The Postgraduate Certificate in Project Management and Grant Proposal Writing is a specialized program designed for professionals, academics, and leaders involved in development initiatives, government institutions, NGOs, and universities. This program equips participants with essential skills in project management, grant writing, and donor engagement, ensuring they can effectively plan, implement, and evaluate development projects.
The curriculum covers the complete project cycle, from initiation to closure, with a strong emphasis on understanding donor priorities, developing concept notes and proposals, budgeting, risk management, sustainability, and monitoring and evaluation. The program integrates practical case studies and a final project, allowing participants to apply their knowledge in real-world contexts.
This program aims to:
The Somali regions face significant challenges in education, healthcare, infrastructure, and economic development. Many local organizations, government agencies, and universities rely heavily on international funding to implement critical projects. However, limited expertise in project management and grant writing often leads to missed funding opportunities and ineffective project execution.
This program addresses the growing need for professionals with advanced skills in managing projects and securing sustainable funding. Given the competitive nature of international grants and donor funding, Somali institutions require trained personnel who can develop high-quality proposals, efficiently manage projects, and ensure long-term impact.
By providing specialized training tailored to the Somali context, this program will empower local organizations and professionals to access more funding opportunities, implement successful projects, and contribute to the country’s overall development. It also supports capacity-building efforts in Somali regions, ensuring that projects meet global standards in accountability, efficiency, and effectiveness.
The Master of Counselling Psychology program is designed to equip students with the knowledge and skills necessary for effective practice in various therapeutic settings. This graduate degree emphasizes a deep understanding of psychological theories, counseling techniques, and ethical considerations, enabling future professionals to support diverse populations in overcoming emotional, behavioral, and mental health challenges.
Students engage in a comprehensive curriculum that covers core areas such as developmental psychology, cognitive-behavioral therapy, and psychodynamic approaches. Practical training is a key component, with opportunities for supervised clinical practice, allowing students to apply their learning in real-world contexts.
Emphasizing cultural competence, the program prepares graduates to work sensitively and effectively with clients from varied backgrounds. In addition to individual counseling, students explore group therapy, crisis intervention, and community mental health, preparing them for a wide range of career paths in schools, healthcare facilities, and private practice.
Overall, the Master of Counselling Psychology fosters not only the development of technical skills but also the cultivation of empathy and resilience, essential qualities for anyone aspiring to make a meaningful impact in the field of mental health.
The justification for a Master of Counselling Psychology in Somali society is multifaceted, addressing the unique psychological and social challenges faced by individuals and communities.
Firstly, Somali region has experienced significant turmoil due to prolonged conflict, displacement, and societal changes, leading to widespread trauma and mental health issues. A specialized training program can equip professionals with the skills to provide culturally relevant therapeutic interventions, helping individuals navigate their experiences and promote healing.
Secondly, the stigma surrounding mental health in Somali culture often prevents individuals from seeking help. By developing a strong foundation in counselling psychology, graduates can play a crucial role in raising awareness, normalizing mental health discussions, and reducing stigma within communities.
Furthermore, as Somali society evolves, there is a growing need for mental health services in schools, workplaces, and community centers. Counselling psychologists can contribute to the development of preventive and intervention programs that address issues such as depression, anxiety, and substance abuse, fostering healthier communities.
Lastly, the integration of traditional healing practices with modern psychological approaches can create holistic treatment options. A Master of Counselling Psychology can prepare professionals to respect and incorporate cultural beliefs into their practice, enhancing the effectiveness of mental health care in Somali society.
