Somalia Educational Institutions and Total Quality Management in Education

International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 123 ISSN 2229-5518

SOMALIA EDUCATIONAL INSTITUTIONS AND TOTAL QUALITY MANAGEMENT IN EDUCATION

Abdikadir Issa Farah

ATLANTIC INTERNATIONAL UNIVERSITY HONOLULU, HAWII, US

ABSTRACT This research paper comprises of primary and secondary data. It investigates weakness and strengthens of educational institutions in Somalia. The primary purpose of the paper is to give information practitioners of education particularly those in Somalia to improve the quality of education; and to know how suppliers of education in Somalia apply TQM in education in their institutions. Total Quality management is a business approach designed for customer satisfaction and this paper examines how education suppliers in Somalia satisfied the requirement of their customers. Interviews with teachers, students, school principals and administrators of universities and also some parents and searched websites and other educational sources that could be found education data of Somalia all indicate the need for application TQM approach in educational institutions in Somalia. Although this report was academic research but includes important references and information about Somalia education that would be useful for the scholars and supporters of education.

KEYWORDS: Total Quality, Management, Educational institutions, improvement, Quality assurance, Quality control, Inspection

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1.0 INTRODUCTION users/customers (parents and Whenever goods or services are community as whole). produced, the organizations or In this paper I want to discuss total institutions that supply them quality management (TQM) and why endeavor to satisfy requirements of this business management approach customers and achieve specific goal is very important to apply education. of their own. Some organizations or Then, I will evaluate the quality of institutions fail before they educational institutions in Somali. accomplish the end target of their The paper will present current activities. This is because their situation of schools and universities product is different from the real in Somalia. desires of customers and their 2.0 WHY QUALITY IMPROVEMENT supplies are lacking the principles of IS VERY IMPORTANT IN quality management. Researches EDUCATION? and experiments conducted show It is not easy to give the word that organizations and institutions “quality” specific definition that cannot that focus on both suppliers and be changed because what someone customers are more profitable than knows quality is another person’s those consider only to supply poor. But there are accepted customers what they designed standards to measure quality. For themselves without consultation the example, if we want to know the customers. In modern management quality of learning center, we look at approaches such as total quality teacher qualification, enrolment data, management, the organization is both dropout data, site tidy and safety of customer andIJSER supplier. This concept school ground, pedagogy, supports effectual and effective tasks inclusiveness and teacher-student in which all are involved and interaction, etc. participated in decisions of designing Edward Sallis says that there are four and developing product before quality imperatives in education (the presented to the end users. moral imperative, the professional Education is a service that imperative, the competitive governmental and non-governmental imperative and accountability entities provide to the people to imperative) and the 3rd edition of produce result that will benefit to the Edward Sallis explains the thought as society wide. So, education follows: institutions should change “The moral imperative-The management practices and teaching customers and clients of the methodologies that have proved education service (students, parents unsuccessful and apply to new and the community) deserve the best inventions. This provision of service possible quality of education. This is (education) needs quality process the moral high ground in education (teachers and students) to produce and one of the few areas of quality supply to satisfy end educational discussion where there is

IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 125 ISSN 2229-5518 little dissent. It is the duty of most effective means of facing the educational professionals and competition and surviving. administrators to have an overriding The accountability imperative- concern to provide the very best Schools and colleges are part of their possible educational opportunities. communities and as such they must The professional imperative- meet the political demands for Closely linked to the moral imperative education to be more accountable is the professional imperative. and publicly demonstrate the high Professionalism implies a standards. TQM supports the commitment to the needs of students accountability imperative by and an obligation to meet their needs promoting objective and measurable by employing the most appropriate outcomes of the educational process pedagogic practices. Educators have and provides mechanisms for quality a professional duty to improve the improvement. Quality improvement quality of education and this, of becomes increasingly important as course, places a considerable burden institutions achieve greater control on teachers and administrators to over their own affairs. Greater ensure that both classroom practice freedom has to be matched by and the management of the institution greater accountability. Institutions are operating to the highest possible have to demonstrate that they are standards. able to deliver what is required of The competitive imperative- them. Failure to meet even one of Competition is a reality in the world of these imperatives can jeopardize education. Falling enrolments can institutional well-being and survival. If lead to staff redundanciesIJSER and institutions fail to provide the best ultimately the viability of the institution services they risk losing students who can be under threat. Educationalists will opt for one of their competitors. can meet the challenge of By regarding these drivers as competition by working to improve anything less than imperatives we the quality of their service and of their risk the integrity of our profession and curriculum delivery mechanisms. The the future of our institutions. We are importance of TQM to survival is that in an era where parents and it is a customer-driven process, politicians are asking tough and focusing on the needs of clients and uncompromising questions. For providing mechanisms to respond to education as for industry, quality their needs and wants. improvement is no longer an option, it Competition requires strategies that is a necessity”1. clearly differentiate institutions from 2.1 WHAT IS TOTAL QUALITY their competitors. Quality may MANAGEMENT? sometimes be the only differentiating factor for an institution. Focusing on the needs of the customer, which is 1 at the heart of quality, is one of the Edward Sallis, Total Quality Management in Education, Third edition, Pages 3 and 4 IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 126 ISSN 2229-5518

A business management theory and regulations for solving problems developed by Japanese in 1940’s and building teamwork, all of which and 1950’s but later modified by promotes long-term improvement. Americans (Feigenbum, Juran and These standards and principles can Deming) who set foundation of TQM. be used in education system in order (Mark Loughlin -2 0 0 8) says that to attain an incessant enhancement. “the evolution of TQM happened in a “A total quality approach to running few stages easily identified as our schools is necessary for the Inspection, Quality Control, Quality following reasons: 1) We live in an Assurance and now Total Quality extremely dynamic world with Management”. The approach depleting resources. Since schools encourages including all suppliers have to equip learners to function to and customers into the design and their fullest potential in such an development activities of the environment, then the schools business to produce goods and themselves must be dynamic and services that satisfy the requirements flexible. 2) The expectations of of all sides. students, industry, parents, and the “Total quality management can be public in general vis à vis educational summarized as a management priorities, costs, accessibility, system for a customer-focused programs, and relevancy, make it organization that involves all imperative for schools to undergo employees in continual improvement. continual assessment and It uses strategy, data, and effective improvement. 3) Economic conditions communications to integrate the have created greater concern about quality discipline into the culture and economic well-being and career IJSER2 activities of the organization” flexibility. Schools have to respond to 2.2 WHY TOTAL QUALITY this real fear of career obsolescence MANAGEMENT IS IMPORTANT TO and career inadequacy. 4) Funding APPLY EDUCATION? resources for education are Since TQM organization suppliers diminishing at a rapid rate. Schools and customers is involved in have to find innovative ways of decisions of designing and cutting costs without cutting quality. developing production; education There is a false notion that quality is institutions extremely need to apply expensive. Quite the contrary, quality the approach. Teachers, students programs are very cost-efficient”3. and other education actors are (Virtually every teacher-student teamwork who operating together to interaction within a classroom may be give quality product considering a customer-supplier (knowledge).TQM includes setting interaction. This relationship is very goals and objectives, preparing rules important for effective teamwork. Each classroom may be considered

2 http://asq.org/learn-about-quality/total-quality- management/overview/overview.html 3 http://husky1.stmarys.ca/~hmillar/tqmedu.htm IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 127 ISSN 2229-5518

