate to Grade 5 for the year 2013/14Survival rate Boys Girls Total

New entrants of Grade 4/Level 4 8,739 6,679 15,418New entrants of Grade 1/Level 1 15,561 12,686 28,247Survival rate to Grade 5 56.2 52.6 54.6

Table 3.13 above and chart 3.13 below show that the survival rate to grade 5 of the year

2013/14 in Puntland. 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. The total survival rate to grade 5 for Puntland is 54.6% in which 56.2% is for

boys and 52.6% is for girls. This indicates that there is high rate of repetition of the

same class and/or dropping out of school in which more girls are repeating the same

class and dropping out of school than boys.

Chart 3.13 Survival Rate to Grade 5 for the year 2013/14

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

dropouts. Therefore there is much more planning and implementation to bring survival

rate from the current 54.6% to 100%.

Enrolment of Children with Special Educational Needs

According to the data collected for the year 2013/14, the total number of primary school

including IQS children with special education needs is 1,939 of which 1,028 are male


27

and 911 are female children. This shows that the percentage of boys with special

education needs is greater than that of girls with 53% and 47% for boys and girls

respectively. A large number of these special needs children are enumerated in the

regions of Bari, Mudug and Nugal with a total of 509, 405 and 396 children

respectively.

Table 3.14 Enrolment of Primary incl. IQS Children with Special Needs (2013/14)

RegionHearing

DisabilityVisual

DisabilityLimb

(Movement)GrandTotal

Male Female Male Female Male Female Male Female TotalAyn 13 11 19 11 6 5 38 27 65Bari 60 48 193 201 4 3 257 252 509Gardafuu 7 3 12 9 2 3 21 15 36Hayland 4 5 17 9 9 4 30 18 48Karkar 29 38 70 53 12 7 111 98 209Mudug 59 47 132 119 26 22 217 188 405Nugal 70 65 99 92 43 27 212 184 396Sanag 20 20 53 63 16 18 89 101 190Sool 19 8 19 11 15 9 53 28 81Total 281 245 614 568 133 98 1,028 911 1,939

Chart 3.14 Enrolment of Primary incl. IQS Children with Special Needs (2013/14)

Table 3.14 and chart 3.14 above show that from the total children with special

education needs, 61.0% of them are visually disabled, 27.1% of them are hearing

disabled and the rest are limb (movement) disabled. Though there should be much

more attention to the visually disabled children, hearing disability and movement

disability should have significant attention in order to help the children, may be in the


28

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.

Quality of Primary Education

Formal Primary including IQS Teachers

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

teachers, the qualification and the certification of teachers combined together is the

basis for the quality of the education system.

Qualified and Certified Primary School incl. IQS Teachers

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

education system. Although there is no documentation of minimum standard of

qualification and certification for primary education teachers, the Policy and planning

team agrees that minimum standard of qualification is secondary school completion

and of certification is teaching certificate for primary education.

Table 3.15 and chart 3.15 below indicate that the regional average proportions of

qualified primary school including IQS teachers in Puntland in the year 2013/14 are

63.1%, 55.8% and 62.1% for male, female and total teachers respectively. And also the

proportions of their certification are 27.3%, 25.5% and 27.1% for male, female and total

teachers respectively. At national level, there is no significant difference between the

certified male and female teachers but in general it shows that much more teachers

certification training is needed as the 72.9% of primary including IQS teachers teaching

in the year 2013/14 are not certified teachers.


29

Table 3.15 Qualified and Certified Primary School including IQS Teachers (2013/14)

RegionTotal Teachers % Qualified Teachers

% CertifiedTeachers


Ayn 176 13 189 46.6 46.2 46.6 39.8 23.1 38.6Bari 877 101 978 59.1 62.4 59.4 35.8 25.7 34.8Gardafuu 83 8 91 43.4 62.5 45.1 54.2 25.0 51.6Hayland 117 17 134 72.6 76.5 73.1 17.9 11.8 17.2Karkar 410 61 471 69.5 39.3 65.6 12.2 19.7 13.2Mudug 581 82 663 65.2 62.2 64.9 27.9 26.8 27.8Nugal 465 130 595 66.0 52.3 63.0 23.4 33.8 25.7Sanag 245 37 282 71.0 56.8 69.1 18.8 18.9 18.8Sool 374 49 423 62.3 55.1 61.5 24.9 18.4 24.1Total 3,328 498 3,826 63.1 55.8 62.1 27.3 25.5 27.1

Chart 3.15 Certified Primary School including IQS Teachers (2013/14)

Gardafuu region has the highest percentage of certified primary school including IQS

teachers (51.6%) which needs more female teachers of the region should be trained

than male teachers. Hayland and Sanag regions have the least percentage of certified

primary school including IQS teachers with 17.2% and 18.8% respectively and this

shows that these regions need more attention for the certification training of their

primary teachers. In Nugal and Karkar region, more female primary school teachers

are found to be certified than their male counterparts in the year 2013/14.

Teachers Salary Payment

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

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

Higher Education and even some are blank (unpaid) at all.


Table 3.16 Primary incl. IQS Teachers Salary Payers (2013/14)

Region Community Ministry of EducationNon-Government

Organization Private Blank (Unpaid)* TotalM F T M F T M F T M F T M F T M F T

Ayn 16 2 18 78 3 81 6 6 17 4 21 59 4 63 176 13 189Bari 716 79 795 101 16 117 15 2 17 36 3 39 9 1 10 877 101 978Hayland 63 5 68 47 10 57 7 2 9 117 17 134Karkar 271 28 299 82 20 102 10 2 12 2 2 45 11 56 410 61 471Mudug 435 54 489 92 13 105 35 11 46 10 10 9 4 13 581 82 663Nugal 283 62 345 151 51 202 24 10 34 2 2 7 5 12 465 130 595Sanag 155 21 176 78 11 89 1 1 2 1 3 9 4 13 245 37 282Sool 243 21 264 41 1 42 6 6 9 3 12 75 24 99 374 49 423Gardafuu 37 4 41 40 2 42 1 1 5 2 7 83 8 91Total 2,219 276 2,495 710 127 837 97 25 122 77 13 90 225 57 282 3,328 498 3,826

*Blank (unpaid): teachers whose salary payers’ field were blank in the questionnaire.

Table 3.16 above and chart 3.16 below show the primary including IQS education teachers’ salary payers by region for of the

year 2013/14. In Puntland, 21.9% of the teachers’ salary is paid by the Ministry of Education and Higher Education and the

rest are paid by communities, non-government organizations, private owners and some are blank (unpaid) at all.

Chart 3.16 Percentage of Primary incl. IQS Teachers Salary Payers (2013/14)


31

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. 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 issues.

Table 3.17 Primary incl. IQS Pupil Teacher Ratio (2013/14)

RegionEnrolment Teachers PTR

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

Ayn 5,639 3,092 2,547 189 112 77 29.8 16.4 33.1

Bari 32,108 7,350 24,758 978 240 738 32.8 7.5 33.5

Gardafuu 2,842 2,003 839 91 63 28 31.2 22.0 30.0

Hayland 4,229 3,102 1,127 134 91 43 31.6 23.1 26.2

Karkar 13,598 8,204 5,394 471 294 177 28.9 17.4 30.5

Mudug 23,595 11,987 11,608 663 314 349 35.6 18.1 33.3

Nugal 21,669 20,142 1,527 595 530 65 36.4 33.9 23.5

Sanag 8,132 5,691 2,441 282 205 77 28.8 20.2 31.7

Sool 14,341 10,030 4,311 423 268 155 33.9 23.7 27.8

Total 126,153 71,601 54,552 3,826 2,117 1,709 33.0 18.7 31.9

Chart 3.17 Primary incl. IQS Pupil Teacher Ratio (2013/14)

Table 3.17 and chart 3.17 above show the primary incl. IQS education PTR by region

for government and non-government enrolment of the year 2013/14. In Puntland, the


32

primary including IQS education Pupil Teacher Ratio (PTR) is 31.9 in the year 2013/14.

It can be also noted that PTR in the government schools is lower than the non-

government schools with 18.7 and 33.0 respectively. Although there is no

documentation for standard of PTR in the primary education of Puntland, it seems that

there is inefficiency of the system to use the available teachers especially in the

government managed schools.

Though the total PTR reflects the general direction, there is remarkable variation

among regions in both lower and upper primary education. PTR is above the national

average in the regions of Bari, Mudug and Ayn with 33.5%, 33.3% and 33.1%

respectively. Most regions do have a PTR of less than the national average.

Formal Primary including IQS Schools and Classrooms

Schools and classrooms are used to measure some of the quality of the education

system. It is noted by many educational researchers 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 of quality

education.

Formal Primary including IQS schools

Schools can be disaggregated by authority/ownership, locality, type of shift, region and

district, etc. Here we will try to see formal primary schools including IQS by

disaggregation of shift type and authority/ownership.

Table 3.18 and chart 3.18 below show that the numbers of schools are observed highest

in the Bari region and lowest in the Hayland region. It can also be calculated that

43.2% of the primary schools including IQS are single shift and 56.8% of them are

double shift schools. Karkar region has the highest number of single shift schools and

Bari region has the highest number of double shift schools. It should be recommended

that the Ministry of Education and Higher Education should mobilize efforts to build


33

more schools and/or expand more classrooms in order to minimize the number of double

shift schools.

Table 3.18 Primary incl. IQS schools by shift (2013/14)

Region Single shift Double shift Total no. of Ayn 18 10 28Bari 36 89 125Gardafuu 7 15 22Hayland 7 11 18Karkar 61 36 97Mudug 25 59 84Nugal 43 46 89Sanag 17 25 42Sool 32 33 65Total 246 324 570

Chart 3.18 Primary incl. IQS schools by shift (2013/14)

Table 3.19 and chart 3.19 below show that the numbers of schools that are owned by

the Ministry of Education and Higher Education (Government) are higher than that of

the non-government owned ones. It can be calculated that 58.8% of the total primary

schools including IQS are managed and owned by the Ministry of Education and

Higher Education. Non-government schools here include community, non-government

organizations and the private sector.

