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.

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.

Author
Ramanujam Meganathan
Publisher
British Council

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.

Author
Association for the Development of Education in Africa (ADEA)
Global Book Alliance (GBA)
Publisher
Association for the Development of Education in Africa (ADEA)

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.

Author
Department of Arts and Culture
Publisher
Department of Arts and Culture

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.

Author
Craig Esbeck
Publisher
Mango Tree Literacy Lab

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.

Author
National Education Evaluation & Development Unit (NEEDU)
Publisher
National Education Evaluation & Development Unit (NEEDU)

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.

Author
Benri G Chilora

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.

Author
Ministry of Education
Publisher
Ministry of 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. 

Author
Kenya Institute of Curriculum Development (KICD)
Publisher
Kenya Institute of Curriculum Development (KICD)