This chapter explores language policy-making processes in the Indian context, implementation issues and the place and role of English in school education. Language in education policy derives from the Indian Constitution which guarantees linguistic rights to all citizens; most importantly, members of minority groups (both religious and linguistic) are granted a special right to be educated in their mother tongue.
National Language and Book Policies
This page provides links to language and book policies in developing countries, and research on the impact of national book policies for content creators and publishers.
The Association for the Development of Education in Africa (ADEA), through its Working Group on Books and Learning Materials (WGBLM), teamed up with the Global Book Alliance (GBA) to dialogue with African book industry stakeholders about publishing and use of materials in mother-tongue languages, and to come up with a way forward.
Approximately 25 different languages are spoken in South Africa, of which 11 have been granted official status in terms of section 6 of the Constitution (Act No. 108 of 1996), on the grounds that their usage includes about 98% of the total population.
Mango Tree Literacy Lab (MTLL) is a Ugandan NGO that believes that African children have the right to read, write and engage with ideas in a language they know and understand. Since 2010, Mango Tree has been supporting early primary literacy in the Lango Sub-region of northern Uganda.
No one would dispute that South African schools are performing below expectations. Diagnosis of the reasons for the inefficiency of South African schools, compared with more poorly resourced systems in the Southern and Eastern African subcontinent, is the first step to improving the quality of learning outcomes.
As schools in Uganda closed down in late March 2020 due to Covid-19, Mango Tree Literacy Lab (MTLL) had to reconsider its 2020 work plan.
Malawi has over 16 local languages. However, not all these languages are used as school languages in the education system. The illiteracy rate in Malawi is one of the highest in Southern Africa at 58% (UNICEF: 1993). This paper discusses Malawi's school language policy.
This report addresses key issues based on recent research on language and literacy in the African context, including teacher education, and outlines key findings and recommendations for research and practice based on the review of the literature.
This basic act enables the promotion and regulation of free and compulsory basic education. It also provides for accredition, registration and management of institutions of basic education.
The Kenya Institute of Curriculum Development (KIDC) developed the Basic Education Curriculum Framework in 2016, with a vision to enable every Kenyan to become an engaged, empowered and ethical citizen.