Promotion of Employment Through Training – PETT Project REPORT ON THE ORGANIZATIONAL CAPACITY ASSESSMENT OF THE MINISTRY OF EDUCATION PUNTLAND, IBTVET CENTRES AND LOCAL IMPLEMENTING PARTNERS Puntland; April 2006

Report Submitted by: Acacia Consultants Ltd. P.O. Box 340, Sarit Centre 00606 Westlands, Nairobi, Kenya Tel/fax: 3742855 Tel: 3746655 / 3747867 Mobile: 0733 780900 / 0722 203 444 Email: admin@acaciaconsultants.org

This Project is Funded by the European Union

TABLE OF CONTENTS LIST OF ANNEXES................................................................................................................................................... iii FOREWORD................................................................................................................................ IV EXECUTIVE SUMMARY ..............................................................................................................V LIST OF ACRONYMS................................................................................................................................................vi 1.0 Introduction ............................................................................................................................................................vi 2.0 Methodology and Approach ....................................................................................................................................1 2.2 Approach .................................................................................................................................................................1 3.0 Findings..................................................................................................................................................................1 3.1 CAPACITY ASSESSMENT OF MINISTRY OF EDUCATION OF PUNTLAND STATE ..............................1 3.1.1 An Overview of the Education Policy Framework...............................................................................................1 3.1.2 Technical and Vocation Education and Training and the Puntland Policy Paper.................................................4 3.1.3 Interview with key informant - the Minister for Education ..................................................................................5 3.1.4 Recommendations ................................................................................................................................................5 3.1.5 Capacity Assessment of Key Ministry of Education Departments .......................................................................5 3.2 CAPACITY ASSESSMENT OF PUNTLAND COMMUNITY COLLEGE (PCC) .....................................10 3.2.1. Introduction .......................................................................................................................................................10 3.2.2 Governance.........................................................................................................................................................10 3.2.3 Resources............................................................................................................................................................11 3.2.4 Management Systems and Procedures................................................................................................................11 3.2.5 Program Performance .........................................................................................................................................12 3.2.6 External Relations...............................................................................................................................................12 3.2.7 Recommendations ..............................................................................................................................................13 3.3 CAPACITY ASSESSMENT OF GALKAYO EDUCATION CENTRE FOR PEACE AND DEVELOPMENT...14 3.3.1 Introduction ........................................................................................................................................................14 3.3.2 Governance.........................................................................................................................................................14 3.3.3 Resources............................................................................................................................................................15 3.3.4 Management Systems and Procedures................................................................................................................15 3.3.5 Program Performance .........................................................................................................................................16 3.3.6 External Relations...............................................................................................................................................17 3.3.7 Recommendations ..............................................................................................................................................17 3.4 CAPACITY ASSESSMENT OF SOMALI INSTITUTE FOR BUSINESS ADMINISTRATION (SIBA) .........18 3.4.1 Introduction: .......................................................................................................................................................18 3.4.2 Governance.........................................................................................................................................................18 3.4.3 Resources............................................................................................................................................................18 3.4.4 Management Systems and Procedures................................................................................................................19 3.4.5 Programme Performance ....................................................................................................................................19 3.4.6 External Relations...............................................................................................................................................19 3.4.7 Recommendations ..............................................................................................................................................19 3.5 CAPACITY ASSESSMENT OF SCHOOL OF PROFESSIONAL STUDIES AND SERVICES....................20 3.5.1 Introduction ........................................................................................................................................................20 3.5.2 Governance.........................................................................................................................................................20 3.5.3 Resources............................................................................................................................................................20

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3.5.4 Management Systems and Procedures................................................................................................................20 3.5.5 Programme Performance ....................................................................................................................................20 3.5.6 External Relations...............................................................................................................................................21 3.5.7 Recommendations ..............................................................................................................................................21 3.6 ORGANIZATIONAL CAPACITY ASSESSMENT OF GALKAYO VTC ................................................21 3.6.1 Introduction ........................................................................................................................................................21 3.6.2 Governance.........................................................................................................................................................21 3.6.3 Resources............................................................................................................................................................21 3.6.4 Management Systems and Procedures................................................................................................................22 3.6.5 Programme Performance ....................................................................................................................................22 3.6.6 External Relations...............................................................................................................................................22 3.6.7 Recommendations ..............................................................................................................................................22 3.7 Partners’ Training Plan ..........................................................................................................................................23 LIST OF ANNEXES ANNEX 1: LIST OF PEOPLE CONSULTED 25

ANNEX 2: OPERATIONAL RATINGS FOR PCC AND GALKAYO VTC 26

ANNEX 3: OPERATIONAL RATINGS FOR GECPD, SPSS AND EPA /SIBA 35

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FOREWORD 2 Quality technical and vocational education and training (TVET) helps to develop the individual’s knowledge of science and technology in a broad occupational area requiring technical and professional competencies and specific occupational skills. National TVET systems therefore need to develop the knowledge and skills that will help the workforce become more flexible and responsive to the needs of local labour markets, while competing in the global economy. Some countries have introduced TVET reforms that endeavour to integrate work-place-based learning and training into the vocational education curriculum. TVET systems must also be open and all inclusive to give even the most underprivileged access to learning and training. The opportunity for people in urban and rural communities to equip themselves to lead productive and satisfying lives will undoubtedly be critical to the prosperity and well-being of the community. In a time of continuous economic, social, and technological change, skills and knowledge become quickly out dated.. People who have not been able to benefit from formal education and training must be given an opportunity to acquire new skills and knowledge to enhance their quality of life. Providing individuals with learning opportunities throughout their lives is an ambitious but necessary undertaking. An all-inclusive lifelong learning system calls for the mobilization of increased public and private resources for education and training and for providing individuals and enterprises with the incentives to invest in meeting their learning and skills development needs. [A joint message from UNESCO and ILO 2002]

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EXECUTIVE SUMMARY Save the Children Denmark SCD is leading a consortium consisting of CARE, SCD in Somaliland, Gothenburg Institute (GI) and Diakonia Sweden (DS) that is implementing the Promotion of Employment through Training (PETT) Project in Somaliland and in Puntland. The overall objective of PETT Project is to sustainably improve the livelihood and employment opportunities of the disadvantaged youth and women in both Somaliland and Puntland. The project contributes to their vulnerability reduction by providing the Technical and Vocational Education and Training (TVET). Specifically, the project uses vocational training centres managed by selected local implementing partners to provide quality training and opportunities through Institution Based Technical Vocational Education and Training (IBTEVET) and Enterprise Based Technical Vocational Education and Training (EBTVET) by attaching trainees to identified potential enterprises in the main towns of Somaliland and Puntland..The project emphasizes on job placement services and provision of information on employment and local economic development (LED) opportunities. Its overall goal is to enhance the capacity of the local implementing partners through technical assistance and capacity building workshops. SC Denmark has commissioned an organizational capacity assessment (OCA) to review and identify capacity gaps in the Ministry of Education, IBTVET centres and local implementing partners. The assessment was carried out in March and April, 2006 by Acacia Consultants Limited (ACL). The objective of the assessment was to identify areas of weaknesses in the IBTVET program, identify capacity gaps and recommend an appropriate capacity building training for the identified gaps. The assessment approaches included the following; i) review meetings and consultation fora with PETT project staff of the consortium, ii) interviews with the Ministry of Education (Minister for Education, Director of Non-formal Education; Chairman of the Puntland Examinations Board (PEB),); iii) desk reviews of documents related to the project such as the PETT feasibility study (2004); the Puntland Education Policy Paper ( PEPP Draft 3, 2004), various PETT project reports, organizational profiles; constitutions and other internal documents of the centres, and iv) site visit to local implementing agencies and the Ministry of Education in Puntland, IBTVET centres, and partner LNGOs in Garowe, Galkayo, Gardo Bosaso. The following were identified as the key players and stakeholders in the provision of TVET: the ministry of education, the directorate of non-formal education, the Puntland examination board, Puntland Examination Board and Curriculum Development Department. Other are:; Puntland Community College (PCC), Vocational Training Centre (VTC), School of Professional Studies and Series (SPSS), Somali Institute for Business Administration (SIBA) and Galkayo vocational center. The assessment reviewed different aspects of capacity including governance, resources use and management, management systems, programme performance, and other external factors affecting the project.. Based on the self-rating and interviews, both formal and informal, and observations by the consultant; recommendations have been made on the capacity building required for each stakeholder. The findings, conclusions and recommendation include areas of capacity building and training for consideration by SCD in order to address the capacity gaps of the PETT project-implementing partners. The assessment has found that Putland has no standardized curriculum or syllabi for TVET.. There is also no standardized system for TVET assessment, examination and certification that

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has been or is being developed by the Ministry of Education (MoE) as proposed by PEPP. The only standardized curriculum available but not being used in most of the TVET centres visited during the OCA is the UNESCO PEER. It is therefore imperative the development partners, the consortium, urgently put in place a program to harmonize the existing curricula if the intended benefits from TVET program has to be realized. There is also a need for PEET Project to focus on provision of human and financial resources to support local institutions to run training programs efficiently and cost effectively. Overall, TVET Program in Puntland is found to be appropriate and relevant alternative to formal education in the face of the prevailing socio-economic and political realities. However consortium must address the question of sustainability either directly or indirectly by putting in place management structure that provides for continuity and stable management. Some of the critical components of this sustainability would include the training of adequate human resource and initiation of a cost recovery program that would guarantee financial stability among the providers of TVET program, particularly the institutions that offer the various TVET programs activities. Section 3.7 of the report makes recommendations on the areas of training for implementing partners

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LIST OF ACRONYMS BoD Board of Directors CBOs Community Based Organizations

CD-ROM Read Only Memory- Compact Disc CEDAW Convention on Elimination of all forms of Discrimination against Women

CIDA Canadian International Development Agency

CSOs Civil Society Organizations DANIDA Danish International Development Agency DFID Department for International Development

DRDD Directorate of Reintegration, De-mining and Demobilization DS Diakonia Sweden

EBTVET Education based technical education and training

EMIS Educational Management Information System

EPA Ecological Preservation Association GECPD Galkago Education Centre for Peace Development GI Gotenborg Initiative

GSM Garone School of Management HR Human Resource

IBTVET Institution based Technical Vocational Education and Training

IGA Income Generating Activity

IGAs Income Generating Activists ILO International Labour Organization

LED Local Economic Development

LNGOs Local Non Governmental Organizations

M&E Monitoring and Evaluation

MoE Ministry of education

MOU Memorandum of Understanding NFE Non- Formal Education

NGOs Non Governmental Organizations

NSA Non-State Actors OCA Organizational capacity Assessment

PCC Puntland Community College PEB Puntland Examinations Board

PEPP Puntland Education Policy Paper PETT Promotion of Employment through Training

PHRN Peace and Human Rights Network PREC Puntland Regional Examinations Council RMSN Rescue Management Somali Network

SCD Save children Denmark

SIBA Somali Institute for Business Administration SIHA Strategic Initiatives for Horn of Africa SPSS School of Professional Studies and Series TOT Trainer of Trainers

TVE Technical and Vocational Education TVET Technical Vocational Education and Training

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children Education Fund

USIU United States International University VTCs Vocational Training Centre

1.0 Introduction Save the Children Denmark SCD, in Somalia is currently conducting Promotion of Employment through Training (PETT) Project as a lead agency of a consortium consisting of CARE, SCD in Somaliland, Gothenburg Institute (GI) and Diakonia Sweden (DS) in Puntland. The overall objective of PETT Project is to sustainably improve the livelihood and employment opportunities of the disadvantaged youth and women in both Somaliland and Puntland thus contributing to reduce their vulnerability through provision of Technical and Vocational Education and Training (TVET). Specifically, the project uses vocational training centres of selected local implementing partners to provide access to quality training and opportunities through Institution Based Technical Vocational Education and Training (IBTEVET) and Enterprise Based Technical Vocational Education and Training (EBTVET) by attaching trainees to identified potential enterprises in the main towns of Somaliland and Puntland. The PETT project also emphasizes on job placement services and availability of information on employment and local economic development (LED) opportunities in conjunction with TVET activities. Its aims enhancing the capacity of the local implementing partners by providing technical assistance and capacity building workshops. ACL consultancy carried out the assessment of project activities, identified capacity gaps in the Ministry of Education, IBTVET centres and local implementing partners and provided recommendations on the way forward .

