How does language as an external determinant influence the Education system of Namibia, Ethiopia and South Africa

Question

Critically discuss the differences and similarities that can be identified on the basis of language as an external
determinant of the various education systems – South Africa, Namibia and Ethiopia

Discuss and Evaluate best practices through engaging in a literature review in order to document/report on, the
influence of language as an external determinant on the education systems of South Africa, Namibia and Ethiopia

Answer 1

Language is an important external determinant that affects the education systems of different countries. In the case of Namibia, Ethiopia and South Africa, language plays a significant role in the delivery of education, as each country has distinct language characteristics that affect their education systems in different ways. This essay will discuss the similarities and differences in the influence of external determinants such as language on the education systems of these three countries.

Namibia's education system is influenced by its colonial history, where Afrikaans and English were the official languages. The Namibian government has since implemented policies to recognize local languages like Oshiwambo, Otjiherero and Herero in the education system. However, a significant portion of the population, particularly those living in rural areas, still do not have access to education in their preferred language. Additionally, there is a lack of trained teachers who are proficient in these local languages, which poses a challenge to the education system in Namibia.

In Ethiopia, multiple languages are spoken, which poses difficulties in creating a unified education system. The Ethiopian government has implemented policies that promote the use of local languages in education, but the implementation has faced challenges due to the lack of textbooks and trained teachers in those languages. As a result, students in rural areas who speak local languages may not have access to quality education and proper instruction in languages they understand, resulting in high dropout rates and low literacy levels among those populations.

South Africa, with eleven official languages, has a diverse linguistic landscape. The education system has faced challenges in accommodating all languages while ensuring equal access and opportunities for all students. The language policies are deemed to favour English and Afrikaans, which raises concerns about linguistic discrimination against other languages.

To address these challenges, various best practices have been implemented in all three countries to improve access and quality of education. In Namibia, UNICEF partnered with local NGOs to develop Mother Tongue-Based Multilingual Education (MTBMLE) models that use local languages as the primary medium of instruction. Similarly, Ethiopia's national MTBMLE program encourages the use of local languages as a means of increasing access and equity in education. In South Africa, there is a push to promote multilingualism in schools by encouraging students to learn and use more than one language in the classroom.

In conclusion, the language is an external determinant that influences the education systems of different countries, and all three – Namibia, Ethiopia and South Africa face challenges in accommodating multiple languages while ensuring quality education for all students. Through best practices such as the MTBMLE models, these countries can overcome the language barriers and provide equitable access to quality education for all students.