DILLA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

A Scholastic Review of Grade 10 History Text Book

BY
Genene Adela

Id-009/18
OCTOBER2020
DILLA, ETHIOPIA
A PAPER SUBMITTED TO ABDU MUHAMMED ALI (Ph.D.)
DILLA UNIVERSITY

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE

COURSE HiEd 641
DILLA, ETHIOPIA
OCTOBER2020

i
Table of Content--------------------------------------------------------------------------------------------pages
Introduction------------------------------------------------------------------------------------------------------1
1. The general impression on Ethiopian education policy in relation with curriculum--------3
2. Frame work of the grade tenth history text book---------------------------------------------------5
2.1. Its general Aims and Objectives---------------------------------------------------------------------------6
2.2. Scope of the text book-----------------------------------------------------------------------------------------6
2.3. Organization of the text book------------------------------------------------------------------------------7
2.4. Chronological Arrangement of the Textbook------------------------------------------------------8
th
2.5. Time allocation for the grade 10 History textbook-----------------------------------------8
2.6. Suggested teaching methods of the text book--------------------------------------------------10
2.7 Teaching aid on the text book-------------------------------------------------------------------------11
3. External Evaluation--------------------------------------------------------------------------------------------------11
3.1. The General Appearance of the text ---------------------------------------------------------------11
3.2. Introduction and Table of Content-----------------------------------------------------------------11
3.3. Organization of the Text Book ---------------------------------------------------------------------11
4. Internal Evaluation ----------------------------------------------------------------------------------------------12
4.1. The Proficiency Level of the Students-------------------------------------------------------------12
4.2. Teacher Guide-----------------------------------------------------------------------------------------------12
5. Strong and weak sides of the text book--------------------------------------------------------------
12
5.1. Its strong side --------------------------------------------------------------------------------------------12
5.2. Its weak side------------------------------------------------------------- 13
Recommendation-----------------------------------------------------------------------------------------------14
Conclusion------------------------------------------------------------------------------------------------------16
Reference-------------------------------------------------------------------------------------------------------18

i
Introductio
n
th
The aim of this term paper is to investigate grade 10 history text book of first cycle
of the secondary school. For those who are engaged in the teaching profession what
comes first in to there mind when they are talking of education is curriculum.
Curriculum is an organized and systematize educational plan by which
an educationalist abides by the make the conveyance of knowledge purposeful. To
this end, a wide range of curricular materials-syllabus, teacher’s guide and students’
th
text books of grade 10 –have been thoroughly analyzed.

The academics see curriculum as the vehicle by which learners are introduced to
subject matter disciplines and to organized fields of study. They view the organized
content of subjects as a curriculum to be strictly pursued for dealing with local and
personal problems. Persons who fall in to this category assume that an academic
curriculum is the best way to develop the mind. On the other side there are many
concepts of knowledge of which the most known as the constructivists and the
positivist concept of knowledge. The constructivists’ concept assumes that
knowledge is produced or made meaningful through interaction between the learner
and the worker around him or her. This interaction leads to interpretation and
understanding, not just memorization. The world is not seen as being made up
primarily of fixed facts. Instead, all knowledge is seen as being rather unstable
dependent on the interpretation of the learners, knowledge is viewed here as being
holistic, unfiled, coherent and interrelated rather than fragmented pieces of
information in this model the learner’s task is to interact with the world around him
or her, to understand, think critically, make linkages, interpreter, Analyze, draw
conclusions and communicate about what he or she is learning. The teacher is
expected to ensure that he or she, not only know the subject matter dealt with the
curriculum, but just as important, understand and be competent in the use of a
variety of active learning pedagogical approaches.

Curriculum based on the positivist model is often congested with content and is too
difficult for the learners at all levels whether at primary or secondary levels.

1
Education is seen as a means of cultural transmission from one generation to
another in any given society, education as a social phenomenon through which a
society assumes its own continuity by socializing the young in its own image,

2
education system are not the same as no two societies are identical.

