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.
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.
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.
Section 29(2) of the Constitution provides that every learner has the right to receive a basic education in the language of his or her choice, where this is reasonably practicable. This right is an important recognition of equality and diversity, and the need to depart from a history in which education – and language in education, in particular – was used as a vehicle to implement and strengthen apartheid.
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.