i
Puntland State
of Somalia
Education Statistics
Yearbook 2015/2016
Ministry of Education and Higher Education
Department of Policy and Planning
EMIS unit
June 2016
Garowe, Puntland State of Somalia
Website: www.moepuntland.com
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Department of Policy and Planning Education Management Information System Unit
Garowe, Puntland State of Somalia
Tel: +252 90-7793803
Website: www.moepuntland.com
Email: [email protected]
© Ministry of Education and Higher Education
This publication may be used in part or as a whole, provided that the Puntland MOEHE
EMIS is acknowledged as the source of the information. Whilst the MOEHE EMIS does all
it can to accurately consolidate and integrate Puntland education information, it cannot be
held liable for incorrect data and for errors in conclusions, opinions and interpretations
emanating from the information. Furthermore, the MOEHE EMIS cannot be held
misinterpretation of the statistical content of the publication.
This publication has been produced with financial support from the government of the
Netherlands through the Peace Building, Education and Advocacy (PBEA) programme and
technical assistance from UNICEF.
A complete set of the yearbook will be available at the following addresses:
• EMIS Unit, MOEHE, Garowe, Puntland
• MOEHE’s website: www.moepuntland.com
• UNICEF’s website: www.unicef.org/somalia
For more inquiries or requests, please use the following contact information:
Mohamoud Abdisalan Ali, EMIS Focal Person, MOEHE Puntland, [email protected]
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Foreword
This is the 5th Education Statistics Yearbook published in the history of the Puntland
State of Somalia. The collection, processing and analysis of Puntland education data
has shown increasing scope and quality of data to support education planners, decision
makers and other stakeholders in this information based world.
The 2015/16 census has covered formal primary education including Integrated Quranic
Schools and Alternative Basic Education, Secondary Education, Non-formal Education,
Technical and Vocational Education and Training as well as Higher Education.
Enrolment, number of schools and number of teachers have shown increasing trends for
the last three years. In addition to the quality and quantity of education data,
additional educational indicators have been computed and analyzed. But still much
more is to be done on the timeliness of the education data, on the increased scope of
educational indicators at national, regional and district levels, and the use of
information based planning and decision making at all levels.
The education information on this publication generally indicates that although there
are good achievements recorded, the ministry of education and higher education with
all its stakeholders should work hard on the coverage, quality, internal efficiency and
gender equity of the Puntland education system.
Finally, I would like to thank the government of the Netherland and the European
Union for their financial assistance that made this useful publication possible. I also
thank UNICEF and Care for their professional and close collaboration with the
Ministry of Education and Higher Education for the successful implementation of EMIS
in Puntland.
Hon: Abshir Yusuf Isse
Minister of Education and Higher Education
Puntland State of Somalia
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Tables of Contents
ACRONYMS ............................................................................................................................................. XI
1. INTRODUCTION ............................................................................................................................. 1
1.1 ABOUT EMIS DATA .......................................................................................................................... 1
1.2 HISTORY OF PUNTLAND EMIS .................................................................................................... 3
1.3 ORGANOGRAM OF EMIS UNIT IN THE MINISTRY OF EDUCATION AND HIGHER
EDUCATION .............................................................................................................................................. 4
FIGURE 1.1 ORGANOGRAM OF EMIS IN THE MOEHE ....................................................................................... 4
1.4 STRUCTURE OF THE PUNTLAND EDUCATION LADDER ................................................... 5
FIGURE 1.2 STRUCTURE OF PUNTLAND EDUCATION LADDER ........................................................................... 5
2. SUMMARY OF EDUCATION DATA ................................................................................................. 6
2.1 SUMMARY OF BASIC EDUCATIONAL INDICATORS ............................................................. 7
TABLE 2.1 TRENDS OF BASIC EDUCATIONAL INDICATORS ................................................................................. 7
ENROLMENT TRENDS ........................................................................................................................ 10
TABLE 2.2 ENROLMENT TRENDS OVER THE LAST FIVE YEARS ......................................................................... 10 CHART 2.1 ENROLMENT TRENDS OVER THE LAST FIVE YEARS ........................................................................ 10
2.3 TEACHERS TRENDS ...................................................................................................................... 11
TABLE 2.3 TEACHERS TRENDS OVER THE LAST FOUR YEARS ........................................................................... 11 CHART 2.2 TEACHERS TRENDS OVER THE LAST FOUR YEARS .......................................................................... 12
2.4 SCHOOLS TRENDS ......................................................................................................................... 12
TABLE 2.4 SCHOOLS TRENDS OVER THE LAST FIVE YEARS ............................................................................... 12 CHART 2.3 SCHOOLS TRENDS OVER THE LAST FIVE YEARS .............................................................................. 13
2.5 CLASSROOMS TRENDS ................................................................................................................ 13
TABLE 2.5 CLASSROOMS TRENDS OVER THE LAST FOUR YEARS ...................................................................... 13 CHART 2.4 CLASSROOMS TRENDS OVER THE LAST FOUR YEARS ...................................................................... 14
2.6 PUPIL TEACHER RATIO (PTR) TRENDS ................................................................................ 15
TABLE 2.6 PUPIL TEACHER RATIO (PTR) TRENDS OVER THE LAST FOUR YEARS .......................................... 15 CHART 2.5 PUPIL TEACHER RATIO (PTR) TRENDS OVER THE LAST FOUR YEARS ......................................... 15
2.7 PUPIL CLASSROOM RATIO (PCR) TRENDS .......................................................................... 16
TABLE 2.7 PUPIL CLASSROOM RATIO (PCR) TRENDS OVER THE LAST FOUR YEARS ..................................... 16 CHART 2.6 PUPIL CLASSROOM RATIO (PCR) TRENDS OVER THE LAST FOUR YEARS .................................... 16
2.8 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS ...................................................... 17
TABLE 2.8 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FIVE YEARS .................... 17 CHART 2.7 PRIMARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FIVE YEARS .................... 17
2.9 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS ................................................ 18
TABLE 2.9 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST FOUR YEARS .............. 18 CHART 2.8 SECONDARY GROSS ENROLMENT RATE (GER) TRENDS OVER THE LAST THREE YEARS ........... 19
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2.10 PRIMARY AND SECONDARY GENDER PARITY INDEX (GPI) TRENDS ....................... 19
TABLE 2.10 PRIMARY AND SECONDARY GENDER PARITY INDEX (GPI) TRENDS OVER THE LAST FIVE
YEARS ....................................................................................................................................................................... 19
2.11 PRIMARY AND SECONDARY QUALIFIED TEACHERS TRENDS .................................... 20
TABLE 2.11 PRIMARY AND SECONDARY % OF QUALIFIED TEACHERS TRENDS OVER THE LAST THREE
YEARS ....................................................................................................................................................................... 20 CHART 2.10 PRIMARY AND SECONDARY % OF QUALIFIED TEACHERS TRENDS OVER THE LAST THREE
YEARS ....................................................................................................................................................................... 21
3. ANALYSIS OF EDUCATION INDICATORS ............................................................................ 22
A. PRE-PRIMARY EDUCATION (PPE) ......................................................................................... 23
B. PRIMARY EDUCATION ............................................................................................................... 24
FORMAL PRIMARY INCLUDING IQS ENROLMENT (UPPER AND LOWER PRIMARY) ........................................ 24 TABLE 3.1 FORMAL PRIMARY INCLUDING IQS ENROLMENT (UPPER AND LOWER) (2015/16) .................... 24 ENROLMENT BY LOCALITY (URBAN AND RURAL) .............................................................................................. 25 TABLE 3.2 URBAN AND RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2015/16) ...................... 26 CHART 3.2 URBAN AND RURAL ENROLMENT OF PRIMARY INCL. IQS EDUCATION (2015/16) ..................... 26 ENROLMENT BY AUTHORITY (GOVERNMENT AND NON-GOVERNMENT) ......................................................... 26 TABLE 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2015/16) ........................................................ 27 CHART 3.3 PRIMARY INCL. IQS ENROLMENT BY OWNERSHIP (2015/16) ........................................................ 28 ACCESS (ADMISSION) TO PRIMARY EDUCATION ................................................................................................ 28 GROSS INTAKE RATE (GIR) AND NET INTAKE RATE (NIR) ............................................................................. 28 GROSS INTAKE RATE (GIR) .................................................................................................................................. 29 TABLE 3.4 GROSS INTAKE RATE (GIR) FOR THE YEAR 2015/16 ...................................................................... 29 CHART 3.4 GROSS INTAKE RATE (GIR) FOR THE YEAR 2015/16 ...................................................................... 29 NET INTAKE RATE (NIR) ...................................................................................................................................... 30 TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2015/16 .......................................................................... 30 TABLE 3.5 NET INTAKE RATE (NIR) FOR THE YEAR 2015/16 .......................................................................... 31 COVERAGE TO PRIMARY EDUCATION .................................................................................................................. 31 GROSS ENROLMENT RATE (GER) AND NET ENROLMENT RATE (NER) ......................................................... 31 GROSS ENROLMENT RATE (GER) ........................................................................................................................ 31 TABLE 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2015/16 ............................................................ 32 CHART 3.6 GROSS ENROLMENT RATE (GER) FOR THE YEAR 2015/16............................................................ 32 NET ENROLMENT RATE (NER) ............................................................................................................................ 32 TABLE 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2015/16 ................................................................ 33 CHART 3.7 NET ENROLMENT RATE (NER) FOR THE YEAR 2015/16 ................................................................ 33 GENDER EQUITY IN THE PRIMARY EDUCATION ................................................................................................. 34 INTERNAL EFFICIENCY OF PRIMARY EDUCATION .............................................................................................. 34 INTERNAL EFFICIENCY REFERS TO THE MEASURE OF PERFORMANCES OF EDUCATION SYSTEM WHICH
SHOW STUDENTS SUCCESSFULLY COMPLETING A GIVEN LEVEL WITHOUT WASTAGE (UNESCO, 1972). .. 34 PROMOTION, REPETITION AND DROPOUT RATES .............................................................................................. 34 PROMOTION RATE (APPARENT) ............................................................................................................................ 35 TABLE 3.8 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2015/16 .......................................... 35 CHART 3.8 PRIMARY INCL. IQS PROMOTION RATE (PR) FOR THE YEAR 2015/16 ......................................... 36 REPETITION RATE .................................................................................................................................................. 36 CHART 3.9 PRIMARY INCL. IQS REPETITION RATE (RR) FOR THE YEAR 2015/16 ......................................... 37 DROPOUT RATE ...................................................................................................................................................... 37 TABLE 3.10 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2015/16 ........................................... 37 CHART 3.10 PRIMARY INCL. IQS DROPOUT RATE (DR) FOR THE YEAR 2015/16 ........................................... 38 SURVIVAL RATE TO GRADE 5 ................................................................................................................................ 38 TABLE 3.11 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2015/16 .................................................................. 38
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CHART 3.11 SURVIVAL RATE TO GRADE 5 FOR THE YEAR 2015/16 ................................................................. 39 ENROLMENT OF SPECIAL EDUCATIONAL NEEDS ............................................................................................... 40 TABLE 3.12 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS FOR 2015/16 .................... 40 CHART 3.12 ENROLMENT OF PRIMARY INCL. IQS SPECIAL EDUCATION NEEDS FOR 2015/16 ................... 41 ENROLMENT OF SCHOOL FEEDING ...................................................................................................................... 41 TABLE 3.13 PRIMARY INCLUDING IQS AND ABE SCHOOL FEEDING FOR 2015/16 ....................................... 41 CHART 3.13 PRIMARY INCLUDING IQS AND ABE SCHOOL FEEDING FOR 2015/16 ...................................... 42 PRIMARY ENROLMENT BY DISTANCE TO SCHOOL AND MODE OF TRANSPORTATION ................................... 42 TABLE 3.14 PRIMARY INCL. IQS ENROLMENT BY DISTANCE AND MODE OF TRANSPORTATION FOR
2015/16 ................................................................................................................................................................... 43 CHART 3.14 PRIMARY INCLUDING IQS ENROLMENT BY MODE OF TRANSPORTATION FOR 2015/16 ........... 44 QUALITY INDICATORS OF PRIMARY EDUCATION................................................................................................ 44 FORMAL PRIMARY INCLUDING IQS TEACHERS .................................................................................................. 45 TABLE 3.15 PRIMARY INCLUDING IQS TEACHERS BY OWNERSHIP FOR THE YEAR 2015/16 ........................ 45 CHART 3.15 PRIMARY INCLUDING IQS TEACHERS BY OWNERSHIP FOR THE YEAR 2015/16 ........................ 45 TABLE 3.16 PRIMARY INCLUDING IQS TEACHERS BY LOCALITY FOR THE YEAR 2015/16 ............................ 46 CHART 3.16 PRIMARY INCLUDING IQS TEACHERS BY LOCALITY FOR THE YEAR 2015/16 ............................ 46 PUPIL-TEACHER RATIO (PTR) ............................................................................................................................. 47 TABLE 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 .............................. 47 CHART 3.17 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16) ............................ 47 TABLE 3.18 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 .................................. 48 CHART 3.18 PRIMARY INCL. IQS PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 .................................. 48 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS .............................................................................. 49 TABLE 3.19 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS FOR 2015/16 ................................. 49 CHART 3.19 PRIMARY SCHOOL INCLUDING IQS QUALIFIED TEACHERS FOR 2015/16 ................................. 49 TEACHERS SALARY PAYMENT .............................................................................................................................. 50 TABLE 3.20 PRIMARY INCL. IQS TEACHERS SALARY PAYERS FOR 2015/16 .................................................. 50 CHART 3.20 PERCENTAGE OF PRIMARY INCL. IQS TEACHERS SALARY PAYERS FOR 2015/16 .................... 50 FORMAL PRIMARY INCLUDING IQS SCHOOLS AND CLASSROOMS ................................................................... 51 FORMAL PRIMARY INCLUDING IQS SCHOOLS..................................................................................................... 51 TABLE 3.21 PRIMARY INCL. IQS SCHOOLS BY SHIFT FOR 2015/16 .................................................................. 51 CHART 3.21 PRIMARY INCL. IQS SCHOOLS BY SHIFT FOR 2015/16 ................................................................. 51 TABLE 3.22 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP FOR 2015/16 ....................................................... 52 CHART 3.22 PRIMARY INCL. IQS SCHOOLS BY OWNERSHIP FOR 2015/16 ....................................................... 53 FORMAL PRIMARY INCLUDING IQS AVERAGE SCHOOL SIZE ........................................................................... 53 TABLE 3.23 PRIMARY INCL. IQS AVERAGE SCHOOL SIZE BY OWNERSHIP FOR 2015/16 .............................. 53 CHART 3.23 PRIMARY INCL. IQS AVERAGE SCHOOL SIZE BY OWNERSHIP FOR 2015/16 .............................. 53 FORMAL PRIMARY INCLUDING IQS CLASSROOMS ............................................................................................. 54 PUPIL CLASSROOM RATIO (PCR) ......................................................................................................................... 54 TABLE 3.24 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ..................... 54 CHART 3.24 PRIMARY INCL. IQS CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 .................... 55 FORMAL PRIMARY INCLUDING IQS TEXTBOOKS................................................................................................ 55 PUPIL TEXTBOOK RATIO (PTBR) ......................................................................................................................... 55 TABLE 3.25 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) FOR 2015/16 ............ 56 CHART 3.25 PRIMARY INCL. IQS TEXTBOOKS AND PUPIL TEXTBOOK RATIO (PTBR) FOR 2015/16 ........... 56 SCHOOL FACILITIES AT PRIMARY INCLUDING IQS ............................................................................................ 57 ACCESS TO WATER, SOURCES OF WATER AND DRINKABLE WATER ................................................................... 57 TABLE 3.26 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........... 57 TABLE 3.26 PRIMARY INCL. IQS SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........... 58
C. ALTERNATIVE BASIC EDUCATION (ABE) ........................................................................... 59
ALTERNATIVE BASIC EDUCATION (ABE) ENROLMENT .................................................................................... 59 TABLE 3.27 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR 2015/16................................... 59 CHART 3.27 ALTERNATIVE BASIC EDUCATION ENROLMENT FOR THE YEAR FOR 2015/16 .......................... 59
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ALTERNATIVE BASIC EDUCATION (ABE) ENROLMENT BY OWNERSHIP ......................................................... 60 TABLE 3.28 ALTERNATIVE BASIC EDUCATION ENROLMENT BY OWNERSHIP FOR THE YEAR 2015/16 ....... 60 CHART 3.28 ALTERNATIVE BASIC EDUCATION ENROLMENT BY OWNERSHIP FOR THE YEAR 2015/16 ....... 60 ENROLMENT OF SCHOOL FEEDING IN ABE CENTERS ....................................................................................... 60 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP ........................................................................ 61 TABLE 3.29 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 61 CHART 3.29 ALTERNATIVE BASIC EDUCATION TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 62 ALTERNATIVE BASIC EDUCATION CERTIFIED AND QUALIFIED TEACHERS.................................................... 62 TABLE 3.30 ABE CERTIFIED AND QUALIFIED TEACHERS FOR 2015/16 ......................................................... 62 CHART 3.30 ABE CERTIFIED AND QUALIFIED TEACHERS FOR 2015/16 ........................................................ 63 ALTERNATIVE BASIC EDUCATION TEACHERS SALARY PAYMENT ................................................................... 63 TABLE 3.31 ABE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 63 CHART 3.31 ABE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 64 ALTERNATIVE BASIC EDUCATION CENTERS ....................................................................................................... 64 TABLE 3.32 ALTERNATIVE BASIC EDUCATION CENTERS BY SHIFT FOR 2015/16 .......................................... 64 CHART 3.32 ALTERNATIVE BASIC EDUCATION CENTERS BY SHIFT FOR 2015/16 .......................................... 64
D. NON FORMAL EDUCATION (NFE) .......................................................................................... 65
NON FORMAL EDUCATION ENROLMENT ............................................................................................................. 65 TABLE 3.33 NON FORMAL EDUCATION (NFE) ENROLMENT FOR 2015/16 .................................................... 65 TABLE 3.33 NON FORMAL EDUCATION (NFE) ENROLMENT FOR 2015/16 .................................................... 65 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP ..................................................................... 66 TABLE 3.34 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP FOR 2015/16 ......................... 66 CHART 3.34 NON FORMAL EDUCATION (NFE) ENROLMENT BY OWNERSHIP FOR 2015/16 ......................... 66 NON FORMAL EDUCATION TEACHERS BY OWNERSHIP ..................................................................................... 67 TABLE 3.35 NON FORMAL EDUCATION (NFE) TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 67 CHART 3.35 NON FORMAL EDUCATION (NFE) TEACHERS BY OWNERSHIP FOR 2015/16 ............................ 67 NON FORMAL EDUCATION CERTIFIED AND QUALIFIED TEACHERS ................................................................ 68 TABLE 3.36 QUALIFIED AND CERTIFIED NON FORMAL EDUCATION TEACHERS FOR 2015/16 .................... 68 CHART 3.36 CERTIFIED NON FORMAL EDUCATION TEACHERS FOR 2015/16 ................................................ 68 NON FORMAL EDUCATION (NFE) TEACHERS SALARY PAYMENT ................................................................... 69 TABLE 3.37 NFE TEACHERS SALARY PAYERS FOR 2015/16 ............................................................................ 69 CHART 3.37 NFE TEACHERS SALARY PAYERS FOR 2015/16 ........................................................................... 69 NON FORMAL EDUCATION SCHOOLS ................................................................................................................... 70 TABLE 3.38 NON FORMAL EDUCATION SCHOOLS FOR 2015/16 ...................................................................... 70 CHART 3.38 NON FORMAL EDUCATION SCHOOLS FOR 2015/16 ...................................................................... 70
E. SECONDARY EDUCATION ......................................................................................................... 71
