Twelfth-grade academic performance in Puntland, Somalia: A comprehensive examination through stakeholder views

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-09-19 DOI:10.1016/j.ijedudev.2025.103410

Abdiqani Y. Farah

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Abstract

Every year, the Ministry of Education and Higher Education in Puntland, Somalia, conducts high-stakes testing for thousands of 8th- and 12th -grade students across its jurisdiction. However, over the past five years, a persistent decline in student performance on these assessments has been observed. Specifically, the scores achieved by 12th-grade students in key subjects during the academic year 2023–2024 were as follows: 48 in English, 35 in Math, 36 in Physics, 41 in Biology, and 45 in Chemistry. Employing a mixed-methods approach, this study investigates the factors contributing to the decline in academic performance among 12th-grade students during the 2023–2024 academic year. Several key themes emerged. Regulatory weaknesses in oversight, an underqualified teaching workforce, and the impact of social media on student engagement were identified as significant factors influencing academic outcomes. The findings suggest several implications for local and international education stakeholders, underscoring the need for comprehensive educational reforms focused on enhancing quality and equity.

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索马里邦特兰12年级学生的学业表现：通过利益相关者的观点进行的全面检查

每年，位于索马里邦特兰的教育和高等教育部都会在其管辖范围内对数千名8年级和12年级的学生进行高风险的考试。然而，在过去五年中，观察到学生在这些评估中的表现持续下降。具体而言，2023-2024学年12年级学生在重点学科上的成绩如下：英语48分，数学35分，物理36分，生物41分，化学45分。本研究采用混合方法，调查了2023-2024学年12年级学生学习成绩下降的因素。出现了几个关键主题。在监督方面的监管弱点、不合格的教师队伍以及社交媒体对学生参与的影响被认为是影响学术成果的重要因素。调查结果对本地和国际教育利益相关者提出了几点启示，强调需要进行全面的教育改革，重点是提高质量和公平。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.