Multilingual education

The Multilingualism flagship is based on a bilingual approach to first language/language of instruction, with the understanding that the language of instruction is different from the first language, so as to improve the quality of learning, inclusion in education and the achievement of SDG 4 of the 2030 Agenda. 

African schools today are some “cemeteries” of African cultures rather than spaces where different cultures meet and mutually fertilize each other. The curriculum should consider local cultures, values, and endogenous knowledge so that learners rooted in their cultures can learn and connect with different cultures while recognizing universal values and nurturing their local and global citizenship. This ambition and journey entails valuing African languages and promoting multilingual education through the curricula. 

Today, in Africa, 8 out of 10 children start school in a language different from their mother's, i.e., the language they speak at home. It is a significant hindrance to learning and acquisition of knowledge and skills and a key factor of exclusion and frustrations pushing out learners from the education system. Besides cultural advantages, using the mother language and local languages as medium of instruction in education has proved to be one of the most effective means to accelerate the acquisition of knowledge, skills development, and improvement of the overall quality of learning outcomes. Nowadays, more and more countries are requesting support for multilingual education, and in particular, IBE is committed to capitalizing on the 50 years of UNESCO experiences, lessons, and recommendations on mother language and multilingual education to help interested countries.