Implications for multilingual education: student achievement in different models of education in Ehiopia
SOURCE: Multilingual education and sustainable diversity work: from periphery to center
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): K.A.Heugh, C.Benson, M.A.G.Yohannes, B.Bogale
SOURCE EDITOR(S): T.Skutnabb-Kangas, K.A.Heugh
KEYWORDS: EDUCATION, EDUCATION, ETHIOPIA, EVALUATION, GRADE 8, MOTHER-TONGUE EDUCATION, MULTILINGUALISM
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7314
HANDLE: 20.500.11910/3367
URI: http://hdl.handle.net/20.500.11910/3367
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): K.A.Heugh, C.Benson, M.A.G.Yohannes, B.Bogale
SOURCE EDITOR(S): T.Skutnabb-Kangas, K.A.Heugh
KEYWORDS: EDUCATION, EDUCATION, ETHIOPIA, EVALUATION, GRADE 8, MOTHER-TONGUE EDUCATION, MULTILINGUALISM
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7314
HANDLE: 20.500.11910/3367
URI: http://hdl.handle.net/20.500.11910/3367
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter focuses on the relationship between type of bi-trilingual MTM education model and student achievement in Ethiopia by examining three sets of system-wide assessment data of grade 8 students over a period of eight years.-
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