Early Childhood Education in Somalia: Foundational Capabilities,Structural Barriers, and the Conditions for AI-Ready Learnin

Abstract

The study rigorously examines the relationship between early childhood education (ECE) and school readiness in the Somali context, emphasising the foundational competencies essential for effective learning in an increasingly technology-driven educational environment. Drawing on an extensive review of empirical and theoretical literature, including research conducted in Somalia and Somaliland, international case studies from Finland, and longitudinal data on early skill development, the analysis posits that children entering primary education without prior ECE exposure tend to exhibit significant cognitive, social, and emotional deficits that often persist throughout their educational trajectories. Evidence from four Somali-based investigations, covering early childhood provision, transitional processes into primary education, and university foundation programmes, demonstrates that disparities originating in early childhood are unlikely to be fully remedied by remedial interventions alone. Furthermore, the study explores structural barriers, including inadequate teacher training, limited access to learning materials, and ineffective policy enforcement, that impede the success of existing ECE initiatives. The findings highlight that cultivating core competencies in early childhood, specifically language acquisition, emotional regulation, and social participation, is essential for engaging with digital and AI-enabled pedagogical tools. The conclusion emphasises that Somalia’s efforts to develop an equitable, effective, and technologically advanced education system depend on sustained, systemic investment in early childhood education. The paper offers pragmatic policy recommendations for policymakers, educators, and international development actors committed to improving early learning outcomes in fragile and conflict affected settings.