Girls in the game: How sports are helping students in Somalia thrive

October 10, 2024

By Pariesa Brody

3 min read

On a warm afternoon in Mogadishu, a group of girls energetically dribble basketballs. Their laughter and shouts of encouragement echo around the school grounds, a scene that was unimaginable just a few years ago.

“It is actually great to see girls playing football, handball or any sports activities,” says Sabrin Yabarow, Head of Community and Ecosystem at iRise Hub, one of the organizations spearheading entrepreneurship, innovation and life skills activities for youth in Somalia. “We want to see girls in the fields. It promotes peace and youth engagement.”

Two girls playing basketball in Mogadishu, Somalia. — Girls play basketball before a tournament organized by Bar ama Baro grantees in Mogadishu, Somalia. Photo by Jim Huylebroek.

iRise Hub and three other youth-oriented organizations (Talobeeg Foundation, Southwest State of Somalia Youth Council (SWSYC), and the Somali Youth Volunteers for Development Association (SOYVDA) were all partners of the USAID Bar ama Baro (BAB) project, which promoted accelerated education for out-of-school youth in Somalia. Launched in 2021, the BAB project identified a significant gap in formal extracurricular and recreational activities within accelerated basic education (ABE) centers, particularly for girls.

Through BAB’s youth grants, partners organized sports tournaments, climate change awareness activities, debate competitions and life skills sessions. These pursuits fostered holistic development, promoted social inclusion and enhanced the wellbeing of youth and children in ABE centers.

A boys soccer tournament in Somalia. — A soccer tournament organised by Bar ama Baro in Baidoa, Somaila

Boys at a soccer tournament in Somalia. — A soccer tournament organised by Bar ama Baro in Baidoa, Somaila

One of the standout features was the focus on girls-only sports tournaments. These events provided a safe and encouraging space for girls to engage in physical activity, develop teamwork skills and build confidence. This effort was particularly impactful in a culture where girls’ participation in sports had been stigmatized.

Convincing parents and school principals to allow girls to participate was not without its challenges at first.

“When we talked to the schools, the principals would say that parents would not allow it. We had to convince the parents that it is okay for girls to play and that they deserve the same opportunities as boys,” Yabarow explains.

In time, BAB partners’ efforts met with remarkable success. Over 6,900 youth benefitted directly, and more than 169,000 community members, teachers and students also got involved. The extracurricular activities not only boosted attendance and retention but fostered a sense of inclusion among the youth by facilitating interactions between students from different schools and communities. Parents and community members were also drawn to enthusiastically support their favorite teams during playoff matches.

Participants of a handball competition organised by a Bar ama Baro grantee in Mogadishu, Somalia

The program’s impact on girls was particularly noteworthy. By organizing dedicated activities for girls, BAB helped them overcome cultural barriers and build self-confidence. “We want girls to have the same opportunities as boys. It just needs some adaptations, but now you see they are very comfortable and okay with it,” says Yabarow.

The Bar ama Baro project’s experience underscores the importance of designing holistic approaches that balance academic learning with extracurricular and social-emotional learning activities. By providing out-of-school youth with opportunities to engage in sports, debates and broader life competencies, the project fostered connection, motivation, resilience and lifelong learning skills. In a country rebuilding from conflict, such initiatives are vital for creating a brighter future for Somalia’s youth.

Empowering teachers in Somalia through USAID’s Bar ama Baro program

October 7, 2024

By Pariesa Brody

1 min read

The USAID-funded Bar Ama Baro (BAB) program is transforming education in Somalia by empowering teachers to create effective and joyful learning environments, even in the most challenging circumstances. In collaboration with government counterparts, BAB has trained over 5,000 teachers in accelerated education, social-emotional learning and safe school environment strategies. These practical, hands-on methods are designed to support vulnerable and out-of-school youth, leading to remarkable outcomes:

78 percent of teachers regularly use structured lesson plans.
56 percent implement learner-centered group work and pair activities, even in large classes.
84 percent adopt positive discipline strategies.

