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Main Topics

Four main topics are considered in this resource basket. The topics together consider the levels of authority for setting policy, the educational context, the economic context, and the practice of advocating for maintaining or changing policy. Some details concerning policy can also be found in other resource baskets, including Language Education and The Case for MTB-MLE.

National language policies and plans

National language policies can be found in many countries. They often include mandates and guidance for the use of languages in education. Implicit policy is also established when no provisions are made for language policies in a multilingual country. This Resource Basket contains information on language policies and plans, especially as they relate to education.

Education policies and plans

A wide range of education policies and plans, standards and guidelines include provisions for language use in education. Education policies constitute “umbrellas” for objectives, strategies and activities regarding language in order to help ensure that all children, youth and adults receive culturally and linguistically appropriate learning services. This Resource Basket includes information and resources on education policy and research regarding the use of policy to establish language usage in educational services.

ECD policies and plans

Early Childhood Development (ECD) policies and plans often stipulate the use of mother tongues in all ECD services. On occasion, these policies are silent regarding language. ECD policies include the sectors of education, health, nutrition, sanitation and protection, and language usage has implications for all of these services – many of which include educational curricula and materials. This Resource Basket includes information on relevant ECD policies and plans and research regarding the use of MTB-MLE in ECD services.

Policy advocacy

MTBMLEPolicyLevels.pngPolicy advocacy is essential for developing MTB-MLE in countries. The decision to develop MTB-MLE programs is made at community, tribal, provincial or national levels. After a pilot period, successful program approaches are selected and usually they are intended to apply to many or all schools in specific geographic or population areas. With the wide variety of interests involved in MTB-MLE, it is important that a policy setting project address the concerns and interests of all the stakeholders in the program. Assembling as many facts and opinions as possible helps to align policies with the realities and to strengthen the case for the program.



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