CHALLENGES OF EDUCATIONAL POLICY ON PRIMARY AND
SECONDARY SCHOOLS IN MOGADISHU, SOMALIA
This article was downloaded by: [Ilyas Abdulahi Ibrahim Harawe] On: 2 march 2019, At: 01:34 Title: CHALLENGES OF EDUCATIONAL POLICY ON PRIMARY AND SECONDARY SCHOOLS IN MOGADISHU, SOMALIA
Abstract: This article is indicating the challenges of educational policy on primary and secondary schools in Mogadishu, Somalia. The study was the challenges of educational policy on primary and secondary schools in some selected schools and minister of education, culture and higher education of Somalia. The research objective was to investigate challenges of educational policy on primary and secondary schools in Mogadishu Somalia and to explore the impacts of language policy on primary and secondary schools, to identify the medium of instruction on primary and secondary schools and to explore curriculum policy of primary and secondary schools. The research design was explanatory research design, data was collected quantitative method. Questionnaire was used to collect data with sample size and 100 population and 80 sample size of the respondents that are use the Slovene's formula. The data was collected using frequency table and SPSS version 20.0 was used to analyze the data.
The study was vital for whole Somali people and Somali government to get the challenges of educational policy on primary and secondary schools and the study was useful for potential researchers as literature which is interesting to carry out for further research in this field. result and findings of the study was the majority of the respondents 70(87.5%) were male while 10(12.5%) were female therefore male respondent are dominants and the majority of the respondents 43(53.8%) were aged between 31-40 years 30( 37.5%) were aged between 20-30years 6(7.5%) were aged between 41-50 years 1(1.3%) were aged above 50 years. conclusion during this research I have focused on challenges of educational policy that has primary and secondary schools in Mogadishu, researcher find the most challenges that have educational policy on primary and secondary schools of Mogadishu Somalia is lack of unified-medium of instructions that are taught Somali pupils. so the researcher recommended Somali government should make a policy that reform Somali language to be medium instructions of the country.
The
study was the challenges of educational policy on primary and secondary schools
in some selected schools and minister of education, culture and higher
education of Somalia. The research objective was to investigate challenges of educational policy on
primary and secondary schools in Mogadishu Somalia and to explore the impacts of language
policy on primary and secondary schools, to identify the medium of instruction
on primary and secondary schools and to explore curriculum policy of primary
and secondary schools. The research design was explanatory research design, data
was collected quantitative method. Questionnaire was used to collect data with
sample size and 100 population and 80 sample size of the respondents that are
use the Slovene's formula. The data was collected using frequency table and
SPSS version 20.0 was used to analyze the data. The study was vital for whole
Somali people and Somali government to get the challenges of educational policy
on primary and secondary schools and the study was useful for potential
researchers as literature which is interesting to carry out for further
research in this field. result and findings of the study was the majority of
the respondents 70(87.5%) were male while 10(12.5%) were female therefore male
respondent are dominants and the majority of the respondents 43(53.8%) were aged between 31-40 years 30(
37.5%) were aged between 20-30years
6(7.5%) were aged between 41-50 years 1(1.3%) were aged above 50 years.
conclusion during this research I have focused on challenges of
educational policy that has primary and secondary schools in Mogadishu,
researcher find the most challenges that have educational policy on primary and
secondary schools of Mogadishu Somalia is lack of unified-medium of
instructions that are taught Somali pupils. so the researcher recommended Somali
government should make a policy that reform Somali language to be medium
instructions of the country,
In
this research will consist of the following concepts, curriculum policy and
primary and secondary schools, language policy and primary and secondary
schools, medium instructions of primary and secondary schools, political problems intermixed, pedagogical
problems, literature gap summary.
Curriculum policy and primary and secondary schools
The
need for globally equivalent skills raises the debate about curriculum
relevance.
