The effectiveness of English Medium Instruction in primary education: evidence from Ethiopia

Abstract

ABSTRACT The impact of English Medium Instruction (EMI) on educational outcomes in resource constrained countries is underexplored. We exploit a random distribution of EMI in Ethiopia’s primary schools and use an IV-2SLS strategy to identify its effects. We find that EMI undermines learning outcomes in Mathematics and increases verbal skills. Countries with limited resources and lacking appropriate pedagogic solutions in their educational systems should carefully consider its consequences before adopting it.