Somali students in their own words

August 15, 2024

1 min read

“I remember the night before my first day at school, my mom told me you will go to school. I couldn’t sleep the whole night,” says one Somali student. Out-of-school students in Somalia wanting to return to classrooms had a unique opportunity through an accelerated basic education program launched by Somalia’s Ministry of Education, with support from USAID’s Bar ama Baro. More than 116,000 students were enrolled during the past four years. We asked students what they thought of their new educational opportunities.

Back to school for out-of-school Somali youth

August 14, 2024

1 min read

In Somalia, millions of 8- to 15-year-olds are shut out of classrooms by conflict, drought, poverty or age. 116,000+ saw their dream come true through a joint program between the Ministry of Education and USAID.

Dear Somali Teachers…

November 20, 2023

4 min read

On the special occasion of Somali Teacher’s Day 2023, we extend our sincere gratitude and appreciation to you, the true heroes of education in Somalia. Today, as you read these messages, know that we celebrate YOU — the dedicated, resilient and impactful teachers who shape the future of Somalia.

Your tireless efforts are deeply appreciated! You are the catalyst for unlocking the immense potential in Somalia’s youth, and we salute you for being at the forefront of educational reforms and for ensuring that all Somali children have access to quality education. Here’s to a wonderful Somali Teacher’s Day, filled with well-deserved accolades, recognition and the promise of a brighter future for Somalia.

-Federal Ministry of Education, Culture, and Higher Education (MoECHE)

-Federal State Ministries of Education and the Banadir Regional Education Directorate

-USAID-funded Bar ama Baro (BAB) Accelerated Basic Education program

A teacher in Somalia works with a group of Bar ama Baro accelerated education students. Photo by Ismail Taxta.

Mr. Mohamed Abbi Hassan, the Director General of MoECHE

“On this remarkable occasion of Somali Teacher’s Day, I express my deepest gratitude and admiration for our teachers. Your unwavering commitment to nurturing the minds of our nation’s future generations is heroic. In the face of adversity, your resilience shines through as you continue to impart knowledge and wisdom in communities and at schools, even in the most challenging circumstances. Your dedication to the betterment of our society is remarkable and serves as a source of inspiration to us all.

Rest assured that the Ministry of Education, Culture, and Higher Education is fully committed to supporting and elevating education in our country. We are already implementing the necessary reforms that will enhance our educational system and provide the tools and resources you need to excel in your noble profession.”

Ms. Sheri-Nouane Duncan-Jones, USAID Somalia Mission Director

“Teachers are the backbone of any society. They are role models to children, offer guidance and dedication and give young people the power of curiosity through education. Because of teachers, countries are able to further develop socially and economically and today we honor Somali teachers for their dedication in shaping the next generation of citizens.  

USAID is committed to supporting teachers and ensuring that more children and youth in Somalia have the opportunity to access a high-quality education and learn in order to prepare to participate in the economy.”

Ali Yassin Ali, Ph.D., the Deputy Governor of Somalia’s Central Bank of Somalia

“No nation can make significant progress without its educators, and our survival and future achievements are indebted to these incredible teachers. As a long-serving educator myself, even in the highest echelons of my career, the classroom remains close to my heart. Teaching is more than a profession; it’s a lifelong dedication to nurturing knowledge and empowering the next generation.

I take great fulfillment in witnessing my students beaming with happiness as they grasp the wisdom we share. I commend the resilience of Somali teachers who’ve persevered in challenging and uncertain environments. Congratulations to all teachers on this special day!”

Badra Yusuf, Managing Director of Raagsan, Social Research Enterprise in Somalia

“To my remarkable teachers, I want to thank them not only for imparting knowledge but also for nurturing in me a profound sense of responsibility and values. From an early age, they really sparked a strong sense of creativity and critical thinking that have empowered me to innovate and craft meaningful social research ideas. Today, as I work to serve and uplift our communities through Raagsan, it’s their enduring influence that guides me to make a real difference in the lives of our communities.”

Mohamed Osman, Ph.D., Member of Somalia’s National Economic Council and National Economic Advisor to the President of Somalia

“From my time in elementary school all the way through earning my PhD, I owe a huge debt of gratitude to my incredible teachers. These educators guided, nurtured, and enriched me with knowledge every step of the way. In Somali culture, teachers aren’t just instructors; they are our guiding lights, leading us toward a brighter future. They plant the seeds of wisdom, shape tomorrow’s leaders, and help build the world we all share. Today, and every day, we celebrate and thank our teachers.”