The education systems different from society to society and there aims,
contents and techniques as differ from one society to another contemporary
educationalists argue that education must serve the purpose of social life that
brings people together. Curriculum designed by two forms, formal and informal.
Formal curriculum refers to what is laid as the syllabus or that which is to be
learnt by students, of fiscally developed and recognized by the ministry of
education. It is the officially selected body offering education, wants students to
learn, and referred to the actual course of study, the planned content teaching,
evaluation methods, syllabus and other materials used in any educational setting.

th
The idea of education in Ethiopia started in the 16 century, the entrance of the
Christianity. To this end education in Ethiopia has been dominated by Ethiopian
Orthodox Church for many centuries until secular education was adopted in the early
1900s. The present day curriculum in Ethiopia based on the objectives of the
education and training policy of 1994, this policy stressed the need for relevance and
for account to be taken of the profile of students. It also emphasizes the importance
of writing sound pedagogically and psychologically principles and taking into
consideration of international standards and local conditions.

The curriculum has been revised between2003-2005, which mainly focused on re-
arranging educational system. Primary school education consists of two cycles from
1 to 4 and grade five- eight. Secondary education has two cycles from 9 to 10 as
secondary education level primary cycle and 11 to 12 secondary school secondary
cycle or preparatory schooling.

1. The general impression on Ethiopian education policy in a

relation with curriculum

The federal democratic Ethiopian government implemented the new education

and training policy in 1994 EC. This educational policy investigates the creation of
a society with human and democratic values, high problem solving ability and
capacity to inquired carry out research and liberates itself from the adverse
procedures of nature. Believe that the goal of education should be to develop
rational thought and to create des planed mind to think require usually
believe
3
that the focused of education should idea that have lasted over centuries,
concern with contemporary science to develop intellectual powers to realize
human potential improve the human problems by the help students understand
and curriculum emphasize cultural pluralism, equality and futurisms.

The organization of the designing of the curriculum has been divided into two
branches; General and specific. A general education fulfils the basic educational
needs and includes all aspects of learning and prepares the student for pursuing
subsequent specialised education. The main aim and objectives ; all students
know that they need to achieve to succeed in life; staff and students have high
expectations and strive for excellence learning and teaching takes place in safe
and purpose full environment students are encouraged to have in queering minds
and seek opportunities to become global citizens and challenge and support
students path to success and curriculum objective and flexible approaches to
learning and teaching providing opportunities for student to extend their
learning outside of the formal curriculum .

Aim the project aims to bring about an improvement in quality of teachers

education by quitting reflection on and dialogue about the dedicate competency
both among student and teachers educators. Specific objectives support the
establishment of national and regional networks science to coherence of aim and
content in teacher education can be aided by systematic coverage through
apostle.

History is the study of the past which enables students to understand the present
situation so that this helps to build a better future. However its realities focused
varies challenges of education in general and teaching history. In particular
especially in my working place. Modern time and long centuries of political
experience that enabled the country to resist and requires foreign aggregation
attempted against her at different periods in histories the noble history of the
tarnished by undemocratic nature of governments the ruled the countries
throughout history under feudalism her kings where autocratic monarchies
whose knees no limit. The used to claim that the political power to have been
bestowed upon them by good and where those not accountable to the people.
The over through of the king solomonic dynasty to have gone for good but un

4
opportunity the wishes and expectation of the Ethiopian of people to effect
a transition democratic never realised .the old educational system mostly
focused on academic subjects and paid only lip service to vocational subjects
as\ such the deduction did not help students to develop or cultivate
practical and vocational skills. As the system that’s divorced from the
practical or cultural needs of the country it did not instead in the student an
appreciation agrees for knowledge. As the curriculum lacked clear objectives
appears to have been randomly designed with no specified target mind the
profile and behaviour of the student at varies level was not definable. unlike the
old educational system which was teacher- cantered and solely conducted by
the’’ chalk and talk’’ mode of delivery the present system in student centred
with emphasize on varies exercises student teacher interaction and
encouragement of student inquisitiveness.

The FDRE education policy 70% by 30% plays negative roles on social
science stream. FDRE education policy give place for history subjects very less
that lead educational policy to died. Thirdly and finally, lack of understanding
the course due to failed back ground of the student. To this historical, cultural,
social and political obstacles that have restricted progress in education for many
centuries there for in my opinion the above listed problem lead Ethiopian
education policy from bad to worse.

