A B S T R A C T
Article history:
Received 18 July 2024
Received in revised form
24 November 2024
Accepted 22 December 2024
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.
Keywords:
Quality education
Policy implementation
Educational equity
Curriculum challenges
Teacher development
© 2024 The Authors. Published by IASE. This is an open access article under