Sana Ashraf, a young artist in Mogadishu

“My life and personal growth have been profoundly influenced by my teachers. They have nurtured my creativity, shaping me into the artist I am today. With deep respect and gratitude, I honor the teachers who have illuminated the canvas of my life with knowledge, inspiration, and an imagination filled with endless possibilities. Thank you, teachers!”

Ali Ahmed Mohamed, President of Somalia’s Paralympic Committee, and the former goalkeeper of the National Football Team of Somalia

“My teachers were my first coaches, igniting the passion for learning and sports within me from a young age. They instilled in me a love for sports and a hunger for knowledge that transcended the boundaries of the classroom and the field. I am forever grateful for their invaluable influence.”

Dr. Amina Omar, Pediatrician at Banadir Hospital

“As a pediatrician at Banadir Hospital, the values instilled by my teachers guide my every step, ensuring that compassion, dedication, and responsibility are at the core of my practice when it comes to providing quality care to our patients. My heartfelt appreciation to my teachers for shaping my journey.”

Zahra Qorane, Freelance photographer and women empowerment activist

“I extend my deepest gratitude to my teachers who have shaped my path. Their teachings and mentorship shaped my activism and the desire to empower women and girls from a young age. The enduring impact of their guidance continues to influence my advocacy for a just society. Thank you for your dedication and wisdom”.

The boundless potential of girls: From domestic work to top of the class in Somalia

October 11, 2023

By Alinor Osman

2 min read

Farah was 12 years old before she stepped into a classroom as a student. Farah’s family had not been able to afford the fees to send her and her older brothers to school. 

Her mother learned about Bar ama Baro’s free accelerated basic education program and eagerly went to their local school in Mogadishu to enroll her sons, hoping to set them on a path to a brighter future. Mr. Hassan, the school’s headteacher, asked if she had any daughters.

After she told him that Farah had been left to manage household responsibilities, Mr. Hassan had a conversation with her about the value of educating girls. Farah began in the same class as her brothers the next day.

Bar ama Baro, meaning “Teach or Learn” in English, is an accelerated education program implemented by USAID in Somalia in partnership with the Ministry of Education, Culture, and Higher Education and Federal Member States’ Ministries of Education. The program expands access to quality accelerated basic education for out-of-school children to advance the government’s vision of ensuring all Somali children have access to quality education. 

Economic pressures force parents into difficult choices in resource-constrained environments like Somalia, and traditional gender roles and societal norms often prioritize boys’ education. Many believe that investing in their sons’ education will secure the family’s financial future.

Accelerated basic education allows out-of-school children and youth to complete the eight-year primary cycle in four years and then transition into the formal school system or earn a government recognized certificate. Bar ama Baro has reached over 100,000 children in Somalia to date. 

Farah took her opportunity seriously and stood out in class as one of the most engaged students. She made up for lost time and scored the highest in her class during the midterm exams.

“Seeing my daughter achieve first place in her class fills my heart with pride and joy,” says Farah’s mother. “Her determination, hard work and dedication have not only yielded outstanding results but have also showcased the boundless potential of girls.” Mr. Hassan also praised Farah’s commitment, discipline and efforts. 

“From the start, Farah displayed a strong passion for education and consistently led the way in answering questions,” he says. “I firmly believe in equal educational opportunities for both girls and boys because education is a fundamental human right. This is why I continually encourage parents to provide their daughters with similar opportunities and allow them to attend school.”

Farah hopes to use her education to help others. “I enjoy all the subjects, but English and math are my two favorites, and I aspire to become a teacher one day so I can educate children from underprivileged families,” she says.

A veteran teacher in Somalia learns new ways to support young readers

September 6, 2023

By Alinor Osman

3 min read

Ali Mohamed has been an educator in Mogadishu since 1975. He has seen decades of conflict, schools destroyed, and educators and students displaced. Despite the challenges, children come to his classroom each September looking to learn how to read the new books in their backpacks. 

The USAID-funded Bar ama Baro program, meaning Teach or Learn in Somali, has been working with the Ministry of Education, Culture, and Higher Education to get more students in the classroom. Bar ama Baro provides accelerated basic education so students who dropped out of or never attended the formal school system can catch up on fundamental skills like literacy and numeracy.