2. Frame work of the grade tenth history text book

A subject syllabus is a unit of the curriculum syllabus conserved as a guide

to the in charge as well as the student. It help the students to know about a
subject in detail why it is a \part of their course of study what are the
expectation from student consequence of failure it contain general rules
,policies, instructions topics covered assignment projects text dates and so
on. It aimed to proved students with an understanding of fundamental
historical concept and skill required in the study of history knowledge of key
development and forces that shaped past in fact a good quality if education
is dependent up on many factors that include the availably of good
educational materials students text book and other reference materials and
qualified teachers with optical to teach.

5
 As a discipline subject history syllabus is one part of the curriculum which
designed by the ministry of education and latter on reviewed to 2003 to
insured that the syllabus remains relevant and feature oriented.

2.1. Its general Aims and Objectives

The major aim and goal of secondary education in Ethiopia schools in general and
history subject in particular is planned to the students to identify their needs, interest
and potentials so that they chose their field of study. in addition to this its strategic
aim was to preparing learners for the further learning and training to acquire useful
academic knowledge that will prepare them control in varies vocational
training programs or in preparatory programs for university level education with
in short period. In other word, its attention areas:

 Enable student to acquire a sound knowledge and to learn

from national, nationalities and global history

 Provide cultural ballast for students in highly globalised sense

 Help the students to develop critical thinking skills which are

essential for life long and independent learning.

 Made meaningful through interaction b/n learner and the world

around

When we come to the general of the syllabus, they are listed at the beginning of each
section (unit) of syllabus. It specifies the cognitive skills ,knowledge’s
and behaviours (attitudes)of the student should acquire after instruction in the
units of section these general objectives directly linked with the general aims of
teaching history syllabus and from on the basis for the selection and
organization of the themes as well as their unit topics however , the aims
and objectives have interrelation among each other’s practically it is difficult to
achieve their global in all due to material availability shortage if time low learning
capacity of the students and wastage of times

2.2. Scope of the text book

In order to achieve the above listed aims and objectives the topics which
deals

6
about Ethiopian, African and World historical accounts are selected and organized as
a content materials under eight units with its several topics and sub topics this grade
tenth history syllabus mainly focussed on;

th
 the advancement of the industrial capitalism in the 19 c had far reaching
effects in the western worlds

 the emergency of the bourgeoisies and the proletariat as two distinct classes
with different world

 the formation of the modern Ethiopia Empire (1855-1935)

 the African resistance movement to colonialism and struggle against colonial

th
rule (1875 -1960) so that it is possible to understand the grade 10 text book
give more attention the medieval Ethiopia, African and World period history .

However in opinion it is difficult to cover the portion on the given time presented
in syllabus. Except this problem the scope of the content is good to me.

2.3. Organization of the text book

th
This grade 10 text book is organizing as content materials under eight units with its
several topics and sub topics. Each unit are beginning from indication of the
introduction part objectives of the units objectives of the specific units.
Following this it also included other issues such as terms to know exercise
questions true or false, multiple choose, matching, fill in the blank and essay
questions are placed in the interior and final part of the book of each units.
When see its content composition. A text book mainly focused on the political
history and on socio- economic history of Ethiopia Africa and World history. It
also created imbalance composition of the all Ethiopia peoples socio- political
historical development equally for instance the text book organized a large portion
on the northern part of Ethiopia peoples politics , socio- economic aspects in
general level attention to the southern peoples socio- economic and political
aspects.

The world more focused on industrial capitalism, the emergency of social classes,
western European state nationalism and on the socio- political history and unit four

7
 th
in the grade 10 students text book more emperies on socio- political history,
Africans resistance movement and struggle colonialism rule and unit eight final unit

8
focused on the consolidation of the restored monarchy and contradictory
development political history in Ethiopia.

In general, the contents of text book, which follow the subject syllabus in the
curriculum are over loaded and often conceptually too advanced in relation to
student understanding level. Moreover, although the policy advocates a student-
cantered approach, the teaching learning materials and overloaded partition are do
not promote this method effectively. Therefore, this paper aims to address these and
th
other deficiencies through the critical analysis of grade 10 history text book.

2.4. Chronological Arrangement of the Textbook

Time is an important factor in the study of history. It serves for different

purpose. First of all, past events could not be understood properly unless they are
presented in time frame work. Time also simplifies the works of historian not only to
limit them to the study of certain period of time but also to present the result of
their studies. This is because historian present past events by organizing them
according to their sequence in time.

