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Advances in Social Sciences Research Journal – Vol. 11, No. 8

Publication Date: August 25, 2024

DOI:10.14738/assrj.118.17386.

Issa-Salwe, A. M., Baadiyow, A. A., Warsame, A. H., & Osman, A. S. (2024). Integrating Somali Higher Education with the EAC

Educational System. Advances in Social Sciences Research Journal, 11(8). 114-126.

Services for Science and Education – United Kingdom

Integrating Somali Higher Education with the EAC Educational

System

Abdisalam M. Issa-Salwe

East Africa University, Puntland, Somalia

Abdirahman A. Baadiyow

Mogadishu University, Somalia

Ali H. Warsame

East Africa University, Puntland, Somalia

Abdullahi S Osman

East Africa University, Puntland, Somalia

ABSTRACT

This paper explores the feasibility and necessary steps for integrating Somalia's

higher education system with the East African Community's (EAC) educational

framework following Somalia's full membership in the EAC on March 04, 2024. The

East African Community (EAC) strives to maintain consistent higher education

standards among its member states, offering a uniform level of education to

students across the region. This is achieved by establishing the East African

Community Higher Education Area (EACHEA) as a collaborative educational

platform for the partner states. The foundation for this integration was laid by the

Arusha Convention treaty, passed on December 05, 1981. Subsequent revisions

occurred in June 2002 in Cape Town, South Africa, and in June 2003 in Dakar,

Senegal. UNESCO, a paramount international organization, has supported these

regional agreements to enhance international student and professional mobility.

Under the Arusha Convention, quality assurance protocols and certification

systems have been implemented, driven by both regional agreements and national

policies. Given Somalia's historical and contemporary context, this study addresses

critical questions: What steps must Somalia take to align its higher education

system with the EAC's? What prerequisites must be met to ensure this alignment?

This study also examines three significant global educational advancements that

influence common key considerations for integration. These issues must be

appropriately aligned so that Somalia can successfully integrate its higher

education system with the EAC.

Keywords: Somalia, East African Community, higher education integration, EACHEA,

quality assurance, curriculum harmonization, faculty development, student mobility,

educational infrastructure.

INTRODUCTION

The education system in Somalia has significantly been impacted by decades of civil conflict,

creating an urgent need to meet global standards. The turmoil has led to disarray in educational

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Issa-Salwe, A. M., Baadiyow, A. A., Warsame, A. H., & Osman, A. S. (2024). Integrating Somali Higher Education with the EAC Educational System.

Advances in Social Sciences Research Journal, 11(8). 114-126.

URL: http://dx.doi.org/10.14738/assrj.118.17386

institutions, with outdated facilities, inconsistent curricula, and a lack of standardized exams

and data formats. This paper aims to address these deficiencies, which have resulted in

numerous negative consequences. It also provides actionable policy recommendations to

establish a functional educational system that is in harmony with the EAC education system

and meets the nation's developmental needs.

The civil war, beginning in the 1980s and culminating in the collapse of the central government

in 1991, severely disrupted all public and social services, including education. For instance, the

allocated education budget dropped from 11% in mid-1970 to 2% in 1990 (Mohamed et al.

2013, 15). The prolonged instability and intermittent conflict that followed have significantly

hampered efforts to rebuild the nation's educational infrastructure and resources. The damage

extends beyond physical destruction, profoundly impacting the human capital essential for a

thriving educational system. The mass exodus of the educated elite, as noted by Lindley (2008:

14), further depleted the country's intellectual and professional resources. Ahmed Qassim Ali

characterized this exodus as "unbearable conditions." Ali (1995:73).

For many young Somali men and women, the enduring insecurity and instability have made

access to formal education nearly impossible. The educational sector's devastation has left a

generation without the necessary tools and opportunities for academic and professional

advancement. Somalia became the eighth member of the EAC after the Democratic Republic of

Congo, South Sudan, Burundi, Rwanda, Tanzania, Uganda, and Kenya. Given this context, it is

imperative to explore how Somalia, a new member of the EAC, can integrate its higher

education system with the EAC educational framework. This integration could provide a

pathway to uniformity in academic standards and enhanced international cooperation,

ultimately contributing to Somalia's socio-economic recovery and growth.

