Accessibility To Higher Education For Re

ACCESSIBILITY TO HIGHER EDUCATION FOR REMOTE AREA STUDENTS IN
PUNTLAND, SOMALIA:
A CASE STUDY OF EYL DISTRICT.
By
AWIL ABDULKADIR OSMAN HASSAN
REGESTRATION NUMBER: BED 0216 - 131
A RESEARCH PROJECT SUBMITED TO THE PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE AWARD OF BACHELLOR DEGREE OF EDUCATION IN
GAROWE TEACHERS EDUCATION COLLEGE
(GTEC)
MAY 2019
i
DECLARATION
This Research Report by Awil Abdulkadir Osman has met the requirements for the award of
Bachelors of Arts Education of Garowe Teachers’ Education College, and is approved for its
contribution to academia.
Sign ---------------------------- ………………………………………
Awil Abdulkadir Osman Date
Sign ---------------------------- ………………………………………
Mr Godi Jamal Date
SUPERVISOR:
ii
DEDICATION
I dedicate this work to my parents and my brothers for their Psychological, Financial and Parental
Assistance in the course of my education. I owe special credit to my Mother Barni Yusuf Nour for
her tireless financial support towards my education.
iii
ACKNOWLEDGEMENT
I would like to extent my best gratitude to all those who financially, academically, psychologically
and socially contributed to accomplishment of this study. My special gratitude goes to my
supervisor Godi Jamal, who tirelessly corrected and guided me in this study, thanks for your
patience and understanding.
I also wish to thank the management and staff of GTEC for the academic and material support
without which the accomplishment of this work would not have been easy. I feel indebted to my
parents, sisters and brothers who continued to support me even at difficult times. Thanks also to all
my friends and classmates in the Geo-history Class; I appreciate your academic and material
support during my time of study.
Lastly, I cannot fail to appreciate my respondents from Eyl, Qarxis and Xasbahalle for the great
cooperation in providing information to make up this study successful. May the almighty guide
you! ‘Amin’
iv
Table of Contents
DECLARATION .......................................................................................................................................................... ii
DEDICATION ............................................................................................................................................................ iii
ACKNOWLEDGEMENT ........................................................................................................................................... iv
List of Tables .................................................................................................................................................... viii
List of Figure .................................................................................................................................................... viii
List of acronyms ................................................................................................................................................. ix
Abstract ............................................................................................................................................................... x
1.0 Introduction ..............................................................................................................................................1
1.1 Background to the study: .........................................................................................................................1
1.2 Problem Statement: ..................................................................................................................................3
1.3 Research Objectives: ................................................................................................................................3
1.4 Research Questions: .................................................................................................................................3
1.5 Scope of the Study: ..................................................................................................................................3
1.5.1 Geographical scope: ...................................................................................................................................... 3
1.5.2 Content scope: ............................................................................................................................................... 3
1.6 Significance of the Study: ........................................................................................................................4
1.7 Theoretical frame work: ...........................................................................................................................4
Chapter Two: ................................................................................................................................................................ 7
Literature Review ......................................................................................................................................................... 7
2.0 Introduction: .............................................................................................................................................7
2.1 The various forms of higher education: ...................................................................................................7
2.1.1 Universities: .................................................................................................................................................. 7
2.1.2 Colleges......................................................................................................................................................... 7
2.1.3 Vocational training ........................................................................................................................................ 7
2.1.4 Polytechnic .................................................................................................................................................... 8
2.1.5 Health institutions ......................................................................................................................................... 8
2.2 The process to higher education accessibility: .........................................................................................8
2.2.1 Evaluation procedures in the accessibility of higher education .................................................................... 8
2.2.2 Considerations of grades, scores and subjects studied .................................................................................. 8
2.2.3 Aspiration to attain a bachelor degree ........................................................................................................... 9
2.2.4 Abolishing school fees at the basic level ...................................................................................................... 9
2.3 The challenges faced by the students in accessing higher education: ......................................................9
2.3.1 Financial challenges ...................................................................................................................................... 9
2.3.2 Geographical challenges ............................................................................................................................. 10
2.3.3 Educational challenges ................................................................................................................................ 10
2.3.4 Organizational challenges ........................................................................................................................... 10
2.3.5 Cultural/social/ physical challenges ............................................................................................................ 10
v
Chapter Three: ............................................................................................................................................................ 11
Methodology............................................................................................................................................................... 11
3.0 Introduction ............................................................................................................................................11
3.1 Study area. ..................................................................................................................................................... 11
3.1.1 Location. ........................................................................................................................................................ 11
3.1.2 Relief, Geomorphology and Drainage. .......................................................................................................... 11
3.1.3 Soils ............................................................................................................................................................... 11
3.1.4 Climate ........................................................................................................................................................ 12
3.1.5 Vegetation ................................................................................................................................................... 12
3.1.6 The population ............................................................................................................................................ 12
3.1.7 Major livelihoods of Eyl ............................................................................................................................. 12
3.2 Data sources ................................................................................................................................................... 12
3.3 Sample size .................................................................................................................................................... 12
3.3.1 Sample selection ................................................................................................................................13
3.4 Data collection methods. ............................................................................................................................... 14
3.4.1 Questionnaire .............................................................................................................................................. 14
3.4.2 Observation ................................................................................................................................................. 14
3.4.3 Interview ..................................................................................................................................................... 14
3.4.4 Validity Test ................................................................................................................................................ 14
3.4.5 Reliability Test ............................................................................................................................................ 14
3.4.6 Data Analysis.....................................................................................................................................14
3.4.7 Ethical considerations ........................................................................................................................15
3.4.8 Limitations of the study .....................................................................................................................15
Chapter Four: .............................................................................................................................................................. 16
Data Presentation, Analysis and Interpretation, and Discussions of the Findings ..................................................... 16
4.0 Introduction: ...........................................................................................................................................16
4.1 Forms of Higher Education ....................................................................................................................16
4.1.1 Universities in Puntland .............................................................................................................................. 16
4.1.2 Colleges in Puntland ................................................................................................................................... 16
4.1.3 Vocational training institutions in Puntland ................................................................................................ 17
4.1.4 Health Institutions in Puntland .................................................................................................................... 18
4.2 Nature of Higher Institutions in Puntland ..............................................................................................18
4.2.1 Nature of the Universities of Puntland ........................................................................................................ 18
4.2.2 Nature of Colleges of Puntland ................................................................................................................... 19
4.2.3 Nature of the vocational training Institutions of Puntland .......................................................................... 19
4.2.4 Nature of polytechnic Institutions in Puntland............................................................................................ 20
4.2.5 Nature of Polytechnic institutions in Puntland (second) ............................................................................. 21
4.2.6 Nature of Health Institutions in Puntland.................................................................................................... 21
vi
4.2.7 Nature of Health Institutions in Puntland (second) ..................................................................................... 22
4.3 Processes of Higher Education accessibility ..........................................................................................22
4.3.1 Examinations............................................................................................................................................... 22
4.3.2 Grading........................................................................................................................................................ 23
4.3.3 Scores and grading ...................................................................................................................................... 24
4.3.4 Subject studied ............................................................................................................................................ 24
4.3.5 Attitude........................................................................................................................................................ 25
4.3.6 Abolishing School fees ............................................................................................................................... 25
4.4 The challenges faced by students in accessing higher education ...........................................................26
4.4.1 Tuition fees challenges................................................................................................................................ 26
4.4.2 Accommodation challenges ........................................................................................................................ 26
4.4.3 Financial transportation challenges ............................................................................................................. 27
4.4.4 Geographical challenges ............................................................................................................................. 27
4.4.5 Lack of qualified teachers ........................................................................................................................... 28
4.4.6 Educational challenges ................................................................................................................................ 28
4.4.7 Educational challenge (second)................................................................................................................... 29
4.4.8 Organizational challenges ........................................................................................................................... 30
4.4.9 Cultural and Social challenges .................................................................................................................... 30
4.4.10 Social background ....................................................................................................................................... 31
Chapter Five: Conclusion and Recommendation ....................................................................................................... 32
5.0 Introductions ..........................................................................................................................................32
5.1 Summary of the findings ........................................................................................................................32
5.2 Conclusions ............................................................................................................................................32
Recommendation ...............................................................................................................................................32
Suggested areas for further studies ....................................................................................................................33
References .................................................................................................................................................................. 34
Appendix: A ............................................................................................................................................................... 36
Definitions of Key terms or words ....................................................................................................................36
Appendix: B................................................................................................................................................................ 37
QUESTIONNAIRE ...........................................................................................................................................37
vii
List of Tables
Table 1: Sample size category ...............................................................................................................................14
Table 2: Universities in Puntland ..........................................................................................................................16
Table 3: vocational training in Puntland................................................................................................................17
Table 4: Health institutions in Puntland ................................................................................................................18
Table 5: Nature of Colleges of Puntland ...............................................................................................................19
Table 6: Nature of Polytechnic Institutions in Puntland ........................................................................................20
Table 7: Nature of Health Institutions of Puntland ................................................................................................21
Table 8: Examinations ...........................................................................................................................................23
Table 9: Scores and grades ....................................................................................................................................24
Table 10: Attitude ..................................................................................................................................................25
Table 11: Tuition challenges .................................................................................................................................26
Table 12: Financial Transportation........................................................................................................................27
Table 13: lack of qualified teachers .......................................................................................................................28
Table 14: Student's underperformance at lower schools .......................................................................................29
Table 15: Assessment strategies and curricula development.................................................................................30
Table 16: Social background challenges ...............................................................................................................31
List of Figure
Figure 1: Forms of Higher Education ....................................................................................................................17
Figure 2: Nature of higher institutions of Puntland ...............................................................................................19
Figure 3: Nature of Higher Institutions of Puntland ..............................................................................................20
Figure 4: Nature of Higher Institutions on Puntland .............................................................................................21
Figure 5: Nature of Higher Institutions of Puntland ..............................................................................................22
Figure 6: Process of Higher Education accessibility .............................................................................................23
Figure 7: Processes of higher education accessibility ...........................................................................................24
Figure 8: processes of higher education accessibility............................................................................................26
Figure 9: Challenges faced by students in the accessing higher education ...........................................................27
Figure 10: Challenges faced by students in the accessing higher education .........................................................28
viii
List of acronyms
E.A.U. East Africa University
E.R.P. Education for Rural people
G.P.A. Grade Point Average
G.T.E.C. Garowe Teachers’ Education College
H.E.Is. Higher Education Institutions
N.G.Os. Non-Governmental Organizations
O.E.C.D. Organization for Economic Co-operation and Development
O.T.T. I. Organization of Technical Training Institute
P.S.U. Puntland State University
S.F.A.I. School Fee Abolition Initiative
SweSAT Swedish Admissions Test
U.N.D.P. United Nation Development Program
U.N.E.S.C.O. United Nations Educational, Scientific and Cultural Organization
ix
Abstract
The study investigated “Accessibility to Higher Education for remote area students in
Puntland, Somalia”. The study was conducted in Eyl district. There was no investigation on the
accessibility of higher education by students from rural areas of Puntland. This study therefore
targeted the accessibility to higher education, challenges and the way forward. The main objective
was to establish the relationship between higher education accessibility by the rural area students.
The study looked into establishing 1) the various forms of higher education institutions found in
Puntland, 2) The description of the processes of higher education accessibility in Puntland, and 3)
The examination of the challenges faced by the students in accessing higher education and the way
forward. It was based on the fact that, accessibility is affected by several factors that financial,
social and physical. There was use of descriptive design methodology to collect data. Both primary
and secondary data was collected by use of observation and Questionnaires respectively. The results
show that Puntland has many forms of higher education institutions such as Universities, colleges,
vocational training and health schools. It was also found out that, it has procedures for accessing
higher education like examinations, grading and scores. Finally, the study established that, students
face financial, physical and socio-cultural challenges in trying to access Higher Education (HE)
from remote areas.
x
Chapter One: Introduction
1.0 Introduction
This chapter covers the background to this Study. It brings out the study topic, the problem statement,
the general & the specific objectives, study questions, theoretical frame, scope of the study and the
justifications of the study. Find details in the following sections.
1.1 Background to the study:

