Somaville University




Somaville University is a non-profit, non-governmental educational institution, it was established on 24th January 2013, legally operate under a REG No: WWHTS/XAG/0109/2015, with its Head Quarters at Mogadishu with a mission to contribute to society through the pursuit of education, learning, and research at the highest international levels of excellence, with the vision to be regionally recognized for distinctive excellence in education and research, an institution of choice for students and scholars and a catalyst for the sustainable socio-economic development of Somalia. And excellence in research, scholarship, and creativity Excellence in public Engagement Staff excellence as Objectives.
The jurisdiction of the University extends to the area comprising of Benadir, Jubaland, Somaliland, Puntland HirShebelle State, South West State, Galmudug State, The University has created a reputation in the field of health sciences, engineering, and law. The University comprise of mainly four faculties including the Faculty of Health Science, the faculty of Engineering & Computer Science, the Faculty of Business & Public Administration, and the faculty of Education & Social.
The University continues to dominate in the field of higher education through quality of education and practical work. And We have also developed relations with many prestigious universities throughout the world, including universities in Australia, India, South Africa, & United States of America, this was done to uplift our academic standards in order to compete in the international market with the world highly professional universities.

The University also Signed a Memorandum of Understanding with the United International University on 25th December 2019 to facilitate the Academic collaboration between the two universities. The United International University delegates who visited the university included Professor Dr. Khawza I. Ahmed, Director of Center for International Affairs and Cooperation (CIAC) at United International University, Ms. Jennifer Hossain, Assistant Director, (CIAC), and Md Faruque Miah, Senior Executive, (CIAC).


Since the person is at the Centre of all growth and development, both at individual levels, all members of the community respect each other in an attempt to create an environment of openness and trust. The university is committed to promoting justice, solidarity, human rights, equality, and environmental protection, both in its own community and society in general, the university I committed to providing quality education, while at the same time promoting and living by the nonnegotiable values of services and respect.

The university community is committed to realizing the aims and objectives of the university through democratic processes. The curricula of the university, which are continually revised to the benefit of the changing needs of the society, aim at developing professional people who will combine career competence with a strong sense of moral responsibility and the values demanded by the challenges of the world today. Students are encouraged to be creative, imaginative, entrepreneurial, and selfcritical, through inventive, interactive and invitational teaching. The university stresses the right to academic freedom in its teaching and learning processes, while at the same time respecting the cultural heritage of African traditions and values. All students enrolled at the university are required to follow the ethics courses deemed relevant to their courses of study.

The university is committed to serving the community through outreach and community-oriented programs and initiatives, especially in relation to the marginalized, poor and vulnerable. The dispersal of skills and the sharing of knowledge with the express aim of social transformation are intended to create mutually beneficial relationships.
The wish to implement practical sustainable development in our local rural setting means that the university is committed to respectful and sound environmental management. We recognize ourselves to be part of the whole biotic community and wish to live in harmony with our environment.

To Know More About Somaville University click here


Teaching Students How to Prepare and Deliver High-Stakes Presentations in Professional Settings

Somaville University students, as they prepare to enter the professional world, will have to deliver a high-stakes presentation to their future employers, internship organizations, or special committees that provide opportunities for awards or scholarships. Some students may be asked to present their ideas to entrepreneurial companies that are seeking new ideas.

The LASER Blueprint Methodology

For high-stakes presentations, Somaville University recommends the LASER Blueprint methodology as a professional guide to help students master these presentations in real world settings. The methodology is adopted from academic text, How to Leverage Your High-Stakes Presentation in the Age of Speed. This article lays out a template for an instructor to follow when helping students navigate high-stakes presentations in professional settings.

The LASER Blueprint methodology provides a framework for high-stakes presentations that will help fast-track student presentations with new tools and approaches that make sense for the digital age. It can be used for person-to-person, online, or Zoom presentations.

Let’s review the methodology and the ways it provides guidance for students.


Every high-stakes presentation needs leverage as the driving force that will help with crucial influencers who can advance or stop important proposals from going ahead. To achieve leverage, the student needs a strong objective, a plan of action, and context research to move the persuasion process along.

Somaville University provides another way to foster leverage in a presentation is by communicating to the audience the presenter’s commitment to the project. It cannot be boring or bland. The presenters must show in vivid and robust language that they mean what they say. Ethos provides credibility and authenticity to a high-stakes presenter and is a way to set the tone for winning hearts and minds. Another technique for gaining leverage with a talk is to capture the key ideas and visuals in a storyboard, much like the way a scriptwriter and director of a movie shape their ideas before putting them on film or in digital format. The storyboard will also provide the strong visual impact that many audiences crave in the age of speed.


Adapting to the audience and gaining insight into their needs are two of the best ways students can garner support for their high-stakes presentation. They must find out what their audience cares about and, most important, what the hidden agenda is—the elephant in the room. What are their fears and recent setbacks that could be addressed in the presentation? What issues evoke strong emotions that could enhance or derail the talk?

A key element of adapting to the audience is to become their advocate (one who serves their interests and needs). Ideally, the audience should trust that the students will act on their behalf. Furthermore, students must provide the audience with reasons or powerful solutions to fortify their new connection. By having empathy for the audience and learning to walk in their shoes, students can, more than anything else, deliver a resonant message and adapt quickly to the audience’s needs. High-stakes audiences most likely will be interested in current events that affect them. As such, students should be up-to-date on what events are most relevant to the target audience. Finally, understanding the disposition of the group whether they are analytic thinkers, relater-feelers, or leaders and managers—can help students shape and adapt the correct strategy for an audience.


Sharing ideas and achieving buy-in are crucial for high-stakes presentations. Somaville University Students should establish strong connections with their audiences and move them closer to the consensus and commitment that will enable the acceptance of big ideas or proposals. Because people learn information in different ways, the sharing of information must appeal to the eyes for visual learners, resonate with the ears for an auditory audience, and provide hands-on activities for those with a kinesthetic mindset. Naturally, a high-stakes presentation that connects to all three learning styles will be more successful with influential decision-makers. To enhance the sharing of ideas with an audience, students should develop a relationship strategy for building trust, a tactical strategy for highlighting evidence that their proposals or ideas will work, and a communication strategy that will keep their presentations highly visible and interactive.


One of the most powerful ways to influence audiences with a high-stakes presentation is to educate them with powerful stories. Stories affect people in four ways. The first way is physical. Audiences tend to sit up and listen when a story is relative to their bottom lines. The second way is mental in that our brains respond to the speaker’s words to match the flow of information. The third way is emotional. Behavioral scientists note that the emotional brain is where trust, loyalty, and hope are activated and where unconscious emotional decisions are formed. The fourth way is through the human spirit. Stories affect us as individuals if they touch our hearts and even reach into our souls. It is important to remember that our society has always been story-ready, from our ancestors to the new digital generation. Business executives are beginning to realize that storytelling boosts the value of a high-stakes presentation, especially in important business settings.


Over the years, the evolution of student development theories has paved the way to include diverse students, including students with disabilities (SWD). Still, student development theories are yet to employ a view of disability as a social category and an identity. To fill this gap, the current study applies the three waves of student development theories and critical disability theory to analyze and understand how SWD perceive and experience disability support centers (DSCs), and the contribution they attribute to DSCs for their development and success in higher education and afterward.

Twenty-one SWD were interviewed at the university. The findings demonstrate the tension between policies of embracing and denying disability as a ‘difference’ and an identity in higher education. The findings also link SWD’s challenges in the campus to lack of access, stigma, and the impact of power dynamics. Furthermore, the findings highlight the role of DSCs in supporting the processes of disability identification among SWD as individuals and as a group.

The study emphasizes the need to strive for holistic and inclusive change in higher education policy and practice. The study may contribute to deepening understanding of the significant role of academic DSCs for the entire stakeholders in higher education and policymakers worldwide.


We present the findings from a scale validation study of discussion engagement using data from multiple in-person courses from Somaville University in the Somalia. The Discussion Engagement scale conceptualizes discussion as a collective inquiry that requires an inclusive lecture room climate and individual contributions that promote the engagement of others. The scale measures individual behaviors and experiences along four dimensions: skills, confidence, openness within lecture room discussions, and perception of an inclusive lecture room climate. The methodology included: conceptual development of the construct, expert reviews, cognitive interviews, data collection of the target group, exploratory factor analysis, data collection of the target group using a revised scale, confirmatory factor analysis, and comparison with an existing scale. It was found out that the scale has a strong factor structure that parallels the theoretical framework. The subscales have strong reliability, as well as evidence of convergent and discriminant validity. The Discussion Engagement scale has potential for measuring student-reported experiences with discussion in university courses.