Table 3.19 Primary incl. IQS schools by Ownership (2013/14)

Ministry of Education Non-Government TotalAyn 15 13 28Bari 41 84 125Gardafuu 16 6 22Hayland 13 5 18Karkar 58 39 97Mudug 41 43 84Nugal 78 11 89Sanag 30 12 42Sool 43 22 65Total 335 235 570


34

Chart 3.19 Primary incl. IQS schools by ownership (2013/14)

Formal Primary including IQS Classrooms

Classrooms are used to calculate 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 number of pupils in teaching

and learning classroom. In the case of Puntland, there are many double shift schools

and hence classrooms are shared. A higher PCR may mean many students

overcrowding in a class in which teachers cannot have chances to help each student

fully in that class. A lower ratio in comparison may mean underutilization of

resources.

Table 3.20 Primary incl. IQS Classrooms and Pupil Classroom Ratio (2013/14)

RegionEnrolment Classrooms PCR

Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't Total Ayn 3,092 2,547 5,639 80 52 132 38.7 49.0 42.7Bari 7,350 24,758 32,108 187 687 874 39.3 36.0 36.7Gardafuu 2,003 839 2,842 58 18 76 34.5 46.6 37.4Hayland 3,102 1,127 4,229 94 34 128 33.0 33.1 33.0Karkaar 8,204 5,394 13,598 258 152 410 31.8 35.5 33.2Mudug 11,987 11,608 23,595 252 325 577 47.6 35.7 40.9Nugaal 20,142 1,527 21,669 388 52 440 51.9 29.4 49.2Sanaag 5,691 2,441 8,132 144 46 190 39.5 53.1 42.8Sool 10,030 4,311 14,341 146 182 328 68.7 23.7 43.7Total 71,601 54,552 126,153 1,607 1,548 3,155 44.6 35.2 40.0


35

Chart 3.20 Primary incl. IQS Classrooms and Pupil Classroom Ratio (2013/14)

Table 3.20 and chart 3.20 above show the primary incl. IQS education Pupil Classroom

Ratio (PCR) by region for government and non-government classrooms of the year

2013/14. In Puntland, the primary including IQS education Pupil Classroom Ratio

(PTR) is 40.0 in the year 2013/14. It can be also noted that PCR in the government

schools is higher than the non-government schools with 44.6 and 35.2 respectively.

Although there is no documentation for standard of PCR in the primary education of

Puntland, it can be seen that the PCR in the non-government classrooms is better than

in the government ones.

Formal Primary including IQS Textbooks

Number 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 number of textbooks distributed 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

the same in all the subjects. Mostly the number of subjects that the student studies are

large in number and in this cases, we will consider only some of the basic subject

textbook and if not Mathematics followed by English will be used as a measure of

PTbR. PTbR is mostly expressed as 1:1, 2:1, 3:1, etc. to mean 1 textbook to 1 pupil, 1

textbook to 2 pupils, 1 textbook to 3 pupils, etc. respectively.


36

Table 3.21 Primary incl. IQS schools PTbR (2013/14)

Region EnrolmentMathematics

TextbooksMathematics

PTbREnglish

TextbooksEnglishPTbR

SomaliTextbooks

SomaliPTbR

ArabicTextbooks

ArabicPTbR

Ayn 5,639 4,630 1.2 907 6.2 4,259 1.3 4,108 1.4Bari 32,108 4,020 8.0 1,209 26.6 4,305 7.5 4,023 8.0Gardafuu 2,842 1,731 1.6 129 22.0 1,310 2.2 1,297 2.2Hayland 4,229 1,064 4.0 365 11.6 1,175 3.6 1,020 4.1Karkar 13,598 5,418 2.5 1,160 11.7 3,989 3.4 4,566 3.0Mudug 23,595 3,697 6.4 980 24.1 3,261 7.2 2,983 7.9Nugal 21,669 5,767 3.8 949 22.8 4,900 4.4 4,687 4.6Sanag 8,132 3,179 2.6 544 14.9 3,801 2.1 3,176 2.6Sool 14,341 4,188 3.4 631 22.7 4,419 3.2 4,497 3.2Total 126,153 33,694 3.7 6,874 18.4 31,419 4.0 30,357 4.2

Chart 3.21 Primary incl. IQS schools PTbR (2013/14)

Table 3.21 and chart 3.21 above show that the Pupil Textbook Ratio (PTbR) is not 1:1

in any of the subjects (Mathematics, English, Somali and Arabic). Regionally, the

minimum is observed for Mathematics as 12:10 followed by Somali as 13:10 in the Ayn

region. The maximum is observed for English as 266:10 followed by 220:10 in the

regions of Bari and Gardafuu. Generally, it can be seen that there are 37 Mathematics

textbooks for 10 pupils, 40 Somali textbooks for 10 pupils, 42 Arabic textbooks for 10

Pupils and 184 English textbooks for 10 pupils while the internationally accepted

standard of PTbR is 1:1. This indicates that shortage of textbooks is the main problem

of the Puntland primary schools including IQS in all subjects. Therefore printing of the

existing textbooks and developing of new ones should be the main concern of the

Ministry of Education and Higher Education to maintain the standard PTbR of 1:1 in

all subjects.

School Facilities at Primary including IQS

School facilities have significant impact on access, quality, efficiency and gender equity

of the education system. School facilities are tools to attract students in general and


37

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.

Table 3.22 Primary incl. IQS schools with availability and type of water - 2013/14

Region No. of Schools

Source of Water Schools with drinkable

% of schools Piped Roof Tank Well Total

Ayn 28 2 4 1 7 7 25.0%Bari 125 44 9 9 62 43 49.6%Gardafuu 22 4 5 9 9 40.9%Hayland 18 2 7 9 9 50.0%Karkar 97 11 22 14 47 31 48.5%Mudug 84 0.0%Nugal 89 1 13 14 15.7%Sanag 42 1 16 5 22 11 52.4%Sool 65 1 1 13 15 15 23.1%Total 570 66 65 54 185 125 32.5%

Table 3.22 above shows only 32.5% of the Puntland primary schools including IQS

centers have access to water. Only 125 of 570 primary schools including IQS which is

21.9% 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 35.7% and

35.1% respectively. No water availability is reported in the Mudug region.

Chart 3.22 Primary incl. IQS schools with availability and type of water - 2013/14

Chart 3.22 above shows piped water, roof tank and well are the main sources of water

for the Puntland primary schools including IQS centers. It can also be observed that

more piped water sources are found in the Bari region.


38

C. ALTERNATIVE BASIC EDUCATION (ABE)

Alternative Basic Education (ABE) is part of primary education but treated here

separately to monitor its contribution to the goal of providing universal access to

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 enrolments have been included in reports of the primary

access and coverage education analysis. Therefore AIR, NIR, GER and NER of primary

education include the contribution of ABE to primary education in Puntland.

Alternative Basic Education Enrolment

Table 3.23 Alternative Basic Education Enrolment for the year 2013/14

RegionLevel 1 Level 2 Level 3 Level 4 Level 5 Total

TotalM F M F M F M F M F M F

Bari 445 437 254 215 239 188 11 11 6 955 851 1,806

Hayland

78 86 128 118 206 204 410

Karkar 55 64 49 99 7 10 111 173 284

Mudug 531 520 239 221 157 124 8 935 865 1,800

Nugal 649 516 333 260 328 294 41 36 15 8 1,366 1,114 2,480

Sanag 200 180 186 116 3 7 389 303 692

Sool 61 89 20 10 5 15 86 114 200

Total

2,019

1,892

1,209

1,039

739

638

60

47

21

8

4,048

3,624

7,672

Chart 3.23 Alternative Basic Education Enrolment for the year 2013/14

Table 3.23 and chart 3.23 above show that the Alternative Basic Education (ABE)

enrolment for the year 2013/14. It can be seen that Nugal region has the highest ABE

enrolment followed by Bari and Mudug regions. Note that Ayn and Gardafuu regions


39

don’t have ABE enrolment at all in the year 2013/14. Sool region has the lowest ABE

enrolment followed by Karkar region. From the total primary education (Formal

primary, IQS and ABE) enrolment, ABE enrolment constitutes 5.7% of which males

constitute 6.9% and females constitute 4.8%. From the total ABE enrolment 47.2% are

females which shows that share of female students seems on the right track.

Alternative Basic Education Teachers

Table 3.24 Qualified and Certified Alternative Basic Education Teachers (2013/14)

Region

Total Teachers Qualified Teachers Certified Teachers


Bari 32 8 40 21 5 26 10 2 12

Hayland 5 5 5 5 0 0

Karkar 9 2 11 6 2 8 3 0 3

Mudug 17 4 21 17 2 19 0 0 0

Nugal 16 7 23 11 2 13 1 1 2

Sanag 16 8 24 4 1 5 11 7 18

Total 95 29 124 64 12 76 25 10 35

Chart 3.24 Certified Alternative Basic Education Teachers (2013/14)

Table 3.24 above shows that Alternative Basic Education (ABE) qualified and certified

teachers and also chart 3.24 shows that the total and certified ABE teachers for the

year 2013/14. It can be seen that Bari region has the highest ABE teachers and

Hayland region has the least number of ABE teachers. It can also be noted that Ayn,

Gardafuu and Sool regions don’t have ABE teachers in the year 2013/14. From the total

ABE teachers only 23.4% are female teachers indicating that there is a need of

attention to increase the number of female teachers in the ABE schools. Moreover only


40

61.3% of ABE teachers are qualified and 28.2% of ABE teachers are certified and this

needs planning and implementation to certify more ABE teachers.