Productivity
and competitiveness depend on the ability to produce highly skilled and adaptive
knowledge workers who can manage and manipulate knowledge and information and
adjust to volatile and unpredictable global markets. Such knowledge workers
need to have well-developed problem-solving skills and be able to continually
adjust their repertoire of knowledge and skills to changing environments.
In
such a context, it is frequently argued that the role of higher education
shifts from an induction into the specialized knowledge of specific disciplines
to the development of broad, generic and transferable skills. In essence,
higher education institutions worldwide are being called upon to become more
responsive to the needs of the knowledge economy. In the South African higher
education context, one of the key issues in the demand for increasing openness
concerns different approaches to the Africanisation of the curriculum. (Dowling
and Seepe 2003).
Points
out that a slightly different approach is possible, namely one that takes no
responsibility for students’ levels and capacities for learning upon entering,
but assumes considerable responsibility for the quality of their learning
thereafter. This means curricula must account for students’ mastery of general
skills such as effective communication, analysis, problem solving, and effective
citizenship and social interaction(Orrell 2005).
Determination
of what to evaluate and ways and means of doing it is the seventh and
last step is the evaluation and how it is done. Curriculum planner must
determine the objective of the learning activity .the evaluation p[rocess helps
to identify the weaknesses and the strengths of both the teacher and learner in
the teaching/learning process (Akhtar, 2004).
Indeed,
the education system, particularly the curriculum, could have been the reason
why conflict was instigated in the first place. Paulson, for instance, pointed
out that “curriculum review, revision, and reform are among the educational
responses commonly employed in post-conflict situations” (Paulson 2011).
The
most drastic move in recent history with regard to reforming curricula in a
post-conflict era took place in Rwanda. When the Rwandan Patriotic Front came
to power after the genocide of 1994, the government suspended teaching history
to Rwandan children for up to 10 years (Freeman et al.,2008; Obura, 2003).
In
post-conflict Rwanda, the general government policy of national unity,
reconciliation and healing has been firmly instituted within the education
system. From the national to the local levels, the aims of education, the
learning agenda and the hidden curriculum have been systematically reformulated
(Hodgkin, 2006).
Our
estimate is that are there are around 10 different curricula imported from 10
countries including Kenya, India, Pakistan, the UAE, Saudi Arabia and Yemen.
One head of an educational umbrella explained that schools “take units from
here and there and that is how they produce their books”, mixing curricula from
different countries. Some schools even change curricula from one grade to
another (HIP 2015).
According
to Cassanelli and Abdikadir (2007)Lack of coherence among education policies
also applies to the type of curriculum and the language of instruction. Schools
use different types of curricula with no common standards. Some use curricula
imported from East African countries like Kenya and Uganda and others use
curricula from several Arab countries like Sudan and the United Arab Emirates,
while a few schools follow a modified version of the old Somali national
curriculum. The emphasis on peace education as part of a new Somali curriculum
was consistently mentioned by participants, showing their confidence in the
positive role that education can play in contributing and sustaining peace,
concurring with the relevant literature in the field (Bush &Saltarelli,
2000; Elmi, 2010; UNICEF, 2011).
In
post-civil-war Somalia, the coordination and implementation of a unified school
curriculum has been a difficult problem at the core of education. With the
existence of over seven educational umbrellas and various agencies operating in
the country over the past two decades “without a unified national syllabus to
guide primary and secondary school instruction,” the magnitude of the enduring perplexity
in Somali education becomes evident (Farah, 2013). The lack of coordination, in
effect, contributed to the complexity in the streamlining of appropriate and
reliable Quality Assurance. However, it was only as recently as 2013 that the
network of“ education umbrellas are representing 1,130 private schools across Somalia”
agreed to set a blueprint for a unified syllabus as a measure of standardizing
the education system at the primary and secondary grades.
The
Ministry of Education, in consultation with local stakeholders, has been taking
steps to produce an educational policy and unified curriculum. This process
began a few years ago, however, and its draft educational policies and the Education
Act have not yet been approved by parliament (HIP 2015).
LANGUAGE POLICY AND PRIMARY AND
SECONDARY SCHOOLS.