| Year | Semester | Course Code | Course Title | Credit Hour |
|---|---|---|---|---|
| I | SEM I | CPsy—111 | Psychological Assessment | 3 |
| SEM I | CPsy—112 | Classifications of Adulthood Disorders | 3 | |
| SEM I | CPsy—113 | Psychotherapies | 2 | |
| SEM I | CPsy—114 | Clinical Placement Report | 3 | |
| SEM I | CPsy—115 | Ethics and Professional Practice in Counselling | 2 | |
| Semester Total | 13 | |||
| I | SEM II | CPsy—121 | Addiction and Psychological Trauma | 3 |
| SEM II | CPsy—122 | Therapy of Addiction and Psychological Trauma (special emphasis on Community Reinforcement Approach CRA and Narrative exposure Therapy NET) | 2 | |
| SEM II | CPsy—123 | Clinical Placement Report | 5 | |
| SEM II | CPsy—124 | Research Methodology and Research Proposal Development | 3 | |
| Semester Total | 13 | |||
| II | SEM III | CPsy—211 | Maternal, Child & Perinatal Mental Health | 3 |
| SEM III | CPsy—212 | Adolescent Counseling | 2 | |
| SEM III | CPsy—213 | Clinical Placement Report | 5 | |
| SEM III | CPsy—214 | Data Collection and Data Analysis | 2 | |
| Semester Total | 13 | |||
| II | SEM IV | CPsy—221 | Educational and Child Counseling Psychology in School | 3 |
| SEM IV | CPsy—221 | Community Mental Health | 3 | |
| SEM IV | CPsy—222 | Clinical Placement Report | 5 | |
| SEM IV | CPsy—223 | Thesis Write Up | 2 | |
| Semester Total | 13 | |||
| Total Credit Hour of the Program | 52 | |||
Duration: Two Years with Four Semesters
Teachers: All Teachers hold a PhD or above
Tuition Fee: 380 Dollar Each Semester
Eligibility: Minimum Bachelor Degree Holder
The Master of Clinical Psychology program is designed to train competent clinical psychologists capable of assessing, diagnosing, and treating mental, emotional, and behavioral disorders across the lifespan. The program emphasizes the integration of psychological science, clinical skills, ethical practice, and culturally responsive care.
Students receive advanced training in psychological assessment, psychopathology, psychotherapeutic interventions, and clinical decision-making. Supervised clinical placements form a central component of the program, ensuring that graduates develop strong practical competencies in real-world clinical settings such as hospitals, mental health clinics, schools, and community health centers.
The program also emphasizes research literacy and evidence-based practice, preparing graduates to contribute to the development of locally relevant mental health knowledge. Cultural and contextual sensitivity is embedded throughout the curriculum to ensure effective clinical practice within Somali society.
The establishment of a Master of Clinical Psychology in Somaliland is critically important due to the increasing burden of mental health disorders associated with conflict, displacement, poverty, substance use, and social change.
Somaliland faces a severe shortage of trained clinical psychologists, particularly professionals qualified in diagnosis, assessment, and treatment of complex mental disorders. This program addresses that gap by preparing graduates with advanced clinical competencies necessary for hospital-based care, trauma services, rehabilitation centers, and community mental health systems.
Additionally, stigma and limited access to specialized mental health services remain significant challenges. Clinically trained psychologists can play a key role in early identification, treatment, referral, and mental health advocacy. By integrating culturally responsive and ethical practice, the program ensures that modern clinical psychology is applied in a way that respects Somali cultural and religious values.
Graduates of the Master of Clinical Psychology will be able to:
| Year | Semester | Course Code | Course Title | Credit Hour |
|---|---|---|---|---|
| I | SEM I | CPsy—111 | Psychological Assessment | 3 |
| SEM I | CPsy—112 | Psychopathology and Classification of Mental Disorders | 3 | |
| SEM I | CPsy—113 | Foundations of Clinical Psychotherapies | 2 | |
| SEM I | CPsy—114 | Clinical Placement I | 3 | |
| SEM I | CPsy—115 | Ethics and Professional Practice in Clinical Psychology | 2 | |
| Semester Total | 13 | |||
| I | SEM II | CPsy—121 | Clinical Psychology of Addiction and Trauma | 3 |
| SEM II | CPsy—122 | Trauma-Focused and Addiction Psychotherapies | 2 | |
| SEM II | CPsy—123 | Clinical Placement II | 5 | |
| SEM II | CPsy—124 | Clinical Research Methods and Proposal Development | 3 | |
| Semester Total | 13 | |||
| II | SEM III | CPsy—211 | Neurodevelopmental and Developmental Disorders | 3 |
| SEM III | CPsy—212 | Assessment and Intervention in Developmental Disorders | 3 | |
| SEM III | CPsy—213 | Clinical Placement III | 5 | |
| SEM III | CPsy—214 | Data Collection and Data Analysis | 2 | |
| Semester Total | 13 | |||
| II | SEM IV | CPsy—221 | Clinical Psychology in School Settings | 3 |
| SEM IV | CPsy—221 | Community Mental Health | 3 | |
| SEM IV | CPsy—222 | Clinical Placement IV | 5 | |
| SEM IV | CPsy—223 | Thesis Write Up | 2 | |
| Semester Total | 13 | |||
| Total Credit Hour of the Program | 52 | |||
Duration: Two Years with Four Semesters
Teachers: All Teachers hold a PhD or above
Tuition Fee: 380 Dollar Each Semester
Eligibility: Minimum Bachelor Degree Holder
Early childhood is a critical period that shapes a child’s physical growth, brain development, emotional wellbeing, and social relationships throughout life. During the first years of life, children depend entirely on parents and caregivers for care, protection, stimulation, and emotional security. The quality of caregiving children receive during this period strongly influences their ability to learn, regulate emotions, form healthy relationships, and cope with challenges later in life.