Alternative Basic Education Teachers Salary Payment

In Puntland, ABE teachers’ salary is paid by communities, non-government

organizations, private sector, Ministry of Education and Higher Education and even

some are unpaid at all.

Table 3.25 ABE Teachers Salary Payers (2013/14)

Region CommunityMinistry of Education

Non-GovernmentOrganization Private

Blank (Unpaid)* Grand Total

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

Bari 3 2 5 23 6 29 6 6 32 8 40

Hayland 1 1 4 4 5 0 5

Karkar 3 1 4 3 1 4 1 1 2 2 9 2 11

Mudug 15 3 18 2 1 3 17 4 21

Nugal 16 7 23 16 7 23

Sanag 7 7 2 3 5 7 5 12 16 8 24

Total 3 2 5 65 17 82 13 5 18 1 0 1 13 5 18 95 29 124

*Blank (unpaid): teachers whose salary payers’ field were blank in the questionnaire.

Table 3.25 above and chart 3.25 below show the Alternative Basic Education teachers’

salary payers by region for of the year 2013/14. In Puntland, 66.1% of the teachers’

salary is paid by the Ministry of Education and Higher Education and the rest are paid

by communities, non-government organizations, private owners and some are blank

(unpaid) at all.

Chart 3.25 Percentage of ABE Teachers Salary Payers (2013/14)


41

Alternative Basic Education Schools

Table 3.26 Alternative Basic Education Schools (2013/14)Region Total Schools Single Shift Double ShiftBari 17 15 2Hayland 2 1 1Karkar 4 4Mudug 13 13Nugal 14 13 1Sanag 7 7Sool 1 1Total 58 54 4

Chart 3.26 Alternative Basic Education Schools (2013/14)

Table 3.26 and chart 3.26 above show that the Alternative Basic Education (ABE)

schools for the year 2013/14. It can be seen that Bari region has the highest ABE

schools followed by Nugal and Mudug regions. It can also be observed that Ayn and

Gardafuu regions don’t have ABE schools in the year 2013/14. Sool region has the

lowest ABE schools followed by Hayland region. From the total ABE schools 93.1% are

single shift schools and this will be a good example for the formal primary including

IQS schools in which the percentage of single shift schools is less than 50%.


42

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 3.27 Non Formal Education (NFE) Enrolment (2013/14)

RegionLevel 1 Level 2 Level 3 Level 4 Level 5 Total

TotalM F M F M F M F M F M F

Ayn 114

184

55

141

20

82

7

53

196

460

656

Bari 70

576

59

479

42

331

28

190

34

199

1,610

1,809

Hayland 14

54

22

39

10

42

14

20

60

155

215

Karkar 183

536

196

528

122

299

41

56

542

1,419

1,961

Mudug 288

814

256

655

102

307

3

44

1

650

1,820

2,470

Nugal 266

1,456

80

1,179

92

599

43

217

39

520

3,451

3,971

Sanag 60

179

49

125

2

99

3

50

2

16

116

469

585

Sool 212

1,329

118

652

53

332

23

57

1

407

2,370

2,777

Total 1,207

5,128

835

3,798

443

2,091

162

687

43

50

2,690

11,75

14,44

Table 3.27 Non Formal Education (NFE) Enrolment (2013/14)

Table 3.27 and chart 3.27 above show that the Non Formal Education (NFE) enrolment

for the year 2013/14. It can be seen that Bari region has the highest ABE teachers

followed by Nugal and Mudug regions. The highest NFE enrolment is observed in the

Nugal region followed by Sool and Mudug regions. The least NEF enrolment is the

Hayland region followed by Sanag and Ayn regions. From the total NFE enrolment

81.4% are female adult learners which seem that it is an education program for women.


43

It might be due to the fact that most Puntland women have not been part of the formal

education system.

Non Formal Education Teachers

Table 3.28 Qualified and Certified Non Formal Education Teachers (2013/14)

RegionTotal Teachers Qualified Teachers Certified Teachers

Male Female Male Female Male Female

Ayn 12 15 2 4 6 8

Bari 29 17 20 10 0 0

Hayland 3 4 3 2 0 0

Karkar 23 26 15 11 5 7

Mudug 30 17 26 9 2 4

Nugal 33 43 25 23 2 7

Sanag 13 23 12 15 1 6

Sool 41 60 25 16 9 8

Total 184 205 128 90 25 40

Chart 3.28 Certified Non Formal Education Teachers (2013/14)

Table 3.28 above show that the number of total, qualified and certified Non Formal

Education (NFE) teachers and chart 3.28 above show the comparison of total and

certified NFE teachers for the year 2013/14. It can be seen that Sool region has the

highest NFE teachers followed by Nugal region but Hayland region has the least

number of NFE teachers. It can also be noted that Gardafuu region doesn’t have NFE

teachers in the year 2013/14. From the total NFE teachers, only 52.7% are female

teachers indicating that share of NFE female teachers is over achieved. But generally

56.0% of NFE teachers are qualified and only 16.7% of are certified and this needs more


44

planning and implementation to certify and qualify more NFE teachers so that quality

of education will be achieved.

Non Formal Education Schools

Table 3.29 and chart 3.29 below show that the Non Formal Education (NFE) schools for

the year 2013/14. This indicates that Nugal region has the highest NFE teachers

followed by Sool, Mudug and Karkar regions.

Table 3.29 Non Formal Education Schools (2013/14)

Region Total Schools Single shifts Double shifts

Ayn 5 5

Bari 12 12

Hayland 1 1

Karkar 17 14 3

Mudug 19 19

Nugal 26 26

Sanag 5 5

Sool 23 23

Total 108 104 4

Chart 3.29 Non Formal Education Schools (2013/14)

It can also be observed that Gardafuu region don’t have NFE schools in the year

2013/14. Hayland region has the lowest NFE schools followed by Ayn and Sanag

regions. From the total NFE schools 96.3% are single shift schools and this will be

sustained.


45

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 National Examinations at

class 8 (end of primary education).

Secondary Enrolment (Forms 1-4)

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/academic year. In

Puntland, a total of 17,796 students of secondary education have been enrolled in the

year 2013/14 of which 5,953 (33.5%) are girls and 11,843 (66.5%) are boys. This

indicates that the share of boys and girls is a problem and shows that only one third of

the girls are going to secondary schools. This needs some strategic planning to increase

the share of girls in secondary schools.

Table 3.30 Secondary Education enrolment (2013/14)

RegionForm 1 Form 2 Form 3 Form 4 Total

Male Female Male Female Male Female Male Female Male Female TotalAyn 43 27 46 31 38 21 35 10 162 89 251 Bari 940 496 920 416 784 303 695 248 3,339 1,463 4,802 Gardafuu 18 4 16 7 1 3 2 35 16 51 Hayland 111 61 102 40 69 23 69 17 351 141 492 Karkar 358 198 249 140 255 145 180 99 1,042 582 1,624 Mudug 906 541 759 377 715 266 425 181 2,805 1,365 4,170 Nugal 716 485 618 378 529 342 457 201 2,320 1,406 3,726 Sanag 216 128 159 92 105 47 65 34 545 301 846 Sool 390 229 370 162 227 102 257 97 1,244 590 1,834

Total 3,698 2,169 3,239 1,643 2,723 1,252 2,183 889 11,843 5,953 17,796

Chart 3.30 Secondary Education enrolment (2013/14)


46

Table 3.30 and chart 3.30 above show that enrolment of secondary education has

highest enrolment in Bari region followed by Mudug and Nugal regions. The least

enrolment is in the Gardafuu region.

Enrolment by Locality (Urban and Rural)

In Puntland, 82.5% of secondary education students are in the urban areas and 17.5%

of them are in the rural areas. Urban secondary enrolment is highest in Bari region

followed by Mudug and Nugal regions. Rural secondary enrolment is highest in the

Mudug region followed by Nugal. There is no urban enrolment in the Gardafuu region

and no rural enrolment in the Ayn region.

Table 3.31 Urban/Rural Enrolment of Secondary education (2013/14)

RegionUrban and Rural Enroll Urban Enroll Rural Enroll


Ayn 162 89 251 162 89 251

Bari 3,339 1,463 4,802 3,174 1,416 4,590 165 47 212

Gardafuu 35 16 51 35 16 51

Hayland 351 141 492 155 58 213 196 83 279

Karkar 1,042 582 1,624 973 557 1,530 69 25 94

Mudug 2,805 1,365 4,170 2,192 1,024 3,216 613 341 954

Nugal 2,320 1,406 3,726 1,814 997 2,811 506 409 915

Sanag 545 301 846 336 195 531 209 106 315

Sool 1,244 590 1,834 1,040 495 1,535 204 95 299

Total 11,843 5,953 17,796 9,846 4,831 14,677 1,997 1,122 3,119

Chart 3.31 Urban/Rural Enrolment Secondary education (2013/14)

Table 3.31 and chart 3.31 show urban and rural secondary enrolment figures in the

year 2013/14. The percentage of girls in the urban enrolment is 32.9% and its


47

percentage in the rural enrolment is 36.0%. This indicates that the share of girls’ in the

rural areas is better than in the urban areas in the secondary schools.

Enrolment by Authority (Government and Non-government)In Puntland, 51.4% of the secondary education enrolment is authorized and managed

by the government (Ministry of Education and Higher Education) and the rest is

managed by the non-government entities like communities, Non-Governmental

organizations and the private sector.

