Institutional governance and perceived curriculum quality in Somaliland higher education: an exploratory cross-sectional analysis

An exploratory study in Somaliland's higher education sector investigated the relationship between Institutional Curriculum Governance and Support (ICGS) and perceived Curriculum Development Quality and Effectiveness (CDQE). The analysis, drawing on data from 358 respondents across six universities, found an association between these factors, indicating that robust institutional governance practices influence the perceived quality and effectiveness of curriculum development.

This study highlights the critical link between institutional governance structures and the perceived quality of educational offerings within a developing higher education system. Understanding this relationship is vital for strategic planning and resource allocation aimed at improving educational standards and ensuring the relevance of curricula.

Somaliland's university system has evolved from community-led post-conflict reconstruction to national regulation and quality assurance.

Forward consideration, not a verified fact.