Ali Abdullahi Warsame
Education and Development Expert, Researcher,
and former Politician
• Solid academic background (Ph. D, M.Phil.Ed., Candidatus
Magisteri, B. A, Dip. BA)-studied at Universiti Sains Malaysia,
University of Oslo, Oslo University College, Sydney University and
Somali National University.
• Over 30 years of professional experience and career trajectory
acquired through working in various sectors focusing on the social
sector (education & health), environment and climate change, public
policy, and humanitarian work.
• Served as minister for ten years (first as Minister of Health and then
as Minister of Environment and Climate Change for the Puntland
State of Somalia).
• Served as the Director of Higher Education at MoE Puntland.
• Served as a Senior Advisor and lead expert in different capacities for
the Somali government at national and sub-national levels.
• Has extensive experience in research and teaching at different levels
(lectured at colleges and universities in Norway, Malaysia, and
Somalia).
• Founder of several educational institutions in Somalia, including
Addoun University and KAAD Institute (research, training, and
consultancy institution) in Puntland.
• Worked for the United Nations Organizations (UNICEF, WHO,
UNDP, IOM) and other International Organizations/development
partners providing expertise on rebuilding Somalia's social and
environmental sectors and Change management issues.
• Multilingual with a strong command of important foreign languages
(English, Arabic, Norsk, and Bahasa Melayu)
• Current position: Independent Researcher/ Consultant
and former Politician
• Solid academic background (Ph. D, M.Phil.Ed., Candidatus
Magisteri, B. A, Dip. BA)-studied at Universiti Sains Malaysia,
University of Oslo, Oslo University College, Sydney University and
Somali National University.
• Over 30 years of professional experience and career trajectory
acquired through working in various sectors focusing on the social
sector (education & health), environment and climate change, public
policy, and humanitarian work.
• Served as minister for ten years (first as Minister of Health and then
as Minister of Environment and Climate Change for the Puntland
State of Somalia).
• Served as the Director of Higher Education at MoE Puntland.
• Served as a Senior Advisor and lead expert in different capacities for
the Somali government at national and sub-national levels.
• Has extensive experience in research and teaching at different levels
(lectured at colleges and universities in Norway, Malaysia, and
Somalia).
• Founder of several educational institutions in Somalia, including
Addoun University and KAAD Institute (research, training, and
consultancy institution) in Puntland.
• Worked for the United Nations Organizations (UNICEF, WHO,
UNDP, IOM) and other International Organizations/development
partners providing expertise on rebuilding Somalia's social and
environmental sectors and Change management issues.
• Multilingual with a strong command of important foreign languages
(English, Arabic, Norsk, and Bahasa Melayu)
• Current position: Independent Researcher/ Consultant
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Papers by Ali Abdullahi Warsame
thrive, their contribution to basic education is either not known or thought to be
insignificant. This report is an outcome of a study on Qur’anic schools in Somalia carried
out by UNICEF to better understand the Qur’anic school system and to improve access to
basic education. The objective of the study was to explore the extent to which basic
education subjects can be introduced into Qur’anic schooling and upgrade the learning and
teaching environment. The study sought to establish a comprehensive understanding of the
current structure of Qur’anic schools in Somalia, looking at instructional materials, school
size, students, taught subjects, ownership, source of finance, physical structure and level of
teacher education. Integration of basic education into the Qur’anic school system implies
curriculum changes. Therefore, the study also investigated the perceptions of relevant
stakeholders on integration.
The findings of this study suggest that Qur’anic schools across the country are currently
undergoing transformation independently without receiving guidance from any “known”
formal authority or institutions. The most notable change is the emergence of a Hybrid
Qur’anic School (HQS), which can be characterized as a new path where the core traditional
Islamic education (the memorization of the Qur’an) and modern education are integrated.
The findings support that the hybrid Qur’anic school presents a huge opportunity to boost
the enrollment ratio for primary education in Somalia. Many of these schools have better
infrastructure, instructional materials and better-qualified teachers compared to traditional
Qur’anic schools. In addition, a wide range of primary school subjects such as Somali,
Arabic, Islamic studies, Math and English are taught in these schools suggesting that
integration is already taking place in these schools. The study also found that integration of
basic education into the Qur’anic school system enjoys wide support by Qur’anic School
(QS) decision-makers and stakeholders as long as long as it does not undermine the religious
mission of Qur’anic schools.
However, serious material and human resource constraints limit the realization of this
vision. The study found that the majority of QS teachers lack basic education themselves.
Poor school physical structure and a shortage of instructional materials also constitute a
serious challenge. Hence, extensive training and inputs to infrastructure improvement need
to be addressed before any meaningful integration can take place.
education at all levels. The Ministry's commitment is reflected in Education Sector Planning
(ESSP) 2022-27, which prioritizes improving teacher training programs and practices. The
MoEHE has developed various educational policy documents to meet the developmental needs of
the Puntland Education Sector and individual learners. However, these policy documents do not
include teachers’ competencies to operate effectively. The inadequacy of the policy has
contributed to several challenges, as teachers need a competency framework that provides
mechanisms for assessing teacher competencies and rewards for developing and utilizing
monitoring tools to ensure that teaching and learning standards are maintained.
Against this background, the Ministry decided to develop a competency framework for teachers
in Puntland to enhance their training and performance. The framework provides valuable guidance
on the competencies that schoolteachers should possess throughout their teaching careers.
Implementing the framework requires competencies in knowledge, teaching skills, assessment
skills, and attributes through Continuing Professional Development (CPD), thereby improving the
quality of teaching and learning.
