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

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.