Critically discuss the differences and similarities that can be identified on the basis of language as an external
determinant of the various education systems between South Africa, Kenya and Mozambique
Language is an important external determinant of the education system of any country. In South Africa, Kenya, and Mozambique, language has a significant influence on how the education system operates. The purpose of this essay is to critically discuss the differences and similarities that can be identified on the basis of language as an external determinant of the various education systems between these African countries.
South Africa is a multi-lingual country, with 11 official languages. The education system in South Africa is bilingual, with English and Afrikaans as the primary languages of instruction. The South African government has made efforts to promote the use of African languages in education, but English continues to dominate as the language of instruction. This has led to a significant gap in academic performance between students who are fluent in English and those who are not. As a result, many students struggle to access the curriculum and experience low academic achievement.
Similarly, Kenya has two official languages, English and Kiswahili. The Kenyan education system is primarily taught in English, which is the language of instruction in most schools. However, many Kenyan students speak different dialects, making it challenging for them to understand and access the curriculum. This has led to a high dropout rate among students who struggle with English and limited access to higher education opportunities.
In contrast, Mozambique has a primary language of instruction, which is Portuguese. Portuguese is spoken by the majority of the population and is the official language of Mozambique. However, the country recognizes several other languages, including Swahili and Makua. The education system is designed to cater to the Portuguese language, but efforts are being made to introduce other languages in schools to promote cultural diversity and inclusivity.
The differences in the languages of instruction have significant implications for the education systems in these African countries. In South Africa and Kenya, students who are not proficient in English are at a significant disadvantage. This results in a gap in academic performance, which limits access to higher education and job opportunities. In Mozambique, although the primary language of instruction is Portuguese, the country recognizes several other languages, which promote cultural diversity and inclusivity.
In conclusion, language is a critical external determinant of the education system in South Africa, Kenya, and Mozambique. The differences and similarities that can be identified on the basis of language are significant, as the languages of instruction have a significant impact on academic performance, access to higher education, and job opportunities. To bridge the gap in academic performance, efforts must be made to promote multilingualism in education systems to promote cultural diversity and inclusivity.