Table 3.32 Secondary enrolment by Ownership (2013/14)

RegionTotal Gov't/MoEHE Non-gov't


Ayn 162 89 251 162 89 251

Bari 3,339 1,463 4,802 849 164 1,013 2,490 1,299 3,789

Gardafuu 35 16 51 35 16 51

Hayland 351 141 492 155 58 213 196 83 279

Karkar 1,042 582 1,624 440 201 641 602 381 983

Mudug 2,805 1,365 4,170 2,313 1,105 3,418 492 260 752

Nugal 2,320 1,406 3,726 1,517 798 2,315 803 608 1,411

Sanag 545 301 846 131 49 180 414 252 666

Sool 1,244 590 1,834 812 298 1,110 432 292 724

Total 11,843 5,953 17,796 6,379 2,762 9,141 5,464 3,191 8,655

Chart 3.32 Secondary enrolment by Ownership (2013/14)


48

Table 3.32 and chart 3.32 above show that highest percentage of the Mudug and Nugal

regions secondary school students are in the Ministry of Education and Higher

Education/Government managed schools. Among all girls enrolled in secondary schools

(5,953), there are 2,762 girls enrolled in government (46.4%) and 3,191 enrolled in non-

government (53.6%) schools. If we calculate the same percentage for male students, we

would find 53.9.3% enrolled in government and 46.1% enrolled in non-government

schools. Thus, there is no significant difference between female and male students in

terms of school choice between government and non-government. But still, the

percentage of females’ enrolment in the non-government secondary schools including

IQS is higher than in the government schools. Hence share of girls in the non-

government secondary schools need only some improvement but in the government

schools need more improvement to maintain a balanced proportion of female and male

secondary school age population at the national level.

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 for secondary education is 14-17.

Table 3.33 Secondary GER for the year 2013/14GER Boys Girls Total

All enrolment of secondary (Forms 1-4) 11,843 5,953 17,796

School age population (14-17 years) 72,863 67,884 140,747Gross Enrolment Rate (GER) in % 16.3 8.8 12.6

Table 3.33 Secondary GER for the year 2013/14


49

Table 3.33 and chart 3.33 above show secondary GER for the year 2013/14. It can be

seen from the table and chart that the Gross Enrolment Rate for boys is much greater

than the Gross Enrolment Rate for girls. This indicates there is a big gender gap of

students at the secondary school and gender equity is a problem. Totally 87.4% of the

secondary school age populations are either out of school or over-aged in the primary

schools.

Table 3.34 Secondary GER Trends (2012/13-2013/14)GER Trends Boys Girls Total GG GPI

2012/13 11.2 7.4 9.4 3.8 0.66

2013/14 16.3 8.8 12.6 7.5 0.54

Chart 3.34 Secondary GER Trends (2012/13-2013/14)

Table 3.34 and chart 3.34 above show that Secondary Gross Enrolment Rate (GER) has

increased from 9.4% to 12.6% from the year 2012/13 to the year 2013/14. But the

Gender gap has increased from 3.8 to 7.5 indicating that although students’ enrolment

is increasing the participation of girls is decreasing.

Secondary Net Enrolment Rate (NER)

The secondary Net Enrolment Rate (NER) measures the enrolment of children of the

appropriate school age (ages 14-17) divided by the population of the official school age.

Logically, NER cannot be greater than 100%.

Table 3.35 Secondary NER for the year 2013/14NER Boys Girls Total

All enrolment of secondary (Forms 1-4) of ages 14-17 7,345 4,133 11,478

School age population (14-17 years) 72,863 67,884 140,747Net Enrolment Rate (NER) in % 10.1 6.1 8.2


50

Chart 3.35 Secondary NER for the year 2013/14

Table 3.35 and chart 3.35 above show the secondary NER for the school year 2013/14.

The total secondary education NER in Puntland is only 8.2% which means less than

91.8% of the official secondary school age population are not in the secondary school

system rather they are in the primary school as over-aged or else they are out of school.

The Gender Gap is 4.0 indicating that there is significant disparity between the

secondary school boys and girls at their official school age.

Table 3.36 Secondary NER Trends (2012/13 – 2013/14)NER Trends Boys Girls Total

2012/13 6.5 4.4 5.5

2013/14 10.1 6.1 8.2

Chart 3.36 Secondary NER Trends (2012/13 – 2013/14)

Table 3.36 and chart 3.36 above show that secondary net enrolment rate has increased

for the last two years. It can be noted that the Gender Gap has increased from 2.1 to


51

4.0 and the Gender Parity Index has decreased from 0.68 to 0.60 all these indicate that

the significant growth of secondary NER is not due to increases in girls but increases in

boys. Therefore girls should be encouraged to join secondary schools at their official

school ages. This has to be developed at the primary school age so that it will be

foundation for the secondary school education.

Gender Equity in the Secondary Education

In this publication, Gender Parity Index (GPI) is calculated as the ratio of Gross

Enrolment Rate (GER) of females to males. The GPI of secondary education of

Puntland as indicated in the table 3.35 above has shown decreasing trend from 0.66 in

the year of 2012/13 to 0.54 in the year 2013/14. This indicates that gender equity in the

secondary school education is declining and needs immediate attention of the policy

and planning of the Ministry of Education and Higher Education.

Enrolment of Children with Special Educational Needs

In the year 2013/14, the total number of secondary school children with special

education needs is 458 of which 257 are male and 201 are female children. This shows

that the percentage of boys with special education needs is greater than that of girls

with 56.1% and 43.9% for boys and girls respectively. A large number of these special

needs children are enumerated in the regions of Mudug and Bari with a total of 181and

102 children respectively.

Table 3.37 Enrolment of Secondary Children with Special Needs (2013/14)

RegionHearing

DisabilityLimb

(Movement)Visual

Disability TotalMale Female Male Female Male Female Male Female Total

Ayn 1 1 1 2 2 4 3 7

Bari 13 7 44 38 57 45 102

Gardafuu 1 1 0 1

Hayland 1 1 1 2 3 2 5

Karkar 1 32 34 33 34 67

Mudug 5 6 94 76 99 82 181

Nugal 5 3 1 27 21 33 24 57

Sanag 1 1 1 2 2 4 3 7

Sool 7 2 8 8 6 23 8 31

Total 33 19 13 1 211 181 257 201 458


52

Chart 3.37 Enrolment of Secondary Children with Special Needs (2013/14)

Table 3.37 and chart 3.37 above show that of the total secondary children with special

education needs, 85.6% of them are visually disabled, 11.3% of them are hearing

disabled and the rest are limb (movement) disabled. This indicates that visual

disability is a problem among secondary school students and this should be further

investigated and in the meantime the use of Braille in the curriculum and inclusive

education are very important priority areas.

Secondary School Teachers

Qualified and Certified Secondary school Teachers

Although there is no documentation of minimum standard of qualification and

certification for secondary education teachers, the Policy and Planning team agrees

that minimum standard of qualification for secondary education is diploma and above

and also the minimum standard of certification requires teachers with a minimum of

teaching certificate.

Table 3.38 Qualified and Certified Secondary school Teachers (2013/14)

RegionTotal Teachers Qualified Teachers Certified Teachers

Male Female Total Male Female Total Male Female TotalAyn 15 15 2 2 2 2Bari 212 8 220 57 2 59 130 6 136Gardafuu 3 3 3 3Hayland 19 19 3 3 8 8Karkar 77 77 14 14 46 46Mudug 116 1 117 36 1 37 70 70Nugal 106 4 110 9 9 92 3 95Sanag 38 38 4 4 24 24Sool 69 5 74 19 1 20 26 2 28Total 655 18 673 144 4 148 401 11 412


53

Chart 3.38 Certified Secondary school Teachers (2013/14)

Table 3.38 show the total number of secondary school teachers, qualified and certified

teachers and chart 3.38 above show the total and number of certified teachers. At

national level, the proportion of secondary school certified teachers is 61.2%, 61.1% and

61.2% for male, female and both respectively whereas the proportion of qualified

teachers is 22.0%, 22.2% and 22.0% for male, female and both respectively in Puntland

in the year 2013/14. There is no significant difference between the percentages of

qualified male and female teachers but in general more secondary school teachers

qualification training is needed as 78.0% of secondary school teachers teaching in the

year 2013/14 are not qualified. The percentage of female teachers in the secondary

schools is 2.7% which is very small share of the total secondary school teachers. This

might be one of the reasons that girls’ participation of secondary schools is declining

down. Hence increasing the number of female teachers in the secondary schools will be

one of the strategies to increase girls’ participation in the secondary schools.

Teachers Salary Payment

In Puntland, secondary education teachers’ salary is paid by communities, non-

government organizations, private sector, Ministry of Education and Higher Education

and even some are blank (unpaid) at all.

Table 3.39 and chart 3.39 below show the secondary education teachers’ salary payers

by region for the year 2013/14. In Puntland, 21.9% of the teachers’ salary is paid by the


54

Ministry of Education and Higher Education and the rest are paid by communities,

non-government organizations, private owners and some are unpaid (blank).

Table 3.39 Secondary Teachers Salary Payers (2013/14)

Region CommunityMinistry of Education

Non-GovernmentOrganization Private

Unpaid(Blank)* Total

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

Ayn 10 10 5 5 15 0 15

Bari 178 7 185 31 1 32 3 3 212 8 220

Hayland 8 8 5 5 1 1 5 5 19 0 19

Karkar 44 44 18 18 15 15 77 0 77

Mudug 59 59 57 1 58 116 1 117

Nugal 76 3 79 30 1 31 106 4 110

Sanag 31 31 7 7 38 0 38

Sool 38 3 41 24 2 26 7 7 69 5 74

Gardafuu 3 3 3 0 3

Total 437 13 450 182 5 187 4 0 4 20 0 20 12 0 12 655 18 673

Chart 3.39 Percentage of Secondary Teachers Salary Payers (2013/14)

*Blank (unpaid): teachers whose salary payers’ field were blank in the questionnaire .