On the bases of the reality, I can argue that events are presented in their sequence of
order in the case of Ethiopia, Africa and World. In my point of view, the problem is in
the arrangement of the units in continuous way both from national to global history.
Contended that, each unit must be designed according to nations, continent and the
world history independently rather than discussing the issues of these areas in
combination. Also I found that the issue of the area combination made few time
errors of the events.

th
2.5. Time allocation for the grade 10 History textbook

th
For this grade 10 history textbook, only two (2) periods per week are allowed.
Accordingly, it has been designed to be covered over a minimum of 68 periods in one
academic year. This allocated time varied from one unit to other unit based on the
depth and difficulty to covered topic .However ,portion covering in a given time with
the planed objectives is so difficult due to the following problems are existed in
the school environment .These are:-

 Students enrolment took place until the end of September as a

9
 result of student late coming and other factors.

 Following the students enrolment, political meeting become

mandatory, even though out the academic year such kinds
of meeting also continued.

 Scarcity of textbook and large numbers of students in one class

are also becoming an obstacle to implement students
cantered approach effectively

 Various periods are missed during national holidays, festivals and

students absenteeism as a result of different occasion.

 Lack of additional class and hauls to compensate missed classes

through make up program.

 Lack of interest on student’s side to have extra learning program

to cover wasted classes and Long distance from home to
school environment. The above mention problems are will be
solved if all concerned bodies work in cooperation accordingly:-

 The government in providing enough teaching materials ,building

additional blocks, building up teachers capacity in the right time
and avoiding unnecessary meetings.

 Curriculum designers should be redesign scope of the

textbook along the existing period of history subject (68) per year

 Families in the following the day to day activities of their

students and giving assistance to them.

 Teachers including me in guiding students about the value of

time and to give attention for their learning

 Students in respecting their regular learning time without any

absent. Therefore believe that if the above listed issues attention,
it is possible to go with time frame of the syllabus.

1
 2.6. Suggested teaching methods of the text book
This curriculum frame work aims to encourage flexibility and teaching and
learning methodologies, strategies and will require a shift in teachers thinking to
enable them to include a variety of appropriate activities to enhance student’s
participation in their learning. I have no doubt about the designed curriculum.
But to implement active learning in the class room, the time overage of the
course is non coverable because of the vast nature of the syllabus added to
shortage of teaching materials. So that, it is difficult effectively to use all
suggested teaching methods in its correct place and time of the presentation.
However, the following techniques are provided
th
under curriculum designers to the grade 10 history text book at the major
teaching
methods. Some of them
are;-

 Question and answer

 Discussion

 Demonstration

 Group presentation and group discussion

 Debate

 Explanation

 Gapped lecture

2.7 Teaching aid on the text

book

I believe that many topics require a range of information presented in variety

of modalities. For example, history teaching on the issue could demand
reading, listening to lecture from the teacher looking at maps or old pictures and
so on. This makes the past historical event concrete in the mind of the
students. However beyond paper value the government could not provide
this teaching aid for the school. For this reason, it is difficult to teach the
theoretical parts of the course by the integrating with teaching aid to make
student learning tangible. As history teachers in my school, I support student

1
in order to prepare charts which served for teaching aid to solve the existing
problems.

The student text book and teachers guide in general suggested that a
history teachers to use the following teaching materials in order to create
active teaching
learning process such as pictures, charts, wall map and others mainly. The
uses of the material are different from topic to topic based on the nature and
types historical accounts in the text book. However, I wanted to suggest that
the ministry of the education must encourage the uses of audio-visual teaching
material through supplying these materials for all secondary school. It help the
student to understand the real and major event of the past human beings
achievement and mistake like the first world war and second world war and so
on.

3.ExternalEvaluati
on

3.1. The General Appearance of

the
text
The cover of grade 10 history textbook is not attractive and has no durable and
water resistant cover. Its binding is very weak. The cover is not colorful and
attractive. The maps, cartoons, photographs, pictures, and other illustration are
not clearly visible and readable to attract both teacher and students. In contrast
to the other textbooks, there are no instructions how to use the text without
damaging.

3.2. Introduction and Table of

Content
Grade 10 history textbook has no general instruction, but it was very important
part. However, names of revisers, editors and reviewers are written with clear
font size of the letters in black. On the other side, the name of publisher,
source from which literary texts are taken from and the acknowledgement and
preface part are not included. The table of contents is written clearly with the
spacing of 1.5. However, it is not attractive and colorful. All the unit titles are
written in capital letter and the first letter of each topic are capitalized.

