Traditional Practices and Education Rights: A Case of University Female Students in Hodon District, Somalia

Education is a fundamental right and plays an important role in development (United Nations Educational, Scientific and Cultural Organization, 2020). However, in Hodon District, Somalia, traditional practices and cultural beliefs significantly influence educational opportunities available, particularly for marginalized groups like girls (Abdullahi & Said, 2012; Ahmed, 2000). Somalia has a rich cultural heritage shaped by diverse traditions that form societal norms, though some perpetuate gender inequality and limit girls' education (Abdullahi & Said, 2012). It is important to examine Hodon District's prevailing traditions and their impact on education rights to identify improvement areas and strategies (Hassan & Lewis, 2008; Warsame, 2001). Traditional practices may include gender roles, restrictions on girls' schooling, early marriage, and limited resources that hinder enrollment, retention and achievement (Omar & Hersi, 2011; Roble & Wardheer, 2003). Additionally, traditions can affect boys' education through expectations like income contributions over schooling (Roble & Wardheer, 2003). To properly address barriers, comprehensive understanding is needed of prevailing practices and implications for opportunities (United Nations Children's Fund, 2010). The objective was to examine the effect of Traditional Practices on Education Rights: A Case of University Female Students in Hodon District, Somalia. The theoretical framework of this study is grounded in liberal feminism theory, as advanced by Jackson and Pearson (2002). A mixed-methods approach was used combining qualitative and quantitative data from interviews, questionnaires and a sample of 358 female students from universities in Hodon district, Somalia. The research examined the influence of traditional practices on education rights through a descriptive design aimed at understanding subjective experiences. Findings revealed Somali traditions are gender sensitive in education with a mean of 3.765. Cultural support for education in communities had a mean of 2.073. Regression analysis between traditional practices and education rights yielded a correlation coefficient (R) of 0.749. The model summary results were: R = 0.749, R2 = 0.560, Adjusted R2 = 0.559, meaning traditional practices explain 56.0% of the variation in education rights, while other factors account for the remaining 44.0%. It was concluded that traditional practices have a significant effect on education rights for university female students in Hodon district. Specifically, improvements to traditional practices that increase support for girls' education could positively impact education rights in Mogadishu. The study provides insight through quantitative and qualitative examination of the influence of traditions