World over, access to higher education has wide range of problems (UNESCO, 2005). The
accessibility is influenced by variety of factors that range from economic, social and physical factors.
This situation was illustrated by the population pyramid of school going students that has large number
of students in the primary and secondary but keeps reducing as one moves from the base to the Apex
of the pyramid.
According to (UNESCO, 2005) access to higher education can be interpreted in a number of ways: the
emphasis may be on providing opportunities for remote students who were unable to continue with
further studies; those who were on job in remote areas, the sick and disabled, or in institutions such as
prisons. Access can also be interpreted in academic terms, opening up opportunities for those whose
qualifications would not allow them to attend higher education. Finally, the lower cost per student of
distance education and the fact that students can study from home may open up study opportunities to
those who cannot afford to attend a full-time course.
Access to Higher education (HE) can be understood not only as entry/admission to higher education,
but also as retention and successful completion of studies. It is stated that the international statistics
show that the most equitable education systems tend to achieve the best educational outcomes. (The
National Office of Equity of Access to Higher Education, Higher Education Authority, 2008; Adriana
Prodan, 2015), this means that everyone who is concerned to get such education must have it fully.
Generally, broadening access to higher education was a goal which could produce positive outcomes
both for the individuals concerned and for wider society” (Furlong, Alasdair Forsyth and Andy, 2000).
But, access to services of education has been an ongoing challenge for isolated locations in much of
developing and underdeveloped countries.
Most of the distant higher education initiatives started in the late 19th century began when existing
universities broadened their mission to meet the needs of remote students (UNESCO, 2005). The
growth of private higher education worldwide has been one of the most remarkable developments of
the past several decades. Today some 30% of global higher education enrolment is private. Private
universities are rapidly expanding in Central and Eastern Europe and in the countries of the former
Soviet Union, as well as in Africa. ( Philip G. Altbach, Liz Reisberg, Laura E. Rumbley, 2009).
1
Most of the countries have made vast strides in provision of education. However, although significant
progress and impact have been in ERP (Education for rural people), much is yet to be done to address
the gross inequalities that marginalized rural people, and in particularly access to education by girls
and women, working children, people inaccessible and remote areas, nomadic and pastoral
communities, ethnic minorities, the disabled, refugees and displaced people (Shibeshi, 2006 ). In most
of the African countries, inaccessibility levels seem to be very high ( Philip G. Altbach, Liz Reisberg,
Laura E. Rumbley, 2009).
Somalia is one of the sub-Saharan African countries located in the horn of eastern Africa, The military
coup led by General Mohamed Siyad Barre in 1969 marked the beginning of a period of significant
progress in the provision of education in the country. The military regime introduced a number of
revolutionary social and economic programmes under the banner of ‘scientific socialism’ – a mixture
of Marxist-Leninist socialism and Islamic principles. One of these programmes was the mass literacy
campaign launched in 1974 which mobilized a large number of students and civil servants to teach in
rural nomadic communities and increased the literacy rate in Somalia from a dismal 5% to
approximately 55% (Abdi, 1998, Heritage institute, 2013). However, as the Barre, govern was
overthrown, in early 1990s, a civil war broke out. Due to the Civil War going to school was close to
impossible for nearly two decades.
In Somalia, higher education involves the same as post-secondary education which includes
institutions and colleges that offer an advanced knowledge. Prior the collapse of former government,
there had been complains about in accessibility to services. There was centralization of everything to
the capital Mogadishu; the most notable were Education, Health, Trade, and Jobs. The complaints
about these services became the main reasons that caused the collapse of Somalia as a country and
establishment Semi-autonomous States like Somaliland and Puntland. These regions claimed to
maintain access to social facilities by bringing the services close to the people in the remote areas.
Since the formation of the states, the government, the NGOS and donors have been establishing
education facilities in the rural areas including Eyl. But this has not been the case of Higher education.
There have been no studies above the accessibility of higher education with specific reference to Eyl.
Data collected from the survey suggested that the most substantial growth of the Somali higher
education sector occurred in the last decade. From 2004 to date a survey from heritage indicated that,
there were over 44 universities, 34 were established between 2004 and 2012. This growth pattern
slowed down between 2006 and 2010 and then picked-up again between 2010 and 2012. Only one
university was established between 2005 and 2009 in South-Central, due to increased insecurities
following the Ethiopian invasion and the fall of the Union of Islamic Courts. Meanwhile, growth in
Somaliland and Puntland continued until 2011. Of the six institutions established in 2012, five are
based in South-Central, the highest number of new Higher Education Institutions (HEIs) in any given
2
year for the region. However, very little progress was made in the provision of the higher education in
the rest of the country (Heritage institute, 2013).
1.2 Problem Statement:

Since the establishment of semi-autonomous State of Puntland, there has been many primary and
Secondary schools built on the far remote areas and mostly funded by Non-Governmental
Organizations (NGO’s). These Primary Schools produce many students every year and the students are
expected to join Higher Institutions of learning. As they finish primary schools, it is expected that, the
learners continue to High Institutions outside Eyl. These institutions are few and only concentrated in
big towns like Garowe and Bosaso. However, no information is so far available about the accessibility
of Higher Education (HE), by those learners from such remote areas. Therefore, this study was
designed to investigate the accessibility of the higher educational institutions by the learners who
finish their secondary education from the rural areas with specific reference to Eyl district.
1.3 Research Objectives:

The main objective of this study
The main objective was to establish the relationship between higher education accessibility and the
rural areas with specific reference to Eyl.
Specific objective of this study include;

1. To establish the various forms of higher educational institutions found in Puntland.
2. To describe the process of higher education accessibility in Puntland.
3. To examine the challenges faced by the students in accessing higher education and the way forward.
1.4 Research Questions:

1. What are the various forms of higher educational institutions found in Puntland?
2. What does the process to higher education accessibility involve?
3. What are the challenges faced by the students in accessing higher education and what can be the
way forward?
1.5 Scope of the Study:

