The Challenges in developing, standardizing and implementing Primary Education Amharic Terminologies

Abstract

This research aimed to investigate the obstacles encountered in developing, standardizing, and implementing Primary Education Amharic Terminologies (PEATs). The study employed descriptive research design. Qualitative data were gathered through questionnaires completed by textbook authors, teachers, students, and parents. Additionally, interviews were conducted with experts from curriculum and relevant government institutions in both the Amhara region and federal government, while focus group discussions were held with students in Grades five and six. The study also involved reviewing textbooks for Civics and Ethical Education, Integrated Science, Mathematics, and Social Studies for these grades to excerpt terms. The qualitative data were analyzed using thematic techniques alongside methods for term formation and terminology principles. The study identified several challenges that obstruct the development, standardization, and implementation of PEATs. The study revealed several challenges hindering PEAT development, standardization, and implementation, including the absence of a national-level coordinating body for terminological work, a lack of awareness regarding the role of terminologies in teaching and learning, insufficient collaboration among stakeholders, and the absence of research-backed terminology initiatives. To enhance the quality of education in the mother tongue and address the issues surrounding PEATs, the study, among other things, recommended planned development, standardization, and implementation of terminologies based on research, training, public awareness, and inter-institutional cooperation.