Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The term “information and communication technology (ICT)” is mentioned in many official documents, such as, the 2012 National Communications Act, the (new) 2017 National Communications Act, the 2020 National Education Policy, the 2019-2024 National ICT Policy Strategy, the 2022-2026 National Education Sector Strategic Plan; however, no explicit definition is provided.
The term “educational technology (edtech)” is mentioned in the 2018 National Education Law; however, no explicit definition is provided.
The 2012 Special Needs Education Policy Guidelines define special needs education as “an educational provision geared towards meeting the diverse learning needs of learners with special educational needs through appropriate modification of the curricula, teaching methods, education resources, medium of communication and the learning environment in inclusive settings”.
The 2020 National Education Policy defines distance learning as "a way of learning and direct instruction delivery (interaction of students and teachers, and students within) to take place with students and teachers at the time were not the only place in all". The 2020 National Education Policy distinguishes distance learning from remote learning and mentions that remote learning is used on the internet, with the teacher being the only one to be seen and heard, or students and teachers can see and hear on the open media, closed circuit cable, microwave, internet speed more than a few waves once the carrier (broadband lines), the other known as fibre optics, satellite or telecommunications equipment that lines have (wireless), meetings talking, or use tape, DVD, CD-ROM and can also be used distance education.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: There is no reference to technology in education in Somalia’s 1960 Constitution (amended in 1963).
The 2012 National Communications Act and the (new) 2017 National Communications Act aim to promote a knowledge-based society through the development of information and communication technologies. However, both acts do not provide an explicit reference to technology in education.
The 2018 National Education Law aims to eradicate illiteracy and develop expertise in science and technology.
Policies, plans and strategies: The 2019-2024 National ICT Policy Strategy aims to facilitate Somalia's digital transformation to a knowledge-based and inclusive society and accelerate socioeconomic development toward fulfilling the Sustainable Development Goals (SDGs). Over the five years, the broad focus areas are improving access to ICT connectivity; improving the cost and quality of the digital infrastructure; protecting privacy; enhancing e-services (e-government, e-health, e-agriculture and e-education).
Using innovative technologies, the 2020 National Education Policy aims to create a high-quality education system that inspires, promotes and cultivates students’ culture, spirit, knowledge, skill and ability, ultimately providing a prosperous future for students and the nation.
The 2020 Early Childhood Education Policy and Institutional Framework aims to harness digital and emerging knowledge and technology to ensure innovation in early childhood education development (ECED).
Aligned with the 2021 General Education Act and the 2020-2024 National Development Plan, the 2022-2026 National Education Sector Strategic Plan of the Ministry of Education, Culture and Higher Education (MoECHE) aims to achieve the Sustainable Development Goals (SDGs) 4, 5, 14 in the context of Somalia. The 2022-2026 National Education Sector Strategic Plan identifies six policy priority areas: access, equity and completion, quality and relevance of education, access to affordable quality and relevant Technical and Vocational Education and Training (TVET), access to and quality of higher education, governance system, management capacity development and enhancing educational management information system (EMIS), utilisation and integration of ICT in education.
Digital competency frameworks: Somalia developed its own National Education Curriculum Framework for Transformation in 2020. The framework has given a special place to the subject of Technology to improve education at the upper primary and secondary levels.
Changes occurred as a result of COVID-19: The 2020 Education Sector COVID-19 Response Plan and the (updated) 2021 COVID-19 Response Plan aimed to ensure continuity of learning by implementing key activities to maintain quality learning and the well-being of teachers, learners (with a particular emphasis on supporting vulnerable and marginalised children) and school communities during the COVID-19 emergency. With the target of reaching all school children, the Ministry of Education, Culture and Higher Education (MoECHE) and the Ministry of Education and Science through the 2020 Education Sector COVID-19 Response Plan and aimed to provide distance learning using online platforms for grades 1-12. Furthermore, the Ministry of Education, Culture and Higher Education (MoECHE) sought to further develop radio lessons for grades 1-12 and distribute printed materials and/or pre-recorded lessons for school children without access to radio or online platforms.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 2020-2024 National Development Plan aims to expand urban and rural coverage of electricity.
Computers and devices: The 2012 Special Needs Education Policy Guidelines aim to provide funds and other resources for research on special needs education and the development of appropriate technology for learners with special educational needs.
According to Article 124 of the 2018 National Education Law, the Government of Somalia must allocate frequencies, signal transmission devices, and other infrastructure necessary for broadcasting, radio broadcasting, television, radio communication and other communication media to be used to provide formal and non-formal education.
