Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/14188
Title: Government capacity and education rights of children in Mogadishu - Somalia
Authors: Musa, Zakaria Mohamed
Keywords: Government capacity
Education rights o
Somalia
Issue Date: Oct-2021
Publisher: Kampala International University, college of Humanities and Social Sciences
Abstract: The research sought to investigate the government capacity to promote Education Rights of childrenofchildren in Mogadishu –Somalia. With the following specific objectives: i). To assess the Government capacity to provide children’s rights to education in Mogadishu-Somalia, ii). To assess the government capacity to protect chidlren’s rights toeducation in Mogadishu-Somalia and iii). To assess the government capacity to participate in children’s rights in education Mogadishu-Somalia. This study was mainly based on the two throeies that is Functionalist theory and idealistic theory.However this study employed a cross-sectional research design. Cross-sectional research design is a type of observational study that analyzes data from a population, or a representative subset, at a specific point in time. Both quantitative and qualitative approaches were used in data collection. Furthermore the study was based on a target population of 180 respondents. However out of the target population of 180, a sample size of 124 was selected, by using Slovene’s formula.The study used questionnaire and interview in order to collect data from the field. From the study results in table 4.6 indicated that the Government capacity to provide children’s rights to education in Mogadishu-Somalia. was rated very good and this was indicated by the overall mean of 3.35, implying that there is a formalized system intended to help education in Mogadishu-Somalia on how children’s rights are drawn after education. More so the study results in table 4.7 with respect to the government capacity to protect children’s rights to education in Mogadishu-Somalia, this rated very good and this was indicated by the average mean of 3.32, hence implying that government capacity and always assessed well in order to improve to protect children’s rights to education in Mogadishu-Somalia and finally study results in table 4.8 with respect to assess the government capacity to participate in children’s rights in education Mogadishu-Somalia, this was rated good and this was indicated by the overall average mean of 3.08, hence implying that he government capacity to participate in children’s rights for the good performance of the education hence leading to the effectiveness of its activities. In conclusion from objective one the research has shown that, Government capacity strongly affects the children’s rights to education in Mogadishu-Somalia. Therefore, clearly establishing and managing the structures of Government capacity on children’s rights to education must always be on the agenda of team leaders and management before the commencement of every school. However under objective two the study concludes that since education means to learn in a surrounding where a person is directed to be involved in learning process informally. Teachers are facing new developments that require them to revise their role as education professionals. More so under objective three the study concludes that within participate in children’s rights in education Mogadishu, there is a strong appreciation of the importance of education and its importance within the schools. Indeed, various levels and Without strong knowledge gathering and transmission on the part of local policy makers, emerging policies and their implementation was lacking an essential element of feedback.In line with the findings, discussions and the conclusions of the study, the following recommendations were drawn;It is, therefore, recommended that the basic education system in Somalia ought to focus more on increasing efficiency. To achieve this, policies like tracking children according to their learning achievements, holding teachers accountable for pupil learning achievements and increasing parents’ involvement in the life of the schools their children attend was likely bear great impact. That teacher effort seems to be the most consistent variable that predicts pupil test scores in this study is not quite surprising since it is likely to reflect the teacher’s actual effectiveness in the classroom and thus the quality of the pupils’ learning experience. Since, in both countries, teacher contracts in private schools are determined at the school level, teachers are likely to have an incentive to exert effort.
Description: A research report submitted to the college of humanities and social sciences in partial fulfilment for the award of a masters’ degree in human rights and development of Kampala International University
URI: http://hdl.handle.net/20.500.12306/14188
Appears in Collections:Masters of Human Rights and Development

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