The
choice of a language of instruction in Africa is a political choice, a choice
that may redistribute power in a global context, as well as within an African
country, between the elites and the masses. As Neville Alexander (2000:11)
asserts it is an indisputable fact that in the post-colonial situation, the
linguistic hierarchy built into the colonial system led to knowledge of the
conquerors’ language becoming a vital component of the ‘cultural capital’ of
the neo-colonial elite. It was and remains their knowledge of English and/or
French [for example] that sets them apart from the vast majority of their
African compatriots and which keeps them and their issue in the privileged
middle and upper classes.
In
terms of language use in public secondary schools in Tanzania
most students and the majority of teachers do not understand English. For
example, the headmaster of one of the secondary schools once admitted that, of
the 45 teachers in his school only three understood English well and used it
correctly. This in effect means that the other 42 teachers used incorrect
English in their teaching. This is not an isolated case. Those who have been
working closely with secondary school classroom situations will agree with me
that this situation prevails in most public secondary schools in Tanzania (Qorro,
2002).The current language policy in Tanzania can best be described by words
like confusing, contradictory and ambiguous. Language is not any longer
mentioned in the constitution of Tanzania. In the constitution of Tanzania from
1962 it was said that Kiswahili1 and English should be the official languages.
Since
then there have been changes in the constitution 13 times (last 1999/2000) and
the issue of language has disappeared.2 Kiswahili, the most popular of all the
vernacular languages in Tanzania has evolved as the national and official
language through a long history (Whitely 1969).
The
official language in education policy that is currently being followed in
Tanzania is the one laid down in the Education and Training Policy which, inter
alia, states: The medium of instruction in pre-primary schools shall be
Kiswahili, and English shall be a compulsory subject.
The
medium of instruction in primary schools shall be Kiswahili, and English shall
be a compulsory subject.
The
medium of instruction for secondary education shall continue to be English,
except for the teaching of other approved languages and Kiswahili shall be a
compulsory subject up to ordinary level. (MOEC1995).Language is without doubt
the most important factor in the learning process, for the transfer of
knowledge and skills is mediated through the spoken or written word. The
contradiction is that educational programs and schemes are often designed to
pay more attention to the structures and curricula than to language policy
(Bamgbose, 1992 cited in ADEA newsletter1996:1).Fafunwa (1990) holds that one
of the most important factors militating against the dissemination of knowledge
and skills, and therefore of rapid social and economic well-being of the majority
of people in Africa, is the imposed medium of communication. He claims that
there seems to be a correlation between underdevelopment and the use of a
foreign language as the official language of a given country in Africa (e.g.
English, French or Portuguese):
Our
findings indicate that schools use a mixture of languages with English and
Arabic the languages of choice for the majority. In the schools that took part
in our study, English was the most popular language, followed by Arabic. A
limited number of schools that are under the full control of the government
reportedly use the Somali language, but their number is negligible compared to
the private schools that are growing in numbers every year. Even in government
schools, Somali is meant to be used only at primary levels. According to the
draft educational policy, English or Arabic could be used at secondary schools
(HIP 2015)
Schools
that use Arabic said they want to teach students the Qu’ran and Hadith in their
original
Languages
“We picked the Arabic language, because our students are Somalis and Muslims,”
Said
one head teacher “Therefore, we want them to learn in Arabic.” Previous
researchers have also identified a similar justification for schools using
Arabic and imported curricula from Arab Muslim countries (Elmi, 2010).The draft
education law approved by the cabinet in the summer of 2014suggests the three
languages be used with Somali at the primary level and English or Arabic in
secondary school. This not only confirms that status quo but also seems to
ignore current research findings which overwhelming favor using the mother
tongue as this significantly Improves learning, (Gacheche, 2010; UNESCO 2006;
Kosonen& Young, 2009).Regarding the language of instruction, there are
three languages currently used in schools. These languages are Arabic, English,
and Somali. Arabic is the dominant language of instruction in secondary
schools, though English and Somali are also used in a number of schools (Pfaffe
et al., 2009). At the primary level, most schools use Somali as the language of
instruction in lower primary grades, while special consideration is given to
Arabic and English, which are taught as language subjects. Arabic is also used
as the language of instruction in the upper primary grades (Mohamud, 2011). Somali
language was used as a medium of instruction in both primary and secondary
schools before the collapse of the state. However, this prominent role of the
Somali language in education has now lost ground in favor of Arabic and
English. Regardless of the reason for choosing the language of instruction,
learning opportunities for the majority of Somali children remain very limited.
