By Lee Cassanelli and Farah Sheikh Abdikadir
I. Introduction: Education in War-Torn Societies
We begin with the premise that education is a basic human right, as well as a precondition for any serious effort to return peace, prosperity, and justice to Somalia’s citizens on a lasting basis. The collapse of the Somali state and the subsequent civil war(s) have altered most aspects of Somali life; but they have been particularly devastating in the area of education, where an entire generation has lost out on one of the most precious opportunities of childhood. The restoration of regular schooling is critical if Somalis expect to survive the present upheaval and envision a hopeful future. Education can provide structure and stability for children who have been traumatized by war. It is the starting point for creating a skilled workforce that can compete in the global economy. Education fosters the intellectual discipline necessary to solve problems, and the civic virtues essential for good governance. Good education can help reduce gender inequalities, child exploitation, and the likelihood of future violence in the wider society.
The challenges facing Somali teachers and students today are far more formidable than anything they confronted in the past, not only at the level of local material conditions but also at the level of global geopolitics and ideologies. Yet those challenges are not insurmountable: both the lessons of the country’s educational history and the committed efforts of Somali teachers in the face of the difficult circumstances of the past sixteen years provide grounds for modest optimism. Our survey reveals much that is positive about Somalis’ attitudes toward schooling (both secular and religious); about the capabilities of local communities for supporting educational initiatives; and about the benefits of multiple language instruction, gender equity, and community ownership in the process of educational reform.
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Source: macalester.edu
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