Somalia
Adolescent Girls’ Education in Somalia (AGES) Post Project Evaluation Summaries
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO and USAID, which sought to enable 83,925 ultra-marginalized girls and female youth living in conflict-affected areas of Somalia to access quality education responsive to their needs. AGES combines the provision of three education modalities with financial literacy, youth savings groups, life skills, mentorship, and girl-led civic action. AGES enrolled a total of 90,698 girls in education, including 21,945 in primary education; 1244 in formal special needs schools; 13,276 in accelerated basic education (ABE); and 54,233 in non-formal education classes (NFE). This series of briefs highlights results on different components of results from the post-project evaluation.
Additionally, The Adolescent Girls’ Education in Somalia (AGES) project worked to improve learning outcomes and positive transitions for 90,698 extremely vulnerable girls and female youth in South Somalia. AGES research showed that vulnerable girls’ limited self-confidence and voice hinders participation in class, with a negative impact on learning, particularly among girls with disabilities and displaced youth. To address this barrier, AGES
formed school-based clubs known as Girls’ Empowerment Forum (GEF). Through the GEF, vulnerable students participate in activities to develop leadership skills with support from mentors and are linked to resource
persons within the community. They are trained to act as peer mentors within their schools and community, reaching out to other girls to provide support, and engaging in joint advocacy and action. GEF participants
work together to develop plans to address issues of their choice through girl-led action. GEF mentors and peer mentors are also trained on psychosocial first aid, providing support to those affected by shocks. In 2020-2024, AGES established 911 Girls’ Empowerment Forums with a total of 9,110 members. The GEFs were connected through 18 district-level networks. Read More...
Additionally, The Adolescent Girls’ Education in Somalia (AGES) project worked to improve learning outcomes and positive transitions for 90,698 extremely vulnerable girls and female youth in South Somalia. AGES research showed that vulnerable girls’ limited self-confidence and voice hinders participation in class, with a negative impact on learning, particularly among girls with disabilities and displaced youth. To address this barrier, AGES
formed school-based clubs known as Girls’ Empowerment Forum (GEF). Through the GEF, vulnerable students participate in activities to develop leadership skills with support from mentors and are linked to resource
persons within the community. They are trained to act as peer mentors within their schools and community, reaching out to other girls to provide support, and engaging in joint advocacy and action. GEF participants
work together to develop plans to address issues of their choice through girl-led action. GEF mentors and peer mentors are also trained on psychosocial first aid, providing support to those affected by shocks. In 2020-2024, AGES established 911 Girls’ Empowerment Forums with a total of 9,110 members. The GEFs were connected through 18 district-level networks. Read More...
Adolescent Girls’ Education in Somalia (AGES) Endline evaluation
This evaluation of CARE International’s Adolescent Girls Education in Somalia (AGES) programme concludes a four-and-a-half-year effort to track the programme’s impact on various cohorts of girl learners. The evaluation is preceded by three previous evaluations: a baseline (BL) round in late 2019, a Midline 1 (ML1) round in early 2022, and a Midline 2 (ML2) round in early 2023. Three key outcomes for girls are measured through this study: 1) learning outcomes, as measured by numeracy and literacy skills; 2) transitions outcomes, measured by girls’ trajectories since first surveyed, such as whether a girl has progressed in grade levels, or secured gainful employment after their participation in the AGES programme; and 3) sustainable change emerging from shifts in social norms at the community and individual level, as well as strengthened institutional capacities to support inclusive education.
In addition, the programme’s theory of change (ToC) posits that several intermediate outcomes mediate the effect of programme interventions on the primary outcomes. As such, this study also examines progress on several intermediate outcomes: 1) attendance rates, 2) quality of teaching practices, 3) girls’ leadership and life skills, 4) school management and governance, 5) community support for girls’ education, 6) girl’s self-efficacy, 7) strengthened economic circumstances for female youth, and finally, 8) access to social support services.
