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, Kenya & Mozambique
Language is a crucial external determinant of education systems in many African countries, including South Africa, Kenya, and Mozambique. Language plays a significant role in shaping the education systems, curriculum, teaching methods, and learning outcomes. This essay aims to critically discuss the similarities and differences of the education systems in these three countries based on their languages.
South Africa has eleven official languages, and English is the language of instruction in most schools. The language of instruction varies depending on the region, and this has significant implications for the quality of education across the country. The lack of a common language of instruction has been identified as a significant barrier to educational equity and social cohesion. The policy of mother-tongue education (teaching children in their home language) has not been effectively implemented in many schools, particularly in poor and rural areas. This has resulted in low levels of literacy and numeracy, high dropout rates, and limited access to quality tertiary education.
Similarly, Kenya has two official languages, English and Swahili, with English being the primary language of instruction. This has resulted in a situation where only students who can learn in English can access quality education and career opportunities. The government has recently initiated a policy of mother-tongue education, which aims to improve literacy and numeracy levels, but there is a lack of trained teachers who can teach in local languages. This policy has not been fully implemented in many parts of the country, resulting in limited progress.
Mozambique, on the other hand, has three official languages, Portuguese, Makua, and Swahili, with Portuguese being the language of instruction. However, only a small percentage of the population speaks Portuguese, and this language barrier has significantly affected the quality and accessibility of education. The government has recently initiated a policy of bilingual education that aims to improve access to quality education for all Mozambican children. However, this policy has been met with significant challenges, including a lack of trained teachers and inadequate funding.
In conclusion, language is an external determinant of education systems in many African countries, including South Africa, Kenya, and Mozambique. While all three countries face similar challenges related to language and education, they have unique approaches and policies aimed at improving literacy and numeracy levels and enhancing access to quality education. Though the policies seem suitable to achieve their desired outcomes, the lack of implementation and the shortage of trained teachers may hinder the achievement of these goals.