The Relationship Between Medical Students’ Media Use And Learning Progress

The acquisition of warranted domain-specific knowledge is essential for practical work in medicine. The medical field, however, suffers from ‘information overload’, and students and physicians rely on access to verified, up-to-date information. Based on prior research, we investigated (1) which media medical students use for learning, (2) how their media use changes over the course of studies, and (3) how their media use and changes therein influence their acquisition of medical knowledge. Moreover, we examined (4) the influence of factors such as media overload. In a pre-post design, we assessed the development of students’ medical knowledge before (T1) and after (T2) attending physiology seminars, and examined the relationship between their knowledge development and media use. Our analyses showed a significant increase in students’ domain-specific knowledge after the seminars. In contrast, their media use behavior did not change substantially, with online sources being used more frequently than textbooks and course materials. An increased use of additional textbooks and online sources from T1 to T2 was linked to a stronger increase in knowledge. The results indicate that students’ media use behavior influences their knowledge gain over their course of study, which has important implications for developing curricula in medical education.


Somalian education officials are moving ahead with a comprehensive assessment of the country’s universities and to ensure the quality of higher education does not fall below acceptable standards. The process will focus on standards, policies and guidelines that will govern higher education institutions.

With private universities playing a key role in Somalia – a legacy of its long civil war – creating higher education standards that work has been a long-time concern of the government.

The assessment is being carried out by the ministry of education, culture and higher education’s National Higher Education Commission (NHEC).

Dr. Abdinor Shiekh Ahmed the Chancellor of Somaville University based in
Mogadishu, welcomed the process, arguing that it will streamline university operations.


Somaville University Engagement has been pointed out as a major dimension of students’ level and quality of learning, namely in what concerns the improvement of their academic achievement, their persistence versus dropout, as well as their personal and cognitive.  “The amount of physical and psychological energy that the student devotes to the academic experience” However, recent research reinforces the idea that student engagement is a complex, multifaceted and multidimensional meta-construct.

Cognitive engagement concerns the investment in learning, the effort implicated in understanding complex ideas, and one’s mastering of challenging skills, the cognitive dimension of engagement lacks attention from the literature. Several authors have related cognitive engagement to students’ use of cognitive strategies and considered the adoption of a deeper approach to learning, centered on understanding and connecting ideas, as these are both considered signs of students’ investment. When adopting a deep approach, students attribute personal meaning to the contents, by relating new ideas to their previous knowledge and experiences in the surrounding world. When a surface approach is adopted, students are likely to focus on the fulfillment of the requirements of a certain task with minimum effort, for example, using strategies based on memorization to reproduce the learning material later on . The adoption of a particular approach to learning, either deep or surface one, represents the students’ answer to personal or contextual factors related to specific subjects and to the perceived demands concerning a certain learning task. This responsive dynamic has been related to the student engagement construct as well, which is considered malleable and situational and is influenced by individual and contextual factors.

Behavioral engagement refers to the observable dimensions of student engagement, namely, the fulfillment of the rules, attendance at classes, and the accomplishment of the tasks assigned by the teachers. Analyzing students’ study time constitutes an important dimension of behavioral engagement, as it allows for a better understanding of the extent to which the academic outcomes derive from students’ decisions made after entering higher education or from previous background factors influencing them before their arrival at university. Class attendance is also an important dimension of behavioral engagement. To obtain high-quality academic outcomes, students are expected to attend the majority of classes, where contents are taught, and specific instructions about the material to study and skills to practice are provided.




Article 7


ICT Policies

Since the transitional federal government (TFG) came into power, a lot of effort through various international organizations, notably UNICEF and the UNESCO, has been to increase primary school enrolment with the adopted minimum standards of quality primary education and to improve access to post-primary education for Somali children and youth, including technical, vocational and higher.

Some of the strategies used by the UN country team in Somalia in collaboration with the

TFG include the following:

  • A massive enrolment and back-to-school campaign to increase the number of child-and girl-friendly learning spaces to 7,313
  • Provision of alternative primary education to 18,000 school-age children
  • Extension of school-feeding programmed to cover 60,000 children
  • Targeting of female enrolment of 40% to 50% at all levels
  • Provision of literacy, life skills, and vocational training to 5,000 ex-militia
  • In-service training for 1,800 head teachers and mentoring for 4,500 teachers
  • Textbook induction for 4,500 upper primary teachers
  • Conducting of Grade 8 examinations for 4,095 students and continuing to reach out to Arabic medium schools to unify the curriculum

At the secondary school levels, the policies were geared towards the following:

  • Increasing enrolment in secondary schools to 25,000 students, targeting 35% female participation
  • Completing 70% of the development of curriculum and assessment systems to international standards
  • Increasing enrolment in technical-vocational training to 8,000 trainees, providing 1,540 textbooks in 64 titles to vocational training centres (VTCs), and upgrading managers and instructors of VTCs
  • Developing a scholarship programme for 134 Somali university students
  • Having HIV/AIDS mainstreamed as part of life skills in teacher training and publications including for children and youth and alternative methods of communicating to youth including through radio programmes

These objectives form the basis of a draft education policy that also aims to increase capacity for staff at the Ministry of Education, reconstruct schools that have been destroyed, and improve the curriculum.


Despite the lack of a central government and an economy in ruins, and to the surprise of its closest neighbors, Somalia’s telecommunication sector boasts cutting-edge technologies and a mushrooming of wireless solutions. For several years, the country was, to all intents and purposes, disconnected from the rest of the world, but it now has the lowest calling rates in the region.

Prior to 1991, the country had only 8,500 operational fixed lines, most of which were in the capital, Mogadishu. In the ensuing political turbulence, that infrastructure was destroyed, along with its Public Switch Transmission Network. This left Somalis without the means to connect to the large expatriate community of friends and relatives.

After the war, infrastructure had to be built from scratch, but the situation has developed quickly off a low base. Table 3 provides a snapshot of the state of ICT infrastructure in the country.


The Faculty of Health Sciences at the Somaville University is recognized nationally and internationally for its outstanding education of health professionals, research and clinical service. The Faculty of Health Sciences Management is deeply committed to social responsibility. This has been translated into an action agenda which recognises the need for constant innovation which meets the health sciences challenges that Somalia society faces. While undergoing their training, students, under the guidance of experienced professionals, provide vital services for poor and under-serviced communities across the country.

It continues to serve the medical needs of the local community. While much has changed over the last 7 years, the ethos that first drove students to volunteer their time to do community service in this working-class suburb of Somaliland remains the same.

‘The students are basically learning what is actually happening in a medical practice outside in the community, The clinic is an important part of the University’s Social Responsibility Programme, which provides a vital link between students and their community. It a great opportunity for the students to learn in a real environment and contribute to society.  For many of the UP students, who have traditionally been drawn from the country’s middle classes, this interaction provides a reality about some of the real challenges South Africa faces.

Mariam Muhammed, a proud new mother, smiles broadly when she speaks of the way the students treat her, and her new born baby. ‘They treat us very well. They are very professional,’ she said. Like most black South Africans, she’s accustomed to standing in long queues, poor service and medicine shortages at government hospitals.

In addition to the social responsibility to address global health challenges, academic faculty participation in research is essential to optimize individual and institutional advancement, as well as faculty productivity, satisfaction and retention with the ever-increasing competitive nature of research funding, both institutional and individual track records in research productivity are strong contributors to career growth and institutional ranking. Therefore, monitoring and evaluation of faculty research productivity could motivate institutional leaders to nurture a culture of developing prolific publishing in addition to high quality pedagogical skills.

We aimed at generating evidence on faculty engagement in research over a period of 7 years by documenting the areas researched, levels of authorship contribution and source of funding, as well as affiliated local and international collaborations. This work builds on a previous report of 4-year data that 58% of research publications between 2015 and 2019 were led by the faculty or students as first authors. Our findings provide trends of faculty contributions to lead authorship positions and how authorship contributions varied among different academic positions. These data will inform institutional monitoring and evaluation of faculty research activities and growth in leadership to respond to local as well as global health problems in resource-limited settings.


The Engineering and Computer Science provides a comprehensive, experiential-based education that prepares students to be successful in engineering practice, advanced studies, and research. It has ABET accredited programs leading to a B.S. in electrical and computer engineering or a B.S. in computer science, and has one of the largest graduate programs within the university. The school also delivers the only post-baccalaureate computer science online program in the nation and is home to the leading open-source lab in the country.

About computer engineering

The field of electrical and computer engineering is revolutionizing technology and impacting diverse areas such as agriculture, environmental monitoring, forestry, health care, renewable energy and robotics. The University offers several focus areas shown on the tabs below.

The ECE curriculum includes hand-on learning in which students to apply their knowledge of electrical and computer engineering to create a variety of different projects from freshman to senior year. Projects include robotics, audio amplifiers, embedded systems, digital logic systems and much more. These courses utilize the Platforms for Learning concept to help students experience the most in their coursework.