Importantly, this study comprises evaluations for three separate groups of girls, all recruited into the study at various points in time. The study began with an original baseline cohort of girls participating in the formal education (FE), Alternative Basic Education (ABE), and Non-Formal Education (NFE) programmes. These girls were recruited from schools in the following states, or geographic zone: Banadir, South West State, and Jubaland. The ABE programme focused on accelerated education of basic skills to enable girls to transition into the formal education system, while the NFE programme aimed to equip girls with the skills – both hard and soft – needed to pursue livelihoods, though some NFE girls also transition to the formal education system. These initial groups – whom we collectively refer to as Cohort 1 (C1) or the baseline cohort – were first recruited at BL in 2019, and were funded by the UK’s Girls’ Education Challenge (GEC) fund.
Two further cohorts, funded by USAID, were later introduced. Cohort 4, or C4, NFE girls were introduced into the study at ML1, while Cohort 5, or C5, NFE girls were introduced to the study at ML2. As such, unlike the C1 girls, we take the ML1 and ML2 evaluation rounds as the cohort-specific baselines for C4 and C5 NFE girls, respectively, and compare changes in main and intermediate outcomes from those rounds to EL. The USAID expansion of the NFE programming also meant the C4 and C5 Read More...
In addition, the programme’s theory of change (ToC) posits that several intermediate outcomes mediate the effect of programme interventions on the primary outcomes. As such, this study also examines progress on several intermediate outcomes: 1) attendance rates, 2) quality of teaching practices, 3) girls’ leadership and life skills, 4) school management and governance, 5) community support for girls’ education, 6) girl’s self-efficacy, 7) strengthened economic circumstances for female youth, and finally, 8) access to social support services.
Importantly, this study comprises evaluations for three separate groups of girls, all recruited into the study at various points in time. The study began with an original baseline cohort of girls participating in the formal education (FE), Alternative Basic Education (ABE), and Non-Formal Education (NFE) programmes. These girls were recruited from schools in the following states, or geographic zone: Banadir, South West State, and Jubaland. The ABE programme focused on accelerated education of basic skills to enable girls to transition into the formal education system, while the NFE programme aimed to equip girls with the skills – both hard and soft – needed to pursue livelihoods, though some NFE girls also transition to the formal education system. These initial groups – whom we collectively refer to as Cohort 1 (C1) or the baseline cohort – were first recruited at BL in 2019, and were funded by the UK’s Girls’ Education Challenge (GEC) fund.
Two further cohorts, funded by USAID, were later introduced. Cohort 4, or C4, NFE girls were introduced into the study at ML1, while Cohort 5, or C5, NFE girls were introduced to the study at ML2. As such, unlike the C1 girls, we take the ML1 and ML2 evaluation rounds as the cohort-specific baselines for C4 and C5 NFE girls, respectively, and compare changes in main and intermediate outcomes from those rounds to EL. The USAID expansion of the NFE programming also meant the C4 and C5 Read More...
IPC & Rapid Gender Analysis Pilot – Somalia: Gender, Food Insecurity & Drought
Acute food insecurity (AFI) in Somalia has deepened amidst a prolonged humanitarian crisis that is further amplified by the climate crisis, conflict, disease outbreaks, and the ripple effect of government instability. The interconnection between gender equality and food security on the local, national, and global level is well established; wider gaps in gender inequality in the public and private sphere heighten the likelihood of food insecurity within a country.1 Yet most global data sets on food insecurity are not disaggregated by sex. Primarily, gender-disaggregated approaches have been applied most consistently regarding indicators related to women’s reproductive role – such as anemia in women of childbearing age – and overlook key questions around women’s access to resources, safety,mobility,andparticipation. Thesespheresbroadenthelensofdatatoprovideamoreholistic understanding of the experience of food insecurity, and most importantly, can inform strategic responses that target the needs of the most vulnerable. Thus, this objective Rapid Gender Analysis (RGA) is to strengthen and operationalize mixed methodologies that integrate gender analysis into global food security measurement systems, such as the Integrated Food Security and Nutrition Phase Classification (IPC), to account for the differential vulnerabilities of men and women and provide concrete and actionable recommendations that inform both the process of data collection and the implementation of more effective humanitarian programming. This study was conducted from February 25 to March 11, 2023 and focused on four districts in Somalia, each situated within two distinct pastoralist Livelihood Zones.