Pupil-Teacher Ratio (PTR)

Table 3.40 Secondary Education Pupil Teacher Ratio (2013/14)

RegionEnrolment Teachers PTR

Total Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov'tAyn 251 251 - 15 15 16.7 16.7Bari 4,802 1013 3,789 220 40 180 21.8 25.3 21.1Gardafuu 51 51 3 3 17.0 17.0Hayland 492 213 279 19 8 11 25.9 26.6 25.4Karkar 1,624 641 983 77 37 40 21.1 17.3 24.6Mudug 4,170 3418 752 117 87 30 35.6 39.3 25.1Nugal 3,726 2315 1,411 110 58 52 33.9 39.9 27.1Sanag 846 180 666 38 9 29 22.3 20.0 23.0Sool 1,834 1110 724 74 44 30 24.8 25.2 24.1Total 17,796 9,141 8,655 673 298 375 26.4 30.7 23.1


55

Chart 3.40 Secondary Education Pupil Teacher Ratio (2013/14

Table 3.40 and chart 3.40 above show the secondary education Pupil Teacher Ratio

(PTR) disaggregated by ownership as government and non-government of the year

2013/14. The total secondary education Pupil Teacher Ratio (PTR) is 26.4 in the year

2013/14. The PTR in the government secondary schools is higher than the non-

government secondary schools with 30.7 and 23.1 respectively. Secondary education

PTR is above the national average in the regions of Mudug and Nugal with 35.6 and

33.9 respectively. All the rest, regions do have a PTR of less than the national average

in their secondary schools.

Secondary Education Schools and Classrooms

Secondary education schools

Secondary education schools disaggregated by shift type and ownership are presented

in this analysis.

Table 3.41 Secondary education schools by shift (2013/14)

Region Single shiftschools

Double Shiftschools

TotalAyn 2 2Bari 6 9 15Gardafuu 1 1Hayland 1 2 3Karkar 6 1 7Mudug 9 1 10Nugal 9 1 10Sanag 4 3 7Sool 8 8Total 46 17 63


56

Chart 3.41 Secondary education schools by shift (2013/14)

Table 3.41 and chart 3.41 above show that the numbers of secondary schools are

observed highest in the Bari region and least in the Gardafuu region. In Puntland,

73.0% of secondary schools are single shift and the rest are double shift indicates that

more secondary schools are single shift unlike primary schools. It is only in Bari and

Hayland regions that the number of double shift secondary schools is greater than the

number of single shift secondary schools.

Table 3.42 Secondary education schools by Ownership (2013/14)

RegionTotal

schoolsGov't/MoEHEschools

Non-gov'tschools

Ayn 2 2

Bari 15 3 12

Gardafuu 1 1

Hayland 3 1 2

Karkar 7 4 3

Mudug 10 6 4

Nugal 10 6 4

Sanag 7 2 5

Sool 8 5 3

Total 63 29 34


57

Chart 3.42 Secondary education schools by Ownership (2013/14)

Table 3.42 and chart 3.42 above show that the numbers of secondary schools that are

owned by the Ministry of Education and Higher Education (Government) are lower

than that of the non-governments. It can be calculated that 46.0% of the total

secondary schools are managed and owned by the Government/Ministry of Education

and Higher Education. Non-government secondary schools are comprised of

community, non-government organizations and the private sector schools.

Secondary School Classrooms

In the case of double shift schools, should be considered carefully. Classrooms can be

disaggregated by ownership, locality, type of shift, region and district, etc.


The PCR is shows the number of pupils in teaching and learning classroom.

Table 3.43 Secondary education Classrooms and Pupil Classroom Ratio (2013/14)

RegionEnrolment Classrooms PCR

Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't TotalAyn 251 - 251 11 - 11 22.8 - 22.8

Bari 1,013 3,789 4,802 24 98 122 42.2 38.7 39.4

Gardafuu 51 51 4 0 4 - - 12.8

Hayland 213 279 492 4 14 18 53.3 19.9 27.3

Karkar 641 983 1,624 26 21 47 24.7 46.8 34.6

Mudug 3,418 752 4,170 54 33 87 63.3 22.8 47.9

Nugal 2,315 1,411 3,726 29 58 87 79.8 24.3 42.8

Sanag 180 666 846 10 23 33 18.0 29.0 25.6

Sool 1,110 724 1,834 19 36 55 58.4 20.1 33.3Total 9,141 8,655 17,796 181 283 464 50.5 30.6 38.4


58

Chart 3.43 Secondary education Classrooms and Pupil Classroom Ratio (2013/14)

Table 3.43 and chart 3.43 above show the secondary education Pupil Classroom Ratio

(PCR) by region for government and non-government classrooms of the year 2013/14.

In Puntland, the secondary education Pupil Classroom Ratio (PCR) is 38.6 in the year

2013/14. It can be also noted that PCR in the government schools is higher than the

non-government schools with 50.5 and 30.6 respectively. Though the total PCR reflects

the general direction, there is remarkable variation among regions. PCR is above the

national average in the regions of Mudug, Nugal and Bari regions with 47.9, 42.8 and

39.4 respectively.

Secondary school Textbooks

Secondary Education Pupil Textbook Ratio (PTbR)

Pupil Textbook Ratio (PTbR) shows the number of pupils who have received or owned

textbooks by subject. Here we have used Mathematics, English, Somali and Arabic as a

measure of secondary Pupil Textbook Ratio (PTbR).

Table 3.44 Secondary schools PTbR (2013/14)

Region EnrolmentArabic

TextbooksArabic PTbR

EnglishTextbooks

EnglishPTbR

MathematicsTextbooks

MathematicsPTbR

SomaliTextbooks

SomaliPTbR

Ayn 251 6 41.8 29 8.7 6 41.8 6 41.8

Bari 4,802 79 60.8 185 26.0 353 13.6 55 87.3

Gardafuu 51

Hayland 492 8 61.5 129 3.8 80 6.2 12 41.0

Karkar 1,624 44 36.9 163 10.0 162 10.0 31 52.4

Mudug 4,170 91 45.8 342 12.2 203 20.5 117 35.6

Nugal 3,726 79 47.2 133 28.0 191 19.5 54 69.0

Sanag 846 25 33.8 19 44.5 19 44.5 22 38.5

Sool 1,834 20 91.7 32 57.3 33 55.6 13 141.1

Total 17,796 352 50.6 1032 17.2 1047 17.0 310 57.4


59

Chart 3.44 Secondary schools PTbR (2013/14)

Table 3.44 and chart 3.44 above show that the Pupil Textbook Ratio (PTbR) is not 1:1

in any of the subjects (Mathematics, English, Somali and Arabic). Generally, it can be

seen that there are 170 Mathematics textbooks for 10 pupils, 172 English textbooks for

10 pupils, 506 Arabic textbooks for 10 Pupils and 574 Somali textbooks for 10 pupils.

This indicates that shortage of secondary textbooks in all the subjects is the main

problem of the Puntland secondary schools. Therefore printing of the existing textbooks

and developing of new textbooks by subject should be the main concern of the Ministry

of Education and Higher Education to maintain the standard PTbR of 1:1 in all

subjects.

School Facilities at Secondary schoolsSchool 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.

Table 3.45 Secondary schools with availability and type of water - 2013/14

RegionTotal

schoolsType of water source Schools with

drinking water% of school with water Piped Roof Tank Well Total

Ayn 2 1 1 1 50.0%Bari 15 6 1 2 9 8 60.0%Gardafuu 1 0.0%Hayland 3 2 2 2 66.7%Karkar 7 3 1 2 6 6 85.7%Mudug 10 0.0%Nugal 10 0.0%Sanag 7 2 2 2 28.6%Sool 8 1 2 3 3 37.5%Total 63 9 3 11 23 22 36.5%


60

Chart 3.45 Secondary with availability and type of water - 2013/14

Table 3.45 and chart 3.45 above show that 36.5% of the Puntland secondary schools

have access to water and only 22 out of 63 which are 34.9% have access to drinkable

water. The sources of water are different and the greatest source comes from well

followed by piped water which are 47.8% and 39.1% respectively.


61

Examination Results of Grades 8 and Form Four

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

Table 3.46 Grade 8 candidates who are promoted in the year 2013/14

RegionSat for Exam Promoted

Percentage Promoted

Male Female Total Male Female Total Male Female TotalBari 1,343 736 2,079 1,209 642 1,851 90.0 87.2 89.0Ayn 129 37 166 128 37 165 99.2 100.0 99.4Karkar 337 205 542 292 173 465 86.6 84.4 85.8Mudug 1,101 636 1,737 990 585 1,575 89.9 92.0 90.7Nugal 970 628 1,598 875 545 1,420 90.2 86.8 88.9Sanag 306 203 509 290 187 477 94.8 92.1 93.7Sool 52 28 80 39 15 54 75.0 53.6 67.5Total 4,238 2,473 6,711 3,823 2,184 6,007 90.2 88.3 89.5

Chart 3.46 Grade 8 candidates who are promoted in the year 2013/14

Table 3.46 and chart 3.46 above show that from the total number of students who

registered for the grade 8 examination, 89.5% of the students were promoted to the

next grade form four of which 90.2% are males and 88.3% are females. The highest

promotion to the next grade is observed in the Ayn (99.4%) and lowest in Sool (67.5%).

The promotion in Ayn, Sanag and Mudug is higher than the national average.


62

II. Form Four Exam Results

Table 3.47 Form Four Candidates who passed exam in the year 2013/14

RegionCandidates Promoted

Percentage Promoted

Male Female Total Male Female Total Male Female TotalBari 710 252 962 670 234 904 94.4 92.9 94.0Ayn 36 17 53 36 17 53 100.0 100.0 100.0Karkar 140 76 216 137 76 213 97.9 100.0 98.6Mudug 449 159 608 443 154 597 98.7 96.9 98.2Nugal 372 170 542 357 163 520 96.0 95.9 95.9Sanag 114 41 155 114 38 152 100.0 92.7 98.1Sool 20 4 24 18 1 19 90.0 25.0 79.2Total 1,841 719 2,560 1,775 683 2,458 96.4 95.0 96.0

Chart 3.47 Form Four Candidates who are promoted in the year 2013/14

Table 3.47 and chart 3.47 above show that from the total number of students who

registered for the form four examination, 96.0% of the students are promoted of which

96.4% are males and 95.0% are females. The highest promotion is observed in the Ayn

(100.0%) and lowest in Sool (79.2%). The promotion in Ayn, Karkar, Mudug and Sanag

is higher than the national average.