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2.0 Methodology and Approach 2.1 Objectives of the Capacity Assessment The main task, as stated by the implementing agency, was to carry out a capacity assessment of the IBTVET centres and their implementing agencies, and the Ministry of Education in Puntland State of Somalia. The objective of the assessment was to identify areas of weaknesses in the IBTVET program, identify capacity gaps and recommend an appropriate capacity building training program. The information gathered from the assessment was to be used by the contracting agency to:

Assist the ministry of education in Puntland in reviewing TVET policy guidelines Support the development and implementation of an effective cost recovery,

finance and management program for TVET centres Develop capacity building training for LNGOs that run the TVET centres.

2.2 Approach The approaches utilized in assessing the capacity included:

Consultation with PETT project staff in Save the Children Denmark (the Lead Agency of the Consortium); Diakonia –Sweden and Gotenborg Initiative, both of which are the Consortium implementing agencies in Puntland.

Interviews with the Minister for Education, Director of Non-formal Education, Chairman of the Puntland Examinations Board (PEB) to generate information on the capacity and related gaps of the MoE and its key departments especially in TVET.

Desk review of documents related to the project such as the PETT feasibility study (2004), the Puntland Education Policy Paper ( PEPP Draft 3, 2004), various PETT project reports, Organizational profiles, Constitutions and other internal documents of the centres and local implementing agencies relevant to aspects of OCA.

Visits to the Ministry of Education in Puntland, IBTVET centres, and partner LNGOs in Garowe, Galkayo, Gardo Bosaso to carry out the organization capacity assessment (OCA) relevant to the areas mentioned in the problem statement. A standard OCA tool was administered to each of the centres in Puntland. Details on the ratings are annexed.

Based on the self-rating and interviews, both formal and informal, and observations by the consultant; recommendations were made on the capacity building for each of the stakeholders. The recommended areas of capacity building include the training that SCD may consider developing to address the capacity gaps of the PETT project implementing partners.

3.0 Findings 3.1 Capacity Assessment of Ministry of Education of Puntland State 3.1.1 An Overview of the Education Policy Framework The Puntland Education Policy Paper (PEPP) ‘recognizes non-formal and technical and vocational education as integral parts of the Puntland Education System.’ TVET falls under Non-formal Education which the PEPP defines as A broad set of learning

opportunities that are offered to young persons and adults. These include vocational skills training, adult literacy, community health education and agricultural extension activities. Technical/Vocational Education and Training (TVET) in the Puntland State of Somalia. It is designed to contribute to occupational proficiency through the inculcation of appropriate skills and training in the development and application of indigenous technology. The PEP program also responds to the basic occupational needs of its recipients.

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a) Structure of Technical/Vocational Education and Training (TVET) It is envisaged that Technical and Vocational Education and Training (TVET) in the Puntland State will be offered for both the primary and secondary school graduates. b) The Objectives of TVET

There are three interrelated objectives of TVET, namely: • To provide training opportunities for school leavers to enable them to become self

supporting and useful citizens.

• To provide a technical/vocational education and training that is relevant to the industrial, commercial and economic needs of Puntland.

• To reduce disparities through increased training opportunities for women, the handicapped and learners from disadvantaged communities.

c) Policy direction The PEPP identifies the key areas of priority as enhancement of access of and Equity in technical vocational education and Training and sets two time-bound targets to achieve this:

▬ To improve the participation of primary and secondary school leavers in technical and vocational institutions to at least 30% of the total post-secondary enrolment by 2014.

▬ To improve the participation of female school leavers to at least 50% of the total TVET enrolment by 2014.

d) Strategies To enhance access and equity in general and to meet the set targets the Government has planned to:

• Encourage increased enrolments in existing vocational centres and training institutions.

• Upgrade and expand some of the existing TVET training institutes to offer courses for crafts, technicians and technologists.

• Develop a framework that will attract and support the participation of the private sector in the provision of TVET programmes.

e) Gender Specific Strategies Gender balance in TVET program in the Puntland State has received adequate attention in the policy framework. Planned strategies and activities include: • Provision of better facilities for the teaching and learning of science subjects and

mathematics in primary and secondary schools.

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• Provision of adequate opportunities for girls to identify with women who are role models in science, mathematics and technology-based careers.

• Provision of sponsorships for needy girls in science, mathematics and technology careers.

• Encouragement of girls to develop interest in science and mathematics while in school.

• Encouraging women entering TVET institutions to take up courses outside the stereotypically feminine courses such as art and business/commerce based courses.

• Application of affirmative action policies for enrolment in TVET institutions for female students.

• Provision of bridging courses in mathematics and science subjects for secondary and primary school leavers to enable women with a weak academic background to catch up with the more educated students.

• Encouraging employers to introduce attractive terms and conditions of service for TVET graduates as one way of promoting and sustaining the gains of expanded access in TVET.

• Establishment of programme of sponsorships/bursaries for TVET trainees, especially women and learners from economically disadvantaged backgrounds, will also be embarked upon.

• Establishment of gender responsive guidance and counselling units in TVET institutions to promote retention of learners.

f) Sub-sectoral Plans There are several positive policy intentions for TVET in Puntland. The challenge is obviously the actualization of the ambitious policy pronouncements including: • The development and constant review of TVET curriculum to improve TVET quality

and relevance. • Putting in place measures for the establishment of standards and performance

evaluation mechanisms for TVET graduates by the MoE. • Ensuring that TVET institutions are adequately staffed with qualified instructors. • The development of a strategic plan for TVET teacher education and development. • Establishment of a technical teacher training college • Putting in place attractive pay packages and related terms and conditions of service

for TVET instructors. • Establishment of instructional resource centres to overcome the problem of lack of

professional commitment in TVET institutions occasioned by the scarcity of teaching/learning materials and equipment.

• The production of low cost appropriate technology learning/teaching materials as well as gender sensitive technical teaching and learning materials that take into account both women’s and men’s indigenous knowledge and expertise.

• Streamlining and standardization TVET institutions • Establishment of a TVET unit within the MoE to deal with issues related to

standardization, quality assurance, assessment, evaluation, equivalence and certification.

• Establishment of an Education Management Information System (EMIS) to generate gender analytical information and sex desegregated data related to student enrolment, staffing, course offerings, status of facilities and linkages within the labour market.

• Development of evaluation models that will incorporate testing of skills related to the world of work.

• Establishment of measures for assessment and certification of learning for all levels of technical education.

• The construction and equipping of vocational training centres in key locations and towns with a view to increasing the quality, relevance and functionality of their offerings.

3.1.2 Technical and Vocation Education and Training and the Puntland Policy Paper a) The Concepts a) The Concepts According to UNESCO’s Convention on Technical and Vocational Education, TVET "... refers to all forms and levels of the education process involving, in addition to general knowledge, the study of technologies and related sciences and the acquisition of practical skills, know-how, attitudes and understanding relating to occupations in the various sectors of economic and social life". It can be provided "... in educational institutions or through co-operative programmes organised jointly by educational institutions, on the one hand, and industrial, agricultural, commercial or any other undertaking related to the world of work, on the other" In the revised UNESCO recommendation on technical and vocational education, TVET is understood to be:

a) An integral part of general education; b) (b) A means of preparing for occupational fields and for effective participation in

the world of work; c) (c) An aspect of lifelong learning and a preparation for responsible citizenship;

(d) An instrument for promoting environmentally sound sustainable development d) A method of facilitating poverty alleviation (UNESCO, 2001).

Technical and Vocational Education should be designed that it: (a) Is an integral part of everyone’s basic general education in the form of initiation to technology, the world of work, and human values and standards for responsible citizenship; (b) May be freely and positively chosen as the means by which people develop talents, interests and skills leading to an occupation in various sectors or to further education; (c) Allows access to other aspects and areas of education at all levels, including institutions of higher learning, by being grounded in a solid general education and, as a result of the integration mentioned in paragraph 6(a), containing a general education component through all stages of specialization; (d) Allows transfers from one field to another within technical and vocational education; (e) Is readily available to all and for all appropriate types of specialization, within and outside formal education systems, and in conjunction or in parallel with training in order to permit educational, career and job mobility at the minimum age at which the general basic education is considered to have been acquired, according to the education system in force in each country; (f) Is available on the above terms and on a basis of equality to women as well as men, and where the learning and working environment is made suitable for the participation of girls and women by removing overt and covert bias and discrimination and seeking strategies for motivating girls and women to take an interest in vocational and technical education; (g) Is available to people with disabilities and to socially and economically disadvantaged groups such as immigrants, refugees, minorities (including indigenous peoples), demobilized soldiers in post-conflict situations, and underprivileged and marginalized youth in special forms adapted to their needs in order to integrate them more easily into society (UNESCO,2nd. November 2001)

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3.1.3 Interview with key informant - the Minister for Education The facilitator held a discussion with, Mr. Ahmed Saed NOOR, the Minister of Education of the Puntland State of Somalia on 26th March. The Minister raised the following concerns:

• The flow of information on the implementation PETT project and the Ministry is inadequate

• The disharmony between the priorities of the donor agencies and those of the MoE. The Ministry’s priority was to have functional government TVET centres and provide long term support as opposed to short term interventions.