The Integrated Food Security and Nutrition Phase Classification (IPC) serves as a pivotal analytical instrument, guiding decision-makers in understanding the magnitude and extent of both acute and chronic food insecurity as well as acute malnutrition.2 This assessment, which aligns with international standards, demonstrates a shortfall in the absence of consistently incorporating gender- disaggregated data and analysis, an aspect that is crucial for fostering a more inclusive approach to addressing food and nutrition insecurities globally. The IPC analytical approach comprises of data from governments, UN agencies, NGOs, and other stakeholders that have applied the most rigorous and technical methodologies aligned with the IPC Technical Manual 3.1.3 Recognizing the profound impact of gender dynamics on the escalating global acute food and nutrition crises, CARE implemented an adapted strategy that combined both quantitative and qualitative instruments and disaggregated by sex as well as individual and household level data. This pilot study engaged 1,708 respondents, encompassing both women and men, and incorporated quantitative surveys and qualitative data gathering techniques such as key informant interviews, focus group discussions, and individual stories. This synergistic fusion of methods illuminated the complex and diverse experiences of men and women, as well as the underlying themes associated with acute food insecurity in the specified two Livelihood Zones (LZs) and the subsequent four districts. The quantitative component incorporated IPC-approved indicators such as the Food Insecurity Experience Scale (FIES), the Household Hunger Scale (HHS), and the reduced Coping Strategies Index (rCSI), complemented by the WFP's adapted Gender Equality for Food Security (GE4FS) questions. Meanwhile, the qualitative analysis primarily utilized CARE's proven Rapid Gender Analysis (RGA) toolkit. Triangulation across quantitative and qualitative data sources underscores the importance of mixed method approaches and enables a more comprehensive understanding of the impacts of the prolonged drought on men and women and the development of more targeted programming that meets the needs of the most vulnerable crisis-affected populations.
Gender inequalities are both a cause of and the result of the differentiated experiences of acute food insecurity. Gender norms and dynamics impact men and women’s social, economic, and political participation, as well as their access to resources and services. When shocks hit, they can both reinforce and exacerbate existing barriers and discriminatory practices and/or create new opportunities and pathways for resilience, adaptation, and recovery. This report notes multiple shifts in gender dynamics that have occurred since the start of the drought that have shaped the capacity of men and women to participate in the drought response and recovery.
Structural inequalities in Somalia are based on the patriarchal clan-based system that is the foundation of social systems. Numerous indicators demonstrate how - from an early age - women are socially positioned to face risks and barriers that significantly reduced their agency in accessing opportunities, participating in household and community decision making and improving living conditions. Simultaneously, men’s roles towards their family defined by customary law and clan systems has been challenged due to the loss of livelihoods that has created increased vulnerability in accessing food and asserting their traditional roles.
The study explores nuanced gender disparities in acute food insecurity experiences within these LZs, highlighting the vulnerabilities exacerbated by the recent drought. The following highlight key findings:
• Gender Disparities in Acute Food Insecurity: There were distinct gender-based discrepancies, particularly in the Hawd LZ. In this LZ, the data indicated that men are facing a higher degree of acute food insecurity compared to women; the majority of women are grappling with conditions corresponding to IPC phase 3 (Crisis) or worse, whereas men are predominantly experiencing hardships consistent with indicative IPC phase 4 (Emergency). Conversely, in the Addun , both groups are contending with similar levels of acute food insecurity, at indicative IPC phase 4 (Emergency).
• Gender Analysis and Cultural Factors: Remarkably, the gender disparity observed in Hawd contradicts the traditional, cultural, and social norms that are prevalent in Somalia, which typically favor men. Thus, gender analysis of qualitative and secondary data provides critical nuance, with qualitative interviews indicating that men and women both generally perceive women as more vulnerable to acute food insecurity. Likewise, interviewees surfaced trends and cultural factors that may have influenced how men and women experienced or perceived acute food insecurity, such as customary eating habits, khat consumption, and humanitarian assistance. Further study is warranted to determine to what extent these factors are shaping IPC analysis in Somalia writ large.