SECONDARY ENROLMENT BY FORM .................................................................................................................... 71 TABLE 3.39 SECONDARY EDUCATION ENROLMENT FOR 2015/16 .................................................................... 71 CHART 3.39 SECONDARY EDUCATION ENROLMENT FOR 2015/16 .................................................................. 72 SECONDARY ENROLMENT BY LOCALITY (URBAN AND RURAL) ........................................................................ 72 TABLE 3.40 ENROLMENT OF SECONDARY EDUCATION BY LOCALITY FOR 2015/16....................................... 72 CHART 3.40 ENROLMENT SECONDARY EDUCATION BY LOCALITY FOR 2015/16 ........................................... 73 SECONDARY ENROLMENT BY OWNERSHIP (GOVERNMENT AND NON-GOVERNMENT) .................................. 73 TABLE 3.41 SECONDARY ENROLMENT BY OWNERSHIP FOR 2015/16 .............................................................. 73 CHART 3.41 SECONDARY ENROLMENT BY OWNERSHIP FOR 2015/16 ............................................................. 74 SECONDARY GROSS ENROLMENT RATE (GER) .................................................................................................. 74 TABLE 3.42 SECONDARY GER FOR THE YEAR 2015/16 ..................................................................................... 74 TABLE 3.42 SECONDARY GER FOR THE YEAR 2015/16 ..................................................................................... 74 SECONDARY NET ENROLMENT RATE (NER) ...................................................................................................... 75 TABLE 3.43 SECONDARY NER FOR THE YEAR 2015/16 .................................................................................... 75 CHART 3.43 SECONDARY NER FOR THE YEAR 2015/16 .................................................................................... 75 GENDER EQUITY IN THE SECONDARY EDUCATION ........................................................................................... 75
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SECONDARY ENROLMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ........................................... 76 TABLE 3.44 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS FOR 2015/16 ......................... 76 CHART 3.44 ENROLMENT OF SECONDARY CHILDREN WITH SPECIAL NEEDS FOR 2015/16......................... 76 ENROLMENT OF SECONDARY BY DISTANCE TO SCHOOL AND MODE OF TRANSPORTATION ......................... 77 TABLE 3.45 SECONDARY ENROLMENT BY DISTANCE AND MODE OF TRANSPORTATION FOR 2015/16 ...... 77 CHART 3.45 SECONDARY ENROLMENT BY MODE OF TRANSPORTATION FOR 2015/16 .................................. 78 SECONDARY SCHOOL TEACHERS BY OWNERSHIP .............................................................................................. 78 TABLE 3.46 SECONDARY SCHOOL TEACHERS BY OWNERSHIP FOR 2015/16 .................................................. 78 CHART 3.46 SECONDARY SCHOOL TEACHERS BY OWNERSHIP FOR 2015/16 ................................................. 79 SECONDARY SCHOOL TEACHERS BY LOCALITY .................................................................................................. 79 TABLE 3.47 SECONDARY SCHOOL TEACHERS BY LOCALITY FOR 2015/16 ...................................................... 80 CHART 3.47 SECONDARY SCHOOL TEACHERS BY LOCALITY FOR 2015/16 ..................................................... 80 SECONDARY PUPIL-TEACHER RATIO (PTR) BY OWNERSHIP ........................................................................... 80 TABLE 3.48 SECONDARY EDUCATION PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 ..................... 81 CHART 3.48 SECONDARY EDUCATION PUPIL TEACHER RATIO BY OWNERSHIP FOR 2015/16 ..................... 81 SECONDARY PUPIL-TEACHER RATIO (PTR) BY LOCALITY ............................................................................... 81 TABLE 3.49 SECONDARY EDUCATION PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 ......................... 82 CHART 3.49 SECONDARY EDUCATION PUPIL TEACHER RATIO BY LOCALITY FOR 2015/16 ......................... 82 QUALIFIED AND CERTIFIED SECONDARY SCHOOL TEACHERS ......................................................................... 83 TABLE 3.50 SECONDARY SCHOOL QUALIFIED AND CERTIFIED TEACHERS FOR 2015/16 ............................. 83 CHART 3.50 SECONDARY SCHOOL QUALIFIED TEACHERS FOR 2015/16 ......................................................... 84 SECONDARY EDUCATION TEACHERS SALARY PAYMENT .................................................................................. 84 TABLE 3.51 SECONDARY EDUCATION TEACHERS SALARY PAYERS FOR 2015/16.......................................... 85 CHART 3.51 SECONDARY EDUCATION TEACHERS SALARY PAYERS FOR 2015/16 ......................................... 86 SECONDARY EDUCATION SCHOOLS AND CLASSROOMS..................................................................................... 86 SECONDARY EDUCATION SCHOOLS ...................................................................................................................... 86 TABLE 3.52 SECONDARY EDUCATION SCHOOLS BY SHIFT FOR 2015/16 .......................................................... 86 CHART 3.52 SECONDARY EDUCATION SCHOOLS BY SHIFT FOR 2015/16 ......................................................... 87 TABLE 3.53 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP FOR 2015/16 .............................................. 87 CHART 3.53 SECONDARY EDUCATION SCHOOLS BY OWNERSHIP FOR 2015/16 .............................................. 87 SECONDARY SCHOOL CLASSROOMS AND PUPIL CLASSROOM RATIO (PCR)................................................... 88 TABLE 3.54 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ............ 88 CHART 3.54 SECONDARY EDUCATION CLASSROOMS AND PUPIL CLASSROOM RATIO FOR 2015/16 ............ 89 SECONDARY SCHOOL TEXTBOOKS ........................................................................................................................ 89 SECONDARY EDUCATION PUPIL TEXTBOOK RATIO (PTBR) ............................................................................. 89 TABLE 3.55 SECONDARY SCHOOLS PTBR FOR 2015/16* .................................................................................. 90 CHART 3.55 SECONDARY SCHOOLS PTBR FOR 2015/16*.................................................................................. 90 SCHOOL FACILITIES AT SECONDARY SCHOOLS .................................................................................................. 90 ACCESS TO WATER AND DRINKABLE WATER INCLUDING SOURCES OF WATER................................................ 91 TABLE 3.56 SECONDARY SCHOOLS WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........................ 91 CHART 3.56 SECONDARY WITH AVAILABILITY AND TYPE OF WATER FOR 2015/16 ........................................ 91 EXAMINATION RESULTS OF GRADES 8 AND FORM IV ....................................................................................... 92 I. GRADE 8 EXAM RESULTS FOR 2015/16 ...................................................................................................... 92 TABLE 3.57 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 ........................................... 92 CHART 3.57 GRADE 8 CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 ........................................... 92 II. FORM IV EXAM RESULTS FOR 2015/16 .......................................................................................................... 93 TABLE 3.58 FORM IV CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 .......................................... 93 CHART 3.58 FORM IV CANDIDATES WHO ARE PROMOTED IN THE YEAR 2015/16 .......................................... 94
F. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) ...................... 95
TVET ENROLMENT ................................................................................................................................................ 95 TABLE 3.59 TVET ENROLMENT TRENDS BY SEX .............................................................................................. 95 CHART 3.59 TVET ENROLMENT TRENDS BY SEX ............................................................................................. 96 TABLE 3.60 TVET ENROLMENT BY REGION, LEVEL AND SEX IN THE YEAR 2015/16 .................................. 96
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TVET TRAINERS (TEACHERS) AND INSTITUTIONS ............................................................................................ 97 TABLE 3.61 TVET INSTITUTIONS AND TRAINERS BY REGION AND SEX IN THE YEAR 2015/16 ................... 97 CHART 3.61 TVET INSTITUTIONS AND TRAINERS BY REGION AND SEX IN THE YEAR 2015/16 .................. 97 TVET GRADUATES ................................................................................................................................................ 98 TABLE 3.60 TVET GRADUATES BY REGION, LEVEL AND SEX IN THE YEAR 2014/15 ................................... 98
G. HIGHER EDUCATION ................................................................................................................. 99
HIGHER EDUCATION ENROLMENTS .................................................................................................................... 99 TABLE 3.63 HIGHER EDUCATION ENROLMENT TRENDS BY SEX ..................................................................... 99 CHART 3.63 HIGHER EDUCATION ENROLMENT TRENDS BY SEX .................................................................... 99 TABLE 3.64 HIGHER EDUCATION ENROLMENT BY INSTITUTION, REGION, DISTRICT AND SEX 2015/16 .. 100 TEACHING STAFF IN HIGHER EDUCATION ....................................................................................................... 101 TABLE 3.65 UNIVERSITIES AND COLLEGE TEACHING STAFF BY INSTITUTION, REGION, DISTRICT, SEX AND
PTR 2015/16 ........................................................................................................................................................ 101
4. ANNEXES ...................................................................................................................................... 103
ANNEX 1: EMIS, ITS USES AND LIFE CYCLE ................................................................................................... 104 ANNEX 2: GLOSSARY ............................................................................................................................................ 106
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ACRONYMS AAGR Annual Average Growth Rate
ABE Alternative Basic Education
AIR Apparent Intake Rate
ASC Annual School Census
BA Bachelors of Art
DEO District Education Officer/Office
DR Dropout Rate
EFA Education For ALL
EMIS Education Management Information System
ESC Education Sector Committee
ESSP Education Sector Strategic Plan
GER Gross Enrolment Ratio
GIR Gross Intake Rate
GG Gender Gap
GPI Gender Parity Index
IQS Integrated Quranic School
ISCED International Standard Classification of Education
M&E Monitoring and Evaluation
MA Masters of Art
MDG Millennium Development Goal
MOE Ministry of Education
MOEHE Ministry of Education and Higher Education
NER Net Enrolment Ratio
NGO Non-Governmental Organization
NIR Net Intake Rate
PCR Pupil Classroom Ratio
PESS Population Estimation Survey of Somalia
PPE Pre-Primary Education
PLEMIS Puntland Education Management Information System
PR Promotion Rate
PTbR Pupil Textbook Ratio
PTR Pupil Teacher Ratio
REO Regional Education Officer/Office
RR Repetition Rate
SDG Sustainable Development Goal
TWG Technical Working Group
UNICEF United Nations Children’s Fund
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UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific Cultural Organization
UNFPA United Nations Population Fund
UPE Universal Primary Education
INTRODUCTION Puntland Education Statistics Yearbook 2015/16
1
1. INTRODUCTION
1.1 About EMIS Data
This is the 2015/16 Education Statistics Annual Yearbook of Puntland in which annual
education data has been collected, processed and analyzed by the Ministry of Education
and Higher Education (MOEHE) for the fourth time.
The first data collection tools or questionnaires were updated since the year 2013/14 by
the Puntland Ministry of Education and Higher Education, EMIS Unit. In the year
2015/16, the already updated questionnaires were sent to schools for data collection
through the Regional Education Officers (REOs) and the District Education Officers
(DEOs). The completed questionnaires data were collected from the schools by the DEOs
who checked the quality of the completed data and submitted to the REOs and then to the
EMIS unit of Ministry of Education and Higher Education by checking the quality of the
completed questionnaires. The Ministry of Education and Higher Education, EMIS unit
encoded the census data into the Pineapple software, verified it and generated all the
available reports. It is only the formal primary, Integrated Quranic Schools (IQS),
Alternative Basic Education (ABE), Secondary education and Non Formal Education data
that have been captured by the Pineapple software. The Technical and Vocational
Education and Training as well as Higher education data have been separately processed
on the MS Excel workbook.
The publication covers 2015/16 EMIS data/information and is a complete school census of
Primary Education including Integrated Quranic Schools, Alternative Basic Education,
Non-Formal Education, Secondary Education, Technical and Vocational Education and
Training as well as Higher education. The main sources of data for the computation of
educational indicators and this analysis are the 2015/16 Annual School Census or
questionnaires and also the school age population of UNDP 2005 projected data. While
processing the collected data of the year 2015/16 ASCs, the software was unable to process
INTRODUCTION Puntland Education Statistics Yearbook 2015/16
2
classrooms data at all levels and some textbooks data at the secondary level and hence we
have used the 2013/14 data for this analysis. UNDP 2005 projected data has also been
used as the sources of school age population data in Puntland for the analysis of yearbooks
2011/12, 2012/13, 2013/14, 2014/15 and 2015/16 especially at the national level. Of course
the UNDP 2005 projected population data has its own limitations as it is not
comprehensive especially to compute educational indicators that need single age
population and no details of school age population at regional and district levels plus it is
too old for the current analysis.
The previous census questionnaires which were more than 20 pages for each primary and
secondary schools have been well modified and shortened since 2013/14 without limitation
to the very important data elements but the pineapple software has not been customized
on time accordingly. This has resulted in some data elements like classrooms, sanitation,
child protection, borders, etc. that has been captured by the modified new survey couldn’t
be processed into the existing pineapple software. Most of the data elements that have
been collected by the census questionnaires have been encoded into the existing Pineapple
software.
This publication contains analytical summaries of enrolment, teachers, schools,
classrooms, basic educational indicators, learning materials and other facilities as well as
examination results of grades 8 and 12. The data are further disaggregated by region,
gender, school type (Primary including IQS, ABE, NFE, Secondary), locality (urban vs.
rural), authority (Government vs. Non-government), etc.
Educational indicators and detailed analysis of basic indicators that are most important
for the education system and available in the pineapple software are presented in this
publication. This analysis on students, teachers, schools, teaching learning materials and
facilities is believed to be used for educational planners, decision makers, development
partners and educational researchers for further assessment and produce conclusions.
INTRODUCTION Puntland Education Statistics Yearbook 2015/16
3
1.2 History of Puntland EMIS
The Puntland EMIS Unit was established as one of the units in the department of Policy
and Planning, Ministry of Education and Higher Education. Data and Statistics section
was the first to manage EMIS data until it was transformed into EMIS unit in the early
2011. Since 2011, the EMIS unit in the department of Policy and Planning has been
managing and administering data collection, storage, processing, analyzing, utilization
and distribution of education information to planners, decision makers, educational
researchers, development partners and other stakeholders.
D/G
INTRODUCTION Puntland Education Statistics Yearbook 2015/16
1.3 Organogram of EMIS Unit in the Ministry of Education and Higher Education
Figure 1.1 Organogram of EMIS in the MOEHE
Minister
Human
Resource
Formal
Education
Quality
Assurance
Non Formal
Education
Examin-
ation
Vice Minister
Director General
Admin &
Finance
EMIS
Policy &
Planning
Projects
TVET &
TTU
Higher Education
INTRODUCTION Puntland Education Statistics Yearbook 2015/16
5
1.4 Structure of the Puntland Education Ladder
Figure 1.2 Structure of Puntland Education Ladder
Year Age
19
Technical and
Vocational
Education and
Training
24
18 23
17 22
16
University
/College/
education
In-service
teacher
training
21
15 Pre-service
teacher
training
20
14 19
13 18
12
Secondary Education
Form 1 (F1) to Form 4 (F4)
Technical Secondary
Education
17
11 16
10 15
9 14
8
Primary Education incl. IQS and ABE
Formal Primary: P1 to P8
Integrated Quranic Schools (IQS): P1 to P8
Alternative Basic Education(ABE): L1 to L4
13
7 12
6 11
5 10
4 9
3 8
2 7
1 6
0
Early Childhood Education (ECE)
Formal pre-primary
Quranic Schools (QS)
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
6
2. SUMMARY OF EDUCATION
DATA
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
2.1 Summary of Basic Educational Indicators
Table 2.1 Trends of Basic Educational Indicators
No Educational Indicators 2011/12 2012/13 2013/14 2014/15 2015/16 *AAGR
1 Access and Coverage Indicators
1.1 Primary (incl. IQS & ABE) Grade 1 Gross Intake Rate (GIR) 152.1 146.3 147.8 -1.4
1.1.1 Male 154.5 148.4 146.4 -2.7
1.1.2 Female 149.3 143.7 149.5 0.1
1.2 Primary (incl. IQS & ABE) Grade 1 Net Intake (NIR) 45.0 47.2 45.1 0.1
1.2.1 Male 45.1 48.6 45.8 0.7
1.2.2 Female 44.9 45.5 44.3 -0.6
1.3 Primary (incl. IQS & ABE) Gross Enrolment Rate 41.0 46.8 55.6 55.4 57.9 9.0
1.3.1 Male 46.0 52.0 62.0 62.1 63.8 8.5
1.3.2 Female 37.0 41.7 49.0 48.8 51.8 8.8
1.4 Primary (incl. IQS & ABE) Net Enrolment Rate 37.0 37.5 47.8 45.5 46.8 6.1
1.4.1 Male 41.0 41.3 52.7 50.6 51.6 5.9
1.4.2 Female 33 33.8 42.9 40.3 42.0 6.2
1.5 Secondary Gross Enrolment Rate 9.4 12.6 14.0 14.7 16.1
1.5.1 Male 11.2 16.3 17.6 18.1 17.4
1.5.2 Female 7.4 8.8 10.1 11.1 14.4
1.6 Secondary Net Enrolment Rate 5.5 8.2 8.4 9.2 18.9
1.6.1 Male 6.5 10.1 10.2 11.0 19.3
1.6.2 Female 4.4 6.1 6.5 7.3 18.6
1.7 Enrolment in Non-Formal Education (NFE) 14,444 15,663 15,097 8.4
1.7.1 Male 2,690 3,582 3,140 33.2
1.7.2 Female 11,754 12,081 11,957 2.8
1.8 Enrollment in TVET 4,213 3,637 2,828 -12.6
1.8.1 Male 1,233 1,239 932 -8.9
1.8.2 Female 3,017 2,398 1,896 -14.3
1.9 Enrolment in Higher education 9,841 10,688 11,554 52.7
1.9.1 Male 6,013 6,502 6,903 50.3
1.9.2 Female 3,828 4,186 4,651 56.6
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
No Educational Indicators 2011/12 2012/13 2013/14 2014/15 2015/16 *AAGR
2 Quality Indicators
2.1.1 Percentage of primary incl. IQS qualified teachers
62.1 62.6 59.9 -1.8
2.1.2 Percentage of secondary qualified teachers
22.0 35.6 34.8 25.7
2.2.1 Percentage of primary incl. IQS certified teachers
27.1 42.1 51.6 37.9
2.2.2 Percentage of secondary certified teachers
61.2 72.0 76.8 12.0
2.3 Primary Pupil-Textbook Ratio [Mathematics] 4:1 7:1 7:4 32.6
2.4 Secondary Pupil-Textbook Ratio [Mathematics] 17:1 19:1 21:1 11.1
2.5 Primary Pupil-Teacher Ratio 33.0 32.6 34.6 2.3
2.6 Secondary Pupil-Teacher Ratio 26.4 26.0 26.7 0.6
2.7 Primary Pupil-Classroom Ratio 40.0 41.0 39.2 -1.0
2.8 Secondary Pupil-Classroom Ratio 38.4 43.6 47.4 11.1
3 Efficiency Indicators
3.1 Primary (incl. IQS) Grade 1 dropout rate 20.0 11.1 23.3 14.3 -10.5
3.1.1. Male 24.0 9.1 23.9 15.9 -12.8
3.1.2 Female -4.0 13.3 22.7 12.3 -245.5
3.2 Primary (incl. IQS) dropout rate 2.3 16.0 9.4 101.7
3.2.1 Male 1.1 14.6 9.5 194.3
3.2.2. Female 3.9 17.9 9.1 53.1
3.3 Primary (incl. IQS) repetition rate 3.5 1.0 1.0 -46.8
3.3.1 Male 3.2 1.1 0.9 -45.7
3.3.2 Female 3.8 1.0 1.1 -47.4
3.4 Primary (incl. IQS) promotion rate 94.2 82.9 89.6 -2.4
3.4.1 Male 95.7 84.4 89.5 -3.3
3.4.2 Female 92.3 81.0 89.8 -1.4
3.5 Primary (incl. IQS) Survival rate to Grade 5 54.6 56.0 56.0 1.3
3.5.1 Male 56.2 57.4 57.8 1.5
3.5.2 Female 52.6 54.2 53.8 1.2
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
*AAGR is Annual Average Growth Rate, and more commonly known as the Compound Annual Growth Rate that shows an average value for the annual
rate of change over a period of time (typically several years) allowing for the compound effect of growth.
Table 2.1 above shows the basic educational indicators of Puntland education data/information over the last five years.
Particularly access, coverage, quality, internal efficiency and gender equity indicators and their four years trends are shown
for quick reference. Since it is not possible to get five years completed data/information for all of the above basic indicators,
some indicators have four years and others have only three years data/information.
No Educational Indicators 2011/12 2012/13 2013/14 2014/15 2015/16 *AAGR
4 Gender Equity Indicators
4.1 GPI (Gender Parity Index) using GER
4.1.1 Primary (incl. IQS & ABE) 0.8 0.8 0.79 0.79 0.81 0.4
4.1.2 Secondary 0.66 0.54 0.57 0.61 -2.5
4.2 GG (Gender Gap)
4.2.1 Primary (incl. IQS & ABE) 9 10.3 13.0 13.3 12.0 7.4
4.2.2 Secondary 3.8 7.5 7.5 7.0 22.8
4.3 Percentage of female students
4.3.1 Primary (incl. IQS) 43.5 43.8 43.8 43.6 44.3 0.5
4.3.2 Secondary 38 33.5 34.8 36.3 -1.5
4.4 Percentage of female teachers
4.4.1 Primary (incl. IQS) 12.3 11.3 13.0 13.8 13.9 2.9
4.4.2 Secondary 2.3 2.7 3.5 3.4 13.9
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
Enrolment Trends
Table 2.2 Enrolment Trends over the last five years
School Type 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Primary Incl. IQS 56,938 43,765 100,703 59,553 46,425 105,978 70,903 55,250 126,153 73,014 56,397 129,411 77179 61,472 138,651 7.9 8.9 8.3
ABE 3,694 3,510 7,204 1,395 2,122 3,517 4,048 3,620 7,668 4,212 3,902 8,114 4,631 4,545 9,176 5.8 6.7 6.2
NFE 2,690 11,754 14,444 3,582 12,081 15,663 3,140 11,957 15,097 8.0 0.9 2.2
Secondary 7,948 4,862 12,810 11,843 5,953 17,796 13,193 7,055 20,248 14,004 7,984 21,988 8.7 15.8 11.2
TVET 1,233 3,017 4,213 1,239 2,398 3,637 932 1,896 2,828 -8.9 -14.3 -12.6
Higher Education 6,013 3,828 9,841 6,502 4,186 10,688 6,903 4,651 11,554 50.3 56.6 52.7
Total 60,632 47,275 107,907 68,896 53,409 122,305 96,730 83,422 180,115 94,001 79,435 187,761 106,789 92,514 199,303 13.0 16.1 14.4
Chart 2.1 Enrolment Trends over the last five years
100,703 105,978
126,153 129,411 138,651
7,204 3,517 7,668 8,114 9,176 0
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS ABE NFE Secondary TVET Higher Education
Table 2.2 and chart 2.1 above show that enrolment has increased over the last five years in the formal primary including
Integrated Quranic Schools (IQS) and also in the ABE schools with an annual average growth rate of 8.3% and 6.2%
respectively. It can also be observed that enrolment of secondary education has shown an increase over the last four years
with average annual growth rate of 11.2% and also Non Formal Education has increased with average annual growth rate of
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
2.2% for the last three years. The rate of growth for formal primary including IQS and Alternative Basic Education (ABE)
shows a slight increase but a significant increase has been recorded for secondary enrolment. The rate of growth of Non-
Formal Education (NFE) shows insignificant increase in the last three years and this might be because most NFE schools
have been transformed into formal institutions. The high increase in the secondary enrolment growth might be because more
secondary school students are getting more access to secondary education. It can also be noted that the average annual
growth rate of female students is greater than male students in the secondary education and this indicates that more girls
are joining to the secondary education system than boys. But the rate of growth of primary including IQS enrolment is very
slow and needs some sort of enhancement for a better growth of enrolment.
