The Implementation Of Afan Oromo As A Medium Of Instruction In The Second Cycle Of Primary Schools Jldvisor The Case Of East Wollega Lone

Language is a vehicle oj human culture ar:·n civil.~a.ti.on..: of t.H.s "a. m .e.ti.ir s.:o.; .gaVi.in g acc;.s srnto knowledge and skills. Besides, it has b~i~ ro.l~ "ir !~~in':c;tip~qi prOF~Sp.: :": " " " " :rnLike wise, Afan Oromo has been utilized as a medium of instruction in the primaryrnschools of Oromia region. As beginners, a lot has been done in promoting Oromornlanguage as a medium of instruction, but a lot remains to be known as itsrnimplementation.rnTherefore, this research was concerned to study the implementation of Afan Oromo as arnmedium of instruction in the second cycle of East Wollega primary schools. To this end,rnthe research method employed was descriptive survey. The sampling techniques appliedrnwere both probability area sampling and non probability sampling. The sources of datarnwere parents, teachers, students, woreda and zone education officials as well as vicedirectors.rnThe data collecting instruments were questionnaires, interviews, focusgrouprndiscussions and documents. The data collected were analyzed quantitatively andrnqualitativelyrnFindings of the study indicates that regardless of efforts made to narrow the gap, stillrnthere is a short supply of qualified and proper number of teachers in the schools. Thernimplementation of mother tongue as a medium of instruction in primary schools gotrnsupport from large sections of the society. The education managing unit at woredasrnweakly established coordination with those concerned bodies, to advance thernimplementation program. Moreover, using mother tongue in education contributes to thernreduction of dropout; the training provided was incompatible with the nation widernimplementation program. The preliminary orientations and trainings given for teachersrnwere ill-equipped and poorly supported by skillful trainers. Text books andrnsupplementary reading materials were in short of supply to schools. Work done to creaternbasic belief on native language in education was weakly performed. Evaluation as arnpart of implementation has not yet been developed. Eventually, the study under scoresrnthat using mother tongue as a medium of instruction demands appropriate planning,rnproper in puts, continuous monitoring and evaluation at all levels and stages in thernprocess of implementation to achieve the desired objectives initially established.rnThe study also recommended some better ways and means for further implementation ofrnAfan Oromo as a medium of instruction

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