Research has shown that pupils using their mother tongue are more likely to
engage in lessons and communicate better with their teachers, making it an
effective tool for learning (Trudell, 2008).
MEDUIM INSTRUCTION OF PRIMARY AND
SECONDARY SCHOOLS.
In
many Sub-Saharan African and South Asian countries, independent evaluation of
pupils’ English derives partly from scores obtained in early grade reading
assessments (EGRA), often conducted at national level with test data placed in
the public domain. EGRA results in EAL are generally very weak, with many
children shown to have little ability in reading and understanding basic texts
– an essential skill for learning through English. In most cases, evidence of
pupil readiness for EMI as indexed by their reading ability in English, which
would support this MoI choice at primary level, is simply not there. Low-level
English ability among learners in low- or middle-income countries is often
compounded by their having insufficient exposure to the language or
opportunities to practice it outside the classroom so as to grow
language-for-learning knowledge and skills, especially in rural areas where
large numbers reside. (John Simpson 2017)
Challenges
in implementing mother tongue-based multilingual education policy, such as lack
of sufficient learning and teaching materials in non-dominant languages or
trained mother tongue teachers, along with resistant attitudes in some quarters
to mother tongue teaching,13 compound matters and may lead policymakers towards
selecting a regional or official language as MoI (e.g. Amharic in Ethiopia,
Hindi in northern India, Swahili in Tanzania, Urdu in Pakistan). This can lead
to many students in a given context learning all subjects in a second, dominant
language rather than in their own(John Simpson 2017).
In
1982 an attempt was made to address the conflict in the use of language of
instruction in Nigeria. Thus the Ife (a town in Southern Nigeria) Six Years
Primary Project (SYPP) was conducted to find out the most effective language of
instruction between the English language and an indigenous language (Yoruba,
which is one of the three major national languages). In this language project
it was discovered that pupils taught in their mother tongue did better than
those pupils taught through the medium of English. study (Namuchwa, 2007),
Similarly another research study conducted in Mpigi district of Uganda, found
that both teachers and parents had preference for using indigenous language to
serve as the MOI at upper primary school level. (Makoshy2001, p. 228) is of the
same view, and stated thus, “We are well aware of, or at least made to believe
the fact that children learn faster and better in their mother tongue than in
another language.” This suggests how optimistic people are about using
indigenous languages as the MOI at early stages in children’s education.
In most schools
Somali is used as the language of instruction in classrooms especially in the
lower primary grades. Special consideration is given to Arabic and English
which are taught as language subject courses. In the upper primary grades, arts
subjects are taught in Arabic, and scientific subjects in English. Arts
subjects include language arts, Islamic studies, history, and geography. In
secondary schools, arts subjects are taught in Arabic and scientific subjects
in English. For post-secondary institutes, the medium of instruction is
according to the nature and need of the institute and may include English or
Arabic. In the Upper primary and secondary, Somali is taught as a language
course. It is the long term aim of the Ministry to regulate the language of
instruction in classrooms. As we develop a unified national curriculum, publish
Somali books and documents, it is anticipated that Somali language will take a
prominent role in the education of Somali children. (Minister of education,
culture and higher education 2012)
It
is essential to place the study and analysis of school leadership in its
socio-historical context and in the context of the moral and political economy
of schooling. We need to have studies of school leadership which are historically
located and which are brought into a relationship with wider political,
cultural, economic and ideological movements in society (Grace 1995).
