Puntland Education Policy Paper

Puntland Education Policy Paper

(PEPP)

REVISED EDITION

ALI MAALIM HASSAN 2011

Abbreviations

BEDBasic Education Division

CECCommunity Education Committee

CEITEEDCurriculum, Examinations Inspectorate, Teacher Education and Extra – Curricular Activities Division

CfBTCentre for British Teachers

DGDirector General

DQAS Directorate of Quality Assurance & Standards

DHRMD Directorate of Human Resource Management & Development

DBHE Directorate of Basic and Higher Education

DFA Directorate of Finance and Administration

DPPR Directorate of Policy, Planning and Research

PTTC PrimaryTeachersTrainingCollege

LRC Learning Resource Centres

DTED Department of Teachers Education

ECEEarly Childhood Education

EMISEducation Management Information System

ESCEducation Sector Committee

FDIForeign Direct Investment

GNPGross National Product

PRGPuntland Regional Government

GTTCGarowe Teacher’s TrainingCollege

ISPsInternet Service Providers

ITInformation Technology

MOE Ministry of Education

NFENon–Formal Education

NGONon–Governmental Organization

PCCPuntlandCommunity College

PEC Puntland Examination Council

CHE Commission for Higher Education

GU Gender Unit

PIEPuntland Institute of Education Department

PEB Puntland Regional Examinations Council

PRG Puntland Regional Government

PPEDPost Primary Education Division

PSCEPuntland Secondary Certificate Examination

PSLEPuntlandSchool Leaving Examination

PTEDPuntland Teacher Educational Department

SACBSomalia Aid Co-ordination Body

TVETTechnical/Vocational Education and Training

UNDPUnited Nations Development Programme

UNESCO–PEERUnited Nations Educational, Scientific & Cultural Organization – Programme of Education for Emergencies and Reconstruction

UNICEF United Nations Children’s Fund

0.Rationale for Developing a Puntland Education Policy Paper (PEPP)

Education is now globally recognized as one of the most potent instruments for nation building and social reconstruction. It is with this realization in mind that Puntland is in the process of developing an educational policy to guide the state’s education process. As the state embarks on the path of reconstruction and economic development after years of civil war, enhancing the provision of education and literacy is considered a basic building block for development, particularly in terms assuring quantity, quality and relevance. Such a critical enterprise calls for clear guidelines and coordination. The education sector therefore requires a long-term development vision that establishes a clear set of policy priorities and defines the relevant sect oral directions and reforms.

A second set of justifications relate to gender and equity concerns. Women, minorities and vulnerable groups have not received adequate educational provisions in Puntland. A gender sensitive national education policy, which aligns with global standards such as those outlined in the Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), is therefore needed as the region embarks on systematic human resource development and social transformation. Such an education policy would ultimately lead to the elimination of other discriminatory practices against women, which emanate from the wider society but rebound in schools. Similarly, the policy must be sensitive and respond to the rights and needs of minorities and other vulnerable groups.

Finally, the war and its aftermath have created the following problems: limited and unequal access to education, skewed heavily against the rural poor and girls; poor quality of educational provisions; an unresponsive school curriculum; absence of standards and controls; inadequate management and planning capacity; a weak financial base; and the existence of numerous and poorly coordinated educational provisions. A policy framework is therefore required to help the state address these constraints. It is only when such a policy is in place – and is based on the pillars of functionality and relevance – that education can realistically contribute to the attainment of national goals and objectives

1.THE POLICY FRAMEWORK

3.1.Policy Principles

Policy requires vision looking beyond the ‘now’ and envisaging a desirable future based on and guided by current trends and forecasts. Consequently, this Policy anticipates change and is a response to shortcomings in current goals and practices to achieve desired outcomes in education system of Puntland. It demands quality leadership to identify and manage change into the future.

This Policy, therefore endavours to ensure continuity and sustainability by building on the strengths of the existing system and continuing best practices and provides advice and strategic direction leading to a more effective education for all learners. This Policy recognises the local context and perspective within which change and development will occur. This Policy recognize the importance of culture in education and development in PuntlandState of Somalia. Additionally, the Policy recognises the value of language in strengthening the identity of the people of Puntland.

Policy must be presented in both the Puntland and English languages.

The policy process should be consultative, participatory and enhance understanding of the issues concerned. It requires policy to be clearly articulated to all concerned with decision-making, planning and implementation. It must recognize that political, economic social and cultural environment determine the acceptance or rejection of policies

3.2.Key Concepts

Five key concepts form the basis of this policy paper and practices of the Ministry for the next five years.

(a)Equity calls for the system to treat all individuals fairly and justly in the provision of services and opportunities. It requires that every Puntlanders is provided with an opportunity for a good education, opportunity to participate in sports and to be involved in cultural activities. Policies strategies and practices will be identified and articulated appropriately to avoid treatment that may disadvantage any social group. Those, which address existing inequalities in access treatment and outcome, will be promoted

.

