Dynamics of education in post-conflict Somalia: the case of out-of-school children in Mogadishu

This paper examines the drivers and dynamics of the out-of-school children issue in Mogadishu, drawing on interviews with families, educators, and policymakers. Despite significant international and local efforts to rebuild the educational infrastructure, Mogadishu continues to face alarmingly high rates of children who are not enrolled in formal education. The paper situates the problem within the broader historical and socioeconomic context of Somalia, highlighting the enduring impact of the country’s colonial past and the subsequent fragmentation of its educational landscape. The study explores how the dual system of Western-style formal education and Islamic religious education has created significant challenges for families, forcing them to navigate between competing educational paradigms with limited resources. The paper also discusses how the socioeconomic realities of post-conflict Mogadishu, where the scarcity of public schools, coupled with economic hardship, further exacerbate the issue. It concludes with recommendations for creating a more inclusive and resilient educational system that addresses the underlying systemic issues and better serves the needs of all children in Somalia.