The South African Department of Education prioritised (Early Childhood Development ECD) through the development and implementation of the White Paper 5 on Early Childhood Development (2001). The policy's aim is to phase in Grade R as part of the schooling system.
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.
After Independence in March 1990, the then Ministry of Education, Youth, Culture and Sport began reviewing the language policy for schools. The agreed policy was issued in the document Education and Culture in Namibia: The Way Forward to 1996 in 1991.
The policy goals include:
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.
The language policy of education in Ghana has had a checkered history since the colonial era. In May 2002, Ghana promulgated a law, which mandates the use of English language as the medium of instruction from primary one (grade one) to replace the use of a Ghanaian language as the medium of instruction for the first three years of schooling, and English as the medium of instruction from primary four (grade four).
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.
For many years, linguists, educators and other academics have been calling upon the government of Botswana to develop a language policy which will recognize and empower all the ethnic groups represented in the country.
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.
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.
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.