Exploring Perspectives of Lecturers and Administrators at Universities On the New Foundation Year Policy for Enhancing Higher Education Quality in Somalia

Abstract

This study examined the perspectives of 107 lecturers and administrators from universities in Mogadishu on the new Foundation Year program introduced by the Somali Ministry of Education, Culture, and Higher Education in the academic year 2023/2024. The study aimed to explore the program's effectiveness in enhancing the quality of higher education, investigate its impact on students' academic performance, and identify the challenges associated with its implementation. The findings revealed that participants generally had positive views of the Foundation Year curriculum, perceiving it as beneficial for meeting students' educational needs, integrating theory and practice, and preparing them for further academic studies. The program predicted to produce positive results in academic performance, writing abilities, analytical capabilities, and self-confidence in academic skills. However, the participants expressed concerns about several challenges related to its implementation, including limited resources, faculty training and support, student adaptation, stakeholder coordination, and awareness of the program's policy.

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