as a user of processes and systems mere 5% of the population was to supply service to students, literate and there were only three parents, and society. Another point of secondary schools in the entire view is that in the classroom the country. The military regime (1969- students along with the teacher may 1990) made some efforts at making be considered as the "suppliers" who education more widely available. It produce a "product" (knowledge) that overhauled the entire education future "customers" (high-grade levels, system, introduced Somali as the employers, graduate schools, or the only teaching language in primary society at large) will evaluate. and secondary schools (replacing Outside of the classroom, students English, Italian and Arabic) and may be considered customers in the engaged in strong literacy and traditional sense. Since teachers and secondary education campaigns. In students must work together to the end, it succeeded in raising the satisfy their customer needs, it literacy rate to 50%.However, the follows that students ought to be country’s political decay since the late encouraged to be involved in 1980s meant that much of this instructional design and evaluation progress has been lost in recent and also empowered to assume more years. The civil war devastated the control over their own education)4. Somali education system by destroying existing networks, facilities 3.0 BACKGROUND OF and teaching materials. Many schools EDUCATION IN SOMALIA and even the Somali National University (SNU) were requisitioned From 1950 to date, Somali education as shelters for displaced persons. faced both improvementIJSER to compete Higher education in Somalia began in other countries and challenges that 1950 with the creation of the School lagged behind. These reports and of Politics and Administration (later presentations provide highlights and renamed School of Public Finance facts about the different stages and and Commerce), which offered a history of education in Somalia. three-year programme. In 1958, a “Somalia’s educational system teacher-training institute opened, reflects both the vagaries of its followed in 1959 by a High Institute of colonial history and the political Law and Economics. These schools instability and uncertainty of the post- became the basis for the creation of independence period. The fact that SNU in 1970. Moreover, Italy agreed colonial Somalia was divided to recognize these programmes as between Britain and Italy meant that, partial credit in Italian universities. at independence, the country had two Before the collapse of the Somali different, and largely incompatible, government and the ensuing civil educational systems. Moreover, a strife, 15% of secondary school graduates attend SNU with full 4 Ben A. Maguad, Caribbean Union College Port scholarships. The University had 9 of Spain, Trinidad and Tobago, 1999 IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 128 ISSN 2229-5518 faculties, 490 staff and 3700 the military administration to train students. Performance, however, Somali males for administrative posts varied widely across faculties: while and for positions not previously open Science and Economics had very low to them. They set up a training school graduation rates (20-30%), the social for the police and one for medical sciences achieved a rate of 70-80%. orderlies. In recent years, some efforts have During the trusteeship period, been made to rehabilitate the Somali education was supposedly governed education system. Many private by the Trusteeship Agreement, which schools have appeared; however, declared that independence could they cater exclusively to the wealthier only be based on "education in the sectors of the population. In some broadest sense." Despite Italian peaceful areas (i.e. Somaliland), new opposition, the UN had passed the community colleges and universities Trusteeship Agreement calling for a have been established, offering system of public education: degrees in business, finance and elementary, secondary, and education. However, the system vocational, in which at least faces severe quality problems and a elementary education was free. The persistent lack of staff and of a authorities were also to establish uniform accreditation system. teacher training institutions and to Important work is being done towards facilitate higher and professional achieving these goals and it is education by sending an adequate expected that the current system will number of students for university serve as a base for future study abroad. developments.IJSER Disarming the private The result of these provisions was militias, however, is a prerequisite in that to obtain an education, a Somali achieving quality education in had the choice of attending a Somalia”5. traditional Quranic school or the “In the colonial period, Italian Roman Catholic mission-run Somaliland and British Somaliland government schools. The language of pursued different educational instruction in all these schools was policies. The Italians sought to train Arabic, not Somali. The fifteen pre- pupils to become farmers or unskilled World War I schools (ten government workers so as to minimize the schools and five orphanage schools) number of Italians needed for these in Italian Somaliland had an purposes. The British established an enrollment of less than one-tenth of 1 elementary education system during percent of the population. Education for Somalis ended with the