The framework provides a comprehensive guide for teachers' pre-service education, recruitment
and selection, in-service training, and continuing professional development. It outlines the
minimum knowledge and skills required for effective teaching and improving teachers'
performance to bring about quality education for all students in Puntland within a nationally
appropriate context, in line with regional and global best practices. Furthermore, it handles a set
of skills, knowledge, behaviors, and attributes that enhance the overall performance of teachers
across the state. This framework offers teachers a refreshingly holistic perspective. Rather than
simply focusing on the technical aspects of teaching, the framework encourages teachers to strive
for excellence in three essential areas: knowing oneself, practicing human goodness, and mastering
teaching practice. By developing these skills, teachers can develop professionally and become
positive examples of integrity, balance, and empathy.
The framework comprises the general competencies and performance indicators that all state
teachers should possess. It is a unique reference document that complements the existing teacher
standards in Puntland. Structurally, documents are divided into three parts. Part One provides the
background for the development of the framework. Part two elaborates on the conceptualization
of the framework in detail. Part three presents the proposed Puntland framework, draws ideas for
implementing the framework, and provides recommendations and conclusions.
Conference Presentations by Ali Abdullahi Warsame
Development Goals and 169 targets aspire to ensure prosperity and well-being of all people by
2030 while protecting the planet. The scope of the 2030 Agenda and its level of ambition aims at
addressing the challenges of the present-day world that are of great concern to the countries and
people everywhere. In Somalia, despite the many challenges faced by the country, there have been
major steps toward achieving the Sustainable Development Goals (SDGs) in the country. The
country has aligned the national development planning frameworks with the SDGs, forged
partnerships with international partners to translate the commitments into actions, and put in place
projects and programs aimed at achieving the SDGs among others.
This report is the outcome of a consultancy on the acceleration and localization of Green SDGs
for Somalia. The overall objective was to facilitate the implementation of green-related SDGs.
More specifically, the consultancy sought to identify green SDG indicators most relevant for
Somalia, and institutions relevant for Green SDGs, and define a roadmap for environmental
institutions to support the implementation of green SDGs. It is hoped that the outcome of the
consultancy will help further inform both government policy and decision-makers and
international partners whose task is to lead the country towards achieving SDGs and its targets.
The report is organized into three chapters. The first chapter introduces the Agenda for SDGs,
particularly the Green SDGs. It also addresses the SDGs in Somalia's context focusing on policies,
legal frameworks and the country’s national vision for Sustainable Development. Furthermore, it
gives an introduction to the consultancy, its objectives, expected outcome, and methodology.
The second chapter provides the country context outlining key challenges the country is faced with
on the one hand and progress towards achieving SDGs on the other hand. This section also gives
a brief account of the country’s preparedness, the UN contribution to the realization of SDGs for
Somalia, and the progress that has been made so far including recent data on SDGs in Somalia.
Institutions relevant to Green SDGs for federal and Federal Member States (FMSs) are defined
along with a contextual analysis of the institutional gaps and barriers being made in this part.
Chapter 3 provides a roadmap for environment institutions to support the implementation of the
Green SDGs. At the end of the report, annexes presenting the list of participants at the national
consultation meeting, the agenda and photos taken during the meeting are provided.
Children establish the cognitive, emotional, and social foundations important for their future well
being and lifelong learning in the first years of life. The impact of the child’s earliest experiences
and environment, particularly the family and community in which the child is raised, is profound.
This research paper discusses the development of Early Childhood Education (ECE) in Somalia.
The paper provides a historical overview of the development of ECE and presents a narrative
account of the current state of ECE, delivery modes, administrative organization, existing
strengths, gaps challenges and growth opportunities. The primary research approach used in this
study was a desk review and analysis of the available secondary data. The paper outlines specific
recommendations and concludes that Somalia can change the current status of early childhood
education (ECE) and improve its access and quality. This will require a conscious and meticulous
action plan by the Ministry of Education Culture and Higher Education (MoECHE), which should
be made with consultation from various stakeholders, the most important policymakers, parents,
communities, and education sector development partners. The action plan should improve access,
infrastructure, teacher training, and teacher remuneration and expand and create collaborative
networks that share knowledge, resources, and information about ECE's present trends and needs.
امإ اهارجأ لاموصلا ف ةينآرقلا سرادملا لوح ةسارد ةجيتن ه ةقرولا هذه .ةيمهأ تاذ يغ اهنأ دقتعي وأ ةفورعم يغ
نآرقلا سرادملا ماظن مهف اهنم سيئرلا فدهلا ناكو ةيف ذنم ثحابلا نأ مسرلا ساسلأا ميلعتلل نكمي تلا لبسلا ةفرعمو
للاخ نم اهمدقت نا نود نآرقلا سرادم آرقلا ةسردمل رض يأ ف ببست ن نكمي ىدم ديدحت لىإ ةساردلا تعس امك ،
ةساردلا. نآرقلا ميلعتلا ف باسحلا تايساسأو ةيبرعلاو ةيلاموصلا يتغللا ةءارقو ةباتك لثم ساسلأا ميلعتلا داوم لاخدإ
