The 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments, fulfils its mandate to follow countries’ progress towards achieving the global education goal but also focuses on the theme of accountability in education. Why did we choose to write about accountability this year? Here are some of the most frequently asked questions surrounding […]
Today, on International Mother Language Day, which is focused on the importance of linguistic diversity for sustainable development, it is important to remember what difference being taught in your mother tongue can make one one’s ability to learn. Choices over the language of instruction can have a huge impact on learning outcomes In most countries […]
The research is not new, that children taught in their mother tongue , in the early years, at least, are more likely to develop literacy skills but also to achieve in formal schooling, with its demands for literacy across the curriculum. What is also important is children’s cultural and linguistic roots and their feeling of self worth, knowing that teachers respect their families, home language and the cultural diversity.
Unfortunately, having worked in both Vietnam and Tanzania, political issues come before child rights and the national language is the only one that can be accepted. Some countries, such as Zambia, have recently heeded the call and have allowed children to learn in their mother language during the first three years of formal schooling, which at least gives them time to develop their literacy frameworks, so that learning in a second language is much easier.
Still hard to believe that so many parents and caregivers may not be able to read, let alone be digitally literate.
The meaning of the word literacy has developed continuously over the years. Today, the fact that International Literacy Day is on the theme of literacy in a digital world reminds us how the world has changed. At the end of the US Revolution in 1787, Thomas Jefferson wrote from Paris that, “were it left to […]
As part of the NORRAG Debates stream, NORRAG is starting a series of blog posts by bringing to the fore questions surrounding the realization of the right to education (RTE). As the global education community makes progress towards the realization of the ‘SDG 4 – Education 2030 Agenda’, questions related to ensuring the RTE of all children……
This blog is part of the NORRAG Debates stream on the Right to Education, and follows on from the recent publication of NORRAG Special Issue 01, “The Right to Education Movements and Policies: Promises and Realities,” of which Archana Mehendale and Rahul Mukhopadhyay were guest editors. Archana Mehendale is a Professor at the Centre for……
It seems our brains have still not evolved -we still prefer to spend national finances on arms, conflict and wars than on education and health. It does not demand such effort discussing whether some children can access education or not -we have the means ,the technology -we just governments to act on behalf of all their citizens.
World Read Aloud Day will be celebrated on Feb. 1st .
Of course many children do not have the luxury of having reading materials at home, due to poverty, illiterate parents or lack of a printed script for their local language.
So it is worth highlighting the importance of reading aloud where a teacher with only one book can at least share the joy of stories (with their illustrations) and foster an interest ,then love of reading.
In Tanzania we are working at pre-primary level,ensuring children who are more disadvantaged can not only access education but can enjoy learning through stories.
After a read aloud, during which children may volunteer to answer questions,predict what will happen next or re-enact part of the story, children will self select activities from the learning areas. They may work alone,in pairs or in small groups on activities dealing with family, health,environment learning practical skills and new content as well as their social and emotional development.
Read Aloud, Shinyanga,Tanzania
Group work, Mtwara
Teacher observing group work, Mtwara
It is in the training that teachers learn new skills of story telling,which is more interactive than they may be used to.
Working in small groups ensures teachers build confidence as well as skills.
Using a poster for guidance,teachers learn to work with parents on story telling and early stimulation such as talking,playing and singing with their children from an early age.
Role play ,using masks are practised during training.
While using a story on malaria,teachers extend learning through the use of role play in health care situations.
Teachers extend their minimal classroom resources by learning to make their own books.
Read Aloud Guide
Studies show that literacy is the foundation for emotional and physical well-being, intellectual growth, and economic security. Furthermore, reading aloud improves listening skills, vocabulary acquisition, and the understanding of common story themes and structures that will factor into children’s future success. Use the tips below to create a powerful, memorable read aloud experience. • Read the book beforehand to familiarize yourself with the story. Make note of places you want to stop and ask questions. • Be animated! Change your voice during the read aloud to match the expressions of the characters and emotions of the story; this will truly bring the text to life. • Use different voices for different characters so that children come to recognize dialogue within a text and individual character traits. • If your book has a lot of text, try a story walk instead of reading every word. A story walk is when you summarize what is happening on each page while pointing to the illustrations to help explain the action. • Ask questions out loud as you read. Ask listeners to predict what will happen next, how they would feel if they were in the story, or the meaning of a vocabulary word that might be new. Limit your questions to one or two so they do not disrupt the flow of the story. • After you finish the story, have a conversation that focuses on connecting the text to the listeners’ lives and experiences.
This post was prepared in response to the recent publication of the 2018 World Development Report, LEARNING to Realize Education’s Promise, by Hikaru Komatsu and Jeremy Rappleye of Kyoto University Graduate School of Education. Their recent publications on international learning assessments include “Did the Shift to Computer-Based Testing in PISA 2015 affect reading scores? A……
At least we are now taking LEARNING more seriously, as an outcome of schooling for all…..