2.3 Teachers Trends
Table 2.3 Teachers Trends over the last four years
School Type 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Primary Incl. IQS 2,763 350 3,113 3,328 498 3,826 3,424 546 3,970 3,452 560 4,012 7.7 17.0 8.8
ABE 63 30 93 95 29 124 112 33 145 114 41 155 21.9 11.0 18.6
NFE 184 205 389 248 229 477 215 215 430 8.1 2.4 5.1
Secondary 513 12 525 655 18 673 752 27 779 795 28 823 10.2 24.7 10.6
TVET 72 50 122 74 64 138 81 55 136
Higher Education 535 36 571 672 60 732 879 90 969
Total 0 0 0 3,339 392 3,731 4,869 836 5,705 5,282 959 6,241 5,626 989 6,525 11.1 29.1 13.3
Table 2.3 above and chart 2.2 below show that numbers of teachers have been increasing over the last four years in the
formal primary including Integrated Quranic Schools (IQS), ABE and secondary schools. The increase is with an average
annual growth rate of 8.8% for formal primary including IQS, 18.6% for ABE and 10.6% for secondary education. It can also
be noted that the average annual growth rate of female teachers is greater than male teachers in the primary including IQS
and secondary education but the reverse is true in the ABE and NFE levels. Generally, the number of teachers in primary
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
including IQS, ABE and secondary education is growing progressively for the last four years. It can also be noted that the
number of teachers in NFE is increased slightly at a growth rate of 5.1% for the last three years but less than those of
primary including IQS, ABE and Secondary.
Chart 2.2 Teachers Trends over the last four years
3,113
3,826 3,970 4,012
93 124 145 155 0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS ABE NFE Secondary TVET Higher Education
2.4 Schools Trends
Table 2.4 Schools Trends over the last five years
School Type Schools
AAGR 2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS 486 508 570 605 617 6.1
ABE 51 23 58 64 67 7.1
NFE 108 124 113 2.3
Secondary 51 63 75 78 15.2
TVET 16 20 20
Higher Education 10 13 13
Total 537 582 825 901 908 13.0
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
Table 2.4 above and chart 2.3 below show that numbers of schools have been increasing over the last five years in the formal
primary including Integrated Quranic Schools (IQS) and ABE centers. The numbers of secondary schools have also shown
increase over the last four years. The numbers of NFE centers have shown increase from 2013/14 to 2014/15 but with some
insignificant decrease from 2014/15 to 2015/16. The rates of growth of schools are 6.1% for primary including IQS, 7.1% for
ABE, 2.3% for NFE and 15.2% for secondary schools.
Chart 2.3 Schools Trends over the last five years
486 508 570 605 617
108 124 113
0
100
200
300
400
500
600
700
2011/12 2012/13 2013/14 2014/15 2015/16
Schools
Primary Incl. IQS ABE NFE Secondary TVET Higher Education
2.5 Classrooms Trends
Table 2.5 Classrooms Trends over the last four years
School Type
Classrooms
AAGR 2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS 5,330 3,155 3,155 3,155 -16.0
ABE
NFE
Secondary 530 464 464 464 -4.3
Total 0 5,860 3,619 3,619 3,619 -14.8
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
Table 2.5 above and chart 2.4 below show the numbers of classrooms are inconsistent over the last four years in the formal
primary including IQS and Secondary schools. It can also be observed that the average annual growth rate of formal primary
including IQS and secondary classrooms is -16.0% and -4.3% respectively which is not logical. But indirectly, as the number
of schools is increasing so is the number of classrooms and thus it is clear that the data on the numbers of classrooms is
unreliable and should be verified carefully.
Chart 2.4 Classrooms Trends over the last four years
Chart 2.4 above shows that the graph of primary including IQS classrooms is showing a decreasing pattern and this indicates
that there was inconsistency in reporting of primary including IQS classrooms data for the last three years and should be
given a special attention for the next consecutive years. When we examine the graph carefully, it seems that the primary
including IQS classrooms data was over-reported in the year 2012/13 and no accurate records of classrooms afterwards.
5,330
3,155 3,155 3,155
530 464 464 464 0
1,000
2,000
3,000
4,000
5,000
6,000
2011/12 2012/13 2013/14 2014/15 2015/16
Classrooms
Primary Incl. IQS ABE NFE Secondary
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
2.6 Pupil Teacher Ratio (PTR) Trends
Table 2.6 Pupil Teacher Ratio (PTR) Trends over the last four years
School Type PTR
AAGR 2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS 34 33 33 35 0.5
ABE 38 62 56 59 16.1
NFE 37 33 35 -2.8
Secondary 24 26 26 27 3.1
TVET 35
Higher Education 17
Total 33 29 32 34 1.3
Chart 2.5 Pupil Teacher Ratio (PTR) Trends over the last four years
34 33 33 35 38
62 56
59
0
10
20
30
40
50
60
70
2011/12 2012/13 2013/14 2014/15 2015/16
PTR
Primary Incl. IQS ABE NFE Secondary TVET Higher Education
Table 2.6 and chart 2.5 above show that Pupil Teacher Ratio (PTR) is gradually decreasing from 37.0 in 2013/14 to 35.0 in
2015/16 for NFE and this indicates that the numbers of students that are being taught by a single teacher is decreasing and
have good impact on the quality of education. But the reverse trend applies to formal primary including IQS, ABE and
secondary education in which there is increasing from 34.0 in 2012/13 to 35.0 in 2015/16 for formal primary including IQS,
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
from 38.0 in 2012/13 to 59.0 in 2015/16 for ABE and from 24.0 in 2012/13 to 27.0 in 2015/16 for secondary education. More
teachers are needed in Primary including IQS, ABE and Secondary to decrease PTR.
2.7 Pupil Classroom Ratio (PCR) Trends
Table 2.7 Pupil Classroom Ratio (PCR) Trends over the last four years
School Type PCR
AAGR 2011/12 2012/13 2013/14 2014/15 2015/16
Primary Incl. IQS 20 40 41 44 30.3
ABE
NFE
Secondary 24 38 44 47 25.2
TVET
Higher Education
Total 21 46 48 51 34.8
Chart 2.6 Pupil Classroom Ratio (PCR) Trends over the last four years
20
40 41 44
0
10
20
30
40
50
2011/12 2012/13 2013/14 2014/15 2015/16
PCR
Primary Incl. IQS ABE NFE Secondary TVET Higher Education
Table 2.7 and chart 2.6 above show that Pupil Classroom Ratio (PCR) for formal primary including IQS is gradually
increasing from 20.0 in 2012/13 to 44.0 in 2015/16. The same trend applies to Secondary education in which it increased from
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
24.0 in 2012/13 to 47.0 in 2015/16. The increase is with an average annual growth rate of 30.3% for formal primary including
IQS and 25.2% for secondary. But this overall increase of PCR in both primary including IQS and also secondary education
might be the effect of the inconsistency of the classrooms data. PCR can be affected by both under and over reported of
enrolment and classrooms data.
2.8 Primary Gross Enrolment Rate (GER) Trends
Table 2.8 Primary Gross Enrolment Rate (GER) Trends over the last five years
Year Boys Girls Total
2011/12 46.0 37.0 41.0
2012/13 52.0 41.7 46.8
2013/14 62.0 49.0 55.6
2014/15 62.1 48.8 55.4
2015/16 63.8 51.8 57.9
AAGR 8.5 8.8 9.0
Chart 2.7 Primary Gross Enrolment Rate (GER) Trends over the last five years
41.0 46.8
55.6 55.4 57.9
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
2011/12 2012/13 2013/14 2014/15 2015/16
Primary GER
Boys Girls Total
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
Table 2.8 and chart 2.7 above show that the primary education Gross Enrolment Ratio (GER) has shown an increase from
41.0 in 2011/12 to 57.9 in 2015/16. It can also be observed that the GER of boys is greater than the GER of girls over the last
five years. The annual average growth rate (AAGR) of the UNDP 2005 projected school age population is 3.0% and that of the
primary education including IQS and ABE enrolment is 7.8% for the last five years. It can be seen that the primary including
IQS and ABE annual average growth rate of enrolment (7.8%) is greater than the rate of the school age population (3.0%) and
hence the difference between the two, i.e. 4.8% is good, but should be higher than this to reach a GER of 100% within very
few number of years. Therefore the trend generally shows that even though there is a steady progress on the enrolment of the
primary education, the GER is still not very good indicates that there is much more to be done on increasing the enrolment of
primary education students to increase its coverage. To improve the GER of the primary education, there is a need of
increasing primary enrolment with better annual average growth rate.
2.9 Secondary Gross Enrolment Rate (GER) Trends
Table 2.9 Secondary Gross Enrolment Rate (GER) Trends over the last four years
Year Boys Girls Total
2012/13 11.20 7.40 9.40
2013/14 16.25 8.77 12.64
2014/15 17.58 10.09 13.97
2015/16 18.12 11.09 14.73
AAGR 17.4 14.4 16.1
Table 2.9 above and chart 2.8 below show secondary education Gross Enrolment Ratio (GER) has been increasing for
secondary schools over the last four years. It has shown an increasing trend in the GER of both boys and girls. The annual
average growth rate (AAGR) of the UNDP 2005 projected school age population is 3.0% and that of the secondary education
enrolment is 16.1% for the last four years. Generally, it can be seen that growth rate of enrolment is much higher than the
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
growth rate of school age population and this indicates that there is a high progress on coverage of secondary education
system.
Chart 2.8 Secondary Gross Enrolment Rate (GER) Trends over the last three years
9.4
12.6 14.0 14.73
0.0
5.0
10.0
15.0
20.0
2012/13 2013/14 2014/15 2015/16
Secondary GER
Boys Girls Total
2.10 Primary and Secondary Gender Parity Index (GPI) Trends
Table 2.10 Primary and Secondary Gender Parity Index (GPI) Trends over the last five years
Table 2.10 above and chart 2.9 below show the primary education GPI (Gender Parity Index) is gradually increasing from
0.80 in 2011/12 to 0.81 in 2015/16 with an average annual growth rate of 0.24 and the and secondary GPI has shown
significant decrease from 2012/13 to 2013/14 and then some increase in the year 2014/15 and 2015/16. In both cases GPI is
Year Primary GPI Secondary GPI
2011/12 0.80 -
2012/13 0.80 0.66
2013/14 0.79 0.54
2014/15 0.79 0.57
2015/16 0.81 0.61
AAGR 0.24 -2.5
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
less than 1.00 indicates that the system is favoring more boys than girls. Therefore the equity of both primary and secondary
education needs to be more improved to increase GPI and then towards to 1.00. It can be observed that the GPI in primary
education is better than the GPI in the secondary education.
Chart 2.9 Primary and Secondary Gender Parity Index (GPI) Trends over the last four years
2.11 Primary and Secondary Qualified Teachers Trends
Table 2.11 Primary and Secondary % of Qualified Teachers Trends over the last three years
Qualified teachers 2011/12 2012/13 2013/14 2014/15 2015/16 AAGR
Primary including IQS 62.1 62.6 59.9 -1.8
Secondary Education 22.0 35.6 34.8 25.7
Table 2.11 above and chart 2.10 below show the percentage of qualified teachers in the primary including IQS and secondary
education. The percentage of qualified primary including IQS teachers has shown an insignificant increase from 2013/14 to
2014/15 but with some insignificant decrease is reported in the year 2015/16. It can also be noted that there is a significant
0.8 0.8 0.79 0.79 0.81
0.66
0.54 0.57 0.61
0
0.2
0.4
0.6
0.8
1
2011/12 2012/13 2013/14 2014/15 2015/16
Primary GPI Secondary GPI
SUMMARY TRENDS Puntland Education Statistics Yearbook 2015/16
increase of qualified teachers in the secondary education from 2013/14 to 2014/15 but insignificant decrease in the year
2015/16. The percentage of qualified secondary education teachers has shown significant increase from 2012/13 to 2015/16
but still this percentage is very small and hence there is a greater need to train more of the existing and newly recruited
secondary education teachers in the subsequent years.
Chart 2.10 Primary and Secondary % of Qualified Teachers Trends over the last three years
62.1 62.6 59.9
22.0
35.6 34.8
0
10
20
30
40
50
60
70
2011/12 2012/13 2013/14 2014/15 2015/16
Primary including IQS Secondary Education
ANALYSIS Puntland Education Statistics Yearbook 2015/16
22
3. ANALYSIS OF EDUCATION
INDICATORS
ANALYSIS Puntland Education Statistics Yearbook 2015/16
23
A. PRE-PRIMARY EDUCATION (PPE)
Pre-primary education is defined as the initial stage of organized instruction, designed
primarily to introduce very young children to a school-type environment, that is, to
provide a bridge between home and a school-based atmosphere and to develop their
cognitive, physical, social and emotional skills (UNESCO ISCED). It is designed for
children from age 3 to the start of primary education i.e. ages 3-5 for Puntland as its
start of primary education is at age of 6. The pre-primary education is also called
kindergarten, Montessori, etc. by different educational policy makers and
educationalists.
There are several reasons that emphasize the need of pre-primary education. Some tips
of educational researches about the importance of pre-primary education are:
Pre-primary education prepares a sound base for primary education thus
reducing dropouts wastage and stagnation in primary education (Sexena, 1971;
Deenamal, 1978; UNESCO, 1974)
Creativity peaks during the pre-primary education years (Torrance, 1963; Singh,
1989) and that creative abilities not nurtured that time can become more difficult
to express later.
The higher an African country’s pre-primary enrolment ratio, the higher its
primary school completion rate and the lower its primary school repetition rate
(Mingat and Jaramillo 2003, Arnold 2004).
The impact of early childhood care and education is stronger for children from
poor families in terms of lower dropout and repetition rates than those for more
advantaged children (Arnold, 2004).
Like in other African countries, pre-primary education especially kindergartens in
Puntland are predominantly operated by non-governmental institutions and
communities. But still the Ministry of Education and Higher Education didn’t start
collecting pre-primary education data so that the accessibility and coverage of
preprimary education is not part of this publication. The MOEHE EMIS unit and
education development partners should give attention and should be organized and
mobilized to collect, process, analyze and utilize the pre-primary education data.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
24
B. PRIMARY EDUCATION
Primary education is vital to development and the foundation for later on education
and economic growth. In Puntland, primary education is from grades/classes 1-8
divided into two as lower primary (primary 1-4) and upper primary (primary 5-8). In
this yearbook, Integrated Quranic Schools (IQS) data is analyzed as part of formal
primary education and this is because formal primary and IQS use the same
curriculum, teachers and textbooks except that additional Quranic subject is taught in
the IQS. But Alternative Basic Education (ABE) uses its own curriculum and textbooks
plus may also use other non-formal teachers. Therefore, eventhough Alternative Basic
Education (ABE) is a complementary to primary education; it has been analyzed
separately except in the cases of access and coverage indicators in which it has been
analyzed together with formal primary including IQS.
Formal Primary including IQS Enrolment (Upper and Lower Primary)
Primary education including IQS enrolment is the number of pupils of classes 1-8 of
formal primary and levels I-V of IQS who are registered in the schools at the beginning
of the school year.
Table 3.1 Formal Primary including IQS enrolment (Upper and Lower) (2015/16)
Region Class 1-4 Class 5-8 Class 1-8 % of Lower
Enroll Male Female Total Male Female Total Male Female Total
Ayn 2,336 1,874 4,210 699 604 1,303 3,035 2,478 5,513 76.4
Bari 12,328 10,191 22,519 6,608 4,703 11,311 18,936 14,894 33,830 66.6
Gardafuu 1,523 937 2,460 446 246 692 1,969 1,183 3,152 78.0
Hayland 1,865 1,544 3,409 908 629 1,537 2,773 2,173 4,946 68.9
Karkar 5,542 4,687 10,229 2,552 2,038 4,590 8,094 6,725 14,819 69.0
Mudug 7,477 6,379 13,856 5,627 4,482 10,109 13,104 10,861 23,965 57.8
Nugal 9,334 7,744 17,078 5,060 3,795 8,855 14,394 11,539 25,933 65.9
Sanag 4,131 3,429 7,560 1,448 1,007 2,455 5,579 4,436 10,015 75.5
Sool 5,852 4,899 10,751 3,443 2,284 5,727 9,295 7,183 16,478 65.2
Total 50,388 41,684 92,072 26,791 19,788 46,579 77,179 61,472 138,651 66.4
Table 3.1 above shows the share of lower primary enrolment from the total primary
including IQS enrolment is 66.4% and the share of upper primary from the total
enrolment is 33.6%. Regionally, the percentage of lower primary enrolment is the
highest in the Gardafuu region (78.0%) followed by Ayn region (76.4%) and the lowest
in the Mudug region (57.8%) followed by Sool region (65.2%) of its total enrolment.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
25
Chart 3.1 Formal Primary including IQS enrolment by Level (2015/16)
Figure 3.1 above shows that a total of 92,072 students are enrolled in the lower
primary and a total of 46,579 students are enrolled in the upper primary schools in the
year 2015/16. The percentage of girls in the lower primary enrolment is 45.2% and
girls’ percentage in the upper primary is 42.5% indicates that the participation of girls
is lower in the upper primary. In general, the percentage of girls in both lower and
upper primary is 44.3% indicates that the participation of girls in the primary
education including IQS is lower than boys.
Enrolment by Locality (Urban and Rural)
Table 3.2 below shows the share of urban enrolment from the total formal primary
including IQS enrolment is 58.6% and its share of rural enrolment is 41.4%. Regionally,
urban enrolment is highest in the Bari region (77.7%) followed by Karkar region
(66.3%) and lowest in the Hayland region (32.6%) followed by Gardafuu region (40.1%).
On the other hand, it indicates that the total rural enrolment is highest in the Nugal
region and lowest in the Gardafuu region. Generally, this might indicate that higher
percentage of Puntland primary schools including IQS are populated in the urban
areas.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
26
Table 3.2 Urban and Rural Enrolment of Primary incl. IQS education (2015/16)
Region Urban Rural Total % of
Urban Male Female Total Male Female Total Male Female Total
Ayn 1,425 1,296 2,721 1,610 1,182 2,792 3,035 2,478 5,513 49.4
Bari 14,647 11,637 26,284 4,289 3,257 7,546 18,936 14,894 33,830 77.7
Gardafuu 784 481 1,265 1,185 702 1,887 1,969 1,183 3,152 40.1
Hayland 908 705 1,613 1,865 1,468 3,333 2,773 2,173 4,946 32.6
Karkar 5,339 4,479 9,818 2,755 2,246 5,001 8,094 6,725 14,819 66.3
Mudug 8,594 7,084 15,678 4,510 3,777 8,287 13,104 10,861 23,965 65.4
Nugal 5,834 4,968 10,802 8,560 6,571 15,131 14,394 11,539 25,933 41.7
Sanag 3,175 2,559 5,734 2,404 1,877 4,281 5,579 4,436 10,015 57.3
Sool 4,196 3,112 7,308 5,099 4,071 9,170 9,295 7,183 16,478 44.4
Total 44,902 36,321 81,223 32,277 25,151 57,428 77,179 61,472 138,651 58.6
Chart 3.2 Urban and Rural Enrolment of Primary incl. IQS education (2015/16)
Chart 3.2 above shows that a total of 81,223 primary including IQS students are
enrolled in the urban areas and a total of 57,428 primary including IQS students are
enrolled in the rural areas in the year 2015/16. The percentage of girls in the urban
primary including IQS is 44.7% and their percentage in the rural areas is 43.8%
indicates that there is no significant difference on the percentage of girls’ enrolment in
the urban and rural areas but a little bit better in the urban areas of primary including
IQS education.
Enrolment by Authority (Government and Non-government)
Table 3.3 below shows the share of government managed (MoEHE) enrolment from the
total primary including IQS enrolment is 56.3% and the share of non-government
ANALYSIS Puntland Education Statistics Yearbook 2015/16
27
managed (community, NGOs and private) enrolment is 43.7%. Regionally, percentage
of government enrolment of primary including IQS education is the highest in Hayland,
Gardafuu and Sool regions and the lowest is in the Sanag region (36.5%) followed by
Mudug region (40.0%). On the other hand, there is large number of non-government
managed enrolment in the Bari, Mudug and Nugal regions.
Table 3.3 Primary incl. IQS enrolment by Ownership (2015/16)
Region Government Non-government Total % of
Gov't Male Female Total Male Female Total Male Female Total
Ayn 1,767 1,229 2,996 1,268 1,249 2,517 3,035 2,478 5,513 54.3
Bari 10,103 7,929 18,032 8,833 6,965 15,798 18,936 14,894 33,830 53.3
Gardafuu 1,439 928 2,367 530 255 785 1,969 1,183 3,152 75.1
Hayland 2,379 1,865 4,244 394 308 702 2,773 2,173 4,946 85.8
Karkar 4,949 4,063 9,012 3,145 2,662 5,807 8,094 6,725 14,819 60.8
Mudug 5,255 4,337 9,592 7,849 6,524 14,373 13,104 10,861 23,965 40.0
Nugal 8,994 6,893 15,887 5,400 4,646 10,046 14,394 11,539 25,933 61.3
Sanag 2,104 1,553 3,657 3,475 2,883 6,358 5,579 4,436 10,015 36.5
Sool 6,826 5,394 12,220 2,469 1,789 4,258 9,295 7,183 16,478 74.2
Total 43,816 34,191 78,007 33,363 27,281 60,644 77,179 61,472 138,651 56.3
Chart 3.3 below shows that a total of 78,007 primary including IQS students are
enrolled in the government managed and a total of 60,644 are enrolled in the non-
government managed primary including IQS education system in the year 2015/16. The
percentage of girls in the government managed primary including IQS is 43.8% and
their percentage in the non-government managed primary including IQS schools is
45.0% indicates that there is no significant difference between the percentage of girls’
in the government and non-government ownership schools but a little bit better in the
non-government managed primary including IQS schools. This shows that girls’
participation is lower than boys’ participation both in the government and non-
government managed primary including IQS schools. Thus, there is no big difference
between girls’ choice of non-government managed primary schools and government
managed ones. Therefore both government and non-government managed primary
including IQS need improvements to balance gender equity.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
28
Chart 3.3 Primary incl. IQS enrolment by Ownership (2015/16)
Access (Admission) to Primary Education
In education, the term access typically refers to the ways in which educational
institutions and policies ensure - or at least strive to ensure - that students have equal
and equitable opportunities to take full advantage of their education. Increasing
access generally requires schools to provide additional services or remove any actual or
potential barriers that might prevent some students from equitable participation.
