Stakeholder Participation and Educational Service Delivery in Garowe City Council, Somalia

CHAPTER ONE

INTRODUCTION

1.1. Background to the study

1.1.1. Historical Perspective

Education was and is still necessary for the development of any society. They are at the heart of many minimum strategies (Yadama, Bata, 2010). Training skills and limited development skills (economic) (Samba, 2015). Consensus, policy makers and other participants in the provision of educational service s seek the best measurement methods. Their efforts have contributed to the recognition of the importance of participation in education and surgery. In Zambia, there is a shortage of educational facilities, and parents who have not met the financial costs of school education in the state schools (Brenda 2013) have been excluded. In Uganda, access to UPE education has been respected but the effects of stakeholder Participation has gaps; the reasons for this extend from poverty and illiteracy (Daily Monitor - 31 August 2014). In the state of Puntland-Somalia, the adoption of a decentralized system of government has led to increased Stakeholder Participation in the provision of educational services and services near needy communities. Somalia is one of the poorest countries in the world, with 43% of its population living on less than $ 1 a day and 73% less than $ 2 a day. Many of these are among the 1.1 million people internally displaced by more than two decades of conflict and famine. The outbreak of the civil war has had a devastating impact on educational service s in Somalia. By 2017, many schools had been destroyed, educational materials would not be available, and most teachers and students had abandoned education.