Curriculum Planning in Secondary Schools in Somaliland

The study investigated the status of curriculum planning in secondary schools in Hargeisa Somaliland. This study was occasioned by the fact that the curriculum in secondary schools in Somaliland had been largely criticized and described as not result-oriented but there was no empirical evidence. There were significant pointers of inadequate educational planning: many schools were using real foreign textbooks without regulation or adaptation. In Hargeisa the overall teacher effectiveness was only 22.61%. Yet teachers are the architects of curriculum planning. The study adopted a cross-sectional survey design on a stratified sample of 217 teachers in 28 schools. The study found that there was poor objectives planning [χ 2 (N = 28) = 28.786 p = .000] poor content planning [ χ 2 (N = 28) = 39.500 p = .000] poor learning experiences planning [χ 2 (N = 28) = 47.714 p = .000] and poor students ‘evaluation planning [χ 2 (N = 28) = 99.929 p = .000] in secondary schools in Hargeisa. The study concludes that there is poor curriculum planning in secondary schools in Hargeisa.