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

 
UNESCO. (2010). 
Policy guide on the integration of 
African languages and cultures into education 
systems, amended and adopted by the ministers of 
education at the African Conference on Integration of 
African Languages and Cultures into Education, 
Ougadougou, Burkina Faso, 20–22 January 2010.
Tunis: 
Association for the Development of Education in Africa 
(ADEA); Hamburg: UNESCO Institute for Lifelong 
Learning. 
http://uil.unesco.org/fileadmin/keydocuments/Africa/en/p
olicy_guide_sep_web_en.pdf
 
 
Urges all stakeholders to uphold the conference’s 
recommendation that multilingual and multicultural 
education should be the default approach to basic 
education in African countries. (12 pp) 
The 
Philippines Department of Education (DepEd)
http://www.deped.gov.ph/sites/default/files/order/2013/D
O_s2013_43.pdf
  
http://www.deped.gov.ph/orders/do-12-s-2015

The Philippines DepEd has produced various documents 

outlining the need for teachers to be proficient in mother 
tongue-based multilingual education instructional practices 
to be able to implement the country’s curriculum and 
learner needs.

---

---

United States Agency for International Development 
Bureau for Africa 
Africa Education Division
1300 Pennsylvania Avenue, N.W.
Washington, DC 20523
www.USAID.gov

---

Document Outline

• Language Use in Education guidance_June 2015_FINAL.pdf
  • 1 Rationale for more effective language planning in education
    • 1.1 Context and benefits
    • 1.2 Putting research into practice
  • 2 Key factors to consider when planning for language use in education
    • 2.1 Research on language, literacy, and learning
    • 2.2 Relationship between LOI and the goals of the education system
    • 2.3 Sociolinguistic context
    • 2.4 Educational context
    • 2.5 Stakeholder considerations
  • 3 Recommendations and steps for planning for language use in education
    • 3.1 Conduct situation analysis and assemble country-specific information
    • 3.2 Engage a wide range of stakeholders and conduct social advocacy
    • 3.3 Identify pedagogical approach and specific languages to use
    • 3.4 Support language standardization and development
    • 3.5 Develop curriculum, materials and assessment for target languages, grades and subjects
    • 3.6 Align teacher training, recruitment, and placement with language policies and practice
    • 3.7 Develop and implement a language policy and/or language plan
    • 3.8 Monitor and evaluate outcomes
  • 4 Conclusion: Summary and way forward
  • Bibliography
  • Annex A. Detailed literature review of worldwide evidence and best practices on L1-based multilingual instruction
  • Annex B. Language models
  • Annex C. Language competencies and vocabulary thresholds
  • Annex D. Exploring language goals in relation to LOI planning
  • Annex E. Planning for language use in education: Illustrative timeline and activities
  • Annex F. Country situational analysis worksheet for planning for language use in education
  • Annex G. Resources for planning for language use in education