5 Abdulla Hussein, International Consultant: elementary level; only Italians Rehabilitation of Somali Higher Education, attended intermediate schools. Of all http://dspace.cigilibrary.org/jspui/bitstream/12345 Italian colonies, Somalia received the 6789/15517/1/The%20Challenge%20of%20Natio least financial aid for education. In n%20Building%20and%20the%20Rule%20of%2 British Somaliland, the military 0Law%20in%20Somalia%202005.pdf?1 IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 129 ISSN 2229-5518

administration appointed a British goals had been achieved by the early officer as superintendent of education 1980s. in 1944. Britain later seconded six In the societal chaos following the fall Zanzibari instructors from the East of Siad Barre in early 1991, schools Africa Army Education Corps for duty ceased to exist for all practical with the Somali Education purposes. In 1990, however, the Department. In 1947 there were system had four basic levels-- seventeen government elementary preprimary, primary, secondary, and schools for the Somali and Arab higher. The government controlled all population, two private schools, and a schools, private schools having been teachers' training school with fifty nationalized in 1972 and Quranic Somali and Arab students. Until well education having been made an after World War II, there was little integral part of schooling in the late demand for Western-style education. 1970s. Moreover, the existence of two official The preprimary training given by languages (English and Italian) and a Quranic schools lasted until the late third (Arabic, widely revered as the 1970s. Quranic teachers traveled language of the Quran if not widely with nomadic groups, and many used and understood) posed children received only the education problems for a uniform educational offered by such teachers. There were system and for literacy training at the a number of stationary religious elementary school level. schools in urban areas as well. The The relative lack of direction in decision in the late 1970s to bring education policy in the Islamic education into the national prerevolutionaryIJSER period under the system reflected a concern that most SRC gave way to the enunciation in Quranic learning was rudimentary at the early 1970s of several goals best, as well as a desire for tighter reflecting the philosophy of the government control over an revolutionary regime. Among these autonomous area. goals were expansion of the school Until the mid-1970s, primary system to accommodate the largest education consisted of four years of possible student population; elementary schooling followed by four introduction of courses geared to the grades designated as intermediate. In country's social and economic 1972 promotion to the intermediate requirements; expansion of technical grades was made automatic (a education; and provision of higher competitive examination had been education within Somalia so that required until that year). The two most students who pursued cycles subsequently were treated as advanced studies would acquire their a single continuous program. In 1975 knowledge in a Somali context. The the government established universal government also announced its primary education, and primary intention to eliminate illiteracy. education was reduced to six years. Considerable progress toward these By the end of the 1978-79 school

IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 130 ISSN 2229-5518 years, however, the government mid-1970s, was to give students reintroduced the eight-year primary some modern knowledge of school system because the six-year agriculture and animal husbandry. program had proved unsatisfactory. Primary school graduates, however, The number of students enrolled in lacked sufficient knowledge to earn a the primary level increased each living at a skilled trade. In the late year, beginning in 1969-70, but 1980s, the number of students particularly after 1975-76. Primary enrolled in secondary school was schooling theoretically began at age less than 10 percent of the total in six, but many children started later. primary schools, a result of the dearth Many, especially girls, did not attend of teachers, schools, and materials. school, and some dropped out, Most secondary schools were still in usually after completing four years. In urban areas; given the rural and 1981 Somalia informed the UN largely nomadic nature of the Conference on the Least Developed population, these were necessarily Countries that the nomadic boarding schools. Further, the use of population was "omitted from the Somali at the secondary level formal education program for the required Somali teachers, which purposes of forecasting primary entailed a training period. Beginning education enrollment." In the late in the 1980-81 school year, the 1970s and early 1980s, the government created a formula for government provided a three-year allocating post primary students. It education program for nomadic assumed that 80 percent of primary children. For six months of each year, school graduates would go on to when the seasonsIJSER permitted numbers further education. Of these, 30 of nomads to aggregate, the children percent would attend four-year attended school; the rest of the year general secondary education, 17.5 the children accompanied their percent either three- or four-year families. Nomadic families who courses in technical education, and wanted their children to attend school 52.5 percent vocational courses of throughout the year had to board one to two years' duration. The them in a permanent settlement. principal institution of higher In addition to training in reading, education was Somali National writing, and arithmetic, the primary University in Mogadishu, founded in curriculum provided social studies 1970. The nine early faculties were courses using new textbooks that agriculture, economics, education, focused on Somali issues. Arabic engineering, geology, law, medicine, was to be taught as a second sciences, and veterinary science. language beginning in primary Added in the late 1970s were the school, but it was doubtful that there faculty of languages and a were enough qualified Somalis able combination of journalism and Islamic to teach it beyond the rudimentary studies. The College of Education, level. Another goal, announced in the which prepared secondary-school

IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 131 ISSN 2229-5518 teachers in a two-year program, was In 1975 primary education was made part of the university. About 700 compulsory. A minimum of eight students were admitted to the years of schooling at the primary university each year in the late level is mandatory; however, many 1970s; roughly 15 percent of those prospective students, particularly completed the general secondary among the nomadic population, course and the four-year technical cannot be accommodated. course. Despite a high dropout rate, Secondary education lasts for four the authorities projected an eventual years but is not compulsory. A mass intake of roughly 25 percent of literacy campaign was conducted in general and technical secondary the mid-1970s, but there is some school graduates. In 1990 several question as to how lasting the effects other institutes also admitted were, particularly among the nomadic secondary school graduates. Among population. In the mid-1980s, literacy these were schools of nursing, remained low, perhaps 18% among telecommunications, and veterinary adult men and 6% among adult science, and a polytechnic institute. women. In 1990 UNESCO estimated The numbers enrolled and the the adult literacy rate to be 24.1% duration of the courses were not (males, 36.1%; females, 14.0%). An known. In addition, several programs estimated 2% of government were directed at adults. The expenditure was allocated to government had claimed 60 percent education in the period between 1986 literacy after the mass literacy and 1993. campaign of the mid-1970s, but by In 1985, there were 196,496 pupils early 1977 thereIJSER were signs of and 10,338 teachers in 1,224 primary relapse, particularly among nomads. schools, and 45,686 students and The government then established the 2,786 teachers in secondary schools. National Adult Education Center to The same year, 5,933 secondary coordinate the work of several school children were in vocational ministries and many voluntary and courses. The Somali National part-time paid workers in an University, located at Mogadishu, extensive literacy program, largely in also had a technical college, a rural areas for persons sixteen to veterinary college, and schools of forty-five years of age. Despite these public health, industry, seamanship efforts, the UN estimate of Somali and fishing, and Islamic disciplines. literacy in 1990 was only 24 All institutions at the higher level had percent”6. 817 teachers and 15, 672 students in “Private schools were closed or 1986. nationalized in 1972, and all During 1992, Somalia was in a state education was put under the of anarchy and not only did the jurisdiction of the central government. country's economy collapse, but its educational system as well. Few schools were operating and even the 6 http://countrystudies.us/somalia/52.htm IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 132 ISSN 2229-5518

Somali National University was make up only 28 per cent of students closed in 1991. As of 1996, some at that level”8. schools were beginning to reopen”7. (Abdurrahman Oct 26, 2010) “Education services in Somalia are “currently I can say the education provided by a variety of stakeholders, system in Somalia is recovering and including Community Education even some part of Somalia such as Committees, regional administrations, punt land and Somaliland have been community-based organizations, established a situation that the educational umbrella groups and educational institutions can operate. networks, NGOs and religious Therefore worth noting is that the groups. The role and reach of universities in Somalia they offer governments in overseeing the postgraduate studies although the delivery of education has increased, quality of education in Somalia is not albeit slowly. Despite major possible to compare to some improvements in overall school developing countries in Africa any enrolment over the last eight years, elsewhere”9. Reports of education only 710,860 children out of an assessments conducted in Somalia estimated 1.7 million (UNDP indicate that the school enrollment is projection) of primary school age very low in Somalia especially girls’ children – 42 per cent of children - enrollment is lower. Factors that are in school. Of those at school, 36 hindered school enrollment in per cent are girls. Only 15 per cent of Somalia include poor quality of the teaching force are women with provision education services, the majority being unqualified. The insufficiency access to education and average primaryIJSER student teacher ratio insecurity exist in the country. is 1:33. These national figures hide “Enrolment rates in Somalia are significant regional level variations. among the lowest in the world. Only Poor learning outcomes are reflected four out of every ten children are in in the high repetition and drop-out school. Many children start primary rates and low examination pass school much later than the rates. Less than 38 per cent of those recommended school-entry age of six enrolled in 2001/2002 in grade one and many more dropout early. successfully progressed to grade five Secondary school education in 2006/2007. Only 37 per cent of enrolments are even weaker. Girls girls who transitioned from primary are particularly badly affected with school took the Form Four exam in only a third of girls enrolled in school 2011/2012. The demand for in South Central Somalia and many secondary school education dropping out before completing their continues to grow steadily, yet girls primary education. The drive to get