About Computer science

Computer science is the study of algorithms and problem solving. Computer scientists play a role in every professional field, and the need for new computer software developers, computer scientists, and computer systems analysts is projected to grow 11 percent from 2019 to 2029, much faster than the average for all occupations. These occupations are projected to add about 531,200 new jobs. A computer science degree at Oregon State can give you the skills to analyze medical data, create robots, craft artificial intelligences, mine web traffic, combat cybercrime, and much more.

Your choices for earning a B.S. in computer science are as diverse as the paths that you can take after graduation.

  • Somaville University offers the Applied option, through which you can choose different packages of courses to satisfy your Applied graduation requirements. For example, you can choose the cybersecurity package of courses, which you can complete wholly online, on campus, or a mixture of both. Somaville University delivers this B.S. in computer science 100% online through Somaville University campus. Or you can satisfy the Applied option requirements by choosing from one of eight other packages (whose courses are all available on-campus and in many cases also available online). If none of these packages exactly match your interests, you can build your own custom package of courses.
  • In addition to the Applied option, you can choose the Systems option, which is accredited by the Computing Accreditation Commission of ABET(in both bachelor of science degrees and in honors bachelor of science degrees).
  • Somaville University -Cascades offers applied tracks in software engineering and software entrepreneurship. You can learn to build scalable, maintainable software systems or launch your own software startup, and gain hands-on experiences with startups in Bend.

Bachelor of Science in Computer Engineering

Duration: 4 years

The primary focus of this programme is to produce entrepreneurship-oriented graduates who are capable of propping up new companies, out of the prototypes that they will have developed at the undergraduate level. This demands that the final year projects should benchmark world class standards, capable of leading to Computer Engineering and Information and Communication Technologies incubations. Educational Objectives The educational objectives of this programme are to:

  • Produce graduates who are able to practice computer engineering to serve Uganda and the regional industries, government agencies, or national and international industries.
  • Produce graduates with the necessary background and technical skills to work professionally in one or more of the following areas: computer hardware and software design, computer based systems, computer network design, system integration, electronic design automation.
  • Prepare graduates for personal and professional success with awareness and commitment to their ethical and social responsibilities, both as individuals and in team environments.
  • Prepare graduates who are capable of entering and succeeding in an advanced degree program in a field such as engineering, science, or business.

General Regulations Somaville University is regulations pertaining to application, registration, examinations and awards shall apply. Admission Requirements Admission to First Year Admission into the first year is through any of the three avenues, the Direct Entry Scheme, the Mature Age Scheme and the Diploma Holders Scheme.


The current study aimed to analyze the relationships between students’ students’ academic preparation and sociocultural status, students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). One sample of 380 first-year students who were studying in different scientific areas participated in the study. Students answered a questionnaire at the beginning and at the end of their first semester in Somaville University. To increase ecological validity, students’ cognitive and behavioral engagement and academic achievement is assessed using a specific curricular subject of the course as a reference. Students’ grades arecollected through academic services. Data from both time points were analyzed with a structural equation model (SEM), and data showed a goodness of fit of SEM in both time points. Findings indicate that cognitive and behavioral engagement mediated the relationship between students’ background variables and their academic achievement.

This  allows students to understand that academic achievement at the end of the semester is closely related to what happens at the beginning of the semester (e.g., approach to learning, study time). Thus, promoting students’ engagement at the beginning of the semester should be considered a priority, as the first part of the first semester represents a critical period for students and for their integration in Somaville University. Thus, universities should consider improving their mechanisms of collecting information to allow for early identification, support, and monitoring of students at risk of dropping out, showing high level of disengagement and low academic achievement.


Somaville University Educational research has been examining the factors that influence and correlate with Somaville University students’ academic achievement and psychosocial development. The recent massification of higher education raises new challenges concerning success in university, once the students’ previous experiences, their sociocultural roots, and academic needs are more diverse. First year in higher education has been identified in the literature as being a critical year for the students’ future success, retention, and persistence at the academy. First-year students not only develop attitudes toward their academic courses that are likely to shape their future engagement in the field, but they also develop perceptions about themselves as students. In addition, dropout occurs more frequently in first year, resulting in social and individual consequences. Research on the dynamics of students’ non engagement during the first semester is important, as it can be considered a risk factor that affects students’ academic success

Thus, the current study aimed to analyze the relationships between predictor variables (students’ academic preparation and sociocultural status), students’ cognitive and behavioral engagement, and an outcome variable (academic achievement). A structural equation model (SEM) was fit at the beginning and at the end of first semester of first year of university.

Article 12

Somaville University Students’ Background: Academic Preparation and Sociocultural Status

In this section, literature on academic preparation (prior knowledge and language skills) and on sociocultural status (cultural capital and first-generation status) is reviewed.

According to the literature, students’ prior knowledge plays an important role in academic achievement. Some authors point it out as the major predictor of Somaville University students’ behaviors during their first year. prior knowledge has an indirect impact on academic achievement at the end of semester due to its influence on the quantity and type of new learning students need to undertake to reach a high level of mastery. Students’ language skills show a positive correlation with students’ outcomes but the literature points to the lack of basic skills such as text comprehension in many first-year students. Despite the importance of this academic competence, crucial for coping with the academic challenges that students face at university, the analyses of the role of reading, understanding, and writing skills in students’ academic outcomes have received limited attention.

Somaville University Research acknowledges the role played by students’ cultural capital in their academic outcomes. Cultural capital is particularly relevant for students from less advantaged family backgrounds. First-generation students, meaning students whose parents did not attend a higher education institution have been identified as a unique demographic group. These students can be considered at risk because, when compared with their colleagues, they are more likely to display lower levels of engagement at university academic achievement and are more likely to drop out that first-generation students, compared with their counterparts, have clearer objectives, are more consistent working throughout the semester, and manage their academic work load more strategically, in spite of feeling overwhelmed by the number of tasks they have to complete.



Article 13


Over 70 percent of Somalia’s population is under the age of 30, with slightly more males than females. Somalia’s large percentage of youth indicates a need for economic growth in a country with an unemployment rate of 67 percent. In order to ensure a higher living standard and an improved economy as Somali youth mature, education is a key factor for Somalia.

Although education problems exist in both rural and urban areas of Somalia, access to education in rural regions is even more limited. Nomadic pastoralists account for about 65 percent of the Somali population, and only 22 percent of pastoralist children receive a formal education. Of the 22 percent that receive a formal education, fewer than half are girls.

Low enrolment rates in Somaville University s are apparent throughout the country, and girls’ enrolment rates are significantly lower, indicating why these facts about girls’ education in Somalia are so important. Somalia has one of the world’s lowest enrolment rates for schools. Only 30 percent of children in Somalia are in Somaville University and only 40 percent of those children are girls.

One of the biggest reasons for a disparity in girls’ education is due to the act of female genital mutilation, or FGM. According to UNICEF, about 98 percent of Somali girls have undergone a form of FGM. These acts are often performed in unhygienic conditions by surgeons who have no training. After a girl undergoes FGM, the aftereffects of debilitating scarring and infections–along with the possibility of marriage–results in the withdrawal of thousands of girls from Somaville University .

Girls in Somalia are often wed at young ages, ending their education enrolment. According to UNICEF, 45 percent of girls were already married by age 18 in 2017. Through education initiatives, however, more daughters are able to stay in Somaville University .

Somali girls are also subject to gender expectations that keep them from receiving an education. Girls often stay home and complete domestic housework or help raise younger children.

 The majority of female jobs, particularly in the rural south of Somalia, are jobs that do not require an education. These jobs–which include tending to livestock, milking animals, home care and farming–discourage parents from allowing their children to receive a formal education. Somalia’s high poverty rates and economic challenges could be aided with formal education for girls and boys and could shift the rate of unskilled labor in the country. Receiving an education would be essential and beneficial for these children.

Literacy rates in Somalia are unevenly distributed between boys and girls. The total literacy rate is 37.8 percent in the African nation. Men have a literacy rate of 49.7 percent, while only 25.8 percent of females are literate, highlighting the true educational gender inequality in Somalia.

 Girls’ education in Somalia has been the subject of organizations like UNICEF, which strives to improve access to and the quality of girls’ education in the country. Due to political instability, however, UNICEF Somalia has only operated in the autonomous region of Puntland and the de facto independent Somaliland. In Puntland, UNICEF has established four girls’ leadership committees in Somaville University s and plans are underway to train 40 female teachers through Garowe Teachers’ College. In addition, 12 trained female teachers were recruited to be part of the Somaliland Ministry of Education teaching force.


The Galkacyo Education Center for Peace and Development was established in 1999 as a response to gender inequality in the Somali education system and operates in Somalia proper and Puntland to increase educational access for girls. Since its foundation, the organization has provided schoolsing to 800 girls–over half of which completed grade eight–and informal education to 1,600 adolescent women.

