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

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/).