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This study was aimed at examining the congruence between the planning and implementation of the nationally harmonized undergraduate modular English language and literature program in the case of Wachemo and Wolkite universities in Ethiopia. Modularization was adopted mainly to ensure competence-based organization of the programs in Ethiopian higher education institutions, ensure the learner-centered curricula and determine students' workload. In line with modular instruction, it is believed that almost all Ethiopian public universities have the teaching and learning of EFL as a separate program of study, named as English Language and literature. However, the congruence between the planning and implementation of the program with the realization of individuals' views and the challenges is one of the vital steps towards achieving the expected outcomes. Accordingly, 183 participants comprising 22 instructors 159 students and 2 department heads were involved to respond and reflect their views with the challenges. The results revealed that though the participants had a relatively higher view towards the planning, they were disappointed with the incongruence of the implementation with the planning or the major assumptions of the program due to several conceptual and contextual challenges. Students' low English language background, students' low interest to study English language and literature as their field of study, block mode course delivery, low quality assessment mechanisms and instructors' low commitment are among the challenges to impede the implementation. As such, to ensure effective implementation of the program, solutions should be made in accordance with the views and the challenges. Assumptions of modular instruction, conceptual and contextual challenges congruence, implementation, planning, views

This study explored the condition of being a child and a primary school student in Semi-Pastoral Society of Eastern Ethiopia. The study was instigated by the widespread complaints in the aftermath of Millennium Development Goal two (MDG2) that in eastern Ethiopia of (semi-) pastoralist community, children are left far behind with not only the opportunity to literacy. The aim of this study was to assess the existing EFL primary school literacy achievements, success and challenges in the Dire Dawa Town suburbs of Oromo and Somali semi-pastoralist communities. Adopting an ethnographic participant observation approach, five primary schools were selected based on convenience or accessibility. Totally, twentyfive active primary schools Grade 4 children and 14 dropouts were sampled based on availability sampling technique from the five schools. A Basic Vocabulary Assessment Battery (BVAB) was designed as a primary data collection tool. Besides, School Observation and Focus Group Discussions (FGD) were employed. The BVAB results of those actively schooling indicate, in contrast to our original hypothesis, fair level of English literacy. However, the FDG data obtained from the dropouts confirmed our hypothesis that abject poverty and the fragility of implementing the policy of children's rights to education in their mother tongues are stumbling blocks to literacy as well as opportunity to schooling. Important policy implications are offered.