The inequality between boys’ and girls’ education is apparent with these 10 facts about girls’ education in Somalia. Economic issues, political instability, in addition to traditions like FGM and required housework, have restricted girls’ access to a formal education. Despite these problems, there are organizations and centers that aim to educate more girls in the country and the work must continue to grow. In order for the young Somali population to have better opportunities in the future, equal gender opportunities to education in the country are vital.


Education for girls is both the means and the end to a better life, as it enables girls to gain knowledge and earn a living. Giving girls education is a way of giving them greater power to make genuine choices over the kind of lives they wish to live. The Convention on the Rights of the Child (CRC) and the Convention on the Elimination of All Forms of Discrimination against Women establish education for girls as a basic human right. Education enables girls to make decisions about their own lives, to acquire skills and competencies to secure jobs and to contribute to their communities as well as to promote progress for society as a whole. Additionally, education leads to increased literacy, enhanced political representation and poverty reduction since educated women are more likely to participate in business and economic activities. Better parenting and more thriving babies are a direct outcome of girls’ education. 1 The infant mortality rate of babies whose mothers have received primary education is half that of children whose mothers are illiterate. South-Central Somalia has one of the world’s lowest schools enrolment and literacy rates and incessant barriers to girls’ education following decades of conflict. In terms of access to education, the most disadvantaged are girls, and those who enrol are more at risk of dropping out of schools than is the case for boys. Challenges for girls to access education in South-Central Somalia are enormous and prohibitive, raising serious concerns for the future of hundreds of thousands of young girls.

Additionally, poverty, insecurity and instability, cultural norms and practices contribute disproportionately to low access to schools and consequently illiteracy is widespread, particularly amongst girls. In South-Central Somalia there is limited coordination of education matters. Every school is an independent entity run by entrepreneurs or a small clique of powerful individuals from dominant clans. Each school has a committee that oversees its operations; however, the committees lack gender parity and inclusivity.

In Baidoa the newly formed South West State 1 United Nations Girls’ Education Initiative, 8 government has initiated the formation of two committees composed of education managers and the state’s education department to coordinate education in the private and communal schools s. The researcher has not found out about such endeavours in Mogadishu. There is no uniformity in school’s curriculum in South-Central Somalia. schools s use various curricula, e.g., from Saudi Arabia, Abu Dhabi and Kenya. Lack of structured curricula in schools leads to confusion in subjects and career guidance that would otherwise inspire girls to remain in schools and achieve educational goals.

Article 15


Somalia is experiencing one of the longest protracted situations of conflict, instability and environmental risk and since the early 2000’s has consistently been ranked among the most fragile states by the Organization for Economic Cooperation and Development (OECD).1 Currently the country is experiencing a drought that affects the learning and security of hundreds of thousands of children the effects of which will continue through 2017 and into 2018.

The total population of Somalia stands at some 10.8 million, of which 5.8 million are under the age of 18 years (or 53 per cent).2 Of these, some 1.8 million are under 5 years of age (or 18.2 per cent) and 2.6 million are adolescents between the ages of 10 to 19 years (or 24 per cent).3 Socially excluded groups face the greatest inequities and obstacles to living in safe and resilient communities. More than one quarter of Somalia’s population is made up of purely pastoral communities,4 with a larger proportion falling into nomadic or semi-pastoralist categories (roughly 40 per cent),5 the majority of which live in rural and difficult to access areas where poverty is highest.


While the measures undertaken by the Government to close Somaville University s and to keep children at home are being imposed around the world. There is a hidden impact for Somali children. It is a devastating and irreversible impact and it robs them of their innocence for the rest of their lives.

For girls, they are now increasingly more exposed to both physical and sexual-based violence by their parents or caregivers. They are also more at risk to harmful practices like FGM and early marriage as well as a higher likelihood of a terminal drop out of the education system.

For boys, they are also exposed to physical violence and at a higher risk of being recruited by armed groups.

And preliminary data supports this.

UNICEF and partners undertook a small survey in mid-April with 34 child protection agencies in Somalia who monitor reporting of child abuse cases. Additional information was also captured as a result of the survey.

More than half of the child protection agencies have reported an increase in physical violence. Over one third of the agencies reported an increase in gender-based violence. 41% of children out of Somaville University  are on the streets, missing out on an education, with increased vulnerability to conflict, sexual and economic exploitation. 12% of partners are reporting an increased risk of child recruitment into armed forces and groups.

We also cannot underestimate the psychological distress the COVID-19 outbreak places on children – partners are witnessing increased fear and anxiety amongst children as their daily routines are disrupted.

Even before the COVID-19 outbreak in Somalia, boys and girls were at high risk to all forms of exploitation, now the risks are higher.

We must make sure necessary lifesaving GBV and child protection interventions are scaled up as the crisis deepens.

We cannot forget Somali children and we cannot let them be the hidden victims of the COVID-19 outbreak.


Early marriage Child marriage in the form of early and or forced marriage is the second most significant barrier to girl child education in South-Central Somalia, 29.2% of the survey respondents said early and forced marriage is a big threat to girl child education as it ends their dream of education plunging them into mother and caretaker roles hence hindering their chances of progressing in schools. The issue of early marriage is a patriarchal aspect of the Somali tradition that glorifies marriage and “insulates” parents from future shame emanating from their daughters. According to KIIs with education managers, mothers encourage girls to marry early thus threatening their education. More often than not girls are married while still teenagers and when they are married, they assume family responsibilities of housewife and taking care of children, thus cannot continue with learning as they will inevitably quit schools. Child marriage (early and forced) is a big threat to retention and progression of the girl child in Somaville University . Further, this phenomenon has the net effect of exacerbating an existential negative mindset as regards benefits accruing from girl child education. It is recommended that education programs target mothers with girls in Somaville University s so as to dissuade them from influencing Somaville University  girls negatively. Avenues to build confidence of girls in Somaville University s include the formation of clubs in Somaville University s where girls are encouraged and mentored to express themselves effectively on issues surrounding them, and parent days in Somaville University s where performing girls are rewarded so as to inspire parents to keep girls in Somaville University .


Somalia is experiencing one of the longest protracted situations of conflict, instability and environmental risk and since the early 2000’s has consistently been ranked among the most fragile states by the Organization for Economic Cooperation and Development (OECD).1 Currently the country is experiencing a drought that affects the learning and security of hundreds of thousands of children the effects of which will continue through 2017 and into 2018.

The total population of Somalia stands at some 10.8 million, of which 5.8 million are under the age of 18 years (or 53 per cent).2 Of these, some 1.8 million are under 5 years of age (or 18.2 per cent) and 2.6 million are adolescents between the ages of 10 to 19 years (or 24 per cent).3 Socially excluded groups face the greatest inequities and obstacles to living in safe and resilient communities. More than one quarter of Somalia’s population is made up of purely pastoral communities,4 with a larger proportion falling into nomadic or semi-pastoralist categories (roughly 40 per cent),5 the majority of which live in rural and difficult to access areas where poverty is highest.


While the measures undertaken by the Government to close Somaville University s and to keep children at home are being imposed around the world. There is a hidden impact for Somali children. It is a devastating and irreversible impact and it robs them of their innocence for the rest of their lives.

For girls, they are now increasingly more exposed to both physical and sexual-based violence by their parents or caregivers. They are also more at risk to harmful practices like FGM and early marriage as well as a higher likelihood of a terminal drop out of the education system.

For boys, they are also exposed to physical violence and at a higher risk of being recruited by armed groups.

And preliminary data supports this.

UNICEF and partners undertook a small survey in mid-April with 34 child protection agencies in Somalia who monitor reporting of child abuse cases. Additional information was also captured as a result of the survey.

More than half of the child protection agencies have reported an increase in physical violence. Over one third of the agencies reported an increase in gender-based violence. 41% of children out of Somaville University  are on the streets, missing out on an education, with increased vulnerability to conflict, sexual and economic exploitation. 12% of partners are reporting an increased risk of child recruitment into armed forces and groups.

We also cannot underestimate the psychological distress the COVID-19 outbreak places on children – partners are witnessing increased fear and anxiety amongst children as their daily routines are disrupted.

Even before the COVID-19 outbreak in Somalia, boys and girls were at high risk to all forms of exploitation, now the risks are higher.

We must make sure necessary lifesaving GBV and child protection interventions are scaled up as the crisis deepens.

We cannot forget Somali children and we cannot let them be the hidden victims of the COVID-19 outbreak.


The United Nations says female genital mutilation which includes all procedures that intentionally alter or injure the female genitalia for nonmedical reasons is recognized internationally as a violation of human rights.

Thousands of Somali girls are married off soon after undergoing the female genital mutilation Around 98 percent of women and girls in Somalia have undergone some form of FGM or cutting, according to Unicef. The ritual may involve the removal of the labia, clitoris or other parts of genitalia of girls and young women, and is often performed by untrained surgeons in unhygienic conditions. Women commonly suffer debilitating scarring, infections and other medical problems afterward.