• The cost of running technical institutes is beyond what the Ministry is able to provide and therefore unsustainable in the long run..

• There is no approved curriculum despite the implementation of that the PETT IBTVET..

• The PETT project implementation is behind schedule. • The consortium agencies are ignoring institutional capacity building need for MoE

The lack of support to the Ministry will have an implication on the future performance and sustainability of PETT programs.

3.1.4 Recommendations The Minister of Education recommends the following: • Priority be given to fast tracking the design and syllabi development for TVET • Provide institutional capacity to MoE to enhance capacity to coordinate NFE and

avoid overlapping and duplication by NGOs and other private service providers. • Harmonization and standardization of NFE curriculum and programmes to scale up

their impact and effectiveness. • Assist the MoE to develop a policy and strategy for NFE, including TVET. • Rationalize PETT project activities and budget to what can reasonably be achieved • Delegate the implementation and responsibility to the implementing partners • The Program Manager should visit Puntland. 3.1.5 Capacity Assessment of Key Ministry of Education Departments In this subsection we present an organizational capacity assessment of the Directorate of Non-formal Education and the Puntland Examination Board (PEB). The capacity assessment was based on interviews held with the relevant Government officials and an observation of the physical infrastructure of the MoE. a) The Director General’s Office i) Capacity The Director General’s Office is largely limited in capacity to steer the Ministry of Education effectively, especially in the area of TVET. • The Directorate has an acute shortage of staff; • None of the directors has a technical or vocational academic background making it

difficult for the office to give the necessary expert mentoring and policy direction • There is an acute shortage of basic materials and equipment

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• There is enormous good will for TVET that can be exploited in putting in place systems.

• The human, financial and physical resource capacity of the directorate are inadequate.

i) Recommendations • Extension of the project duration to make MoE develop capacity to start and run the

TVET programmes and to enhance sustainability. A longer project time frame can give room for more realistic planning in the Directorate given that the TVET structure is currently non-existent in the Directorate.

• Support the institutional and technical capacity of the MoE in Puntland. The support should be extended to the development of the policy frameworks, structures and staff to implement the same..

• Support the MoE to establish am school by rehabilitating and equipping one government technical institute in the regional towns. The six technical schools, which were built by the IDB in Garowe, Qardo, Bossaso, Galkayo, Burtinle and Abudwak, are potential candidates for consideration.

• The three vocational training centres (in Bossaso, Galkayo and Garowe) which were equipped and reportedly operated briefly with Kuwait government funding before closing and in which the Puntland State authorities have expressed interest in developing for the provision of TVET to promote employment, should be made use of in piloting the re-establishment of government VTCs.

• Support the MoE to develop a curriculum for Technical and Professional Training. The existing UNESCO PEER curriculum could serve as a guide in technical skill upgrading. The curriculum should cater for craft and technician level training as visualized under PEPP.

• Support the provision and distribution of teaching/learning materials in all the skill areas.

b) The Non – Formal Education Department “We have no curriculum, no examination, and no certification in place. Though there is a curriculum developed by UNESCO nobody is using it!” (Safia Sugulle, Director NFE Puntland, Personal Interview 26th March 2006) i) Structure and Functions The Non-Formal Education department is one of the five departments under the MoE of the Puntland State of Somalia. The other four are Formal Education, Administration, Planning and Statistics and Examinations, Certification and Curriculum development. The NFE department has two sections, NFE Section (that deals with basic literacy, and promotion of adult education) and TVET section (with IBTVET and EBTVET as the components). The department has 12 stated responsibilities out of which two focus on TVE. These are:

• Establishing and strengthening TVET • Encouraging girls who dropout of school to participate in TVET sectors (IBTVET

and EBTVET). It is evident that the department recognizes its role to include TVET but this has not been clearly conceptualized. The departmental operational plan, First Year Operational Plan, 2005-2006, did not have any specific activities targeting TVET.

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ii) NFE (TVET) Policy The PEPP has a section that details the TVET policy direction, objectives, targets on access and equity, measures and strategies for improving female access and participation in TVET. The policy was however not yet implemented by the department due to its limited capacity. iii) TVET Curriculum Presently there is no standardized and agreed curriculum or syllabus for TVET in Puntland. There is also no standardized system for TVET assessment, examination and certification that has been or is being developed by the MoE as proposed by PEPP. The only standardized curriculum available but was not being used is UNESCO PEER.. Syllabus developed for basic level training in 12 subjects or courses including:

• Garment making, • Masonry, • Carpentry and joinery, • Metal fabrication, • Electrical installation, • Entrepreneurship (as part of all first five syllabi) • Agriculture, • Plumbing, • Hospitality services, • Computer studies, • Secretarial studies • Accounting

iv) Constraints The NFE department indicated that the following were the constraints facing it:

• Lack of furniture and equipment • Inability to meet office running costs • Lack of adequate and professionally qualified human resource for the sections of

the department. Currently the department has only one professional staff who is also the director.

• Lack of NFE Staff in the regions and districts. • Lack of data and information on NFE activities in the regions and districts

v) Recommendations

• Urgent support is needed in building the capacity of NFE department to establish a TVET unit under a deputy director. The person in charge of the unit should have the relevant academic and professional background in TVET. Development partners could consider extending this technical assistance by supporting the Government in meeting the costs of such an office for such a period of time that the unit will be fully functional.

• To determine the current TVE needs and status in the various regions of Puntland, the NFE department should carry out a countrywide community needs assessment. Such a need assessment will ensure that the TVE programmes are relevant and responsive to the current developmental priorities in the State.

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• There is need for exchange visits to other communities and countries to make the local opinion leaders and stakeholders in TVE generally learn and share experiences in this area.

• There is an urgent need to have standardised and agreed curricula/syllabi, assessment, and examination system for TVET.

• There is an acute shortage of TVE instructors. Training programmes should be mounted in all skill areas. There is also a need to retrain existing instructors since their skills may have become obsolete due to the fast changing technological advances or dis-use due to long period of time most of them have been out of practice or practicing in less challenging training environments.

• Granted, most instructors are elderly, here is a general generation gap that needs to be urgently bridged for continuity in TVET in Puntland.

• New instructors should be recruited • The NFE department needs to be equipped adequately. It lacks adequate office

space and equipment like computers, printers and even furniture. • The policy on TVE needs to be reviewed and entrenched within other efforts

targeting the strengthening of the education sector in Puntland. For instance whereas innovative programmes are in place to teacher training like the DIAKONIA Sweden programme in Garowe (GTEC), the TVET teacher training is not included.

• For long term sustainability of the TVE programme and even to give it the necessary ideological and credibility status, the Government must be actively involved in the provision of TVE. Support should be given to the Government to revive the closed technical schools and VTCs.

• The NFE department should actively tap the potential financial, material and technical resources in Diaspora to develop TVE programs in Puntland

• The education sector as a whole and NFE department in particular should be supported to establish a database and put in place systems for collecting periodic data on learners, teachers and teaching-learning infrastructure for effective planning and programme implementation. An Education Management Information System (EMIS) is therefore a sector-wide priority.

• Education officers at the Ministry Headquarters and regional level lack the required management and supervisory skills. Capacity building programmes in these aspects is essential for effective implementation of TVE in Puntland.

• The NFE director expressed desire to be trained in office management, record keeping, financial management, management of TVE institutions, Monitoring and Evaluation of education programmes and resource mobilization.

. c) Puntland Examination Board and Curriculum Development Department The Puntland Education Policy Paper provides for the establishment of a council, Puntland Regional Examinations Council (PREC), that will take the lead in assessing and monitoring educational achievement at the state, regional/district and school levels. The key functions of PREC is to:

• Design and conduct valid and reliable state examinations for certification, selection and placement purposes.

• Provide appropriate professional advice on all matters related to both internal institutional and external assessment and examinations;

• Lead in overall monitoring of educational standards through research and evaluation studies.

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• Provide overall leadership with regard to the establishment and management of a qualification framework that will coordinate accreditation of institutions and certificates offered outside the Puntland education system.

i) Capacity Gaps Examinations and curriculum issues are currently under the Puntland Examination Board and Curriculum Development Department.

• The department is relatively young and not fully functional due to resource constraints

• The department is seriously understaffed and the technical and management capacity of the Board is low. There is a general lack of skilled staff in critical areas as setting, moderation, marking, processing and grading of examinations. The current staff has only undergone short training of up to 3 months. The staff had very limited information technology competencies.

• The centre is also poorly equipped- the only computer that the centre owns had broken down; the storage facilities are inappropriate for sensitive matters such as examinations and certificates.

• None of the Board members had an academic or professional background in TVE leaving the ability of the board to handle the assessment, examination and certification of TVET highly unlikely.

ii) Recommendations • Review and implementation of the PEPP is the touchstone of a successful TVET

subsector in Puntland. Supporting the government to finalize and implement PEPP should therefore be given high priority department..

• There is an urgent need to develop a TVET curriculum that will serve the needs of Puntlanders. The UNESCO syllabi currently in existence could serve as a guide though there is need to review them to enhance their relevance. The syllabi developed should be comprehensive to cater for craft, technician and diploma levels. New TVET trades such electronic/electrical installation, refrigeration; computer maintenance/assembly etc should also be incorporated in the TVET curriculum.. The feasibility study and the EPS local survey information have an array of new skill areas that are a priority for the community.

• Support MoE staff training, especially in upgrading of skills in curriculum design and development, implementation, innovation and evaluation. The training should cover all the fields of curriculum i.e. Formal Education and Non-formal education (especially TVET).

• There is also need to offer TOT training to the current pool of trainers in curriculum development so that cascade training can be adopted in training experts for the country within prevailing time and resource constraints. Their training should involve material development and vetting.

• Training of more examiners is also necessary, as only 18 such trainers currently exist in Puntland.

• Support the establishment of a national textbook production unit. This will enable the centre to publish textbooks and teacher guides for the primary, secondary and technical education. Locally produced learning materials would be more cost effective.

• The physical infrastructure of the centre should be expanded and adequate equipment provided for it to function effectively. A modern multi-media unit with

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offices, halls, seminar rooms, printing equipment, computers and printers are priority needs for the department.

• Technical assistance is also needed to strengthen the centre to be able to carry out its full mandate in curriculum development, assessment, examination and certification.

