Reimagining Human Capabilities in Somali Education Service Provision: Critical Exploration of Existing Policy Frameworks

Abstract

Through the lens of Amartya Sen’s capability approach, this paper explores elements of a systematic study that employs documentary research and thematic analysis to investigate Somali policy frameworks for the provision of education services particularly in the design of policy priorities, goals, objectives in the program implementation. The study has employed documentary investigation as a research method through close scrutiny of controlled selection of policy and documents to situate elaboration of basic human capabilities, also known as Human Development, to categorize, investigate, interpret and identify the limitations of physical sources, most commonly written documents in the private or public domain for that matter. The application of Capability Approach (CA) has gained traction as an evaluative framework in both theoretical and empirical contexts within the social and human sciences, fostering a strong and mutually enhancing relationship between Capability Approach and education. This relationship serves as a fundamental resource that enables individuals to structure effective opportunities for living a life they have reason to choose and value; thus, being literate, knowledgeable, and having access to education that allows one to flourish is indeed a valuable capability. Certain pertinent questions thus prop up, such as: are there fair distributions of valued capabilities in and through education? Are some people in a position to access more opportunities to convert their resources into capabilities than others, and if so who, how, and why? since Somalia lacked an organized education system for over 30 years it is very daunting and challenging to insert basic capability into future education sector strategic plan that is functioning and responds to the myriad of priorities. The aim of the study is to illuminate how far the planned objectives in the educational policy frameworks support Substantive freedoms, which refer to capabilities, and outcomes, defined as achieved functioning, are important concepts. Thus, the study promotes what people are able to do and be, on the quality of their life consequently removing barriers, the kind of life they have reason to value. Research tools and document selection methods mainly adopt a qualitative documentary research scheme to analyse and examine a controlled selection of policy documents. The research findings policy documents resulted in 280 reference points the provision of quality education and training to all Somalis is a constitutional right and access and propagating education for all to be government’s overall strategy for the prosperity of Somalia’s state rebuilding. Donor-funded program enabled children to have continued access to quality education through the provision of dignity kits ensured equity in education for female student population with special attention to adolescent girls to averted their dropping out of school. Hence, capability deprivation was averted with meeting basic capabilities for these students. Finally, basic human capabilities in the education policies and frameworks are useful for the achievement of individual well-being and able to achieve actual functioning. Thus, the intent of educational policy frameworks should be refocused away from economic development to the promotion of basic capability and individual well-being.