Following the outbreak of the Somali Civil War in 1991, the task of running schools in Somalia was initially taken up by community education committees established in 94% of the local schools (Ihebuzor, Noel 2005). Numerous problems had arisen with regard to access to education in rural areas and along gender lines, quality of educational provisions, responsiveness of school curricula, educational standards and controls, management and planning capacity, and financing. To address these concerns, the intellectual people established schools and most of these schools follow the national educational policy for primary, intermediate and secondary schools.