READO

Rural Education and Agriculture Development Organization (READO), a leading non-governmental organization in Somalia and Somaliland, implements emergency aid intervention and development programs. Since 2008, we have been responding to Somalia’s multiple climate shocks by implementing emergency response, recovery, and resilience programs, targeting mainly destitute agro-pastoral, riverine, and IDP communities in Somalia. READO’s thematic areas of programming include Food Security and Livelihoods, Youth Programs, WASH, Health, Nutrition, Education, Child Protection, Health Reproductive, Protection/Gender-Based Violence, Good Governance, Durable Solutions and Reintegration, Rural and Urban Livelihood, Education, Peacebuilding and Conflict Resolutions, Climate Change and Resilience, and Youth Programs – Technical and Vocational Education and Training (TVET for youth at risk of marginalization).

 READO has been responding to the multiple shocks facing Somalia by implementing emergency response and resilience-building programs, targeting mainly destitute agro-pastoral and IDP communities in Somalia. READO is registered in Somalia, the Federal Republic of Somalia, the Ministry of Interior, Federal Affairs and Reconciliation and the Ministry of Planning, Investment and Economic Development of Southwest State of Somalia.

 READO’s vision is to bring humanitarian assistance to vulnerable people in danger of natural and human-induced disasters. We are committed to ensuring the uppermost ideals of accountability are observed and strive to meet the needs of the most vulnerable populations by delivering adequate humanitarian service in each situation. For more information, visit: https://readosom.org/

Humanitarian Technical Advisor: supports the READO to resource and provide capacity strengthening for members of Country Programs/Regional emergency response capacity; provides remote technical support to country programs/regions for preparedness/readiness/contingency planning, and as needed, deploy for strategic support, including on-site mentoring and technical assistance; reinforces program quality through regular, (+/- remote) capacity strengthening and skills-deepening; ensures that READO program models and emergency strategies advance organizational commitments to gender equality outcomes; leads design and development of integrated/joint program models and approaches in emergencies; manages and maintaines current emergency response tools and update according to industry standards and best practices, while also supporting iterative and adaptive learning from ongoing responses. 

Commit 2-4 hours of work per week throughout the 12-week LEAP Project sprint;

Active participation;

Scaling up.

Evidence-focused technology and community involvement for better education in Somalia for learners from 2 to 12 years of age

In Somalia, children between the ages of 2 and 12 face numerous educational challenges that hinder their access to quality schooling. One of the primary obstacles is the lack of infrastructure and facilities. Many schools in Somalia are poorly equipped, with inadequate classrooms, limited teaching materials, and insufficient sanitation facilities. This poses a significant barrier to effective learning, as children require a conducive environment to develop their cognitive and social skills.

Another major challenge is the high illiteracy rate among adults in the country. Somalia has one of the lowest literacy rates in the world, which significantly impacts children's access to education. Illiterate parents often struggle to support their children's learning at home and may not recognize the importance of education. This lack of parental involvement and guidance can harm children's motivation and academic performance.

Furthermore, ongoing conflicts and insecurity in Somalia challenge children's education. Displacement and instability disrupt schooling systems, forcing many children to abandon their education. Moreover, the constant threat of violence and the use of schools for military purposes not only jeopardize the safety of students and teachers but also undermine the learning environment, making it difficult for children to focus on their studies.

Addressing these educational challenges requires a multi-faceted approach involving investment in infrastructure development, teacher training programs, and community engagement initiatives. By improving school facilities, providing adequate teaching resources, promoting literacy among adults, and ensuring a safe learning environment, Somalia can enhance educational opportunities for children aged 2 to 12 and set the foundation for their future success.

Improving educational outcomes for children in Somalia, particularly ages 2-12, while emphasizing evidence-based approaches requires an innovative and comprehensive solution. Here is presented an approach that combines technology, community involvement, and a focus on evidence:

·       Mobile Learning Platforms: Develop and implement mobile learning platforms that leverage the widespread use of mobile phones in Somalia. These platforms can provide access to educational content, interactive learning activities, and assessments tailored to different age groups. The content can cover various subjects, including literacy, numeracy, science, and local cultural knowledge.

·       Gamification and Interactive Content: Design the learning materials to be engaging and interactive, incorporating gamification elements to enhance motivation and retention. Interactive exercises, quizzes, and rewards can make learning enjoyable and encourage regular participation.

·       Community Engagement: Foster a strong connection between the learning solution and the local community. Collaborate with parents, teachers, and community leaders to create awareness, garner support, and encourage active participation. Involve community members in designing and reviewing educational content, ensuring it aligns with the local context, culture, and values.

