Overview of this MTB MLE Resource Kit
For thousands of years , parents have used their mother tongue to communicate with and teach their young children at home and in the community . However it was not until the middle of the twentieth century , with UNESCO ’ s publication of The Use of Vernacular Languages in Education 1 , that the benefits of mother tongue-based education were recognized internationally . A statement from the 1953 document later became one of the central themes in the Education for All ( EFA ) movement :
We take it as axiomatic ... that the best medium for teaching is the mother tongue of the pupil ( UNESCO , 1953 , p . 6 ).
The 1990 World Conference on Education for All which took place in Jomtien , Thailand , marked the formal beginning of the EFA movement . At that conference , delegates from 155 countries agreed to make primary education accessible to all children and to reduce illiteracy around the world ( UNESCO , 2015 ). Although “ language ” was recognized as a central feature of education , few of the documents from that conference promoted the use of children ’ s mother tongue ( MT ) in school .
“ Education for All ” was once again the focus in 2000 at the World Education Forum in Dakar , Senegal . The 1,100 participants at that conference agreed that by 2015 , all children should have access to primary education . Several statements in the “ Dakar Framework for Action ” recognized the importance of using students ’ MT in the formal education system :
Governments and all other EFA partners must work together to ensure basic education of quality for all , regardless of gender , wealth , location , language or ethnic origin . Successful education programmes require : ( 1 ) healthy , well-nourished and motivated students ; ( 2 ) well-trained teachers and active learning techniques ; ( 3 ) adequate facilities and learning materials ; ( 4 ) a relevant curriculum that can be taught and learned in a local language and builds upon the knowledge and experience of the teachers and learners ; ( 5 ) an environment that not only encourages learning but is welcoming , gender-sensitive , healthy and safe ; ( 6 ) a clear definition and accurate assessment of learning outcomes , including knowledge , skills , attitudes and values ; ( 7 ) participatory governance and management ; and ( 8 ) respect for and engagement with local communities and cultures ( UNESCO , 2000 , p . 17 ).
1 See http :// unesdoc . unesco . org / images / 0000 / 000028 / 002897EB . pdf
Overview of this MTB MLE Resource Kit
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