THE BREAKDOWN OF SOMALIA'S EDUCATIONAL SYSTEM

The postcolonial Somali state, established in 1960, faced significant criticism and challenges

over its first thirty years, leading to its eventual collapse in 1991. During this period, Somalia

experienced two distinct systems of government. From 1960 to 1969, the country operated

under a civilian liberal democratic state. However, this period was followed by a military coup

in 1969, which ushered in an era of military rule until 1991. Under military governance, the

state's ideology shifted dramatically from democracy to socialism, profoundly impacting

various sectors, including education.

The socialist principles restructured the education policies and curricula, prioritizing state

control and collective values over the democratic ideals of individual rights and freedoms that

had previously guided the education system. This ideological shift in governance and

educational approach reflected the broader political and social transformations occurring

within the country during these tumultuous decades.

Somalia's educational system's decline began well before the civil war in the 1980s. The erosion

of social services can be traced back to the late 1970s, following the conflict with Ethiopia, the

subsequent emergence of armed oppositions, and the economic crisis of the 1980s, which

stifled policy development and hindered progress in the education sector (Lee et al. Abdikadir,

2007:101).

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 11, Issue 8, August-2024

Services for Science and Education – United Kingdom

After the collapse of the state in 1991, various actors, including local communities, the Somali

Diaspora, local and international NGOs, Islamic aid agencies, and the private sector, have

significantly contributed to developing and rehabilitating the education sector in all regions

(Lee et al. Abdikadir, 2007:103-107). This collaborative effort has led to noteworthy progress

in educational infrastructure, access, and gradual quality improvement. The education sector

has seen significant expansion, especially in higher education. Before the conflict, Somalia had

only one state-run university, the Somali National University, with an enrolment of about 4,000

students (Hoehne, 2010).

This limited infrastructure starkly contrasts with the exponential growth observed in recent

years, challenging the conventional belief that social and economic progress is impossible

without a central government (Leeson, 2007). In some cases, the absence of a robust central

authority has facilitated the commercialization of the university-industry, leading to a

proliferation of higher education institutions (HEIs) across the country.

However, this rapid expansion has come with challenges. The lack of regulatory oversight by

regional authorities and the insufficient capacity of educators have led to a significant decline

in educational quality. This decline has a negative impact on student learning outcomes, as well

as the competence of graduates entering Somalia's public and private sectors. Despite the

noticeable increase in private educational institutions, comprehensive data on HEI operations

remains scarce. To address this gap, a baseline survey conducted with 44 HEIs in South-Central

Somalia, Puntland, and Somaliland between the February and June 2013 index could be a trend

of the current sector.

BACKGROUND OF THE EAC COMMON HIGHER EDUCATION AREA (EACHEA)

The East African Community Common Higher Education Area (EACHEA) was officially

established on May 20, 2017, when the heads of state of the East African Community (EAC)

declared the region as a common higher education area (Inter-University Council for East

Africa, IUCEA, 2017). This initiative stemmed from a series of historical developments that

shaped higher education in East Africa. The following three stages evolved historically to create

EACHEA.

Federal University of East Africa

Higher education in East Africa initially developed as a cooperative effort under the colonial

framework with the establishment of the Federal University of East Africa. This institution,

however, was disbanded in 1970 due to political leaders' preference for independent national

colleges (Southhall, 1974). Despite the closure, the Inter-University Council of East Africa

(IUCEA) emerged from the collapse and was pivotal in fostering regional cooperation in higher

education.

The Arusha Convention

In 1981, a significant conference organized by UNESCO in Arusha, Tanzania, resulted in the

Arusha Convention, which aimed to enhance student and professional mobility across Africa

(UNESCO, 1981). The convention was later revised in Cape Town in June 2002 and in Dakar,

Senegal, in June 2003, with sixteen African countries endorsing the amendments (UNESCO,

2016). These agreements were part of a broader effort by UNESCO to promote regional and