Determinants of Sustainability of Mother Tongue Based Multilingual Education Programs in Tana River County, Kenya.

Abstract

One of the challenges facing the execution of the Language in Education Policy in Kenya has been its sustainability, yet the policy has been in existence since 1976. The LiEP has been seen to be an answer to the matters of quality yet its implementation levels have been significantly low. The main purpose of this study is to investigate the factors influencing effective sustainability of Mother Tongue Based Multilingual Education programs which are guided by this policy. The researcher is guided by the following objectives: First, to establish how Language in Education Policy influences the effective sustainability of Mother Tongue Based Multilingual Education programs. Secondly, to examine how the availability of material resources influences the effective sustainability of Mother Tongue Based Multilingual Education programs. Thirdly, to assess how the availability of resources influences the effective sustainability of Mother Tongue Based Multilingual Education programs. And lastly, to determine the influence of stakeholders in the programs for the effective sustainability of Mother Tongue Based Multilingual Education programs. The research study targets a population of 1,444 and employ mixed methods of research. Multi-method designs are generally intended to complement one information source with another, or triangulate on an issues by utilizing different data sources to approach a research problem from a different points of view. Data was gathered using questionnaires, interview and Focused Group Discussions. The supervisors validated the questionnaires. To enhance reliability of the instruments, pilot study was conducted. Quantitative data was analysed by means of various statistics as well as measures of central tendency and dispersion. Frequency and percentages statistics were used. Chi square was also used to test the hypotheses. Confidentiality of the information that respondents provided was upheld. The response rate was 76%. From the findings, it evidence that the alternative hypothesis which stated that there is significant relationship between Language in Education Policy and sustainability of Mother Tongue Based Multilingual Education programs was accepted. This means that there is high collaboration between Language in Education Policy and multilingual education. The study revealed that there is significant relationship between availability of material resources and sustainability of Mother Tongue Based Multilingual Education programs. The alternative hypothesis for this was accepted. However, there is need for more publishers to publish books written in mother tongue to ensure effective sustainability. The study has also revealed that the alternative hypothesis that there is significant relationship between availability of human resources and sustainability of Mother Tongue Based Multilingual Education programs. However, there is need for the teachers to have institutionalized training on MTE while in teacher’s college for effective implementation of MTBMLE programming. Lastly, the alternative hypothesis that stated that there is significant relationship between involvement of stakeholders and sustainability of Mother Tongue Based Multilingual Education programs was accepted. This means that community has to actively participate in the MTE programs and take ownership of the programs. The study revealed that parents are actively involved in the learning process of their children