Education and formal classroom learning opportunities are limited and unavailable for a majority of children in Somalia. There have been substantial increases in the number of operational schools and in enrolment rates, but considerable disparities in the quality of and access to primary education are still problematic in parts of the country because of the socio-economic, cultural and political realities.
Most existing schools are concentrated in and around urban areas and are mainly financed by fees or other forms of support from parents and communities, with some input from external agencies.
Somalia has one of the lowest primary school enrolment rates in the world.
The Survey of Primary Schools in Somalia for 2003-2004 provides valuable insights (Note: These statistics are yet to be included in the official figures that go into the State of the World's Children Report). According to the survey report, there are 1,172 operating schools with a total enrolment of over 285,574 children representing an 19.9 per cent gross enrolment ratio (GER). Data from Lower Jubba Region, El Waq district of Gedo Region and Jilib district of Middle Jubba Region was not collected as these areas were inaccessible due to floods and insecurity. This places Somalia among the lowest enrolment rates in the world.
Gender-related disparities remain an area of major concern. The survey results revealed that only slightly over one third, or 37 per cent, of pupils are girls at the lower primary school levels. Since the 2003/4 survey, there has been very little progress toward reducing the gender disparity, which increases rapidly in higher grades. Results of previous school surveys reflect the same pattern. The low enrolment and high drop-out rates of girls in most areas are due to a combination of traditional attitudes, timing of classes and economic considerations. In 2005, UNICEF is embarking on a Back to School campaign in Somalia with a view to boosting overall enrolment with special focus on girls' eduction.
Female teachers are under-represented, making up only about 13 per cent of the total number of all teachers. The sector suffers from severe managerial, technical and financial resource limitations, and a lack of consistency in standards.
Most existing schools are concentrated in and around urban areas and are mainly financed by fees or other forms of support from parents and communities, with some input from external agencies.
Somalia has one of the lowest primary school enrolment rates in the world.
The Survey of Primary Schools in Somalia for 2003-2004 provides valuable insights (Note: These statistics are yet to be included in the official figures that go into the State of the World's Children Report). According to the survey report, there are 1,172 operating schools with a total enrolment of over 285,574 children representing an 19.9 per cent gross enrolment ratio (GER). Data from Lower Jubba Region, El Waq district of Gedo Region and Jilib district of Middle Jubba Region was not collected as these areas were inaccessible due to floods and insecurity. This places Somalia among the lowest enrolment rates in the world.
Gender-related disparities remain an area of major concern. The survey results revealed that only slightly over one third, or 37 per cent, of pupils are girls at the lower primary school levels. Since the 2003/4 survey, there has been very little progress toward reducing the gender disparity, which increases rapidly in higher grades. Results of previous school surveys reflect the same pattern. The low enrolment and high drop-out rates of girls in most areas are due to a combination of traditional attitudes, timing of classes and economic considerations. In 2005, UNICEF is embarking on a Back to School campaign in Somalia with a view to boosting overall enrolment with special focus on girls' eduction.
Female teachers are under-represented, making up only about 13 per cent of the total number of all teachers. The sector suffers from severe managerial, technical and financial resource limitations, and a lack of consistency in standards.
from the Unicef's information
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