Opinion

The education system in Somalia has faced numerous challenges due to the years of civil war, state fragility, and lack of a clear legal framework guiding the federal and state roles and responsibilities in the sector. Despite the constitutional recognition of education as a concurrent power between the Federal Government of Somalia (FGS) and its Federal Member States (FMS), the lack of a unified federal education model has led to disjointed education structures at both levels of government. One of the primary issues facing Somalia’s education sector is the coordination, decision-making, and provision of education services, with a significant portion of primary and secondary education students being educated outside the public sector. This situation is further complicated by periodic droughts and terrorist attacks by groups like Al-Shabaab, as well as the heavy reliance on household financing and development partners for education funding. The fragmented nature of the education system, combined with limited resources and capacity at both the federal and state levels, has hindered the establishment of a standardized and fully functioning education system in Somalia. In light of these challenges, the study that SIDRA published recent proposes the exploration of various federal models for education governance, drawing comparisons with other federal systems worldwide. Three primary federal models are highlighted, including the highly decentralized model, where education delivery is the primary responsibility of states and local governments, akin to the United States or Swiss models. While this approach may strengthen self-rule and autonomy at the sub-national level, it could also lead to inequalities in access to quality education and challenges in improving standards and efficiency across the country. To address the disputed issues in Somalia’s education governance, the study emphasizes the need for defining competences and areas of responsibilities between the federal and state levels. It calls for negotiations conducted in good faith, with a spirit of unity, cooperation, inclusivity, and consensus-building. By adhering to federal principles and developing a practical harmonized federal model, Somalia can work towards transforming its fragmented education structures into a standardized and fully functioning system. In conclusion, the recommendations offered by the study focus on establishing a clear legal framework, defining competences, promoting cooperation between the FGS and FMS, and adopting a consensus-based and compromise-oriented decision-making process. By addressing these key areas, Somalia can pave the way for a more effective and efficient education governance system that meets the needs of its diverse population and ensures quality education for all its citizens.