3.2 Capacity Assessment of Puntland Community College (PCC) 3.2.1. Introduction Puntland Community College is one of the programmes implemented by KAALO, Relief and Development, a local non-governmental organization in the Puntland State of Somalia. KAALO was established in 1991 just after the collapse of the central government. PCC was transformed from Garowe School of Management (GSM), which offered a one-year certificate programme in basic arithmetic, simple book keeping, office practice, computer literacy, English communication skills and management courses. 3.2.2 Governance a) Vision/Commitment The mission of PCC is to “provide the best attainable, affordable, non-profit world standard sustainable higher education for all Somalis”. This vision is clearly articulated in the organizational profile and constitution. The vision, mission and goal are important in the development of Puntland since PCC has been responding to the need to provide skilled human resource necessary in the reconstruction efforts. PCC’S predecessor, Garowe School of Management, was the first skills/professional training institute. The rating of this component was very high (average – 5) though the vision was not articulated in the profile but the mission statement and was clear. The mission statement was also not fully shared and understood by staff, constituency and external actors. b) Governing Structure of PCC The overall management of the organization is vested in a seven-member board of directors. Two of the directors are founder members. Only one woman sits on the board. The Board holds bi-annual meetings. The day- to-day running of the organization is done by an executive director. The rating was fairly high (Average3.8). In the opinion of the facilitator, the organization could still be strengthened by the establishment, through the implementation of the new structure in which the General Assembly will be governing body. The organization should consult on the composition of the proposed General Assembly -as it was not clear on how it will be constituted. Aspects of the governing structure of the organization that require significant improvement in good time are; development of follow-up mechanisms to ensure that the executive body implements the decisions taken by the overseeing bodies and a clear description of the various roles, functions and duties in a written document and ensuring that this was by all the leaders of PCC. c) Leadership Style Generally the leadership style of PCC is consultative and participatory. The organization rated high in terms of actively encouraging collective decision-making processes, and also in its involvement of its constituents in all program activities. The board of directors

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was inclusive- representatives of the relevant line ministry, civil society and the community sit on the board. The high rating (average 4.7) reflects the practice. (d) Legal Status The rating was very high (Overall rating- 5). KALO Relief and Development was duly registered by Ministry of Planning and International Cooperation an NGO “dedicated to carrying out relief activities in Puntland State of Somalia, specifically in Nugal Region.” 3.2.3 Resources The overall rating on resources was slightly above average (3.7) – PCC therefore needs significant improvement in its human, financial and physical resources. a) Human Resources PCC rated all the aspects of its human resources as average or higher. The organization employs permanent staff. Out of the 33 members of staff only 5 were on contract. Most of the staff were professionally qualified and held a minimum bachelors degree. PCC rated average in some aspects; internal and external skills and capacity training of staff, including volunteers, level of staff motivation and ability to keep its trained and competent staff. These aspects of human resources of PCC should be targeted for improvement. b) Financial Resources The rating of financial resources was the lowest compared to physical and the human resource aspects. The weakest aspect was that PCC was not generating any income through sale of goods or services. Supporting IGAs would be useful not only in increasing the financial base of the organization but also in ensuring sustainability. It also rated low (rating was 2) its ability to consistently cover its core operational costs and on the collection of membership fees, though the nature of KALO may not be applicable to this dimension. Building PCC’s capacity to mobilize diverse resources is crucial. c) Physical Resources. This was rated equally high (Average 4). PCC has physical resources that are adequate for its programmes. 3.2.4 Management Systems and Procedures The management systems and procedures were rated barely above average (Average Rating was 3.6). They therefore need significant improvement in good time. a) Human Resource Management PCC needs to maintain its effectiveness in ensuring that employees have a written, signed contract and should be encouraged to complete the personnel policy that was being developed with NOVIB’s support. It should have some improvement in segregation of duties so that the few cases of overlap in members’ activities and duties are eliminated. It will be important for PCC carry out regular and fair evaluation of staff performance. Implementation of the proposed staff audit should be useful in this regard.

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Currently the only operational evaluation of staff is the evaluation of lecturers by students. b) Program Management The organization was rated average on this aspect of management systems and procedures (Average Rating, 3.3). The organization had a strategic plan that could guide program implementation based on strategic planning and operational medium term strategic plans. The five-year strategic plan was developed by United States International University in Nairobi through the support of UNDP. It was not clear whether the Plan was fully operational. The organization was however rated high in being able to develop fundraising plans that met the resource needs of planned activities. This rating should however be treated with caution considering that PCC had rated itself low (Rating – 2) in terms of being consistently able to cover its core functioning costs. c) Financial Management Financial management was rated at 4.1 (high). PCC had a financial management manual, with well-defined and operational internal controls and procedures and the finance and administration manager has been properly trained to use the manual and put in place other financial management systems. The basic financial control systems are in place, including procedures of approval, banking, procurement etc. The organization rated very high in the areas of timely and accurate reporting and carrying out internal and external audits regularly thus enhancing transparency. This could be attributed to the previous support PCC has received from development partners such as Diakonia Sweden, NOVIB, UNDP, CARE international, UNICEF, UNESCO, OCHA etc and through which its financial management capacity was built. 3.2.5 Program Performance a) Technical Performance Aspects With the self-rating score of 3.9 PCC still needs significant improvement in these aspects within the pilot project period including development of an agreed and standardised TVE curriculum. b) Developmental Aspects PCC is a community-based organization that targets relief and development issues that are critical in the reconstruction phase of Somalia and as such its rating on this aspect was expectedly above average (3.8). The weak component of this aspect is the lack of an M&E system that evaluates the level of services and community ownership 3.2.6 External Relations PCC rated high (average of 4.0) in this sub-category with good linkages with the government and other local and international civil society organizations.

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a) General Communication Tools and Strategies The rating was high (2.5) as well for communication tools and strategies. PCC was developing its public relations manual and had state of the art technology which should be further boosted by the planned intallation of VSAT for the organization by UNDP. PCC has a website www.puntlandstateuniversity.com b) Relationship with Constituents and Communities This aspect was highly rated (average rating 4.0). It therefore needs some improvement but not so urgently. The community was represented in the Board of Directors c) Networking within the Local NGO Sector Local networking capacity was rated high by PCC (Average- 4). PCC had very good networks with local CBOs and NGOs. PCC is a member of the Volunteers for Local Development and Non- State Actors (NSA). The networks and collaborations are around issues of information sharing, capacity building and resource sharing and mobilization. d) Developing Constructive Relationship with Civil Authorities The organization rated itself above average as regards relationship with Civil Authorities in the area of its jurisdiction. PCC implemented a one-month for Puntland Directorate of Reintegration, De-mining and Demobilization (DRDD) employees, and in service training for 18 employees of the Ministry of Planning and International Cooperation. The vice minister of education was a member of the BoD. e) Developing Collaborative Relationship with the International Community This was also highly rated (Average Rating- 4.0). The organization has collaborated with a number of international development partners such as Diakonia, UNICEF, UNHCR, Diaspora, UNDP/USIU etc. 3.2.7 Recommendations

• There is an urgent need to develop an agreed and standardised PETT curriculum

• PETT IBTVET institutions including PCC should diversify their course offerings. At present all the PETT IBTVET trainees were offered one trade- office management. There are many other traditional TVET trades that could be mounted.

• Support for IGAs is needed not only in increasing the financial base of the organization but also in ensuring sustainability. A production unit could be started to market some of the goods that the tailoring and carpentry units should produce for commercial purposes.

• Career guidance and mentoring should be started targeting girls so that they can venture into trades that are currently regarded as masculine e.g. electronics and fabrication.

• There was concern on the subsidy given for PETT trainees and PCC recommended that the funding level be reviewed upwards

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• Mounting of an after training occupational program may be necessary to sharpen the entrepreneurship skills learnt.

• Consider increasing the admission quota in institutions like PCC where the number of applicants far exceeds the quota. There were 150 students meeting the criteria against a quota of 50 trainees! Increasing the quota could be a way of lowering the student costs of PETT project.

3.3 Capacity Assessment of Galkayo Education Centre for Peace and Development 3.3.1 Introduction Galkayo Education Centre for Peace and Development (GECPD) is primarily a Girls’ and women’s centre in Galkayo town in Puntland State of Somalia. GECPD was established in 1999. GECPD is a replica of the Juba Women Development Centre that was operating in Kismayu. 3.3.2 Governance Governance received a very high rating generally (an average of 4.9). The organization needs its current level of effectiveness in the governance sub-category a) Vision/Commitment GECPD has a dual mandate of strengthening women’s capacities to seek, defend and advance their fundamental rights in all spheres of life and promoting education for girls, women, youth and the community at large for social reconstruction and peaceful building of the Somali State. This mandate is the rallying and unifying factor of the GECPD founders. b) GECPD Governing Structure The governance structure in GECPD was rated high (Average – 4.7) meaning the component needs some improvement though not urgently. Overall, the organization has a team based and participatory management, where the constituents are involved in decision making and implementation of project initiatives. The current structure has a Management Committee as the top governance and administrative organ. But the constitution provides for a General Assembly composed of all its members. It seems that this organ was not operational. The management committee is chosen among GECPD supporters to oversee the organizational operations. The members of the committee are drawn from both Somalia and abroad. The GECPD structure has five office bearers, the committee president, vice president, treasurer, secretary and the executive director. Each of the office bearers has clear roles and responsibilities that are documented in the Statutes and Organizational Profile Follow-up mechanisms to ensure that the executive body implements decisions taken by the oversight boards require some improvement. c) Leadership Style This also received a high rating, maximum of 5.0. Though the executive director does the day-to-day running of GECPD, other committee members are also involved at policy

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and control levels. Support groups also assist especially in advocacy and fundraising. But the organization needs to activate the General Assembly to ensure wider constituent participation. d) Legal Status GECPD is registered with the Galkayo regional court as non-profit, non-governmental organization .The organization is recognized by the Puntland’s Presidential Decree to enjoy tax-exempt status 3.3.3 Resources The overall rating of organization’s resource capacity was 3.6. The physical resources component was the highest rated at 4.7 on average while financial resources human resources were rated low (3.0). As such the general resource capacity of the organization, especially human and financial component, needs significant improvement in good time. a) Human Resources GECPD has a fairly large number of employees. There are 72 paid staff and 100 volunteers. All the 72 staff members are employed on project basis. The GECPD management committee are an asset to the organization as they bring in a mix of expertise compatible with it programmatic areas GECPD’s human resource capacity needs to be improved especially in the following components;

• Boosting its capacity to employ more permanent staff • Internal and external capacity training for staff and volunteers • Boosting its ability to attract and retain staff • Motivation of staff and volunteers

b) Financial Resources Two areas that need major and urgent improvement are its ability to mobilize diversified resource and sourcing funding that is sustainable through mobilization of resources that are also recurrent and regular. c) Physical Resources This sub-category was rated high. GECPD had a fairly good physical resource stock. This includes seven education centres – Harfo girls’ hostel, Baad’Weyn women and girls’ centre, Women Skills Training centre/ hostel, Vocational Training centre for boys, Buula Baalay Displaced and Minority, and GECPD Main Centre. Other assets were well equipped offices and four old vehicles. Physical resources were well maintained, and office assets were generally sufficient 3.3.4 Management Systems and Procedures The rating of this component was high (4.1), with human resource management and financial management being rated at an average of 4.0 each. . Programme management

