Despite Somalia central government was collapsed in 1990, a time also global higher education matters are not widely shared and developmentized as her current aims and as rationalizing its purposes so that global higher democratic leadership grows from and is expressed through enabling structures, such as a culture that explicitly shows that inclusive participation is valued and institutional spaces and resources that provide opportunities for power sharing, transforming dialogue and the growth of holistic learning and relational well. As result of that Somalia is not yet localized all developmental capacities towards higher education industry democratization due to lack of professional capability.
In recent years, we have seen a number of cases where political leaders upset about criticism have challenged professors and sought to intimidate them into silence. One example took place in Somalia when the Federation of Somalia Universities (FESU) was created while the ministry of Education started not to recognize FESU as independent institute and issues an statement supporting the legalizing and the existence of one Universities union nationwide.
Experts are vital to democracy because they bring in-depth knowledge to civic discourse. Yet some public officials don’t like it when expertise is used against their own policy decisions.
What is higher education’s responsibility to a democracy in question?
Nevertheless, variously described as “backsliding,” “declining,” “at risk,” and “fragile,” Somalia Federal Government democracy is a democracy in question. Since that, the threats to democracy are acute and growing. Yet, this moment in history is an opportunity to advance student learning for, and institutional commitment to, a more aspirational, redesigned democracy that is inclusive, equitable, participatory, compassionate, and just.
The Federation of Somalia Universities (FESU) provides colleges and universities with the resources and support they need to prepare students to confront the threats to democracy and to engage in the process of reinventing it.
Why academic freedom challenges are dangerous for democracy?
In Somalia less understood, though, is how these threats to academic freedom also endanger democracy itself. Many analysts worrying about democracy today in the country and focus on procedural protections, such as voting rights, institutional rules, due process, and the rule of law, among other things. These features are basic requirements of functioning democracies and are the bedrock of our political system.
Obviously in across the Federal capacity measures are yet one of the overlooked ingredients of democracy and not loomed is a vibrant civil society with a knowledge sector that is free of political interference and the ability to train students in independent analysis and critical thinking.
The Value of Academic Freedom
(United States Case Study)
Academic freedom is one of the reasons the United States’ higher education system has long been the envy of the world. Providing teachers and professors with the freedom to teach important ideas and encourage critical thinking among students in which is key to freedom, economic prosperity, and innovation. People need independence and liberty to challenge authorities, question leadership, and develop new ideas.
The scope and benefits of academic freedom, naturally, have been challenged and debated over the years. For example, conservatives have long argued that the academic freedom on college campuses is a veneer that creates a hostile environment against conservative scholars and values. In response to these arguments, some universities have created free speech zones in order to encourage an open flow of ideas. Other places have developed courses, lecture series, conferences, workshops, and academic enterprises designed to promote out-of-the-box thinking or a diversity of viewpoints. Yet, current efforts to outright silence scholars and teaching marks an important, and dangerous, escalation of this issue.
Another European Union Case Study shows me that recognizing the moral authority of independent experts, when despots come to power, one of the first things they do is discredit authoritative institutions who hold leaders accountable and encourage an informed citizenry. In Hungary, for example, government authorities attacked the Central European University that operated in Budapest and forced its relocation to Vienna, Austria. Having independent educators was deemed incompatible with an illiberal political regime. It is easy to slide into authoritarianism when fact-checkers and independent analysts are discredited and civil society organizations are weak in their capacity to question political leaders. If academic experts are discredited and lack legitimacy with the general public, it is hard for them to be effective in civic discussions. And if they worry about prosecution or selective law enforcement, it will limit their ability to challenge government authorities.
Thoughtfully, in response to increasing threats to democratic processes within the domestic community, the Federation of Somalia Universities (FESU) has an obligation to assess its contribution to the vitality of democracy. At risk are general principles and systems of democratic governance, but also the independence of universities as sites for critical thinking and autonomous knowledge production; such independence being one of the foundations of democratic society. As result of that, I believe that in this context between higher education and democracy oriented programs are critical for the future of the society.
Wrote by: Dr. Daud Abdi Daud who heads FESU so that if you have comments please write to him at director@fesu.so whatsapp chat at +252616349997