1.5.1 Geographical scope:
This study was contacted in Eyl district of Puntland State of Somalia.
1.5.2 Content scope:

The content scope of the study encompassed the accessibility of higher education by remote area
students. It also looked in to the forms of HE accessed after secondary education, the processes the
enable the students to access HE, the challenges of HE accessibility and how these challenges have
been handled.
3
1.5.3 Time Scope:
The data of this research was carried out from November 2018 to May 2019, and covers information
from the last five years 2012-2017.
1.6 Significance of the Study:

There have been many stakeholders who were involved in higher education in Puntland Somalia.
Among others we have the government, the donor community, the parents and the learners. This study
will therefore help these stakeholders in the following ways:
To the government of Puntland State of Somalia and Somalia in general & To the Donors and
Somali Diaspora Community: the study will help in showing the extent of their contribution to
education as a whole and specifically Puntland. They will review their approaches (activities) and
policies as per the findings of this study.
To the community: the findings will help in rectifying issues to do with attitudes of the Community,
Social- Culturally as well as financially. The study will help the communities to understand ownership
of educational facilities established in remote areas.
1.7 Theoretical frame work:

This study was based on the theory of accessibility to Higher Education which is explained as follows:
Higher Education (HE) is the continuation of post-secondary study (Ziegele, 2013). Organizations
formally recognized as higher education institutions, have a major role to provide tertiary education
with a focus on professional and vocational education.
According to World Bank (2000), the forms of higher education include teacher training colleges,
nursing schools, and non-university, tertiary-level institutions. Classification of Higher Education
Institutions (HEI) was not a major topic in Europe for many years. In some European countries this
was because of an egalitarian approach assuming that the higher education sector should provide good
quality education and research throughout the country. In other countries there was traditionally a clear
national segmentation of institutions with different and clearly defined types of institutions, each type
standing for a specific segment or mission. Examples are the “universities” and “grades écoles” in
France, the “Universitäten” and “Fachhochschulen” (universities of applied sciences) in Germany, or
institutions with a specific disciplinary focuses such as “technical universities”, or “academies”,
“polytechnics”, “colleges” and the like. (Ziegele, 2013)
Processes of access to higher education means right to use a variety of information sources, including
other parents, students, catalogs, college representatives, and even private guidance counselors. Doyle
(2014) wrote that research into rural education is affected by socio-cultural factors such as socio-
economic status and lower parent and student educational aspirations, that impact on student
outcomes. Financial constraints, distance and availability of public transport also impact on student
4
access to and participation in education. That, providing alternative forms of access to higher
education can also support completion of HE, in Europe. Since 2001, people in Norway who have not
completed secondary school are able to enter higher education based on documented non-formal
learning. (Discussion Paper , 2015-2019 ), On the other hand, the access of American students to
higher education in European countries is also an issue; however, in some cases, access is permitted
based on evaluation procedures including external test results (e.g., the Advanced Placement Tests).
American institutions feel that the qualifications obtained from American secondary and higher
education institutions are undervalued in Europe and that there is a lack of accurate information on
both sides not only on the (higher) education systems but also on the evaluation of these different
qualifications and diplomas (Stamenka, 1994). In addition, there are two types of admission practices
in the United States: open door and selective (moderately selective, selective, or highly selective).
Open door admissions practices are easily understood: all high school graduates are admitted without
consideration of grades, test scores, and subjects studied..
In African context, students should: 1) aspire to attaining a bachelor's degree early enough to make
necessary preparations; 2) prepare academically to ensure qualification; 3) take examinations for
admission; 4) apply to a four-year college; and 5) receive acknowledgment of acceptance and enroll.
Many students who otherwise have the potential for graduating with a Bachelor’s degree are lost at
some point along this pipeline. Students need current, realistic information about the array of
postsecondary options and their individual likelihood for success in particular fields (Valadez, 1998).
In addition, Policy measures to improve educational access and quality in Ghana include increased
monitoring of school performance; abolishing school fees at the basic level; promoting the education
of girls, and arousing their interest in science, technology and mathematics; (United Nation
Unversities, 2009)
Challenges faced by remote area students in accessing higher education are financial, tuition fees and
living costs, (Forsyth and Furlong, 2000; Heller, 2001; Adriana Prodan, 2015). Other challenges are
Geographical: involving factors related to accessibility from remote areas, leaving home, the necessity
and discomfort of accommodation, travelling; educational: refers to candidate’s initial preparation; the
previously graduated school (performance, reputation). All these impact negatively on performance
In conclusion, many educational institutions were established by many stake holders to enable
accessibility by learners who finish their secondary education. The study invested if this expectation
has been achieved.
5
Focus of the study:
1 On the issue of higher education, the focus was the different forms of higher education such as
private and public universities (GTEC, PSU, Bosaso University, and EAU), vocational schools (like
GTVC), art and technology, and community colleges and how they affected accessibility.
2 On the issue of the processes of higher education, the focus was to describe the processes of higher
education accessibility of Puntland, Somalia.
3 On the challenges facing students of remote area, the study investigated whether the challenges stated
in could be applied to face students Puntland, Somalia or not.
6
Chapter Two:
Literature Review
2.0 Introduction:
This chapter presents information on available literature on the Access to Higher Education world over
and tries to identify the remaining gaps which this study bridged in the case of Puntland, Somalia. The
main focus was on the various forms of Higher education, processes of higher education accessibility,
and the challenges faced by students in accessing higher education.
2.1 The various forms of higher education:

2.1.1 Universities:
Lucas (2008), in citing Newman’s, explained that a University is a place where students come from
every quarter for every kind of knowledge. That it is a place for the communication and circulation of
thought, by means of personal intercourse. It is a place of contributions by Schools, a place where
inquiry is pushed forward, discoveries verified and perfected, and error exposed, by the collision of
mind with mind, and knowledge with knowledge. Mutual education, in a large sense of the word, is
one of the great and incessant occupations of human society. One generation forms another. We must
consult the living man and listen to his living voice by familiar intercourse, to adjust together the
claims and relations of their respective subjects of investigation. Thus, creating a pure and clear
atmosphere of thought. However, the studies by the above scholars have not talked about the nature of
Universities in Puntland. This study was therefore designed to investigate if there were communication
and circulation of thoughts, discoveries, and collision of minds of students in the universities of Punt
land.
2.1.2 Colleges
College readiness can be defined operationally as the level of preparation a student needs in order to
enroll and succeed— without remediation—in a credit-bearing general education course at a
postsecondary institution that offers a Bachelor’s degree or program (Conley, 2007). In this study a
relationship was therefore established between the readiness of the Colleges in Puntland in the award
of the HE Programs.
2.1.3 Vocational training

Vocational education in general includes every form of education that aims to the acquirement of
qualifications related to a certain profession, art or employment or that provides the necessary training
and the appropriate skills as well as technical knowledge, so that students are able to exercise a
profession, art or activity, independently of their age and their training level, even if the training
program contains also elements of general education (Kotsikis, 2007; Mortaki, 2012).
7
As an educational policy, it refers to the initial vocational training, whose aims are connected to the
given offer and demand of specialties, as they are formed by the structural characteristics of each
county’s economy (Efstratoglou & Nikolopoulou, 2011 Martaki 2012). But the studies of the above
scholars did not show much about the nature of Vocational Schools in Puntland. It is in this study that,
the nature of VI in Puntland Somalia was established.
2.1.4 Polytechnic
Polytechnic education is career-focused applied education that spans trades through advanced degrees,
delivered in an environment where students receive hands-on training that enables them to more
readily apply their skills” (Polytechnics Canada, 2007; Doern 2008). Doern (2008) in citing the
President of the British Columbia Institute of Technology (BCIT) said that, a polytechnic goes to the
heart of who we are: an institute of higher learning whose offerings include wide-ranging programs in
technologies and trades, credentials up to and including master’s degrees, applied research,
international activities, and partnerships with business. So this study tried to investigate, if the higher
education of Puntland offers technical related research including career-focused education such as
veterinary and agriculture.
2.1.5 Health institutions

Health institutions are Organizations that provides health care and related services to the provision of
inpatient and outpatient care, such as diagnostic or therapeutic services, laboratory services, medicinal
drugs, and other health services (IGI Global Disseminator of knowledge, 2018). According this
explanations in health institutions given by international scholars, this study is investigating if there is
health institutions which provides health services like diagnostic or therapeutic services, laboratory
services, medicinal drugs, and other health services.
2.2 The process to higher education accessibility:
2.2.1 Evaluation procedures in the accessibility of higher education

In reference to (Karine Tremblay, 2012) assessments aimed at providing a direct evaluation of student
learning outcomes at the global level and to enable institutions to benchmark the performance of their
students against their peers as part of their improvement. It is essential to measures of learning
outcomes that are valid across diverse cultures and languages as well as different types of higher
education institutions (HEIs). This study also like others investigated whether the selection of students
in the higher education of Puntland depends on evaluation.
2.2.2 Considerations of grades, scores and subjects studied

According to Wikstrom (2017), Student selection in the Swedish admission to higher education system
is based on two fundamentally different performance measures: their criterion-referenced upper
secondary grade point average (GPA) and their score on a norm-referenced and multiple-choice
admissions test [Swedish admissions test (SweSAT)]. In the context of educational measurement, key
8
elements of fairness are the objectivity and validity of scores provided by the applied instruments (tests
or other measures) and consequences of the instruments’ use (Camilli, 2006; Camilli, 2006. The
purpose of this study was to identify that if there were fairness among students joining higher
education through confirmations of their grades, scores, and subjects studied.
2.2.3 Aspiration to attain a bachelor degree