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had the highest rating of 4.4 among the management systems and procedures capacity aspect. a) Human Resource Management GECPD has a very good system of keeping records on staff. Although a specific HR manual had not been development the personnel policies and practices were meticulous. Clear defined lines of authority and responsibility existed and staff has clear job descriptions in line with the personnel policy that is known to staff and which is always spelt out in their written contracts. b) Program Management This aspect was given a slightly above average rating and was the lowest among the three aspects under Management Systems and Procedures. The areas that need attention are policies to conduct constituent’s needs and priorities assessments, regular training for staff in facilitation of needs and priorities assessment processes, ability of staff to utilize strategic plans in developing operating plans, regular reporting on results of evaluations and activities, involvement of service users in M&E and dissemination of program information to all staff. c) Administration and Finance

GECPD has adopted a detailed financial management system. The financial management manual includes comprehensive financial, procurement and inventory policies. Regular audits, both internal and external, are carried. Accurate and timely financial accounting and reporting has also been institutionalized. GECPD voluntarily requests donors to inbuilt training in financial management with all external financial audits 3.3.5 Program Performance Program performance was given an average rating of 4.4, an indication of high organizational capacity in this aspect. a) Technical Performance Aspects It recorded a very high score (Average- 4.4). Given that GECPD was established within the context of the decade long civil war whose impact on women was disproportionately higher, education and empowerment of women and girls was of high priority to the country. Community ownership has been promoted through, among other things, wider consultations with the community both in Somalia and those in Diaspora. The high rating on technical performance was however based on all programmes that GECPD runs and it should be lower for PETT IBTVET since a curriculum was lacking at the time of the OCA. b) Developmental Aspects The community is involved in project planning and implementation. However, there is limited involvement in monitoring and evaluation. Probably, this is because the organization has not developed concrete M&E systems. The organization has made efforts that gender is taken into consideration. The rating on this was an average of 4.3. .

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3.3.6 External Relations From the self-rating and discussions with the management team and staff at GECPD, this was the strongest area of capacity in the organization. a) General Communication Tools and Strategies

This aspect obtained the maximum rating of 5. The organization was very strong in documentation, publication, information sharing and public relations. b) Relationship with Constituents and Communities

The rating was very high. The organization has very strong roots in the community and is able to generate a significant amount of resources from the community. Community participation is exemplified by its acceptance to take over provision of snacks. Also the constituency of the organization has grown as the girls who complete become active role models and alumni. c) Networking within the Local NGO Sector

All the components of this aspect were given the highest rating possible. The facilitator’s opinion is that the rating is realistic as GECPD has very strong networks locally. Some of the networks include WAWA the Peace and Human Rights Network (PHRN). d) Developing Constructive Relationships with Civil Authorities

The overall rating on this was high (4.3). GECPD works closely with the line ministries. It has a 5-year agreement (2004-2007) with the Government as attested to its being recognized for tax exempt status by the President. Subject to availability of resources GECPD can to make improvements in these components by expanding local networks, especially with the civil society and local authorities e) Developing Collaborative Relationship with the International Community

GECPD rated very high in this aspect as it has several international development partners NOVIB Netherlands, UNHCR, DANIDA, Diakonia Sweden, UNIFEM, UNESCO etc 3.3.7 Recommendations • Increase the admission quota to reach more beneficiaries and enhance future project

impact • Speed up the completion of the TVET curricula/syllabi • There is need to make the project guidelines clear to the local implementing

agencies. • A programmatic approach with all inbuilt systems rather than a project approach has

been adopted by GECPD and it could be emulated. • The PETT project user fee was not adequate for institutional building. According to

all partners it was “more of institutional utilization rather institutional building as intended.”

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3.4 Capacity Assessment of Somali Institute for Business Administration (SIBA) 3.4.1 Introduction: Somali Institute of Business Administration is an initiative of Ecological Preservation Association (EPA), a non-profit, non-political relief, rehabilitation and development organization. EPA was established in 1997 in Gardo, Puntland State of Somalia. 3.4.2 Governance The organizational capacity of EPA/SIBA in the area of governance was rated high (average of 4.3) a) Vision/Commitment EPA has a clear mission and vision statement that is articulated in a written document. The vision is commitment to secure the existence of fragile ecosystem and the mission aims to secure development and proper utilization of natural resources through provision of good management and to enhance civil society programs. The facilitator’s concern was how this vision and mission fits with its new initiative, SIBA. b) Governing Structure A general assembly and the Board of directors are the key administrative structures of EPA/SIBA. But the various roles, functions and duties are not very clear or understood clearly by all the leaders in the organization. The leaders of the organization had relevant and varied qualifications that included a doctor, an engineer, agronomists and business administration specialists. c) Leadership Style The aspect was rated high. Collective decision-making processes existed but nominations were used to choose leaders and this may not be as democratic. 3.4.3 Resources The resource capacity of EPA/SIBA was rated very low – an average of 2.6. The organization therefore needs major improvements in most areas.

a) Human Resources The overall rating was average (3.0). EPA did not have a fixed source of income so it did not employ any permanent staff. Due to the limited financial resource base EPA experienced very high staff turnover. There was no capacity training for staff either. b) Financial Resources Areas of concern for capacity building include collection of membership fees, developing IGAs and widening the organization’s collection of local resources beyond the district.

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c) Physical Resources EPA/SIBA lacked adequate equipment and facilities such as computers, classrooms and furniture and explained the below average rating of this aspect. 3.4.4 Management Systems and Procedures In this sub-category the administration and finance aspect was given the highest rating followed by the human resource management. Programme Management was the weakest area of capacity for EPA/ SIBA. SIBA had a financial management manual and a personnel policy. But the voluntary staff did not have written contracts. Lack of funds had made it difficult for SIBA management to employ a full time accountant. Very few members of staff had received training in facilitation of needs and priorities assessment processes and use of appropriate tools. The strategic plan in place had elapsed in 2005 but plans were on to develop a new one. The organization indicated that it had limited knowledge in fundraising and this should be targeted in capacity building of EPA/SIBA. 3.4.5 Programme Performance This was rated above average. EPA/SIBA is a relatively young organization but its activities are community based. Its activities reflect the community priorities as they focus on the proper use of locally available natural resources by rural communities. The staff and management committees are drawn from the communities 3.4.6 External Relations EPA/SIBA enjoys credibility and has good linkages with LNGOs and a few government ministries. EPA was strong in local advocacy and involves national and local authorities in its management. For instance the mayor is a member of the BoD and two councillors are involved in SIBA management. Most networks in Gardo were for women organizations only but EPA was a member of the regional network-TALOWADAAG. 3.4.7 Recommendations

• EPA needs capacity building in resource mobilization and specifically in fundraising

• Support for a staff capacity building program is necessary • Adequate equipment such as computers and furniture should be made available

for effective implementation of the training programmes of SIBA • EPA should be supported to develop a new strategic plan that will guide its

operations • An external relations strategy should be developed to make EPA expand the

level of networking especially with the international community

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3.5 Capacity Assessment of School of Professional Studies and Services 3.5.1 Introduction The School of Professional Studies and Services (SPSS) was established in 2004 in Bossaso by a group of local consultants. 3.5.2 Governance The overall rating on this sub-category was very high (4.5) a) Legal status: The rating was quite high. The organization is registered as an institute with MoE and also had a regional registration with the local government. b) Vision/Mission/Goal: The group rated high but the facilitator recognized that the group did not have a common V/M/G shared by everyone. c) Leadership: Most of the components scored relatively high Board of four founders may be limiting in terms of ensuring the leadership of the organization are chosen through collective processes d) Constituency Participation: This rated high, but the facilitator noted inconsistency in Subsequent discussions as it came out clearly that there is a need to sensitize the community at grassroots level. 3.5.3 Resources The resource sub-category was rated average. a) Human resources was rated barely average because of the high staff turnover that makes SPSS unable to retain its competent and trained staff. The staff training and capacity building aspect was also weak and so was its ability to employ permanent staff- most of the staff were part-time. b) Financial resource was rated low. SPSS does collect membership fees and it had problems in being able to cover its core operational costs. c) Physical resource aspects were all given an average rating of 3. The available facilities were generally inadequate. 3.5.4 Management Systems and Procedures A slightly above average rating was given to the management systems and procedures subcategory. The organization did not have the basic governance and administrative manuals such as personnel policy, financial management among others. Lack of institutionalized internal or external audits was of concern to the facilitator. SPSS however used a standard and professional accounting and cash management system. 3.5.5 Programme Performance This also rated very high which gave the impression that all systems and structures are in place and operational. There was no evidence of existence of a monitoring and evaluation process and development of one is crucial.

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3.5.6 External Relations SPSS rated very high in this sub-category with good linkages with the government and other civil society organizations. Local CSOs to which SPSS was a member included WAWA a women activists’ organization that operates in all the 8 regions of Puntland, Peace and Human Rights Network (PHRN), Rescue Management Somali Network (RMSN), Strategic Initiatives for Horn of Africa (SIHA), ILSAN Women Coalition etc. 3.5.7 Recommendations • Support should be given to SPSS to put up facilities on the plot it owns in Bossaso

as a way of cutting down operational costs. • Training the organization in career guidance, mentoring would enhance appropriate

career placement of trainees. • The management committee needs capacity building in Project Cycle Management • SPSS should put in place audit systems to enhance transparency • SPSS needs adequate facilities and equipment namely computers and self-

instruction materials in CD-ROM for English language courses • Like all PETT partners, SPSS needs a standardized curricula/syllabi 3.6 Organizational Capacity Assessment of Galkayo VTC 3.6.1 Introduction The Galkayo Vocational Training Center was built and partially equipped by IDB. Since 2002 the VTC has been operated by the Swedish INGO Gothenberg Initiative (GI) to offer a range of appropriate TVET courses. GI provided additional tools and equipment and has added additional workshops to increase the VTC trainee capacity. 3.6.2 Governance The rating was high for this sub-category and its aspects. But the accessibility and availability of Board and Project Managers based in the Head Office Goteborg was of concern to the facilitator. The overall responsibilities of GI activities in Puntland lies with the appointed Field Manager based at the local office in Galkayo. The Rules, Procedures and Principles of GI Somalia 2004-2005 clearly articulate the administrative structure and procedures. 3.6.3 Resources The organization’s self-rating on the resources was above average (3.8). The staff and volunteers skills and capacity training was rated rather low (an average of 2.0). This aspect therefore needs major and urgent improvement. The high rating on physical resources was realistic. The Galkayo VTC has one the best facilities which the EC feasibility study recommended that it should be established as a model for IBTVET and EPS for Puntland. Some of the state of the art physical resources include Milling machine, Lathe machine, Drilling machine, Radial Drilling Machine, Surface Grinding Machine, Cylindrical Grinding Machine, Ended Grinding Machine, Welding Machine. Others are Planer, Hack Sawing Machine, Tube Cutting Machine, Kiln, Air compressor and Diesel Generator. The facilities are adequate to offer TVET at technician level or higher.