The 2019-2024 National ICT Policy Strategy aims to support students with access to tablets and connectivity using a subsidy or loan programme.
According to the updated 2021 COVID-19 Response Plan, the Ministry of Education and Science sought to distribute solar-powered tablets to students from rural and low-income households who may be unable to afford to learn through online learning platforms.
Internet connectivity: According to Section 741 of the 2012 National Communications Act, the annual objectives developed by the Communication Commission of Somali, under public consultation, aim to provide universal access to telecommunication services in Somalia so that the large number of users, particularly in rural and remote areas, can access to telecommunication services. However, the 2012 National Communications Act does not explicitly refer to providing telecommunication services in the education sector.
Within the e-education focus area, the 2019-2024 National ICT Policy Strategy aims to complete the internet inventory and provide access to all secondary schools. And within the improving access to ICT connectivity area, the 2019-2024 National ICT Policy Strategy aims to actively promote universal access to the Internet using the most appropriate and up-to-date technologies and business models and to establish a universal access strategy. Furthermore, the 2019-2024 National ICT Policy Strategy aims to expand ICT infrastructure to all the regions of Somalia, connecting all cities and sub-regional urban areas with reliable broadband connectivity.
2.2.2. Technology and learning environments
The 2018 National Education Law supports the integration of technologies into the student learning environments (especially, online).
Improving digital and distance learning content for all subjects in primary and secondary curricula is one of the strategic goals of the 2022-2026 National Education Sector Strategic Plan.
To increase access to learning for all vulnerable and disadvantaged children, including children with special needs, the 2020 Early Childhood Education Policy and Institutional Framework aim to encourage technology companies and, generally, the private sector to support the provision of appropriate teaching-learning materials for children with disabilities.
The Ministry of Education and Science airs the content of grade 12 through Bulsho TV.
During the COVID-19 pandemic, according to an order from the President of Somalia, the National Television of Somalia and Hargeisa Radio broadcasted school lessons during morning hours (8:00 AM - 12:00 PM).
According to the 2021 COVID-19 Response Plan, the Ministry of Education and Science sought to use the following online delivery approaches to reach students in rural areas (with access to the internet): uploading all recorded video lessons to the Ministry of Education and Science website and other agreed websites; uploading the recorded video lessons into the Tabsera Online Platform (a virtual classroom platform), launched by a telecommunication company for business purposes, in which students can access online and live teaching where they can interact; using the RAAD Academy, a web-based pre-recorded online video lessons for Grade 12 and Grade 8 students developed by a private company and charges an annual membership fee of $15 per student per year.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
Within the e-education focus area, the 2019-2024 National ICT Policy Strategy aims to foster local innovations in science, digital skills and technology, rapidly creating many new jobs and wealth while prioritising the increased role of women, youth and persons with disabilities in ICT. According to the 2019-2024 National ICT Policy Strategy, all secondary schools must offer at least one ICT-related course or program, and tertiary education institutes must offer ICT certification. While ICT courses/programs are necessary at different education levels, the 2019-2024 National ICT Policy Strategy also recognises the need to access, analyse, integrate and communicate information clearly and logically. Furthermore, the 2019-2024 National ICT Policy Strategy aims to establish a national e-education strategy that supports the use of ICTs to address the needs of educational services and programs.
The 2020 National Education Policy aims to integrate ICT within the high school curriculum to strengthen students' capacity. To respond to market needs and demands and establish a knowledge and research-based economy, the 2020 National Education Policy also envisages strengthening higher education and vocational education by providing programs on technology and specialised skills.
According to the 2020 National Education Curriculum Framework for Transformation, the introduction of the subject of "Technology" at the upper primary and secondary levels can help students acquire skills to access and exchange information in different ways, including using email and the internet; to control events and equipment, learn how to gather and use information, present it and share it with others.
Through ITU's Girls In ICT Day initiative, the National Communications Authority (NCA), in collaboration with the Ministry of Communications and Technology (MoCT), also celebrates Girls in ICT Day, attracting girls/women from academics and schools, innovation hubs, and civil society.
2.3.2. Teachers
The 2018 National Teacher Education Policy aims to train teachers in computer skills through pre-service and in-service training programmes.
One of the strategic goals of the 2019-2024 National ICT Policy Strategy is to train all secondary school teachers in using ICT to support learning and to establish an ICT training centre to provide support to teachers.
The 2020 National Education Policy aims to strengthen pre-service training programs for teachers; however, the 2020 National Education Policy does not mention whether the content of pre-service training programs focuses on technology as an object of study. In the case of in-service training programs, the 2020 National Education Policy aims to equip teachers with computer and internet skills.
