DOI: 10.36347/sjahss.2021.v09i10.003

Pages: 489-501

This qualitative approach article assessed the relationship between post war and the development of a Historical Curriculum for secondary schools in Somalia. Relevant knowledge and understanding of history encourages reconciliation and unity. Besides, poor curriculum and inadequate pedagogical practices undermine the merit of the history curriculum as an educational timely intervention. This may be linked to the mismatch between theory and practice. The study was anchored on the Social Identity Theory. The semi-structured interviews were used to garner information for the research study. A total of 11 people participated in the interviews. Results reveal that history curricula of Somalia has no relevancy in terms of developing national social identity. Qualitative interviews discovered five themes that appeared to be traits of a good curriculum: Relevancy, Powerful Knowledge, Cause and Consequences, Change and Continuity, and Difficult History. The results enabled the curriculum developers to possess knowledge for the development of a historical thematic curriculum. It was concluded that establishing a national relevant curriculum may encourage national identity and patriotism. Therefore, there is need for the government to increase funding for the development of a relevant national curriculum for secondary schools in Somalia.