، ةيميلعتلا داوملا لىإ رظنلاب ، لماش لكشب ةينآرقلا سرادم مهف لىإ تعس اضيأ تلا داوملاو ، بلاطلاو ، ةسردملا مجحو
ميلعتلا جمد يوطني .ميلعتلاو ملعتلا ةئيب يسحتو يملعملا ميلعت ىوتسمو ،ليومتلا ردصمو ، ةيكلملاو ، اهسيردت متي
باحصأ تاروصت ف اضيأ ةساردلا تثحب ، كلذل .ةيساردلا جهانملا ف تاييغت لىع ةينآرقلا سرادملا ماظن ف ساسلأا
.لماكتلا لوح يينعملا ةحلصملا
يأ قلت نود اهسفن ءاقلت نم لًوحت ايلاح دهشت دلابلا ءاحنأ عيمج ف ةينآرقلا سرادملا نأ لىإ ةساردلا هذه جئاتن يشت
مسر تاسسؤم وأ ةطلس يأ نم هيجوت ةطلتخملا ةينآرقلا ةسردملا روهظ وه ازورب يكلأا ييغتلا نا اودبيو ،ةفورعم ةي
يهلا( ميلعتلاو )نآرقلا ظفح( ساسلأا يديلقتلا ملاسلإا ميلعتلا جمد متي ثيح ديدج راسم اهنأب اهفصو نكمي تلاو ، )ديي
راغصلا ذيملاتلا قاحتلا ةبسن ةدايزل ةيبك ةصرف مدقت ماع لكشب ةطلتخملا ةينآرقلا ةسردملا نأ جئاتنلا معدتو ،مسرلا
لىا تبسنب اما . نادتبلاا ميلعتلاب هينبلا لضفأ سرادملا كلت نم ديدعلا كلتمت ،ةيميلعتلا داومو يملعملاو ةيتحتلا ةينبلا
سيردت سرادملا هذه ف متي ، كلذ لىإ ةفاضلإاب .ةيديلقتلا ةينآرقلا سرادملا لىا ةنراقم لضفأ لكشب يلهؤم يملعمو
و ةيبرعلاو ةيلاموصلا لثم ةيئادتبلاا سرادملا داوم نم ةعساو ةعومجم ةييلجنلإا ةغللاو تايضايرلاو ةيملاسلإا تاساردلا
ظحي ةينآرقلا سرادملا ماظن ف ساسلأا ميلعتلا جمد نأ ةساردلا تدجو كلاذكو .لعفلاب ثدحي جامدنلاا نأ لىإ يشي امم
قلا سرادملل ةينيدلا ةلاسرلا ضوقي لا هنأ املاط ةحلصملا باحصأو يملعملاوروملأا ءايلوا نم عساو معدب .ةينآر
لاثمف .ةيؤرلا هذه قيقحت نم ددحت تلاوةيشبلاو ةيداملا دراوملا لىع تابوعصو تاقوعم دوجو ةساردلا تدكا ايخاو
.ايطخ ايدحت ةيميلعتلا داوملا صقنو سرادملل ةيداملا ةينبلا فعض لكشت امك ساسلأا ميلعتلا لىإ نورقتفي يملعم ةيبلاغ
بيردتلا زيركت بجي ، مث نمو ةينآرقلآ سردملل ةيمسرلا ةيسردملا داوملل فداه جمد يأ ثودح لبق يملعملل فثكملا
، .باتك سجودب فرعي اموا دييهلا عونلا ةصاخو
trees, and shrubs feed the livestock that dominate exports, provide sustenance and cash income to
its pastoralists and agro-pastoralists, and underpin the food security of most of its population1.
In Puntland’s rangeland zones account for a greater part of the state’s land mass and support
pastoralists and their livestock as well as wildlife populations. Unfortunately, the productivity of
these rangelands has been greatly affected by the frequent droughts and floods that characterize
the impacts of climate change and variability. This has resulted in major threats to the integrity of
these critical ecosystems that support millions of people who directly and indirectly derive their
livelihoods from the existing natural resources. The impacts of the droughts on the population and
livestock have been increasing exponentially in recent times as a result of prolonged droughts.
In the quest to understand and subsequently address these challenges, this consultancy has been
carried out. The overall objective is to contribute towards improved rangeland management by
demonstrating a wide range of innovative rangeland management practices. The ultimate objective
of the consultancy is to develop rangeland management guidelines in water for agro-pastoralist
productivity and resilience “biyoole” project sites of Puntland.
The consultancy has produced this report which is structured into four parts. The first part provides
the context and background of the topic under study. It offers an overview of the state of rangelands
and challenges both man-made and natural disasters. It further describes the institutional
arrangements, legislation, and regulatory framework that are in place hitherto. In addition, this part
provides a brief description of the agro-ecological zones (AEZ) of Puntland with a particular focus
on the Adduun coastal, the Nugal Valley, the Hawd, and the Sool Plateau. The second part gives
an introduction to the consultancy, its objectives, expected outcome, and methodology. The third
part presents the Findings of the Field Assessment and recommendations. The fourth part four
presents proposed guideline to Sustainable Rangeland Management.
Thesis Chapters by Ali Abdullahi Warsame
Education Curriculum (PTEC). The gap analysis is significant as it potentially impacts teacher
student learning and overall educational outcomes in Puntland. The report provides an overview
background of education in Puntland and particularly the current state of teacher education in the
Puntland curriculum. The overall objective of the gap analysis exercise was to review the
curriculum and manuals of primary teachers' education, identify the strengths and weaknesses of
the curriculum and manuals indicating changes that need to be improved, and update the
curriculum and manuals. Moreover, to improve the content and structure of the existing primary
curriculum for the teachers to align with the newly developed/revised syllabus of primary schools.
The analysis effectively communicates the purpose of the review, identifying the gaps or areas
needing improvement and outlining potential strategies for addressing these gaps.
The gap analysis also provided extensive coverage of the teacher education curriculum syllabus
looking at the course description, the effectiveness of the learning outcomes in meeting educational
objectives, the relevance of the course content, the variety and suitability of teaching methods
employed, the appropriateness of assessment methods, the logical sequencing of topics, the
practicality of the curriculum, the clarity of the language used, as well as the adequacy of examples
and illustrations provided. Finally, the gap analysis presents steps for the upcoming comprehensive
review and revision of the PTEC.
Teaching Documents by Ali Abdullahi Warsame
T
he consequences of these events on the health sector in general and the health workforce, in particular,
have been devastating, affecting the entire health service delivery. This study, commissioned by the Heritage
Institute for Policy Studies (HIPS) and City University of Mogadishu, was conducted to assess the state of
healthcare in Somalia as it relates to human capital in the sector. The study also aims to provide an analysis of
current challenges but also to put forward remedial solutions for system-wide recovery strategies.