The 2020 Education Sector COVID-19 Response Plan emphasised the need to build the capacity of education managers, primary school teachers and other stakeholders to enable them to use the wide range of ICT tools in the teaching-learning process and management of schools and ensure that teacher training institutes' curricula instil the benefits of using digital technology to enhance learning and teaching in their trainees. Furthermore, to ensure child protection during the COVID-19 pandemic, the 2020 Education Sector COVID-19 Response Plan sought to establish social media/communication/SMS channels for headteachers (for example, WhatsApp per district/geographical area); online dissemination of the integrated referral pathway to head teachers and school protection focal points to ensure continued access to child protection services; online orientation of the headteachers and school protection focal points into their role in supporting children and their families; hold bi-weekly feedback and briefing sessions with the headteachers/school protection focal points (online or via phone).
According to the updated 2021 COVID-19 Response Plan, the Ministry of Education and Science aimed to provide professional fees to competent teachers for the preparation of video and radio lessons in all grades, if schools needed to remain closed for an extended period.
According to the 2022 Teachers' Code of Conduct and Professional Ethics, teachers are required to make professional growth by strengthening mastery of subject matter through planned training, improving teaching/learning modern approaches and techniques, continuous study, computer literacy, research, travel, conferences and attendance at professional meetings.
Within the policy priority area: utilization and integration of ICT in education of the 2022-2026 National Education Sector Strategic Plan, the Government of Somalia plans to enhance the utilization of digital technology that transforms the teaching process in primary and secondary levels of education. Some of the key initiatives include developing digital literacy manuals for teachers and training teachers on digital literacy and distance learning platforms. The above-mentioned initiatives are not only designed for teachers but also for school administrators and the ministry staff.
2.4. Cybersecurity and safety
2.4.1. Data privacy
There is no general data protection legislation in Somalia. However, some sector-specific laws, such as the 2012 National Communications Act and the 2017 National Communications Act, aim to protect customers’ personal information.
The 2019-2024 National ICT Policy Strategy envisages drafting a cyber-security policy and a consumer and child protection policy to protect citizens’ and customers’ privacy.
However, the above-mentioned official documents do not explicitly mention data privacy and protection from the use of technology in education.
2.4.2. Online abuse and cyberbullying
There is no specific cyberbullying legislation in Somalia; however, the 2012 National Communications Act and the 2017 National Communications Act can serve the purpose of curbing online abuse and harassment to some extent.
The 2020 National Education Policy promotes a safe and conducive learning environment, free from violence, abuse and all kinds of harassment and exploitation.
However, the above-mentioned official documents do not explicitly mention preventing and responding to online abuse and cyberbullying of students.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
According to Article 126 of the 2018 National Education Law, the Ministry of Education, Culture and Higher Education (MoECHE), in collaboration with the Somaliland Technology Commission, is responsible for monitoring and evaluating the use of modern technologies in education to reduce costs and ensuring the most appropriate ways of implementation in the educational process.
The Department of ICT of the Ministry of Communications and Technology (MoCT) is responsible for setting the policy agenda of the ICT sector in Somalia, coordinating with other government institutions, the private sector, civil society organisations and other stakeholders while consulting the public in developing sector policies and strategies.
The National Telecommunications and Technology Institute (NTTI), run by the Ministry of Communications and Technology (MoCT), is responsible for providing short and online courses on ICT skills.
Established through the 2017 National Communications Act, the National Communications Authority (NCA) regulates the communications sector, including telecommunications, Internet, broadcasting, information and communications technology, and eCommerce services in Somalia.
The first national/governmental computer emergency response team/coordination centre (CERT/CC) in Somalia, mandated with preventing and responding to cybersecurity incidents for both public and private cyberspaces, the Somalia Computer Emergency Response Team/Coordination Center (SomCERT/CC) of the National Communications Authority (NCA) is responsible for handling cybersecurity incidents, providing timely warnings, support, and advisories to all constituents from the public and private sectors, and raising cybersecurity awareness campaigns by following its policy, procedures and guidelines.
To ensure the continuity of learning during the COVID-19 pandemic, the Ministry of Education, Culture and Higher Education (MoECHE) established a technical working group (TWG) whose primary responsibilities were to identify the most efficient and cost-effective mode for distance learning, develop relevant contents for different distance learning modes; ensure children's safety and continue learning and having a lasting positive impact on national education systems.
3.2. Roles of schools
No specific responsibilities of schools concerning the use of specific devices such as mobile phones or tablets are defined in current laws and policies.