1
3.3. Organization of the Text
Book
Grade 10-history textbook is divided in to eight units, The text has 260 pages.
From the total contents, attention is given to African history. Each topic/sub-topic
is accompanied by activities to be done by students. At the end of each unit,
there are summery notes and review questions of different items, which help
learners to read, rehearse and review what they learned. Each unit is organized
chronologically and thematically consisting of several topics and sub-topics that
cover real context and integrated manner.
4. Internal
Evaluation

4.1. The Proficiency Level of the

Students
The approach of grade 10 histories textbook is general to specific. Despite
its publication problem (not colourful), some photographs and pictures included
in the text enables learners to focus on issues under discussion. Maps are
important but few are included in the text. In comparison to the other school
subjects, the text has glossary part at the end, which would encourage
proficiency level of learners. Some terms, concepts, theories and ideas in the
text are easy for learners to understand. The vastness of the text could
some extent affects the learners’ proficiency. Generally, the text does suit to
the student level of proficiency and knowledge.

4.2. Teacher
Guide
It guide teachers in preparation of the annual plan and weekly lesson plans
which is
4 period per week. Besides, teacher will be able to know the resources
materials, which are used under each unit and to prepare these teaching
materials where they are not available in the school. It also helps teachers to
show the direction how to present and organize their lesson. In addition to this, it
specifies the role of teachers and students under each topic, lesson, skill and
sub-skills. There is also practical and hierarchical guidance to the assessment
and evaluation. Despite these uses, there is no teacher guide in the school where
I teach.

1
5. Strong and weak sides of the text book

5.1. Its strong

sides

 Curriculum based cultural pluralism and futurism

 Defined in terms of objectives and time

 The structured education system supported by chronologically

 The context of the text book is free from stereotypical image and
information as well as promotes tolerance

 Improved the old educational system problems(weakness)

 It enables students to know the real images of Ethiopia , Africa and
world history of the medieval periods

 Give respect to the socio cultural history of Ethiopia and Africa

nations feelings and the world

 The socio cultural context includes in the text book are clear to understand

 Contain planned content evolution methods

 Engage in reflective thinking and writing system

 Promote equity and mutual respect among the student

 Encourage students to think critically and assist student in becoming

social and political conscious

 In the end of the text book glossary explained the most important words
from page 237-262, according to alphabetical order.

5.2. Its weak side

 The text book expression positive view of ruling class occupation

and weakness and more focus in world the northern part of Ethiopia but in
relation to ethnic history of Ethiopia, it is not balanced. Article 39 sub
Article 2 of FDRE constitution advocate that ‘’every nation nationality and
people in Ethiopia has the right to speak, to write and to develop its own
1
 language, to express, to develop and promote its culture and to preserve
its history’’. I can agree that Ethiopia is country which composed of more
than 80 nation nationalities and peoples. But, their history at these
phenomena is not clear more than 80 nation nationalities and peoples.
But, their history at these phenomena is not clearly designed.

 The north to south dichotomy is also one of the limitations of the text
book.
The history of northern Ethiopia in terms of political, economic and
cultural aspects was better studied than the south.

In my belief these now a day became a center of historical research. Therefore

it is possible to predict that the syllabus would be revised balance between
north and
south in the near
future.

 The design the curriculum foster that the syllabus should show no
gender bias and promotes gender equality. But in reality there is a big
th
difference in including women history as men. When analyzing grade 10
history text book from gender perspective have discovered that females
are underrepresented or miss represented with no mention of their
views only few past women’s such as, empress Taytu Bitul, Shewareged
gadla, empress Zewditu and other from yewust Arbenoch Kebedech,
shewanesh Abera, Abebech cherkos Lekylesh Beyene and other history
and other achievements with the absence of historical accounts are
comprised in the text book. In other word their representation in the text
book is lower than the male representation. Even in the process of text
book development or designing full of personals have been involved. In
general context of Ethiopia curriculum only few females’ personalities
are represented and few female images and characteristics are elaborate
in the text book.

