[{"bbox": [83, 131, 1146, 372], "category": "Text", "text": "These sector specific challenges are further compounded by Somalia's exposure to cyclical climatic shocks including drought, flooding and lately locust invasions. These shocks negatively affect livelihoods, and often lead to high levels of internal migration and displacement, which in turn undermine educational access and retention. Conflicts have been found to pose direct implications on education: killing, abduction and threats against teachers, destruction and looting of school property, and occupation of schools (for shelter or military purposes). Lack of education services is also one of the most decisive factors the over 640 000 Somali refugees in the region cite when considering to return. The COVID-19 pandemic has exacerbated an already fragile situation, with disruptions in various key aspects of the sector including shutting down of schools, loss of income for teachers and redirection of the already limited resources to combating the pandemic instead of deepening investments into the sector."}, {"bbox": [83, 397, 1146, 663], "category": "Text", "text": "In the post secondary education sector, the provision of TVET remains largely low level and NGO driven aimed to respond to specific skill needs, engage out of school youth or those at risk of engaging in criminal enterprises. However, there are challenges to align training offers with market needs. State investment is almost non-existent, and most training centres are ill-equipped to support the trades they purport to offer. This is exemplified in the situation of Berbera city where the only existing TVET centre offering 3 year courses in electrical, mechanical and construction lacks adequate physical facilities, equipment and trained instructors, despite very promising market perspectives due to massive ongoing investments in port infrastructure that is bound to lead to a dramatic expansion of economic activities in the area. Generally long-term perspectives for TVET development including polices, curricula, regulatory frameworks, accreditation system etc. do not exist, making articulation pathways, recognition and portability of qualifications difficult."}, {"bbox": [83, 688, 1146, 849], "category": "Text", "text": "In the tertiary sector, there are more than 100 universities, mostly privately owned. Growth in recent years has happened largely without necessary quality control, and teaching, management research and publication capacities are weak. With limited regulation, there are growing concerns that the quality of education received at Somali higher education institutions may fall far short of international standards. As a result, graduates may be ill prepared to enter employment and their qualifications are unlikely to be recognized beyond the country's borders. Due to severely limited funding, the Higher Education Commission struggles to provide institutional oversight and quality assurance."}, {"bbox": [83, 876, 1146, 929], "category": "Text", "text": "Identification of main stakeholders and corresponding institutional and/or organisational issues (mandates, potential roles, and capacities) to be covered by the action:"}, {"bbox": [83, 956, 1146, 1010], "category": "List-item", "text": "* Federal and member state governments are expected to support the improvement of education and planning, coordination and budgeting, including stronger safeguards and accountability."}, {"bbox": [83, 1012, 1146, 1091], "category": "List-item", "text": "* Local or municipal authorities will provide financial resources and supervisory role to primary and secondary schools thus complementing the efforts of the central Ministries of Education to expand quality public education opportunities."}, {"bbox": [83, 1093, 1146, 1146], "category": "List-item", "text": "* Communities whose children will benefit from the education support provided through this programme and who are expected to provide complementary support including sustenance of the initiative beyond the funding period."}, {"bbox": [83, 1148, 1146, 1226], "category": "List-item", "text": "* Children from all strata of society, including vulnerable groups such as girls, internally displaced persons (IDPs), refugees and returnees; people with special educational needs and pastoralists will benefit from expanded and flexible education opportunities."}, {"bbox": [83, 1229, 1146, 1308], "category": "List-item", "text": "* Relevant line ministries responsible for TVET (labour, youth, education etc.) will be expected to coordinate TVET programmes and policies; facilitate curriculum development; promote standards and assess institutional facilities and capacity of TVET."}, {"bbox": [83, 1310, 1146, 1389], "category": "List-item", "text": "* Corporations, SMEs and local business leaders will be expected to support market needs assessment, apprenticeship and on-the-job training opportunities as well as the financing of TVET centres and universities under corporate social responsibility framework."}, {"bbox": [83, 1391, 1146, 1444], "category": "List-item", "text": "* Implementing partners (NGOs and/or international organisations) in close cooperation with government authorities will be responsible for the delivery of this programme."}, {"bbox": [83, 1446, 1146, 1523], "category": "List-item", "text": "* Private-sector entities will be involved through improving synergies between public and private sectors, building a demand-responsive system, and through the development of courses linked to employment and incentives to invest in the labour force."}, {"bbox": [83, 1525, 1146, 1607], "category": "List-item", "text": "* Quality assurance departments and Commissions for Higher Education will be expected to lead core functions of quality assurance, registration and accreditation of universities. Higher Education Institutions will be benefit improved regulatory environment and capacities."}, {"bbox": [1051, 1663, 1158, 1687], "category": "Page-footer", "text": "Page 7 of 23"}]