63

F. TECHNICAL and VOCATIONAL EDUCATION and TRAINING (TVET)

The Technical and Vocational Education and Training (TVET) data has been collected

and incorporated in this publication for the first time in the year 2013/14. The

Technical and Vocational Education and Training (TVET) data as part of this yearbook

contains students’ enrolled, Teaching staff and Pupil Teacher Ratio (PTR).

TVET Enrolment

Table 3.48 TVET enrolment - 2013/14

No Name of TVET Institution Region DistrictEnrollment

Male Female Total

Nugal region1 Garowe GVTC Nugaal Garowe 222 328 5502 Tabaruc EBTVET Nugaal Garowe 130 175 3053 Hanad Skills Centre Nugaal Dangorayo 20 65 854 Mustaqbal Centre Nugaal Garowe 120 210 3305 ACEED EBTVET Nugaal Dangorayo 40 70 1106 Samawade EBTVET Nugaal Garowe - 118 1187 Barwaqo Centre Nugaal Garowe - 85 858 Raja for Africa Nugaal Garowe 30 75 1059 Hawa Tako Skills College Nugaal Garowe - 655 655

Nugal total 562 1,781 2,343Karkar region

1 Qardho VTC Karkaar Qardho 65 174 2392 Garwo Net TVET Karkaar Qardho 107 398 505

Karkar total 172 572 744Mudug region

1 Bacadweyn VTC Mudug Galkaio 95 79 1742 Galkaio VTC Mudug Galkaio 292 380 672

Mudug total 387 459 846Bari region

1 Dan-Dor VTC Bari Bosaso 70 - 70Bari total 70 - 70Hayland region

1 Dan-Dor VTC Haylaan Dhahar 5 15 20Hayland total 5 15 20Sool region

1 Dhaqallaha Guriga Sool LasAno 37 - 372 LasAnod Skills College Sool LasAno - 190 190

Sool total 37 190 190Grand Total 1,233 3,017 4,213


64

Table 3.48 above shows that in the year 2013/14, a total of 4,213 TVET students have

been enrolled of which 71.6% are female students. This indicates the TVET program is

engrossing more women than men. TVET institutions exist and are functioning in six

regions of Puntland such as Nugal, Karkar, Mudug, Bari, Hayland and Sool. It can be

observed that TVET institutions are concentrated in the Nugal region, especially

Garowe district.

TVET Teaching Staff

Table 3.49 TVET Teaching staff - 2013/14

NoName of the TVET

institutionRegion District

TeachersMale Female Total

Nugal region1 Garowe GVTC Nugaal Garowe 13 1 142 Tabaruc EBTVET Nugaal Garowe 3 3 63 Hanad Skills Centre Nugaal Dangorayo 2 3 54 Mustaqbal Centre Nugaal Garowe 4 3 75 ACEED EBTVET Nugaal Dangorayo 6 1 76 Samawade EBTVET Nugaal Garowe 1 4 57 Barwaqo Centre Nugaal Garowe 3 3 68 Raja for Africa Nugaal Garowe 1 3 49 Hawa Tako Skills College Nugaal Garowe 3 3 6

Nugal total 36 24 60Karkar region

1 Qardho VTC Karkaar Qardho 10 1 112 Garwo Net TVET Karkaar Qardho 4 3 7

Karkar total 14 4 18Mudug region

1 Bacadweyn VTC Mudug Galkaio 3 2 52 Galkaio VTC Mudug Galkaio 9 6 15

Mudug total 12 8 20Bari region

1 Dan-Dor VTC Bari Bosaso 5 2 7Bari total 5 2 7Hayland region

1 Dan-Dor VTC Haylaan Dhahar 2 2 4Hayland total 2 2 4Sool region

1 Dhaqallaha Guriga Sool LasAno 2 7 92 LasAnod Skills College Sool LasAno 1 3 4

Sool total 3 10 13Grand Total 72 50 122

Table 3.49 above shows that there are 122 TVET teaching staffs of which 41.0% are

female teachers. Almost 50% of the TVET teachers are found concentrated in the Nugal

region.


65

TVET Pupil Teacher Ratio

Table 3.50 TVET Pupil Teacher Ratio (PTR) - 2013/14

NoName of the TVET

institutionRegion District PTR

Nugal region

1 Garowe GVTC Nugaal Garowe 39.32 Tabaruc EBTVET Nugaal Garowe 50.83 Hanad Skills Centre Nugaal Dangorayo 17.04 Mustaqbal Centre Nugaal Garowe 47.15 ACEED EBTVET Nugaal Dangorayo 15.76 Samawade EBTVET Nugaal Garowe 23.67 Barwaqo Centre Nugaal Garowe 14.28 Raja for Africa Nugaal Garowe 26.39 Hawa Tako Skills College Nugaal Garowe 109.2

Nugal total 39.1Karkar region

1 Qardho VTC Karkaar Qardho 21.72 Garwo Net TVET Karkaar Qardho 72.1

Karkar total 41.3Mudug region

1 Bacadweyn VTC Mudug Galkaio 34.82 Galkaio VTC Mudug Galkaio 44.8

Mudug total 42.3Bari region

1 Dan-Dor VTC Bari Bosaso 10.0Bari total 10.0Hayland region

1 Dan-Dor VTC Haylaan Dhahar 5.0Hayland total 5.0Sool region

1 Dhaqallaha Guriga Sool LasAno 4.12 LasAnod Skills College Sool LasAno 47.5

Sool total 14.6Grand Total 34.5

Table 3.50 above shows that in the year 2013/14 the total Pupil Teacher Ratio (PTR) in

TVET institutions is 34.5 of which the highest PTR is 109.2 for the Hawa Tako Skills

College and the least is 4.1 for the Dhaqallaha Guriga.


66

G. HIGHER EUCATION

Higher Education in Puntland includes universities and colleges. The higher education

data has been collected from ten universities and colleges for the first time in the year

2013/14. The higher education data as part of this yearbook contains students’ enrolled,

teaching staff and Pupil Teacher Ratio (PTR).

Enrolment in Higher Education

Table 3.51 Universities and Colleges enrolment - 2013/14

No Name of University/College Region DistrictEnrollment

M F T

1 East Africa University

Bari Bossaso 1,196 594 1,790Karkaar Gardo 106 70 176Mudug Galkayo 220 185 405Ayn Buhodle 79 38 117Mudug Galdogob 45 48 93Sanag Erigavo 128 79 207Nugal Garowe 260 163 423

2 Puntland State UniversityMudug Galkaio 174 99 273Bari Bosaso 115 62 177Nugal Garowe 845 650 1,495

3 University of BosasoBari Bosaso 641 474 1,115Nugal Garowe 173 157 330

4 Maakhir University Sanag Badhan 214 56 2705 PIDAM University Bari Bosaso 461 110 5716 University of Mogadishu Bari Bosaso 485 136 6217 University of Health Science Bari Bosaso 161 454 6158 Ilays International University Sool LasAno 80 18 989 Vision International College Bari Bosaso 302 183 485

10 Garowe Teachers' Education College Nugal Garowe 328 252 580Total 2,031 1,209 3,240

Table 3.51 above show that in the year 2013/14 the total higher education enrolment is

3,240 of which 1,209 are females which accounts for 37.3% of the total enrolment. It can

be observed that the higher education institutions are more concentrated in the Bari

region specially Bosaso district.


67

Teaching staff in Higher Education

Table 3.52 Universities and Colleges teaching staff - 2013/14

No Name of University/College Region DistrictTeaching staff

M F T


Bari Bossaso 100 4 104Karkaar Gardo 0Mudug Galkayo 48 4 52Ayn Buhodle 14 0 14Mudug Galdogob 9 0 9Sanag Erigavo 17 0 17Nugal Garowe 26 0 26

2 Puntland State UniversityMudug Galkaio 27 1 28Bari Bosaso 13 2 15Nugal Garowe 72 3 75

3 University of BosasoBari Bosaso 43 9 52Nugal Garowe 22 1 23

4 Maakhir University Sanag Badhan 10 0 105 PIDAM University Bari Bosaso 35 0 356 University of Mogadishu Bari Bosaso 37 4 417 University of Health Science Bari Bosaso 29 6 358 Ilays International University Sool LasAno 14 0 149 Vision International College Bari Bosaso 5 1 6

10 Garowe Teachers' Education College Nugal Garowe 14 1 15Total 535 36 571

Table 3.52 above shows that there are 571 higher education teaching staffs of which

6.3% are female teachers. This indicates that female teachers’ participation in the

higher education is very low.

Pupil-Teacher Ratio (PTR) In Higher Education

The Pupil Teacher Ratio (PTR) in higher education is difficult to calculate as there

might not be all students attend full-time and not all teachers employed full-time

teaching. Despite these problems, a rough comparison of Pupil Teacher Ratio (PTR)

can be shown in the following table.


68

Table 3.53 Universities and Colleges PTR - 2013/14

No Name of University/College Region District PTR


Bari Bossaso 17.2Karkaar Gardo -Mudug Galkayo 7.8Ayn Buhodle 8.4Mudug Galdogob 10.3Sanag Erigavo 12.2Nugal Garowe 16.3

2 Puntland State UniversityMudug Galkaio 9.8Bari Bosaso 11.8Nugal Garowe 19.9

3 University of BosasoBari Bosaso 21.4Nugal Garowe 14.3

4 Maakhir University Sanag Badhan 27.05 PIDAM University Bari Bosaso 16.36 University of Mogadishu Bari Bosaso 15.17 University of Health Science Bari Bosaso 17.68 Ilays International University Sool LasAno 7.09 Vision International College Bari Bosaso 80.8

10 Garowe Teachers' Education College Nugal Garowe 38.7Total 17.2

Table 3.53 above shows that in the year 2013/14 the total Pupil Teacher Ratio (PTR) in

higher education institutions is 17.2 of which the highest PTR is 80.8 for the Vision

International College and the least is 7.0 for the Ilays International University.

