Analysis of Learning Outcomes of Social Studies in Somali National Curriculum Framework in Light of UNESCO’s Four Pillars of Education

Abstract

The study aims to analyse the learning outcomes of primary, and secondary social studies for the Somali national curriculum framework in light of UNESCO’s four pillars. Deductive reasoning is used in this study’s qualitative content analysis. The study also examines the degree of alignment between learning outcomes of primary and secondary education, and learning outcomes of primary and secondary social
studies. The findings demonstrated that the learning outcomes of social studies in primary, secondary history, and geography stated in the Somali national curriculum generally fit the four UNESCO pillars of education. However, learning outcomes of secondary education and learning outcomes of history and geography for the secondary in the light of ‘Learning to Be’ are not harmonized. The study addressed recommendations that contribute to the improvement of the learning outcomes of the Somali national curriculum framework.