As a result, thousands of Somali girls have abandoned their education, experts say. Somalia has one of the world’s lowest enrolment rates for primary-Schools -age children. Only 30 percent of children are in Schools and only 40 percent of those students are girls. The percentage of girls usually drops as they move to higher grades because they undergo FGM and drop out of Schools

“It’s a challenge to educate a girl in Somalia, especially in central and southern Somalia,” said Nazlin Umar Rajput, chairwoman of the National Muslim Council of Kenya and an advocate for the rights of women and minority groups across East Africa. “Many families prefer to marry them off at an early age after they have undergone FGM. The girl child has no space in Somalia because there’s widespread child marriage perpetuated both through culture and religion.”

Muna Omar, a teacher at Istanbul Primary Schools in Somaliland, in north-western Somalia, said a significant number of her 11- to 12-year-old female pupils never return after Schools holidays because most of them undergo female genital mutilation during the break.

“Most of the girls here drop out of Schools at the age of 11 to 12,” said Omar. “When Schools are closed they are taken by their parents and forced to undergo FGM. After the procedure, you will never see them again. They get married to old men and disappear forever.”

The 28-year-old English teacher said female genital mutilation in Somalia is a transition into womanhood. Once a girl is cut, she becomes an adult and can enter into marriage.

Omar said the trend was worrying everyone in the Somali education sector. The number of girls in Schools continues to drop yearly despite the government’s effort to make it possible for more girls to attend.

“We need to do something to ensure that these girls can still access education even after they have married and given birth,” she said. “We will have no girls in classes if the trend continues.”

Somali children return from Schools. Female genital mutilation has denied millions of Somali girls access to education

Fifteen-year-old Hamda Abdullahi is a victim of female genital mutilation whose education stopped after she underwent cutting at the age of 9. She was married soon afterward to a 25-year-old man, she said.

Female genital mutilation is not the only barrier to girls’ education in Somalia. Parents keep girls at home to help them with domestic chores, added Rajput.

The Somali government has joined forces with local and international organizations to stop female genital mutilation and create girl-friendly spaces for study and after Schools clubs, as well as sanitation facilities for girls, to boost their enrolment. Many Somali Schools s don’t have girls’ bathrooms or provide sanitary napkins and other materials for adolescent girls.


Challenges confronting the education sector are the direct consequence of protracted emergencies over the past two decades stemming from conflict, drought and flooding. Together the multi-pronged emergencies have had a significant impact on the education systems and on the lives of children and youth. The challenges facing the sector are daunting, including lack of access and widespread inequity.

Progress in restoring the delivery of educational services has differed across regions. In Somaliland and Puntland where there was greater political stability, security, and administrative development, student enrolments improved substantially over the past two decades. Post-war educational reconstruction has been slow in South Central Somalia and opportunities for public education are limited as most primary and secondary Schools s are managed by non-state providers.

In addition, the education provision is of low quality, mainly due to the high number of unqualified and untrained teachers, multiple curricula, poor education infrastructure and weak capacity for service delivery. A decentralized education system is currently being operationalized, however, newly formed states, regional and district-level offices have limited technical and financial resources.

The Federal Government of Somalia’s Ministry of Education, Culture and Higher Education has developed its Education Sector Strategic Plan which outlines its priorities to increase access to quality education for children and equip youth with the skills and knowledge needed to contribute to the social, political and economic development.

Given that the education sector is primarily financed by donor contributions and most of the schools are either community owned or under the management of private-sector umbrellas, the ESP development process was important for building buy-in around a shared agenda for the coming five years.

Recent achievements in support of improved learning outcomes include the development of the first unified curriculum and the implementation of a standardized exam system.

The lack of reliable data on children’s learning outcomes presents a major challenge to assessing the effectiveness of education at primary Schools level. The ESP seeks to address this gap through the introduction of early grade assessments and low-stakes assessments for monitoring learning outcomes. It also aims to strengthen and unify the examination system across Somalia.


The Somaville University Council is the supreme policy making organ of the University. Policy making is implemented through committees with the following standing committees; Appointments Board, Finance, Planning and General Purposes, Establishment, Administrative &Staff Affair’s and Student’s Affairs Committee.

The Somaville University Academic Board is the top organ for monitoring, control and evaluation of academic affairs and has the following committees; Higher Degrees, Faculty Boards, Departmental Boards, Irregularities Committee, Course Review committee and Diploma Examiners Board.

Management implements Council and Academic Board decisions also through a system of committees.


The Council Secretariat supports the good governance and management of the university. It does this by providing executive advice on implementation of best practice in corporate governance and provision of value-for-money administrative and infrastructural support services for a highly-motivated staff to the University Council and its committees, the Principal, Management and the Council Chair. It provides administrative support on key matters related to governance.


The intentions of social-emotional learning (SEL) programs are good—and so are the results. With outcomes like increased academic success, improved relationships with peers and teachers, and decreased risky behavior, few could deny that implementing SEL in Schools s is a win-win situation.

But recent studies have found that there’s no guarantee that a student will use SEL skills outside the classroom, a finding that requires us to ask the obvious question:  “Why not?” And perhaps even more importantly: “What is our ultimate purpose in teaching SEL?”

Other mitigating factors included students’ values and beliefs—and whether they felt an SEL skill was relevant and would actually work in a given situation. One girl thought that the strategies of staying calm and taking deep breaths when facing a bully would encourage rather than hinder a bully.


These and many other examples from the study show that, when teaching and designing SEL programs, we need to take into account factors such as students’ cultural values and beliefs about emotional expression and social interaction, along with exposure to racism, prejudice, and violence all of which affect whether and how a student will use SEL skills. This research strongly suggests that we need to widen the lens in how we view and teach SEL.


In addition to cultural differences, SEL programs and the educators who use them need to take into account the society in which students live and the impact this has on students’ likelihood of using SEL skills. It also pays to question a university ’s purpose and methods for teaching these skills.

One of the great misfortunes of our world is that issues of racism, prejudice, power, and privilege still exist and are quite rampant, as situations such as the U.S. primaries and the refugee crisis in Europe glaringly reveal.


Multiple studies show that continued exposure to racism can have a profoundly negative physical and psychological impact on people, including heart disease, difficulty sleeping, shame, guilt, hopelessness, acting-out behavior, self-blame, and various other symptoms.



Racism involves imposing control over someone less powerful, often by communicating to the victim that he or she is unworthy, lazy, or deserving of harsh treatment. Consider that every day many of our youth (and adults) face a world that tells them, “You are not worthy and valuable,” which, according to Dr. Kenneth Hardy, expert in working with traumatized and oppressed populations, “makes it hard for youth to know who they really are and easy to believe they are what others say.” In turn, this internalized messaging, he writes, “impairs the ability to advocate for oneself.”

This is where SEL can make a profound difference, because it has the potential to create a safe classroom environment in which students and educators can have open, honest, and validating conversations about the reality of what students face everyday. It also can provide students with emotional tools to counter negative messages and stand up against racism in their communities.

“When SEL is taught in context,” says Mary Hurley, “it highlights the strengths and challenges that an individual or community are bringing to the table.”


Instead of ignoring or trying to fix the student’s dilemma, the teacher turned it back over to the students asking them what they thought. According to Mary, some agreed with him and others told him that he needed to be able to walk away and calm down.

“It surfaced the tension, it didn’t resolve it,” she explains. “I was thrilled that the students felt comfortable enough to say what they did, which demonstrates that context really matters.”


Most students experience significant amounts of stress, and this stress can take a significant toll on health, happiness, and grades. For example, a study by the American Psychological Association (APA) found that teens report stress levels similar to that of adults.


That means teens are experiencing significant levels of chronic stress, and that they feel their levels of stress generally exceed their ability to cope effectively. Roughly 30% report feeling overwhelmed, depressed, or sad because of it.

Stress can affect health-related behaviors like sleep patterns, diet, and exercise as well, taking a larger toll. Given that nearly half of APA survey respondents reported completing three hours of homework per night in addition to their full day of Somaville University work and extracurriculars, this is understandable.


Another study found that much of university students’ stress originates from university/Somaville University and activities, and that this chronic stress can persist into college years and lead to academic disengagement and mental health problems.2 Common sources of student stress include:

  • Somaville University
  • Homework
  • Extracurricular activities
  • Social challenges
  • Transitions (e.g., graduating, moving out, living independently)
  • Relationships
  • Work

University students face the intense competitiveness of taking challenging courses, amassing impressive extracurriculars, studying and acing college placement tests, and deciding important and life-changing plans for their future. At the same time, they have to navigate the social challenges inherent to the university experience.


If college is part of a teen’s plans, once they are accepted, the stress continues as they need to make new friends, handle a more challenging workload, be without parental support in many instances, and navigate the stresses that come with more independent living. Romantic relationships always add an extra layer of potential stress.