8 http://www.unicef.org/somalia/education.html 7 9 http://www.nationsencyclopedia.com/Africa/Som http://www.nationsencyclopedia.com/Africa/Som alia-EDUCATION.html alia-EDUCATION.html IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 133 ISSN 2229-5518

parents to bring their children to free for maintaining peace and stability. Government schools will be boosted Education can be Somalia’s true by plans to build and renovate peace dividend.” In June this year, schools, train and support teachers, during the first Education Conference increase the capacity of Ministries to take place in Mogadishu for two and provide youth training facilities. decades, Prime Minister Abdi Farah The Initiative includes basic Shirdon, pledged that the education for 6–13 year olds as well Government would give education as alternative basic education for out the same priority as defense and of school children including security. The State Minister for pastoralists and the internally Education in Somaliland, Ahmed Nur displaced. There are also plans for Fahuye expressed his full support for basic skills training for half a million the Initiative saying: "We are all now 14–18 year olds who are often seen required to teach or to learn." The as the age group most at risk of being Minister of Education for Puntland, recruited into armed groups or Abdi Farah Said Juxa, said, “Our criminal gangs. However no funding children must come first. We all need has so far been pledged for this part to come together and help educate of the initiative. “Go 2 School is very our children. Everyone must play ambitious, but it is an essential and their part, government, parents, achievable initiative,” said UNICEF teachers and the community at large. Somalia Representative, Sikander Education is our future. The efforts Khan. “Education is the key to the we put in today will be rewarded future of Somalia – we have already tomorrow.” Local businesses, lost at least twoIJSER generations. An politicians, religious leaders and educated youth is one of the best elders have all pledged support for contributions to maintaining peace the campaign. The Somali Diaspora and security in Somalia. I know the is also engaged with award winning Somali parents recognize this – and I novelist Nuruddin Farah and believe that the international supermodel Iman, with both urging community does as well. ”Sunday support for the Initiative. The Go 2 marks the start of the school year in School Initiative, which will cost South Central Somalia – where US$117 million over three years, is enrolment figures due to continuing being supported by UNICEF, WFP insecurity, conflict and displacement and UNESCO along with a number of are lowest. “Giving children and International NGOs. Funds from the young people an education is crucial European Union, USAID and the for their own future and that of their UK’s Department for International family and community.” said the Development, DFID have been Somali Federal Government’s granted to a consortium of NGOs. Minister for Human Development and Japan, the Global Partnership for Public Services, Dr. Maryan Education and the Danish Qasim. “But education is also crucial International Development Agency,