In today’s highly competitive global economy, nearly all U.S. adults (96%) say it is somewhat or very
important to have a degree or professional certificate beyond high school (Gallup, 2015). There is
strong agreement among U.S. adults that a postsecondary degree or certificate leads to a better job and
a better quality of life. Lumina’s recent report, A Stronger Nation through Higher Education, reveals
that less than half of Americans (40%) aged 25 to 64 have at least an associate. This study was
therefore designed to find out if there are aspirations among the young learners in remote Puntland
Somalia.
2.2.4 Abolishing school fees at the basic level

The School Fee Abolition Initiative (SFAI) seeks to accelerate progress toward quality education for
all children by supporting policies that remove cost barriers, preventing parents from enrolling and
maintaining their children at school (World Bank , 2002). Those who do not support free education
often base their argument on the differential rate of return in education at each level and so recommend
loans or fees for higher education. This study investigated whether Puntland supported free education
at the lower primary education to contribute well accessing in higher education or whether they didn’t
support; that promoted cost barriers to much students who needed to join higher education.
2.3 The challenges faced by the students in accessing higher education:

2.3.1 Financial challenges
The fundamental financial problems faced by institutions of higher education are worldwide and stem
from two nearly universal forces. The first of these is the high and increasing unit, or per-student, cost
of higher education. This can be attributed to a historically-entrenched, tertiary education production
function that is both capital and labor intensive and that has proven throughout the world to be
especially resistant to labor-saving technology. The second force greatly exacerbating the financial
problems of tertiary educational institutions and ministries in many countries is the pressure for
increasing enrollments, particularly where high birth rates are coupled with rapidly increasing
proportions of youth finishing secondary school with legitimate aspirations for some tertiary
education. (Johnstone, 2003).The reform agenda for African tertiary education thus includes the need
for expanding other-than-governmental, or tax-generated, revenue as well as measures to lessen the
current financial barriers to tertiary education participation for children of the poor, of those in rural or
remote areas, or of ethnic or linguistic minorities. This study investigated the key financial challenges
faced by students of Puntland.
9
2.3.2 Geographical challenges
Rural communities located far from cities or government centers are disadvantaged due to the
remoteness of access to educational resources and lack of teachers qualified in inclusive practices or,
simply, qualified teachers who come from, or understand the needs of, the community (Hasne Ara
Begum, 2018). However, this was a finding outside Puntland Somalia. This study attempted to find out
if remote area students face education related problems due to remoteness of their localities in
Puntland.
2.3.3 Educational challenges

The manner in which pupils are prepared in school obviously contributes to students’ expectations of
higher education (Billington, 1984; Clark & Ramsey, 1990; Cook 2003). These students are at risk, of
dropping-out if not then of poor performance and lack of fulfillment. So this study tried to find out, if
students’ rural areas face problem of underperformance due to poor preparations in remote areas.
2.3.4 Organizational challenges

Along with changing pedagogies, assessment strategies and curricula will need to change, and, most
importantly, traditional Education and Training Institutions – schools and universities, vocational and
adult training providers – will need to reposition themselves in the emerging learning landscape. They
will need to experiment with new formats and strategies for learning and teaching to be able to offer
relevant, effective and high quality learning experiences in the future. In particular, they will need to
respond more flexibly to individual learners’ needs and changing labor market requirements (Christine
Redecker, 2011). This study focused to find whether higher education institutions of Puntland are able
to offer relevant, effective and high quality learning experiences in now and the future.
2.3.5 Cultural/social/ physical challenges

Access to post-secondary education PSE (both college and university) is influenced by social and
cultural factors as well as the characteristics of prior schooling. The attainment (persistence) rate is
considerably higher (80%) for girls than for boys (66%), but the widest discrepancies are seen at the
university level: 36% for boys vs. 52% for girls. Social background also plays a determining role but,
once again, inequalities are more marked in university than in college (Organization for Economic Co-
operation and Development, 2000-2005).
This study investigated the role of social and cultural determinants on higher education accessibility in
Puntland students and at which level of gender is mostly affected by these issues, especially remote
areas where most higher education institutions are very far from.
10
Chapter Three:
Methodology
3.0 Introduction
This chapter presents the methodology and techniques for collecting data. It looked at the study area,
and research design. There is finally description of the population and sampling strategies, data
collection techniques and methods of data analysis and presentation.
3.1 Study area.
Source: www.france24.com/retreivedday 02-06-2019/Eyl, Nugal, Puntland, Somalia.
3.1.1 Location.
Eyl is located in Northeastern part of Somalia, and it is a Coastal town on the Indian Ocean. It lies
7.9°N, 49.8°E. It is 220 kilometers East of Garowe, the Capital of Puntland state.
3.1.2 Relief, Geomorphology and Drainage.
Since it is at the Coast, Eyl is at the lowest point in altitude. The land is mountainous. Along with a
rock shelter in the southern town of Buur Heybe, Eyl is where the Nugal valley joins to the Indian
Ocean; it has also many streams, springs and waterfalls from the surrounding mountains. The town has
hot springs and cool fresh water springs.
3.1.3 Soils
There are no serious carried out on the Soil types of Eyl. However, surveys indicate that Soils of Eyl
are fertile because there are farmers who practice arable farming on the banks of the streams.
11
3.1.4 Climate
Due to the location (Somalia’s Indian Ocean region), climatic of Eyl, receives rainfall of about
500mm, humidity is always high, and that temperature never gets very hot (Oyaya, 1999).
3.1.5 Vegetation
Eyl, it has a semi-desert vegetation including scrub land tress and some hardwood such as Mimusops
Anjel (a unique to Somalia) (Survey 2019)
3.1.6 The population
UNDP estimated results give the number of population of Eyl to be 13,000 (UNDP, 2013).
3.1.7 Major livelihoods of Eyl
People living in Eyl are mainly living on small-scale fishing, local trade, and agricultural products of
farming livestock, and tourism. It has unexploited resource of tourism and attractive landscape (Survey
2019 ).
3.2 Data sources

Primary data:
This was obtained through use of self- administered questionnaires to the respondents, because
primary data was important in terms of first-hand information from the ground.
Secondary data:
There was also data collection of information from the secondary sources. This was done through
literature review from text books, journals, and other related research reports such as published
magazines, written data sources including published, organizational reports and internet sources
related to Accessibility to Higher Education. It helped in backing up and discussions of the primary
data.
3.3 Sample size

The study used a total of 108 respondents (sample size) out of a population frame of 150 who
constituted the Population of students of HEI from Ely (Sons, 2003).
12
Source: John Wiley & Sons, 2003
The total population of Eyl is 13,000 (UNDP 2013). The targeted population was 148 students who
graduated from Eyl secondary schools from 2012 – 2017. The study included two key important
Municipality authorities, adding up to 150 respondents.
3.3.1 Sample selection
The sample size was categorized into the administrators and the students. The administrators were two
in number and comprised of the regional Director of education of Nugal region and the district
Director of education of Eyl. The actual technique for selection of the two authorities was purposive
selection because given their positions they have information on educational affairs. There were a total
of 108 students selected to participate in the study out of a frame of 150 (Wiley & Sons, 2003). Each
student was selected by use of convenience selection. This technique was preferred because the
students and formers students are now living at different locations. Out of the 108 questionnaires that
were distributed, only 106 were successfully collected.
13
Table 1: Sample size category
Sample size category
Frequency Percent
Students 106 98.1
Administrators 2 1.8
Total 108 100

Source: Field Survey 2019
3.4 Data collection methods.

3.4.1 Questionnaire
There was use of self-administered questionnaires to collect information from secondary graduates,
because they were able to read and write. The questionnaires were distributed and collected by the
researcher himself, and there was a pre-test before it was finally used to collect the information.
During pre-testing about 10 questionnaires were given out to see if the tool was suitable for collection
of data. It was found suitable because the respondents filled it with ease and the information they filled
was found to be the valid thus a validity test carried out.
3.4.2 Observation
The researcher used observation during investigation to find further information from education
institutions and ongoing education projects in the Municipality. The observation was done by the
researcher himself.
3.4.3 Interview
The researcher used interview with the key Municipal Authorities to reinforce and check information
from both the questionnaire and observation.
3.4.4 Validity Test

This test was done on the questionnaire to see if it was suitable to collect the information needed.
About 10 questionnaires were given out to 10 respondents to fill. They filled them with ease
suggesting that the tool easily understood and was suitable to collect the data needed.
3.4.5 Reliability Test

This was done on the findings of the study. After the report was written, a few respondents were
randomly selected and asked about some of the findings of the study. They confirmed that, there are
universities in Puntland. That, students in Puntland face challenges in accessing HE. This confirms
that, the findings of this study were reliable.
3.4.6 Data Analysis
Data was analyzed by using of SPSS data.
14
3.4.7 Ethical considerations
There was permission obtained to collect data by writing to people concerned.
3.4.8 Limitations of the study