Ali Mohamed works with a student in class.

Sharpening literacy education skills

As headteacher of Mogadishu Primary and Secondary School, Mohamed is dedicated to the professional development of his teachers and to ensuring the school is doing everything it can to help students succeed. In 2021, the school began offering Bar Ama Baro’s accelerated basic education program (ABE) after its formal school day to support more children, recognizing the urgent need for alternative education pathways for children who are from marginalized communities and poor families. 

Teachers at Bar ama Baro schools were trained on innovative literacy techniques, student-centric teaching methodologies, and adaptable strategies. Given that the accelerated education students are typically older than formal school students at the same grade level and have faced ongoing insecurity, like conflict and displacement, teachers need to be well prepared to tailor their approach to the diverse learning needs of their students.

“These newfound skills enabled us to cultivate positive student interactions, employ age-appropriate techniques, and foster a secure learning environment that amplifies our students’ learning outcomes,” says Mohamed.

Bringing reading in reach with a strong curriculum

Every component of USAID’s Bar ama Baro program was designed to effectively teach children at an accelerated pace so students can complete the eight-year primary cycle in just four years and then enter the formal school system. In its 4th implementation year, the program has enrolled over 100 thousand Accelerated Basic Education students in 444 schools, trained 2660 teachers and headteachers and distributed more than half a million teaching and learning materials.

To ensure that the ABE students have a thorough grounding in reading skills, the accelerated basic education curriculum in the first level (equivalent to grades 1-2) devotes a third of the teaching time to learning Somali.

The curriculum introduces letters and sounds based on their frequency and has taken a leveled approach to reading texts, building in the four skills of listening, speaking, reading, and writing. This approach utilizes the experience that the older accelerated education students bring with them, including an enhanced vocabulary, familiarity with cultural stories and songs, and the reading skills they may already have picked up from Quranic schools or at home.

The reading and writing skills not only build on each other throughout the levels in Somali but are also replicated across Arabic and English subjects. This strong foundation in reading and writing skills benefits all subjects in the curriculum.

“This curriculum’s impact will endure, benefiting numerous generations in our country,” says Mohamed.

Books and teacher guides that make reading fun

Another aspect of the program that proved to be a game changer is the newly developed textbooks and teacher guides. These resources have become indispensable assets for both educators and students. 

Mohamed notes that these guides empower teachers to craft lesson plans that maximize student engagement. Textbooks also serve as avenues for students to practice both in the classroom and at home, effectively enhancing their literacy and numeracy skills. To further augment students’ numeracy abilities, the program introduced supplementary reading materials seamlessly integrated into the Accelerated Basic Education curriculum. 

“The fusion of textbooks and engaging supplementary reading materials has yielded an astonishing transformation in our students’ literacy skills within a matter of months,” says Mohamed.

Somalia has one of the lowest school enrollment rates globally, with approximately 4.4 million children out of school. In collaboration with the Federal Ministry of Education, Culture, and Higher Education, as well as Federal Member States Ministries of Education, local communities, and committed educators like Mohamed, the Bar ama Baro program strives to elevate the literacy rate by providing quality education access to over 100 thousand out-of-school children and youth across 31 districts in the Hirshabelle, Southwest, Jubaland States, and Banadir Region.

17-year-old goes from shoe shiner to first-time student

August 6, 2023

By Alinor Osman

3 min read

Hussein Sheik Sidow, age 17, is the oldest in his level two accelerated basic education class, but he is not discouraged by the age gap between him and his peers.

Hussein spent his childhood with his parents and 17 siblings in Bula Ahmed Cigow village in the Middle Shabelle region. Life in the village revolved around farming and herding animals, and there was no hope of going to school.

When Hussein came to Mogadishu to live with his older brother in 2021, his brother dissuaded him from pursuing an education and advised him to work to support his family back in the village. Hussein began to work as a shoe shiner, but in the back of his mind he always wanted to go to school one day, and he felt disheartened whenever he saw someone his age or younger wearing a uniform on their way to school.

