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

4 
Conclusion: Summary and way forward 
While several challenges contribute to poor learning outcomes in many low-income countries, 
throughout sub-Saharan Africa, millions of children are not learning as a result of language-in-
education policies and practices that facilitate neither effective development of literacy skills, nor 
learning across the curriculum. And as a result, billions of dollars continue to be wasted as 
children drop out or leave school without essential literacy, numeracy, and other skills needed for 
the 21st-century workforce. This quality, equity, and financial imperative therefore demands that 
USAID and other concerned stakeholders engage in discussions and take on the sometimes 
difficult work of implementing research-based and contextually appropriate plans for language 
use in education. 
While there is not a “one size fits all” when it comes to planning for language use in education, 
as this guide has indicated, evidence and experience indicate several key areas and 
considerations to keep in mind when developing a research-based, contextually appropriate, and 
feasible plan for language use in education:
•
Research on language and learning.
Children must be able to read and write the 
language(s) of instruction well in order to learn academic content (like mathematics and 
science) through them. They need appropriate levels of academic vocabulary in both L1 
and L2/Lx to learn academic content effectively. This suggests that instruction in L1, or 
other language familiar to children and teachers, should continue throughout primary 
school, even while L2/Lx is taught as a subject and, if necessary, begins to become an 
LOI. 
•
Transfer of skills across languages. 
Children need explicit instruction and support in 
transferring skills from one language to the other, and they need high-quality instruction 
from teachers who are highly proficient in both or all of the languages involved. If 
teachers do not have this proficiency, particularly in an additional or unfamiliar language, 
alternative strategies—such as designating language specialist teachers—should be 
explored. 
•