Institutional and Administrative-Related Challenges Facing Educational Policy Implementation in Galmudug

Abstract

In the current context, education rests on fundamental pillars that contribute to its development, the most important of which is the existence of an effective educational policy. Therefore, generally in Somalia and Galmudug, as a member state of the Somali government, particularly, implementing this policy involves both challenges with presence of opportunities. The objectives of the study were to investigate the institutional- and administrative-related challenges facing educational policy implementation, to examine the socioeconomic-related challenges facing educational policy implementation, and to highlight crucial opportunities to seize for the successful implementation of education policies in Galmudug, ensuring effective educational outcomes. In this research, a descriptive research design was adopted, and the researcher used an open-ended questionnaire to collect data from the respondents. In data analysis, frequencies were used for socio-demographic measures, while descriptive tabulation was used for measuring the study objectives by applying SPSS version 20 to present data. The study's sample size was 80 respondents, including MoCHE education officers, other education stakeholders, primary teachers, school administrators and secondary teachers. According to an institutional perspective, the study emphasises the need for tangible and effective improvements in the training of school principals, strengthening leadership capacities, and reducing bureaucratic delays, with a mean of (μ=3.0357) (σ= 1.255). Additionally, in the area of socio-economic perspective, the research challenges in this area, most notably widespread poverty and low levels of parental education with a mean of (μ=3.271) (σ=1.393). Furthermore, the research demonstrates clear opportunities to support the implementation of education policies, the most important of which are ongoing teacher training, the use of technology, and collaboration between non-governmental and governmental organisations working in this field, with a mean of (μ= 3.2157) (σ= 1.3397). In conclusion, the study shows that there is critical potential in the implementation of educational policy in Galmudug, but there are severe institutional bottlenecks (lack of principal training and bureaucratic delays) and socioeconomic-related factors (poor and low parental literacy). To overcome these barriers and to drive good educational results and achievements, it will be important to take advantage of ongoing teacher professional development opportunities, leverage technology, and build stronger public-private partnerships.