Education Statistics Yearbook 2015/2016

Puntland State of Somalia  Ministry of Education| Education Statistics Yearbook 2015/2016

About EMIS Data
This is the 2015/16 Education Statistics Annual Yearbook of Puntland in which annual
education data has been collected, processed and analyzed by the Ministry of Education
and Higher Education (MOEHE) for the fourth time.

The first data collection tools or questionnaires were updated since the year 2013/14 by
the Puntland Ministry of Education and Higher Education, EMIS Unit. In the year
2015/16, the already updated questionnaires were sent to schools for data collection
through the Regional Education Officers (REOs) and the District Education Officers
(DEOs). The completed questionnaires data were collected from the schools by the DEOs
who checked the quality of the completed data and submitted to the REOs and then to the
EMIS unit of Ministry of Education and Higher Education by checking the quality of the
completed questionnaires. The Ministry of Education and Higher Education, EMIS unit
encoded the census data into the Pineapple software, verified it and generated all the
available reports. It is only the formal primary, Integrated Quranic Schools (IQS),
Alternative Basic Education (ABE), Secondary education and Non Formal Education data
that have been captured by the Pineapple software. The Technical and Vocational
Education and Training as well as Higher education data have been separately processed
on the MS Excel workbook.

The publication covers 2015/16 EMIS data/information and is a complete school census of
Primary Education including Integrated Quranic Schools, Alternative Basic Education,
Non-Formal Education, Secondary Education, Technical and Vocational Education and
Training as well as Higher education. The main sources of data for the computation of
educational indicators and this analysis are the 2015/16 Annual School Census or
questionnaires and also the school age population of UNDP 2005 projected data. While
processing the collected data of the year 2015/16 ASCs, the software was unable to process

INTRODUCTION Puntland Education Statistics Yearbook 2015/16

classrooms data at all levels and some textbooks data at the secondary level and hence we
have used the 2013/14 data for this analysis. UNDP 2005 projected data has also been
used as the sources of school age population data in Puntland for the analysis of yearbooks
2011/12, 2012/13, 2013/14, 2014/15 and 2015/16 especially at the national level. Of course
the UNDP 2005 projected population data has its own limitations as it is not
comprehensive especially to compute educational indicators that need single age
population and no details of school age population at regional and district levels plus it is
too old for the current analysis.

The previous census questionnaires which were more than 20 pages for each primary and
secondary schools have been well modified and shortened since 2013/14 without limitation
to the very important data elements but the pineapple software has not been customized
on time accordingly. This has resulted in some data elements like classrooms, sanitation,
child protection, borders, etc. that has been captured by the modified new survey couldn’t
be processed into the existing pineapple software. Most of the data elements that have
been collected by the census questionnaires have been encoded into the existing Pineapple
software.

This publication contains analytical summaries of enrolment, teachers, schools,
classrooms, basic educational indicators, learning materials and other facilities as well as
examination results of grades 8 and 12. The data are further disaggregated by region,
gender, school type (Primary including IQS, ABE, NFE, Secondary), locality (urban vs.
rural), authority (Government vs. Non-government), etc.

Educational indicators and detailed analysis of basic indicators that are most important
for the education system and available in the pineapple software are presented in this
publication. This analysis on students, teachers, schools, teaching learning materials and
facilities is believed to be used for educational planners, decision makers, development
partners and educational researchers for further assessment and produce conclusions.

EMIS 2015-2016