The researcher got difficulties with getting respondents as they were graduated from high schools and was
supposed to visit their areas of learning in the Higher Education Institution and work places.
15
Chapter Four:
Data Presentation, Analysis and Interpretation, and Discussions of the Findings

4.0 Introduction:
This chapter covers the presentation, analysis and discussion of the findings focusing on the main
variables of the study. The findings are presented in %s, Tables and Figures.
4.1 Forms of Higher Education

The respondents were investigated on the availability of different forms of higher education such as
Universities, colleges, and vocational training institutions. Their responses have been presented as
follows:
4.1.1 Universities in Puntland
The respondents were asked if Puntland has universities, 90.7% of the respondents agreed that
Puntland has Universities. About 6.5% respondents disagreed that Puntland has Universities. About
2.8% said they were not sure if Puntland has Universities as shown in Table: 2 below.
The above presentation reveals that Puntland has universities. The hard data collected by researcher
through observation and the questionnaire indicated that there are universities such as Puntland State
University (PSU), Bosaso University (U.O.B), Red Sea University, and East Africa University (EAU).
This finding agrees with the findings of (Lucas, 2008 ) that universities are places where many people
come to get knowledge or interact.
Table 2: Universities in Puntland
There are universities in Puntland
Frequency Percent
Agree 98 90.7
Disagree 7 6.5
Not sure 3 2.8
Total
108 100
Source: Field Survey 2019.
4.1.2 Colleges in Puntland
The respondents were asked if Puntland has colleges, about 74% of the respondents agreed that
Puntland has colleges. About 12.96% respondents disagreed that Puntland has colleges. About 12.96%
said they were not sure if Puntland has colleges as indicated in Figure: 1 below.
The above presentation reveals that Punt land has Colleges. The hard data collected by researcher
through observation and the questionnaire pointed out that there are colleges such as Garowe Teachers
Education College (GTEC), Vision College, and Dr. Ahmed College (DAC). This finding agrees with
the findings of (Conley, 2007) who reported that colleges are the level of preparation a student needs
16
in order to enroll and succeed in a credit-bearing general education course at a postsecondary
institution that offers a baccalaureate degree.
90
80
80 74.1
70
60
50
40
30
20 14 14
12.9 12.9
10
0
Agree Disagree Not sure
Frequency Percent
Figure 1: Forms of Higher Education

Source: field survey 2019
4.1.3 Vocational training institutions in Puntland
The respondents were asked if Puntland has vocational institutions, about 39.8% respondents agreed
that Puntland has vocational institutions. About 33.3% respondents disagreed that Puntland has
vocational institutions. About 26% respondents said they were not sure if there are vocational
institutions in Puntland as indicated in Table: 3 below:
The above presentation reveals that Puntland has vocational institutions. The hard data collected by the
researcher through observation and the questionnaire indicated that there are vocational institutions
Garowe Vocational Training Colleges (GVTC), Hawo Tako women, and Horseed Kalo in Eyl. This
finding agrees with the findings of (Kotsikis, 2007 and Mortaki 2012) who wrote that, vocational
education is general and includes every form of education that leads qualifications related to a certain
profession, art or employment or that provides the necessary training and the appropriate skills as well
as technical knowledge.
Table 3: vocational training in Puntland
There are vocational institutions in Puntland
Frequency Percent
Agree 43 39.8
Disagree 36 33.3
Not sure 29 26.8
Total 108 100
Source: Field survey 2019
17
4.1.4 Health Institutions in Puntland
The respondents were asked if Puntland has health institutions, about 53.7% respondents agreed that
Puntland has health institution. About 21.5% respondents disagreed that Puntland has health
institution. About 25% respondents said they were not sure if there are vocational institutions in
Puntland as shown in Table: 4 below:
The above presentation is showing that, Puntland has health institution. The hard data collected by the
researcher through observation and the questionnaire showed that there are health institution such as
Haji Abdi Health Science, and Organization of Technical Training Institute (O.T.T. I.). This finding
relates to the findings of (IGI Global Disseminator of knowledge, 2018) that, Health institutions
provide health care and related services to the provision of inpatient and outpatient care, such as
diagnostic or therapeutic services, laboratory services, medicinal drugs, and other health services.
Table 4: Health institutions in Puntland

There are health institutions in Puntland
Frequency Percent
Agree 58 53.7
Disagree 23 21.3
Not sure 27 25
Total 108 100
Source: field survey 2019
4.2 Nature of Higher Institutions in Puntland
The study also investigated, the provision of services and the nature of higher institutions in Puntland
such as providing communication, discovering something new, animal husbandry, agriculture,
technical knowledge, veterinary, technological research, diagnostic services, and laboratory. Their
responses have been presented as follows:
4.2.1 Nature of the Universities of Puntland
On the nature of higher Institutions, the respondents were asked if there is communication and
circulation of thoughts, discoveries, and collision of minds in the Universities of Punt land. About
14.8% agreed on the above features, of the institutions. About 54% disagreed, and 35.2% said they
were not sure as shown in the Figure: 2 below:
The above presentations indicate that Punt land Universities are not where there is a communication,
circulation of thoughts, discoveries, and collision of minds.
18
Nature of the Universities
Frequency Percent
54
50
38
35.2
16 14.8
Figure 2: Nature of higher institutions of Puntland

4.2.2 Nature of Colleges of Puntland
The respondents were asked if the Higher Education Institutions of Puntland offer animal husbandry
including agriculture. About 13% of the respondents agreed that Higher education of Puntland offer
such knowledge. About 46.3% the respondents disagreed and 39.8% respondents said they are not sure
of the above case as shown in the Table: 5 below.
The above presentations identify that Higher Education Institutions of Puntland do not offer animal
husbandry and agriculture.
Table 5: Nature of Colleges of Puntland

The higher Education Institutions of Puntland offer in
animal husbandry including agriculture
Frequency Percent
Agree 15 13.9
Disagree 50 46.3
Not sure 43 39.8
Total 108 100
4.2.3 Nature of the vocational training Institutions of Puntland
On the issue of vocational training Institutions of Punt land, the researcher asked the respondents if
these Institutions offer any kind of technical knowledge. About 13% of the respondents agreed that
vocational Institutions offer technical knowledge. About 48.1% of the respondents disagreed and
19
38.9% said they are not sure that vocational training Institutions of Puntland offer technical knowledge
as indicated in the Figure 3 below.
The above presentations identifies that vocational training Institutions does not offer technical
knowledge, but according to the researcher’s observations, these institutions exist only for specific
areas and offer a limited technical knowledge such as basic electrical techniques.
Nature of vocational Training in Puntland

Frequency Percent
52
48.1
42
38.9
14 13
Figure 3: Nature of Higher Institutions of Puntland

4.2.4 Nature of polytechnic Institutions in Puntland

The respondents were asked if Polytechnic Institutions of Puntland offer career focused education in
veterinary and agriculture. About 8.3% respondents only agreed that these institutions offer such
knowledge. About 60.2% respondents disagreed that Polytechnic Institutions offer career focused
education in veterinary and agriculture, and 31.5% respondents said they are not sure if polytechnic
Institutions offer career focused education in veterinary and agriculture as shown in the Table 6 below.
The above presentations identifies that Polytechnic Institutions of Puntland does not offer career
focused education in veterinary and agriculture.
Table 6: Nature of Polytechnic Institutions in Puntland

The higher Education institutions of Puntland offer career
focused education in veterinary and agriculture.
Frequency Percent
Agree 9 8.3
Disagree 65 60.2
Not sure 34 31.5
Total 108 100
20
4.2.5 Nature of Polytechnic institutions in Puntland (second)
On the issue of the polytechnic Institutions, the respondents were asked again if Polytechnic schools
offer technological research. About 5.6% of the respondents agreed that Polytechnic Institutions in
Puntland offer technological research. About 64.8% disagreed, and about 29.6% said they are not sure
if Polytechnic Institutions offer technological research as shown in the Figure: 4 below.
The above presentations show that Polytechnic Institutions in Puntland do not offer any kind of
technological research.
Polytechnic Institutions in Puntland
Series1 Series2
70
64.8
32 29.6
6 5.6

Figure 4: Nature of Higher Institutions on Puntland
4.2.6 Nature of Health Institutions in Puntland
On the issue of the Nature of Health Institutions, the respondents were asked if Health Institutions of
Puntland provide services like diagnostic. About 15.7% respondents agreed that health Institutions of
Punt land provides services like diagnostic. About 43.5% respondent disagreed, and 40.7%
respondents said they were not sure if health Institutions provide such services like diagnostic therapy
(See Table: 7 below). The above presentations declare that health Institutions provide enough
diagnostic services.
Table 7: Nature of Health Institutions of Puntland
In Puntland, there are health institutions which provide health

services like diagnostic.
Frequency Percent
Agree 17 15.7
Disagree 47 43.5
Not sure 44 40.7
Total 108 100
21
4.2.7 Nature of Health Institutions in Puntland (second)
The respondents were asked if Health Institutions of Puntland provides Laboratory services. About
20.4% of the respondents agreed on the issue. About 39.8% disagreed and another 39.8% said they are
not sure if health Institutions provide health services like laboratory as shown in the Figure: 5 below.
The above presentations reveal that the 39.8% of the respondents show ignorance about the existence
of health services. However, observations during the study show that there are laboratory services in
Puntland. For example, the health facility at Bosaso University.
Health Institutions in puntland (second)
Frequency Percent
43 43
39.8 39.8
22
20.4
Figure 5: Nature of Higher Institutions of Puntland