Specifically, the study sought to identify health workforce shortages and skills gaps and to explore ways
to overcome human capital development-related challenges.
Moreover, the study looked into existing policies, programs and health professional education institutions.
Health authorities at the federal and member state level, the private health sector, health professional training
institutions, health professional associations and development partners assisted with this study. Qualitative
interpretative research was used as well as data collection methods, including key informant interviews,
document review and analysis and focus group discussions.
T
he overall findings of this study show that healthcare services in Somalia are highly inadequate and the
health workforce lacks the skills, knowledge, legal instruments and the necessary resources to do their jobs.
Other findings include:
• Healthcare services, both public and private, are ill equipped to meet even the primary health service
needs of the bulk of the population;
• There is a scarcity of all categories of health workers, particularly mid-level professionals and physicians;
• There are considerable gaps in skills;
• There is an improper allocation of health workforce (urban vs. rural);
• Retention and motivation schemes are weak;
• There is an inadequate enabling environment for the health workforce;
• Training institutions are substandard and unregulated;
• There is an absence of adequate government oversight for the health workforce; and
• There are few health professional training institutions in the face of a rapid population increase.
T
hese systemic inadequacies and challenges require an urgent scale-up of the production, training and skills
enhancement of the health workforce. A continuing education program is needed to secure the attainment of
universal health coverage (UHC) and health-related sustainable development goals (SDGs) and targets. In
service training activities could increase the knowledge and skills of healthcare workers and
systematically and sustainably enable them to attain higher competencies that will help them to produce
desired health outcomes. The study presents a strategic direction through which Somalia could overcome
the current health workforce shortage and skills gaps through a development process that provides clear
objectives and how to achieve them
the 1950s, are unprecedented. Considerable warming of the atmosphere and ocean has occurred,
world snow and ice storage have decreased, and the average global sea level has increased. The
main reason for climate change is the anthropogenic increase in greenhouse gas (GHGs)
concentration in the Earth's surface layer of the atmosphere. The analysis of observation data
collected under the World Meteorological Organization's Global Atmospheric Watch Program
shows that the average atmospheric carbon dioxide and other greenhouse gas concentrations reach
their new maximum each year.
Like other countries in the Horn of Africa, Somalia is viciously affected by climate change and
extreme climate shocks. The country is highly prone to natural disasters, and it is anticipated that
the incidence of extreme weather events, including heatwaves, floods, and droughts, will likely
increase. The consequences of these events have been devastating, affecting the majority of
Somalia's population, whose livelihoods rely directly or indirectly on the available natural
resources. With increasing climatic changes, the foundation of the country's economy, stability,
and food security is under threat. The country has contributed least to the potentially catastrophic
build-up of human-derived greenhouse gases (GHGs) in the atmosphere. Yet it is one of the most
vulnerable countries to global warming and climate change impacts.
The Federal Republic of Somalia is pleased to release a revised and updated Nationally Determined
Contribution (NDC1) for submission to the UNFCCC Conference of the Parties (COP) by 2021.
The updated NDC represents the commitment of Somalia to the international community to
employ its greatest efforts in responding to climate change. In the updated NDC, Somalia has
reviewed, updated, and adjusted its mitigation and adaptation contributions to align with its
national climate change policies and strategies and the latest socio-economic development.
However, implementing the updated NDC requires extensive financial, technological, and human
resources. The actions reflected in this updated NDC have been derived through a consultative
process. They reflect a national resolve to respond to the call by the global community to initiate
domestic preparations for nationally determined contributions towards curbing the temperature
rise to below 2°C by the end of the century.
While preparing this updated and revised NDC, broad consultations were held with various key
stakeholders, and government policies and plans relevant to climate change action were revisited.
In the mitigation component, the major greenhouse gases (GHGs) covered in this NDC are Carbon
dioxide (CO2), Methane (CH4), and Nitrogen oxide (NO2). The Agriculture, Forestry, and Other
Land Use (AFOLU) sector (AFOLU) covers the anthropogenic land management activities that
generate emissions but are not covered under the energy and waste sectors. It is divided into three
subsectors: livestock, land-based emissions (land use and land use changes), aggregate sources,
and non-CO2 emission sources.
Of total Somalia's GHG emissions (62.92 Mt CO2e as of 2015), about 96% of emissions came
from the AFOLU. The Land use, land-use change, and forestry sub-sector (LULUCF) are the most
important concerning removals. The updated NDCs include mitigation and adaptation
components, presenting measures and procedures that must be undertaken from 2020-2030. For
Somalia to successfully implement its updated NDC, Somalia needs a great deal of capacity building, technology transfer, and financial support. The updated NDC provides estimated costs of key adaptation sectors/areas and costing and funding strategy for mitigation activities, including
mitigation analysis, costing report, and macroeconomic and socio-economic analysis.
Desertification, land degradation, and drought caused by human activities and climatic variations are having
a huge toll on human well-being and the environment, ranking among the greatest development challenges
of our time. Like most sub-Saharan African countries, Somalia suffers from environmental degradation
and desertification. The country suffers from both natural and man-made environmental issues. High levels
of deforestation and overgrazing cause desertification and soil erosion. The country has a rapidly growing
population whose lives depend on natural resources for their pastoralist and agricultural livelihoods. Land
degradation adversely affects the productivity of pastoralism and agriculture and undermines the fight
against poverty and hunger. Land degradation threatens the medium- to the long-term sustainability of
pastoral systems since degraded rangelands cannot support the feeding requirements of animal populations.