DANIDA, have made commitments in Central South Somalia. Limited whilst others have expressed interest. partner capacity for reporting, So far there have been pledges or monitoring and effective financial promises that would cover 50% of the management continues to be a required funding for the 2013/14- constraint. 4. Absence of Planning 2015/2016 school years”10. Data- Effective planning has been 3.1 PRIORITY ISSUES AT hampered by the lack of accurate and EDUCATION IN SOMALIA reliable data, including Educational Currently, UNICEF report underlines Management Information System four priority issues at education in (EMIS) and enrolment data, while Somalia “1.Management regular monitoring in insecure areas Challenges at all Levels-Since the is difficult and often impossible. 1990s, community-based groups However, in 2011 the Education known as Community Education Ministries in Puntland and Somaliland Committees and development with financial and technical support agencies have been largely from UNICEF conducted a Primary responsible for the delivery of School Census. In Central South education services in Somalia. The Somalia, UNICEF, the Education Ministries of Education are gradually Ministry and education stakeholders taking over with improved systems are currently conducting a pilot and capacities particularly at central school survey in some districts of levels. 2. Quality of Education- Mogadishu”11. Overall, the quality of teaching across 4.0 GENERAL DISCUSSION AND all three zones remains poor due to ANALYSIS limited opportunitiesIJSER for teacher My research focused on higher training and the lack of a salary education and I looked at contexts system managed by a central that support quality and health Education Ministry. Most teachers are management of institutions. The trained by UNICEF and NGOs and special points that my questionnaire incentives are paid by local considered first were access to communities with top-ups from materials and resources, school UNICEF and partners. 3. Conflict management, decision making and Continuing Insecurity-In areas approaches, distance and cost, affected by armed conflict, there have enrollment and dropout, teaching also been reports of recruitment of environment, qualification of teachers children from schools. Because of and teacher-student ratios. I made continued insecurity, UNICEF relies observations and face to face on local partners, Community interviews. I distributed 100 Education Committees and umbrella questionnaires but I received the organizations with operational access response of 60 persons. The

10 11 http://www.unicef.org/infobycountry/media_7032 http://www.unicef.org/somalia/education_111.ht 4.html ml IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 135 ISSN 2229-5518 respondents of my questionnaire were male and female (34 male and 10% Univesities 26 female) who comprised of that have teachers, students, university chairs their own and parents (18 teachers, 33 Compus students, 3 university chairs and 6 Univesities parents. 90% that reside rent houses

Male Figure 2.1 shows percentage of 26 Female visited universities which teach students in poor quality 34 environment According to the respondents and reports from other sources there is both and increase and decrease of Figure 1.1 shows the percentage universities in Somalia. Before the of male and female of the collapse of the state in 1991 there respondents was only one university in Somalia (Somali National University). This Teachers university became the most quality 3 one in Horn Africa and accepted 6 many different students from different 18 Students countries. The university was destructed by the wars happened in University 33 IJSERthe country and its compound is a Chairs dwellings for internally displaced Parents people. The universities in the Figure 1.2 shows categories of the country now are privately owned questionnaire respondents institutions which their quality of I made observations on 20 teaching and learning is very poor. universities in Mogadishu and notice The figure 3.1 below shows the that only 2 universities in Mogadishu increase and decline of universities in have their own campuses and the Somalia. rest universities reside small rent 100 houses with poor hygiene. 80 60 40 20 0 # of Universities

1972-1991 1991-1998 1998-2000 2000-2005 2005-2008 2008-2013

Fifty six respondents of my aware nor consulted what is learned questionnaire confirmed that the in different semesters and teachers quality of higher education in Somalia prepare for them and teach in decreased and quantity increased but classes. 3 of the respondent students four answered that both quality and said that they receive outline of the quantity of universities in Somalia syllabus that will be taught in different improved. The figure 3.2 below semesters but they do not have shows the opinion of the respondents ability to change/increase what is in about the quality of the universities in or to select some and remove others. Somalia

60 50 40 0 # of students unaware their school syllabus 30 3 20 10 # of students 0 participated in school Quantity Both quality syllabus setting increased and quantity and qualty improved decreased 30

Only 3 out of the 20 universities I visited in Somalia have library and reading resources for students. IJSERFigure 4.2 shows capacity of participation of the students in 15% %of universities have library and decision making approaches at the reading resources for universities in Somalia. students 52 out of the respondents agreed that % of universities 85% of teachers at universities in 85% have not library and Somalia are undergraduate teachers. reading resources for This mean Bachelors teach students Bachelors and there is small number of master and PHD teachers at the Figure 4.1shows percentages of the visited universities have or have not library and reading materials. 30 out of 33 respondent students highlighted that they are neither