4.3 Processes of Higher Education accessibility
The respondents were investigated on the procedures of Higher Education accessibility such as taking
of exams, grading and consideration of scores and grades on the confirmation of students joining
Higher Education. Their responses have been presented as follows:
4.3.1 Examinations
On the case of processes of Higher Education accessibility, the respondents were asked if an
evaluation procedure in the accessibility to higher education institutions of Punt land includes
examination. About 74.1% of the respondents agreed that evaluation procedures included examination.
About 13.9% disagreed and 12% of the respondents said they are not sure if evaluation procedure to
higher education institutions included examination as indicated in the Table: 8 below.
22
The above presentations reveal that Evaluation procedures of Higher Education Institutions of
Puntland include examination.
Table 8: Examinations
Evaluation procedures in the accessibility to higher education

institutions of Puntland include examination.
Frequency Percent
Agree 80 74.1
Disagree 15 13.9
Not sure 13 12
Total 108 100
4.3.2 Grading
Respondents were asked if an evaluation procedure in the accessibility to higher education institutions
of Puntland includes grading. About 60.2% respondents agreed that evaluation procedures included
grading. About 23.1% disagreed, and about 16.7% of the respondents said they are not sure if
evaluation procedure to higher education institutions included grading (Figure: 6 below).
The above presentations represents that evaluation procedures in the accessibility to higher education
Institutions included grading. This finding agrees with the findings of (Karine Tremblay, 2012) that an
assessments aimed at providing a direct evaluation of student learning outcomes at the global level and
to enable institutions to benchmark the performance of their students against their peers as part of their
improvement efforts gives that it is essential to measures of learning outcomes.
Grading
Frequency Percent
65
60.2
25 23.1
18 16.7
Figure 6: Process of Higher Education accessibility

23
4.3.3 Scores and grading
An investigation in to the confirmation of students joining higher education institutions of Puntland

included consideration scores and grading was made. About 49.1% of the respondents agreed that
evaluation procedures included scores and grades. About 38.8% of the respondents disagreed, and
12.1% of the respondents said they are not sure if evaluation procedure to higher education institutions
included scores and grades as revealed (Table 9 below).
The above presentations reveal that confirmation of students joining to higher education included
consideration of scores and grading. The above results are in agreement with the findings (Christina
Wikström, 2017) who noted that students’ selection in the Swedish admission to higher education
system is based on exams.
Table 9: Scores and grades
Confirmations of students joining higher education include consideration
of scores and grades.
Frequency Percent
Agree 53 49.1
Disagree 42 38.8
Not sure 13 12.1
Total 108 100
4.3.4 Subject studied
The respondents were also asked if the confirmation of students joining to higher education institutions
of Puntland included consideration of subject studied. About 43.5% of the respondents agreed that
evaluation procedures included subject studied. About 35.1% disagreed, and 21.2% said they were not
sure if evaluation procedure to higher education institutions included of subjects studied (Figure: 7).
The above presentations reveal that confirmation of students joining to higher education included
consideration of subjects studied.
Subject studied
Frequency Percent
47
43.5
38
35.1
23 21.2

Figure 7: Processes of higher education accessibility
24
4.3.5 Attitude
The respondents were asked if the attitude of students in remote areas of Puntland have a great
aspiration to attain a Bachelor’s degree beyond high school. About 50.9% of the respondents agreed
that the attitude of students in remote areas of Puntland have a great aspiration to attain a bachelor
degree beyond high school. About 31.5% of the respondent disagreed, and 17.5% of the respondents
said they are not sure as revealed in the Table 10 below.
The findings reveal that, students in remote areas of Puntland have a great aspiration to attain a
bachelor degree beyond high school. This finding is in conformity with the works of (Gallup, 2015)
who said that, in today’s highly competitive global economy, nearly all U.S. adults (96%) say it is
somewhat or very important to have a degree or professional certificate beyond high school.
Table 10: Attitude
Students in remote areas of Puntland have a great aspiration to attain a
bachelor degree beyond high school
Frequency Percent
Agree 55 50.9
Disagree 34 31.5
Not sure 19 17.5
Total 108 100
4.3.6 Abolishing School fees
The respondents were asked if Puntland supports free education at primary education to contribute to
good access to higher education. About 15.7% of the respondents agreed that Puntland supports free
education. About 64.8% of the respondents disagreed, and 19.4% said they are not sure (Figure: 8)
below.
The above presentations reveal that in the process of Higher education accessibility, the abolishing of
school fees, Puntland does not supports free education at primary education. The finding of (World
Bank , 2002) said that, those who do not support free education often base their argument on the
differential rate of return in education at each level and so recommend loans or fees for higher
education.
25
Abolishing school fees
Frequency Percent
70
64.8
21 19.4
17 15.7
Figure 8: processes of higher education accessibility

4.4 The challenges faced by students in accessing higher education
The respondents were investigated on the challenges faced by students in accessing higher education
such as financial, geographical, educational, organizational, and socio-cultural challenges existing in
remote areas of Puntland. Their responses have been presented as follows:
4.4.1 Tuition fees challenges

About 71.3% of the respondents agreed that students face tuition challenges in accessing higher
education. About 22.2% disagreed and about 6.5% said they are not sure (Table 11) below.
Table 11: Tuition challenges
Students face tuition challenges in accessing higher education

Frequency Percent
Agree 77 71.3
Disagree 24 22.2
Not sure 7 6.5
Total 108 100
4.4.2 Accommodation challenges
On the above matter, about 52.7% of the respondents agreed that students face accommodation
challenges in accessing higher education. About 33.3% disagreed and about 13.8% said they are not
sure (Figure: 9) below.
The above presentations indicate that majority (52.7%) of the students face accommodation challenges
in accessing higher education from remote areas of Puntland.
26
Accommodation challenges
57 Frequency Percent
52.7
36
33.3
15 13.8
Figure 9: Challenges faced by students in the accessing higher education

4.4.3 Financial transportation challenges
About 57.4% of the respondents agreed that students face transportation challenges in accessing higher
education. About 28.7% disagreed and about 13.8% said they were not (Table 12) below.
The above presentations indicate most (57.4%) that, students face financial challenges like tuition,
accommodation and transportation in accessing higher education from remote areas of Puntland. These
findings are in agreement with Johnston (2003) who noted that the fundamental financial problems
faced by institutions of higher education are worldwide and stem from two nearly universal forces.
Table 12: Financial Transportation
Students face transportation challenges in accessing higher education
Frequency Percent
Agree 62 57.4
Disagree 31 28.7
Not sure 15 13.8
108 100
4.4.4 Geographical challenges
About remoteness, 54.6% of the respondents agreed that it is a challenge to many students. About
30.5% of the respondents disagreed and only 14.8% said they were not sure if remoteness is a problem
(Figure 10) below:
The majority seem to agree that there is a geographical challenge for students in remote areas of
Puntland. This finding is echoed by (Hasne Ara Begum, 2018) who noted that, rural communities
27
located far from cities or government centers are disadvantaged due to the remoteness from
educational resources.
Lack of educational resource

Frequency Percent
59
54.6
33
30.5
16
14.8

4.4.5 Lack of qualified teachers

On the issue of teachers, about 55.5% of the respondents agreed remoteness has led to unqualified
teachers. About 30.5% of the respondents disagreed and only 13.8% said they are not sure (Table: 13
below).
The findings show that, in remote areas of Puntland there are limited number of qualified teachers.
Table 13: lack of qualified teachers
Geographical challenge exist in remote areas of Puntland include lack of
qualified teachers
Frequency Percent
Agree 60 55.5
Disagree 33 30.5
Not sure 15 13.8
Total 108 100
Source: field Survey 2019
4.4.6 Educational challenges

On the issue of the educational challenges, about 62% of the respondents agreed that educational
challenges facing higher education of Punt land includes student’s underperformance at lower schools.
About 27.8% of the respondents disagreed, and only 10.2% of the respondents said they are not sure as
shown in the (Table: 14) below.
28
The above presentation reveals that educational challenges facing higher education in Puntland include
poor performance at lower schools. This finding reflects the findings of (Cook, 2003) which showed
that, students at lower levels of education are at risk of under-performance and lack of fulfillment.
Table 14: Student's underperformance at lower schools
Educational challenges facing higher education of Puntland include student's

underperformance at lower schools
Frequency Percent
Agree 67 62
Disagree
30 27.8
Not sure 11 10.2
Total 108 100
4.4.7 Educational challenge (second)
The respondents were also asked if educational challenges facing higher education of Puntland include
lack of fulfillment of their aspiration to higher education. About 65.7% of the respondents agreed
educational challenges facing higher education of Puntland include lack of fulfillment of their
aspiration to higher education. About 25.9% of the respondents disagreed, and only 8.3% of the
respondents said they are not sure as shown in the (Figure: 12 below).
Majority (65.7%) of the respondents, seem to agree that educational challenges facing students
included lack of fulfillment of their aspiration to higher education.
lack of fulfilment of their aspiration to higher education