There is very low rainfall and evaporation is extremely high. Recurrent terrible droughts followed by river
and flash floods also contribute to environmental degradation threatening the population living in the
country in the future.
The United Nations Convention to Combat Desertification (UNCCD) facilitates international efforts to
combat desertification, mitigate the effects of drought, and alleviate poverty. Somalia has been a signatory
to the UNCCD since 2002 and has formulated this National Adaptation Plan (NAP) to fulfill its first
obligation under the Convention., which addresses combating desertification and land degradation issues.
The country also submitted its first reporting process under the UNCCD (2018). Following the
Convention's relevant decisions, the Federal Government of Somalia (FGS) is determined to undertake a
series of actions to demonstrate its commitment to present its report on combating desertification.
This report present is the Somalia National UNCCD Report 2021-2022 on the five (5) UNCCD Strategic
Framework 2018-2030. The report is prepared by the Federal Ministry of Environment and Climate change-
the focal point of the Convention. The report is part of an initiative to enhance national-level technical and
institutional capacity for reporting and Land Degradation Neutrality (LDN) monitoring in the context of
the UNCCD Strategic Framework 2018-2030 and Sustainable Development Goal (SDG15.3). This report
represents the commitment of Somalia to the UNCCD to employ its greatest efforts in combating
desertification. The report reflects the most ambitious and continuous efforts by the Federal Government
of Somalia to combat desertification. This report is aligned with the below-stated five strategic objectives
(SO), which guide the actions of all UNCCD stakeholders and partners from 2018–2030.
thrive, their contribution to basic education is either not known or thought to be
insignificant. This report is an outcome of a study on Qur’anic schools in Somalia carried
out by UNICEF to better understand the Qur’anic school system and to improve access to
basic education. The objective of the study was to explore the extent to which basic
education subjects can be introduced into Qur’anic schooling and upgrade the learning and
teaching environment. The study sought to establish a comprehensive understanding of the
current structure of Qur’anic schools in Somalia, looking at instructional materials, school
size, students, taught subjects, ownership, source of finance, physical structure and level of
teacher education. Integration of basic education into the Qur’anic school system implies
curriculum changes. Therefore, the study also investigated the perceptions of relevant
stakeholders on integration.
The findings of this study suggest that Qur’anic schools across the country are currently
undergoing transformation independently without receiving guidance from any “known”
formal authority or institutions. The most notable change is the emergence of a Hybrid
Qur’anic School (HQS), which can be characterized as a new path where the core traditional
Islamic education (the memorization of the Qur’an) and modern education are integrated.
The findings support that the hybrid Qur’anic school presents a huge opportunity to boost
the enrollment ratio for primary education in Somalia. Many of these schools have better
infrastructure, instructional materials and better-qualified teachers compared to traditional
Qur’anic schools. In addition, a wide range of primary school subjects such as Somali,
Arabic, Islamic studies, Math and English are taught in these schools suggesting that
integration is already taking place in these schools. The study also found that integration of
basic education into the Qur’anic school system enjoys wide support by Qur’anic School
(QS) decision-makers and stakeholders as long as long as it does not undermine the religious
mission of Qur’anic schools.
However, serious material and human resource constraints limit the realization of this
vision. The study found that the majority of QS teachers lack basic education themselves.
Poor school physical structure and a shortage of instructional materials also constitute a
serious challenge. Hence, extensive training and inputs to infrastructure improvement need
to be addressed before any meaningful integration can take place.
education at all levels. The Ministry's commitment is reflected in Education Sector Planning
(ESSP) 2022-27, which prioritizes improving teacher training programs and practices. The
MoEHE has developed various educational policy documents to meet the developmental needs of
the Puntland Education Sector and individual learners. However, these policy documents do not
include teachers’ competencies to operate effectively. The inadequacy of the policy has
contributed to several challenges, as teachers need a competency framework that provides
mechanisms for assessing teacher competencies and rewards for developing and utilizing
monitoring tools to ensure that teaching and learning standards are maintained.
Against this background, the Ministry decided to develop a competency framework for teachers
in Puntland to enhance their training and performance. The framework provides valuable guidance
on the competencies that schoolteachers should possess throughout their teaching careers.
Implementing the framework requires competencies in knowledge, teaching skills, assessment
skills, and attributes through Continuing Professional Development (CPD), thereby improving the
quality of teaching and learning.
The framework provides a comprehensive guide for teachers' pre-service education, recruitment
and selection, in-service training, and continuing professional development. It outlines the
minimum knowledge and skills required for effective teaching and improving teachers'
performance to bring about quality education for all students in Puntland within a nationally
appropriate context, in line with regional and global best practices. Furthermore, it handles a set
of skills, knowledge, behaviors, and attributes that enhance the overall performance of teachers
across the state. This framework offers teachers a refreshingly holistic perspective. Rather than
simply focusing on the technical aspects of teaching, the framework encourages teachers to strive
for excellence in three essential areas: knowing oneself, practicing human goodness, and mastering
teaching practice. By developing these skills, teachers can develop professionally and become
positive examples of integrity, balance, and empathy.
The framework comprises the general competencies and performance indicators that all state
teachers should possess. It is a unique reference document that complements the existing teacher
standards in Puntland. Structurally, documents are divided into three parts. Part One provides the
background for the development of the framework. Part two elaborates on the conceptualization
of the framework in detail. Part three presents the proposed Puntland framework, draws ideas for
implementing the framework, and provides recommendations and conclusions.
Development Goals and 169 targets aspire to ensure prosperity and well-being of all people by
2030 while protecting the planet. The scope of the 2030 Agenda and its level of ambition aims at
addressing the challenges of the present-day world that are of great concern to the countries and
people everywhere. In Somalia, despite the many challenges faced by the country, there have been
major steps toward achieving the Sustainable Development Goals (SDGs) in the country. The
country has aligned the national development planning frameworks with the SDGs, forged
partnerships with international partners to translate the commitments into actions, and put in place
projects and programs aimed at achieving the SDGs among others.