Factors such as race, religion, gender, sexual orientation, disability, perceived
intellectual ability, past academic performance, special education status, family income
or educational attainment levels - in addition to factors such as relative community
affluence, geographical location, or school facilities - may contribute to certain students
having less “access” to educational opportunities than other students (source: The
Glossary of Education Reform).
Gross Intake Rate (GIR) and Net Intake Rate (NIR)
Gross Intake Rate (GIR) and Net Intake Rate (NIR) are measures of education access
(admission) of a nation to primary education. For the analysis of GIR and NIR for
primary education, we have used formal primary, Integrated Quranic School (IQS) and
Alternative Basic Education (ABE) as all show access (admission) to primary education.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
29
Computation and interpretation of Apparent Intake Rate and Net Intake Rate have
been used for the third time in Puntland education system as an indicator of access
(admission to class 1/level1) of primary education. And also due to lack of school age
population data at the regional and lower levels, there is no disaggregation of intake
rates at regional and district levels.
Gross Intake Rate (GIR)
Gross Intake Rate (GIR) sometimes also called Apparent Intake Rate (AIR) is the
percentage of new entrants (irrespective of age) in the first class of primary (grade 1 or
level 1), out of the total number of children of the official primary admission age (age 6
for Puntland) in a given school year. Apparent Intake rate shows how the education
system is accessible to admit all new entrants of official aged, over aged and under aged
children. GIR or AIR can be higher than 100% as it considers over aged and under aged
children of class 1/level 1.
Table 3.4 Gross Intake Rate (GIR) for the year 2015/16
AIR Boys Girls Total
New entrants to Grade 1/Level 1 17,534 15,073 32,607
School age population (6 years) 11,980 10,081 22,061
Apparent Intake Rate (AIR) in % 146.4 149.5 147.8
Chart 3.4 Gross Intake Rate (GIR) for the year 2015/16
Table 3.4 and chart 3.4 above show that the total Gross Intake Rate of Puntland is
147.8% of which 146.4% is for boys and 149.5% is for girls in the year 2015/16. This
indicates higher capacity of the education system to provide access to grade 1/level
students of the official school entrance age population. This higher GIR shows that the
education system has included some over-aged and also under-aged children. Gross
ANALYSIS Puntland Education Statistics Yearbook 2015/16
30
Intake Rate greater than 100% indicates that there are overage and under aged
children entering primary school for the first time and more generally higher
achievement of creating access to the first grade of primary education. We can also
observe from the table and chart above that the education system had engrossed more
new entrant girls than boys of first grade of primary (grade 1/level 1). This indicates
that more girls than boys are admitted to first grade (grade 1 or level 1) of primary
school and so access to the first grade of primary education is greater for girls than
boys.
Net Intake Rate (NIR)
Net Intake Rate (NIR) is the percentage of new entrants in (grade 1/level 1) who are 6
years old, out of the total number of children who are of official admission age (age 6)
for Puntland in a given year. Net Intake Rate shows how the education system is
accessible to all new entrants of official aged children. NIR cannot be over 100% and is
usually lower than the GIR since it excludes over-aged and under-aged children. Net
Intake Rate will be 100% when all the children are admitted to the first grade of
primary school at their official school age, i.e. age 6 in the context of Puntland.
Table 3.5 Net Intake Rate (NIR) for the year 2015/16
NIR Boys Girls Total
New entrants to Grade 1/Level 1 of age 6 5,484 4,468 9,952
School age population (6 years) 11,980 10,081 22,061
Net Intake Rate (NIR) in % 45.8 44.3 45.1
Table 3.5 above and chart 3.5 below show the total Net Intake Rate for Puntland is
45.1% of which 45.8% for boys and 44.3% for girls in the year 2015/16. This means less
than half of the official school age children are admitted to the first grade (grade 1/level
1) of primary at the age of 6. This is inadequate achievement and needs the attention of
education planners and policy makers to bring more children to school at their official
school age. NIR should be 100% for the policy goal of Universal Primary Education
(UPE) and therefore NIR of 45.1% for Puntland is far from UPE goal. Of course, this
indicator is sometimes distorted by incorrect ages of new entrants due to the
unavailability of birth certificates mostly in Sub Saharan African countries. The
ANALYSIS Puntland Education Statistics Yearbook 2015/16
31
difference between the net intake rates of boys and girls shows that boys have better
chance than girls to go to school at their official school entrance age.
Table 3.5 Net Intake Rate (NIR) for the year 2015/16
Coverage to Primary Education
By measuring the educational coverage, we mean interaction between demand and
supply in the education system.
Gross Enrolment Rate (GER) and Net Enrolment Rate (NER)
Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) are measures of
education coverage of a nation at specific education level, here at primary level. For the
analysis of GER and NER for primary education, we have used formal primary,
Integrated Quranic School (IQS) and Alternative Basic Education (ABE) as coverage to
primary education. Due to lack of school age population data at the regional and lower
levels, there is no disaggregation of gross and net enrolment rates at regional and
district levels.
Gross Enrolment Rate (GER)
GER is the percentage of total enrolment in primary schools (grades/levels 1-8),
irrespective of age, out of the corresponding primary school age population, ages 6-13
for Puntland. GER is a crude measure of school coverage. Usually, since it includes
under-aged and over-aged students. GER can be higher than 100% as it considers over
aged and under aged children of the education level.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
32
Table 3.6 Gross Enrolment Rate (GER) for the year 2015/16
GER Boys Girls Total
Enrolment of primary (class /level 1-8) 81,810 66,017 147,827
School age population (6-13 years) 128,164 127,346 255,510
Gross Enrolment Rate (GER) in % 63.8 51.8 57.9
Table 3.6 above shows that the total Gross Enrolment Rate for Puntland is 57.9% of
which 63.8% are boys and 51.8% are girls in the year 2015/16. This indicates that the
capacity of the primary education system to enroll students of primary age group is not
satisfactory. That means 42.1% of children with primary school age are not in the
primary education system. Though insignificant numbers might be enrolled in the
secondary as under-aged but most are expected to be out of school. This needs the
attention of education planners, policy makers and development partners to bring more
children to primary education and to retain them in the primary school system.
Chart 3.6 Gross Enrolment Rate (GER) for the year 2015/16
Chart 3.6 above shows the GER of girls is less than the GER of boys with significant
difference. It can also be observed that the Gender Gap is 12.0 and the Gender Parity
Index (GPI) is 0.81 and this indicates that more boys than girls are participating in the
primary school system. This needs the attention of education planners and policy
makers to bring and retain more girls to the primary education system.
Net Enrolment Rate (NER)
Net Enrolment Rate (NER) is the best way of measuring organized on-time school
participation. It is a more refined indicator of enrolment coverage and explains the
ANALYSIS Puntland Education Statistics Yearbook 2015/16
33
proportion of students enrolled in terms of official school age group. NER for primary is
computed by dividing the number of official school aged primary students (for Puntland
ages 6-13) by the number of children of school ages (6-13) population. NER cannot
exceed over 100% and is usually lower than the GER since it excludes over-aged and
under-aged students.
Table 3.7 Net Enrolment Rate (NER) for the year 2015/16
NER Boys Girls Total
Enrolment of primary (class /level 1-8) of ages 6-13 66,171 53,532 119,703
School age population (6-13 years) 128,164 127,346 255,510
Net Enrolment Rate (NER) in % 51.6 42.0 46.8
Chart 3.7 Net Enrolment Rate (NER) for the year 2015/16
Table 3.7 and Chart 3.7 above show the total Net Enrolment Rate for Puntland is
46.8% of which 51.6% are boys and 42.0% are girls and this is not satisfactory
achievement from the point of view of Universal Primary Education (UPE). It can be
observed that the NER (46.8%) in the year 2015/16 is far from the maximum (100%) by
53.2% and this indicates that only 46.8% of primary enrolment in Puntland is in their
primary official school age. It can also be observed that the difference between primary
gross enrolment rate and net enrolment rate shows occurrence of over-aged and under-
aged children in which is 11.1% are either under aged or over aged. The difference
between the gross and net enrolment rates is higher in boys than in girls which shows
there are more over-aged and under-aged boys than girls in the primary education.
Therefore, an education strategic planning is needed to design a strategy and
implement it in order to increase coverage of in the primary education.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
34
Gender Equity in the Primary Education
Equity of girls and boys can be measured using different educational indicators. One of
the indicators of gender equity is the Gender Parity Index (GPI), which is an important
indicator of gender equity that shows the status of the participations of girls relative to
boys. Although it is possible to get GPI as the ratio of female to male of any educational
indicators, GPI as ratio of Gross Enrolment Rate (GER) is more acceptable and used in
this publication. In situations where the GPI is equal to 1, then equity between boys
and girls will be achieved. If the gender parity index is greater than 1, then the system
favors more to girls than boys and if it is less than 1, the system favors more to boys
than girls.
Another measurement of gender equity between girls and boys is Gender Gap (GG)
which is the difference between the male and female indicators, specifically GER in this
publication. In situations where the GG is equal to 0 (zero), then equity between boys
and girls will be achieved.
The gender parity index in the Puntland primary education has slightly increased from
0.79 in the year 2014/15 to 0.81 in the year 2015/16 and the gender gap has decreased
from 13.3 in 2014/15 to 12.0 in 2015/16 indicates that girls’ participation is increasing
significantly. No nation has been able to achieve gender equity of basic education
without programs that assist girls. Hence to achieve gender equity in the Puntland
primary education system, education planners, policy makers and development
partners should design and implement programs that increase the participation of girls
until gender equity will be achieved in the primary schools.
Internal Efficiency of Primary education
Internal efficiency refers to the measure of performances of education system which
show students successfully completing a given level without wastage (UNESCO, 1972).
Promotion, Repetition and Dropout Rates
Promotion rate, repetition rate, dropout rate, survival and transition rates are
measures of internal efficiency of the school system. These rates help us to understand
ANALYSIS Puntland Education Statistics Yearbook 2015/16
35
how the education system utilizes the limited resources efficiently and timely. These
rates are commonly used to measure the efficiency of the education system in producing
graduates of a particular education level. A student has three paths in a particular
academic year, i.e. promotion, repetition and dropout. Repeating a class means using
more resources than allocated to a student; and leaving a school (dropping out of
school) before completing a particular level of education is also a waste of resources.
Higher promotion rates and lower repetition and lower dropout rates overall and at
each grade level are the indications of good internal efficiency, i.e., improved utilization
of limited resources.
Promotion Rate (Apparent)
Promotion Rate is the percentage of pupils promoted to next grade in the following
school year (UNESCO, 1998). Promotion rate measures the proportion of students who
have passed to the next grade/level in the following year. It is an effective proportion of
students enrolled in a given grade/level that reach the next grade/level next year. A
high level of effective promotion rate indicates a high level of retention or survival rate.
Table 3.8 Primary incl. IQS Promotion Rate (PR) for the year 2015/16
Gender Class
1 to 2
Class
2 to 3
Class
3 to 4
Class
4 to 5
Class
5 to 6
Class
6 to 7
Class
7 to 8
Class
8 to 9 Total
Boys 82.8 93.5 88.1 91.3 93.0 97.2 85.4 90.3 89.5
Girls 86.3 94.1 89.1 94.9 90.9 96.1 75.8 86.9 89.8
Total 84.4 93.8 88.6 92.9 92.1 96.7 81.5 89.0 89.6
Table 3.8 above and chart 3.8 below show the total primary including IQS promotion
rate is 89.6% indicates good internal efficiency and good utilization of resources.
Promotion rate is lowest from class 1/level 7 to 8 (81.5%) followed by class 1 to 2 (84.4%)
but highest from class 6 to 7 (96.7%) followed by class 2 to 3 (93.8%). Logically,
promotion rate cannot be greater than 100% but sometimes it happens where there are
immigrant students or data inconsistency of the system. It can also be observed that
more percentage of girls is promoted than boys in the lower classes in which the reverse
is true in the upper classes. Generally, it can be concluded that promotion rate seems
sufficient in the primary including IQS education system with higher promotion rate in
the upper classes of boys than girls.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
36
Chart 3.8 Primary incl. IQS Promotion Rate (PR) for the year 2015/16
Repetition Rate
Repetition Rate refers to the proportion of students who have remained in the same
grade over one year and used additional resources for the grade. Resources are in the
form of teacher salary, school materials (UNESCO, 1998). This indicator measures the
proportion of students who have remained in the same grade/class for two or more
years by retaking the grade/class for a second or third time. Any repetition reduces the
efficiency of the education system and is also, at times, may imply of high pupil-teacher
ratio, lack of learning materials, etc.
Table 3.9 and chart 3.9 below show that the total primary including IQS repetition rate
is 1.0% in which girls’ repetition rate is 1.1% and boys’ is 0.9%. It can also be observed
that almost the same percentage of boys and girls repeat the same class/level except in
class 8 in which more girls than boys repeat. The highest repetition rate is observed for
girls and boys at class 1 whereas the lowest repetition rate is at class 6 for boys and at
class 7 for girls. For both boys and girls the repetition rates are higher in class 1.
Table 3.9 Primary incl. IQS Repetition Rate (RR) for the year 2015/16
Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Total
Boys 1.2 0.9 1.1 0.8 0.8 0.7 0.8 0.8 0.9
Girls 1.4 1.0 0.9 1.0 0.8 1.0 0.7 1.3 1.1
Total 1.3 0.9 1.1 0.9 0.8 0.8 0.8 1.0 1.0
ANALYSIS Puntland Education Statistics Yearbook 2015/16
37
Chart 3.9 Primary incl. IQS Repetition Rate (RR) for the year 2015/16
Dropout Rate
Dropout Rate is leaving a school before completing of a given stage of education or some
intermediate or non-terminal point in level of education (UNESCO, 1998). The dropout
rate is a measure, typically by grade, of those who leave schooling. In most cases it is
computed as the remainder after subtracting those who are promoted to the next
class/level and those who repeated the same class/level.
Table 3.10 Primary incl. IQS Dropout Rate (DR) for the year 2015/16
Gender Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Total
Boys 15.9 5.7 10.8 7.9 6.2 2.1 13.7 9.0 9.5
Girls 12.3 4.9 9.9 4.1 8.3 2.9 23.5 11.8 9.1
Total 14.3 5.3 10.4 6.3 7.1 2.5 17.7 10.1 9.4
Table 3.10 above and chart 3.10 below show that the total dropout rate of primary
including IQS is 9.4% of which 9.5% is for boys and 9.1% is for girls. The highest
dropout rate is observed in class/level 7 (17.7%) in which 13.7% is for boys and 23.5% is
for girls and reasons for this might be because of home chores for girls and social
activities (e.g. Peer groups) for boys and Internal displacement. In all the upper classes,
girls have higher dropout rates than boys.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
38
Chart 3.10 Primary incl. IQS Dropout Rate (DR) for the year 2015/16
Survival Rate to Grade 5
Survival Rate is the percentage of cohort of pupils who enrolled together in the first
grade or the final grade of an education cycle either with or without repeating grade
(UNESCO, 1998). The survival rate of lower primary (to grade 5) is used to estimate
the percentage of pupils who will complete the lower primary education. The reliability
of this indicator depends on the consistency of data on enrolment and repeaters both in
terms of coverage overtime and across grades. There are different methods of
computing the survival rate such as the synthetic cohort method, the transverse
method, etc.
Here we have used the transverse method of computing survival rates, the percentage
of a cohort of pupils enrolled in the first grade of a given level or cycle of education in a
given school year who are expected to reach each successive grade. In other words, it is
dividing new entrants of cohort at the last grade by new entrants of cohort at the first
grade of the education level or cycle and multiplying by 100.
Table 3.11 Survival Rate to Grade 5 for the year 2015/16
Survival rate Boys Girls Total
New entrants of Grade 4/Level 4 10,143 8,116 18,259
New entrants of Grade 1/Level 1 17,534 15,073 32,607
Survival rate to Grade 5 57.8 53.8 56.0
Table 3.11 above and chart 3.11 below show the total survival rate of lower primary (to
grade 5) of the year 2015/16 is 56.0% of which 57.8% is for boys and 53.8% is for girls.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
39
Survival rates will always be one year behind the current year’s data since it requires
measurement of enrolment and repetition from the following year. This indicates that
there is greater repetition rate and/or dropping out of girls in the same class than boys.
Chart 3.11 Survival Rate to Grade 5 for the year 2015/16
Survival rates approaching 100% indicate a high level of retention and low incidence of
dropouts. But it can be observed that survival rate to grade 5 is 56.0% which is much
more far from 100% and therefore this needs the attention of education planners, policy
makers and development partners to design and implement a strategy to increase
survival rates of lower primary from the current 56.0% to nearer to 100.0%.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
40
Enrolment of Special Educational Needs
Table 3.12 Enrolment of Primary incl. IQS Special Education Needs for 2015/16
Region
Hearing
Disability
Movement
Disability
Visual
Disability Total
M F T M F T M F T M F T
Ayn
7
7
14
2
6
8
12
5
17
21
18
39
Bari
21
6
27
12
8
20
54
53
107
87
67
154
Gardafuu
8
11
19
-
-
-
9
12
21
17
23
40
Hayland
7
5
12
-
-
-
196
162
358
203
167
370
Karkar
18
14
32
11
16
27
77
79
156
106
109
215
Mudug
37
27
64
1
1
166
145
311
204
172
376
Nugal
57
65
122
-
-
-
61
62
123
118
127
245
Sanag
11
6
17
2
-
2
44
46
90
57
52
109
Sool
13
14
27
1
-
1
11
18
29
25
32
57
Total
179
155
334
29
30
59
630
582
1,212
838
767
1,605
Table 3.12 above and chart 3.12 below show that the total number of primary including
IQS children with special education needs is 1,605 of which 838 are boys and 767 are
girls. It can also be observed that 47.8% of children with special education needs are
girls and the rest are boys indicate that the percentage of boys with special education
needs is greater than that of girls. From the total children with special education
needs, 75.5% of them are visually disabled, 20.8% of them are hearing disabled and the
rest are movement disabled. Priority should be given to the visually disabled children
but the hearing disability and movement disability children also needs significant
attention on the curriculum, textbooks, construction of buildings, etc. Moreover,
teaching and learning materials and other supportive materials like Braille, wheel
chair, etc. should be accessible to help these children to cope up in the education
system.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
41
Chart 3.12 Enrolment of Primary incl. IQS Special Education Needs for 2015/16
Enrolment of School Feeding
School feeding programme is defined as an intervention that delivers a meal or snack to
children in the school setting, with the intent of improving attendance, enrolment,
nutritional status and learning outcomes.
Table 3.13 Primary including IQS and ABE School Feeding for 2015/16
Region No. of
Schools Male Female Total
Ayn 6 410 445 855
Bari 30 2,183 2,946 5,129
Gardafuu 12 191 302 493
Hayland 10 761 1,015 1,776
Karkar 30 1,488 1,952 3,440
Mudug 58 4,831 6,157 10,988
Nugal 58 4,765 5,896 10,661
Sanag 10 1,280 1,494 2,774
Sool 32 1,788 2,508 4,296
Total 246 17,697 22,715 40,412
Table 3.13 and chart 3.13 below show that there are a total of 40,412 beneficiary
students of which 56.2% are girls. School feeding program exists in all the regions of
Puntland. The highest numbers of school feeding beneficiary students are in the Mudug
region followed by and Nugal region.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
42
Chart 3.13 Primary including IQS and ABE School Feeding for 2015/16
Primary Enrolment by Distance to School and Mode of Transportation
Distance to school is the strongest environmental factor of school travel mode of
transportation choice, followed by safety and weather. In developed countries, walking
to school is promoted as a healthy alternative to being driven to school where as in
developing countries, going to school by foot is not a matter of choice but a mandatory
for most of the families. However, still other transportation means remains as travel
mode of transportation chosen by the parents.
Table 3.14 and chart 3.14 below show students travel to school of different distances of
which from a total of 138,651 students of primary including IQS students, 0.3% travel
to school more than 5 kilometers, 1.1% travel to school 4 to 5 kilometers, 3.2% travel to
school 3 to 4 kilometers, 6.5% travel to school 2 to 3 kilometers, 17.3% travel to school 1
to 2 kilometers, 59.6% travel to school less than 1 kilometer. Of course 19.6% of the
students are not defined in which category they are. From the total primary including
IQS students 77.4% travel to school on foot, 2.9% on means of transportation and the
rest not known which transportation means they are using.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Table 3.14 Primary incl. IQS Enrolment by Distance and Mode of Transportation for 2015/16
Region
Less than
1 km [59.6%] 1-2 km [17.3%] 2-3 km [6.5%] 3-4 km [3.2%] 4-5 km [1.1%]
more than
5 km [0.3%] Total
Foot Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port
Not
defined
[19.6%]
Foot
[77.4%]
Trans
port
[2.9%]
Total
Ayn
1,509
1,139
553
12
163
16
40
2
26
-
2,053
3,430
30 5,513
Bari
14,583
187
5,771
228
2,523
288
1,767
461
733
72
59
42
7,116
25,436
1,278 33,830
Gardafuu
2,518
357
175
-
-
-
-
-
-
102
3,050
- 3,152
Hayland
3,216
1,165
116
22
2
-
-
425
4,521
- 4,946
Karkar
7,679
4
838
208
379
127
216
24
18
84
75
45
5,122
9,205
492 14,819
Mudug
12,230
126
3,500
242
1,238
206
529
160
114
9
41
5,570
17,620
775 23,965
Nugal
14,602
37
4,077
249
1,614
238
361
50
183
39
-
4,483
20,876
574 25,933
Sanag
6,425
1,525
370
51
37
-
-
1,607
8,408
- 10,015
Sool
12,405
2,108
460
174
218
119
60
16
56
5
51
806
14,827
845 16,478
Total
75,167
354
20,480
1,387
7,142
1,089
3,228
771
1,143
214
213
179
27,284 107,373
3,994 138,651
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Chart 3.14 Primary including IQS enrolment by Mode of Transportation for 2015/16
Quality Indicators of Primary Education
Education quality is not an easy concept to qualify and quantify. To improve the quality of education, first you have to be able
to measure it, but education quality is notoriously difficult to define and measure. The UNESCO Institute of Statistics has
taken a step forward in developing new regional data collection to monitor progress on selected indicators to assess quality of
education in sub-Saharan Africa. Quality is often estimated by looking at qualified teachers and pupil/teacher ratios, on the
basis that the more pupils there are per teacher, the less each pupil gets. But quality of education goes beyond that. The new
UNESCO data collection measures other factors that determine quality, articulated in the African Union’s Second Decade of
Education, such as class size, textbook availability and access to basic services that can affect learning. Here we have
discussed on some of the education quality indicators such as qualified teachers, Pupil Teacher Ratio, Pupil Classroom Ratio,
Pupil Textbook Ratio and other facilities.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
45
Formal Primary including IQS Teachers
Teachers are the main and very important components of any education system. The
numbers of teachers, the qualification of teachers and the certification of teachers,
pupil teacher ratio, etc. are components of the quality of the education system.