80
70
60
50
40 Frequency
Percent
30
20
10
0

29
4.4.8 Organizational challenges
On the issue of the Organizational challenges, the respondents were asked if Assessment strategies and
curricula development are challenges facing by the higher institutions of Puntland. About 65.7% of
the respondents agreed that assessment strategies and curricula development are challenges facing
higher Institutions of Punt land. About 25% of the respondents disagreed, and only 9.3% of the
respondents said they are not sure as revealed in the (Table 15) below.
The above presentations are evidence that assessment strategies and curricula development are
challenges facing higher institutions of Puntland. The finding of (Christine Redecker, 2011) said that,
traditional Education and Training Institutions – schools and universities, vocational and adult training
providers will need to experiment with new formats and strategies for learning and teaching to be able
to offer relevant, effective and high quality learning experiences in the future. In particular, they will
need to respond more flexibly to individual learners’ needs and changing labor market requirements.
Table 15: Assessment strategies and curricula development

Assessment strategies and curricula development are challenges
facing by the higher institutions of Puntland
Frequency Percent
Agree 71 65.7
Disagree 27 25
Not sure 10 9.3
Total 108 100
4.4.9 Cultural and Social challenges
On the above case, of cultural and social challenges, about 50.9% of the respondents agreed that
Gender Issue is a challenge facing students in accessing the higher education of Punt land. About 37%
of the respondents disagreed, and only 12% of the respondents said they are not sure (Figure: 13)
below.
The above presentation indicates that students face social challenges like Gender issues in accessing
higher education in Puntland are included.
30
Gender Issue
Frequency Percent
55
50.9
40
37
13 12

4.4.10 Social background
The respondents were also asked if social background challenges such as early marriage are facing
Puntland students in accessing higher education. About 50% of the respondents agreed that social
background is a challenge facing students accessing in the higher education of Puntland. About 37% of
the respondents disagreed, and only 13% of the respondents said they are not sure as reveled in the
Table 16 below.
The above presentations show that social challenges like early marriages are faced by Puntland
students in accessing higher education.
Table 16: Social background challenges
Social challenges facing Puntland students in accessing higher
education include cultural factor
Frequency Percent
Agree 54 50
Disagree 40 37
Not sure 14 13
Total 108 100
31
Chapter Five: Conclusion and Recommendation
5.0 Introductions
This chapter is about conclusion of the findings of this study, in which have been conducted 2018-19
for the purpose awarding bachelor degree at faculty of Art, department of education.
5.1 Summary of the findings
First, on the issue of forms of Higher Education, the study found out that Puntland has many forms of
leanings, such as Universities, Colleges, Vocational training institutions, and Health schools. Students
in these institutions students freely interact in their academic studies.
Second, the study also established that there is process of accessing higher institutions of Puntland;
such processes include examination, grading, score and promotion.
Third, the study also discovered that students face financial challenges, geographical challenges, and
socio-cultural issues. The interviews with the authorities seem to support the views of the students
respondents in the entire study.
5.2 Conclusions
 Respondents agreed that Punt land has Higher Institutions of learning such as Universities, College,
Vocational training Institutions, and Health schools.
 The study has established that there are procedures of accessing higher education institutions of
Puntland.
 The study has found out that, students face financial, Physical and Social challenges in accessing
Higher education.
 The Directors of Education in Nugal and Eyl are with the views that there are HE Institutions, that
there challenges faced by remote area students in Puntland.
Recommendation
The study recommends to the different stake holders that:
To the government of Puntland State of Somalia and Somalia in general & To the Donors and
Somali Diaspora Community:
 As the study shows that, Puntland does not pay tuition, many students are suffering school fees
problem higher Institutions. Puntland should contribute tuition to students.
 Puntland State government and NGOs have to improve on road infrastructure.
 Accommodation challenges can be reduced by paying rent allowances and construct hostels.
 On the issue of geographical challenges, the government must address the needs of educational
resource and qualified teachers on the remote areas, because, the study has found though observation
that trained teachers are less likely to go beyond large cities due to remoteness, and lack of social
services like technology and electricity.
32
 Social challenges facing students such as girls need promotion of girl child education. This can be
through by laws.
To the communities:
 The last thirty years since 1990s, the Somali communities were paying their children’s school fees,
accommodations and transportation. Communities are needed to try to limit increasing school fess
though repressing school administrators.
 Communities are also needed to come to together to address the problems of financial challenges on
the education as whole. They need to discuss with government in order to solve tuition fees,
accommodation, and transportation facilities.
 On the issues of cultural and social challenges, the communities are needed to tackle with problems
of early marriage or at least during the primary education. It also needed to solve students’ drop out
and less ethical habits that can hinder school continuation.
 Promotion of girl child education.
Suggested areas for further studies
This study only looked at forms, processes, and challenges of higher education accessibility in remote
areas of Puntland. There are other sectors needed to be investigated such as:
1. Most schools in Puntland are privately owned. So, another study can be done on ownership of
schools and its effects on accessibility to higher education.
33
References
Philip G. Altbach, Liz Reisberg, Laura E. Rumbley. (2009). Trends in Global Higher Education: Tracking an
Academic Revolution. France : UNESCO.
World Bank. (2000). higher Education in developing countries: Peril and promise. Washiton: International
Bank for Reconstruction and development.
Adriana Prodan, E. M. (2015). Access to higher education: influences and possible implications. Iasi,
Romania: Elsevier B.V.
Christina Wikström, M. W. (2017, August 25). articles. Retrieved from Frontiers in education :
https://www.frontiersin.org/articles/10.3389/feduc.2017.00045/full
Christine Redecker, M. L. (2011). The future of learning: preparing for change . Spain : European Commission.
Conley, D. T. (2007). Toward a more comprehensive conception of college readiness . Education policy
Improvement Center .
Cook, H. L. (2003). Mind the Gap: Are students prepared for higher education? Journal of Further and Higher
Education, 53, 54.
Discussion Paper . (2015-2019 ). National Plan for Equity of Access to Higher Education . Department of
Education and Skills Norway.
Doern, B. (2008). Polytechnics in Higher Education Systems: A Comparative Review and Policy Implications
for Ontario . Toronto : The Higher Education Quality Council of Ontario .
Furlong, Alasdair Forsyth and Andy. (2000). Socioeconomic disadvantage and access to higher education. the
policypress, 01.
Gallup. (2015). THE 2014 GALLUP-LUMINA FOUNDATION STUDY OF THE AMERICAN PUBLIC’S
OPINION ON HIGHER EDUCATION. Gallup University.
Hasne Ara Begum, R. P. (2018). The challenges of geographical inclusive education in rural Bangladesh.
International Journal of Inclusive Education, 03.
Heritage institute. (2013). The State of Higher Education in Somalia: Privatization, rapid growth, and the need
for regulation. Mogadishu, Somalia: Heritage Institute for Policy Studies.
IGI Global Disseminator of knowledge. (2018, 11 18). What is Health Institutions. Retrieved from IGI Global
Disseminator of knowledge: https://www.igi-global.com/dictionary/health-institutions/33406
John Doyle. (2014 ). Access to Education for Rural Students. Melbourne : VICTORIAN Government printer .
Johnstone, B. ( 2003). Higher Education Finance and Accessibility: Tuition Fees and Student Loans in Sub
Saharan Africa. Accra: the Norwegian Education Trust Fund, and the World Bank.
Karine Tremblay, D. L. (2012). Assessment of Higher Education Learning Outcomes: Feasibility Study Report.
Organisation for Economic Co-operation and Development.
Lucas, G. B. (2008 ). what are Universities for? league of European Research Universities .
Lynne Coy-Ogan. (2009). Perceived Factors Influencing the Pursuit of Higher Education Among first -
generation college students.
34
Mortaki, D. S. (2012, Desember ). The Contribution of Vocational Education and Training in the Preservation
and Diffusion of Cultural Heritage in Greece: The Case of the Specialty “Guardian of Museums and
Archaeological Sites”. International Journal of Humanities and Social Science, Vol. 2 No. 24, 52.
Organization for Economic Co-operation and Development. (2000-2005). The influence of social and cultural
determinants on post-secondary pathways and transtions. Human Resources and Skills Development Canada
(HRSDC) and Statistics Canada. Retrieved from
http://www.cdc.qc.ca/pdf/projet_transitions/TransitionsSummaryNote6.pdf
Shibeshi, A. (2006 ). Educationn for rurla people in Africa . Italy, Paris : FAO, UNISCO, IIEP.
Sons, J. W. (2003). Research Methodologies for Business: A skill Building Approach . New York: Malloy
Lithographing, Inc.
Stamenka, U. T. (1994). GUIDELINES FOR THE MUTUAL RECOGNITION OF QUALIFICATIONS:

