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Challenges Around Improving Learning Outcomes through Mother Tongue Language of Instruction Policy in Anglophone Sub-Saharan Africa

dc.contributor.advisor Komisarow, Sarah
dc.contributor.author Maniates, Sarah
dc.date.accessioned 2018-06-01T23:06:45Z
dc.date.available 2018-06-01T23:06:45Z
dc.date.issued 2018-04-20
dc.identifier.uri https://hdl.handle.net/10161/17098
dc.description.abstract How should the Education Division of the Bureau for Africa Office of Sustainability (AFR/SD/ED) of the United States Agency for International Development (USAID) adapt its approach to supporting mother tongue language of instruction policy to improve learning outcomes in sub-Saharan Africa? The academic literature on language use in education argues that students both learn content and acquire literacy more effectively, especially in early grades, in their mother tongue. In spite of the evidence supporting mother tongue use, many sub-Saharan African countries still use European languages in their education systems. AFR/SD/ED has been supporting many of USAID’s sub-Saharan African partner countries in passing and implementing mother tongue language of instruction policies in their primary education systems. However, both USAID and its partner countries have faced a variety of challenges in passing and implementing these policies, including political opposition and lack of teacher preparedness. AFR/SD/ED is interested in adapting its approach to supporting mother tongue use to overcome these challenges and help its partner countries improve learning outcomes.
dc.title Challenges Around Improving Learning Outcomes through Mother Tongue Language of Instruction Policy in Anglophone Sub-Saharan Africa
dc.type Master's project
dc.department The Sanford School of Public Policy
duke.embargo.months 0


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