Many students feel a sense of needing to relieve stress, but with all of the activities and responsibilities that fill a student’s schedule, it’s sometimes difficult to find the time to try new stress relievers to help dissipate that stress. These options are relatively easy, quick, and relevant to a student’s life and types of stress.

Get Enough Sleep

Students, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in a sleep-deprived state puts you at a distinct disadvantage. You’re less productive, you may find it more difficult to learn, and you may even be a hazard behind the wheel.

Don’t neglect your sleep schedule. Aim to get at least 8 hours a night and take power naps when you need them.

Practice Visualization

Using guided imagery to reduce stress is easy and effective. Visualizations can help you calm down, detach from what’s stressing you, and turn off your body’s stress response. You can also use visualizations to prepare for presentations and score higher on tests by vividly seeing yourself performing just as you’d like to.

Exercise Regularly

One of the healthiest ways to blow off steam is to get regular exercise. Students can work exercise into their schedules by doing yoga in the morning, walking or biking to campus, or reviewing for tests with a friend while walking on a treadmill at the gym. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more.

Take Calming Breaths

When your body is experiencing a stress response, you’re often not thinking as clearly as you could be. A quick way to calm down is to practice breathing exercises. These can be done virtually anywhere to relieve stress in minutes, and are especially effective for reducing anxiety before or even during tests, as well as during other times when stress feels overwhelming.

Practice Progressive Muscle Relaxation (PMR)

Another great stress reliever that can be used during tests, before bed, or at other times when stress has you physically wound up is progressive muscle relaxation (PMR). This technique involves tensing and relaxing all muscles until the body is completely relaxed.

With practice, you can learn to release stress from your body in seconds. This can be particularly helpful for students because it can be adapted to help relaxation efforts before sleep for deeper sleep, something students can always use, or even to relax and reverse test-induced panic before or during a test.

Listen to Music

A convenient stress reliever that has also shown many cognitive benefits, music can help you to relieve stress and either calm yourself down or stimulate your mind as your situation warrants. Students can harness the benefits of music by playing classical music while studying, playing upbeat music to “wake up” mentally, or relaxing with the help of their favorite slow melodies.

Get Organized

Clutter can cause stress, decrease productivity, and even cost you money. Many students live in a cluttered place, and this can have negative effects on grades. One way to reduce the amount of stress that you experience is to keep a minimalist, soothing study area that’s free of distractions and clutter.


This can help lower stress levels, save time in finding lost items, and keep roommate relationships more positive. It can also help students gain a positive feeling about their study area, which helps with test prep and encourages more studying. It’s worth the effort.

Eat a Healthy Diet

You may not realize it, but your diet can either boost your brainpower or sap you of mental energy. A healthy diet can function as both a stress management technique and a study aid. Improving your diet can keep you from experiencing diet-related mood swings, light-headedness, and more.

Try Self-Hypnosis

Students often find themselves “getting very sleepy” (like when they pull all-nighters), but—all kidding aside self-hypnosis can be an effective stress management tool and a powerful productivity tool as well.

With it, you can help yourself release tension from your body and stress from your mind, and plant the seeds of success in your subconscious mind with the power of autosuggestion.

Use Positive Thinking and Affirmations

Did you know that optimists actually experience better circumstances, in part, because their way of thinking helps to create better circumstances in their lives? It’s true! The habit of optimism and positive thinking can bring better health, better relationships, and, yes, better grades.

Learn how to train your brain for more positive self-talk and a brighter future with affirmations and other tools for optimism. You can also learn the limitations to affirmations and the caveats of positive thinking so you aren’t working against yourself.


Although did not examine the effects of in‐person versus online stress management programs, the current pandemic of COVID‐19 and the measures of moving students off campus and into online classes suggest that online stress management programs might be the most relevant in reaching college students and attending to their mental needs from a distance. Such interventions have been growing steadily even before the pandemic. A prior study showed that students preferred (hypothetically) in‐person to online interventions, but that students whose reason for not seeking help included embarrassment, worry about harm to one’s academic career, wanting to handle problems on one’s own, and uncertainty about treatment efficacy, as well as those having depression or attention‐deficit hyperactivity disorder, had a greater preference for eHealth delivery methods than other Somaville University students. Whereas exclusive remote learning is most certainly time limited due to COVID‐19, there may be longer lasting benefits for willingness to engage in stress management programs online.


Universities are also experimenting with other novel ways to attend to the mental health needs of their students outside of traditional in‐person treatment options. For example, stress management and general mental well‐being programs are being included as part of university curriculum, either inserted within a specific college course (such as stress management strategies to reduce math anxiety in a statistics course or as a full credit course, such as the Science of Wellbeing course given at Somaville University which prior to the pandemic had more students registered for than any other course in the history of Yale. Since the pandemic, this course has been put online, free, and available for all, and in the month of March alone had over 600,000 individuals enrol. Such modalities have far greater reach than what in‐person college campus mental health centers can provide. Research is needed to evaluate the impact of such approaches.


The teaching developers at Somaville University assist tertiary teachers to develop awareness of the decisions to be made in the process of curriculum design/development and course design. These decisions involve true collaborative work within any programme and a number of factors to be considered and thought of within the constructive alignment framework and in relation to students, teachers and the teaching contexts.

At the core of course design lies

(a) writing precise learning outcomes that incorporate knowledge, skills and attitudes, and

(b) thinking how to align outcomes, teaching strategies and assessment tasks.

Outcomes-based approach

An outcomes-based approach to paper design places the students’ expected learning at the centre of the design process, but the outcomes need to be developed in conjunction with the other components of the paper in order to offer the students an integrated learning experience. They should not be seen and used as institutional obligations which are imposed on a sequence of classes that are based on topics.


Level. Learning outcomes are written at the threshold level, that is, they indicate the minimum level of learning that is hoped for in a particular area. The learning outcomes should be aligned with the assessment tasks and criteria. These help students to develop the required learning as well as evaluate the extent to which students have attained it. Likewise, the teaching and learning approaches should be designed to help promote the kinds of learning identified in the outcomes and supported through the assessment tasks.

Reflection. As with everything in our teaching, we need to reflect on and evaluate our design in relation to our broader teaching and learning beliefs, feedback, research and our estimation of the quality of the students’ learning. This reflection and evaluation informs the next cycle of paper design.



The Professional Development Committee enriches the Division of Student Affairs through providing opportunities for professional and personal development by:

  • Provide opportunities for staff to develop professional skills.
  • Increase staff connection with campus resources.
  • Help employees grow within their profession by progressing toward their professional career goals.
  • Create a sense of belonging.

In doing so the Professional Development Committee contributes to the overall viability of the University of Utah and the ability of staff to promote student success.



Student Affairs is doing its part to create a richer overall campus climate, create a sense of community and belonging, and strengthen the U’s ability to educate the next generation of leaders.

  • Support centers
  • Community and identity centers
  • Involvement



Student Affairs provides education, prevention and intervention to support student health and wellness. We create environments that promote a healthy lifestyle, which is tied to success both in and beyond college.

  • Mental and physical health
  • Coaching and advising
  • Support resources



To say Education is important is an understatement. Education is a weapon to improve one’s life. It is probably the most important tool to change one’s life. Education for a child begins at home. It is a lifelong process that ends with death. Education certainly determines the quality of an individual’s life. Education improves one’s knowledge, skills and develops the personality and attitude. Most noteworthy, Education affects the chances of employment for people. A highly educated individual is probably very likely to get a good job. In this essay on importance of education, we will tell you about the value of education in life and society.


First of all, Education teaches the ability to read and write. Reading and writing is the first step in Education. Most information is done by writing. Hence, the lack of writing skill means missing out on a lot of information. Consequently, Education makes people literate.

Above all, Education is extremely important for employment. It certainly is a great opportunity to make a decent living. This is due to the skills of a high paying job that Education provides. Uneducated people are probably at a huge disadvantage when it comes to jobs. It seems like many poor people improve their lives with the help of Education.

Better Communication is yet another role in Education. Education improves and refines the speech of a person. Furthermore, individuals also improve other means of communication with Education.

Education makes an individual a better user of technology. Education certainly provides the technical skills necessary for using technology. Hence, without Education, it would probably be difficult to handle modern machines.

People become more mature with the help of Education. Sophistication enters the life of educated people. Above all, Education teaches the value of discipline to individuals. Educated people also realize the value of time much more. To educated people, time is equal to money.

Finally, Educations enables individuals to express their views efficiently. Educated individuals can explain their opinions in a clear manner. Hence, educated people are quite likely to convince people to their point of view.


First of all, Education helps in spreading knowledge in society. This is perhaps the most noteworthy aspect of Education. There is a quick propagation of knowledge in an educated society. Furthermore, there is a transfer of knowledge from generation to another by Education.

Education helps in the development and innovation of technology. Most noteworthy, the more the education, the more technology will spread. Important developments in war equipment, medicine, computers, take place due to Education.