BETWEEN EUROPE AND THE U.S.A. Retrieved from www.aic.lv/ace/tools/leg_aca/Guid_US.htm
UNDO. (2005). population: rural and urban . draft.
UNDP. (2013). Strengthening Capacity of Eyl District in Puntland to Deliver Services to Citizens.
UNESCO. (2005). PERSPECTIVES ON DISTANCE EDUCATION: Lifelong Learning & Distance Higher
Education. (C. McIntosh, Ed.) Canada $ France: Commonwealth of Learning / UNESCO Publishing.
United Nation Unversities. (2009). Revitalizing higher education in sub-saharan Africa. Shibuya-ka, Tokyo,
Japan: A United Nation Unversities.
World Bank . (2002). Abolishing school fee in Africa: lessons leearnt from Ethiopia, Ghana, Kenya, Malawi
and Mozambique. Washinton: The World Bank in collaboration with UNICEF.
Ziegele, F. (2013, January). Classification of Higher Education Institutions: The European Case. Germany:
Centre for Higher Education,. Retrieved from ResearchGate:
https://www.researchgate.net/publication/312572685
35
Appendix: A
Definitions of Key terms or words
Accessibility to Higher Education (HE): is the continuation of post-secondary study.
Puntland: is semi-Autonomous State of North-eastern Somalia
Eyl: is a district with in Nugal region, Puntland
36
Appendix: B.
QUESTIONNAIRE
Topic: Access to Higher Education for remote areas students in Puntland, Somalia.
Dear Respondents, this questionnaire is intended to determine accessibility of Higher education after
secondary education in Puntland Somalia, with specific reference to Eyl District from 2012 – 2017. You
have been carefully selected to participate in this study as one of the respondents. Please take some
minutes of your time to fill this questionnaire as honestly as possible. Your response to the questions
below will assist in making this study a success. I assure you; the information you provide will be kept
confidential and will be used for academic purposes only.
SECTION ONE: CATEGORY OF THE RESPONDENT.

Please tick (√) the right option under which you fall.
1. Students
2. Administrators
INSTRUCTIONS
 Scale: You are requested to tick according to your view following the options provided below:
1. Agree 2. Disagree 3. Not Sure.
 Put a tick (√) beside the option that is most appropriate to you or load in the spaces provided.
 You do not need to write your name on this questionnaire.
A. Forms of Higher Education in Puntland
1. Universities Agree Disagree Not sure
There are Universities in Puntland
If you agreed, state an example of such a university to support your answer
………………………………………………………………………….
2. Colleges Agree Disagree Not sure

There are Colleges in Puntland
If you agreed, state an example of such colleges the above to support your answer
……………………………………………………………………….
3. Vocational institutions Agree Disagree Not sure

There are Vocational Institutions in Puntland
If you agreed, state an example of such vocational institutions to support your answer
……………………………………………………………………....
4. Health Science Schools Agree Disagree Not sure

There are Health science schools in Puntland
If you agreed, state an example of such health science schools to support your answer
………………………………………………………………………..
37
A. Nature of Higher Institutions in Punt land
1. Universities Agree Disagree Not sure
i. There is communication and circulation of thoughts,
discoveries, and collision of minds in the universities of
Puntland.
If you agreed, state an example of such universities which to the above issues to support your answer
____________________________________________________________________
2. Colleges: Agree Disagree Not sure
i. The higher education institutions of Puntland offer in animal
husbandry including agriculture
If you agreed, state an example of such related subjects above to support your answer
_____________________________________________________________________
3. Vocational training Agree Disagree Not sure
i. In Punt land, the vocational institutions offer
Technical knowledge
If you agreed, state an example of such technical knowledge above to support your answer
_____________________________________________________________________
4. Polytechnic Agree Disagree Not sure
i. The higher education institutions of Puntland offer Career-
focused education in veterinary and agriculture
If you agreed, state an example of such education above
_____________________________________________________________________
5. Polytechnic; Agree Disagree Not sure
i. In Punt land, the higher education institutions offer
Technological research.
If you agreed, state an example of such technical research above to support your answer
_____________________________________________________________________
6. Health institutions Agree Disagree Not sure
i. In Puntland, there are health institutions which provide
health services like diagnostic or therapeutic services.
If you agreed, state an example of such diagnostic above to support your answer
_____________________________________________________________________
7. Health institutions; Agree Disagree Not sure
i. In Punt land, there are health institutions which provide
health services like Laboratory services,
If you agreed, state an example of such laboratory service above to support your answer
_____________________________________________________________________
B. The process to higher education accessibility.
1. Evaluation procedures in the accessibility to higher Agree Disagree Not sure
education institutions of Puntland include:
i. Examination
ii. Grading
38
2. Confirmations of students joining higher education Agree Disagree Not sure
include:
i. Considerations of Scores and grades
ii. Subjects studied
3. Attitude Agree Disagree Not sure

i. Students in remote areas of Puntland have a great
Aspiration to attain a bachelor degree beyond high school
4. Abolishing school fees at the basic level Agree Disagree Not sure
i. Puntland supports free education at the primary
education to contribute well accessing in higher education.
D: The challenges faced by the students in accessing higher education:

1. Financial challenges: Students face the following financial Agree Disagree Not sure
challenges in accessing higher education
i. Tuition
ii. Accommodation
iii. Transport
2. Geographical challenges exist in remote areas of Puntland. Agree Disagree Not sure
i. Lack of educational resources
ii. Lacks of qualified teachers
iii. Distant lands
3. Educational challenges facing higher education of Punt Agree Disagree Not sure
land is:
i. Students’ underperformance at lower schools
ii. Lack of fulfilment of their aspiration to higher education.
4. Organizational challenges: Agree Disagree Not sure

i. Assessment strategies and curricula development are
challenges facing by the higher institutions of Puntland
5. Cultural/social/ physical challenges: social challenges Agree Disagree Not sure

facing Puntland students in accessing higher education are;
i. Gender issue
ii. Social background
39
GAROWE TEACHERS’ EDUCATION COLLEGE
PUNTLAND STATE OF SOMALIA
To whom it may concern
Thru:
The Principal
GTEC
Date ……/……../2019
Dear Sir /Madam
Re: AWIL ABDULKADIR OSMAN HASSAN /BED 0216-131/GEO-HISTORY
I write to introduce to you the above student who is per suing his studies in Bachelor of Arts Education
at GTEC. He is now for his research entitled “Accessibility to Higher Education by Rural Students
in Puntland Somalia: A case Study of Eyl District.
The purpose of this letter is to request for your help that can enable him to successfully finish his
studies at GTEC.
Thanking you in advance,
Godi Jamal
Supervisor
40
41

Accessibility To Higher Education For Re

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Accessibility To Higher Education For Re

Uploaded by

Copyright:

Available Formats

ACCESSIBILITY TO HIGHER EDUCATION FOR REMOTE AREA STUDENTS IN

A CASE STUDY OF EYL DISTRICT.

A RESEARCH PROJECT SUBMITED TO THE PARTIAL FULFILLMENT OF THE

Sign ---------------------------- ………………………………………

Awil Abdulkadir Osman Date

Sign ---------------------------- ………………………………………

Mr Godi Jamal Date

E.A.U. East Africa University

E.R.P. Education for Rural people

G.P.A. Grade Point Average

G.T.E.C. Garowe Teachers’ Education College

H.E.Is. Higher Education Institutions

N.G.Os. Non-Governmental Organizations

O.E.C.D. Organization for Economic Co-operation and Development

O.T.T. I. Organization of Technical Training Institute

P.S.U. Puntland State University

S.F.A.I. School Fee Abolition Initiative

SweSAT Swedish Admissions Test

U.N.D.P. United Nation Development Program

U.N.E.S.C.O. United Nations Educational, Scientific and Cultural Organization

1.1 Background to the study:

1.2 Problem Statement:

1.3 Research Objectives:

Specific objective of this study include;

1.4 Research Questions:

1.5 Scope of the Study:

1.5.2 Content scope:

1.6 Significance of the Study:

1.7 Theoretical frame work:

2.1 The various forms of higher education:

2.1.3 Vocational training

2.1.5 Health institutions

2.2 The process to higher education accessibility:

2.2.1 Evaluation procedures in the accessibility of higher education

2.2.2 Considerations of grades, scores and subjects studied

2.2.3 Aspiration to attain a bachelor degree

2.2.4 Abolishing school fees at the basic level

2.3 The challenges faced by the students in accessing higher education:

2.3.3 Educational challenges

2.3.4 Organizational challenges

2.3.5 Cultural/social/ physical challenges

3.1 Study area.

Source: www.france24.com/retreivedday 02-06-2019/Eyl, Nugal, Puntland, Somalia.

3.1.2 Relief, Geomorphology and Drainage.

3.1.6 The population

3.1.7 Major livelihoods of Eyl

3.2 Data sources

3.3 Sample size

3.3.1 Sample selection

Students 106 98.1

Total 108 100

3.4 Data collection methods.

3.4.4 Validity Test

3.4.5 Reliability Test

There was permission obtained to collect data by writing to people concerned.

3.4.8 Limitations of the study

Data Presentation, Analysis and Interpretation, and Discussions of the Findings

4.1 Forms of Higher Education

4.1.1 Universities in Puntland

4.1.2 Colleges in Puntland

Figure 1: Forms of Higher Education

4.1.3 Vocational training institutions in Puntland

Table 4: Health institutions in Puntland