School in Somalia

Preschool, called dugsiga ka hor or early childhood education, usually lasts two years. Primary education generally covers eight years: four years of lower primary, called dugsi hoose, and four years of upper primary, called dugsi dhexe. Secondary education, called dugsiga sare, generally lasts four years. The Federal Government of Somalia uses a national 4-4-4 framework, while Puntland uses two years of preschool, four years of lower primary, four years of upper primary and four years of secondary education. Somaliland uses formal primary grades P1 to P8 and secondary Forms 1 to 4. These structures should not be treated as direct equivalents of German school types such as Hauptschule, Realschule or Gymnasium. The Federal Ministry of Education, Culture and Higher Education sets national policy, curriculum standards, regulation, quality requirements, national examinations and education information systems. Federal member states plan and supervise education in their territories. Puntland has its own Ministry of Education and Higher Education, and Somaliland has its own Ministry of Education and Science. Regional and district authorities, school or community councils and private providers handle much of the local implementation. Responsibilities and procedures can therefore differ substantially between locations. The national curriculum framework includes Somali, Arabic, English, mathematics, science, social studies, Islamic studies, information and communication technology, life skills, business and technical subjects. Somali is generally used for basic and preschool instruction, Arabic is taught from Grade 1 and English from Grade 3. Secondary instruction may use Somali, Arabic or English depending on the jurisdiction and school. Lessons commonly run over two terms from August to December and from January to May, with about 18 weeks per term, five school days per week and six lessons per day. Lesson periods are commonly 40 minutes in lower primary, 45 minutes in upper primary and 50 minutes in secondary school, although calendars can change because of climate or seasonal conditions. Public schools, private schools and international schools differ in financing, admission procedures, language, curriculum implementation and supervision. Private schools may operate for profit or as nonprofit institutions and normally require local registration or licensing. Special-needs education may be integrated into ordinary schools or provided through specialized institutions. Alternative Basic Education, known as ABE, offers flexible or accelerated learning for children and young people who are over-age, out of school, displaced or following pastoralist livelihoods. A Qur’aan school or IQS provides formal school education only where the institution also has a recognized preschool or primary-school function; Qur’aan instruction alone is not automatically part of the formal school system. There is no well-supported nationwide rule proving that every child receives a place through a uniform catchment or admission system. Schools and education authorities commonly manage enrollment locally. Barriers include household costs, distance, insecurity, displacement, nomadic mobility, gender-related social norms, limited numbers of female teachers, inadequate water and sanitation facilities and disability-related access problems. Primary education is described as compulsory in law and policy, while the Constitution recognizes free education through secondary level. In practice, implementation and enforcement are uneven, and conflict, drought, floods and displacement can interrupt attendance. The formal burden on households can remain substantial despite free-education rights. In five areas reported in the Federal Government of Somalia Yearbook 2021/22, average monthly fees were approximately US$4.80 to US$11.60 for primary school and US$6.30 to US$19.50 for secondary school. Families may also pay for books, uniforms, examinations, transport, water and sanitation or other school services. Fee waivers, scholarships, school grants, cash support and community or partner financing exist in some locations, but no nationwide guarantee covers all learners. Schools use continuous formative and summative assessment, including teacher, self and peer assessment. Standardized examinations commonly occur at the end of Grade 8 and Form 4, with certification handled by national or jurisdiction-specific examination bodies. The National Assessment Framework 2026 plans learning assessments in Grades 4 and 8 and Form 2, including EGRA and EGMA, with links to education information systems and local assessment structures. Primary completion normally leads to a Grade 8 examination or certificate and secondary completion to a Form 4 examination or certificate. These certificates can support progression to higher education or a school-based technical pathway, but they do not have a documented direct equivalent to a German Hauptschulabschluss, Realschulabschluss or Abitur. Support measures may include adapted materials, teacher training, inclusive classrooms, specialized provision, water and sanitation projects, temporary learning spaces, flexible calendars, mobile or radio learning, printed materials and ABE. Programs often prioritize girls, learners with disabilities, internally displaced learners, pastoralists and children from rural or low-income households. Meals and transport depend on the school, project or location; no uniform nationwide entitlement is established.