(b)Quality is exemplified by high standards of academic achievement, cultural understanding and sensitivity, and social cohesiveness. This implies a solid foundation of worthwhile learning resulting from a complex interplay of professional and technical knowledge and skills and social and cultural practices. It requires high standards of well being of individuals in pursuit of excellence in performance. Core values of the policy of education Puntland must underpin the academic, social behavior, cultural and spiritual excellence. This will better enable the individual to cope with change and relationships in an increasingly complex environment. Policies promoting these will focus on learning institutions be it the classroom, sports field, local environment and community at large.

(c)Relevancy requires that the system is meaningful, recognized, applicable and useful to one’s life. In essence, it is a system that is largely localized and contextualized, reflecting the language, cultural, and spiritual values of Puntland. Policy decisions will address what is relevant to the individual learner, to the community and to the nation.

(d)Efficiency means optimum use of human, financial and material resources at all levels, timely and quality service delivery, unhampered communication and coordinated decision-making Excellence in management practice at all levels needs strong group values that unify people and help align individual efforts to achieving goals. Effective partnership and networking between the Ministry and stakeholders is critical to quality service delivery. Policies which establish these practices and monitor effectiveness will be given priority.

(e)Sustainability requires the wise utilization of human, financial and material resources, to ensure balanced and continual development in the system. Transparency and accountability are necessary at all levels. The collective values of trust, integrity and a sense of responsibility for the common good in community and national development will be promoted

3.3.Policy Context

This policy is influenced by a number of National and International policies, declarations, and conventions, firstly, national statements, namely:

  • Transitional Federal Charter of the SomaliRepublic (2004) – whose articles outline the sovereignty and territory of Somalia, its religion, national symbols and Transitional Federal Government and fundamental rights and freedoms of the people. Its articles refer to critical issues for Somali people including education.
  • Transitional Constitution of Puntland Regional Government – which provides a comprehensive statement about the political and governance structures of the country, as well as the rights of citizenship, including specific mention of both women’s rights and children’s rights to education.
  • aPuntland Five Year Development Plan 2007-2011 – whose main purpose „being to priorities in a concise and methodical way, the short-term, medium-term and long-term needs of the State in all sectors, to establish targets for developmental goals, and set up a strategic plan to overcome barriers to achieve the desired developmental goals.‟ Besides identifying major development challenges, national vision, major economic and general “windows of opportunity‟ and government priorities, it does outline priority education outcomes that endeavors to enhance human resource development by supporting the education sector, with the aim of ensuring free primary education for school-aged children, as well as reducing unemployment among the youth.

Secondly, this Policy reflects the direction of a variety of international declarations and documents spanning 45 years that have stressed the importance of, and given directions regarding the development of specific education policies. Key documents include –

  • African Youth Charter (2006) – a statement by the Assembly of African Union which stated the need for every African country to develop a National Education Policy, and their essential elements. This statement also outlined the rights and duties of young people to education.
  • World Development Report (2007) – statement by the World Bank highlighting the need to invest in young people through education and the development of coherent development frameworks.
  • Jomtein Conference on Education for All (1990):
  • Dakar Framework for Action (2000):

Finally, this Policy responds to the thrusts of several key international development statements that are relevant to youth development and protection, namely –

  • Convention on the Rights of the Child (CRC) – this Convention is the most universally accepted human rights instrument in history. The CRC is a globally agreed upon set of non-negotiable standards and agreements. It spells out the basic human rights for all children – without discrimination. It emphasises that all children have the right to survival; to develop to their fullest; to protection from harmful influences, abuse and exploitation; and to participate fully in family culture and social life. Recognition by Puntland and its use as a benchmark is fundamental to this National Youth Policy. The Transitional National Government signed the CRC in May 2002.
  • Millennium Development Goals (MDG’s) – In September 2000, world leaders attending a United Nations Millennium Summit, committed themselves to this global development agenda. The MDG agenda focuses on the issues fundamental to this National Youth Policy including combating poverty, disease, illiteracy, environmental degradation and gender discrimination

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PHILOSOPHICAL UNDERSTANDINGS OF EDUCATION.

Education is a basic human right and no child should be left out of the system. Puntland

recognizes that education resulting in productive citizens will make for a progressive nation. It also recognizes its commitment to international agreements such as the Education For All declaration (EFA), the Millennium Development Goals (MDGs), though it did not participate nor ratify any of these declaration as an autonomous state.

Education is a life-long process and plays a vital role in improving the quality of life. It is a vehicle for economic, social and cultural development which involves relationships between the individual, the community and the nation. Education, culture and development are dynamic and interacting processes. The education process also enhances social, political and cultural awareness. It is a process realized through informal, formal and non-formal systems to which the family, traditional village institutions, spiritual centres, media, community and external interest groups all contribute. Educational goals, priorities and standards that recognise cultural values will be successful. Individuals, families, communities and all stakeholders must have a shared understanding of these goals. Change is inevitable. Education must equip the individual to engage confidently in the modern world and a rapidly changing society. Decisions must be made about what should be continued from lessons of past experience, and what should be changed. These decisions demand an environment that recognizes and utilizes the wealth of indigenous knowledge, skills and values

.