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3.6.4 Management Systems and Procedures The sub-category was rated fairly high. Most human resource, programme and financial management are in place. Some of the guidelines e.g. human resource and financial management manuals was minimum and not as elaborate. Aspects on community ownership of project, participation of community in the entire project cycle were given an average rating. But the principle is that everything GI tries to implement needs to be accepted and anchored with the local community. 3.6.5 Programme Performance The technical performance aspects were rated high as GI has adequate facilities for the programmes it runs at the VTC. The development aspects of performance need some improvement in involving the community more in setting project priorities and building the community to own the projects throughout the project cycle. 3.6.6 External Relations The external relations was rated high, an average of 4.0. GI works closely with various government departments, INGOs and civil organizations in the area. There is close relationship between GI and the business community, ministry of education through which REOs countersign certificates and the office of the Mayor through which GI receives tax exemptions. 3.6.7 Recommendations • Support Galkayo VTC to transform into a centre of excellence in TVET in the

Puntland State of Somalia. The centre should be run by the relevant ministry but technical and financial support from GI and other development partners will still be necessary in the foreseeable future.

• GI should speed up the implementation of the PETT IBTVET training • Review per diem rates to reflect local realities. The current level of Euro 11 is rather

low • More PETT officers need to be recruited to reduce the travelling cost and time.

Stationing of an officer in each of the towns, Galkayo, Gardo and Bassaso would be one option. The other option is to zone off areas for Diakonia and GI so that the organizations oversee project by location rather than for respective partners, as is the case now. An elaborate MOU needs to be worked out if this option is chosen.

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3.7 Partners’ Training Plan The OCA has shown that there is great need to mount training and capacity building for the Ministry of Education and its key departments, the local implementing partners and the IBTVET centres. Organisation Training Capacity Building Requirement Ministry of Education of the Puntland State of Somalia

1. Harmonization and standardization of NFE curriculum and programmes

2. Development of Education and NFE policy 3. curriculum design and syllabi development for TVET 4. Training of trainers. Instructors and mentors in TVET 5. Management and supervisory skills for education officials

at the headquarters 6. Training of the NFE Director in office management, record

keeping, financial management, management of TVE institutions, Monitoring and Evaluation of education programmes and resource mobilization

7. Upgrading of skills of the examination and curriculum 8. department in curriculum design, development,

implementation, innovation and evaluation Puntland Community College (PCC)

1. PETT curriculum development 2. Career guidance and mentoring 3. Project Cycle Management

Galkayo Education Centre for Peace and Development (GECPD)

1. Gender training 2. PETT curriculum development 3. Internal Systems and Policies and Procedures 4. Educational Management

Somali Institute for Business Administration (SIBA)

1. PETT curriculum development 2. Internal Systems and Policies and Procedures 3. Resource mobilization/ fundraising 4. Strategic Planning 5. Educational Management

School of Professional Studies and Services

1. Training the Management in career guidance, mentoring 2. The management committee needs capacity building in

Project Cycle Management 3. Fundraising 4. Teambuilding 5. PETT curriculum development 6. Internal Systems and Policies and Procedures 7. Educational Management

Galkayo VTC 1. PETT curriculum development 2. Educational Management

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ANNEXES

ANNEXES ANNEX 1: List of People Consulted

1. Molla Asnake Programme Manager, Save the Children Denmark 2. Stephen Ndichu PETT Project Coordinator, Save the Children Denmark 3. Abdirahman Abdi PETT Project Officer, Save the Children Denmark 4. Abdihakim Ahamed CARE- INTERNATIONAL, Somaliland 5. Ahmed Saed Noor Minister of Education Puntland State 6. Saida Hersi Egal Country Representative, Diakonia Office Somalia 7. Abdisalam Farah Education Coordinator Diakonia Office Somalia 8. Addisamad Jama PETT IBTVET Project Officer 9. Maymun Mohamed Assistant Education Coordinator, Diakonia Office Somalia 10. Farah Hussein PETT Project Team Leader 11. Abdi Musse PETT project Financial Officer 12. Saffia Sugulle Director NFE Department, Puntland State Somalia 13. Ismail Duale Puntland Examination Board 14. Mohamoud Hamud Chairperson KAALO Relief and Development 15. Romano Murimi Academic Advisor PCC 16. Said Abdemelmi Finance and Administration Manager PCC 17. Suleiman Ali Field Manager , GI, Puntland 18. Mohamed Hersi Galkayo VTC Teacher 19. Hasan Isman Galkayo VTC Teacher 20. Hawa Mohamed Executive Director, GECPD 21. Farah Nur Management Teacher, GECPD 22. Wema Nyaki English Teacher, GECPD 23. Ali Barre Computer Teacher, GECPD 24. Awil Omar Computer Teacher, GECPD 25. Maryan Ahmed NFE , GECPD 26. Osman M ohamed NFE, GECPD 27. Mana Karama EBTVET, GECPD 28. Mohamud Dalmar EBTVET, GECPD 29. Zeinab Ahmed Executive Director , SPSS 30. Hawa Jama Acting Director SPSS 31. Abdihakim Osman Chairperson EPA 32. Halimo Ahmed Accounting Teacher SIBA 33. Zeinab Omar Secretary, SIBA 34. Mohamed Elmi Management Trainer, SIBA 35. Ibrahim Duale IT Trainer, SBA

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ANNEX 2: Operational Ratings for PCC and Galkayo VTC

1. GOVERNANCE

Rating by Organization PCC Galkayo VTC

1.1 Vision/Commitment

1 2 3 4 5 1 2 3 4 5 GOVERNANCE

Overall average ( 4.6 ) GOVERNANCE

Overall average ( ) a) The organization has a clear vision linked to the role of an NGO in the development of the country

√

√

√

b) The organization has a clear mandate/mission statement √

√

c) The vision and the mandate are shared and understood by leaders and staff

√

√

d) The organization communicates about the vision with constituency and other external actors

√

√

e) The vision is clearly articulated in a written document √

√

Part 1.1 –Average Rating by institution Vision/Commitment - PCC Average rating ( 5.0 )

Vision/Commitment - VTC Average rating ( 4.0 )

1.2 Governing Structure of the Organization

1

2

3

4

5 1

2

3

4

5

a) The organization has a collectively leadership/power is shared in actuality by several bodies or persons, with specific roles and functions

√

√

b) A collective governing body is responsible for keeping the organization’s activities in line with its vision and mission

√

√

c) A collective governing body oversees the management of the organizations (is responsible for the formulation of policies and of operational strategies, represents the organization in its legal and public relations with the outside, leads its fundraising and lobbying activities)

√

√

d) The various roles, functions and duties are described clearly in a written document and understood clearly by all leaders

√

√

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e) The leaders of the organization have relevant and varied qualifications and are available to fulfil their roles and duties

√

√

f) The organization has follow up mechanisms to ensure that the executive body implements the decisions taken by the overseeing bodies

√

√

Part 1.2 - Average Ratings

Governing Structure of the Organization - PCC Average rating( 3.8 )

Governing Structure of the Organization - VTC

Average rating ( 4.1 ) 1.3 Leadership Style 1 2 3 4 5 1 2 3 4 5 a) The leadership style actively encourages collective decision-making processes

√

√

b) Leaders encourage actively the involvement of the constituents in all program activities

√

√

c) The leaders of the organization are chosen through collective processes

√

√

Part 1.3 - Average Rating by Institution Leadership Style - PCC Average rating( 4.7 )

Leadership Style - VTC Average rating ( 4.0 )

1.4 Legal Status 1 2 3 4 5 1 2 3 4 5 a) The organization is properly registered according to local regulations

√

√

Part 1.4 Average Rating by Institution Legal Status - PCC Average rating (5.0 )

Legal Status - VTC Average rating ( 4.0 )

2. RESOURCES

RESOURCES- PCC RESOURCES -VTC Overall Average rating ( 3.5 ) Overall Average rating (3.8 )

2.1 Human Resources

1 2 3 4 5 1 2 3 4 5 a) The organization employs permanent staff

√

√ b) Enough qualified and relevant appropriate gender and personal background) persons (staff and volunteers) can be mobilized to implement activities satisfactorily

√

√

c) The staff and volunteers receive skills and capacity training (internal and external)

√

√

d) The organization is able to keep its trained and competent staff: staff turn over is low

√

√

28

e) The staff and volunteers are motivated by their work √

√

Part 2.1 Average Ratings Human Resources - PCC Average rating (3.6)

Human Resources - VTC Average rating (3.8)

2.2 Financial Resources 1 2 3 4 5 1 2 3 4 5 a) The organization is able to mobilize diversified resources

√

√

b) The organization collects membership fees √

√

c) The organization collects local donations (including from the Diaspora and the Government) in cash and in kind

√

d) The organization generates income through the sale of goods and/or services

√

√

e) The organization is consistently able to cover its core functioning costs

√

√

f) Part of the resources mobilized are recurrent and regular √

√

Part 2.2 - Average Rating Financial Resources - PCC

Average rating( 3.0 )

Financial Resources - VTC

Average rating ( 3.4 ) 2.3 Physical Resources

1

2

3

4

5

1

2

3

4

5

a) The equipment, assets and vehicle (s) are in good condition and maintained regularly

√

√

b) The organization has relevant and sufficient office assets for its activities

√

√

c) The organization has relevant and sufficient equipment/machines in link with its activities

√

√

Part 2.3 - Average Rating

Physical Resources - PCC Average rating (4.0 )

Physical Resources - VTC Average rating (4.3 )

3. MANAGEMENT SYSTEMS & PROCEDURES

PCC VTC

Overall Average rating ( 3.6 ) Overall Average rating ( 3.8) 3.1 Human Resource Management

1 2 3 4 5 1 2 3 4 5

29

a) The lines of authority and responsibility in the organization are clearly defined and understood by all staff

√

√

b) Each staff member has a clear and updated job description (corresponding to the person’s actual duties and activities in the team)

√

√

c) Team member activities and duties do not overlap √

√

d) Segregation of duties applies where necessary √

√

e) The organization has a written personnel policy; staff knows its contents

√

√

f) Every employee has a written, signed contract √

√

g) Regular and fair evaluations of staff performance are carried out

√ √

h) The organization uses effective coordination, internal communication and team building tools and procedures

√

√

i) The organization has effective ways of sustaining staff motivation

√

√

j) The organization has effective ways of sustaining staff motivation

√

√

Part 3.1 - Average Rating Human Resource Management - PCC Average rating( 3.5 )

