The Betterment of Foundation Year Program in Somalia: A Qualitative Perspective

Higher education in Somalia faces significant challenges, including academic preparedness gaps, financial barriers, and the absence of structured career guidance. These issues hinder university readiness and contribute to high dropout rates and inequitable access. This study examines the feasibility, challenges, and policy implications of introducing a pre-university foundation-year program to address these barriers. Using a qualitative research approach, the study integrates a desk review of policy documents, the best international practices, and Key Informant Interviews (KII) with senior education experts and university administrators. Comparative insights from foundation-year models in the United Kingdom, South Africa, Kenya, Ethiopia, and Egypt inform the analysis, offering lessons applicable to the Somali context. Findings indicate that the lack of a Higher Education Commission (HEC), and financial constraints significantly hinder the program’s implementation. However, international evidence suggests that a standardized foundation-year program can enhance university readiness, reduce dropout rates, and improve equitable access to higher education. The study recommends expanding financial aid through scholarships, and integrating career counseling into secondary education. A monitoring and evaluation framework is also essential for ensuring continuous program improvement. If implemented effectively, a foundation-year program can strengthen higher education governance, bridge academic gaps, and promote equitable educational opportunities in Somalia.