• Severe Acute Food Insecurity: The findings from the study confirm a dire scenario, where over 70% of the population in the surveyed LZs are facing IPC phase 3+ (Crisis) or worse conditions, as confirmed by FIES, HHS, and rCSI outcome indicators. Disturbingly, there are households and individuals within these LZs confronting even more dire acute food insecurity circumstances consistent with IPC phase 5 (Catastrophe) levels.
• Collapse of Livelihoods Impacts Gender Roles: Drought conditions and the associated collapse of core livelihood pathways due to the loss of livestock has severely impacted traditional roles. The near total collapse of pastoralist livelihoods associated with the drought has threatened men’s traditional role of “provider” and has led some men to report strong feelings of mental health distress. Women have increasingly expanded outside of their traditional roles in the home to seek income opportunities, however, disparities remain that continue to limit their decision-making power at the household and community levels.
• Health Access: Respondents frequently drew connections between the food insecurity and malnutrition situation in their area to the lack of access to basic and life-saving health services. Health services, particularly for pregnant women, were noted by many to be dire, as was the need for better access to clean water to mitigate risks of increased diseases from contaminated sources.
• Protection: Increased tensions within the household due to growing limitations around access to resources heightens risks for gender-based violence within the household, especially as the scope of women’s roles expand around income generation and increased access to humanitarian aid. Culturally accepted practices around early and forced child marriage, as a coping method, also creates added stressors for women and families. Read More...
The Integrated Food Security and Nutrition Phase Classification (IPC) serves as a pivotal analytical instrument, guiding decision-makers in understanding the magnitude and extent of both acute and chronic food insecurity as well as acute malnutrition.2 This assessment, which aligns with international standards, demonstrates a shortfall in the absence of consistently incorporating gender- disaggregated data and analysis, an aspect that is crucial for fostering a more inclusive approach to addressing food and nutrition insecurities globally. The IPC analytical approach comprises of data from governments, UN agencies, NGOs, and other stakeholders that have applied the most rigorous and technical methodologies aligned with the IPC Technical Manual 3.1.3 Recognizing the profound impact of gender dynamics on the escalating global acute food and nutrition crises, CARE implemented an adapted strategy that combined both quantitative and qualitative instruments and disaggregated by sex as well as individual and household level data. This pilot study engaged 1,708 respondents, encompassing both women and men, and incorporated quantitative surveys and qualitative data gathering techniques such as key informant interviews, focus group discussions, and individual stories. This synergistic fusion of methods illuminated the complex and diverse experiences of men and women, as well as the underlying themes associated with acute food insecurity in the specified two Livelihood Zones (LZs) and the subsequent four districts. The quantitative component incorporated IPC-approved indicators such as the Food Insecurity Experience Scale (FIES), the Household Hunger Scale (HHS), and the reduced Coping Strategies Index (rCSI), complemented by the WFP's adapted Gender Equality for Food Security (GE4FS) questions. Meanwhile, the qualitative analysis primarily utilized CARE's proven Rapid Gender Analysis (RGA) toolkit. Triangulation across quantitative and qualitative data sources underscores the importance of mixed method approaches and enables a more comprehensive understanding of the impacts of the prolonged drought on men and women and the development of more targeted programming that meets the needs of the most vulnerable crisis-affected populations.
Gender inequalities are both a cause of and the result of the differentiated experiences of acute food insecurity. Gender norms and dynamics impact men and women’s social, economic, and political participation, as well as their access to resources and services. When shocks hit, they can both reinforce and exacerbate existing barriers and discriminatory practices and/or create new opportunities and pathways for resilience, adaptation, and recovery. This report notes multiple shifts in gender dynamics that have occurred since the start of the drought that have shaped the capacity of men and women to participate in the drought response and recovery.
Structural inequalities in Somalia are based on the patriarchal clan-based system that is the foundation of social systems. Numerous indicators demonstrate how - from an early age - women are socially positioned to face risks and barriers that significantly reduced their agency in accessing opportunities, participating in household and community decision making and improving living conditions. Simultaneously, men’s roles towards their family defined by customary law and clan systems has been challenged due to the loss of livelihoods that has created increased vulnerability in accessing food and asserting their traditional roles.
