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Primary schooling

Developing Teaching and Learning Materials for MTB-MLE

This 7-page document helps guide MTB-MLE practitioners in developing teaching and learning materials.  

Planning a MTB-MLE early literacy program in Gambia

The Gambian government has embarked on an ambitious effort to develop an early grade literacy program in five national languages: Jola, Mandinka, Pulaar, Sarawule and Wolof.

Africa’s Education Financing Challenge

Apr 27 2011 10:30 am
Apr 27 2011 10:30 am
US/Eastern
Student enrollment and expenditures per student have been on the rise in sub-Saharan Africa over the past decade. Yet, financing gaps still exist for achieving universal quality education throughout the region, especially in countries with strong demographic pressures. Many African countries are facing a dilemma of how best to balance scarce resources and the growing demands to improve education quality for their children and youth.
Where: 

The Brookings Institution
Saul/Zilkha Rooms
1775 Massachusetts Ave, NW, Washington, DC

Contact: 

To RSVP for event call:
Office of Communications
202.797.6105

Final report study on Medium of Instruction in primary schools in Ethiopia - Heugh et al 2007

Abstract: This report presents an analysis of the Medium of Instruction (MOI) policy in Ethiopia. The analysis is based on qualitative and quantitative methods. Approximately 100 classroom observations were carried out at the primary and secondary levels, with a focus on rural primary schools at grade levels where instruction in the mother tongue, national language (Amharic) or the international language (English) was initiated or concluded.

Steps towards learning

This guide summarizes and explains what is known worldwide about the difficulties that children experience in having to cope with an unfamiliar school language. It offers evidence, arguments and practical steps for structuring the language of schooling to assist children with learning and to prevent them from failing to learn. It also looks at the poor educational results that follow from educational programs that fail to use a child's mother tongue in instruction.
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