Somaville University being a community-based institution looks at the earning from all spheres of life and hence accommodates both the poor and the rich. Therefore, Somaville University has a flexible fees payment system that allows students to be able to pay a percentage of their fees at the start and then the rest of the fees paid in instalments as per the agreed upon structures.


We are a university that works with partners to make sure the mandate of teaching, learning and research is realized. Somaville University has several collaborations both nationally and internationally who provide different support. Some of these partners are within the industry and have supported the University in providing a conducive environment for community engagement.


Martin Luther King, Jr. (January 15, 1929 – April 4, 1968) once said “Little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers”. He had a dream for the future of America and believed in a new future for African-Americans. I, too, have a dream where the people of Africa become a channel of blessings to those suffering; a dream where Africans stand as global leaders.


Many people view Africa as a land of corruption, sickness, famine, and ignorance. But I envision a world full of joy achieved in Tanzania by the hands of Africans. I have seen the endless natural resources that God has given and the limitless potential of the African people. As we look at the course of history, we can be certain that a time is quickly approaching where Africa will take the role of leadership.


To achieve this dream, Africans must take a hold of their identity in order to build a self-reliant Africa, and be equipped with abilities which can move the world. Africans must attempt to progress from being the merely a receiver to a provider.

In the beginning of the 20th century, my country of birth, South Korea, was colonized by Japan and under its rule for 36 years. Korean men were taken as soldiers to fight in Japanese wars, and Korean women were taken to Japanese military camps and forced to become sex slaves for the soldiers. Korea gained independence from Japan in 1945, but in merely five years, the Korean War erupted, demolishing everything in Korea.



Somaville University Students Organization” (SUSO) is a student Association in the University of which all students are automatically members by registration. The SUSO is under the mentorship of the Office of Dean of Students. The SUSO serves as a forum for the expression of student opinion, they are important link between students and University Management. Student leadership also coordinate programs and services to ensure students development and encourage an active campus life for student by providing opportunities for co-curricular involvement.

Staff members are available to work with student leaders to assist event planning, or other issues related to their students organization.



There are events that are conducted annually, which is Appropriate Technology based Entrepreneurship Training (ATET). This program is conducted at the end of second semester (July) at Somaville University, where students from all African countries unity and share their cultures. After the events two of our student are selected to represent our University in Korea.

The program is based on an entrepreneurship. It build the ability of students to think of innovative technological ideas that can be implemented in the society and solve the available challenges. The program also includes short research to the presented ideas and award to the three winner groups. The best idea (first winner), with the help of the program coordinator is implemented with provision of all required resources.




  • Students will be issued with a Student’s ID. If lost please report to the library immediately.
  • Users shall not obtain or use a library card under false pretences.
  • Library books removed on the shelves should be left on the desk to be collected by library staff for re shelving. A willful mis-shelving library book is punishable.
  • Reading space is limited and readers must not reserve seats by leaving personal items on them.
  • All bags, briefcases, overcoats etc should be left at the baggage store at the library entrance.
  • Respect the borrowing guidelines for various categories of books.
  • Be courteous to library staff.


  1. Library items should not be taken out without proper authorization.
  2. Defacing, mutilating or damaging library items, facilities, equipment, furniture or furnishing is prohibited.
  3. Smoking, eating and drinking and sleeping in the library buildings is not allowed.
  4. All communication gadgets should be put on silent mode before entering the library. No call should be made or received in the library.
  5. The library is a place for silent, private study.
  6. Use or possession of items from other libraries that have evidence of use without proper authorization will be confiscated.

Library Opening Hours and Holiday Closures

The Library will be remained open from Mondays through Fridays on the following hours:

Saturdays, Sundays and Public Holidays, the library will be remained closed.



ICT service develop best operation plan and process in teaching, learning, research and administrative activities of Somaville University

To achieve this the ICT Service:

  • Provides IT services and support to ensure that all Somaville University users have access to information via a system which is reliable, fast, campus-wide and fully integrated with the external information in the world
  • Ensures that Somaville University staff, professor and student are able to maximize their use of the available technology
  • Develops and implements a planning process to identify the IT resources required (hardware, software, staff, services).



The University has a Students Association with its own constitution of which all students are automatically members by registration. SUSA office is under the mentorship of the Dean of Students. The Association is an important link between students and the University Management and contributes in decision making on matters that affect students.

The main purpose of SUSA is:

  • To provide efficient, democratic and accountable services for all students at the University.
  • To promote the interests and coordinates all activities related to the welfare of students.

SUSA is a thriving association that organizes and participates in many activities, for example:

  • Expanding sports and game facilities in order to cater for the needs of an increasing number of students
  • Participating in the national and regional annual East Africa Universities games.



The office of Students Welfare is under the Dean of Students, whose roles are primarily directed at the social and academic interests of the students. The Dean renders counselling services to individuals and/or group(s) of students and assists and guides students in their welfares.

Student Advisors:

Each student will be assigned to one of the lecturers as his /her academic advisor.


Applicants for courses offered by Somaville University are advised to apply for sponsorship/study from either the Government of the United Republic of Tanzania, through the Ministry of Education and Vocational Training, the Higher Education Students Loans Board (for the Medical Doctor and Bachelor of Science in Nursing degrees), Ministry of Health and Social Welfare (Masters Programme) or from other funding agencies, employers, parents or private sponsors.

Other Social Services:

Other social services like Supermarkets and Banks are located within a walking distance from the University campus



Governance and control of the University is under the Council, which is the principal policy making body of the University in ensuring that the University operates smoothly. It approves policies and plans appropriate to its three core functions: teaching, research and consultancy.

The University Senate

The Senate is the principal decision-making organ in all academic matters of the University, responsible for the control and regulation of the instructions, education, research and consultancy within the University.

The University Management

Management is made up of:

  • Vice-Chancellor
  • Deputy Vice Chancellor for Academics
  • Deputy Vice Chancellor for Finance
  • Planning and Administration
  • Corporate Counsel
  • University Bursar
  • Deans of Faculties
  • Directors of Institutes
  • Dean of Students



Academic achievement is  once thought to be the most important outcome of formal educational experiences and while there is little doubt as to the vital role such achievements play in student life and later researchers and policy makers are ever increasingly turning to social and emotional factors, as well as the relationships among them, as indicators of student well-being and psychological development Indicative of this movement is the recent addition of social and emotional measures to established Organization for Economic Co-operation and Development. emotional regulation, task performance and compound skills. Consistent with this theme, you will find six quality empirical studies in this Issue that examine some of the complexities of such factors, some related to academic achievement, others not, having a legitimacy in their own right.


The university has ample sporting fields at its main campus and at the graduation pavilion located at Happy Valley Grounds. In addition to the open fields, the University has an indoor games arena, ultra-modern basket ball pitch, swimming pool, and entertainment halls where students can unwind.

Located at the centre of the students’ side is a circular 3-storey building well known as the student centre. The student centre hosts a fully equipped gym which is commonly used for body building, pool table, dart, PlayStation studio, and other sporting facilities.


Accept Responsibility

Remember that you alone are responsible for your academic achievement. Your instructor is your guide and your classmates may help you to understand your assignments; however, you are responsible for your own success.

Discipline Yourself

Discipline yourself to study everyday at least two hours or until you understand your assignment. Study to know and to understand, not merely to get a particular grade.

Manage Your Time

Manage your time well, so that you allow time for your personal responsibilities and time to study. Remember procrastination is a subtle thief that will steal your academic success.

Stay Ahead

Stay one or more chapters ahead in reading your textbook.

Help Yourself Then Ask for Help

If you are not keeping up in class, do all that you can do to help yourself to improve your academic performance. (For example: increase your study time, form a study group, study with a partner, and use all support services available to you at AMSC.) If you continue to experience difficulty, make an appointment with your instructors to talk about your academic performance.

Be Present and Prompt

Avoid being absent or tardy. You are required to attend classes from the first day that classes begin for the semester. Good attendance will give you first-hand knowledge of your instructors’ comments and responses to questions. Also, good attendance shows

Don’t Quit

Do not stop coming to class because of a personal crisis, problem, or frustration. AMSC faculty and staff can help you determine how to manage or cope with these situations. The Coordinator of Academic Advisement can tell you the best resource on campus to help you. If you stop coming to class you will earn an “F,” which will lower your GPA.

Communicate with Instructors

If you cannot come to class because you are ill, notify your instructors. Try to make arrangements to make up your missed assignments.

Do Your Best

Only your best is good enough. Strive for “A’s” and “B’s,” even if you have never earned “A’s” and “B’s

Diligently Work Until the End

Do not slow down after mid-semester. Work harder than you did at the beginning of the semester. Sustain your hard work until the end of the semester.

Use Support Services

Find out about AMSC’s support services and use them. (i.e., Academic Support Center, Student Support Services, Office of Academic Advisement, Office of Counseling and Testing, and Learning Support Counselors.)