The study explores nuanced gender disparities in acute food insecurity experiences within these LZs, highlighting the vulnerabilities exacerbated by the recent drought. The following highlight key findings:
• Gender Disparities in Acute Food Insecurity: There were distinct gender-based discrepancies, particularly in the Hawd LZ. In this LZ, the data indicated that men are facing a higher degree of acute food insecurity compared to women; the majority of women are grappling with conditions corresponding to IPC phase 3 (Crisis) or worse, whereas men are predominantly experiencing hardships consistent with indicative IPC phase 4 (Emergency). Conversely, in the Addun , both groups are contending with similar levels of acute food insecurity, at indicative IPC phase 4 (Emergency).
• Gender Analysis and Cultural Factors: Remarkably, the gender disparity observed in Hawd contradicts the traditional, cultural, and social norms that are prevalent in Somalia, which typically favor men. Thus, gender analysis of qualitative and secondary data provides critical nuance, with qualitative interviews indicating that men and women both generally perceive women as more vulnerable to acute food insecurity. Likewise, interviewees surfaced trends and cultural factors that may have influenced how men and women experienced or perceived acute food insecurity, such as customary eating habits, khat consumption, and humanitarian assistance. Further study is warranted to determine to what extent these factors are shaping IPC analysis in Somalia writ large.
• Severe Acute Food Insecurity: The findings from the study confirm a dire scenario, where over 70% of the population in the surveyed LZs are facing IPC phase 3+ (Crisis) or worse conditions, as confirmed by FIES, HHS, and rCSI outcome indicators. Disturbingly, there are households and individuals within these LZs confronting even more dire acute food insecurity circumstances consistent with IPC phase 5 (Catastrophe) levels.
• Collapse of Livelihoods Impacts Gender Roles: Drought conditions and the associated collapse of core livelihood pathways due to the loss of livestock has severely impacted traditional roles. The near total collapse of pastoralist livelihoods associated with the drought has threatened men’s traditional role of “provider” and has led some men to report strong feelings of mental health distress. Women have increasingly expanded outside of their traditional roles in the home to seek income opportunities, however, disparities remain that continue to limit their decision-making power at the household and community levels.
• Health Access: Respondents frequently drew connections between the food insecurity and malnutrition situation in their area to the lack of access to basic and life-saving health services. Health services, particularly for pregnant women, were noted by many to be dire, as was the need for better access to clean water to mitigate risks of increased diseases from contaminated sources.
• Protection: Increased tensions within the household due to growing limitations around access to resources heightens risks for gender-based violence within the household, especially as the scope of women’s roles expand around income generation and increased access to humanitarian aid. Culturally accepted practices around early and forced child marriage, as a coping method, also creates added stressors for women and families. Read More...
EDUCATION SECTOR PROGRAM IMPLEMENTATION GRANT (ESPIG) Endline Report
Global evidence has shown that the type and quality of education can either fuel marginalization, alienation, poverty and vulnerability of children and young people or strengthen societal resilience. After the fall of the state in 1991 and the outbreak of conflict, the education system in Somalia remains fragmented and underfunded – with only 0.25 percent of Somalia’s GDP invested in the education system. Significant barriers to accessing quality education in Somalia include minimal capacity to provide in-teacher training; insufficient salaries for educators; high student to teacher ratio; low ratio of textbooks to students; inadequate school infrastructure (e.g., gender appropriate WASH facilities or access to electricity); marginalization of pastoralist communities and minority clans; and an inability to appropriately accommodate students with disabilities.
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
In response the Ministry of Education, Culture and Higher Education (MOECHE) of the Government of Somalia and CARE have implemented the Education Sector Program Implementation Grant (ESPIG) funded by the Global Partnership for Education (GPE). Aligned with the Federal Government of Somalia’s Education Sector Plan 2018-2020 (ESSP), the overall objective of ESPIG is to increase access to quality education for out of school children; enhance the quality of primary education; and improve the capacity of the Ministries of Education (MOEs) at the Federal Member State (FMS) and district level to regulate and better manage the education sector.