Table 3.15 Primary including IQS teachers by Ownership for the year 2015/16
Region Government Non-government Total
M F T M F T M F T
Ayn
99
8
107
80
8
88
179
16
195
Bari
455
61
516
458
66
524
913
127
1,040
Gardafuu
61
2
63
21
1
22
82
3
85
Hayland
99
19
118
21
2
23
120
21
141
Karkar
260
53
313
164
11
175
424
64
488
Mudug
187
44
231
390
46
436
577
90
667
Nugal
286
82
368
221
49
270
507
131
638
Sanag
102
23
125
164
21
185
266
44
310
Sool
272
41
313
112
23
135
384
64
448
Total
1,821
333
2,154
1,631
227
1,858
3,452
560
4,012
Chart 3.15 Primary including IQS teachers by Ownership for the year 2015/16
Table 3.15 and chart 3.15 above show the total primary including IQS education
teachers by ownership of the year 2015/16. In Puntland, the share of government
managed primary including IQS education teachers is 53.7% in the year 2015/16. The
ANALYSIS Puntland Education Statistics Yearbook 2015/16
46
share of female teachers in the government primary including IQS teachers is 15.5%
and in the non-government is 12.2% that indicates the share of female teachers is
higher in the government managed than the non-government managed primary
including IQS schools.
Table 3.16 Primary including IQS teachers by Locality for the year 2015/16
Region Urban Rural Total
M F T M F T M F T
Ayn
71
4
75
108
12
120
179
16
195
Bari
771
99
870
142
28
170
913
127
1,040
Gardafuu
28
2
30
54
1
55
82
3
85
Hayland
45
5
50
75
16
91
120
21
141
Karkar
266
32
298
158
32
190
424
64
488
Mudug
273
45
318
304
45
349
577
90
667
Nugal
191
68
259
316
63
379
507
131
638
Sanag
126
26
152
140
18
158
266
44
310
Sool
159
32
191
225
32
257
384
64
448
Total
1,930
313
2,243
1,522
247
1,769
3,452
560
4,012
Chart 3.16 Primary including IQS teachers by Locality for the year 2015/16
Table 3.16 and chart 3.16 above show the total primary including IQS education
teachers by locality of the year 2015/16. The share of urban primary including IQS
education teachers is 55.9% in the year 2015/16. The share of female teachers in the
ANALYSIS Puntland Education Statistics Yearbook 2015/16
47
urban primary including IQS teachers is 13.9% and in the rural is 13.9% that indicates
the share of female teachers has no difference between the urban and rural primary
including IQS schools.
Pupil-Teacher Ratio (PTR)
Pupil-Teacher Ratio (PTR) is one of the education indicators of quality and shows also
efficiency of the system. When the PTR is lower, it is better opportunity for contact
between the teacher and pupils and for the teacher to provide more support to students
individually, thereby improving the quality of education; but when PTR is very low,
however, may indicate under-utilization of teachers implies inefficiency and wastage of
resources. Therefore, PTR alone does not explain the quality of education because
quality of education depends on other factors such as qualification of teachers, the
supply of educational materials, mode of delivery and other facilities.
Table 3.17 Primary incl. IQS Pupil Teacher Ratio by Ownership for 2015/16
Region Enrolment Teachers PTR by Ownership
Gov't Non-gov't Total Gov't Non-gov't Total Gov't Non-gov't Total
Ayn 2,996 2,517 5,513 107 88 195 28.0 28.6 28.3
Bari 18,032 15,798 33,830 516 524 1,040 34.9 30.1 32.5
Gardafuu 2,367 785 3,152 63 22 85 37.6 35.7 37.1
Hayland 4,244 702 4,946 118 23 141 36.0 30.5 35.1
Karkar 9,012 5,807 14,819 313 175 488 28.8 33.2 30.4
Mudug 9,592 14,373 23,965 231 436 667 41.5 33.0 35.9
Nugal 15,887 10,046 25,933 368 270 638 43.2 37.2 40.6
Sanag 3,657 6,358 10,015 125 185 310 29.3 34.4 32.3
Sool 12,220 4,258 16,478 313 135 448 39.0 31.5 36.8
Total 78,007 60,644 138,651 2,154 1,858 4,012 36.2 32.6 34.6
Chart 3.17 Primary incl. IQS Pupil Teacher Ratio by Ownership for 2015/16)
ANALYSIS Puntland Education Statistics Yearbook 2015/16
48
Table 3.17 and chart 3.17 above show the primary including IQS education Pupil
Teacher Ratio (PTR) by region for government vs. non-government of the year 2015/16.
In Puntland, the total primary including IQS education Pupil Teacher Ratio (PTR) is
34.6 equivalently 35 in the year 2015/16. It can also be noted that PTR in the
government schools is higher than the non-government schools. Though the total PTR
reflects the general direction, there is remarkable variation among regions in the PTR
of primary education. PTR is above the national average in the regions of Nugal,
Gardafuu, Sool and Mudug regions while most regions do have a PTR almost
equivalent to or less than the national average.
Table 3.18 Primary incl. IQS Pupil Teacher Ratio by Locality for 2015/16
Chart 3.18 Primary incl. IQS Pupil Teacher Ratio by Locality for 2015/16
Table 3.18 and chart 3.18 above show the primary including IQS education Pupil
Teacher Ratio (PTR) by region for urban and rural of the year 2015/16. It can be noted
that PTR in the urban schools (35.2) is a little bit higher than PTR in the rural schools
(33.7) indicates that PTR is better in the rural areas than urban areas. Though the
Region Enrolment Teachers PTR by Locality
Urban Rural Total Urban Rural Total Urban Rural Total
Ayn 2,721 2,792 5,513 84 111 195 32.4 25.2 28.3
Bari 26,284 7,546 33,830 802 238 1,040 32.8 31.7 32.5
Gardafuu 1,265 1,887 3,152 33 52 85 38.3 36.3 37.1
Hayland 1,613 3,333 4,946 48 93 141 33.6 35.8 35.1
Karkar 9,818 5,001 14,819 305 183 488 32.2 27.3 30.4
Mudug 15,678 8,287 23,965 416 251 667 37.7 33.0 35.9
Nugal 10,802 15,131 25,933 280 358 638 38.6 42.3 40.6
Sanag 5,734 4,281 10,015 160 150 310 35.8 28.5 32.3
Sool 7,308 9,170 16,478 181 267 448 40.4 34.3 36.8
Total 81,223 57,428 138,651 2,309 1,703 4,012 35.2 33.7 34.6
ANALYSIS Puntland Education Statistics Yearbook 2015/16
49
total PTR reflects the general direction, there is remarkable variation among regions in
the primary education in the urban and rural schools.
Primary School including IQS Qualified Teachers
In addition to sufficient teachers, the level of qualification of teachers is very important
to the education system.
Table 3.19 Primary School including IQS Qualified Teachers for 2015/16
Region Total
Certified
Teachers
Qualified
Teachers
% of Certified
Teachers
% of Qualified
Teachers
M F T M F T M F T M F T M F T
Ayn 179 16 195 105 5 110 69 5 74 58.7 31.3 56.4 38.5 31.3 37.9
Bari 913 127 1,040 531 82 613 578 69 647 58.2 64.6 58.9 63.3 54.3 62.2
Gardafuu 82 3 85 42 1 43 35 1 36 51.2 33.3 50.6 42.7 33.3 42.4
Hayland 120 21 141 54 13 67 80 7 87 45.0 61.9 47.5 66.7 33.3 61.7
Karkar 424 64 488 116 20 136 302 37 339 27.4 31.3 27.9 71.2 57.8 69.5
Mudug 577 90 667 341 55 396 371 45 416 59.1 61.1 59.4 64.3 50.0 62.4
Nugal 507 131 638 263 74 337 300 55 355 51.9 56.5 52.8 59.2 42.0 55.6
Sanag 266 44 310 178 35 213 103 13 116 66.9 79.5 68.7 38.7 29.5 37.4
Sool 384 64 448 140 14 154 277 55 332 36.5 21.9 34.4 72.1 85.9 74.1
Total 3,452 560 4,012 1,770 299 2,069 2,115 287 2,402 51.3 53.4 51.6 61.3 51.3 59.9
Chart 3.19 Primary School including IQS Qualified Teachers for 2015/16
Table 3.19 and chart 3.19 above show the percentage of certified and qualified teachers
of primary including IQS education of the year 2015/16. In Puntland, the percentage of
certified primary including IQS education teachers is 51.6% and the percentage of
qualified primary including IQS education teachers is 59.9% in the year 2015/16.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
50
Regionally, the percentages of qualified teachers are higher in the Sool, Karkar and
Mudug regions and lower in the Sanag, Ayn and Gardafuu regions.
Teachers Salary Payment
In Puntland, primary schools including IQS education teachers’ salary is paid by
communities, non-government organizations, private sector and the Ministry of
Education.
Table 3.20 Primary incl. IQS Teachers Salary Payers for 2015/16
Region
Community
[70.1%]
Ministry of
Education
[21.2%]
Non-
Government
Organization
[1.8%]
Private
[1.2%]
Not defined*
(Blank) [6.0%] Total
M F T M F T M F T M F T M F T M F T
Ayn 49 7 56 62 3 65 23 3 26 4 0 4 41 3 44 179 16 195
Bari 774 94 868 101 26 127 10 10 11 0 11 17 7 24 913 127 1,040
Gardafuu 48 2 50 32 1 33 1 1 0 0 0 1 1 82 3 85
Hayland 99 17 116 12 3 15 3 3 0 0 0 6 1 7 120 21 141
Karkar 289 27 316 102 31 133 1 1 0 0 0 32 6 38 424 64 488
Mudug 498 69 567 43 14 57 15 5 20 5 2 7 16 16 577 90 667
Nugal 302 71 373 195 55 250 3 3 6 3 2 5 4 4 507 131 638
Sanag 157 17 174 88 19 107 2 2 4 5 3 8 14 3 17 266 44 310
Sool 254 37 291 57 7 64 1 1 2 1 0 1 71 19 90 384 64 448
Total 2,470 341 2,811 692 159 851 59 14 73 29 7 36 202 39 241 3,452 560 4,012
*Not defined (blank): teachers whose salary payers’ field were blank in the questionnaire and software.
Table 3.20 above and chart 3.20 below show the primary including IQS education
teachers’ salary payers by region for of the year 2015/16. In Puntland, 21.2% of the
teachers’ salary is paid by the Ministry of Education and the rest are paid by
communities, non-government organizations and private owners.
Chart 3.20 Percentage of Primary incl. IQS Teachers Salary Payers for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
51
Formal Primary including IQS Schools and Classrooms
Schools and classrooms have contributions to the quality of the education system. It is
noted that the quality of education is better in single shift schools than double shift
schools. It is also expected that the lower the pupil-classroom ratio the more the quality
of education. But it should be noted that single shift schools and lower pupil classroom
ratio are not the only measures for the quality of education.
Formal Primary including IQS schools
Schools can be disaggregated by ownership, locality, type of shift, region, etc. Here we
have discussed on the formal primary schools including IQS by disaggregation of shift
type and authority/ownership.
Table 3.21 Primary incl. IQS schools by shift for 2015/16
Region Total no. of
Schools Single shift
Schools
Double Shift
Schools
Ayn 32 25 8
Bari 137 37 103
Gardafuu 24 6 16
Hayland 20 2 19
Karkar 101 30 71
Mudug 84 10 79
Nugal 99 15 75
Sanag 52 13 38
Sool 68 42 28
Total 617 180 437
Chart 3.21 Primary incl. IQS schools by shift for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
52
Table 3.21 and chart 3.21 above show the share of primary schools including IQS with
double shift scheme is 70.8% in the year 2015/16. Regionally, in all the regions the
numbers of double shift primary schools including IQS are higher than single shift
schools except the regions of Ayn and Sool in which the reverse is true. It is advised by
the educational researchers that schools with single shift have higher contributions to
the quality of education than schools of double shift. Therefore, the education planners
and policy makers of the Ministry of Education and Higher Education should design
and implement a strategy to increase the numbers of single shift schools and strive for
quality of education.
Table 3.22 Primary incl. IQS schools by Ownership for 2015/16
Region Total no. of
Schools Gov't (MoEHE)
Schools
Non-gov't
Schools
Ayn 32 25 7
Bari 137 78 59
Gardafuu 24 21 3
Hayland 20 16 4
Karkar 101 65 36
Mudug 84 66 18
Nugal 99 68 31
Sanag 52 28 24
Sool 68 53 15
Total 617 420 197
Table 3.22 above and chart 3.22 below show that the numbers of primary including IQS
schools that are managed by government (MoEHE) are higher than that of the non-
government managed ones in the year 2015/16. It can be computed that 68.0% of the
total primary schools including IQS are managed by the Ministry of Education and
Higher Education. Non-government schools include schools managed by community,
non-government organizations and the private sector. The share of non-government
primary schools including IQS is only 31.9% that indicates non-government bodies have
less than one third of participation in the Primary including IQS education sector.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
53
Chart 3.22 Primary incl. IQS schools by ownership for 2015/16
Formal Primary including IQS Average School Size
Average school size measures the average numbers of students enrolled in a school in a
specific school year.
Table 3.23 Primary incl. IQS Average School Size by ownership for 2015/16
Region
Enrolment No. of Schools Average School Size
Total Gov't Non-
gov't Total Gov't
Non-
gov't Total Gov't Non-gov't
Ayn 5,513 2,996 2,517 32 25 7 172 120 360
Bari 33,830 18,032 15,798 137 78 59 247 231 268
Gardafuu 3,152 2,367 785 24 21 3 131 113 262
Hayland 4,946 4,244 702 20 16 4 247 265 176
Karkar 14,819 9,012 5,807 101 65 36 147 139 161
Mudug 23,965 9,592 14,373 84 66 18 285 145 799
Nugal 25,933 15,887 10,046 99 68 31 262 234 324
Sanag 10,015 3,657 6,358 52 28 24 193 131 265
Sool 16,478 12,220 4,258 68 53 15 242 231 284
Total 138,651 78,007 60,644 617 420 197 225 186 308
Chart 3.23 Primary incl. IQS Average School Size by ownership for 2015/16
Table 3.23 and chart 3.23 above show that the total average school size in the primary
schools including IQS is 225 students per school of which 186 students per school in the
ANALYSIS Puntland Education Statistics Yearbook 2015/16
54
government and 308 students per school in the non-government schools in the year
2015/16. This indicates that the average numbers of students in a single non-
government primary school is higher than government schools. Regionally, average
school size is higher in the Mudug, Nugal, Hayland and Bari regions.
Formal Primary including IQS Classrooms
Classrooms are used to compute Pupil Classroom Ratios of the particular education
level. But when there are schools of double and multiple shifts, classrooms could be
enumerated carefully not to mix up among the types of shifts. Classrooms can be
disaggregated by ownership, locality, type of shift, region and district, etc.
Pupil Classroom Ratio (PCR)
The Pupil Classroom Ratio (PCR) is generally shows the numbers of pupils in teaching
and learning classrooms. In the case of Puntland, there are more double shift schools
and hence more classrooms are shared. A higher PCR may mean more students
overcrowded in a class in which teachers cannot have chances to support each student
fully in that class. A very lower PCR in comparison may mean underutilization of
resources. Therefore, PCR should be fair and depends on the context of the nation.
Table 3.24 Primary incl. IQS Classrooms and Pupil Classroom Ratio for 2015/16
Region
Enrolment Classrooms* Pupil Classroom Ratio (PCR)
Total Gov't Non-
gov't Total Gov't
Non-
gov't Total Gov't
Non-
gov't
Ayn 5,513 2,996 2,517
132
80
52 41.8 37.5 48.4
Bari 33,830 18,032 15,798
874
187
687 38.7 96.4 23.0
Gardafuu 3,152 2,367 785
76
58
18 41.5 40.8 43.6
Hayland 4,946 4,244 702
128
94
34 38.6 45.1 20.6
Karkar 14,819 9,012 5,807
410
258
152 36.1 34.9 38.2
Mudug 23,965 9,592 14,373
577
252
325 41.5 38.1 44.2
Nugal 25,933 15,887 10,046
440
388
52 58.9 40.9 193.2
Sanag 10,015 3,657 6,358
190
144
46 52.7 25.4 138.2
Sool 16,478 12,220 4,258
328
146
182 50.2 83.7 23.4
Total 138,651 78,007 60,644 3,155 1,607 1,548 43.9 48.5 39.2
*Note: The 2013/14 classrooms data has been used for the year 2015/16 due to classrooms missed data for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
55
Chart 3.24 Primary incl. IQS Classrooms and Pupil Classroom Ratio for 2015/16
Table 3.24 and chart 3.24 above show the primary including IQS education Pupil
Classroom Ratio (PCR) for government and non-government schools of the year
2015/16. In Puntland, the primary including IQS education Pupil Classroom Ratio
(PCR) is 43.9 in the year 2015/16. It can also be noted that PCR in the government
schools is higher than the non-government schools with 48.5 and 39.2 respectively. The
PCR for both government and non-government is expected to be less (better) than
shown above if there was actual data of classrooms in the year 2015/16. It is also clear
that the numbers of schools have shown an increase and so the number of classrooms
and the MoEHE EMIS team should give special attention on collecting and processing
the numbers of classrooms carefully for the next consecutive years. Though the total
PCR reflects the general direction, there is remarkable variation among regions in
which the PCR is above the national average in the regions of Nugal, Sanag and Sool
with 58.9, 52.7 and 50.2 respectively. Most regions do have a PCR of less than the
national average which is 43.9.
Formal Primary including IQS Textbooks
Numbers of available student textbooks is not the only but one of the indicators of
quality education. In line with this there should be quality curriculum and quality
textbooks in addition to the numbers of textbooks available to students.
Pupil Textbook Ratio (PTbR)
Pupil Textbook Ratio (PTbR) shows the number of pupils who have received or owned
textbooks by subject. It is expected that a pupil should have one book per subject and
ANALYSIS Puntland Education Statistics Yearbook 2015/16
56
the same in all the subjects specially core subjects. Mostly the numbers of subjects that
the student studies are large in number and in this cases, we will consider only some of
the basic subject textbooks like Mathematics and English will be used as a measure of
PTbR. PTbR is mostly expressed as 1:1, 2:1, 3:1, etc. to mean 1 pupil with 1 textbook, 2
pupils share 1 textbook, 3 pupils share 1 textbook, etc. respectively.
Table 3.25 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) for 2015/16
Region
Enrolment
Arabic
Arabic
PTbR English
English
PTbR
Mathe
matics
Mathe
matics
PTbR Somali
Somali
PTbR
Ayn 5,513 1,397 3.9 128 43.1 1,573 3.5 1,181 4.7
Bari 33,830 1,993 17.0 935 36.2 2,066 16.4 2,297 14.7
Gardafuu 3,152 622 5.1 71 44.4 746 4.2 637 4.9
Hayland 4,946 566 8.7 329 15.0 380 13.0 536 9.2
Karkar 14,819 2,031 7.3 949 15.6 2,312 6.4 2,132 7.0
Mudug 23,965 2,597 9.2 638 37.6 3,431 7.0 2,836 8.5
Nugal 25,933 3,238 8.0 463 56.0 3,983 6.5 3,620 7.2
Sanag 10,015 2,055 4.9 665 15.1 2,813 3.6 1,944 5.2
Sool 16,478 1,514 10.9 420 39.2 1,553 10.6 1,615 10.2
Total 138,651 16,013 8.7 4,598 30.2 18,857 7.4 16,798 8.3
Table 3.25 above and chart 3.25 below show that the Pupil Textbook Ratio (PTbR) of
primary including IQS in the year 2015/16. It can be observed that PTbR is not 1:1 in
any one of the subjects Arabic, English, Mathematics and Somali. Totally, the
minimum PTbR is observed for Mathematics as 7.4 equivalently 7:1 followed by Somali
as 8.3 equivalently 8:1. The maximum PTbR is observed for English as 30.2
equivalently 30:1 which is not logical.
Chart 3.25 Primary incl. IQS Textbooks and Pupil Textbook Ratio (PTbR) for 2015/16
Generally, it can be seen that 7 pupils share 1 Mathematics textbook, 8 pupils share 1
Somali textbook, 9 pupils share 1 Arabic textbook and 30 pupils share 1 English
textbook while the internationally accepted standard of PTbR for core subjects is 1:1.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
57
This indicates that shortage of textbooks is the main problem of the Puntland primary
schools including IQS in English, Arabic, Somali and Mathematics subjects. Therefore
printing and distributing of more textbooks is a necessary condition and needs the
coordination effort of the Ministry of Education and Higher Education and development
partners to increase the PTbR these subject areas nearer to 1:1.
