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Somali Family Services conducts an ABE assessment for temporary school construction in five locations in Jarriban and Garacad districts

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April 25, 2015


 April 1-7, 2015

 Jarriban and Garacad (Mudug)-Somali Family Services two project officers spearheaded an Alternative Basic Education (ABE) assessment in five locations. The main objective of the assessment is to assess the overall situation of education in project targeted villages to inform the selection of ABE centers for temporary expansion in five EAC project sites in Jarriban (Buubi,Ilfoocshee, Qurile )and Garacad (Ceeldhanane and Dhinow-dhigdhigle) districts.

The vast majority of children from these locations do not have access to basic education and these children deserve serious attention. The extremely low enrolment in formal education calls for other flexible avenues in order to meet challenges of providing education for all children in attaining MDG that is stated as “ensuring that by 2015 all children particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to and complete free and compulsory primary education of good quality.”

Moreover, quite a huge number of children are over-aged for lower primary education. They do not socially and emotionally tolerant to stay with their young siblings in formal schools. As they are engaged in several livelihood activities, for instance, fishing in the coastal areas and looking after their herds. Schools are not evenly distributes and distance is inhibiting access to schooling. Most of the formal schools are overcrowded and unable to accept more children. The need to establish an ABE school for these five locations to address the unmet needs of vulnerable children who are currently out of school has been recognized by Educate A Child Project implemented by SFS with close coordination of MoE&HE and with the funding of UNICEF.

During the assessment, SFS team found that the majority of the communities in these five locations are willing to contribute towards the school development efforts ((e. g. labour, local materials, teachers support etc.) with only a small number not having plans to contribute as they lost their animals to the severe drought. This implies that the communities in these five locations are receptive and supportive to the establishment of temporary ABE school/classrooms in their locations.

In conclusion, some of the community leaders have already earmarked a site for the Temporary ABE School and are also committed to mobilizing other members of community to enroll their children in the yet-to-be established ABE schools through community campaigns and other relevant activities in the local communities


For more information, please contact Mohamed Hassan at or visit



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