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The purpose of this paper is to understand the level of corruption in Somalia and the causes that lead to corruption that in turn hampers good governance.

The paper relies on the data collected from Somali’s public institutions, international actors, newspaper articles and peer-reviewed literature. The degree of corruption is assessed with the Corruption Perceptions Index by Transparency International and the Control of Corruption provided by the World Bank.

The finding shows that the level of corruption in Somalia is high and complex because of the following reasons: weak governance and poverty, culture and tradition which include favoritism based on clan membership, lack of accountability mechanism and absence political will. Measures undertaken for anti-corruption, for instance, the establishment of the National Anti-Corruption Commission and legislation for its support face barriers and challenges that include political influence, lack of capacities among the undertaking institution and lack of participation by the public.

This research adds value to the knowledge of corruption in Somalia by identifying the concrete socio-political antecedents for corruption and the problems of fighting it. This paper further presents the following detailed strategies to address corruption: enhancing the operational and financial integrity of the Independent Anti-Corruption Commission; restructuring the civil service and merging it into a merit-based system; enhancing Public Financial Management (PFM) reforms; independence of the judiciary; and sustaining development in digital technology adoption in governance and procurement.

This study aims to obtain stakeholder perceptions of secondary education quality in Sokoto State, Nigeria.

A qualitative research approach was used by conducting interviews. Data were purposively collected from a sample of 15 education stakeholders in Sokoto State, and analyzed to extract major themes using the NVivo software program.

The results of the interviews suggested that high-quality education is defined by the following seven dimensions that fell under a systems-based framework: the provision of adequate instructional materials, the provision of educational infrastructure, imparting the “right” knowledge, meeting education “yardsticks”, provision of teacher support and welfare, creating a conducive learning atmosphere and availability of high-quality teachers.

The research is confined to the Sokoto State only. Although the findings may be applicable to other states of the Nigerian federation, the qualitative research design limits generalization beyond the present data. The research has methodological limitations in that only a qualitative approach was used in obtaining and analyzing the data.

This study presents dimensions of, and a definition of, secondary education quality, as perceived by education stakeholders in Sokoto State, Nigeria. This systems-based definition could be useful to the government in re-designing its educational plans and ensuring quality in secondary education programs. Once fully applied in the educational system, issues of low-quality education and graduation of unprepared students can be addressed more systematically. The goal of admitting more competent school leavers into tertiary institutions could also be pursued actively. Other social challenges, such as juvenile delinquency, can likewise be addressed. The study draws attention of those responsible for education provision in Nigeria to look inward to focus on those dimensions that need prompt and urgent improvements so that education quality can be ensured for a better society.

This study provides a systems-based framework of educational quality to guide school improvement efforts in Nigerian secondary schools that reflect values of regional stakeholders. This study demonstrates an easy-to-apply method for deriving educational quality indicators with stakeholder involvement. The dimensions obtained are supported by theory and the literature discussed.