This report is the outcome of a consultancy on the acceleration and localization of Green SDGs
for Somalia. The overall objective was to facilitate the implementation of green-related SDGs.
More specifically, the consultancy sought to identify green SDG indicators most relevant for
Somalia, and institutions relevant for Green SDGs, and define a roadmap for environmental
institutions to support the implementation of green SDGs. It is hoped that the outcome of the
consultancy will help further inform both government policy and decision-makers and
international partners whose task is to lead the country towards achieving SDGs and its targets.
The report is organized into three chapters. The first chapter introduces the Agenda for SDGs,
particularly the Green SDGs. It also addresses the SDGs in Somalia's context focusing on policies,
legal frameworks and the country’s national vision for Sustainable Development. Furthermore, it
gives an introduction to the consultancy, its objectives, expected outcome, and methodology.
The second chapter provides the country context outlining key challenges the country is faced with
on the one hand and progress towards achieving SDGs on the other hand. This section also gives
a brief account of the country’s preparedness, the UN contribution to the realization of SDGs for
Somalia, and the progress that has been made so far including recent data on SDGs in Somalia.
Institutions relevant to Green SDGs for federal and Federal Member States (FMSs) are defined
along with a contextual analysis of the institutional gaps and barriers being made in this part.
Chapter 3 provides a roadmap for environment institutions to support the implementation of the
Green SDGs. At the end of the report, annexes presenting the list of participants at the national
consultation meeting, the agenda and photos taken during the meeting are provided.
Children establish the cognitive, emotional, and social foundations important for their future well
being and lifelong learning in the first years of life. The impact of the child’s earliest experiences
and environment, particularly the family and community in which the child is raised, is profound.
This research paper discusses the development of Early Childhood Education (ECE) in Somalia.
The paper provides a historical overview of the development of ECE and presents a narrative
account of the current state of ECE, delivery modes, administrative organization, existing
strengths, gaps challenges and growth opportunities. The primary research approach used in this
study was a desk review and analysis of the available secondary data. The paper outlines specific
recommendations and concludes that Somalia can change the current status of early childhood
education (ECE) and improve its access and quality. This will require a conscious and meticulous
action plan by the Ministry of Education Culture and Higher Education (MoECHE), which should
be made with consultation from various stakeholders, the most important policymakers, parents,
communities, and education sector development partners. The action plan should improve access,
infrastructure, teacher training, and teacher remuneration and expand and create collaborative
networks that share knowledge, resources, and information about ECE's present trends and needs.
امإ اهارجأ لاموصلا ف ةينآرقلا سرادملا لوح ةسارد ةجيتن ه ةقرولا هذه .ةيمهأ تاذ يغ اهنأ دقتعي وأ ةفورعم يغ
نآرقلا سرادملا ماظن مهف اهنم سيئرلا فدهلا ناكو ةيف ذنم ثحابلا نأ مسرلا ساسلأا ميلعتلل نكمي تلا لبسلا ةفرعمو
للاخ نم اهمدقت نا نود نآرقلا سرادم آرقلا ةسردمل رض يأ ف ببست ن نكمي ىدم ديدحت لىإ ةساردلا تعس امك ،
ةساردلا. نآرقلا ميلعتلا ف باسحلا تايساسأو ةيبرعلاو ةيلاموصلا يتغللا ةءارقو ةباتك لثم ساسلأا ميلعتلا داوم لاخدإ
، ةيميلعتلا داوملا لىإ رظنلاب ، لماش لكشب ةينآرقلا سرادم مهف لىإ تعس اضيأ تلا داوملاو ، بلاطلاو ، ةسردملا مجحو
ميلعتلا جمد يوطني .ميلعتلاو ملعتلا ةئيب يسحتو يملعملا ميلعت ىوتسمو ،ليومتلا ردصمو ، ةيكلملاو ، اهسيردت متي
باحصأ تاروصت ف اضيأ ةساردلا تثحب ، كلذل .ةيساردلا جهانملا ف تاييغت لىع ةينآرقلا سرادملا ماظن ف ساسلأا
.لماكتلا لوح يينعملا ةحلصملا
يأ قلت نود اهسفن ءاقلت نم لًوحت ايلاح دهشت دلابلا ءاحنأ عيمج ف ةينآرقلا سرادملا نأ لىإ ةساردلا هذه جئاتن يشت
مسر تاسسؤم وأ ةطلس يأ نم هيجوت ةطلتخملا ةينآرقلا ةسردملا روهظ وه ازورب يكلأا ييغتلا نا اودبيو ،ةفورعم ةي
يهلا( ميلعتلاو )نآرقلا ظفح( ساسلأا يديلقتلا ملاسلإا ميلعتلا جمد متي ثيح ديدج راسم اهنأب اهفصو نكمي تلاو ، )ديي
راغصلا ذيملاتلا قاحتلا ةبسن ةدايزل ةيبك ةصرف مدقت ماع لكشب ةطلتخملا ةينآرقلا ةسردملا نأ جئاتنلا معدتو ،مسرلا
لىا تبسنب اما . نادتبلاا ميلعتلاب هينبلا لضفأ سرادملا كلت نم ديدعلا كلتمت ،ةيميلعتلا داومو يملعملاو ةيتحتلا ةينبلا
سيردت سرادملا هذه ف متي ، كلذ لىإ ةفاضلإاب .ةيديلقتلا ةينآرقلا سرادملا لىا ةنراقم لضفأ لكشب يلهؤم يملعمو
و ةيبرعلاو ةيلاموصلا لثم ةيئادتبلاا سرادملا داوم نم ةعساو ةعومجم ةييلجنلإا ةغللاو تايضايرلاو ةيملاسلإا تاساردلا
ظحي ةينآرقلا سرادملا ماظن ف ساسلأا ميلعتلا جمد نأ ةساردلا تدجو كلاذكو .لعفلاب ثدحي جامدنلاا نأ لىإ يشي امم
قلا سرادملل ةينيدلا ةلاسرلا ضوقي لا هنأ املاط ةحلصملا باحصأو يملعملاوروملأا ءايلوا نم عساو معدب .ةينآر
لاثمف .ةيؤرلا هذه قيقحت نم ددحت تلاوةيشبلاو ةيداملا دراوملا لىع تابوعصو تاقوعم دوجو ةساردلا تدكا ايخاو
.ايطخ ايدحت ةيميلعتلا داوملا صقنو سرادملل ةيداملا ةينبلا فعض لكشت امك ساسلأا ميلعتلا لىإ نورقتفي يملعم ةيبلاغ
بيردتلا زيركت بجي ، مث نمو ةينآرقلآ سردملل ةيمسرلا ةيسردملا داوملل فداه جمد يأ ثودح لبق يملعملل فثكملا
، .باتك سجودب فرعي اموا دييهلا عونلا ةصاخو
trees, and shrubs feed the livestock that dominate exports, provide sustenance and cash income to
its pastoralists and agro-pastoralists, and underpin the food security of most of its population1.