Quality leadership promotes active partnerships between communities, families, teachers and students in the delivery of education. It allows individuals to recognise their potential as leaders and provides a sense of belonging to a group. Learning institutions must educate and train students to become effective leaders who are capable of making informed decisions. Educational systems and providers represent the aspirations and needs of the individuals, communities and nation. They need human, financial and material resources to respond effectively to these expectations.

An integrated and holistic approach to education is the only sensible choice in light of scarce national resources and limited budgetary allocations. It is critical that duplication of programs is minimised and resources rationalised in the provision of education

MISSION

To provide an enduring quality holistic education that responds to and recognizes and realizes the spiritual, cultural, intellectual, physical and potential of all learners, enabling them to make fulfilling life choices – responsive to socio-economic and environmental changes.

VISION

Quality education systems that guarantees and foster success for learners regardless of their abilities.

2 National Goals of Education

The educational goals of Puntland derive from the broad national goals of the Somalia.

These goals are

:

  • To build a modern society based on the rule of Law
  • To promote the diffusion and practices of genuine Islamic principles and values
  • To establish democratic governance emanating from the free expression of popular will and sovereignty
  • To seek to attain the mastery and application of scientific, technological and managerial knowledge and skills for the purpose of development
  • To protect and foster human rights and freedom.
  • To promote social justice and national unity
  • To create an enlightened society made up of individuals with correct social values and attitudes and who are committed to the preservation and enrichment of cultural values and tradition based on Islamic principles
  • To protect and improve the condition of the natural environment, so as to pass it on as a safer and better heritage to future generations
  • To ensure that Somalia becomes a useful member of the international community and contributes to human progress and welfare.
  • To encourage nation-wide the acquisition of literacy, numeracy and life skills
  • To encourage individuals to develop their full potential to enhance their ability to contribute to the society in return
  • To promote within the society a sense of responsibility for peace and improve human relations at the community, national and international levels
  • Protect and improve the living standards and increase the life expectancies by creating an enabling safe, clean and healthy environment.

The PuntlandState Vision on Education

In pursuant of these broad national goals, the goals of education in Puntland are to:

  • Contribute to the development of a society committed to the preservation and enrichment of the cultural values and traditions based on genuine Islamic principles.
  • Encourage acquisition of literacy and numeracy as well as mastery and application of scientific, technological and managerial knowledge and skills.
  • Encourage the acquisition of key life skills for full self development and actualization of the individual’s potential and for the purpose of state development and participation in the global economy.
  • Foster ability for logical thought, critical judgment, self expression and self reliance.
  • Promote learners’ growth into strong, healthy, mature, useful and well adjusted members of society with positive attitudes to gender and other family life issues.
  • Open the doors of opportunity and growth to all irrespective of gender, region or religion
  • Cultivate national consciousness and unity in the minds of the children at an early age and enhance a spirit of patriotism for Somalia in general and Puntland in particular as well as a desire for its sustained integration, stability and prosperity.
  • Inculcate knowledge, skills and attitudes which will enable Somalis protect and improve the environment so as to pass it on as a safer and better heritage to future generations.
  • Promote the acquisition of attitudes and skills in Somalis in such a way as to make Somalia an active and effective member of the international community, which contributes to human progress and development.
  • Inculcate skills and attitude which foster the growth of a sense of social justice, responsibility and the value and virtues of peace.
  • Inculcate an appreciation and respect for the dignity of labour(work force) in the context of the region's socio-economic and environmental needs.
  • Protect the children, young and old alike from harmful practices that disadvantage growth and limit/reduce life expectancy.
  • Promote and be able to address the emerging issues like environment, HIV/AIDS, mines, drug/substance abuse and other crosscutting issues in education.

3.2 General provisions

The Puntland state is:

  • Committed to the Principle of Education for All irrespective of sex, religion, clan or class
  • Committed to increasing access and retention in education for all, especially girls and IDP children, pastoralists and nomadic families, children with disabilities/special needs and children of the marginalized populations.
  • Committed to the principle of affirmative action in education to increase access for disadvantaged or under-represented groups, the gender issues in order to curb harmful traditional practices
  • Committed to giving protection to child development by carrying out activities like de-mining, environmentally friendly schools and the provisions physical education, creation with sole aim of protecting them.
  • Committed in addressing the emerging issues in education under environmental, social and health eg HIV/AIDS, Sanitation, Drug/Substance abuse and Gender.

The Government recognizes Education as a joint enterprise between itself, communities, civil- society, the private sector and parents (stakeholders). The Government will therefore put in place measures and incentives designed to encourage the active involvement of these stakeholders in the provision of educational services.

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