This publication presents the results of comprehensive research that assesses the experiences of mother-tongue and bilingual education programmes in 25 sub-Saharan African countries in recent years.1 Its overall conclusion is encapsulated in the statement Language is not everything in education, but without language, everything is nothing in education (Wolff, Chapter 1). The need for the research arose out of UIL’s work on mother-tongue education (Ouane, 1995, 2003) and especially the large-scale study carried out by the Association for the Development of Education in Africa (ADEA) for the 2003 ADEA Biennial Meeting The Challenge of Learning: Improving the Quality of Basic Education in sub-Saharan Africa.2 One of the major themes discussed during this meeting was the need to adapt curricula to the use of African languages. The contributions on mother-tongue education and bilingual education created a momentum for intense discussions and a subsequent need for further research.
Optimiser l'apprentissage, l'éducation et l'édition en Afrique : le facteur langue : étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne
UNESCO Institute for Lifelong Learning