Everyone agrees that all children should have access to quality education . But how can that happen when education is delivered in a language that some children neither speak nor understand ? This is the situation faced by many children from non-dominant language communities when they enter the formal school system . Forcing them to learn in an unfamiliar language creates an educational handicap that many cannot overcome .
The number of Mother Tongue-Based Multilingual Education ( MTB MLE ) programmes has increased in recent years , especially in the Asia-Pacific Region . The case study booklet in this MTB MLE Resource Kit describes programmes in Afghanistan , Nepal and Pakistan that are examples of what language communities can do to help their children prepare to enter and learn in government schools . It also describes programmes in the Philippines and Viet Nam , two of the growing number of countries in which governments support MTB MLE in the formal education system .
A variety of activities that are part of MTB MLE programmes in Asia , Africa and the Pacific are presented in the booklets for policy makers , programme implementers and community members . These examples provide evidence of the creativity and strategic thinking of the people who plan , implement and support MTB MLE , often in very challenging situations .
The good news is that MTB MLE works ! Practitioners , parents and students have recognized the benefits of strong MTB MLE programmes and research from around the world has provided clear evidence of the same . Several examples of such research are found in the second part of the policy makers ’ booklet . More such research is certainly needed and we can hope that more will soon be forthcoming .
Who Can Use this Resource Kit ?
This MTB MLE Resource Kit is for people who are committed to the idea that all children have the right to quality education in a language they speak and understand . MTB MLE programmes that are sustained within the formal education system require contributions from all stakeholders , working together and supporting one another . The next three booklets were developed for three specific stakeholder groups : policy makers , programme implementers and community members . These three booklets , with the case studies , provide a “ big picture ” of successful MTB MLE programmes and suggestions for the roles each group can take as they plan , implement and maintain their programmes .
Overview of this MTB MLE Resource Kit
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