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

Long term (18 months+) 
General 
planning 
•
Conduct situational analysis and gather 
data regarding languages spoken in 
specific geographic areas, proficiency 
levels, learning outcomes, and other 
characteristics of the language and 
learning environment.
•
Gather information on official LOI policies; 
language and teaching practices at the 
school level; instructional resources 
available in different languages; 
stakeholder attitudes and beliefs about 
language; previous efforts to provide L1-
based instruction; and results from recent 
reading and learning assessments. 
•
Review research on language 
development, literacy acquisition, and 
learning and provide information to 
relevant stakeholders to analyze vis-à-vis 
country context. 
•
Convene a senior-level working group to 
review overall situation analysis. 
•
With stakeholder group, review and discuss 
factors to consider with regard to planning 
for language use in education. 
•
Identify instructional approach for using 
language in education based on research, 
contextual factors, and conditions 
necessary for success.
•
Identify strategies for developing, 
promoting, and/or ratifying a language 
policy and/or plan. Identify key 
stakeholders who are able and willing to 
guide the process.
•
Develop (or revise) a 
plan
for language use 
in education. 
•
Develop (or revise) official 
policy
for 
language use in education (if deemed 
necessary and feasible). 
•
Conduct stakeholder advocacy and 
facilitate the process for policy and/or 
language plan ratification. 
•
Monitor changes in context, such as 
languages spoken at schools. 
•
Monitor, evaluate, and—as 
needed—modify the plan for 
language use in education.
•
Continue to conduct stakeholder 
advocacy and communication, 
including dissemination of results 
and effects of language plan on 
education access, quality, and 
outcomes.