Hussein, left, works with a classmate in his Level 2 accelerated basic education class. Photo by: Abdirahman Mohamed

After several months of shining shoes in Mogadishu, Hussein’s fortune changed when his friend, another shoe shiner, missed work. He returned the next day and told Hussein that he had enrolled in a free education program. Excited by the news, Hussein asked his friend to take him to Mujama Umulqura school to see if there was an opportunity available for him too. He met with the headteacher, who told him to come back the next day to enroll and take a placement test.

Bar ama Baro, meaning “Teach or Learn” in English, is an accelerated education program implemented by USAID in Somalia in partnership with the Ministry of Education, Culture, and Higher Education and Federal Member States’ Ministries of Education. The program expands access to quality accelerated basic education for out-of-school children to advance the government’s vision of ensuring all Somali children have access to quality education.

“I never really thought that I would get the opportunity to go to school and be in class studying,” says Hussein. “Education is the key to success and a good life. I feel like I finally got a chance to change my life — and the lives of my family — for the better.”

Once enrolled, Hussein was motivated to catch up on the education he had missed. He worked tirelessly to excel in his studies and quickly became one of the top-performing students in his class. Hussein still works as a shoe shiner in the morning and attends his classes in the afternoon, carrying his books with him to study and do homework whenever he does not have customers.

Hussein has gained knowledge, skills and confidence that have transformed his mindset and given him hope for the future. He aspires to become a math teacher one day to help educate children, particularly those like him who are from poor families.

At 17, Hussein is older than his Level 2 classmates, but is not discouraged by the age gap and is eager to learn. Photo by: Abdirahman Mohamed

Ministry of Education and students in Somalia rise to the challenge, concluding end-of-year exams

July 3, 2023

By Alinor Osman

2 min read

More than 88,000 Accelerated Basic Education (ABE) students in the country recently concluded their end-of-year examinations, marking a significant achievement for both the Ministry of Education, Culture, and Higher Education (MoECHE) and the students themselves.

Mohamed Abbi, the Director General of MoECHE, hails the completion of the exams as a huge milestone in the Ministry’s efforts to expand access to education in the country and describes the Accelerated Basic Education program as a transformative initiative, bridging gaps in education and fostering inclusivity in Somalia.

“I congratulate all for the successful completion of the ABE examinations and the conclusion of the academic year,” he says. “The ABE program holds immense importance by offering a second chance to children who may have missed out on formal education opportunities.”

A team of MoECHE experts developed the exams in alignment with the national ABE Curriculum, ensuring that students are tested on the knowledge and skills they have acquired throughout the academic year. The U.S. Agency for International Development’s Bar ama Baro program has supported the successful implementation of the examination process.

Students attend class at a school in in Baidoa, Somalia, on 04 September 2022. Credit: © Ismail Taxta

The Bar ama Baro program, meaning “Teach or Learn” in English, is implemented by USAID in Somalia in partnership with the MoECHE and Federal Member States’ Ministries of Education. The program expands access to quality accelerated basic education for out-of-school children to advance the government’s vision of ensuring all Somali children have access to quality education.

For the ABE students, the end-of-year examinations evaluate their literacy and numeracy skills and determine their eligibility for progression to the next level of the ABE program or joining the formal education system. It is an opportunity for these students, who dropped out of or never attended the formal school system, to prove their academic capabilities and secure a brighter future.

Hafso Isak, a first-time ABE exam taker from Imamu Nawawi School in Walanweyn, expresses gratitude towards her teachers for their year-long guidance and dedicated revision sessions held in the final week before the exams. “This is my first examination, but our teachers have prepared us well, and I am hopeful that I will succeed in all subjects and proceed to the next level,” she says confidently.

With the support and supervision of the program and the Federal Member States’ Ministries of Education officials, the ABE teachers and head teachers will now undertake a meticulous grading process. The successful completion of the end-of-year examinations stands as a testament to the collective efforts made by the Ministry of Education, teachers, parents and the students themselves. It signifies a step forward in Somalia’s education system.

Empowering young minds: The story of a dedicated teacher, Fatima Ismail

May 10, 2023

By Alinor Osman

3 min read

Fatima Ismail did not plan to be a teacher. Fatima pursued a bachelor’s degree in medical studies, though she could not shake the feeling that she might like to follow in the footsteps of her father and brother and become an educator.

