In this episode Erin discusses the post conflict experience of Somaliland. She is a student journalist with us on a placement organised by the Oxford University Career Services. This article was edited using the Hemingway Editor.
š§ listen to Erin's backstory here - she discusses her motivation & research as well.
Post-conflict educational development in non-state entities ā de facto sovereignty in Somaliland
To be recognised as a post-conflict nation. The country must have achieved a peaceful resolution to a protracted war. And there are attempts by governmental, non-governmental and international institutions in assisting the stabilisation of political, economic, and social structures through reconstruction projects. Perhaps, the emphasis should be on the word āattemptsā. Underscoring the fact that such developmental projects are not always linear. Along with the complexities persist in nations emerging from past conflict.Ā
Somaliland country profile
Post-civil conflict, since 1991, Somaliland remains internationally unrecognised. In the sense that it does not have membership of the United Nations General Assembly. Lacks de jure sovereignty over territory. Yet through self-determination and internal governance. It wields de facto sovereignty and domestic legitimacy. It has adopted state-like functions. Such as providing security. Infrastructure and basic health and educational services. And, as such the self-declared Somaliland government is making positive progress towards restoring peace and stability.Ā
The importance of education
The concept of the right to education has long been enshrined and established in the Convention on the Rights of the Child. The Universal Declaration of Human Rights of the UN. As well as comprising one of the Sustainable Development Goals (SDG4). There has been a long-standing broad agreement that the attainment of a basic level of education is indispensable for the eradication of illiteracy. It is a foundation for further learning. It is critical for the realisation of individual potential within the socio-economic development of a nation. Thus this article will focus on educational development as central to the Somalilandās governmentās plans for long-term stability post-conflict.Ā
History of education in SomalilandĀ
During the colonial periods, the introduction of the Western education system into Somaliland was influenced by the British (1898ā1969). And the socialist countriesā educational ideologies (1970ā1990). The then socialist governmentās decision to use the Latin script. It was used for the writing of the Somali language. Coupled with the mid-1970s mass literacy campaign as a move to make basic education compulsory. This changed education fundamentally. It appeared to stimulate the demand for education. There was increased school participation. However, as demand for education rose in the 1980s. The government defence spending rose massively stoked by the cold war. Internal conflict leading to subsequent economic decline in Somalia. As a result, education and other social development programmes stalled. So, the allocation became an ever-decreasing share of the national budget. This was further exacerbated by the materialistic effects of the civil conflict. Where over 90% of schools that existed prior to the outbreak were destroyed. Or seriously damaged. Almost all formal, modern learning systems ceased to function in Somaliland. No formal education took place in Somalia for at least 2 years in aftermath of civil war. Entire school population looked likely to remain illiterate and innumerate.Ā
However, since 18th May 1991, when Somaliland formed its own government. Education was recognised as basic human right. It should be provided to all citizens, irrespective of gender, as enshrined in the countryās constitution. The country recognised education as a necessary tool. Providing the human resources needed in the efforts towards national development. Interestingly, the influence of the educational philosophies of the West did not end post-colonial. But continued in the post-conflict transformation periods through the involvement of INGOs and UN agencies.Ā
The state of education in SomalilandĀ
The civil conflict has had huge impact on school building and rehabilitation. The functioning of local education authorities. Their ability to provide educational information. Curriculum development. Teacher training. And, financing the system.Ā
Somalilandās educational development focuses on primary education. It is the foundation of continued academic and lifelong learning. Primary education is now free for all children. It provides eight years of schooling. But while it is considered compulsory, there is no legal process to enforce this in practice. In addition, primary education (and education in general) in Somaliland still faces the critical issues. Access and retention of the most vulnerable girls and boys across the country being one issue. Girls. Pastoralist/nomadic communities. Children with disabilities. Over-age out-of-school children. Poor communities, and Internally Displaced Persons being the most disproportionately affected. A major issue here being the lack of local provision. As most formal schools are concentrated in urban areas. Whereas the majority of the population is rural or pastoral. Unsurprisingly, Somaliland has one of the lowest enrolment rates of primary school children. Only 37% percent attend schools. It is also important to note that while progress has been made towards providing access to primary education. Retention and quality also need to be taken into consideration. Providing access to education alone does not guarantee learning. The lack of educational opportunities beyond primary level school is another major constraint. This affects attitudes towards committing children to primary schools in the first place. Although, this is a constantly changing picture. There are an increasing number of secondary and higher education institutions.
In Somaliland there are two parallel contrasting systems. Public education system formally controlled by the government. Private educational system run by privately owned individuals. The private institutes are characterised by highly qualified teachers. They have the resources to offer more attractive payrolls. But, the higher tuition fees of private education are costly for ordinary citizens. This means that there will be long-term consequences. Generational gaps in Somalilandās homogenous society. A minority of the āmeritocratic eliteā with academic excellence and majority of āsemi-illiteratesā. It is the ultimate responsibility of the government to deliver fair education to all citizens. Unifying and standardising primary, secondary, and tertiary curricula. Promoting upward socio-economic spirals for the majority not just the minority in Somaliland.
Socio-cultural dimensions are also important to consider, especially in relation to gender. Children, especially girls, are seen as an economic asset. They are expected to assist their parents in domestic activities. Along with commercial activities. Attitudes to girls and marriage remain traditional in Somaliland. Girls are often withdrawn from school to marry. To secure immediate economic return for the parents through bride price. Parents are also less willing to invest in girlsā education. The benefits are seen to follow her into the family of the husband, with no return for the parents. The low proportion of female teachers further reduces girlsā enrolment. It also reflects ongoing gender-based inequities.Ā
Despite the ambitions of the education policies and programmes of Somaliland. The low access. The lack of quality in education. The disparity in the various educational levels. The existence of unsuitable curricula delivered in different languages (Arabic, English, and Somali). A limited number of qualified teachers. Low student enrolment. High student dropout. Repetition rates. And, shortage of instructional materials. These were the major challenges affecting the education system.
Future of educational development in SomalilandĀ
Overall, it appears that the scope for formal schools to provide mass education is severely limited in Somaliland. This is not just owed to the nationās de facto governance, but rather than nature of the population. The rigid and centralised nature of the formal education limits enrolment. The attendance because it is not in harmony with the local context. The formal school system works to a rigid timetable. With externally determined school hours and a set school calendar. Yet, most families simply have no choice. Thus, many children do not enter formal school. Not only because it is unavailable. But also it is not sufficiently flexible to meet their particular circumstances. The crowded formal school classrooms.are diminishing the overall school experiences. This is indeed the case in towns such as Hargeisa and Burao, of those children who do attend.Ā
Perhaps, there could be greater attention towards providing alternative, flexible, education programmes at closer proximities to peopleās livelihoods. If students travel shorter distances. Provisions of lessons at more flexible times. Their labour is available for more time. So households may be more inclined to let their children invest in an education. Furthermore, beyond the household. At the community or national level. Using existing community settings as alternative places for education. This eliminates the high direct cost of building new schools, at least in the short to medium term.
Despite evident withdrawals in the supply and quality of education in Somaliland. There is the potential of rebuilding the educational sector. This is vital for peacebuilding. Let alone the long-term stability to Somalilandās governance and socio-economic development.Ā
Thank you for reading an A4R šØ Post. Donāt forget to visit our gift shop here. Every purchase scales our impact and pays our bills.