This endline evaluation aimed to assess the extent to which the stated objectives and ESPIG components were achieved (or not) during the course of the project. This study also aimed to identify and explore the factors affecting the achievement of the ESPIG outcomes. For instance, it sought to identify factors affecting access to primary education, as well as the quality of teaching. The findings and recommendations aim to inform adaptations to future GPE investments in system strengthening in Somalia as well as the proposed methodology for their implementation. Read More...
Adolescent Girls’ Education in Somalia (AGES) Impact Brief
The Adolescent Girls’ Education in Somalia (AGES) project is an ambitious six-year initiative (2018-2024) funded by FCDO’s Girls’ Education Challenge and USAID, which aims to boost learning outcomes and positive transitions for ultra-marginalized girls living in conflict-affected areas of Somalia. To date, AGES has enabled 90,698 ultra-marginalized girls and female youth to access quality education responsive to their needs. AGES enrolled 67,509 girls in ABE and NFE in 2019-23. Read More...
Strengthening Female Youth Resilience in Somalia Learnings from AGES and SOMGEP-T
A quality, relevant education is core to adaptive capacities for resilience, equipping children and youth with the skills to cope with shocks and adapt to new livelihoods.1 Schools and non-formal learning environments may also contribute to develop transformative capacities for resilience: strengthening social cohesion through peer support networks; equipping students for collective action and participation in decision-making; and shifting gender norms. Education also has the potential to build absorptive capacities for resilience through engaging adolescents and youth in informal savings groups, strengthening preparedness for shocks, and providing safeguarding mechanisms. Developing resilience capacities is relevant for all, but particularly for adolescent girls coming of age in crisis-affected contexts and those living in displacement. Read More...
Learning outcomes, transition, & retention Stories of change from AGES project in Somalia
The Adolescent Girls’ Education in Somalia (AGES) project aims to improve learning outcomes and positive transitions
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
for 82,975 extremely vulnerable girls and female youth in South Somalia. In 2019-2022, AGES enrolled a total of 62,288
girls in formal primary education (including regular and special needs schools), accelerated basic education (ABE), and non-formal education classes (NFE). Each learning pathway is adapted to girls’ age range and needs, including flexible delivery and content. The project works with Ministries of Education (MOEs) to coach teachers on delivering subject content, adopting inclusive and gender-responsive practices, and providing remedial education where applicable. AGES also trains teachers and Community Education Committees (CECs) to routinely follow up on cases of absenteeism and dropout. Through AGES, girls who are frequently absent or facing temporary school closures due to attacks and natural disasters are provided with remote learning materials and remedial support. As of November 2022, 49% of the students reported receiving remedial support from teachers. Read More...
Building Opportunities for Resilience in the Horn of Africa (BORESHA) III Final Evaluation Report
Building Opportunities for Resilience in the Horn of Africa (BORESHA) III was the third phase of a five-year project funded by the European Union Trust Fund for Africa (EUTF). It was implemented between January and December 2022 with a three-month no-cost extension (NCE) to March 2023 at the time of evaluation. BORESHA's overall objective remained the same throughout the various phases: to promote economic development and greater resilience, particularly among vulnerable groups. The project activities, carried out in the Mandera Triangle (the area where Ethiopia, Kenya, and Somalia meet), are primarily a continuation and scaling of what was accomplished in BORESHA I and II, and take a community-driven approach to address the shared nature of the risks and opportunities facing vulnerable people and communities. Read More...
Adolescent Girls’ Education in Somalia (AGES) Midline evaluation
Original Baseline Cohorts
Learning outcomes among the original baseline cohorts are mixed. The FE and ABE cohorts showed substantial learning gains at ML1 and continue to perform above their baseline levels, but have experienced significant backsliding in both literacy and numeracy since ML1. This learning loss is concerning, and is coupled with a failure, even at ML1, to meet the learning benchmarks established at baseline.1 C1 NFE girls, on the other hand, have shown no learning improvements since baseline on either literacy or numeracy, in either the ML1 or ML2 rounds.
