Abstract:
This study was aimed to assessing factors affecting primary schools curriculum implementation
in pastoralist areas of Tuli-Guled woreda at Somali regional state. A sample size of 83
respondents (71 teachers, 7 school principals, and 5 woreda education officers) were selected by
using comprehensive sampling technique except for woreda education officers who were selected
by using available sampling method. Questionnaires and interview were tools used to get
information from the respondents. Data were analyzed using the Statistical Package for Social
Sciences (SPSS) and presented using frequencies and percentages. The findings of the study
revealed: lack of training for teachers on curriculum implementation, lack of teaching and
learning facilities, and shortage of qualified teachers have negatively influenced and hindered
the proper implementation of the curriculum, and hence affected students' academic
performances. In addition, ethnic conflicts (resulting in family displacements, student dropouts
and closure of schools) in pastoralist areas unconstructively affected implementation of the
curriculum in primary schools in the study area. The implication is that teaching-learning
processes were not run properly and learners were not able to gain the knowledge, skills and
attitudes they were expected to. Thus, it is recommended that regional education bureau (REB)
should regularly give training to teachers on how to effectively implement the curriculum; and
recruit new teachers to overcome the shortage of qualified teachers. In addition, REB should
fulfill the necessary teaching-learning resources for the schools; and should work with regional
government office to ensure the peaceful teaching learning process that is free of any insecurity
problems such as ethnic conflicts
