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This study investigates the status of access to formal education in post-conflict South and Central Somalia and the resultant learning outcomes. For access, the indicators of enrollment and school attendance are considered. Other related indicators such as pupils-to-classroom ratio, desks-to-children ratio, access to electricity, and toilet-to-pupils ratio are also investigated. For learning outcomes, teacher-to-student ratio, learners’ performance in national standardized examinations, and learning competency in reading and numeracy are analyzed to determine whether the children are learning or not. The survey covered five states, namely Banadir, Galmudug, Hir-Shabelle, South West and Jubbaland. Mixed methods in data collection were used, involving field-level engagements through a survey questionnaire, the administration of competency tests, focus group discussions and key informant interviews. Ultimately, 549 respondents participated in the study including 365 learners who sat literacy and numeracy assessments. The findings reveal that not all school-aged children in South and Central Somalia are accessing school. Even when they do, they are seldom learning. This paper offers suggestions on how to enhance access and learning. |
