Credential Integrity and Digital Trust in Somalia: A Systems Approach to Governing Cross-Border Credential Verification

The verification of academic credentials remains a persistent challenge in cross-border education systems, particularly where institutional frameworks and data systems are not aligned. In the context of Somalia, historical fragmentation in credential issuance, combined with limited interoperability between institutions, has created conditions where verification often relies on document-based assessment rather than structured validation. These challenges become more visible in international pathways, such as student mobility to Malaysia, where receiving institutions and centralized entities must assess credentials originating from external systems with limited access to authoritative records. This paper examines credential verification as a governance issue rather than a purely administrative or technical process. Drawing on a case study of the Somalia–Malaysia verification context, including the role of centralized application systems, the analysis identifies key structural gaps affecting verification outcomes. These include variation in credential formats, reliance on manual review processes, restricted access to issuing data, fragmented verification procedures, and the absence of real-time validation mechanisms. The findings suggest that these challenges are not isolated to individual institutions but reflect broader limitations in how credential systems are designed and coordinated across borders. The paper also situates these challenges within emerging African discussions on digital credentials, interoperability, and trusted digital infrastructure, highlighting growing regional interest in verifiable academic records and cross-border recognition mechanisms. In response, the paper proposes a National Digital Trust System (NDTS) as a framework to support more reliable and consistent verification. The framework introduces a shared trust layer that enables standardized credential structures, verifiable records, and system-based validation without requiring direct data exchange between institutions. By shifting verification from document-based assessment toward structured and verifiable trust mechanisms, the framework offers a governance-oriented approach to strengthening credential integrity. The findings contribute to broader discussions on digital governance, interoperability, and institutional trust, with implications for education systems seeking to improve credential recognition in increasingly interconnected environments.