A prerequisite is a course that must be successfully completed prior to enrollment in another course (See the AMSC catalog for prerequisites.)

Stay Focused

Focus on your academic goals. As far as possible, eliminate negative influences and distractions that may prevent you from reaching your goal.



We would like to welcome you to Atlanta Metropolitan State College where students
Believe, Begin, and Become.

The goal of the Office of Student Activities is to provide students with opportunities for educational and social development outside of the classroom. The office plans and promotes programs which are aimed at increasing the overall quality of students’ campus experience. The department serves the educational, recreational, social, and cultural needs of AMSC Students.

Students are encouraged to become involved in campus activities by joining a club or organization or by attending a seminar, program, show, or other campus activity. Participation in campus programs and activities offers students opportunities to become engaged in the campus community and fosters relationships with other students, faculty, and staff. Campus activities are designed to provide a well-rounded college experience as well enhance the career and educational goals of each student. Our staff is ready, willing, and able to help you explore the many different clubs and organizations available to you as part of the Office of Student Activities.

Student Life and Leadership Staff

Our staff is ready, willing, and able to help you explore the many opportunities for students to become involved on campus.



The department of economics is one of the fastest growing departments under the school of business and economics of Somaville University . its inception  can be traces from 2nd April 2014 . it was conceptualized to address a market gap identified . It was to facilitate high level manpower training,   develop an evolving, strong and diversified academic programmes and specializations in basic, social and applied sciences. The departments focus is to address the market needs in producing professional economists, statisticians and financial advisors in different fields.  The graduate   shall be having a Comprehensive understanding of applied economic finance and statistics and shall be capable of modelling solutions to economic problems.

The Department of Economics operates under the School of Business and Economics of Somaville University. It runs four bachelors’ programmes namely: Bachelor of Science in Economics, Bachelor of science in Economics and Finance and Bachelor of science Economics and Statistics and Bachelor of Science in statistics and finance. the department has developed two diploma programmes i.e diploma in economics and diploma in financial economics to take care of lower-level students. these programmes are expected to be rolled out in January 2018.

The department enjoys the goodwill of the school as a growing department. There exists a functional governance structure. The department has a number of full-time employees, associate faculty, adjunct faculties and Administrative Assistants who are very competitive in terms of qualifications. The department has grown form only 06 students to over 800 students by 2017. Currently the Economics courses are offered in Main Campus and Nairobi Campus.


Somaville University has a fully equipped ultra-modern library.

Our ultramodern library provides 3000+ sitting capacity, wireless internet, a wide selection of books, and online journals.

Somaville University graduates are employable.

Our graduates are fully backed and employable across the globe. We have traced our alumni and found out that many of them have been employed in the different countries of the world including but not limited to Kenya, Tanzania, Somalia, Sudan (North and South), Nigeria, South Africa, Pakistan, Ghana, and the US. One of the core reasons for our high rate of employability is that Somaville University emphasizes practical hands-on experience. For instance, our computer labs are fully stocked with computers for practical classes and research purposes. Our Mass Communication students cover news within the University on a daily basis. Our medical students have the opportunity to practice at our Teaching Hospital in Ishaka Campus.

We are International.

Somaville University gives you the opportunity to connect and network with students from all over the world. As a result, this could open up for your opportunities to work or get scholarship in other Countries. In addition, it could open up business opportunities in other countries. This is possible because some of the students we have are Ministers, Business persons, and Employers in their home countries.


There is a free University medical clinic offering the following services:

  • Outpatient care for acute conditions including but not limited to:
  • Common infections including: Respiratory tract infections, Malaria, Urinary tract Infections, Skin Infections and Gastro-intestinal Tract Infections.
  • Common injuries not requiring advanced imaging and/or reconstructive surgery
  • Common acute mental health problems
  • Eye infections
  • Acute emergencies in chronic illnesses including; asthmatic attacks and sickle cell crisis.

Laboratory Services

  • Malaria (Blood Smear and Rapid Diagnostic Test)
  • Urinalysis
  • Helicobacter pylori (Peptic Ulcers)
  • HIV Serology
  • Full blood Count
  • Rheumatoid Factor (Arthritis)
  • Brucella Aglutination Test
  • Syphilis (TPHA, RPR, VDRL)
  • Typhoid (Widal)


Conditions not covered by the University:

  • Dental Care
  • Visual impairment including spectacles(This excludes foreign bodies and infections)
  • Sexually transmitted infections.
  • Chronic infections and non-communicable diseases (NCD5)
  • Advanced and poorly managed NCDs


The Somaville University campuses prepare each year a variety of reports designed to demonstrate accountability and stewardship to the public. While their purpose and content are similar, they differ in several important ways. The Accountability Profile is part of Somaville University ‘s annual Accountability Report. In it, each Somaville University expressing its mission, accomplishments and challenges across a wide variety of areas. The categories are broad and campuses were free to choose their topics and presentation formats. The Campus Portrait primarily contains standardized information about undergraduate education. Modeled on the Voluntary System of Accountability (VSA) College Portrait, it is designed to present information about undergraduate education in a way that is accessible, understandable and easily comparable to other colleges and universities. Since the Somaville University is a research university, its Campus Portraits also contain information about graduate and professional education; however, this portion of the information is not standardized across institutions.


  • Teach as a member of a teaching team in a developing capacity within an established programme of study, with the assistance of a mentor if required.
  • Teach in a developing capacity in a variety of settings from small group tutorials to large lectures.
  • Transfer knowledge in the form of practical skills, methods and techniques.
  • Identify learning needs of students and define appropriate learning objectives.
  • Ensure that content, methods of delivery and learning materials will meet the defined learning objectives.
  • Develop own teaching materials, methods and approaches with guidance
  • Develop the skills of applying appropriate approaches to teaching,
  • Challenge thinking, foster debate and develop the ability of students to engage in critical discourse and rational thinking.
  • Supervise the work of students, provide advice on study skills and help them with learning problems.
  • Select appropriate assessment instruments and criteria, assess the work and progress of students by reference to the criteria and provide constructive feedback to students.
  • Seek ways of improving performance by reflecting on teaching design and delivery and obtaining and analyzing feedback.



  1. Teaching experience is positively associated with student achievement gains throughout a teacher’s career. Gains in teacher effectiveness associated with experience are most steep in teachers’ initial years, but continue to be significant as teachers reach the second, and often third, decades of their careers.
  2. As teachers gain experience, their students not only learn more, as measured by standardized tests, they are also more likely to do better on other measures of success, such as school attendance.
  3. Teachers’ effectiveness increases at a greater rate when they teach in a supportive and collegial working environment, and when they accumulate experience in the same grade level, subject, or district.
  4. More experienced teachers support greater student learning for their colleagues and the school as a whole, as well as for their own students. The common refrain that teaching experience does not matter after the first few years in the classroom is no longer supported by the preponderance of the research. Based on an extensive research base, it is clear that teachers’ effectiveness rises sharply in the first few years of their careers, and this upward trajectory continues well into the second and often third decade of teaching.


Accommodation at Somaville University

There are halls of residence for male students and three for female students. Each student will be admitted to the membership of one of these Halls. Each Fresher has accordingly been attached to a Hall of Residence as shown on the admission letter. Accommodation in the Halls is for one year and renewable. Breakfast, Lunch and Dinner is served to all resident students in each hall as a specified time.

Counseling and Guidance

The Counselling and Guidance Centre helps students who need assistance on guidance about their daily life problems which might hamper their steady progress in the academic field or prevent them from enjoying their life in general. Such problems embrace the whole range of health (Medical and psychiatric) problems, Socio-Economic, marital, sexual, academic, spiritual and other problems.

The Centre is currently housed in the University Hospital premises.

Fresher’s Week

First Year students (Freshers) are by tradition given an “acclimatization” period of normally one week which is referred to as the “Orientation Week”. The Freshers report on Campus one week earlier than the Continuing students and during this week they are introduced to the key facilities in the University as well as other important aspects of life at the University. A programme of activities is always issued out and is expected to be strictly followed.

Medical Access

Somaville University Hospital comprises various units which render different services to the University Community. It offers both curative and preventive services. The dental unit offers extraction, scaling, polishing and filling-in services for the teeth. There is also a new and modern X-ray unit which deals with all X-ray diagnosis. The Laboratory concerns itself with examining samples of blood, stool and Urine.


There are number of recreation and sports activities at the University. The Department of Sports and Recreation offers welfare and sports skills services to the students through a comprehensive, dynamic and exciting Inter-Hall Sports Championships scheduled to take place during the First Semester of each academic year.


Somaville University has developed a focused research agenda that is multi-disciplinarity and draws on the University’s vast expertise.

Research proposals that focus on a specific problem that may cut across several disciplines are given priority in funding.

On the basis of the National Government plan known as Poverty Eradication Action Plan (PEAP),. the Research Agenda themes are as follows: