Rebuilding the Somalia Education Sector: The Journey continues...
Let us rebuild it first, then reshape it for development!
In various previous discussions, I have articulated my perspectives on the reconstruction of Somalia's education sector, as evidenced in my contributions elsewhere, in other fora, see here and here. Nevertheless, subsequent exposure to video materials from the recent event titled 'Reshaping Somalia's Education for Development' (available at https://tinyurl.com/2nuy9c7z) and more recent information (see this) prompted me, and I felt obliged to revisit this critical subject.
I wish to commence this discourse with a critical caveat. While certain social media dialogues concerning Somali education exhibit commendable reason and informative content at the individual level, a conspicuous absence of editorial oversight persists in published articles accessible to the broader Somali community, sourced from various channels. Thus, the exigency arises for the immediate dissemination of authoritative and dependable information on this paramount subject, emanating from those vested with the responsibility of guiding this sector—namely, the Ministry of Education and parliamentary committees.
In comparison to neighboring higher education institutions, Somalia can lay claim to a plethora of privately owned tertiary-level academic establishments, with many self-proclaiming the status of universities. Although the impact of these community-initiated academic institutions remains questionable, it is justifiable to assert that they are addressing voids within Somalia's higher education sector, particularly in the context of a relatively absent national government. It is prudent to acknowledge, however, that a substantial amount remains at stake in terms of evaluation and quality assurance—crucial prerequisites for institutional accreditation and the recognition of credentials by peer educational institutions.
In this concise discourse, I endeavor to elucidate my thoughts and offer an overarching examination of the trajectory of higher education in Somalia, while acknowledging certain incontrovertible realities. Chief among these realities is the commendable initiative undertaken by the private sector in reshaping Somalia's higher education landscape. A suitable point of departure lies in the recognition that education represents the key that unlocks the door to progress and human development. Yet, Somalia has regrettably neglected to invest in education as a means of illuminating the path to a brighter future for its citizens. Instead, education has been commodified by a select group of profit-driven entrepreneurs, as opposed to being harnessed as a potent instrument for expanding intellectual horizons and combating poverty and inequality.
The aforementioned observation is informed by my involvement in Somali politics during the era of HSM 1.0, during which my primary focus was on empowering the youth through education—often transcending the nominal purview of my designated portfolio, which continues to be effectively administered by private stakeholders within the country's telecommunications sector. My enduring belief, then as now, is that education serves as the bridge capable of materializing the dreams of our nation. Education is not a privilege but an inalienable right for every Somali, possessing the transformative potential to break the cycle of poverty and catalyze meaningful change in their lives.
Nevertheless, the challenges encountered during that time, coupled with recent accounts from Somali media (as referenced in the initial paragraph), have contributed to a dearth of quality education—an indispensable cornerstone of progress that remains tantalizingly out of reach. The Somali education system confronts a multitude of challenges and deficiencies that undermine its efficacy and overall quality. The following seven issues represent some of the pressing problems necessitating immediate attention:
Limited Access to Education: A substantial number of children in Somalia, particularly those residing in rural and marginalized areas, lack access to adequate educational facilities, thereby depriving a significant portion of the population of educational opportunities.
Inadequate Infrastructure: Somalia's education system suffers from a dearth of essential infrastructure, including classrooms, libraries, and educational resources. Many schools are inadequately equipped, overcrowded, and in need of repair or reconstruction.
Shortage of Qualified Teachers: A shortage of competent and well-trained educators plagues Somalia's education system, thereby compromising the quality of instruction and diminishing the capacity to provide students with proper guidance and support.
Lack of Curriculum Standardization: The curriculum in Somalia lacks consistent standardization across the nation, leading to disparities in educational content and learning outcomes.
Gender Disparity: Gender inequality is pervasive within the Somali education system, with fewer girls attending school compared to boys. Moreover, rural areas suffer from limited educational opportunities compared to urban regions.
Political Instability and Conflict: Ongoing political instability and conflict have severely disrupted the education system in Somalia. Schools have been damaged or destroyed, and both teachers and students have been displaced, disrupting the continuity of education.
Insufficient Funding: The education sector in Somalia grapples with inadequate funding, thereby constraining resources available for enhancing infrastructure, teacher training, and vital educational reforms.
Mitigating these challenges necessitates a concerted effort from both the government and the private sector, with a clear emphasis on prioritizing education, investing in infrastructure and teacher development, standardizing the curriculum, and ensuring equal access to quality education for all Somali children.
Criticism alone, especially without constructive alternatives, is unlikely to resolve the issue. Previous Somali Education Ministers have dismantled education initiatives and workable solutions, such as Fpens—an initiative with which the current Minister is well-acquainted. While the current Minister is actively striving to reform the system, some of his innovative approaches, such as the rationale behind the foundation year (see attached letter below), may warrant further clarification. Education is too vital for Somalia to be subjected to experimentation, let alone politicization and corruption. The statements made by the Minister of Education can significantly influence the choices of Somali high school students regarding their university education.
Will a Somali high school student bother be going to a university where the Minister of education makes the statement below?
It is simple to criticize, or in the case of numerous Somali self-styled think tanks, to propose ideas. However, as we all acknowledge, devising and implementing alternative solutions presents a daunting challenge. Therefore, I will restrain myself to suggesting the need for a wider consultation among all the Somali stakeholders. Hence, a prudent strategy may involve the reconstruction, improvement, and reshaping of existing structures within the Somali education sector, encompassing enhancements in teaching and research facilities. Mohamed Mukhtar Ibrahim's examination, titled on filling the void: reflecting on the Absence of creativity and effectiveness in Somalia's higher education, provides comprehensive insights into several pertinent areas.
To conclude, I wish to share a synthesis of thoughts drawn from previous papers I have authored on Somalia's education. Education plays an irreplaceable role in nurturing the capacity of Somali students, serving as the linchpin that connects their individual potential to societal advancement. The overarching goal should involve equipping them with the knowledge, skills, and competencies requisite for navigating the complexities of the contemporary world. Students must undergo structured learning that exposes them to a diverse array of subjects, theories, and practical applications. This approach fosters cognitive development, critical thinking, and the inculcation of values, ethics, and a sense of purpose. Education must transform raw potential into a refined skill set, enabling students to excel in problem-solving, innovate solutions, and make meaningful contributions to the socio-economic fabric of Somali communities.
Moreover, students should tangibly experience the multifaceted repercussions of education on their minds. As their educational attainment increases, they gain improved access to quality employment opportunities, leading to elevated living standards and enhanced overall well-being. Additionally, educated populations tend to be more actively engaged in civic affairs, participating in democratic processes and community-building endeavors. The collective elevation of educational capacity within society will culminate in enhanced resilience, economic prosperity, and sustained progress for all Somalis.
Over to you… your comments, queries, feedback as always welcome. These are interesting times: Ukraine, and now the Middle East… not to mention our own ongoing Shabab challenges… then Aby of Ethiopia comes along with curve ball idea about acquiring sea access… stay tuned I will share my thoughts on these issues.
I have had to resort to venturing onto social media, dipping my lure into those troubled waters to see if I can snare a good query. (Data point: Twitter, er, X, despite my having many followers there, has not been as good a fishing ground as upstarts like T2 or Bluesky or Threads, where many fewer people follow me.) So, please ask away. Send questions via the comments section or privately to mi@ayuub.org.
