Advancing early childhood education policy: a transformative case study in Hargeisa, Somaliland—insights from preprimary education development

Abstract

This qualitative case study explores the implementation of early childhood education (ECE) policies in three selected centers in Hargeisa, Somaliland. Through semi-structured interviews with nine participants, including teachers and head teachers, the research identified significant gaps between policy guidelines and actual practice. The study found that ECE programs often last only one year instead of the policy-recommended two years, creating developmental challenges for children aged four and five. Additionally, safety issues arise due to high-traffic areas near schools, insufficient teacher training, lack of adequate learning materials, and inadequate playground facilities. This study underscores the necessity for the Somaliland Ministry of Education and Science (MOE&S) to enforce policy adherence and allocate resources at grassroots levels to enhance the quality of ECE. Urgent reforms are advised to bridge these gaps, aligning policy implementation with local needs and fostering a better learning environment for young children. Findings provide insights for policymakers, emphasizing the importance of sustained community engagement, adequate funding, and international partnerships to enhance the sustainability and effectiveness of ECE policies in Somaliland’s socio-political context.

Keywords

• Early childhood education
• Somaliland
• educational policy
• sustainability
• Childhood
• Early Years