Challenges and Opportunities for Inclusive Education in Somalia’s Primary Education System
Abstract
This study examined the challenges and opportunities affecting the implementation of inclusive education in Somalia's primary education system. The study aimed to identify the major barriers hindering inclusive education and explore factors that can support equitable learning opportunities for learners with disabilities and other marginalized groups. A quantitative research design was employed, and data were collected from 135 head teachers from public and private primary schools using structured questionnaires based on a five-point Likert scale. The data were analyzed using SPSS version 24 through descriptive statistics, including means and standard deviations. Reliability analysis showed strong internal consistency with a Cronbach's alpha coefficient of 0.89. The findings revealed that inclusive education in Somalia faces several challenges, including inadequate funding, limited educational resources, poor school infrastructure, insufficient government support, unclear policies, teacher workload, and negative social attitudes toward learners with disabilities. The study also identified important enabling factors that can improve implementation, such as educational technology, collaboration with organizations, community awareness, teacher training, professional development, and inclusive school culture. The study concluded that effective implementation of inclusive education in Somalia requires stronger government commitment, improved infrastructure, enhanced teacher capacity, supportive policies, and increased community participation. The study recommends increasing educational financing, improving disability-friendly facilities, strengthening teacher training programs, promoting flexible learning approaches, and encouraging collaboration among stakeholders. It further emphasizes the importance of sustainable and context-sensitive strategies to ensure equal access to quality education for all learners in Somalia.