Fatima saw how much the community respected teachers and the impact they were having on students.

“Teaching is not an easy job, and it is not a profession that gives you a high income,” Fatima says. “But it is a noble job because you are in a position to teach and inspire the young generation.”

Contrary to the expectations of her friends and family, as well as forgoing her university degree in the medical field, Fatima entered the teaching profession and chose the Al-Nur Primary School in Yaqshid. At first, her new career in a classroom was not simple and tested her resolve.

As a new teacher, Fatima encountered several challenges — managing the classroom and ensuring that every student is behaved well, engaged and learning. To address these daunting tasks, Fatima sought the advice and support of her more experienced colleagues. She attended several training courses organized by the USAID Bar ama Baro program that demonstrated different approaches to teaching and classroom management.

Through her determination, hard work and commitment to the profession, Fatima was able to overcome the challenges faced by new educators like herself. She never lost sight of her goal to make a positive difference in the lives of her students, and she remained focused on continuously improving her teaching skills.

Fatima credits Bar ama Baro’s training as a valuable opportunity for her and her colleagues to enhance their teaching skills and to learn new and innovative ways to engage their students in the classroom.

Bar ama Baro “is a well-needed program in the country as it is making a significant difference in the lives of poor children who have not been able to access education due to financial constraints,” says Fatima.

Outside of the classroom, Fatima’s impact was felt throughout the community. She takes pride in her work and has become an inspiration and a role model for young people, especially girls, who see her as an example of what could be achieved through hard work and dedication.

“My students and the youth in the neighborhood often approach me for any support they need in terms of advice and counseling,” says Fatima. “I always receive them with a smile and share my knowledge and experience with them on how to improve their academic performances.”

Like her father and older brother, today Fatima is recognized as one of the most talented and respected teachers within her community. Her success story is a testament to the power of passion, hard work and a commitment to making positive differences in the lives of others.

At just 25 years old, Fatima has earned the respect of colleagues, not only because of her passion for the teaching profession, but also because of her relentless commitment to the success of her students.

The Journey of a Book

April 21, 2023

By Alinor Osman

3 min read

books being transported on donkeycarts in Marka, Somalia

Mohamed, age 12, is lost in his English Level 2 textbook. He leans in close, meticulously following along in the story passage so he can answer the questions on the next page. The stacks of books on each of his classmate’s desks represent a world of knowledge they are eager to explore.

These textbooks — including math, science, Somali, Arabic and English — are essential to the Bar ama Baro accelerated basic education program. Each one took a long journey from development and printing to being delivered to urban, IDP and rural schools in 31 districts.

The U.S. Agency for International Development-funded Bar ama Baro program is implemented with Somalia’s Ministry of Education, Culture, and Higher Education and its state-level counterparts to open new opportunities for Mohamed and over 100,000 other Somali children.

Bar ama Baro, part of the Ministry’s efforts to expand basic education, allows out-of-school children and youth to complete the eight-year primary cycle in four years and allows for transition into the formal school system. This requires high-quality textbooks that can support learning at an accelerated pace.

Writing impactful textbooks

Before a textbook makes it onto a student’s desk, it takes a team of writers to turn a curriculum into a practical and engaging tool for children.

Bar ama Baro contracted Beder Printing House, a Somali company, and trained them on the specifics of accelerated basic education and how to improve the textbook writing process. The program provided ongoing support and reviewed the accelerated basic education syllabus, scope and sequence, textbook and final teacher guides developed by Beder.

“The writing process of the textbooks went through a rigorous quality assurance process and multiple review layers, and our team of Somalia experts worked tirelessly to ensure that the books were of the highest quality and that all feedback from different stakeholders was incorporated during the review stages,” says Beder’s Writing Supervisor Aden Abdullahi, Ph.D.

Bringing subject experts together for review and design

Students attend class at a school in in Baidoa, Somalia, on 04 September 2022.

The textbook chapters went through several stages of review to draw from different areas of subject expertise and improve the textbook quality, starting with the Beder supervisor, the Bar ama Baro technical team, the Ministry of Education supervisor and finally USAID.

Next, the textbooks were presented to key stakeholders from the Ministry of Education, state ministries of education, schools, and NGOs to ensure their feedback was heard and incorporated.

