An evidence-based approach to improving girls' learning outcomes: lessons from 2014/2015 data collection in Somalia and Somaliland

The barriers to a girl’s learning in the unique and challenging context of Somalia and Somaliland are immense and yet there is little research available on these, or on the possible approaches to addressing them in a... [ view full abstract ]

The barriers to a girl’s learning in the unique and challenging context of Somalia and Somaliland are immense and yet there is little research available on these, or on the possible approaches to addressing them in a sustainable manner. This paper therefore aims to offer insights to policy makers and practitioners in the government and non-profit sector as well as the wider academic community. The study considers extensive primary data collected in 2014 and 2015 as part of a UK Aid funded Girls’ Education Project implemented by a Relief International-led consortium. Extensive qualitative and quantitative data was collected from girls, households and schools across Somaliland and Somalia, including South Central, with a particular focus on urban/peri-urban and IDP camp populations. It explores the social, psychosocial, economic and cultural dimensions influencing girls’ opportunity to learn effectively. Specifically, we test the following hypotheses: School-based factors (i.e. teaching style, teacher gender, school infrastructure) exceed detrimental family and demographic risk factors in predicting girls’ participation and learning; within the household, parental opinions toward education exceed family means in predicting girls’ participation and learning. Subsequently, the paper explores the practical implications of the evidence gathered and conclusions reached, explaining how the findings are being used to inform a holistic programmatic approach that targets, not only the individual, but also the family, teachers, community, and government in order to support sustainable improvements in learning outcomes for Somali girls.