 A syllabus touched up on political, economic and socio cultural context

of Ethiopia, Africa and world history. But in some extent the history of
Asian countries in the touched. In Africa it touched the whole continent
state and peoples historical developments condensed. In the text book

1
 Ethiopia history, African history and World history stated according the
events

 There are also problems of time and spelling error in the text book
its common problems on the all text book.

Recommenda
tion
Textbook is very important material for teachers since it shows the general
direction of what to teach, whom to teach and how teach. The textbook of
grade 10 history with its shortcomings plays vital role in the teaching-learning
process. Since the recent past, history education in Ethiopia has given little
attention. As a result, students in secondary schools perceive it
unimportant and difficult. The government’s policy of seventy to thirty ratio
has been greatly undermined the value of social sciences in general and history
in particular. Therefore, the following are my
recommendation regarding the text.

 Textbook altogether with syllabus and teacher guide has not been revised
for a decade. Therefore, the MOE in the near future has to revise it
giving due attention to its weakness
 There were times in which the diverse nations, nationalities and peoples
of Ethiopia suffered from chauvinistic attitudes and practices. Even if
Ethiopia has a long history, we know little about its diverse nations,
nationalities and peoples. One of the problems comes from the old
emphasis of historical studies and documentation given to the political
history of kings and their achievements rather than to the history of the
people. Similarly, the text gives little attention to the history and culture
of the majority of the nations, nationalities and peoples. Hence, the
investigation and documentation of the culture and history of the
majority deserve better attention of researchers. Therefore, the text
should be rewritten/revised including the history of all the nations,
nationalities and peoples of the country
 Key terms should be defined at the end of the text in the glossary
part
 The text cannot be covered within academic year due to its vast
content.
1
 Therefore, the contents should either be condensed or
minimized.
 In the textbook, unit objective are listed in general and specific terms.
Since unit objectives are broad, they should be stated in broad terms
What is most important, however, is the fact that the curriculum is subject
to periodic revision. Progressive curriculum is revised in every five years to
enhance the quality and relevance of the curriculum at various educational
levels. However, for a decade, grade 11 history textbook has not been
revised despite several comments and criticisms forwarded by the teachers
and the others professionals. Thus, based on feedbacks, through the
necessary input, the appropriateness and quality of the curriculum should be
reviewed and improved.

Conclusion

As far as text books preparation is concerned, not only in the use preparation
and also evaluation by experts in minster of education. This could not
guarantee the desired content and quality of the text book. Today, there the
designers of the curriculum, the writers of text book and the evaluators come
from a diversified and wide spectrum of groups. As present, text books are
written and prepared by experts (professional) outside the minister of
education. As published text book has been the sole task of the minister for
many years, it was not found easy to get experienced text book writers. As a
result, it was necessary to build the capacity of these writers in order to
produce books that are simple and readable by students. Short and frequent
training were organized for writers to properly address issues such as the
question of nation’s, nationalities and peoples and gender balances. This
as eventually enabled to capacitate the text books writers to produce quality
materials.
What is most important, however, is the fact that the curriculum is subject
to periodic revision .In the educational strategy we have adopted that ever
1
five years the quality and rebalance of the curriculums at various educational
levels will be assessed by a summative evaluation however still known for many
th
years grade10 history text book I not revised and faced to several questions
from the different corners of the country against it. Thus, based on its
feedback, and through the necessary professional input the appropriateness
and quality of the curriculum will
be reviewed and improved.

Reference

Assefa, Bekele. “TheEducationalFrameworkofEconomicDevelopmentin

1
 Ethiopia”, Ethiopian Observer, 1967.vol.2.No.1.
st
Gael, A. EncyclopaediaofHigherEducationinthe21 Century:Qualityand

Excellence.vol.2. (New Delhi: Mayor Enterprises, 2005).

MOE. EducationSectorStrategy(Addis Ababa: Ministry of Education, 1994).

MOE .TheEducationandTrainingPolicyanditsImplementation(Addis Ababa:
Ministry Education, 2002).
MOE. CurriculumFrameworkforEthiopianEducation-KGtoGrade12(Addis
Ababa: Education, 2009).
Pankhurst R. “Historical BackgroundofEducationinEthiopia” in Bender
et.al. eds. (Language in Ethiopia: Oxford University Press, 1976).
Tekeste, Negash. TheCrisisofEthiopianEducation:SomeImplicationsfor
NationBuilding(Department of Education: Upsalala University Press, 1990).