EdData II: Data for Education Research and Programming (derp) in Africa

3.2 
Engage a wide range of stakeholders and conduct social advocacy 
Policies and practice related to language and teaching have the potential to privilege some groups 
and cultures and to perpetuate disadvantage for others, intentionally or inadvertently. Examples 
include selecting only one language for official classroom use or neglecting to develop curricular 
materials in another. Successful planning for language use in education—and eventual 
implementation of a plan developed—therefore requires the engagement of a wide range of 
stakeholders and the mobilization of their resources and effort. These stakeholders may include, 
but are not limited to:
•
Officials from the Ministry of Education
and, to the extent they exist and are relevant, 
from the offices that manage nonformal education initiatives and cultural, minority, or 
religious affairs. Leaders and personnel from divisions within these institutions who are 
vital to getting a language-related policy or plan adopted and implemented should be 
included.
•
Teachers and teacher unions.
Teachers are the ultimate implementers of language 
policies, and their early buy-in and involvement in providing instruction in familiar 
languages is key. Teachers and teacher unions can be directly involved in key activities, 
including language mapping and situational analysis, as well as the development of 
language-specific materials, given their experience, needs, and knowledge of children’s 
interests in topics and stories.
•
Teacher training colleges.
Any plan for language use in education must be reflected in 
pre- and in-service teacher education. Therefore, teacher training institutions need to be 
fully on board in the design and development of policies and plans, which will require 
their full support to be effective.

---

30 
•