·       Teacher Training and Support: Provide teachers with comprehensive training and ongoing support to utilize the learning solution in their classrooms effectively. Training should focus on integrating technology into teaching practices, understanding the learning needs of diverse students, and utilizing evidence-based instructional strategies.

·       Monitoring and Evaluation: Implement a robust monitoring and evaluation framework to collect data on the effectiveness of the learning solution. Use quantitative and qualitative methods to measure learning outcomes, student engagement, and teacher feedback. Regular evaluations can inform iterative improvements and demonstrate the impact of the intervention.

·       Partnerships and Funding: Collaborate with local and international organizations, NGOs, and governmental agencies to secure funding and establish partnerships. Engage stakeholders who can provide technical expertise, financial resources, and access to networks that can help scale the solution effectively.

·       Research and Evidence Generation: Conduct rigorous research to build a strong evidence base for the learning solution. Collect data on student learning outcomes, attendance rates, and parental and teacher perceptions. Disseminate findings through academic publications, policy briefs, and conferences to create awareness and advocate for evidence-based approaches.

·       Scalability and Sustainability: Ensure the learning solution is scalable and sustainable by designing it with long-term considerations. Develop strategies to reduce dependence on external funding, explore potential revenue models, and work towards integration within existing educational systems to maximize the solution's reach and impact.

Foundational research - Designed and implemented a series of baseline studies, mid-term and final evaluations in partnership with REAL C. Group (Malawi outcome harvesting evaluation), Consilient (Kenya and South Sudan baseline projects), Internews Afghanistan (end-line evaluation), NDI (Guinea MTE), ABA-ROLI (BiH rapid final evaluation), Dexis Consulting Group (Civic Education and Engagement and Political Participation Assessment in Jordan), CHANGE Project – Improving Access to Education in Ethiopia for Most Marginalized Girls (managed the international partnerships with INGOs, specifically, FCDO’s Girls’ Education Challenge (GEC)).

Lessons learned.

Monitoring and evaluation (M&E) is a crucial component of any educational intervention as it allows you to assess the effectiveness of the learning solution and make informed decisions for improvement. Here's an elaboration on implementing a robust M&E framework:

·       Define Key Indicators: Start by identifying the key indicators that will help you measure the effectiveness of the learning solution. These indicators may include learning outcomes (such as literacy and numeracy skills), student engagement levels, teacher satisfaction, and usage statistics of the learning platform.

·       Data Collection: Establish a systematic approach to collecting data on the identified indicators. Quantitative methods, such as assessments, tests, and surveys, can provide numerical data to measure learning outcomes and engagement levels. Qualitative methods, such as interviews, focus groups, and observations, can offer in-depth insights into the experiences and perceptions of students, teachers, and parents.

·       Regular Assessments: Conduct periodic assessments to track students' progress over time. These assessments should align with the learning objectives and content the solution covers. Depending on the context, they can be administered digitally through the learning platform or other means. Collect data on student performance and compare it against predefined benchmarks or standards.

·       Teacher Feedback: Engage teachers in providing feedback on the learning solution. Regular surveys or feedback sessions can gather their insights on the effectiveness of the platform, its usability, and its impact on their teaching practices. Their feedback can highlight areas for improvement and guide future enhancements.

·       Student and Parent Feedback: Seek input from students and parents through surveys or interviews to understand their experiences and perceptions of the learning solution. Their feedback can shed light on user-friendliness, engagement, and content relevance. It can also help identify barriers or challenges in accessing and using the solution.

·       Data Analysis and Reporting: Analyze the collected data to identify trends, patterns, and areas that require improvement. Use both quantitative and qualitative analysis techniques to gain a comprehensive understanding of the impact of the learning solution. Prepare regular reports summarizing the findings and highlighting key insights, allowing stakeholders to make data-driven decisions.

·       Iterative Improvements: Use the insights gained from the M&E process to inform iterative improvements to the learning solution. Identify areas where adjustments or enhancements are needed, such as content updates, user interface modifications, or teacher training interventions. Continuously refine the solution based on the feedback received and the data collected.

·       Demonstrate Impact: Regularly communicate the findings of the M&E process to stakeholders, including policymakers, donors, and the broader educational community. Highlight the positive impact and effectiveness of the learning solution, showcasing evidence of improved learning outcomes, increased student engagement, and positive feedback from teachers and students. This will help build credibility, support further funding, and advocate for adopting evidence-based approaches in education.

By implementing a robust M&E framework, you can systematically collect data, measure outcomes, and gather feedback to continuously improve the learning solution and demonstrate its effectiveness in enhancing educational outcomes for children in Somalia.

Similar concepts for complex environments as Somalia impacts - lessons learned.

Concept or model to pilot and measure.

We will update our education strategy and policies and pass recommendations to local/state education authorities.

- networking (short)

- partnering (long).