Volume 12, Issue 1 (January 2025), Pages: 87-96

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 Original Research Paper

Impact of pedagogical and curriculum policy implementation on quality education in Mogadishu, Somalia

 Author(s): 

 Mohamed Osman Abdi Idris *, Abukar Mukhtar Omar, Mohamed Jama Mohamed, Abdikadir Abdullahi Hussein, Mohamedamin Moallin Omar Mohamed

 Affiliation(s):

 Faculty of Education, SIMAD University, Mogadishu, Somalia

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0009-0000-2341-4327

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2025.01.008

 Abstract

The quality of education in Africa is a critical factor in its efforts to align with industrialized nations. This study investigates the challenges affecting the implementation of pedagogical and curriculum policies in Somalia’s education system, focusing on their impact on delivering quality education. Using a sample of 229 participants, including school principals, teachers, and stakeholders from private and public schools in Mogadishu, data were analyzed through SPSS 26 and R-methods, with reliability tests ensuring consistency. The findings reveal that effective implementation of these policies enhances educational quality by fostering critical skills, such as problem-solving and critical thinking while promoting equity and inclusion for all students. Collaborative efforts among policymakers, educators, and stakeholders are essential for bridging gaps from policy formation to application in schools. Recommendations emphasize professional development for educators, regular monitoring, and fostering innovation, which collectively aim to ensure equitable and high-quality education for all learners.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Quality education, Policy implementation, Educational equity, Curriculum challenges, Teacher development

 Article history

 Received 18 July 2024, Received in revised form 24 November 2024, Accepted 22 December 2024

 Acknowledgment

We thank SIMAD University for supporting this research. We appreciate its generous contribution in enabling us to perform this important task.

 Compliance with ethical standards

 Ethical considerations

This study adhered to ethical guidelines. Informed consent was obtained from participants, ensuring confidentiality and voluntary participation.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Idris MOA, Omar AM, Mohamed MJ, Hussein AA, and Mohamed MMO (2025). Impact of pedagogical and curriculum policy implementation on quality education in Mogadishu, Somalia. International Journal of Advanced and Applied Sciences, 12(1): 87-96

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 Figures

 Fig. 1 Fig. 2 Fig. 3

 Tables

 Table 1 Table 2 Table 3 Table 4 Table 5

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