Formal
schooling by and large is organized and controlled by the government. This
means that its very nature the entire
schooling process – how it is paid for, what goals it seeks to attain and how
these goals will be measured, who has power over it, what textbooks are
approved, who does well in schools and who does not, who has the right to ask
and answer these questions, and so on – is by definition political. Thus, as
inherently part of a set of political institutions, the educational system will
constantly be in the middle of crucial struggles over the meaning of democracy,
over definitions of legitimate authority and culture, and over who should
benefit the most from government policies and practices (Apple 2003).
It
is not surprising that innovation processes in schools frequently take the form
of political conflict between sponsorship and opposition groups. Either in
public debate or through behind the scenes Maneuvers and lobbying, factional
groups will seek to advance or defend their interests, being for or against the
change. Negotiations and compromises may produce amendments to initial
proposals, certain groups or individuals may be exempted, trade-offs arranged,
bargains arrived at (Ball 1987).
Due
to the complex and uncertain nature of Somalia’s political and social context,
state intervention in the education sector has been limited and fraught with
difficulties in implementation of any program. This has led to the emergence of
other non-formal education institutions across the nation, and which provide to
a variety of groups. A significant part of the non-formal sector is Qu’ranic
schools (dugsis), which provide Islamic learning. The number of students
in basic primary education and secondary education in Somalia has risen over
the last decade, but the quality of the education they receive has become a
major priority at national level. To follow progress and measure impact of any
programmed intervention need comprehensive and systematic evidence and lack of
this can slow down effective planning. Combined with the lack of government
capacity to establish and enforce policies, frameworks and standards, it has
been difficult to establish set clear targets and design effective policy
strategies (UNESCO 2013).
PEDAGOGICAL PROBLEMS
ON PRIMARY AND SECONDARY SCHOOLS.
Given
that educational policy responds to what are identified as systemic and/or
local visions, needs and problems, it is predictable than national accounts of
educational quality will reflect these. Versions of quality which are grounded
in national statutory frameworks of educational aims and curriculum content
will reflect agreed national priorities, while those which respond to
identified problems will carry a remedial weighting as the policies attempt to
correct adverse historical trends, for example (in India) teacher absenteeism,
the dominance of rote learning or the irregular availability of textbooks and
TLMs. In terms of what is needed in order to meet preferred goals and secure desired
educational improvements, such emphases are proper and necessary.
At
a more subliminal yet profound level, national considerations impact on
definitions of pedagogical quality in the realm of culture and values. There is
now a substantial literature which contrasts supposedly ‘Asian’ and ‘Western’
models of teaching on the basis of their differing accounts of the relative
importance of ability and effort or differing their varying commitments to
individualism/egocentrism and holism/socio-centrism (Shweder, 1991; Stigler and
Hiebert, 1999).
To
commend the application of international pedagogical research to the challenges
of
defining
and monitoring educational quality in specific countries is to risk, in our
post colonialist, post-orient list times, suspicion of cultural hegemony; the
more so now that
globalization
means, for advocates and opponents alike, westernization; and now that the
growing
international dominance of the English language makes Anglo-American research
so much more readily accessible than that from non-Anglophone countries and
cultures. Robin Alexandrer(2008),
On
the other hand, the project at least confirmed some of the factors in effective
teaching which emerged from other classroom research, notably the importance of
organizing classroom time and space as economically as possible, maximizing
children’s opportunity to learn, and generating challenging and focused
pupil-teacher interaction. Teaching in classrooms is not a series of one-off
encounters. Teachers develop procedures for regulating the complex dynamics of
pupil-pupil relationships, the equivalent of law, custom, convention,
unqualified teachers and public morality in civil society. Further, teachers
and teaching convey messages and values which may reach well beyond those of
the particular learning tasks which give a lesson its formal focus.
