Following the outbreak of the 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. 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, educational policies are being developed that are aimed at guiding the scholastic process. In the autonomous Puntland region, the latter includes a gender sensitive national education policy compliant with world standards, such as those outlined in the Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW). Examples of this and other educational measures at work are the regional government's enactment of legislation aimed at securing the educational interests of girls, promoting the growth of an Early Childhood Development (ECD) program designed to reach parents and care-givers in their homes as well as in the ECD centers for 0 to 5-year-old children, and introducing incentive packages to encourage teachers to work in remote rural areas.