Effect of Institutional Practices on Education Rights of Girls: A Case of University Female Students in Hodon District, Somalia

This study investigates the effect of institutional practices on the educational rights of female university students in Hodon district, Somalia, utilizing a mixed-method approach that combines qualitative and quantitative data. Through a descriptive research design, the study targeted a population of 32,149 individuals, including district leaders, cultural leaders, university administrators, and female students from three universities. A sample of 395 respondents was selected, and data were collected using questionnaires and interviews. Findings reveal a significant correlation between institutional cultural practices and educational rights, with a regression coefficient of 0.315 indicating that these practices account for 31.5% of the variance in educational rights. The analysis of variance (ANOVA) confirms the significance of these institutional factors, highlighting the critical role they play in either facilitating or hindering girls' access to education. Despite the existence of potential government policies aimed at promoting girls’ education, the study uncovers a lack of established procedures within institutions to effectively support female students. Qualitative insights further reveal cultural attitudes and institutional inertia that undermine the realization of educational rights for girls. This study underscores the urgent need for targeted interventions that address both institutional practices and cultural barriers to enhance gender equity in education. The study recommends that local educational institutions develop comprehensive gender-sensitive policies, the Somali government prioritize training for educators on gender equity, and community leaders engage in awareness campaigns to challenge cultural norms. By implementing these recommendations, stakeholders can create a more inclusive educational environment that supports the rights of girls in the Hodon district