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.
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.
In 2017, the Department of Basic Education (DBE) said that 27% of public schools nationally are implementing the Incremental Introduction of African Languages (IIAL) in Grades 1 and 2 in 2017 despite challenges, which included an inadequate number of willing and competent teachers as well as negative attitudes and misconceptions about African languages being inferior in the global scheme.
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.
Literacy lies at the heart of UNESCO’s concerns and makes up an essential part of its mandate, being entwined with the right to education set forth in the Universal Declaration of Human Rights of 1948. These concerns have to do with promoting the meaningful acquisition and application of literacy in laying the basis for positive social transformation, justice, and personal and collective freedom.
This case study tells the story of a small Ugandan NGO’s experience using openly licensed government primers to support early primary literacy. Mango Tree Literacy Lab (MTLL) believes that African children have the right to read, write and engage with ideas in a language they know and understand.
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.
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.
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.
National language policy mandates use of the language of the catchment area as the medium of instruction in Grades 1 to 3; in practice, however, English is used extensively as the medium of instruction even in Grade 1 classrooms. The national education agendas are motivated by economic progress and social advantage.
Given the complicated and dynamic language situation, the role of language in Indian education has been at the centre of both debate and controversy. The central issue in the last hundred and fifty years has been the medium of instruction. There is evidence to show that before the British rule there was a vigorous system of indigenous education with provision for both sectarian and secular education.