IJSER © 2013 http://www.ijser.org International Journal of Scientific & Engineering Research, Volume 4, Issue 11, November-2013 137 ISSN 2229-5518 universities. % of 5.50% PHD graduate teachers teachers/ Qualified Master teachers 27.80% degree teachers 66.70% Bachelor % of degree undergrad teachers uate teachers/u nqualified teachers Figure 5.2 shows qualification and level of education of the Figure 5.1 shows respondents interviewed teachers perception about the qualification of the teachers Four chairs of four different universities interviewed said that they

do not consult either students or parents when designing the curriculum of their universities. They said that teachers and university administrators select books and courses of different faculties for the students. Then students select the

IJSERfaculty they need but cannot select the course or books they need. Five parents responded my questionnaire answered that they are unaware what is going in the universities and what is taught their children. 5.0 CONCLUSION 12 of the interviewed teachers were My study of the case was very Bachelor degree, 5 were master important and I noticed that the degree and 1 was PHD. teaching learning quality of some universities in Somalia is poor. I also noticed that TQM approach is not applied by all institutions in Somalia. I encourage institutions and universities in Somalia to implement national and international principles and standards of education to

improve the quality of education and States, bSan Jose State University, enhance the skills and professional United States, cGeorge Mason careers of the raising generations. University, United States The quality management gives [5] Centre for Developing-Area Studies – originations which apply it credibility McGill University 11 November 2005: and reputation to compete their The Challenge of Nation Building and counterpart. the Rule of Law in Somalia: Roundtable Discussion New government has opportunity to [6] Charity Tinofirei (2011) UNIVERSITY set policy and minimum standards to OF SOUTH AFRICA follow for the practitioners of [7] Dave Nave (2002) How To Compare education. These minimum standards Six Sigma,Lean and the Theory of will support institutions of education Constraints: A framework for to have guidelines to follow and will choosing what’s best for your prevent to open institutions that organization increase nothing to the society. [8] Dirgo, Robert (2006) Look Forward Beyond Lean and Six Sigma : A Self- 6.0 BIBLIOGRAPHY perpetuating Enterprise Improvement [1] Abdulraheem M. A. Zabadi (2013) Method University of Business & Technology [9] Don F. Westerheijden (2007) The (UBT), College of Engineering& changing concepts of quality in the Information Technology (CEIT), assessment of study programmes, P.O.Box 110200, Jeddah21361, teaching and learning, University of SaudiArabia. E- Twente, Center for Higher Education Mail: [email protected] Policy Studies, CHEPS, P.O. Box [2] American International Journal of 217, 7500 AE Enschede,The Contemporary Research Vol. 2 No. 1; Netherlands January 2012 [10] Federiga Bindi Director of [3] Angeline M. Barrett1 Rita Chawla- Jean Monnet Centre of Excellence, Duggan2 John Lowe2 Jutta University of Rome Tor Nikel2 Eugenia Ukpo1 (2006) THE Vergata [email protected], CONCEPT OF QUALITY IN Marco Amici Research Grant Holder, EDUCATION: A REVIEW OF THE University of Rome Tor Vergata - ‘INTERNATIONAL’ LITERATURE ON Jean Monnet Centre of Excellence THE CONCEPT OF QUALITY IN and Consultant for the Italian School EDUCATION, EdQual Working Paper of Public No. 3, 1University of Bristol, Administration marco.amici@uniroma UK 2University of Bath, UK 2.it , Andrea Amici Research Grant [4] Benjamin Powella, Ryan Fordb, Alex Holder, University of Rome Tor Nowrastehc (2008) Somalia after Vergata - Jean Monnet Centre of state collapse: Chaos or Excellence [email protected] , improvement? aBeacon Hill Institute, Learning from Afghanistan and Suffolk University, United

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