Status of Learning Experiences in Secondary Schools in Hargeisa District, Somaliland

Abstract

This study examined the status of learning experiences in secondary schools in Hargeisa district, Somaliland. It was brought by the fact that the learning experiences in schools in Somaliland had been largely described as not result-oriented but without any empirical evidence. But there were significant pointers to inadequate educational planning. For Example, overall teacher effectiveness was rated at just 22.61%. Yet teachers are the architects of learning experience planning. Specifically, the study assessed the status of fitness, the status of satisfaction and the status of respect for learners of the learning experiences used in the schools. The study adopted a cross-sectional survey design on a stratified sample of 161 teachers in 28 schools. The study found a lack of fitness learning experiences, [χ² (4, N = 161) = 10.571, p = .005], a lack of satisfaction of learning experiences, [χ² (4, N = 161) = 19.143, p = .000] and a lack of respect for learners of the learning experiences, [χ² (N = 28) = 47.714, p = .000] used in schools. The study concludes that learning experiences used in secondary schools in Hargeisa district are poor. The study recommends that the MoES develop policy guidelines for learning experiences that are effective and suitable for teaching knowledge, skills and attitude for various subjects and topics at all levels. Every unit should have preferred methods described by MoES.