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Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures

This resource features two articles from an edited volume entitled Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Culture.

Ending the Hidden Exclusion: Learning & Equity in Education Post-2015

In this report, Save the Children assesses 5 trends in social, economic, demographic, and political change around the globe. Based on this analysis, and on the guiding principles of learning and equity, they propose a new goal for the post-2015 education framework:

MTB-MLE: A New Direction for Timor-Leste

Abstract: The selection of the medium of instruction is one of the most challenging and contentious decisions facing education policymakers, since it has such far-reaching effects and implications. Controversy over the role and status of languages in the East Timorese school curriculum has dominated debates about educational quality since independence. This chapter opens with an overview of the current challenges facing education planners in Timor-Leste. 

Seen but Not Heard: Addressing Inequalities Surrounding Ethnolinguistic Identity

Abstract: Progress towards the Millennium Development Goals (MDGs) is advancing unequally. Some goals will almost certainly be missed and progress towards others is slow (United Nations, 2012). This paper highlights the particular inequalities facing minority ethnolinguistic communities and the impact these inequalities have on progress towards all the MDGs.

Juba Conference Conclusions

In March, the British Council hosted a conference in Juba on the Language-in-Education policy of South Sudan. The conference was attended by experts in the field from a variety of organizations including ACALAN UNESCO, UNICEF and SIL. This document is the result of much research and collaboration and outlines guiding principles for the development of policies related to language-in-education which the contributing partners believe should be used in South Sudan and other contexts.


Moving towards bilingual education in Mali: Bridging policy and practice for improved reading instruction

In countries with many mother-tongue languages, supporting reading instruction in mother tongue can often seem a daunting task. At school level, teachers and school directors often don't have the linguistic ability or teaching resources to work in more than one mother tongue within a single school. At the district and regional levels, decision-makers often don't have a complete set of data about the mother tongue needs of the schools in their areas and allocating human or material resources to schools is difficult. At national levels, there is often a disconnect between a policy discourse that declares, in principle, that all mother tongues are used, and constrained sector budgets, which do not include sufficient funds to provide teacher training or instructional materials in all the languages of a particular country.

USAID/Mali's PHARE program, a five-year initiative to improve reading instruction in schools in Mali, has sought to address some of these issues through a linguistic mapping study to determine which mother tongue to use as the language of instruction.

Creating and Sustaining Literate Environments

"UNESCO has developed this resource pack on Creating and Sustaining Literate Environments as a way of addressing the high illiteracy rate that continues to plague the world especially in developing countries. Believing that creating sustainable literate environments and societies that develop human resources and empower communities is essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality and ensuring sustainable development, peace and democracy.

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

This book takes stock of the substantial amount of information and experience that has been generated around EGRA–the Early Grade Reading Assessment tool. 

The book has several purposes:

  1.  It seeks to elucidate particular aspects of the EGRA approach, to describe and explain how teachers, communities, development practitioners, and policy makers have applied and adjusted different elements and approaches to conducting early reading assessments. Then, drawing from these descriptions, the authors point to challenges and advantages of these adaptations. 
  2. This book also analyzes why the EGRA approach has been effective (or not) in specific contexts.

Literacy and linguistic diversity in a global perspective: an intercultural exchange with African countries

This publication reflects the outcomes of a project which brought together experts and practitioners in the field of linguistic diversity and literacy from European and African countries with a view to taking a comparative perspective and defining possible areas of mutually enriching co-operation and exchange.

How not to embark on a bilingual education policy in a developing nation: the case of Nigeria

"This paper traces the origin and development of bilingual education in Nigeria. Necessary facilities for a successful implementation of a bilingual education policy in a developing country such as Nigeria are discussed. The paper argues that, although there was a genuine need for Nigeria to embark on a bilingual education policy in the first place, the policy was, however, too ambitious and unrealisitc. It is further argued that, due to lack of foresight and due to inadequate planning, certain fundamental issues were ignored that were essential for the policy to succeed.

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