Issues in the Use of Kafi Noonoo As A Medium of Instruction: The Case of Kafa Zone Primary Schools
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Date
2009-06
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Addis Ababa University
Abstract
Improvement in the provision of quality KMI is emphasized as one of the desired out come of this study. As language is foundational to all learning, it is imperative that the greater concern here is the use of Kafi Noonoo as MOI in primary schools of Kafa Zone and to examine the current problems faced and support needed in implementation. To carry out the study, questionnaires were administrated to 80 teachers, 260 students of grades 7 and 8 and 112 literate patents of the sampled students selected from the sampled primary schools: Bonga 03 (1-8) Gimbo Hibret (1-8), Bitta- Gennet (1-8) and Abera- Yuda (1-8). Interviews were conducted to 4 sampled schools’ principals, 3 Woreda Education Officials, the 2 Kafi Noonoo experts of the Zone and focused group students. The data obtained was analyzed quantitatively employing frequency and percentage, and qualitatively verified; then the results of both were compared and reconciled. The results showed that problems pertaining to KMI implementation are to do with lack of qualified and trained teachers, shortage of textbooks and absence of Kafi Noonoo written materials, inadequate translation, inadequate preparation in developing KMI curriculum, Lack of subject specific vocabularies, less proficiency in reading and writing skills, Code switching and the push for languages of wider communication. Amharic and English used as better for future carrier options since they serve as national and international languages respectively. Finally, in the light of the findings, conclusions have been drawn and recommendations have been forwarded to address the problem
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provision of quality KMI, language is foundational to all learning