“It was very important to get people from different groups involved in the reviewing and validating process,” says Amin Mukhtar Ahmed, the Director General for the Hirshabelle State Ministry of Education. “Our feedback ensured that the curriculum was relevant, effective and inclusive.”

Turning a curriculum into a physical book

Beder printed more than half a million copies of the books for over 100,000 students.

“We were thrilled, and it gave us a great sense of pride and accomplishment to hold the physical books in our hands for the first time,” says Mohamed Hassan Mukhtar, the Ministry’s Director of Curriculum Department.

“It represented a huge milestone in our efforts to expand access to education for out-of-school children and youth.”

Delivering books by any means necessary

Books being offloaded from boats in Barawe

The final step is to get the textbooks into students’ hands. While this is more straightforward somewhere like Mogadishu, the program has to get creative to deliver books in rural and hard-to-reach areas.

Isolated districts like Baardheere and Diinsoor received textbooks books by air. In Lower Shabelle, when road access was not feasible and there were no local flights available, the books were shipped by boat to Marka and Baraawe, then transferred to carts and trucks to make it the last stretch to schools.

Access to textbooks has been a game-changer for Mohamed. He finds it easier to remember what the teacher said in class, completes practice exercises that have significantly improved his understanding and academic performance.

10 ideas about systems strengthening from Creative’s leaders in Africa and the Middle East

February 24, 2023

By Ashley Williams

3 min read

Cory Heyman, VP of Creative’s Education Division, introduces leaders from projects in Africa and the Middle East as they share their insights on strengthening education systems.

Leaders from Creative’s projects in Africa and the Middle East came together for a summit at Creative’s headquarters to discuss systems strengthening in education. Four Chiefs of Party and one technical expert shared their experiences about how projects in Ethiopia, Jordan, Nigeria, Somalia and Yemen are working locally to build up the systems that support education.

All five of the project leaders are from Africa, and three are Chiefs of Party in their home countries, making their insights particularly interesting.

These 10 quotes from the summit explore what systems strengthening entails and how it can succeed.

What does systems strengthening mean to you?

“To me a system is different interconnected parts that come together to work together as a whole.” –Faiza Hasan, Chief of Party for Bar ama Baro in Somalia
“Education systems are what turn policies and strategies into actions.” –Mamdouh Fadil, Chief of Party for Jordan Technical Assistance Program
“When I think about systems strengthening, what comes to mind is holistic thinking and seeing how individual parts of the system align and work together to become effective.” –Tassew Zewdie, Chief of Party for READ II
“Systems all have a life of their own. Systems all have their own culture, and understanding the norms is very important to being able to operate within the system.” –Nurudeen Lawal, Chief of Party for LEARN to Read in Nigeria
“Systems strengthening requires a practical approach where you put a plan in place. That way you can be sure you are leaving behind a system that is implementable.” –Ayo Oladini, Senior Technical Advisor for Gateway to Education in Yemen

What are the ingredients for successful systems strengthening?

“Systems strengthening implies change, and change is scary for people. The most important thing is to engage stakeholders from the beginning so they buy in to the expected transformation. We have to think holistically but also consider each of the individual parts of the system, like the structure or hierarchical model, policies, human resources and information flow. These different parts need to be aligned so they can work together smoothly towards the expected result.” –Tassew Zewdie, Chief of Party for READ II
“Systems strengthening has to be realistic and there should be local leaders. It is also important to incentivize good performance and make it public. I see creating standards and benchmarks as crucial.” –Mamdouh Fadil, Chief of Party for Jordan Technical Assistance Program

What stands in the way of successful systems strengthening?

“Silos are a major problem I’ve seen standing in the way of systems strengthening. Everyone can do their own thing instead of working together, and we don’t see results.” –Ayo Oladini, Senior Technical Advisor for Gateway to Education in Yemen
“You need to understand the system inside and out. You need to understand stakeholder power dynamics in the system. You can’t start if you don’t get those two right.” –Nurudeen Lawal, Chief of Party for LEARN to Read in Nigeria
“If something is already working well, there is no reason to throw something new in there. It is important to understand what is already working in the system and improve on that.” –Faiza Hasan, Chief of Party for Bar ama Baro in Somalia