ANNEXES Puntland Education Statistics Yearbook 2013/14

69

4. ANNEXES

M F T M F T M F T M F T M F T- -

Buuhodle 2,066 1,164 3,230 1,205 666 1,871 861 498 1,359 528 297 825 1,538 867 2,405 Horufadhi 575 393 968 379 228 607 196 165 361 575 393 968 - - - Widh-Widh 894 547 1,441 380 234 614 514 313 827 894 547 1,441 - - -

3,535 2,104 5,639 1,964 1,128 3,092 1,571 976 2,547 1,997 1,237 3,234 1,538 867 2,405

- - - - - - - - - - - - Armo 520 486 1,006 118 111 229 402 375 777 212 231 443 308 255 563 Bosaso 15,699 12,105 27,804 3,078 2,244 5,322 12,621 9,861 22,482 718 517 1,235 14,981 11,588 26,569Iskushuban 569 459 1,028 230 197 427 339 262 601 569 459 1,028 - - - Qandala 1,511 1,085 2,596 684 564 1,248 827 521 1,348 989 740 1,729 522 345 867 Ufayn 794 686 1,480 205 176 381 589 510 1,099 794 686 1,480 - - -

19,093 14,821 33,914 4,315 3,292 7,607 14,778 11,529 26,307 3,282 2,633 5,915 15,811 12,188 27,999

- - - - - - - - - - - - Alula 760 624 1,384 533 476 1,009 227 148 375 352 302 654 408 322 730 Baargaal 819 639 1,458 558 436 994 261 203 464 373 279 652 446 360 806

1,579 1,263 2,842 1,091 912 2,003 488 351 839 725 581 1,306 854 682 1,536

- - - - - - - - - - - - Dhahar 1,497 1,107 2,604 719 553 1,272 778 554 1,332 394 280 674 1,103 827 1,930 Hingalol 1,115 920 2,035 1,115 920 2,035 - - - 1,115 920 2,035 - - -

2,612 2,027 4,639 1,834 1,473 3,307 778 554 1,332 1,509 1,200 2,709 1,103 827 1,930

- - - - - - - - - - - - Bayla 881 546 1,427 805 497 1,302 76 49 125 881 546 1,427 - - - Hafuun 245 299 544 208 248 456 37 51 88 245 299 544 - - - Qardho 5,292 4,365 9,657 3,381 2,898 6,279 1,911 1,467 3,378 783 610 1,393 4,509 3,755 8,264 Rako 494 462 956 - - 494 462 956 360 318 678 134 144 278 Waaciya 665 633 1,298 108 107 215 557 526 1,083 665 633 1,298 - - -

7,577 6,305 13,882 4,502 3,750 8,252 3,075 2,555 5,630 2,934 2,406 5,340 4,643 3,899 8,542

- - - - - - - - - - - - Galkacyo 10,575 8,692 19,267 4,725 3,812 8,537 5,850 4,880 10,730 2,525 2,194 4,719 8,050 6,498 14,548Goldogob 2,413 1,829 4,242 1,512 1,215 2,727 901 614 1,515 2,413 1,829 4,242 - - - Jariiban 1,059 827 1,886 976 782 1,758 83 45 128 1,059 827 1,886 - - -

14,047 11,348 25,395 7,213 5,809 13,022 6,834 5,539 12,373 5,997 4,850 10,847 8,050 6,498 14,548

- - - - - - - - - - - - Burtinle 2,816 2,234 5,050 2,731 2,168 4,899 85 66 151 2,816 2,234 5,050 - - - Dangorayo 1,621 1,039 2,660 1,621 1,039 2,660 - - - 1,621 1,039 2,660 - - - Eyl 2,220 1,440 3,660 2,220 1,440 3,660 - - - 2,220 1,440 3,660 - - - Garowe 6,021 5,365 11,386 5,292 4,629 9,921 729 736 1,465 885 841 1,726 5,136 4,524 9,660 Godobjiran 763 630 1,393 763 630 1,393 - - - 763 630 1,393 - - -

13,441 10,708 24,149 12,627 9,906 22,533 814 802 1,616 8,305 6,184 14,489 5,136 4,524 9,660

- - - - - - - - - - - - Baran 4,493 3,484 7,977 3,005 2,292 5,297 1,488 1,192 2,680 2,887 2,233 5,120 1,606 1,251 2,857 Fiqifuliye 236 193 429 236 193 429 - - - 236 193 429 - - - Lasqoray 232 186 418 232 186 418 - - - 232 186 418 - - -

4,961 3,863 8,824 3,473 2,671 6,144 1,488 1,192 2,680 3,355 2,612 5,967 1,606 1,251 2,857

- - - - - - - - - - - - Bo'ame 537 334 871 421 290 711 116 44 160 537 334 871 - - - Hudun 959 782 1,741 851 687 1,538 108 95 203 959 782 1,741 - - - Kalabayr 1,173 908 2,081 1,024 772 1,796 149 136 285 1,173 908 2,081 - - - Las'ano 4,766 3,910 8,676 2,856 2,218 5,074 1,910 1,692 3,602 1,217 941 2,158 3,549 2,969 6,518 Taleh 671 501 1,172 508 403 911 163 98 261 671 501 1,172 - - -

8,106 6,435 14,541 5,660 4,370 10,030 2,446 2,065 4,511 4,557 3,466 8,023 3,549 2,969 6,518

74,951 58,874 133,825 42,679 33,311 75,990 32,272 25,563 57,835 32,661 25,169 57,830 42,290 33,705 75,995

Sool Total

Grand Total

Total Enrolment

Ayn Total

Bari Total

Gardafuu Total

Hayland Total

Government Non-government Rural Urban

Enrolment by Ownesrship Enrolment by Locality

Sool

DistrictRegion

Ayn

Bari

Gardafuu

Karkar Total

Mudug Total

Nugal Total

Sanag Total

Hayland

Karkar

Mudug

Nugal

Sanag

70

4.1.1 Puntland Primary including IQS and ABE enrolment by District and different parameters (2013/14)

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

Buuhodle 95 8 103 27 27 68 8 76 30 30 65 8 73 42 5 47 53 3 56 69.3 17.9 27.5 32.9 31.4 Horufadhi 38 1 39 29 29 9 1 10 38 1 39 - - - 21 - 21 17 1 18 20.9 36.1 24.8 24.8 Widh-Widh 43 4 47 18 2 20 25 2 27 43 4 47 - - - 19 1 20 24 3 27 30.7 30.6 30.7 30.7

176 13 189 74 2 76 102 11 113 111 5 116 65 8 73 82 6 88 94 7 101 40.7 22.5 27.9 32.9 29.8 - - - - - - - - - - - - - - - - - - - - - - - - - -

Armo 26 1 27 3 3 23 1 24 10 10 16 1 17 14 - 14 12 1 13 76.3 32.4 44.3 33.1 37.3 Bosaso 729 92 821 12 2 14 717 90 807 40 4 44 689 88 777 481 62 543 248 30 278 380.1 27.9 28.1 34.2 33.9 Iskushuban 34 4 38 14 4 18 20 - 20 34 4 38 - - - 12 1 13 22 3 25 23.7 30.1 27.1 27.1 Qandala 81 12 93 46 6 52 35 6 41 64 9 73 17 3 20 21 5 26 60 7 67 24.0 32.9 23.7 43.4 27.9 Ufayn 39 39 9 9 30 - 30 39 39 - - - 11 11 28 - 28 42.3 36.6 37.9 37.9

909 109 1,018 84 12 96 825 97 922 187 17 204 722 92 814 539 68 607 370 41 411 79.2 28.5 29.0 34.4 33.3 - - - - - - - - - - - - - - - - - - - - - - - - - -

Alula 50 3 53 17 17 33 3 36 23 2 25 27 1 28 17 1 18 33 2 35 59.4 10.4 26.2 26.1 26.1 Baargaal 33 5 38 15 3 18 18 2 20 15 3 18 18 2 20 19 4 23 14 1 15 55.2 23.2 36.2 40.3 38.4

83 8 91 32 3 35 51 5 56 38 5 43 45 3 48 36 5 41 47 3 50 57.2 15.0 30.4 32.0 31.2 - - - - - - - - - - - - - - - - - - - - - - - - - -

Dhahar 74 9 83 12 6 18 62 3 65 24 7 31 50 2 52 52 6 58 22 3 25 70.7 20.5 21.7 37.1 31.4 Hingalol 48 8 56 48 8 56 - - - 48 8 56 - - - 38 7 45 10 1 11 36.3 - 36.3 36.3

122 17 139 60 14 74 62 3 65 72 15 87 50 2 52 90 13 103 32 4 36 44.7 20.5 31.1 37.1 33.4 - - - - - - - - - - - - - - - - - - - - - - - - - -

Bayla 39 11 50 34 11 45 5 - 5 39 11 50 - - - 25 4 29 14 7 21 28.9 25.0 28.5 28.5 Hafuun 14 6 20 12 4 16 2 2 4 14 6 20 - - - 1 - 1 13 6 19 28.5 22.0 27.2 27.2 Qardho 300 38 338 37 7 44 263 31 294 41 9 50 259 29 288 235 18 253 65 20 85 142.7 11.5 27.9 28.7 28.6 Rako 32 3 35 - 32 3 35 25 3 28 7 - 7 10 - 10 22 3 25 - 27.3 24.2 39.7 27.3 Waaciya 34 5 39 8 8 26 5 31 34 5 39 - - - 20 4 24 14 1 15 26.9 34.9 33.3 33.3