Human Resource Management - VTC

Average rating ( 3.9 ) 3.2 Program Management

1

2

3

4

5

1

2

3

4

5

a) Policies and tools to conduct constituents’ needs and priorities assessments exist in the organization and are used on a regular basis

√

√

b) These assessment exercises involve fully the constituents and other stakeholders concerned

√

√

c) Staff members receive training in facilitation of needs and priorities assessment processes and use of appropriate tools

√

√

30

d) The strategic planning processes are under the responsibility of a governing body keeping the programs in line with the organization’s mission and values and with the needs and priorities expressed by the constituents and community

√

√

e) Staff is able to utilize strategic plan to develop operating plans; operating plans reflect the strategic planning

√

√

f) Fund raising plans are developed to meet the resource needs of planned activities

√

√

g) The organization has a Monitoring and Evaluation system and uses it on a regular basis

√

√

h) M&E exercises always involve the services’ users √

√

i) Program information is recorded and available to all staff √

√

j) The organization regularly reports on activities and results of evaluations

√

√

Part 3.2 - Average Ratings by Institution Programme Management - PCC

Average rating (3.3 )

Programme Management - VTC

Average rating ( 3.9 ) 3.3 Administration & Finance

1

2

3

4

5

1

2

3

4

5

a) Administrative procedures exist and are compiled in an operating manual

√

√

b) Relevant staff has been trained properly in using the operating manual

√

√

c) The administrative procedures are known to all concerned staff and used

√

√

d) The organization uses a proper accounting and cash management system

√

√

e) Budgeting is done regularly; an effective budget control and follow up system is in place

√

√

f) Financial reporting is accurate and timely √

√

g) Internal and External financial audits are carried out regularly to ensure transparency

√

√

31

Part 3.3 - Average Rating by Institution

Administration and Finance - PCC

Average rating ( 4.1 )

Administration and Finance - VTC

Average rating (3.7 ) 4.PROGRAM PERFORMANCE

PROGRAMME PERFORMANCE - PCC

PROGRAMME PERFORMANCE - VTC

Overall Average rating ( 3.9 ) Overall Average rating ( )

4.1 Technical Performance Aspects

1 2 3 4 5 1 2 3 4 5 a) The organization is able to maintain a consistently good technical quality for the services delivered

√

√

b) The constituents and/or the community recognize the value of the work carried out by the organization in the community

√

√

c) The organization uses appropriate technology √

√

d) The delivery of services is organized to meet needs at appropriate times of the community life and to respect planning dates ad deadlines

√

√

e) The delivery of service is cost effective √

√

Part 4.1 - Average Rating by institution

Technical Performance Aspects

- PCC Average rating ( 4.0 )

Technical Performance Aspects

- VTC Average rating ( 4.0 )

4.2 Development Aspects 1 2 3 4 5 1 2 3 4 5 a) Priorities for projects to be carried out in a community are set by the community members and/or the organization’s constituents in the community

√

√

b) The organization systematically works on the building community ownership for projects, throughout the project cycle

√

√

c) The organization systematically encourages and organizes constituents’ involvement and participation in project, throughout the project cycle

√

√

d) The organization actively seeks to translate its vision and values into practical ways to implement activities with constituents

√

√

32

e) The organization provides its staff with appropriate training in community development and empowerment tools and practices

√

√

f) The organization’s M&E tools clearly seek to evaluate the project beyond their technical aspects and include users’ evaluation of relevance of services, level of services. Level of constituents and community ownership reached, etc

√

√

Part 4.2 – Average Rating

Developmental Aspects - PCC

Average rating ( 3.8 )

Developmental Aspects - VTC Average rating (3.3 )

5. EXTERNAL RELATIONS

EXTERNAL RELATIONS

PCC EXTERNAL RELATIONS

VTC

Overall Average rating ( 4.0 ) Overall Average rating ( 4.0 ) 5.1 General Communication Tools and Strategies

1

2

3

4

5

1

2

3

4

5

a) The organization publishes and disseminates towards its partners or potential partners information and communication items

√

√

b) The organization carries out public relations or community awareness campaigns regarding its activities

√

√

Part 5.1 – Average Rating by Institution General Communication Tools and Strategies -PCC

Average rating ( 4.0 )

General Communication Tools and Strategies -VTC

Average rating ( 4.0 )

5.2 Relationship with Constituents and Communities

1

2

3

4

5

1

2

3

4

5

a) The organization’s members have specific links with the constituents and their community

√

√

b) The organization works consistently with the same constituents/in the same communities and develops long term relationships with them

√

√

c) The organization contributes to building the awareness of its constituents and/or their community about development issues

√

√

33

d) The organization devotes time and resources to communicating with constituents and community during and outside project implementation and ensures transparency of activities

√

√

e) The organization is able to attract resources from the community to carry out its activities (expertise, influence, contributions in cash and kind, voluntary work, etc)

√

√

f) The organization advocates and lobbies for the community’s needs and interests

√

√

g) The community sees the organization as contributing to its long term development and not as a private contractor

√

√

Part 5.2 – Average Score (5) Relationship with Constituents and

Communities -PCC Average rating ( 4.0 )

Relationship with Constituents and Communities -VTC Average rating ( 4.0 )

5.3 Networking within the Local NGO Sector

1

2

3

4

5

1

2

3

4

5

a) The organization is member of a registered umbrella √

√

b) The organization is a member of an informal LNGO network, group and meets regularly

√

√

C) The organization is active in networking activities

√

√

Part 5.3 – Average Rating by institution Networking within the Local NGO Sector - PCC

Average rating ( 4.3 )

Networking within the Local NGO Sector - VTC

Average rating ( 4.0 ) 5.4 Developing Constructive Relationship with Civil Authorities

1

2

3

4

5

1

2

3

4

5

a) The organization follows up the relevant line Ministries’ technical recommendation in its project activities

√

√

b) The organization seeks or accepts direct collaboration with the relevant Line Ministry or Local Authorities (Regional, District or Municipality Authorities) for the implementation of some projects (joint projects)

√

√

c) The organization participates to communication and mutual understanding efforts between Civil Society sector and civil authorities

√

√

34

d) The organization participates in the efforts of LNGOs’ umbrella lobbying for the official recognition of LNGOs in the legal frame of Somaliland

√

e) The organization participates in the Civil Society sectors contributions to the democratization process in Somaliland

√

√

f) The organization seeks to involve National/Local Authorities’ members in its membership or Board or through other ways

√

Part 5.4 – Average Ratings by Institution) Developing Constructive Relationship with Civil Authorities - PCC Average rating ( 3.8 )

Developing Constructive Relationship with Civil Authorities - VTC Average rating ( 4.0 )

5.5 Developing Collaborative Relationship with the International Community

1

2

3

4

5

1

2

3

4

5

a) The organization participates in one/several Sectoral Working Groups for coordination of project activities

√

√

b) The organization contributes to the umbrellas’ efforts to advocate for LNGOs among the INGOs

√

√

c) The organization is involved in partnership relationship with one/several donor (s)

√

√

d) The organization attends relevant training seminars organized by International Community

√

√

Part 5.5 – Average Ratings by Institution

Developing Collaborative Relationship with the International Community -PCC Average rating ( 4.0 )

Developing Collaborative Relationship with the International Community - VTC Average rating ( 4.0 )

35

ANNEX 3: Operational Ratings for GECPD, SPSS and EPA /SIBA

VERNANCE Rating By Institution

GECPD SPSS EPA/SIBA GOVERNANCE (Overall average 4.9)

GOVERNANCE (Overall average 4.5)

GOVERNANCE (Overall average 4.3)

sion/Commitment 1

2

3

4

5

1

2

3

4

5

1

2

3

4

e organization has a clear vision to the role of an NGO in the

pment of the country

√

√

√

he organization has a clear te/mission statement

√

√

vision and the mandate are shared derstood by leaders and staff

√

√

√

organization communicates about sion with constituency and other al actors

√

√

√

e vision is clearly articulated in a document

√

√

1 ge ratings by Institution

Vision/Commitment - GECPD

Average rating( 5.0 )

Vision/Commitment - SPSS

Average rating ( 4.0 )

Vision/Commitment – EPA/S

Average rating ( 4.2 )verning Structure of the ganization

1

2

3

4

5

1

2

3

4

5

1

2

3

4

e organization has a collectively ship/power is shared in actuality by l bodies or persons, with specific nd functions

√

√

√

collective governing body is sible for keeping the organization’s

es in line with its vision and mission

√

√

√

36

ollective governing body oversees anagement of the organizations (is sible for the formulation of policies operational strategies, represents

ganization in its legal and public ns with the outside, leads its sing and lobbying activities)

√

√

√

various roles, functions and duties scribed clearly in a written ent and understood clearly by all s

√

√

√

leaders of the organization have nt and varied qualifications and are ble to fulfill their roles and duties

√

√

√

organization has follow up nisms to ensure that the executive

mplements the decisions taken by erseeing bodies

√

√

√

2 ge ratings by Institution

Governing Structure of the Organization - GECPD

Average rating( 4.7 )

Governing Structure of the Organization - SPSS

Average rating ( 4.5 )

Governing Structure of the Organization – EPA/SIBA

Average rating ( 3.8 )adership Style 1 2 3 4 5 1 2 3 4 5 1 2 3 4 leadership style actively

rages collective decision-making ses

√

√

√

ders encourage actively the ement of the constituents in all m activities

√

√

√

leaders of the organization are n through collective processes

√

√

3 ge ratings by Institution

Leadership Style - GECPD

Average rating( 5.0 )

Leadership Style - SPSS

Average rating (4.3 )

Leadership Style – EPA/SIB

Average rating ( 4.3 )gal Status 1 2 3 4 5 1 2 3 4 5 1 2 3 4 organization is properly registered ing to local regulations

√

√

37

4 ge ratings by Institution

Legal Status - GECPD

Average rating(5.0 )

Legal Status - SPSS

Average rating ( 5.0 )

Legal Status – EPA/SIBA

Average rating ( 5.0 )2.Resources

GECPD SPSS EPA/SIBA RESOURCES (Overall average 3.6)

RESOURCES (Overall average 3.0)

RESOURCES (Overall average 2.6)

man Resources 1 2 3 4 5 1 2 3 4 5 1 2 3 4 organization employs permanent

√

√

√

nough qualified and relevant priate gender and personal ound) persons (staff and

eers) can be mobilized to ment activities satisfactorily

√

√

√

staff and volunteers receive skills capacity training (internal and al)

√

√

√

e organization is able to keep its and competent staff: staff turn low

√

√

√

staff and volunteers are motivated r work

√

√

√

1 ge ratings by Institution

Human Resources - GECPD Average rating (3.0)

Human Resources - SPSS Average rating (3.4)

Human Resources Average rating (3.0)

nancial Resources 1 2 3 4 5 1 2 3 4 5 1 2 3 4 e organization is able to mobilize fied resources

