Foundational literacy and numeracy remain major policy challenges in fragile and post-conflict education systems, where children may attend school without acquiring basic reading and mathematics skills. This project examines how teacher preparation, instructional support, school-level conditions, and climate-related vulnerability shape foundational learning outcomes among primary learners in Somaliland/Somalia. Using EGRA/EGMA or national learning assessment data linked with EMIS, teacher qualification/deployment records, quality assurance or mentoring data where available, and district-level vulnerability indicators, the study will identify which learners and schools are most at risk of poor foundational learning outcomes. Methodologically, the project will use descriptive diagnostics, regression analysis, multilevel modelling, and contextual interpretation through stakeholder consultation with teachers, school leaders, and education officials. The study will generate policy-relevant evidence on how teacher support, structured pedagogy, remedial learning, and quality assurance visits can be better targeted toward disadvantaged schools and learners. By connecting learning assessment evidence with teacher and system-level data, the project aims to strengthen evidence-informed education planning in Somaliland/Somalia and contribute to wider Sub-Saharan African debates on improving foundational learning in fragile contexts.
Project leader: Gulled Yasin
Project researchers:
Scientific mentors: Anthony Wambugu
No journal publications.
No working papers.
No policy briefs.
No final reports.
No proposals.
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