In Puntland’s rangeland zones account for a greater part of the state’s land mass and support
pastoralists and their livestock as well as wildlife populations. Unfortunately, the productivity of
these rangelands has been greatly affected by the frequent droughts and floods that characterize
the impacts of climate change and variability. This has resulted in major threats to the integrity of
these critical ecosystems that support millions of people who directly and indirectly derive their
livelihoods from the existing natural resources. The impacts of the droughts on the population and
livestock have been increasing exponentially in recent times as a result of prolonged droughts.
In the quest to understand and subsequently address these challenges, this consultancy has been
carried out. The overall objective is to contribute towards improved rangeland management by
demonstrating a wide range of innovative rangeland management practices. The ultimate objective
of the consultancy is to develop rangeland management guidelines in water for agro-pastoralist
productivity and resilience “biyoole” project sites of Puntland.
The consultancy has produced this report which is structured into four parts. The first part provides
the context and background of the topic under study. It offers an overview of the state of rangelands
and challenges both man-made and natural disasters. It further describes the institutional
arrangements, legislation, and regulatory framework that are in place hitherto. In addition, this part
provides a brief description of the agro-ecological zones (AEZ) of Puntland with a particular focus
on the Adduun coastal, the Nugal Valley, the Hawd, and the Sool Plateau. The second part gives
an introduction to the consultancy, its objectives, expected outcome, and methodology. The third
part presents the Findings of the Field Assessment and recommendations. The fourth part four
presents proposed guideline to Sustainable Rangeland Management.
Education Curriculum (PTEC). The gap analysis is significant as it potentially impacts teacher
student learning and overall educational outcomes in Puntland. The report provides an overview
background of education in Puntland and particularly the current state of teacher education in the
Puntland curriculum. The overall objective of the gap analysis exercise was to review the
curriculum and manuals of primary teachers' education, identify the strengths and weaknesses of
the curriculum and manuals indicating changes that need to be improved, and update the
curriculum and manuals. Moreover, to improve the content and structure of the existing primary
curriculum for the teachers to align with the newly developed/revised syllabus of primary schools.
The analysis effectively communicates the purpose of the review, identifying the gaps or areas
needing improvement and outlining potential strategies for addressing these gaps.
The gap analysis also provided extensive coverage of the teacher education curriculum syllabus
looking at the course description, the effectiveness of the learning outcomes in meeting educational
objectives, the relevance of the course content, the variety and suitability of teaching methods
employed, the appropriateness of assessment methods, the logical sequencing of topics, the
practicality of the curriculum, the clarity of the language used, as well as the adequacy of examples
and illustrations provided. Finally, the gap analysis presents steps for the upcoming comprehensive
review and revision of the PTEC.
T
he consequences of these events on the health sector in general and the health workforce, in particular,
have been devastating, affecting the entire health service delivery. This study, commissioned by the Heritage
Institute for Policy Studies (HIPS) and City University of Mogadishu, was conducted to assess the state of
healthcare in Somalia as it relates to human capital in the sector. The study also aims to provide an analysis of
current challenges but also to put forward remedial solutions for system-wide recovery strategies.
Specifically, the study sought to identify health workforce shortages and skills gaps and to explore ways
to overcome human capital development-related challenges.
Moreover, the study looked into existing policies, programs and health professional education institutions.
Health authorities at the federal and member state level, the private health sector, health professional training
institutions, health professional associations and development partners assisted with this study. Qualitative
interpretative research was used as well as data collection methods, including key informant interviews,
document review and analysis and focus group discussions.
T
he overall findings of this study show that healthcare services in Somalia are highly inadequate and the
health workforce lacks the skills, knowledge, legal instruments and the necessary resources to do their jobs.
Other findings include:
• Healthcare services, both public and private, are ill equipped to meet even the primary health service
needs of the bulk of the population;
• There is a scarcity of all categories of health workers, particularly mid-level professionals and physicians;
• There are considerable gaps in skills;
• There is an improper allocation of health workforce (urban vs. rural);
• Retention and motivation schemes are weak;
• There is an inadequate enabling environment for the health workforce;
• Training institutions are substandard and unregulated;
• There is an absence of adequate government oversight for the health workforce; and
• There are few health professional training institutions in the face of a rapid population increase.
