Abstract:

Education is a fundamental human right crucial for individual growth and societal progress. In Somalia, modern education started during the colonial era with a focus on producing clerical workers for the colonial administration. Western Christian missionaries arrived to establish "modern schools," but suspicions of Westernization and proselytization led to their expulsion. This case study delves into the history of Somali education, highlighting persistent conflicts over objectives, management, and outcomes. Disagreements persist over language of instruction, curriculum unification, resource sharing, and mandates, hindering effective education implementation. The study adopts a qualitative case study approach, collecting data through interviews to shed light on the complex issues plaguing Somalia's education system. It emphasizes that the system remains rudimentary and reliant on external support due to insufficient local investment and ownership. Notably, the research reveals that parents and guardians invest more in their children's education than the government, challenging the belief that donor organizations heavily fund education in Somalia. The study proposes key recommendations. First, it calls for prioritizing education to meet the needs of all school-age children, including the millions out of school. Second, it suggests increasing the education budget to 20% of the Gross Domestic Product (GDP), aligning with neighboring countries' norms. Third, it advocates for clarifying constitutional mandates, roles, responsibilities, and resource sharing at all government levels. In summary, education's pivotal role in human development and societal advancement is underscored in Somalia's context. The study's findings illuminate the historical struggles and current challenges facing the education system, emphasizing the need for increased investment, clear mandates, and resource allocation to ensure quality education for all Somali children and youth.

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