School Facilities at Primary including IQS
School facilities have significant impact on access, quality, efficiency and gender equity
of the education system. School facilities have contributions to keep students in the
school environment in general and girls in particular to the school system. The
availability of water (drinking and/or washing), latrines, laboratories, libraries and
pedagogical centers in schools will attract students and is means of increasing quality
and efficiency of education.
Access to water, sources of water and drinkable water
The availability of water (drinking and/or washing) is one of the best school facilities
for the teaching and learning process.
Table 3.26 below shows 83.1% of the Puntland primary schools including IQS centers
have access to water and 66.3% of the schools have drinkable water. The sources of
water for these schools are different and the highest source comes from roof tanks
which covers 45.8% and 43.1% of the water sources are from piped water.
Table 3.26 Primary incl. IQS schools with availability and type of water for 2015/16
Region Total
Schools
Source of Water Supply No. of
schools
with
drinkable
water
% of
Schools
with
water
% of
Schools
with
drinkable
water Piped Roof Tank Well Total
Ayn 32 1 5 6 5 18.8 15.6
Bari 137 73 31 11 115 105 83.9 76.6
Gardafuu 24 2 3 5 2 20.8 8.3
Hayland 20 2 14 16 13 80.0 65.0
Karkar 101 30 64 15 109 89 107.9 88.1
Mudug 84 79 20 2 101 92 120.2 109.5
Nugal 99 26 42 7 75 41 75.8 41.4
Sanag 52 4 16 7 27 23 51.9 44.2
Sool 68 4 40 15 59 39 86.8 57.4
Total 617 221 235 57 513 409 83.1 66.3
ANALYSIS Puntland Education Statistics Yearbook 2015/16
58
Table 3.26 Primary incl. IQS schools with availability and type of water for 2015/16
Chart 3.26 above shows roof tank, piped water and well water are the main sources of
water for the Puntland primary schools including IQS centers.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
59
C. ALTERNATIVE BASIC EDUCATION (ABE)
Alternative Basic Education (ABE) is part of primary education but discussed here
separately to monitor its contribution to the goal of providing access to universal
primary education. Most ABE teaching learning activities are accomplished in their
own established centers, and are designed to provide for the same age group as regular
primary education. ABE access and coverage educational indicators such as AIR, NIR,
GER and NER have been included in the reports of the primary education analysis.
Alternative Basic Education (ABE) Enrolment
Table 3.27 Alternative Basic Education Enrolment for the year 2015/16
Region Level 1 Level 2 Level 3 Level 4 Level 5 Total
M F M F M F M F M F M F T
Bari 495 518 350 308 321 339 92 81 25 29 1,283 1,275 2,558
Hayland 27 43 29 37
56 80 136
Karkar 176 169 165 170 121 112 53 62 13 14 528 527 1,055
Mudug 653 575 431 385 328 270
1,412 1,230 2,642
Nugal 294 510 135 221 169 218 146 95
2 744 1,046 1,790
Sanag 166 129 207 122 200 114 17 10
590 375 965
Sool 12 7 6 5
18 12 30
Total 1,823 1,951 1,323 1,248 1,139 1,053 308 248 38 45 4,631 4,545 9,176
Chart 3.27 Alternative Basic Education Enrolment for the year for 2015/16
Table 3.27 and chart 3.27 above show that the total Alternative Basic Education (ABE)
enrolment for the year 2015/16 is 9,176. From the total of 9 regions of Puntland, only 7
regions have enrolments of ABE. Regionally, it can be seen that Mudug has the highest
ABE enrolment followed by Bari and Nugal regions whereas Ayn and Gardafuu regions
have no ABE enrolment at all. ABE enrolment constitutes 7.0% of the total primary
education (formal primary, IQS and ABE) enrolment. The percentage of girls in the
ANALYSIS Puntland Education Statistics Yearbook 2015/16
60
ABE enrolment is 49.5% indicates that share of girls’ enrolment of ABE is higher than
the formal primary including IQS education.
Alternative Basic Education (ABE) Enrolment by Ownership
Table 3.28 Alternative Basic Education Enrolment by ownership for the year 2015/16
Region Government (MoEHE) Non-Government Total
M F T M F T M F T
Bari 349 343 692 934 932 1,866 1,283 1,275 2,558
Hayland 0 0 0 56 80 136 56 80 136
Karkar 216 210 426 312 317 629 528 527 1,055
Mudug 728 610 1,338 684 620 1,304 1,412 1,230 2,642
Nugal 347 564 911 397 482 879 744 1,046 1,790
Sanag 477 314 791 113 61 174 590 375 965
Sool 18 12 30 0 0 0 18 12 30
Total 2,135 2,053 4,188 2,496 2,492 4,988 4,631 4,545 9,176
Chart 3.28 Alternative Basic Education Enrolment by ownership for the year 2015/16
Table 3.28 and chart 3.28 above show that the Alternative Basic Education (ABE)
enrolment by ownership for the year 2015/16. From the 7 regions that ABE program is
on execution, only Hayland region has no government and Sool region has no non-
government ABE enrolment. But all the other 5 regions have government and non-
government enrolment. Only 45.7% of the ABE enrolment belongs to the government
and the rest 54.5% of the ABE enrolment belongs to the non-government.
Enrolment of School Feeding in ABE centers
School feeding programmes of ABE centers are only recorded in 20 schools of Mudug,
Nugal, Karkar and Bari regions with a total of 2,646 beneficiary students of which
ANALYSIS Puntland Education Statistics Yearbook 2015/16
61
1,290 are girls and this has been discussed together with formal primary including IQS
school feeding programme.
Alternative Basic Education Teachers by Ownership
Table 3.29 and chart 3.29 below show that the Alternative Basic Education (ABE)
government and non-government teachers for the year 2015/16. It can be observed that
Bari region has the highest numbers of ABE teachers and Hayland region has the
lowest numbers of ABE teachers. From the total ABE teachers only 26.4% are female
teachers indicates that it is better to increase the number of female teachers in the
ABE centers. Moreover only 42.6% of ABE teachers belong to government managed
ABE centers indicates that most of the ABE centers are managed by the non-
government entities.
Table 3.29 Alternative Basic Education Teachers by Ownership for 2015/16
Region Government Non-government Total
Male Female Total Male Female Total Male Female Total
Bari 21 4 25 38 11 49 59 15 74
Hayland - - - 3 - 3 3
3
Karkar - - - 6 5 11 6 5 11
Mudug 7 3 10 12 10 22 19 13 32
Nugal 6 - 6 - - - 6
6
Sanag 12 8 20 4 - 4 16 8 24
Sool 5 - 5 - - - 5
5
Total 51 15 66 63 26 89 114 41 155
ANALYSIS Puntland Education Statistics Yearbook 2015/16
62
Chart 3.29 Alternative Basic Education Teachers by Ownership for 2015/16
Alternative Basic Education Certified and Qualified Teachers
Table 3.30 and chart 3.30 below show that the Alternative Basic Education (ABE)
certified and qualified teachers for the year 2015/16. It can be observed that 41.3% of
ABE teachers are certified and 60.0% are qualified. Hayland region has the highest
percentage of qualified ABE teachers but do not certified teachers. From the total
certified ABE teachers only 21.8% are female teachers and from the total qualified ABE
teachers only 21.5% are female teachers indicates that it is better to increase the
number of certified and qualified female teachers in the ABE centers.
Table 3.30 ABE Certified and Qualified Teachers for 2015/16
Region Total Certified Qualified %
Certified
Total
%
Qualified
Total M F T M F T M F T
Bari 59 15 74 28 6 34 46 13 59 45.9 79.7
Hayland 3 3 0 0 0 3 0 3 0.0 100.0
Karkar 6 5 11 0 0 0 5 1 6 0.0 54.5
Mudug 19 13 32 10 3 13 10 3 13 40.6 40.6
Nugal 6 0 6 2 2 4 4 33.3 66.7
Sanag 16 8 24 10 5 15 4 3 7 62.5 29.2
Sool 5 0 5 0 0 0 1 0 1 0.0 20.0
Total 114 41 155 50 14 64 73 20 93 41.3 60.0
ANALYSIS Puntland Education Statistics Yearbook 2015/16
63
Chart 3.30 ABE Certified and Qualified Teachers for 2015/16
Alternative Basic Education Teachers Salary Payment
In Puntland, ABE teachers’ salary is paid by communities, private sector, non-
government organizations and ministry of Education.
Table 3.31 and chart 3.31 below show that ABE Teachers’ salary payers by payer for
the year 2015/16. In Puntland, 43.9% of ABE teachers’ salary is paid by the Ministry of
Education and the rest are paid by communities, non-government organizations, and
private and of course 12.3% of the teachers have no defined salary payers. Therefore,
data verification during data collection and data entry is a crucial issue.
Table 3.31 ABE Teachers Salary Payers for 2015/16
Region
Community (31.0%) MOE
(43.9%)
NGO
(9.7%)
Private
(3.2%)
Not
defined*
[Blank]
(12.3%)
Grand Total
M F T M F T M F T M F T M F T M F T
Bari 31 6 37 18 5 23 5 1 6 3 1 4 2 2 4 59 15 74
Hayland 0 0 0 1 0 1 2 0 2 0 0 0 0 0 0 3 0 3
Karkar 3 1 4 0 0 0 2 0 2 0 0 0 1 4 5 6 5 11
Mudug 4 2 6 14 6 20 5 5 1 0 1 0 0 0 19 13 32
Nugal 0 0 0 6 0 6 0 0 0 0 0 0 0 0 0 6 0 6
Sanag 1 0 1 12 6 18 0 0 0 0 0 0 3 2 5 16 8 24
Sool 0 0 0 0 0 0 0 0 0 0 0 0 5 0 5 5 0 5
Total 39 9 48 51 17 68 9 6 15 4 1 5 11 8 19 114 41 155
*Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
64
Chart 3.31 ABE Teachers Salary Payers for 2015/16
Alternative Basic Education centers
Table 3.32 and chart 3.32 below show the Alternative Basic Education (ABE) centers
for the year 2015/16. It can be observed that Bari region has the highest number of
ABE centers followed by Mudug and Nugal regions. Hayland and Sool region has the
lowest number of ABE centers followed by Sanag and Karkar regions. From the total
ABE centers 76.1% are single shift ABE centers.
Table 3.32 Alternative Basic Education centers by shift for 2015/16
Region Single shift
schools
Double shift
schools
Total no. of
schools
Bari 15 4 19
Hayland 1 0 1
Karkar 8 1 9
Mudug 5 11 16
Nugal 13 0 13
Sanag 8 0 8
Sool 1 0 1
Total 51 16 67
Chart 3.32 Alternative Basic Education centers by shift for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
65
D. NON FORMAL EDUCATION (NFE)
Non Formal Education (NFE) is education to address the primary education needs of
adults and others who are substantially older than the traditional primary school ages.
Non Formal Education Enrolment
Table 3.33 Non Formal Education (NFE) Enrolment for 2015/16
Region Level 1 Level 2 Level 3 Level 4 Level 5 Total
M F M F M F M F M F M F T
Ayn 129 176 63 157 10 98 87 202 518 720
Bari 193 467 135 211 54 153 14 143 11 407 974 1,381
Gardafuu 13 105 15 30 28 135 163
Hayland 47 84 47 63 37 59 5 55 9 7 145 268 413
Karkar 80 565 76 579 62 467 21 269 239 1,880 2,119
Mudug 183 449 166 398 82 158 19 45 11 4 461 1,054 1,515
Nugal 148 1,219 177 1,008 150 643 37 372 19 18 531 3,260 3,791
Sanag 174 323 109 387 66 377 40 122 10 16 399 1,225 1,624
Sool 386 1,122 165 966 88 427 45 108 44 20 728 2,643 3,371
Total
1,353
4,510
953
3,799
549
2,382
181
1,201
104
65
3,140
11,957
15,097
Table 3.33 Non Formal Education (NFE) Enrolment for 2015/16
Table 3.33 and chart 3.33 above show that the Non Formal Education (NFE) enrolment
for the year 2015/16. It can be observed that Nugal region has the highest NFE
enrolment followed by Sool and Karkar regions. The least numbers of NEF enrolments
is in the Gardafuu region followed by Hayland and Ayn regions. From the total NFE
enrolment 79.2% are female adult learners which seem that it is an education program
for women. It seems that due to the fact that most Puntland women had not been part
of the formal education system and so now joined NFE.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
66
Non Formal Education (NFE) Enrolment by Ownership
Table 3.34 Non Formal Education (NFE) Enrolment by ownership for 2015/16
Region Government (MoEHE) Non-Government Total
M F T M F T M F T
Ayn
202
518
720
-
-
-
202
518
720
Bari
127
239
366
280
735
1,015
407
974
1,381
Gardafuu
-
-
-
28
135
163
28
135
163
Hayland
-
-
-
145
268
413
145
268
413
Karkar
128
1,160
1,288
111
720
831
239
1,880
2,119
Mudug
208
364
572
253
690
943
461
1,054
1,515
Nugal
332
2,324
2,656
199
936
1,135
531
3,260
3,791
Sanag
261
785
1,046
138
440
578
399
1,225
1,624
Sool
328
1,142
1,470
400
1,501
1,901
728
2,643
3,371
Total 1,586 6,532 8,118 1,554 5,425 6,979 3,140 11,957 15,097
Chart 3.34 Non Formal Education (NFE) Enrolment by ownership for 2015/16
Table 3.34 and chart 3.34 above show that the Non Formal Education (NFE) enrolment
by ownership for the year 2015/16. The percentage of government enrolment in the Non
Formal Education (NFE) is 53.7% and that of non-government is 46.2%. The share of
female participants in the government Non Formal Education (NFE) is 80.4% and its
share in the non-government is 77.7% indicates that the share of female participants
has no significant difference in both government and non-government Non Formal
Education (NFE) centers.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
67
Non Formal Education Teachers by Ownership
Table 3.35 and chart 3.35 below show that the Non Formal Education (NFE)
government and non-government teachers for the year 2015/16. It can be observed that
Sool region has the highest numbers of NFE teachers and Gardafuu region has the
lowest numbers of ABE teachers. From the total NFE teachers 50.0% are female
teachers. Moreover 51.6% of NFE teachers belong to government managed NFE
centers indicates that most of the NFE centers are managed by the government
entities.
Table 3.35 Non Formal Education (NFE) Teachers by Ownership for 2015/16
Region Government Non-government Total
Male Female Total Male Female Total Male Female Total
Ayn 19 17 36 0 0 0 19 17 36
Bari 12 8 20 25 9 34 37 17 54
Gardafuu 0 0 0 3 3 6 3 3 6
Hayland 0 0 0 6 5 11 6 5 11
Karkar 18 22 40 8 11 19 26 33 59
Mudug 3 2 5 16 4 20 19 6 25
Nugal 20 35 55 16 12 28 36 47 83
Sanag 9 13 22 6 9 15 15 22 37
Sool 20 24 44 34 41 75 54 65 119
Total 101 121 222 114 94 208 215 215 430
Chart 3.35 Non Formal Education (NFE) Teachers by Ownership for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
68
Non Formal Education Certified and Qualified Teachers
Table 3.36 Qualified and Certified Non Formal Education Teachers for 2015/16
Region
Total Certified Qualified %
Certi
fied
Total
%
Quali
fied
Total Male Female Total Male Female Total Male Female Total
Ayn
19
17
36
10
10
20
6
4
10 55.6 27.8
Bari
37
17
54
17
12
29
28
8
36 53.7 66.7
Gardafuu
3
3
6
1
-
1
2
2
4 16.7 66.7
Hayland
6
5
11
2
1
3
6
2
8 27.3 72.7
Karkar
26
33
59
8
11
19
22
21
43 32.2 72.9
Mudug
19
6
25
1
-
1
18
3
21 4.0 84.0
Nugal
36
47
83
19
28
47
15
16
31 56.6 37.3
Sanag
15
22
37
8
11
19
8
12
20 51.4 54.1
Sool
54
65
119
25
12
37
27
24
51 31.1 42.9
Total
215
215
430
91
85
176
132
92
224 40.9 52.1
Chart 3.36 Certified Non Formal Education Teachers for 2015/16
Table 3.36 and chart 3.36 above show that the number of total certified and qualified
Non Formal Education (NFE) teachers for the year 2015/16. It can be observed that
40.9% of NFE teachers are certified and 52.1% are qualified. From the total certified
NFE teachers 48.3% are female teachers and from the total qualified NFE teachers
41.1% are female teachers indicating that share of NFE female teachers’ certification is
better than their share of qualification. But generally the certification and qualification
of NFE teachers need more planning and implementation to certify and qualify more
NFE teachers so that quality of NFE will be strengthened.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
69
Non Formal Education (NFE) Teachers Salary Payment
NFE teachers’ salary is paid by communities, private sector, non-government
organizations and ministry of Education.
Table 3.37 and chart 3.37 below show that NFE Teachers’ salary payers by payer for
the year 2015/16. In Puntland, 31.2% of NFE teachers’ salary is paid by the Ministry of
Education, 10.7% by the communities and the rest are paid by non-government
organizations and private sector. Of course 53.3% of the teachers have no defined
salary payers and are blank and hence data verification during data collection and data
entry should be one of the crucial issues.
Table 3.37 NFE Teachers Salary Payers for 2015/16
Region Community (10.7%) MOE (31.2%)
NGO
(2.8%)
Private
(2.1%)
Not defined*
[Blank] (53.3%) Grand Total
M F T M F T M F T M F T M F T M F T
Ayn 0 2 3 5 1 1 0 17 13 30 19 17 36
Bari 11 3 14 13 4 17 1 1 1 1 12 9 21 37 17 54
Gardafuu 0 1 1 0 0 3 2 5 3 3 6
Hayland 1 1 2 2 1 3 0 0 3 3 6 6 5 11
Karkar 1 1 16 18 34 1 1 2 0 8 14 22 26 33 59
Mudug 8 2 10 1 1 0 0 10 4 14 19 6 25
Nugal 5 7 12 17 20 37 1 1 4 4 8 9 16 25 36 47 83
Sanag 1 1 2 8 16 24 1 1 0 6 4 10 15 22 37
Sool 5 5 5 7 12 1 5 6 0 43 53 96 54 65 119
Total 32 14 46 64 70 134 3 9 12 5 4 9 111 118 229 215 215 430
*Unpaid (blank): teachers whose salary payers’ field were blank in the questionnaire.
Chart 3.37 NFE Teachers Salary Payers for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
70
Non Formal Education Schools
Table 3.38 and chart 3.38 below show that the Non Formal Education (NFE) schools for
the year 2015/16. It can be observed that Nugal and Sool regions have the highest
numbers of NFE centers while Gardafuu and Hayland have the least number of NFE
centers.
Table 3.38 Non Formal Education Schools for 2015/16
Region Single shift
schools
Double shift
schools
Total no. of
schools
Ayn 5 1 6
Bari 11 1 12
Gardafuu 1 0 1
Hayland 2 0 2
Karkar 1 18 19
Mudug 10 0 10
Nugal 24 0 24
Sanag 9 1 10
Sool 18 11 29
Total 81 32 113
Chart 3.38 Non Formal Education Schools for 2015/16
It can also be computed that the percentage of single shift NFE centers is 71.7% and
the rest are double shift NFE centers.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
71
E. SECONDARY EDUCATION
Secondary education in Puntland has four forms as Form 1, Form 2, Form 3 and Form
4. Entrance to secondary education is determined by the centrally administered
standardized examinations at class 8 (end of primary education).
Secondary Enrolment by Form
Secondary education enrolment is the number of pupils of Forms 1-4 of secondary
education who registered in the school at the beginning of the school year.
Table 3.39 Secondary Education enrolment for 2015/16
Region Form 1 Form 2 Form 3 Form 4 Total
Male Female Male Female Male Female Male Female Male Female Total
Ayn
123
76
96
61
89
47
55
24
363
208
571
Bari
1,262
768
1,151
665
972
512
690
362
4,075
2,307
6,382
Gardafuu
22
9
19
13
16
9
5
3
62
34
96
Hayland
99
66
113
48
75
47
81
18
368
179
547
Karkar
415
251
312
185
253
169
208
138
1,188
743
1,931
Mudug
1,157
686
900
518
576
358
442
245
3,075
1,807
4,882
Nugal
891
549
792
393
653
364
484
287
2,820
1,593
4,413
Sanag
179
101
124
76
146
94
113
70
562
341
903
Sool
380
272
445
211
356
185
310
104
1,491
772
2,263
Total
4,528
2,778
3,952
2,170
3,136
1,785
2,388
1,251
14,004
7,984
21,988
Table 3.39 above and chart 3.39 below show that the total enrolment of secondary
education is 21,988 in the year 2015/16 of which the highest enrolment is in Bari region
and the lowest enrolment is in the Gardafuu region. From the total secondary
enrolment, it can be computed that 36.3% are girls indicates that the share of girls in
secondary schools is not sufficient and needs some strategic planning to be increased to
about 50% to achieve gender equality.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
72
Chart 3.39 Secondary Education enrolment for 2015/16
Secondary Enrolment by Locality (Urban and Rural)
Table 3.40 Enrolment of Secondary education by Locality for 2015/16
Region Urban Rural Total
Male Female Total Male Female Total Male Female Total
Ayn
308
177
485
55
31
86
363
208
571
Bari
3,849
2,230
6,079
226
77
303
4,075
2,307
6,382
Gardafuu
-
-
-
62
34
96
62
34
96
Hayland
142
87
229
226
92
318
368
179
547
Karkar
1,072
684
1,756
116
59
175
1,188
743
1,931
Mudug
2,351
1,390
3,741
724
417
1,141
3,075
1,807
4,882
Nugal
1,959
1,076
3,035
861
517
1,378
2,820
1,593
4,413
Sanag
353
219
572
209
122
331
562
341
903
Sool
1,291
681
1,972
200
91
291
1,491
772
2,263
Total
11,325
6,544
17,869
2,679
1,440
4,119
14,004
7,984
21,988
Table 3.40 above and chart 3.40 below show urban and rural secondary enrolment in
the year 2015/16. It can be computed that share of urban secondary school enrolment is
81.3% indicates that most of the Puntland secondary schools are located in the urban
areas. It can also be observed that percentage of girls in the urban secondary enrolment
is 36.6% and in the rural secondary enrolment is 34.9% indicates that girls’
participation is better in the urban secondary schools than in the rural secondary
schools. Urban secondary enrolment is highest in Bari region followed by Mudug and
Nugal regions but no urban secondary enrolment in the Gardafuu region.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
73
Chart 3.40 Enrolment Secondary education by Locality for 2015/16
Secondary Enrolment by Ownership (Government and Non-government)
Table 3.41 and chart 3.41 below show the secondary school enrolment by ownership in
the year 2015/16. The share of government managed secondary enrolment 68.5%
indicates that more than half of the secondary enrolment belongs to government
managed schools. The percentage of girls in the government enrolment is 34.9% and in
the non-government enrolment is 39.3% indicates that girls’ participation in the non-
government schools is higher than the government schools. Regionally, government
enrolment is highest in the Mudug region followed by Nugal region and the least is in
the Gardafuu region. It can also be observed that non-government enrolment is highest
in the Bari region but there no non-government secondary enrolment in the Gardafuu
region.