Learning gains among FE girls include an increase in literacy of 20.5 points since baseline, compared to an expected (benchmarked) achievement of 29.7 points. This cohort came closer to meeting the numeracy targets, gaining 15.3 points since baseline, compared to an expected improvement of 18.5 points. ABE girls have also failed to meet their benchmarks, but by larger margins, falling short of the literacy and numeracy benchmarks by 15.4 points and 11.5 points, respectively.
An important caveat when assessing learning outcomes concerns differential exposure to schooling among the cohorts. Girls who remained enrolled in FE consistently improved considerably, but the cohort’s overall scores are reduced by the number of girls who dropped out over time; the same is true of ABE and NFE girls.2 While even consistent attenders generally failed to meet improvement benchmarks, these differential gains underscore the importance of continuous enrolment to achieving the programme’s learning goals.
C4 NFE Cohort
Improving learning outcomes—numeracy and Somali literacy—are at the centre of the AGES programme’s goals. C4 NFE girls were enrolled before ML1 and completed the 10-month NFE programme. At the ML2 evaluation point, in the aggregate, we find that both numeracy and literacy scores improved significantly from a low base set of scores at ML1. The C4 NFE girls improved their average numeracy scores from 21.1 points to 49.6 points, and average literacy scores increased by 18.3 points to 34.9 points.
Examining changes in learning outcomes by region, C4 NFE girls in Banadir, Lower Shabelle, and Middle Shabelle improved their numeracy scores from 24.6 to 28.2 points on average while in Bay C4 NFE girls only improved by 2.3 points on average. With regard to literacy scores, C4 NFE girls in Banadir and Lower Shabelle improved their literacy scores 23.2 and 24.9 points, respectively, while scores in Bay stagnated with only a 1.8 point increase. Girls from Bay scored significantly higher than girls from all other regions at ML1, but by ML2 the numeracy and literacy gains were minimal and not statistically significant. Read More...
Learning outcomes among the original baseline cohorts are mixed. The FE and ABE cohorts showed substantial learning gains at ML1 and continue to perform above their baseline levels, but have experienced significant backsliding in both literacy and numeracy since ML1. This learning loss is concerning, and is coupled with a failure, even at ML1, to meet the learning benchmarks established at baseline.1 C1 NFE girls, on the other hand, have shown no learning improvements since baseline on either literacy or numeracy, in either the ML1 or ML2 rounds.
Learning gains among FE girls include an increase in literacy of 20.5 points since baseline, compared to an expected (benchmarked) achievement of 29.7 points. This cohort came closer to meeting the numeracy targets, gaining 15.3 points since baseline, compared to an expected improvement of 18.5 points. ABE girls have also failed to meet their benchmarks, but by larger margins, falling short of the literacy and numeracy benchmarks by 15.4 points and 11.5 points, respectively.
An important caveat when assessing learning outcomes concerns differential exposure to schooling among the cohorts. Girls who remained enrolled in FE consistently improved considerably, but the cohort’s overall scores are reduced by the number of girls who dropped out over time; the same is true of ABE and NFE girls.2 While even consistent attenders generally failed to meet improvement benchmarks, these differential gains underscore the importance of continuous enrolment to achieving the programme’s learning goals.
C4 NFE Cohort
Improving learning outcomes—numeracy and Somali literacy—are at the centre of the AGES programme’s goals. C4 NFE girls were enrolled before ML1 and completed the 10-month NFE programme. At the ML2 evaluation point, in the aggregate, we find that both numeracy and literacy scores improved significantly from a low base set of scores at ML1. The C4 NFE girls improved their average numeracy scores from 21.1 points to 49.6 points, and average literacy scores increased by 18.3 points to 34.9 points.
Examining changes in learning outcomes by region, C4 NFE girls in Banadir, Lower Shabelle, and Middle Shabelle improved their numeracy scores from 24.6 to 28.2 points on average while in Bay C4 NFE girls only improved by 2.3 points on average. With regard to literacy scores, C4 NFE girls in Banadir and Lower Shabelle improved their literacy scores 23.2 and 24.9 points, respectively, while scores in Bay stagnated with only a 1.8 point increase. Girls from Bay scored significantly higher than girls from all other regions at ML1, but by ML2 the numeracy and literacy gains were minimal and not statistically significant. Read More...