The implementation of a multilingual education policy in Ethiopia : the case of Afaan Oromoo in primary schools of Oromia Regional State

Abstract

This study examined the implementation of a multilingual education policy in Ethiopia. Its main focus was to find out the role of Afaan Oromoo as the medium of primary education in Oromia Regional State. The objectives of the study were to find out whether Afaan Oromoo as medium of primary education has played positive roles in enhancing educational access to and learning quality in Oromia. Further investigation also sought to find out if there were implementation drawbacks in a bid to suggest future policy interventions considered both at federal and regional levels. The theoretical framework behind the study was to examine the social, cultural, and political ascriptions of language and describe the educational value of mother tongue in general and Afaan Oromoo in particular. The overall thrust of the study was to find out whether Afaan Oromoo has helped create a facilitative learning environment between home and schools and contributed to nurturing Oromoo children’s positive self-esteem in their subsequent academic careers. Teachers, students, parents, experts in education and culture, both as implementers and beneficiaries, were consulted on the status and value of the multilingual education policy under implementation as it relates to Afaan Oromoo. Research data were collected from schools, teacher education institutions and relevant government offices through the qualitatively designed instruments: interviews, participant observation, and document analysis. Data collected from the field were described and analyzed using interpretative techniques that suit a qualitative research design. Although critical implementation bottlenecks have been identified, there are positive educational and attitudinal responses from key stakeholders to the use of Afaan Oromoo as medium of primary education.