Table 3.41 Secondary enrolment by Ownership for 2015/16
Region Government Non-government Total
Male Female Total Male Female Total Male Female
Ayn 339 177 516 24 31 55 363 208 571
Bari 1,746 904 2,650 2,329 1,403 3,732 4075 2307 6382
Gardafuu 62 34 96 - - - 62 34 96
Hayland 225 119 344 143 60 203 368 179 547
Karkar 1,188 743 1,931 - - - 1188 743 1931
Mudug 2,786 1,653 4,439 289 154 443 3075 1807 4882
Nugal 2,032 1,012 3,044 788 581 1,369 2820 1593 4413
Sanag 292 195 487 270 146 416 562 341 903
Sool 1,128 423 1,551 363 349 712 1491 772 2263
Total 9,798 5,260 15,058 4,206 2,724 6,930 14,004 7,984 21,988
ANALYSIS Puntland Education Statistics Yearbook 2015/16
74
Chart 3.41 Secondary enrolment by Ownership for 2015/16
Secondary Gross Enrolment Rate (GER)
The secondary Gross Enrolment Ratio (GER) compares those students enrolled,
regardless of age, with the population of the appropriate age range. For Puntland, the
official school age range for secondary education is 14-17.
Table 3.42 Secondary GER for the year 2015/16
GER Boys Girls Total
Enrolment of secondary (Forms 1-4) 14,004 7,984 21,988
School age population (14-17 years) 77,301 72,018 149,319
Gross Enrolment Rate (GER) in % 18.1 11.1 14.7
Table 3.42 Secondary GER for the year 2015/16
Table 3.42 and chart 3.42 above show secondary Gross Enrolment Rate (GER) for the
year 2015/16. It can be observed from the table and chart that the GER for boys is
much greater than that of girls. This indicates that there is a big gender gap in
secondary school students. Generally, it can be concluded that 85.3% of the secondary
school age population are either out of school or over-aged in the primary schools.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
75
Therefore, there needs to be a strategy to increase access to secondary education as well
as increasing the participation of girls in the secondary schools.
Secondary Net Enrolment Rate (NER)
The secondary Net Enrolment Rate (NER) measures the share of enrolment of children
of the appropriate school age (ages 14-17) to the population of the official school age.
Table 3.43 and chart 3.43 below show the secondary Net Enrolment Rate (NER) for the
school year 2015/16. The total secondary education NER in Puntland is only 9.2%
implies that about 90.8% of the secondary school official school age children (ages 14-
17) are not in the secondary school system but some might be in the primary school as
over-aged and most of them are expected to be out of school. This is a very low
achievement and needs the attention of education planners and policy makers to create
access to secondary school children at their official school age.
Table 3.43 Secondary NER for the year 2015/16
NER Boys Girls Total
Enrolment of secondary (Forms 1-4) of ages 14-17 8,523 5,282 13,805
School age population (14-17 years) 77,301 72,018 149,319
Net Enrolment Rate (NER) in % 11.0 7.3 9.2
Chart 3.43 Secondary NER for the year 2015/16
Gender Equity in the Secondary Education
In this sub-topic, Gender Parity Index (GPI) is computed as the ratio of Gross
Enrolment Rate (GER) of girls to boys. It can be computed that the GPI of secondary
education of Puntland is 0.61 in the year 2015/16 indicates that participation of girls in
secondary schools needs the attention of planners and policy makers to achieve gender
equity.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
76
Secondary Enrolment of Children with Special Educational Needs
Table 3.44 and chart 3.44 below show that of the total secondary enrolment with
special needs education is 553 in the year 2015/16 of which 83.5% are visually disabled,
11.6% are hearing disabled and the rest are movement disabled. This indicates that
visual disability is more of problem in special needs of secondary schools and hence the
use of Braille in the curriculum and inclusive education in the secondary education is
one of the very important priority areas.
Table 3.44 Enrolment of Secondary Children with Special Needs for 2015/16
Region Hearing Disability
Movement
Disability Visual Disability Total
M F T M F T M F T M F T
Ayn
3
3
1
1
2
2
4
2
6
8
Bari
12
12
24
11
14
25
73
62
135
96
88
184
Gardafuu
1
1
-
1
1
-
2
2
Hayland
-
-
4
1
5
4
1
5
Karkar
-
1
1
33
42
75
33
43
76
Mudug
9
8
17
-
81
97
178
90
105
195
Nugal
1
1
-
27
15
42
27
16
43
Sanag
3
3
-
5
5
10
5
8
13
Sool
7
8
15
-
6
6
12
13
14
27
Total 28 36 64 11 16 27 231 231 462 270 283 553
Chart 3.44 Enrolment of Secondary Children with Special Needs for 2015/16
The percentage of special needs education of girls in secondary schools is 51.2%
indicates that the percentage of girls with special education needs is greater than that
of boys. Most of these special needs education of secondary school students are found in
the Mudug and Bari regions.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Enrolment of Secondary by Distance to School and Mode of Transportation
Table 3.45 and chart 3.45 below show secondary students travel to school of different distances of which from a total of 21,988
students of secondary, 1.0% travel to school 4 to 5 kilometers, 3.8% travel to school 3 to 4 kilometers, 11.9% travel to school 2
to 3 kilometers, 16.3% travel to school 1 to 2 kilometers and 30.1% travel to school less than 1 kilometer. Of the 21,988
secondary students 56.3% travel to school on foot and 6.7% travel to school by means of other transportation means.
Generally, more than 58.3% of the secondary school students travel 3 and fewer kilometers to reach to school. Education
planners and decision makers should give attention to the numbers of students who travel long distances when building new
secondary schools.
Table 3.45 Secondary enrolment by Distance and Mode of Transportation for 2015/16
Region
Less than 1 km
(30.1%)
1-2 km
(16.3%)
2-3 km
(11.9%)
3-4 km
(3.8%)
4-5 km
(1.0%)
More than 5 km
(0.0%) Total
Foot Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port Foot
Trans
port
Not
defined
(45.6)
Foot
(56.3%)
Trans
port
(6.7%)
Total
Ayn
240
28
28
20
-
-
255
268
48
571
Bari
1,755
17
1,015
489
65
73
112
29
-
-
2,827
3,332
223
6,382
Gardafuu
96
-
-
-
96
-
96
Hayland
4
-
-
543
4
-
547
Karkar
257
438
23
131
20
66
23
-
-
973
892
66
1,931
Mudug
1,798
77
1,050
188
741
363
252
135
33
9
-
-
236
3,874
772
4,882
Nugal
840
39
366
67
434
83
84
34
81
30
-
-
2,355
1,805
253
4,413
Sanag
773
63
60
7
-
-
-
903
-
903
Sool
172
57
-
-
2,034
229
-
2,263
Total
5,935
161
3,017
278
1,855
551
482
281
114
91
-
-
9,223
11,403
1,362
21,988
ANALYSIS Puntland Education Statistics Yearbook 2015/16
78
Chart 3.45 below shows that most students travel on foot and only some travel by other
transportation means.
Chart 3.45 Secondary enrolment by Mode of Transportation for 2015/16
Secondary school Teachers by Ownership
Table 3.46 Secondary school Teachers by Ownership for 2015/16
Region Total Government Non-Government % of
Gov’t
Teachers M F T M F T M F T
Ayn
27
1
28
23
1
24
4
-
4 85.7
Bari
251
14
265
97
13
110
154
1
155 41.5
Gardafuu
3
3
3
3
-
-
- 100.0
Hayland
19
19
14
14
5
-
5 73.7
Karkar
78
78
78
78
-
-
- 100.0
Mudug
173
4
177
152
4
156
21
-
21 88.1
Nugal
120
5
125
80
4
84
40
1
41 67.2
Sanag
50
1
51
34
34
16
1
17 66.7
Sool
74
3
77
54
3
57
20
-
20 74.0
Total
795
28
823
535
25
560
260
3
263 68.0
ANALYSIS Puntland Education Statistics Yearbook 2015/16
79
Chart 3.46 Secondary school Teachers by Ownership for 2015/16
Table 3.46 and chart 3.46 above show the secondary education teachers by ownership
in the year 2015/16. It can be observed from the table that the share of government
secondary school teachers is 68.0% and 31.9% of the secondary school teachers are the
non-government ones. The share of female teachers in the government secondary
schools is 4.7% and its share in the non-government secondary schools is 1.1% indicates
that female teachers’ participation is very small in both government and non-
government secondary schools but better in the government ones. Therefore, the
planners, decision makers and the department of teachers should work hard to increase
the participation of female teachers especially in the secondary schools.
Secondary school Teachers by Locality
Table 3.47 and chart 3.47 below show the secondary education teachers by locality in
the year 2015/16. It can be observed from the table that the share of urban secondary
school teachers is 73.6% and only 26.4% of the secondary school teachers are from the
rural schools. The share of female teachers in the urban secondary schools is 3.1% and
its share in the rural secondary schools is 4.1% indicates that female teachers’
participation is very small in both urban and rural secondary schools but better in the
rural secondary schools than the urban ones.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
80
Table 3.47 Secondary school Teachers by Locality for 2015/16
Region Total Urban Rural % of
Urban
Teachers M F T M F T M F T
Ayn
27
1
28
21
21
6
1
7 75.0
Bari
251
14
265
233
10
243
18
4
22 91.7
Gardafuu
3
3
-
-
-
3
-
3 0.0
Hayland
19
19
8
-
8
11
-
11 42.1
Karkar
78
78
62
-
62
16
-
16 79.5
Mudug
173
4
177
116
4
120
57
-
57 67.8
Nugal
120
5
125
72
3
75
48
2
50 60.0
Sanag
50
1
51
25
1
26
25
-
25 51.0
Sool
74
3
77
50
1
51
24
2
26 66.2
Total
795
28
823
587
19
606
208
9
217 73.6
Chart 3.47 Secondary school Teachers by Locality for 2015/16
Secondary Pupil-Teacher Ratio (PTR) by Ownership
Table 3.48 and chart 3.48 below show the secondary education Pupil Teacher Ratio
(PTR) disaggregated by ownership as government and non-government in the year
2015/16. The total secondary education Pupil Teacher Ratio (PTR) is 26.7 of which
government PTR is 26.9 and non-government PTR is 26.3 indicates that non-
government PTR is less than government PTR in secondary schools. Secondary
education PTR is above the national average in the regions of Nugal, Gardafuu,
Mudug, Sool, and Hayland while Ayn and Sanag regions have lower PTR.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
81
Table 3.48 Secondary Education Pupil Teacher Ratio by Ownership for 2015/16
Region
Enrolment Teachers PTR by Ownership
Gov't Non-
gov't Total Gov't
Non-
gov't Total Gov't
Non-
gov't Total
Ayn
516
55
571
24
4 28 21.5 13.8 20.4
Bari
2,650
3,732
6,382
110
155 265 24.1 24.1 24.1
Gardafuu
96
-
96
3
- 3 32.0 0.0 32.0
Hayland
344
203
547
14
5 19 24.6 40.6 28.8
Karkar
1,931
-
1,931
78
- 78 24.8 0.0 24.8
Mudug
4,439
443
4,882
156
21 177 28.5 21.1 27.6
Nugal
3,044
1,369
4,413
84
41 125 36.2 33.4 35.3
Sanag
487
416
903
34
17 51 14.3 24.5 17.7
Sool
1,551
712
2,263
57
20 77 27.2 35.6 29.4
Total 15,058 6,930 21,988
560
263 823 26.9 26.3 26.7
Chart 3.48 Secondary Education Pupil Teacher Ratio by Ownership for 2015/16
Secondary Pupil-Teacher Ratio (PTR) by Locality
Table 3.43 and chart 3.43 below show the secondary education Pupil Teacher Ratio
(PTR) disaggregated by locality as urban and rural in the year 2015/16. The PTR for
urban is 29.5 and that of rural is 19.0 indicates that urban PTR is greater than the
rural PTR with significant difference in the secondary schools. Urban secondary PTR
is highest in the Nugal region and there is no urban secondary PTR in the Gardafuu
region where as rural PTR is highest in the Gardafuu region and least in the Karkar
region.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
82
Table 3.49 Secondary Education Pupil Teacher Ratio by Locality for 2015/16
Region Enrolment Teachers PTR by Locality
Urban Rural Total Urban Rural Total Urban Rural Total
Ayn
485
86
571
21
7 28 23.1 12.3 20.4
Bari
6,079
303
6,382
243
22 265 25.0 13.8 24.1
Gardafuu
-
96
96
-
3 3 0.0 32.0 32.0
Hayland
229
318
547
8
11 19 28.6 28.9 28.8
Karkar
1,756
175
1,931
62
16 78 28.3 10.9 24.8
Mudug
3,741
1,141
4,882
120
57 177 31.2 20.0 27.6
Nugal
3,035
1,378
4,413
75
50 125 40.5 27.6 35.3
Sanag
572
331
903
26
25 51 22.0 13.2 17.7
Sool
1,972
291
2,263
51
26 77 38.7 11.2 29.4
Total 17,869 4,119 21,988
606
217 823 29.5 19.0 26.7
Chart 3.49 Secondary Education Pupil Teacher Ratio by Locality for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Qualified and Certified Secondary school Teachers
This is based on the minimum standard of qualification and certification for secondary education teachers with a minimum of
diploma for qualification and diploma in teaching for certification.
Table 3.50 Secondary school Qualified and Certified Teachers for 2015/16
Region
Total Teachers Certified Teachers Qualified Teachers
% of Certified
Teachers % of Qualified Teachers
Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total
Ayn
27
1
28
22
1
23
11
-
11 81.5 100.0 82.1
40.7
-
39.3
Bari
251
14
265
205
13
218
81
4
85 81.7 92.9 82.3
32.3
28.6
32.1
Gardafuu
3
3
1
1
2
2 33.3 0.0 33.3
66.7
-
66.7
Hayland
19
19
14
14
8
8 73.7 0.0 73.7
42.1
-
42.1
Karkar
78
78
57
57
42
42 73.1 0.0 73.1
53.8
-
53.8
Mudug
173
4
177
136
2
138
46
2
48 78.6 50.0 78.0
26.6
50.0
27.1
Nugal
120
5
125
113
5
118
23
-
23 94.2 100.0 94.4
19.2
-
18.4
Sanag
50
1
51
41
1
42
18
1
19 82.0 100.0 82.4
36.0
100.0
37.3
Sool
74
3
77
20
1
21
47
1
48 27.0 33.3 27.3
63.5
33.3
62.3
Total 795 28 823
609
23
632 278 8 286 76.6 82.1 76.8
35.0
28.6
34.8
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Chart 3.50 Secondary school Qualified Teachers for 2015/16
Table 3.50 and chart 3.50 above show teachers with certifications as well as qualifications of secondary education in the year
2015/16. The total percentage of certified secondary education teachers is 76.8% and of qualified secondary education
teachers is 34.8% in the year 2015/16. It seems that teachers’ qualification in secondary schools needs more effort on the
teachers training and pedagogics for the non-teaching qualified teachers.
Secondary Education Teachers Salary Payment
In Puntland, Secondary education teachers’ salary is paid by communities, private sector, Ministry of Education, and non-
government organizations.
Table 3.51 and chart 3.51 below show the secondary education teachers’ salary payers by region in the year 2015/16. In
Puntland, 91.8% of secondary education teachers salary is paid by communities, 7.5% by the Ministry of Education, 4.6% by
NGOs, 0.6% by private owners and some 1.2% are not defined (blank) and is unknown.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Table 3.51 Secondary Education Teachers Salary Payers for 2015/16
Region Community (91.8%) MOE (7.5%) NGOs (4.6%) Private (0.6%)
*Not defined
(1.2%) Total
M F T M F T M F T M F T M F T M F T
Ayn
20
20
6
6
-
-
1
1
2
27 1
28
Bari
232
14
246
1
1
16
16
-
2
2
251 14
265
Gardafuu
3
3
-
-
-
-
3 -
3
Hayland
13
13
1
1
-
5
5
-
19 -
19
Karkar
59
59
18
18
-
-
1
1
78 -
78
Mudug
168
4
172
3
3
2
2
-
-
173 4
177
Nugal
118
5
123
2
2
-
-
-
120 5
125
Sanag
45
1
46
1
1
1
1
-
3
3
50 1
51
Sool
31
2
33
25
1
26
17
17
-
1
1
74 3
77
Total
689
26
715
57
1
58
36
-
36
5
-
5
8
1
9
795 28
823
*Not defined (blank): teachers whose salary payers’ field were blank in the questionnaire.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
86
Chart 3.51 Secondary Education Teachers Salary Payers for 2015/16
Secondary Education Schools and Classrooms
Secondary education schools
Secondary education schools disaggregated by shift type and ownership are presented
in this analysis.
Table 3.52 and chart 3.52 below show that the numbers of secondary schools in the year
2014/15. In Puntland, 46.2% of secondary schools are single shift and the rest are
double shift indicates that most of the secondary schools are double shift. It can be
observed that the highest numbers of secondary schools are located in the regions of
Bari, Mudug and Nugal while the least numbers of secondary schools are in the
Gardafuu, Hayland and Ayn regions.
Table 3.52 Secondary education schools by shift for 2015/16
Region Single shift
schools
Double shift
schools
Total no. of
schools
Ayn 3 1 4
Bari 6 12 18
Gardafuu 1 0 1
Hayland 1 2 3
Karkar 0 9 9
Mudug 7 8 15
Nugal 11 2 13
Sanag 5 2 7
Sool 2 6 8
Total 36 42 78
ANALYSIS Puntland Education Statistics Yearbook 2015/16
87
Chart 3.52 Secondary education schools by shift for 2015/16
Table 3.53 and chart 3.53 below show that the numbers of secondary schools by
ownership in the year 2015/16. It can be computed that 71.8% of the total secondary
schools are managed by the government. Non-government secondary schools are
comprised of community, non-government organizations and the private sector schools.
Table 3.53 Secondary education schools by Ownership for 2015/16
Region Gov't/MoEHE Non-gov't Total
Ayn 3 1 4
Bari 8 10 18
Gardafuu 1 - 1
Hayland 2 1 3
Karkar 9 - 9
Mudug 13 2 15
Nugal 9 4 13
Sanag 5 2 7
Sool 6 2 8
Total 56 22 78
Chart 3.53 Secondary education schools by Ownership for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
88
Secondary School Classrooms and Pupil Classroom Ratio (PCR)
In the case of double shift schools, classrooms should be considered carefully.
Classrooms can be disaggregated by ownership, locality, type of shift, region and
district, etc. The Pupil Classroom Ratio (PCR) shows the number of pupils in one
teaching and learning classroom.
Secondary Pupil Classroom Ratio (PCR)
Table 3.54 and chart 3.54 below show the secondary education Pupil Classroom Ratio
(PCR) by region for government and non-government classrooms of the year 2015/16.
In Puntland, the total secondary education Pupil Classroom Ratio (PCR) is 47.4 of
which the government PCR is 83.2 and the non-government PCR is 24.5 indicates the
government PCR is double of the non-government PCR in secondary schools. This
indicates that more numbers of secondary school classrooms are needed in the
government secondary schools. Of course, the PCR for both government and non-
government is expected to be less (better) than shown above if there was actual data of
classrooms in the year 2015/16.
Table 3.54 Secondary education Classrooms and Pupil Classroom Ratio for 2015/16
Region Enrolment Classrooms* PCR
Gov't
(MoEHE)
Non-
gov't Total
Gov't
(MoEHE)
Non-
gov't Total
Gov't
(MoEHE)
Non-
gov't Total
Ayn
516
55
571
11
-
11 46.9 51.9
Bari
2,650
3,732
6,382
24
98
122 110.4 38.1 52.3
Gardafuu
96
-
96
4
-
4 24.0 24.0
Hayland
344
203
547
4
14
18 86.0 14.5 30.4
Karkar
1,931
-
1,931
26
21
47 74.3 0.0 41.1
Mudug
4,439
443
4,882
54
33
87 82.2 13.4 56.1
Nugal
3,044
1,369
4,413
29
58
87 105.0 23.6 50.7
Sanag
487
416
903
10
23
33 48.7 18.1 27.4
Sool
1,551
712
2,263
19
36
55 81.6 19.8 41.1
Total
15,058
6,930
21,988
181
283
464 83.2 24.5 47.4
*Note: The 2013/14 classrooms data has been used for the year 2015/16 due to classrooms missed data for 2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
89
Chart 3.54 Secondary education Classrooms and Pupil Classroom Ratio for 2015/16
Because the numbers of schools have shown an increase and so the number of
classrooms and hence the MoEHE EMIS team should give special attention on the
collection and processing the numbers of classrooms carefully for the next consecutive
years. Though the total PCR reflects the general direction, there is remarkable
variation among regions in which PCR is above the national average in the regions of
Mudug, Bari, Ayn and Nugal whereas most regions do have a PCR of less than the
national average.
