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School access and mother-tongue policy: Challenges and solutions of Ethiopia’s educational reform

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Abstract:

This paper explores the challenges and opportunities with regards to the provision of high quality literacy instruction at the early primary school level in Ethiopia. There are many challenges to the provision of quality education, especially outside of the urban areas, and the country's policies on the language of instruction compound these problems. Though the government laws mandate that mother tongue instruction occur in the first four years of primary school, it is rarely happening in practice because teachers are trained in vocational schools where English is the medium of instruction and they do not receive specific instruction in how to teach literacy in mother tongue languages. This as well as lack of adequate support for mother tongue instruction has created barriers to effective literacy instruction across the country. In response the government is currently undergoing a reform process for the national curriculum and teacher training programs. The Ethiopian government has therefore announced the intention to revise the curriculum to align it with evidence-based best practices in literacy instruction, and to design training programs for both pre-service and in-service teachers to prepare them to adequately provide multilingual literacy instruction. This paper outlines some of the specific challenges that the government faces as well as some of the solutions that are being implemented. The paper also contextualizes Ethiopia's educational reform experience within the broader discussion of how to improve educational quality while still maintaining equitable access to free and appropriate education.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p740256_index.html
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MLA Citation:

Summers, Katherine. "School access and mother-tongue policy: Challenges and solutions of Ethiopia’s educational reform" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p740256_index.html>

APA Citation:

Summers, K. "School access and mother-tongue policy: Challenges and solutions of Ethiopia’s educational reform" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p740256_index.html

Publication Type: Panel Paper
Abstract: This paper explores the challenges and opportunities with regards to the provision of high quality literacy instruction at the early primary school level in Ethiopia. There are many challenges to the provision of quality education, especially outside of the urban areas, and the country's policies on the language of instruction compound these problems. Though the government laws mandate that mother tongue instruction occur in the first four years of primary school, it is rarely happening in practice because teachers are trained in vocational schools where English is the medium of instruction and they do not receive specific instruction in how to teach literacy in mother tongue languages. This as well as lack of adequate support for mother tongue instruction has created barriers to effective literacy instruction across the country. In response the government is currently undergoing a reform process for the national curriculum and teacher training programs. The Ethiopian government has therefore announced the intention to revise the curriculum to align it with evidence-based best practices in literacy instruction, and to design training programs for both pre-service and in-service teachers to prepare them to adequately provide multilingual literacy instruction. This paper outlines some of the specific challenges that the government faces as well as some of the solutions that are being implemented. The paper also contextualizes Ethiopia's educational reform experience within the broader discussion of how to improve educational quality while still maintaining equitable access to free and appropriate education.


Similar Titles:
Part 1 Policy and practice in mother tongue-based education: Comparing Ethiopia with Southeast Asia

School Reform Visions From the Margins: African-American Community Critiques of Education Reform Policy

Policy and practice in mother tongue-based education: Comparing Ethiopia with Southeast Asia


 
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