Informations et ressources scientifiques
sur le développement des zones arides et semi-arides

Accueil du site → Projets de développement → ONG/NGO Coopération décentralisée → Somalie → Facilitating Access to safe learning opportunities that promote peaceful co-existence and psychological wellbeing for vulnerable children (girls and boys) affected by emergencies in Gaalkacyo (Somalia)

2012

Facilitating Access to safe learning opportunities that promote peaceful co-existence and psychological wellbeing for vulnerable children (girls and boys) affected by emergencies in Gaalkacyo (Somalia)

Somalie

Titre : Facilitating Access to safe learning opportunities that promote peaceful co-existence and psychological wellbeing for vulnerable children (girls and boys) affected by emergencies in Gaalkacyo (Somalia)

Pays /Région : Somalie

Code projet : CHF-DMA-0489-352

Durée : 24-12-2012 // 15-01-2014

Contexte
In 2012, Somalia was ranked the worst place to be a child ( Save the Children Child Development Index 2012). The overall enrollment rate at primary school is one of the worlds lowest at 40% (UNDP projection). Girls and women particularly face barriers in accessing education and health representing 37% of all pupils (UNICEF Survey of School 2005/2006) and Somalia having some of the world’s highest infant and mortality rates ; for every 100,000 live births, 1,200 women die in childbirth ; the under five morality rate is 225 per 1,000 live births (CIA World Factbook). To add to these figures, the number of girls being raped is increasing as well as forced early marriage. According to the MoE in Puntland there are 469 formal and 118 NFE facilities in Puntland, however, the quality is quite low with an estimated 25% of teacher being paid (UNICEF 2005). Access to safe social recreational centers where children can intermix is inadequate and the safe child friendly spaces that exist are temporary and do not follow a psycho-social manual for building well being and peaceful coexistence. Since 2010, GRT has integrated psycho-social recreational activities into schools and brought communities together as a means to improve the well being of vulnerable and their performance in formal education. In 2012 GRTs psycho-social support activities became part of school agendas alongside forums to build peaceful and collaborative relationships amongst students from IDP/Ref/Host communities.

Présentation
Over 59,000 IDP/refugee/migrants live in Gaalkayco (UNDP 2012), with the majority of the population under 18 years old. Due to displacement, minimal clan protection and inadequate psycho-social support services in the region, the IDP children (under 15 years old) in Galkaacyo face several barriers to accessing safe learning spaces that include threatening/non supportive environments, lack of role models, lack of confidence in girls and other disadvantaged learners, and lack of qualified teachers, especially females. School attendance rates amongst IDPs and refugee children (boys and girls) remain low with dropout rates high (15% of 59 refugees failing one semester as result of poor attendance according to GRT data) with lack of access to light cited an attributing factor during FGDs conducted by GRT. Girls access to safe learning spaces and completing formal education is further comprised due to the increased risk of physical, sexual, and emotional assault (GRT reported 43 cases of GBV in Gaalkacyo June-Sept, 2012). Youth (14-29 yrs) unemployment is also staggering with 67% (HDI 2012 Somalia), leading boys to leave the country or seek dangerous livelihood activities. These barriers to safe learning spaces and protection risks have alienated the IDP children and youth from host and IDPs communities and have reduced their psycho-social well being,

Porteur du projet : GRT (Gruppo per le Relazioni Transculturali)

Financement : Nations Unies

Contribution : 126,000.00 $

United Nations Development Group

Page publiée le 12 août 2017