Secondary school Textbooks
Secondary Education Pupil Textbook Ratio (PTbR)
Pupil Textbook Ratio (PTbR) shows the number of pupils who shared one textbook by
subject. Here we have used Mathematics, English, Somali and Arabic as a measures of
secondary Pupil Textbook Ratio (PTbR).
Table 3.55 and chart 3.55 below show that the secondary schools Pupil Textbook Ratio
(PTbR) is not 1:1 in any of the subjects (Mathematics, English, Somali and Arabic).
Generally, the secondary PTbR does not seem logical as it can be observed from the
table and chart that 1 mathematics textbook is shared by 21 pupils (21:1), 1 English
textbook is shared by 21 pupils (21:1), 1 Arabic textbook is shared by 63 pupils (63:1)
and 1 Somali textbook is shared by 71 pupils (71:1).
ANALYSIS Puntland Education Statistics Yearbook 2015/16
90
Table 3.55 Secondary schools PTbR for 2015/16*
Region Enrolment
Arabic
Textbo
oks
Arabic
PTbR
English
Text
Books
English
PTbR
Mathe
matics
Text
books
Mathe
matics
PTbR
Somali
Text
books
Somali
PTbR
Ayn 571 6 95.2 29 19.7 6 95.2 6 95.2
Bari 6,382 79 80.8 185 34.5 353 18.1 55 116.0
Gardafuu 96
Hayland 547 8 68.4 129 4.2 80 6.8 12 45.6
Karkar 1,931 44 43.9 163 11.8 162 11.9 31 62.3
Mudug 4,882 91 53.6 342 14.3 203 24.0 117 41.7
Nugal 4,413 79 55.9 133 33.2 191 23.1 54 81.7
Sanag 903 25 36.1 19 47.5 19 47.5 22 41.0
Sool 2,263 20 113.2 32 70.7 33 68.6 13 174.1
Total 21,988 352 62.5 1,032 21.3 1,047 21.0 310 70.9
*Note: 2013/14 textbooks data as the 2015/16 textbooks data is incomplete
Chart 3.55 Secondary schools PTbR for 2015/16*
The secondary education PTbR indicates that shortage of secondary textbooks in all the
subjects is the main problem of the Puntland secondary schools. Therefore publication
of the existing textbooks and development of new textbooks by subject should be the
main priority areas of the Ministry of Education and Higher Education to maintain the
standard PTbR of 1:1 at least in core subjects.
School Facilities at Secondary schools
School facilities have significant impact on access, quality, efficiency and gender equity
of the education system. The availability of water (drinking and/or washing), latrines,
laboratories, libraries and pedagogical centers in schools will attract students and is
means of increasing quality and efficiency of education.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
91
Access to water and drinkable water including sources of water
Secondary schools in Puntland have different sources of water. Some of the sources of
water are water pipes, roof tanks and wells of which some are drinkable and others are
not used for drinks.
Table 3.56 Secondary schools with availability and type of water for 2015/16
Region No. of
schools Piped Roof Tank Well Total
Drink
able
% of schools
with access
to water
% of schools
with
drinkable
water
Ayn 4 0.0 0.0
Bari 18 11 4 3 18 16 100.0 88.9
Gardafuu 1 0.0 0.0
Hayland 3 1 1 2 2 66.7 66.7
Karkar 9 6 3 1 8 8 88.9 88.9
Mudug 15 11 3 2 16 13 106.7 86.7
Nugal 13 5 7 12 7 92.3 53.8
Sanag 7 7 1 8 7 114.3 100.0
Sool 8 5 1 6 5 75.0 62.5
Total 78 33 30 9 70 60 89.7 76.9
Chart 3.56 Secondary with availability and type of water for 2015/16
Table 3.56 and chart 3.56 above show that 89.7% of the Puntland secondary schools
have access to water and only 76.9% of secondary schools have access to drinkable
water. The sources of water are different and the greatest source comes from piped
water followed by roof tanks which are 47.1% and 42.9% respectively.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
92
Examination Results of Grades 8 and Form IV
In Puntland, centrally administered standardized examinations will be given at the
end of each school year to all students of Grade 8 and Form IV to certify completion of
primary education and secondary education respectively.
I. Grade 8 Exam Results for 2015/16
Table 3.57 Grade 8 candidates who are promoted in the year 2015/16
Region Candidates Promoted
Percentage
Promoted
M F T M F T M F T
Ayn 83 48 131 82 46 128 99 96 98
Bari 1,397 835 2,232 1,305 788 2,093 93 94 94
Gardafuu 52 21 73 51 21 72 98 100 99
Hayland 220 93 313 216 91 307 98 98 98
Karkar 415 278 693 379 249 628 91 90 91
Mudug 1,246 829 2,075 1,169 783 1,952 94 94 94
Nugal 1,064 769 1,833 973 696 1,669 91 91 91
Sanag 206 113 319 190 113 303 92 100 95
Sool 102 50 152 78 32 110 76 64 72
Total 4,785 3,036 7,821 4443 2819 7262 93 93 93
Chart 3.57 Grade 8 candidates who are promoted in the year 2015/16
Table 3.57 and chart 3.57 above show that from the total number of candidates of grade
8 examination, 93.0% of the students were promoted to the next grade (form I) of which
93.0% are boys and 93.0% are girls. The highest promotion to the next grade is
observed in the Gardafuu (99%), Hayland and Ayn regions (98.0%) and the lowest is in
Sool (72.0%) Nugal and Karkar regions (91.9%).
ANALYSIS Puntland Education Statistics Yearbook 2015/16
II. Form IV Exam Results for 2015/16
Table 3.58 Form IV Candidates who are promoted in the year 2015/16
Region Candidates Promoted Not Promoted Absents % Promoted
M F T M F T M F T M F T M F T
Ayn
43
22 65 31 15 46
11
6
17 2 -
2
72.1
68.2
70.8
Bari
768
394
1,162 742 375 1,117
18
15 33 8 4 12
96.6
95.2
96.1
Gardafuu
2 9 11 2 9 11 - - - - - -
100.0
100.0
100.0
Hayland 72
20 92 72 20 92
-
- - - -
-
100.0
100.0
100.0
Karkar
154
92 246 153 92 245
-
- - 1 -
1
99.4
100.0
99.6
Mudug
452
243 695 442 240 682
7
1 8 3 2
5
97.8
98.8
98.1
Nugal
523
298 821 511 291 802
9
5
14 3 2
5
97.7
97.7
97.7
Sanag
96
61 157 96 60 156
-
1 1 - - -
100.0
98.4
99.4
Sool
36
22 58 18 8 26
15
10
25 3 4
7
50.0
36.4
44.8
Total
2,146
1,161
3,307
2,067 1,110 3,177
60 38 98 23 12
32
96.3
95.6
96.1
Gender
Grading scale Absen
ts Total
50% [C]
and
above
Percentage
of 50% [C]
and above 12 [A] 11 [A-] 10
[B+]
9
[B]
8
[B-]
7
[C+]
6
[C]
5
[C-]
4
[D+]
3
[D]
2
[D-]
1
[E]
Boys 117 344 203 251 274 252 241 159 117 69 40 60 19 2,146 1,841 85.8
Girls 28 116 83 123 134 160 148 123 107 51 37 38 13 1,161 915 78.8
Total 145 460 286 374 408 412 389 282 224 120 77 98 32 3,307 2,756 83.3
ANALYSIS Puntland Education Statistics Yearbook 2015/16
Chart 3.58 Form IV Candidates who are promoted in the year 2015/16
Table 3.58 and chart 3.58 above show the numbers of students registered, promoted, scored 50% and above by region and
gender in the year 2015/16. As per the Puntland form IV promotion scale, from the total number of students who registered
for the form IV examination, 96.1% of the students are promoted in which 96.3% are boys and 95.6% are girls. The highest
percentage of promotions is observed in the Gardafuu (100.0%), Hayland (100.0%) and Karkar (99.6%) regions while the
lowest is in the Sool (44.8%) region.
But it can also be observed that the percentage of candidates who have scored 50% [C] and above are 83.3% in which 85.8%
are boys and 78.8% are girls. This indicates that more boys have scored 50% [C] and above than girls in the 2015/16 form IV
examination.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
95
F. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
(TVET)
Puntland Government is committed to participating in the competitive global market
economy. This requires technical and professional citizens trained in the “ability to
learn” and in specific occupations. Hence, Technical Vocational Education and Training
(TVET) are often at the center of education aimed at marketable and entrepreneurial
skills. Puntland is putting in place, in part via TVET, a comprehensive human resource
development program. TVET provides training on market oriented programs based on
the demand of industry for various target groups including: School leavers, people who
are in employment, school drop outs, and groups marginalized in the labor market.
TVET Enrolment
The total enrolment in TVET in the year 2013/14 was 4,250. In the year 2014/15 and
2015/16 enrolments has decreased to 3,637 and 2,828. The decline in enrollment might
be due to underreporting of data. It is likely that enrolment and institution figures are
higher than indicated in this document because there are government and non-
government TVET institutions in all regions which did not respond to the annual
questionnaire.
Table 3.59 shows that, in the year 2015/16, female enrolment constitutes 67.0% of total
enrolment, indicating a relatively good gender balance at the national level. Chart 3.59
displays the decline in TVET enrolment to 2014/15 and 2015/16.
Table 3.59 TVET Enrolment Trends by Sex
Sex 2013/14 2014/15 2015/16 AAGR (%)
Male 1,233 1,239 932 -8.9071524
Female 3,017 2,398 1,896 -14.34468
Total 4,250 3,637 2,828 -12.696801
% Female 70.0 65.9 67.0
ANALYSIS Puntland Education Statistics Yearbook 2015/16
96
Chart 3.59 TVET Enrolment Trends by Sex
The 2015/16 data in the table 3.60 show a total of 2,828 students in regular, evening
and summer programs. Nugal and Karkar had the largest enrolments of TVET followed
by Sool. Females are more accessing in TVET institutions than their counterparts.
Table 3.60 TVET Enrolment by Region, Level and Sex in the year 2015/16
Region Level 1 Level 2 Total
Total M F M F M F
Ayn 0 0 0 0 0 0 0
Bari 95 130 30 30 125 160 285
Gardafuu 0 0 0 0 0 0 0
Hayland 35 69 0 0 35 69 104
Karkaar 255 245 5 20 260 265 525
Mudug 45 75 30 18 75 93 168
Nugal 181 615 76 147 257 762 1019
Sanag 85 103 45 43 130 146 276
Sool 50 168 0 233 50 401 451
Total 746 1405 186 491 932 1896 2828
ANALYSIS Puntland Education Statistics Yearbook 2015/16
97
TVET Trainers (Teachers) and Institutions
In 2015/16 as shown in table 3.61 and chart 3.61, there are 20 TVET institutions in
Puntland under both government and non-government ownership. The number of
TVET institutions has increased from the last year while the number of TVET trainers
has increased in 2014/15 but shown a little decline in 2015/16.
Table 3.61 TVET Institutions and Trainers by Region and Sex in the year
2015/16
Region No of TVET institutions
No of Teacers (Trainer)
Male Female Total
Ayn 0 0 0 0
Bari 2 10 8 18
Gardafuu 0 0 0 0
Hayland 1 2 4 6
Karkaar 4 19 6 25
Mudug 4 9 3 12
Nugal 6 24 25 49
Sanag 2 9 5 14
Sool 1 8 4 12
Total 20 81 55 136
Chart 3.61 TVET Institutions and Trainers by Region and Sex in the year
2015/16
ANALYSIS Puntland Education Statistics Yearbook 2015/16
98
TVET Graduates
In 2013/14 as shown in table 3.62, there are 2,138 students graduated from TVET
institutions of whom 832 Males and 1,306 Females. This indicates that Females are
more graduating and accessing than Males in the vocational skills and therefore the
government should be given attention to formalize, upgrade and develop the TVET
institutions in Puntland.
Table 3.60 TVET Graduates by Region, Level and Sex in the year 2014/15
Region Level 1 Level 2 Total
Total M F M F M F
Ayn 0 0 0 0 0 0 0
Bari 55 95 0 0 55 95 150
Gardafuu 0 0 0 0 0 0 0
Hayland 0 0 0 0 0 0 0
Karkaar 135 218 180 90 315 308 623
Mudug 95 149 198 200 293 349 642
Nugal 48 231 21 179 69 410 479
Sanag 40 63 60 81 100 144 244
Sool 0 0 0 0 0 0 0
Total 63 60 81 100 832 1,306 2,138
ANALYSIS Puntland Education Statistics Yearbook 2015/16
99
G. Higher Education
Higher Education in Puntland includes universities and colleges. The higher education
data has been collected from 13 universities and colleges for the third time of 2013/14,
2014/15 and 2015/16. The higher data collection process has been better than in the
first year 2013/14 and has shown increase of the number of institutions, enrolments
and teachers. The higher education data as part of this yearbook contains students
enrolled, teaching staff and Pupil Teacher Ratio (PTR).
Table and chart 3.63 show that the total enrolment by sex in the year of 2013/14,
2014/15 and 2015/16. The total undergraduate enrolment of 2015/16 is 11, 554 of which
4,651 are Females which accounts 40.3 of the total enrolment. The enrolment has
shown a steady growth with an average annual growth rate of 52.7% of which 56.8%
Females and 50.3% Males. It can also be observed that Females are shown higher
growth rate than that of Males.
Higher Education Enrolments
Table 3.63 Higher Education Enrolment Trends by Sex
Sex 2013/14 2014/15 2015/16 AAGR (%)
Male 2,031 6,502 6,903 50.3520371
Female 1,209 4,186 4,651 56.6895426
Total 3,240 10,688 11,554 52.7785736
% Female 37.3 39.2 40.3
Chart 3.63 Higher Education Enrolment Trends by Sex
ANALYSIS Puntland Education Statistics Yearbook 2015/16
100
Table 3.64 Higher Education Enrolment by institution, region, district and sex
2015/16
No Name Of University /collage Region District Enrollment
M F Total
1 East Africa University
Bari Bosaso 1104 624 1,728
Karkaar Qardho 119 61 180
Mudug Galkacyo 195 216 411
Ayn Buhodle 117 69 186
Mudug Galdagob 41 58 99
Sanag Erigabo 106 81 187
Nugaal Garowe 281 263 544
2 Puntland state university Mudug Galkacyo 253 158 411
Nugaal Garowe 1160 810 1,970
3 University OF Bossaso Bari Bosaso 701 219 920
Nugaal Garowe 220 287 507
4 Maakhir university Sanag Badhan 120 64 184
5 Mogadishu University Bari Bosaso 527 212 739
6 University of Health science Bari Bosaso 351 759 1,110
7 Vision international collage Bari Bosaso 295 255 550
8 Garowe Eduction Teacher Collage Nugaal Garowe 360 91 451
9 Admas University Nugaal Garowe 79 20 99
10 Galkaio International University Mudug Galkacyo 343 167 510
11 Global Science University Mudug Galkacyo 115 145 260
12 Technical Collage of Vetenary Mudug Galkacyo 62 19 81
13 Puntland University Science and technology Bari Bosaso 354 73 427
Total
6903 4651 11,554
Table 3.64 above show that in the year 2015/16 the total higher education enrolment is
11,554 of which 4,651 are females and 6,903 are Males. It can be observed that the
higher education institutions are more concentrated in the Bari region specially Bosaso
district.
ANALYSIS Puntland Education Statistics Yearbook 2015/16
101
Teaching Staff in Higher Education
Table 3.65 universities and college teaching staff by institution, region,
district, sex and PTR 2015/16
No Name of University /collage Region District Teaching staff
M F Total PTR
1
East Africa University
Bari Bosaso 253 14 267 6.5
Karkaar Qardho 14 0 14 12.9
Mudug Galkacyo 37 7 44 9.3
Ayn Buhodle 12 0 12 15.5
Mudug Galdagob 11 1 12 8.3
Sanag Erigabo 16 0 16 11.7
Nugaal Garowe 59 3 62 8.8
2 Puntland state university Mudug Galkacyo 20 3 23 17.9
Nugaal Garowe 167 30 197 10
3 University OF Bossaso Bari Bosaso 50 4 54 17
Nugaal Garowe 33 4 37 13.7
4 Maakhir university Sanag Badhan 13 0 13 14.2
5 Mogadishu University Bari Bosaso 46 3 49 15.1
6 University of Health science Bari Bosaso 27 8 35 31.7
7 Vision international collage Bari Bosaso 8 2 10 55
8 Garowe Eduction Teacher Collage Nugaal Garowe 15 1 16 28.2
9 Admas University Nugaal Garowe 17 0 17 5.8
10 Galkaio International University Mudug Galkacyo 25 5 30 17
11 Global Science University Mudug Galkacyo 16 0 16 16.3
12 Technical Collage of Vetenary Mudug Galkacyo 11 1 12 6.8
13 Puntland University Science and
technology Bari Bosaso 29 4 33 12.9
Total 879 90 969 11.9
Table 3.65 above shows that there are 969 higher education teaching staffs of which
9.2% are female teachers. This indicates that female teachers’ participation in the
higher education is very low but shown a little increase of 3% of the last two years. It
can also be observed that teaching staff in the higher education institutions have
shown increase in comparison of 2013/14.
The Pupil Teacher Ratio in higher education institutions is 11.6 of which the highest
PTR is 55.0 for the Vision International Collage and the least 5.8 for the Admas
University. In general the PTR in the year of 2015/16 have shown a decline of the
ANALYSIS Puntland Education Statistics Yearbook 2015/16
102
annual growth rate of (-11.5). In which the declines of the growth rate of PTR shows
improvements on the teaching learning process as well as on the quality of education
for the last year.
ANNEXES Puntland Education Statistics Yearbook 2015/16
103
4. ANNEXES
ANNEXES Puntland Education Statistics Yearbook 2015/16
104
Annex 1: EMIS, its Uses and Life Cycle
What IS EMIS? Education Management Information System (EMIS)
is an acronym for Education Management Information system;
is a system designed to systematically organize information related to the management
of educational development at all levels;
is responsible for the promotion and use of information for policy planning, decision
making, and the monitoring and evaluation of an education system;
needs to be as complete as possible and addresses the information needs of all
stakeholders in education system;
includes tools (software) to assist in data processing, storage and analysis.
What Are the Uses of EMIS?
Informing decision-makers: Provide analyzed information to decision makers to
monitor progress towards achieving the goals of the MoEHE (Planned vs. Achieved);
Identifying issues to be addressed by planners: Help planners identify existing
problems and predict future problems using projections and trends;
Supporting policy planning: Provide information to estimate the expected
implications of policy changes (pre-policy analysis) and analyze the effect policy changes
had, as well as inform future policy development (post-policy analysis);
Providing general planning information: Provide information for strategic
planning, financial and human resource planning, project design, etc.
Providing tools for education sector management: Provide data for projection and
simulation tools as well as resource allocation calculations;
Monitoring and evaluation information: Progress monitoring (particularly
important in times of reform) and evaluation of projects and programmes;
Informing other users: Provide information for the operations of the Ministry,
Regional Education Offices, District offices and all other stakeholders in education
including development partners.
Life Cycle of EMIS
o Data Collection: the design, redesign, development and publication of annual school
census including training, distribution and monitoring of the completed instrument.
o Data Processing: the design, redesign, development and use of data storage and
processing software including data entry, data cleaning, data verification and data
compilation.
ANNEXES Puntland Education Statistics Yearbook 2015/16
105
o Data Analysis: looking more closely to the data and in various ways in order to get
information useful for planning and decision making including identifying data for
analysis, calculation of educational indicators, creating of tables and charts, and
interpretation of it.
o Publication and Dissemination: the printing and distribution of hard copies and
website hosting, attaching and emailing of soft copies of annual yearbooks, quick
references, leaflets,
o Feedback: preparing feedback forms and collecting feedbacks for the improvement of
the next data collection, processing, analysis, publication and dissemination.
ANNEXES Puntland Education Statistics Yearbook 2015/16
106
Annex 2: Glossary
Apparent Intake Rate (AIR):
Apparent Intake Rate, sometimes called Gross Intake Rate is the percentage of new
entrants (irrespective of age) in grade 1 out of the total number of children of the
official admission age (age 6, for primary education, in the Puntland case) in a given
year.
Average School Size:
Average School Size is the average number of students per school, at a given
educational level, in a given year. It is calculated by dividing the total number of
pupils at a given level by the total number of schools available for that level.
Dropout Rate:
Dropout rate is the percentage of pupils who discontinue their learning from a given
grade compared to the previous year’s total enrolment in the same grade.
Gender Parity Index (GPI):
Gender Parity Index is the ratio of female to male indicators mostly we use Gross
Enrolment Rate (GER). A gender parity index of 1 indicates perfect equality between
males and females, while a GPI closer to zero indicates high disparity between the
participation of females compared to males.
Gross Enrollment Rate (GER):
Gross Enrollment Rate is the percentage of pupils (irrespective of age) at a particular
grade level compared to the corresponding school age population. For example,
Primary Gross Enrollment Rate for Puntland would be the total primary school
enrollment (lower and upper primary) divided by the population aged 6-13.
Net Enrolment Rate (NER):
Net Enrolment Rate is the percentage of pupils at a particular grade level, who are of
the official enrollment age for that level, compared to the corresponding school age
population. For example Primary NER for Puntland would be the primary school
enrollment of children aged 6-13 divided by the population aged 6-13.
ANNEXES Puntland Education Statistics Yearbook 2015/16
107
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.