Now available: Why and how Africa should invest in African languages and multilingual education

In collaboration with the Association for the Development of Education in Africa (ADEA), the UNESCO Institute for Lifelong Learning (UIL) has just published the enclosed evidence- and practice-based policy advocacy brief on why and how Africa should invest in African languages and multilingual education.

 This brief is the product of an in-depth research and consultation process, which was initiated in 2005 and carried out in consultation with experts – the majority from Africa – in language, education and publishing and African Ministries of Education. It addresses seven common concerns about mother-tongue-based multilingual education in sub-Saharan Africa in the light of experiences of mother-tongue education in Africa since the 1950s. It also draws on a broad array of experiences and sources from around the world. The focus on African experiences redresses the mistake made so often in the past: namely, the practice of applying to this continent research results from regions with very different linguistic contexts and learning environments. Drawing on research results from Africa, the brief makes concrete suggestions as to how education systems can be shaped to foster individual and social development in African contexts.

 In 2010, as a measure to facilitate the promotion of mother-tongue-based multilingual/multicultural education and learning cultures, Ministers of Education from 18 African countries adopted the policy guide on the integration of African languages and cultures into education systems, which was informed by evidence supported by this brief and thus extensively included herein.

Contact:
Christine Glanz()