Robin
Alexandrer(2008),
School
effectiveness research is an offshoot of Anglo-American process-product
research, but stands well apart from the current research mainstream, and
indeed from the critique which process-product research has generated over the
past five decades. The first wave of school effectiveness research, during the
late 1980s and early 1990s, was largely non-empirical. It consisted of
territory differentiation and the collating of those few empirical studies
which, as defined by school effectiveness researchers themselves, were deemed
relevant to the make an effort (Reynolds et al, 1994).
In addition to that
Africa education system in
both developed and developing countries, the effect of unqualified teachers
establishes serious challenges to the provision of quality education observes
that Sub-Saharan countries are unable to provide sufficient quality and
quantity of teachers. can effect lack of qualified
teacher to achieve secondary schools(Abdou 2012).
Whether
a teacher uses traditional or more current methods of instruction, efficient
use of school time has a significant impact on student learning. Teachers’
presence in the classroom represents the starting point. Many teachers face
transportation and housing obstacles that hinder them from getting to school on
time and staying until school hours are over. Many teachers must hold second
jobs, which may detract from the time and energy they expend in the classroom.
Teachers may miss school altogether. A study in China, Guinea, India and Mexico
found that nearly half the teachers interviewed reported being absent at some
point during the previous month (Carron &Chau, 1996).
In Somalia, before the civil war,
schools were said to have been staffed by qualified teachers. The only problem
then was training and retaining qualified teachers due to their migration to
Arab countries for better paying jobs (Cassanelli&Abdikadir, 2008). there is
a broad effects of unqualified teachers in Somalia secondary schools. A study
made by heritage institute for policy study (HIPS) stated that “A head teacher
said lack of teacher qualifications is the most persistent educational issue
facing the nation Teachers are not qualified. They are taken on the basis of,
‘can you be a teacher’? ‘Can you teach’? There are few trained teachers who
specialize in a subject” (HIPS, 2015). Therefore, the
potential consequence of unqualified teachers in Somalia has become outbreak
of civil war in Somalia in the early 1990s took its toll on the formal
education system in the country. For
example in 1962, the Ministry of Education reported that 112 of 201
intermediate and secondary school teachers were expatriates, and only 89
Somalis. In Somali today, teachers are for the most part paid through user
fees. According to report of Somali Education, one of the major constraints to
the development of the public education sector was the limited amount of
government finance (Global partnership for education, 2007).the quality teaching is Effective
instruction that promotes excellence and student learning outcomes through
best-practices. If the class room materials become unsatisfied it will directly
affect the instruction and the teacher. If there is lack of quality teaching
will breed lack quality of teacher. In Benadir the class room materials are
poor so that the teacher should not condone to teach the lesson as he liked.
(Abdi, A. 1998).
LITERATURE GAP SUMMARY.
Issue
of curriculum relevance together with inadequate knowledge of the teaching
teachers at the schools for the curriculums were inevitable as there were no
other methods of teaching to be used due to the security situation in the
country which could not allow qualified teachers to be outsourced from other
countries. Majority of schools in Mogadishu are privately owned education
institution (UNICEF, 2011).
Curriculum
refers to the sum of learning experiences offered by schools (Harris, 1991). A
curriculum is a three dimensional document and takes in to account the needs of
the students, the content and the instructional methodology while the syllabus
is a Uni-dimensional document, which lists the subjects, and contents outline
with broad time allocation (Karisiddappa and Sangam, 1994).
The
education sector in many African countries is in a state of confusion as a
result of political instability brought about by armed conflicts (Nwomonoh,
1998). This is illustrated by the country reports presented during the seminar
devoted to Curriculum development and education for living together: conceptual
and administrative challenges in Africa (Nairobi, 25-29 June 2001),most of the
countries had numerous problems arising from various internal and external
factors. The reports from eleven of the Sub-Saharan countries presented at the
conference highlighted Obanya’s point (1999) that in Africa education has been
a product of historical (i.e. colonization), social, political and economic
forces that have determined its successes or failures in the continent over the
years. There are also both internal and external dimensions of Africa’s
educational dilemma for example over dependence on external donor funding in
the cases of Somalia as a result of the collapse of the Central Government due
to armed conflicts.
