The South African Department of Education prioritised (Early Childhood Development ECD) through the development and implementation of the White Paper 5 on Early Childhood Development (2001). The policy's aim is to phase in Grade R as part of the schooling system.
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.
After Independence in March 1990, the then Ministry of Education, Youth, Culture and Sport began reviewing the language policy for schools. The agreed policy was issued in the document Education and Culture in Namibia: The Way Forward to 1996 in 1991.
The policy goals include:
Every citizen has the right to education and culture. Their books must reflect their values and culture and must be relevant to their living circumstances. Only skilled local authors can address such needs.
The language policy of education in Ghana has had a checkered history since the colonial era. In May 2002, Ghana promulgated a law, which mandates the use of English language as the medium of instruction from primary one (grade one) to replace the use of a Ghanaian language as the medium of instruction for the first three years of schooling, and English as the medium of instruction from primary four (grade four).
This presentation was created for the Association for the Development of Education in Africa (ADEA) workshop in Nairobi on National Book and Reading Policies for Africa from 17th to 19th June 2019. The presentation addresses issues related to the cost of storybook creation and adaptation of storybooks.
For many years, linguists, educators and other academics have been calling upon the government of Botswana to develop a language policy which will recognize and empower all the ethnic groups represented in the country.