419 63 482 91 22 113 328 41 369 153 34 187 266 29 295 291 26 317 128 37 165 73.0 15.3 28.6 29.0 28.8 - - - - - - - - - - - - - - - - - - - - - - - - - -

Galkacyo 428 75 503 49 14 63 379 61 440 91 23 114 337 52 389 291 45 336 137 30 167 135.5 24.4 41.4 37.4 38.3 Goldogob 126 8 134 81 3 84 45 5 50 126 8 134 - - - 83 6 89 43 2 45 32.5 30.3 31.7 31.7 Jariiban 44 3 47 41 2 43 3 1 4 44 3 47 - - - 22 2 24 22 1 23 40.9 32.0 40.1 40.1

598 86 684 171 19 190 427 67 494 261 34 295 337 52 389 396 53 449 202 33 235 68.5 25.0 36.8 37.4 37.1 - - - - - - - - - - - - - - - - - - - - - - - - - -

Burtinle 108 21 129 101 20 121 7 1 8 108 21 129 - - - 79 12 91 29 9 38 40.5 18.9 39.1 39.1 Dangorayo 48 11 59 48 11 59 - - - 48 11 59 - - - 30 5 35 18 6 24 45.1 - 45.1 45.1 Eyl 65 18 83 65 18 83 - - - 65 18 83 - - - 43 7 50 22 11 33 44.1 - 44.1 44.1 Garowe 236 85 321 37 6 43 199 79 278 41 8 49 195 77 272 156 46 202 80 39 119 230.7 5.3 35.2 35.5 35.5 Godobjiran 24 2 26 24 2 26 - - - 24 2 26 - - - 10 - 10 14 2 16 53.6 - 53.6 53.6

481 137 618 275 57 332 206 80 286 286 60 346 195 77 272 318 70 388 163 67 230 67.9 5.7 41.9 35.5 39.1 - - - - - - - - - - - - - - - - - - - - - - - - - -

Baran 235 41 276 97 21 118 138 20 158 160 26 186 75 15 90 168 20 188 67 21 88 44.9 17.0 27.5 31.7 28.9 Fiqifuliye 13 1 14 13 1 14 - - - 13 1 14 - - - 9 1 10 4 - 4 30.6 - 30.6 30.6 Lasqoray 13 3 16 13 3 16 - - - 13 3 16 - - - 1 1 2 12 2 14 26.1 - 26.1 26.1

261 45 306 123 25 148 138 20 158 186 30 216 75 15 90 178 22 200 83 23 106 41.5 17.0 27.6 31.7 28.8 - - - - - - - - - - - - - - - - - - - - - - - - - -

Bo'ame 36 2 38 27 2 29 9 - 9 36 2 38 - - - 26 1 27 10 1 11 24.5 17.8 22.9 22.9 Hudun 49 5 54 37 3 40 12 2 14 49 5 54 - - - 28 4 32 21 1 22 38.5 14.5 32.2 32.2 Kalabayr 63 8 71 52 7 59 11 1 12 63 8 71 - - - 44 7 51 19 1 20 30.4 23.8 29.3 29.3 Las'ano 189 28 217 34 7 41 155 21 176 50 8 58 139 20 159 106 13 119 83 15 98 123.8 20.5 37.2 41.0 40.0 Taleh 37 6 43 25 5 30 12 1 13 37 6 43 - - - 29 2 31 8 4 12 30.4 20.1 27.3 27.3

374 49 423 175 24 199 199 25 224 235 29 264 139 20 159 233 27 260 141 22 163 50.4 20.1 30.4 41.0 34.4 - - - - - - - - - - - - -

3,423 527 3,950 1,085 178 1,263 2,338 349 2,687 1,529 229 1,758 1,894 298 2,192 2,163 290 2,453 1,260 237 1,497 60.2 21.5 32.9 34.7 33.9

No. of qualified No.of unqualified Government

Grand Total

Nugal

Nugal Total

Sanag

Sanag Total

Sool

Sool Total

Mudug Total

Ayn

Ayn Total

Bari

Bari Total

Gardafuu

Gardafuu Total

Hayland

Hayland Total

Karkar

Karkar Total

Mudug

Urban

Total

Pupil Teacher Ratio (PTR)Region District

Total TeachersTeachers by Qualification

Gov't Non-gov't

RuralRural Urban

Teachers by Locality

Non-government

Teachers by Ownership

71

4.1.2 Puntland Primary including IQS and ABE Teachers, their salary payers and PTR by District and different parameters (2013/14)

TotalSchools

Gov't Managed

Non-gov'tManaged

Rural Schools

UrbanSchools

Maths Textbooks

Maths PTbR

Gov'tNongov't

Total Gov'tNongov't

Total Rural Urban Total

Buuhodle 13 8 5 5 8 2,557 1.3 165 301 248Horufadhi 6 4 2 6 - 874 1.1 161 161Widh-Widh 9 3 6 9 - 1,199 1.2 160 160

28 15 13 20 8 4,630 1.2 80 52 132 23.4 26.1 24.5 162 301 201- - - -

Armo 8 2 6 5 3 270 3.7 89 188 126Bosaso 93 19 74 11 82 3,057 9.1 112 324 299Iskushuban 8 4 4 8 - 402 2.6 129 129Qandala 25 16 9 21 4 601 4.3 82 217 104Ufayn 8 2 6 8 - 74 20.0 185 185

142 43 99 53 89 4,404 7.7 187 687 874 40.7 38.3 38.8 112 315 239- - - -

Alula 14 11 3 8 6 349 4.0 82 122 99Baargaal 8 5 3 4 4 1,382 1.1 163 202 182

22 16 6 12 10 1,731 1.6 58 18 76 34.5 46.6 37.4 109 154 129- -

20 14 6 12 8 0 0 0Dhahar - - 419 6.2Hingalol - - 647 3.1

- - 1,066 4.4 94 34 128 35.2 39.2 36.2- - - -

Bayla 13 12 1 13 - 509 2.8 110 110Hafuun 7 5 2 7 - 379 1.4 78 78Qardho 64 39 25 17 47 1,905 5.1 82 176 151Rako 9 9 6 3 493 1.9 113 93 106Waaciya 8 3 5 8 - 2,517 0.5 162 162

101 59 42 51 50 5,803 2.4 258 152 410 32.0 37.0 33.9 105 171 137- - - -

Galkacyo 66 28 38 19 47 3,120 6.2 248 310 292Goldogob 21 13 8 21 - 529 8.0 202 202Jariiban 10 8 2 10 - 427 4.4 189 189

97 49 48 50 47 4,076 6.2 252 325 577 51.7 38.1 44.0 217 310 262- - - -

Burtinle 21 19 2 21 - 524 9.6 240 240Dangorayo 12 12 - 12 - 1,057 2.5 222 222Eyl 16 16 - 16 - 550 6.7 229 229Garowe 47 36 11 12 35 3,553 3.2 144 276 242Godobjiran 7 7 - 7 - 590 2.4 199 199

103 90 13 68 35 6,274 3.8 388 52 440 58.1 31.1 54.9 213 276 234- - - -

Baran 41 27 14 28 13 2,776 2.9 183 220 195Fiqifuliye 3 3 - 3 - 344 1.2 143 143Lasqoray 5 5 - 5 - 232 1.8 84 84

49 35 14 36 13 3,352 2.6 144 46 190 42.7 58.3 46.4 166 220 180- - - -

Bo'ame 7 5 2 7 - 686 1.3 124 124Hudun 9 7 2 9 - 373 4.7 193 193Kalabayr 13 9 4 13 - 1,476 1.4 160 160Las'ano 29 17 12 10 19 1,040 8.3 216 343 299Taleh 8 5 3 8 - 613 1.9 147 147

66 43 23 47 19 4,188 3.5 146 182 328 68.7 24.8 44.3 171 343 220- -

628 364 264 349 279 35,524 3.8 1,607 1,548 3,155 47.3 37.4 42.4 166 272 213

*No data on no. of classrooms by district and so presented by region

Sool Total

Grand Total

Hayland

Hayland Total

No. of Classrroms*

Mudug Total

Nugal

Nugal Total

Sanag

Sanag Total

Sool

Karkar

Karkar Total

Mudug

Ayn

Ayn Total

Bari

Bari Total

Gardafuu

Gardafuu Total

Average School Size

Region District

Schools by Locality

Mathematics Textbooks


School by Management/Ownership/

72

4.1.3 Puntland Primary including IQS and ABE Schools, Classrooms and PCR, Maths Textbooks and PTbR, etc by District (2013/14)

No Region School Name School type1 Bari Nuural cilmi PS2 Bari Sheekh Xamdaan PS3 Bari Halane 2 PS4 Bari Biyo Kule 2 PS5 Bari Grible IDP PS6 Bari Shabeele B IDP PS7 Bari Abow B IDP PS8 Bari Xaji Yasin IDP PS9 Bari Bosaso International PS

10 Bari Najax B PS11 Bari Omar ibnu A/zis PS12 Bari Iftiin PS13 Bari Darul cilmi IQS14 Bari Shiikh Hamdaan SS15 Mudug Shamsul Hudaa PS16 Sanag Shaafici IQS17 Nugaal Nugaal PS18 Nugaal Alwaha A PS19 Nugaal Darul Hidaya PS20 Nugaal Al xigma 2 PS21 Nugaal Albani IQS22 Nugaal Wabari ABE23 Nugaal Xasbahale SS24 Karkaar Hodman PS25 Karkaar Faduma Zahra PS26 Karkaar Al xaramayn PS27 Karkaar Siliga IQS

73

4.2 Missing Schools by Region in 2013/14

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.

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.

74

4.3 Glossary

84

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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4.3 Glossary (cont...)

Puntland State of Somalia

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