The
Western or formal education system was introduced during the colonial period.
The British colonial administration introduced an English education system in
northwest Somalia known as the British Protectorate of Somaliland while the
Italians introduced an Italian system elsewhere. However, the school systems,
established in these colonies, were limited both in scope and reach (Abdi,
1998; Bennaars et al., 1996). The common concern of colonial schools was, as
elsewhere in Africa, the provision of education that prepares students to fit
into colonial expectations (Cassanelli&Abdikadir, 2007).
The
Somali language was introduced as a medium of instruction into elementary,
intermediate and secondary education in 1972, 1973, and 1975 consecutively. The
indigenization of the entire school curricula, with strong emphasis on the
national culture and tradition, was a major objective (Warsame, 2001). In
addition, education was made free and compulsory for all children between six
and fourteen years of age.
FINDINGS.
The
majority of the respondents is male 70 (87.5%) The major of the respondent marital status is
marriage 47 (58.8%)
, and The age of respondent of major is 31-40years
43 (53.8%),. Educational level of respondent
of a major is a Bachelor44 (50.0%) level of
experience of respondent of a major is less than 2-5
years y 43 (53.8)
All the questions
which are showed answers agree and strongly agree of the respondents that
related to the challenges of educational policy on primary and secondary schools
in Mogadishu Somalia, that are consist
of three part of dimension first language policy on primary and secondary
school, secondly medium instructions on primary and secondary schools and third
curriculum policy of primary and secondary schools. The findings revealed that,
several factors that influenced the challenges of educational policy on primary
and secondary schools in Mogadishu Somalia, Somalia ranging from language
policy and medium instruction of primary and secondary schools, system that they
use primary and secondary schools and curriculum policy of primary and
secondary schools. According to these findings, the government and private
education sectors used various methods in handling educational policy on
primary and secondary school.
CONCLUSION:
The
objective of this study was impact of language policy and medium instructions
of primary and secondary schools, to identify system that they use schools, to
explore curriculum policy of primary and secondary schools.
Understanding
language and medium of instructions that you want to teach your students are
very important to know, it helps you to concentrate understanding students and
also good listening to you, the researcher findings indicate that schools use a
combination of languages with English and Arabic the languages of choice for
the majority. In the schools that took part in my study, English was the most
popular language, followed by Arabic.
privately
owned education play significant role educating Somali pupils since the
collapse central government of Somalia
but the only problem they made is they can't make unified-curriculum and syllabus every single
umbrella use their own curriculum and syllabus.
Also
during this research the researcher focused on challenges of educational policy
that has primary and secondary schools in Mogadishu researcher identified that
it has negatively related to each other. Thus this identifies that challenges
of educational policy comes after lack of efficient policy and strategies
toward educational system of Somalia. For this case schools have to grow
nothing since they lack of language and curriculum polices or unified system so
this is what I have talked about.
However government it should make national policy that compromises
educational system of the country.
Lastly the researcher fined the most challenges that have educational
policy on primary and secondary schools of Somalia are lack of unified-medium
of instructions that are taught Somali pupils.
RECOMMENDATIONS
The
researcher provides a brief summary of the recommendations based on the
objectives are as mentioned below.
1. To make national strategic planning to avoid
challenges.
2.
Somali government should make a policy that reform Somali language to be medium
instructions of the country.
3.
Private educational sectors should support government's efforts to reform and
rebuild education system of the country.
4.
The stakeholders should make policies and legislations that govern the
education system.
5.
The government should collaborate educational associations and umbrella
organizations to develop national strategic policy.
6.
To make effective centralized curriculum that represent Somali cultural.
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Author profile
Ilyas Abdulahi Ibrahim is a senior and graduate student of Faculty of Education and social science in Somali National University department of Biology and chemistry, he is educational actualities, humanity, also he is a teacher of social worker,
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