In Somaliland, families remain the primary environment for child development, yet many parents face complex challenges that affect their caregiving capacity. Economic hardship, displacement, changing family structures, limited access to mental health and psychosocial services, and high caregiving demands—especially on mothers—can create stress within households. These pressures may reduce caregivers’ ability to provide consistent, responsive, and nurturing care.
The Parenting to Nurture Children program responds to these realities by strengthening parenting knowledge and practices related to child development, nurturing care, maternal mental health, and family systems. The program promotes culturally appropriate, positive parenting approaches that support children’s cognitive, emotional, and social development while strengthening the wellbeing of mothers and the overall family unit.
Evidence from child development and public health research shows that nurturing care—characterized by responsive caregiving, emotional warmth, stimulation, and stable family relationships—is essential for healthy child development. In Somaliland, however, gaps in parenting support and limited awareness of early child development can contribute to challenges such as behavioral difficulties, delayed learning, emotional distress in children, and increased family conflict.
Maternal mental health is a particularly critical but often overlooked factor. Many mothers experience stress, anxiety, or emotional exhaustion related to caregiving responsibilities, economic pressure, or social challenges. When maternal mental health needs are not addressed, caregivers may struggle to respond sensitively to their children, which can negatively affect attachment, emotional regulation, and early learning.
In addition, family systems—including communication patterns, caregiving roles, and conflict management—play a significant role in shaping children’s daily experiences. Weak family support, poor communication, or unresolved conflict can undermine nurturing care and increase stress for both children and caregivers.
In addition, family systems—including communication patterns, caregiving roles, and conflict management—play a significant role in shaping children’s daily experiences. Weak family support, poor communication, or unresolved conflict can undermine nurturing care and increase stress for both children and caregivers.
This program is justified by the need for an integrated, preventive approach that strengthens parenting capacity, supports maternal mental wellbeing, and promotes healthy family functioning. By addressing child development, nurturing care, maternal mental health, and family systems together, the Parenting to Nurture Children program contributes to stronger families, improved child outcomes, and long-term social wellbeing in Somaliland.
The objectives of the Parenting to Nurture Children program are to:
| No | Course | Credit Hour |
|---|---|---|
| 1. | Child Development | 3 |
| 2. | Child Nurturing | 3 |
| 3. | Maternal Mental Health | 3 |
| 4. | Family System | 3 |
The Parenting to Nurture Children program will be implemented over a three-month period using a participatory, practical, and action-oriented approach.
During the first month, the program will focus on child development. Sessions will be delivered through structured lectures combined with guided group discussions. This phase will provide participants with a foundational understanding of child development, including cognitive, emotional, and social growth, to build a common knowledge base among all parents.
In the second and third months, the program will shift toward practical learning and experience-based discussions. Sessions will continue to include short lectures, but the main emphasis will be on participatory discussions where parents openly share real-life challenges they face in raising their children. These challenges will be discussed collectively, with guidance from the instructor and contributions from other parents. Together, participants will analyze the underlying causes of the problems and identify practical, culturally appropriate solutions.
This peer-learning approach allows parents to learn not only from the instructor but also from each other’s experiences. It encourages shared problem-solving, mutual support, and reflection. Each session will conclude with clear, practical actions that parents can apply in their daily lives with their children and families.
Overall, the program is designed to be practice-oriented rather than theory-based, emphasizing real-life application, behavior change, and continuous learning. By focusing on action and reflection, the program aims to support meaningful and lasting improvements in parenting practices.