One of the principal objectives of the revolutionary regime was the adoption of a standard orthography of the Somali language. Such a system would enable the government to make Somali the country's official language. Since independence Italian and English had served as the languages of administration and instruction in Somalia's schools. A11 government documents had been published in the two European languages. Indeed, it had been considered necessary that certain civil service posts of national importance be held by two officials, one proficient in English and the other in Italian. During the Husseen and Igaal governments, when a number of English-speaking northerners were put in prominent positions, English had dominated Italian in official circles and had even begun to replace it as a medium of instruction in southern schools. Arabic--or a heavily arabized Somali--also had been widely used in cultural and commercial areas and in Islamic schools and courts. Religious traditionalists and supporters of Somalia's integration into the Arab world had advocated that Arabic be adopted as the official language, with Somali as a vernacular.

A few months after independence, the Somali Language Committee was appointed to investigate the best means of writing Somali. The committee considered nine scripts, including Arabic, Latin, and various indigenous scripts. Its report, issued in 1962, favored the Latin script, which the committee regarded as the best suited to represent the phonemic structure of Somali and flexible enough to be adjusted for the dialects. Facility with a Latin system, moreover, offered obvious advantages to those who sought higher education outside the country. Modern printing equipment would also be more easily and reasonably available for Latin type. Existing Somali grammars prepared by foreign scholars, although outdated for modern teaching methods, would give some initial advantage in the preparation of teaching materials. Disagreement had been so intense among opposing factions, however, that no action was taken to adopt a standard script, although successive governments continued to reiterate their intention to resolve the issue.

On coming to power, the SRC made clear that it viewed the official use of foreign languages, of which only a relatively small fraction of the population had an adequate working knowledge, as a threat to national unity, contributing to the stratification of society on the basis of language. In 1971 the SRC revived the Somali Language Committee and instructed it to prepare textbooks for schools and adult education programs, a national grammar, and a new Somali dictionary. However, no decision was made at the time concerning the use of a particular script, and each member of the committee worked in the one with which he was familiar. The understanding was that, upon adoption of a standard script, all materials would be immediately transcribed.

On the third anniversary of the 1969 coup, the SRC announced that a Latin script had been adopted as the standard script to be used throughout Somalia beginning January 1, 1973. As a prerequisite for continued government service, all officials were given three months (later extended to six months) to learn the new script and to become proficient in it. During 1973 educational material written in the standard orthography was introduced in elementary schools and by 1975 was also being used in secondary and higher education.

Somalia's literacy rate was estimated at only 5 percent in 1972. After adopting the new script, the SRC launched a "cultural revolution" aimed at making the entire population literate in two years. The first part of the massive literacy campaign was carried out in a series of three-month sessions in urban and rural sedentary areas and reportedly resulted in several hundred thousand people learning to read and write. As many as 8,000 teachers were recruited, mostly among government employees and members of the armed forces, to conduct the program.

The campaign in settled areas was followed by preparations for a major effort among the nomads that got underway in August 1974. The program in the countryside was carried out by more than 20,000 teachers, half of whom were secondary school students whose classes were suspended for the duration of the school year. The rural program also compelled a privileged class of urban youth to share the hardships of the nomadic pastoralists. Although affected by the onset of a severe drought, the program appeared to have achieved substantial results in the field in a short period of time (see Language and Education , ch. 2). Nevertheless, the UN estimate of Somalia's literacy rate in 1990 was only 24 percent.