T
hese systemic inadequacies and challenges require an urgent scale-up of the production, training and skills
enhancement of the health workforce. A continuing education program is needed to secure the attainment of
universal health coverage (UHC) and health-related sustainable development goals (SDGs) and targets. In
service training activities could increase the knowledge and skills of healthcare workers and
systematically and sustainably enable them to attain higher competencies that will help them to produce
desired health outcomes. The study presents a strategic direction through which Somalia could overcome
the current health workforce shortage and skills gaps through a development process that provides clear
objectives and how to achieve them
the 1950s, are unprecedented. Considerable warming of the atmosphere and ocean has occurred,
world snow and ice storage have decreased, and the average global sea level has increased. The
main reason for climate change is the anthropogenic increase in greenhouse gas (GHGs)
concentration in the Earth's surface layer of the atmosphere. The analysis of observation data
collected under the World Meteorological Organization's Global Atmospheric Watch Program
shows that the average atmospheric carbon dioxide and other greenhouse gas concentrations reach
their new maximum each year.
Like other countries in the Horn of Africa, Somalia is viciously affected by climate change and
extreme climate shocks. The country is highly prone to natural disasters, and it is anticipated that
the incidence of extreme weather events, including heatwaves, floods, and droughts, will likely
increase. The consequences of these events have been devastating, affecting the majority of
Somalia's population, whose livelihoods rely directly or indirectly on the available natural
resources. With increasing climatic changes, the foundation of the country's economy, stability,
and food security is under threat. The country has contributed least to the potentially catastrophic
build-up of human-derived greenhouse gases (GHGs) in the atmosphere. Yet it is one of the most
vulnerable countries to global warming and climate change impacts.
The Federal Republic of Somalia is pleased to release a revised and updated Nationally Determined
Contribution (NDC1) for submission to the UNFCCC Conference of the Parties (COP) by 2021.
The updated NDC represents the commitment of Somalia to the international community to
employ its greatest efforts in responding to climate change. In the updated NDC, Somalia has
reviewed, updated, and adjusted its mitigation and adaptation contributions to align with its
national climate change policies and strategies and the latest socio-economic development.
However, implementing the updated NDC requires extensive financial, technological, and human
resources. The actions reflected in this updated NDC have been derived through a consultative
process. They reflect a national resolve to respond to the call by the global community to initiate
domestic preparations for nationally determined contributions towards curbing the temperature
rise to below 2°C by the end of the century.
While preparing this updated and revised NDC, broad consultations were held with various key
stakeholders, and government policies and plans relevant to climate change action were revisited.
In the mitigation component, the major greenhouse gases (GHGs) covered in this NDC are Carbon
dioxide (CO2), Methane (CH4), and Nitrogen oxide (NO2). The Agriculture, Forestry, and Other
Land Use (AFOLU) sector (AFOLU) covers the anthropogenic land management activities that
generate emissions but are not covered under the energy and waste sectors. It is divided into three
subsectors: livestock, land-based emissions (land use and land use changes), aggregate sources,
and non-CO2 emission sources.
Of total Somalia's GHG emissions (62.92 Mt CO2e as of 2015), about 96% of emissions came
from the AFOLU. The Land use, land-use change, and forestry sub-sector (LULUCF) are the most
important concerning removals. The updated NDCs include mitigation and adaptation
components, presenting measures and procedures that must be undertaken from 2020-2030. For
Somalia to successfully implement its updated NDC, Somalia needs a great deal of capacity building, technology transfer, and financial support. The updated NDC provides estimated costs of key adaptation sectors/areas and costing and funding strategy for mitigation activities, including
mitigation analysis, costing report, and macroeconomic and socio-economic analysis.
Desertification, land degradation, and drought caused by human activities and climatic variations are having
a huge toll on human well-being and the environment, ranking among the greatest development challenges
of our time. Like most sub-Saharan African countries, Somalia suffers from environmental degradation
and desertification. The country suffers from both natural and man-made environmental issues. High levels
of deforestation and overgrazing cause desertification and soil erosion. The country has a rapidly growing
population whose lives depend on natural resources for their pastoralist and agricultural livelihoods. Land
degradation adversely affects the productivity of pastoralism and agriculture and undermines the fight
against poverty and hunger. Land degradation threatens the medium- to the long-term sustainability of
pastoral systems since degraded rangelands cannot support the feeding requirements of animal populations.
There is very low rainfall and evaporation is extremely high. Recurrent terrible droughts followed by river
and flash floods also contribute to environmental degradation threatening the population living in the
country in the future.
The United Nations Convention to Combat Desertification (UNCCD) facilitates international efforts to
combat desertification, mitigate the effects of drought, and alleviate poverty. Somalia has been a signatory
to the UNCCD since 2002 and has formulated this National Adaptation Plan (NAP) to fulfill its first
obligation under the Convention., which addresses combating desertification and land degradation issues.
The country also submitted its first reporting process under the UNCCD (2018). Following the
Convention's relevant decisions, the Federal Government of Somalia (FGS) is determined to undertake a
series of actions to demonstrate its commitment to present its report on combating desertification.
This report present is the Somalia National UNCCD Report 2021-2022 on the five (5) UNCCD Strategic
Framework 2018-2030. The report is prepared by the Federal Ministry of Environment and Climate change-
the focal point of the Convention. The report is part of an initiative to enhance national-level technical and
institutional capacity for reporting and Land Degradation Neutrality (LDN) monitoring in the context of
the UNCCD Strategic Framework 2018-2030 and Sustainable Development Goal (SDG15.3). This report
represents the commitment of Somalia to the UNCCD to employ its greatest efforts in combating
desertification. The report reflects the most ambitious and continuous efforts by the Federal Government
of Somalia to combat desertification. This report is aligned with the below-stated five strategic objectives
(SO), which guide the actions of all UNCCD stakeholders and partners from 2018–2030.