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

Language 
mapping, 
standardi-
zation, and 
selection 
•
Develop scope of work for language 
mapping.
•
Conduct language-mapping exercise.
•
Conduct school-mapping exercise. 
•
Develop and administer language 
assessments in a sample of schools. 
•
Identify which languages spoken in the 
country have an agreed 
upon/standardized writing system and/or 
orthography, and which do not.
•
Establish transparent criteria and process 
for identifying languages to be used for 
instruction in the short to long term, based 
on the outcomes of the language-mapping 
exercise.
•
Select languages and dialects to be used 
for instruction based on identified criteria 
and process.
•
Develop, standardize, and harmonize 
orthographies for languages as prioritized 
by a consultative committee. 
•
Review language maps every year, 
or more, depending on the changing 
nature of the context (for example, 
school-specific information may 
need to be updated annually to plan 
for materials distribution, whereas 
regional-level information may not).

---

72 
Annex E 
 
Short term (0–6 months) 
Medium term (6–18 months) 
Long term (18 months+) 
•
Identify support for the development and 
use of identified languages as languages 
of instruction. 
•
Carry out language standardization 
process as necessary. 
Curriculum 
and materials 
development 
•
Review existing teaching and learning 
materials to identify what is available (by 
subject, language, grade level, type, etc.) 
and where gaps exist.
•
Develop timeline and budget for 
developing the materials.
•
Identify language, reading, and other 
technical experts to develop and/or modify 
curriculum and teaching and learning 
materials. 
•
Develop teaching and learning materials for 
the languages that will be used in the 
classroom.
•
Identify and train writers. 
•
Develop performance standards for each 
target language. 
•
Pilot test materials early on in the process 
to identify any changes needed.
•
Revise as necessary before large-scale 
implementation.
•
Develop curriculum and materials 
for additional languages. 
•
Involve local publishers and 
linguists.
•
Identify strategies for increasing the 
amount of time available in the 
curriculum to teach reading, 
languages, and curriculum content.