√

√

√

organization collects membership √

√

√

he organization collects local ons (including from the Diaspora e Government) in cash and in kind

√

√

√

e organization generates income h the sale of goods and/or services

√

√

√

organization is consistently able to ts core functioning costs

√

√

√

38

t of the resources mobilized are ent and regular

√

√

√

2 ge ratings by Institution

Financial Resources - GECPD

Average rating( 3.0 )

Financial Resources - SPSS

Average rating ( 2.7 )

Financial Resources – EPA

Average rating ( 2.0 )ysical Resources 1 2 3 4 5 1 2 3 4 5 1 2 3 4 equipment, assets and vehicle (s) good condition and maintained

rly

√

√

√

e organization has relevant and ent office assets for its activities

√

√

√

e organization has relevant and ent equipment/machines in link with vities

√

√

√

3 Average ratings by Institution Physical Resources - GECPD Average rating (4.7 )

Physical Resources - SPSS Average rating (3.0 )

Physical Resources – EPA/Average rating ( 2.7 )

3. MANAGEMENT SYSTEMS AND PROCEDURES GECPD SPSS EPA/SIBA

MANAGEMENT SYSTEMS AND PROCEDURES (Overall average 4.1)

MANAGEMENT SYSTEMS AND PROCEDURES

(Overall average 3.4)

MANAGEMENT SYSTEMS APROCEDURES (Overall average 3.5)

man Resource Management

1 2 3 4 5 1 2 3 4 5 1 2 3 4 lines of authority and responsibility

organization are clearly defined and tood by all staff

√

√

ch staff member has a clear and d job description (corresponding to rson’s actual duties and activities in m)

√

√

m member activities and duties do erlap

√

√

√

gregation of duties applies where sary

√

√

√

he organization has a written nel policy; staff knows its contents

√

√

√

39

ry employee has a written, signed ct

√

√

√

gular and fair evaluations of staff mance are carried out

√

√

√

he organization uses effective nation, internal communication and uilding tools and procedures

√

√

√

organization has effective ways of ning staff motivation

√

√

√

organization has effective ways of ning staff motivation

√

1 Averages Human Resource Management - GECPD

Average rating( 4.0 )

Human Resource Management - SPSS

Average rating ( 4.2 )

Human Resource Managem – EPA/SIBA

Average rating (3.8 )ogram Management 1 2 3 4 5 1 2 3 4 5 1 2 3 4 olicies and tools to conduct uents’ needs and priorities sments exist in the organization and ed on a regular basis

√

√

√

ese assessment exercises involve the constituents and other

olders concerned

√

√

aff members receive training in tion of needs and priorities sment processes and use of priate tools

√

√

√

e strategic planning processes are the responsibility of a governing

keeping the programs in line with ganization’s mission and values and e needs and priorities expressed by nstituents and community

√

√

√

ff is able to utilize strategic plan to p operating plans; operating plans the strategic planning

√

√

√

d raising plans are developed to the resource needs of planned es

√

√

√

40

organization has a Monitoring and tion system and uses it on a r basis

√

√

√

&E exercises always involve the es’ users

√

√

√

gram information is recorded and ble to all staff

√

√

√

organization regularly reports on es and results of evaluations

√

√

√

2 Averages Programme Management - GECPD

Average rating ( 4.4 )

Programme Management - SPSS

Average rating ( 3.0 )

Programme Management - EPA/SIBA

Average rating ( 2.7 )

ministration & Finance 1

2

3

4

5

1

2

3

4

5

1

2

3

4

ministrative procedures exist and mpiled in an operating manual

√

√

√

elevant staff has been trained ly in using the operating manual

√

√

√

e administrative procedures are to all concerned staff and used

√

√

e organization uses a proper nting and cash management

m

√

√

√

udgeting is done regularly; an ve budget control and follow up

m is in place

√

√

√

ancial reporting is accurate and √

√

ernal and External financial audits arried out regularly to ensure arency

√

√

√

3 Averages Administration and Finance - GECPD Average rating ( 4.0 )

Administration and Finance - SPSS Average rating (3.1 )

Administration and Finance- EPA/SIBA Average rating (4.0 )

41

GRAMME PERFOMANCE GECPD SPSS EPA/SIBA PROGRAMME PERFOMANCE (Overall average 4.4)

PROGRAMME PERFOMANCE (Overall average 4.0)

PROGRAMME PERFO(Overall average 3.9) nical Performance Aspects

1 2 3 4 5 1 2 3 4 5 1 2 3 4 rganization is able to maintain a tly good technical quality for the

delivered

√

√

√

nstituents and/or the community e the value of the work carried e organization in the community

√

√

√

organization uses appropriate gy

√

√

√

elivery of services is organized eeds at appropriate times of the ty life and to respect planning deadlines

√

√

√

elivery of service is cost effective √

√

√

Averages Technical Performance Aspects

- GECPD Average rating ( 4.4 )

Technical Performance Aspects - SPSS

Average rating ( 4.0 )

Technical Performance AEPA/SIBA

Average rating ( 4.0

lopmental Aspects

1

2 3

4

5

1

2

3

4

5

1

2

3 4

es for projects to be carried out munity are set by the community

and/or the organization’s nts in the community

√

√

√

rganization systematically works uilding community ownership for throughout the project cycle

√

√

√

organization systematically es and organizes constituents’ ent and participation in project, ut the project cycle

√

√

√

42

organization actively seeks to its vision and values into

ways to implement activities tituents

√

√

√

ganization provides its staff with te training in community

ment and empowerment tools ices

√

√

√

rganization’s M&E tools clearly valuate the project beyond their

aspects and include users’ n of relevance of services, level es. Level of constituents and ty ownership reached, etc

√

√

√

Averages Developmental Aspects - GECPD

Average rating ( 4.3 )

Developmental Aspects - SPSS

Average rating ( 4.0 )

Developmental AspeEPA/SIBA

Average rating ( 3.5.0 EXTERNAL RELATIONS

GECPD SPSS EPA/SIBA EXTERNAL RELATIONS (Overall average 4.7)

EXTERNAL RELATIONS (Overall average N/S)

EXTERNAL RELATIO(Overall average 3.

ral Communication Tools Strategies

1

2

3

4

5

1

2

3

4

5

1

2

3

4

organization publishes and ates towards its partners or

partners information and cation items

√

√

√

organization carries out public or community awareness

ns regarding its activities

√

√

√

Averages General Communication Tools and Strategies -GECPD

Average rating ( 5.0 )

General Communication Tools and Strategies -SPSS

Average rating ( 4 )

General Communication T and Strategies - EPA

Average rating ( 2.5

ionship with Constituents Communities

1

2

3

4

5

1

2

3

4

5

1

2

3 4

organization’s members have inks with the constituents and munity

√

√

√

43

organization works consistently same constituents/in the same ties and develops long term hips with them

√

√

√

organization contributes to he awareness of its constituents

their community about ment issues

√

√

√

organization devotes time and s to communicating with nts and community during and project implementation and

ransparency of activities

√

√

√

organization is able to attract s from the community to carry activities (expertise, influence, ons in cash and kind, voluntary )

√

√

√

organization advocates and or the community’s needs and

√

√

√

ommunity sees the organization tributing to its long term

ment and not as a private r

√

√

√

Average Ratings by Institution Relationship with Constituents and Communities -GECPD

Average rating ( 4.7 )

Relationship with Constituents and Communities -SPSS

Average rating ( 4.8 )

Relationship with Constand Communities - EPAOverall average rating (

orking within the Local Sector

1

2

3

4

5

1

2

3

4

5

1

2

3 4

organization is member of a d umbrella

√

√

√

rganization is a member of an LNGO network, group and

gularly

√

√

√

ganization is active in g activities

√

√

√

44

Average Ratings by Institution Networking within the Local

NGO Sector - GECPD Average rating ( 5.0 )

Networking within the Local NGO Sector - SPSS

Average rating ( 4.7 )

Networking within the LoSector - EPA/SIBA

Average rating ( 3.0

loping Constructive ionship with Civil orities

1

2

3

4

5

1

2

3

4

5

1

2

3 4

ganization follows up the ne Ministries’ technical ndation in its project activities

√

√

√

organization seeks or accepts laboration with the relevant Line or Local Authorities (Regional, r Municipality Authorities) for the ntation of some projects (joint

√

√

√

organization participates to cation and mutual nding efforts between Civil ector and civil authorities

√

√

√

organization participates in the LNGOs’ umbrella lobbying for

al recognition of LNGOs in the me of Somaliland

√

√

√

organization participates in the ety sectors contributions to the ization process in Somaliland

√

√

√

organization seeks to involve Local Authorities’ members in its hip or Board or through other

√

√

√

Averages Developing Constructive Relationship with Civil Authorities - GECPD Average rating ( 4.3 )

Developing Constructive Relationship with Civil Authorities - SPSS Average rating ( 4.8 )

Developing ConstrucRelationship with Civil Au

- EPA/SIBA Average rating ( 4.

loping Collaborative ionship with the

national Community

1

2

3

4

5

1

2

3

4

5

1

2

3 4

45

organization participates in ral Sectoral Working Groups for ion of project activities

√

√

organization contributes to the s’ efforts to advocate for LNGOs e INGOs

√

√

√

organization is involved in ip relationship with one/several

√

√

√

organization attends relevant seminars organized by

nal Community

√

√

√

Averages Developing Collaborative Relationship with the

International Community - GECPD

Average rating ( 4.5 )

Developing Collaborative Relationship with the International

Community - SPSS

Average rating ( 5.0 )

Developing CollaboraRelationship with th

International Commu - EPA/SIBA

Average rating ( 3.3

Legend Code Rating Interpretation

1 Strongly disagree Needs major and urgent improvement in all areas

2 Disagree Needs major and urgent improvement in most areas

3 Somewhat agree Needs significant improvement in good time

4 Agree Needs some improvement but not so urgent

5 Strongly Agree Needs to maintain current levels of effectiveness

46

Proposed Structure of the Puntland Education System

Home based ECD (early stimulation for 0-3 years)

Home and centre based ECD 3-6 years

19 years

0years 6 years 15 years 5 years

Alternative primary education for out-of-school children

Early Childhood Development

1 2 1 2 3 ? 4 5 6 7 8 PSLE 2 3 4 PSCE

3 2 1

3 21

1

-

Non Formal Education (NFE)

Improved Koranic Curriculum

Elementary Cycle

IntermediateCycle

Primary Education

TVT

SecondaryEducation

Puntland State Universities

Primary Teachers

Education Garowe Teachers

Training College (GTTC)

Secondary teacher Education

Middle Level Tertiary Institutions

1 2

Technical and Vocational Training Institutions

PSLE - Puntland School Leaving Examination

PSCE - Puntland Secondary Certificate Examination

18 years 14 years

1

3 2 1

2

47

1