Analysing the Education Policies and Sector Strategic Plans of Somaliland

Autor/inn/en	Melesse, Tadesse; Obsiye, Fuad A.
Titel	Analysing the Education Policies and Sector Strategic Plans of Somaliland
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2152545 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Melesse, Tadesse) ORCID (Obsiye, Fuad A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2152545
Schlagwörter	Strategic Planning; Educational Planning; Policy Analysis; Curriculum Development; Administrator Attitudes; Public Agencies; Western Civilization; Technology Transfer; Access to Education; Equal Education; Educational Quality; Relevance (Education); African Languages; Language of Instruction; Official Languages; Enrollment Trends; Dropout Rate; Barriers; Teacher Effectiveness; Teacher Recruitment; Educational Finance; Educational Resources; Foreign Countries; Conflict; Postcolonialism; Educational History; Preschool Education; Somalia + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Bildungsplanung; Politikfeldanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Öffentliche Einrichtung; Technologietransfer; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Relevance; Relevanz; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Office language; Amtssprache; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrekrutierung; Bildungsfonds; Bildungsmittel; Ausland; Konflikt; Post colonialism; Postkolonialismus; History of education; Bildungsgeschichte; Pre-school education; Vorschulerziehung
Abstract	This study examines the education policies and education sector strategic plans of Somaliland. For this purpose, qualitative research was adopted and data were collected from reviewing education policies, education sector strategic plans, the joint review of the education sector analysis reports, and the curriculum frameworks of Somaliland. Besides, data were obtained through key informant interviews with purposely selected five higher officials of the Ministry of Education and through focus group discussions. Findings suggest that since its inception, the Somaliland education system was influenced by the Western curricula and the current education policy practice also has its own shortcomings to address the required access, equity, relevance, and quality of education. The lack of standardized policy frameworks, low funding, scarce resources, a limited number of qualified teachers and educational leaders, lack of unified curricula, absence of national language instructional policy, low enrolment, and high dropout rates of students, lack of favourable school environment, and shortage of required education data were among the major challenges deterring the education policy practices of Somaliland. Accordingly, establishing a well-designed education framework; developing unified national curricula and language policy; enhancing the quantity and quality of teachers and school leaders; increasing the education budget and educational resources, and improving the quality assurance and data systems in the country are some of the major practical implications. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01