Where we work
INfD is currently focussing on MTB MLE programmes for minority language communities in India and Tanzania. These communities currently do not have access to education in their mother tongue and many children struggle to make progress in school. INfD supports the development of curriculum and materials and advocates for improved learning conditions.
Tanzania
Education in Tanzania is conducted in Swahili and English. Children from the Maasai community only understand Maa (the Maasai language) when they come to school. Attempting to learn in an unknown language results in rote learning and memorisation with little or no comprehension. Children’s ability to talk, read or write in these languages is limited and many drop out or fail to progress.
INFD is partnering with Mulika Afrika, an organization founded by Paul Ole Leitura who himself is Maasai and a survivor of the system. Mulika Afrika set up schools for children who are too young to walk the long distances to government primary schools. He and his team are eager to develop a curriculum and materials in mother tongue to introduce in the schools they run.
MTBMLE is a linguistically and culturally sensitive programme, one which is relevant to the Maasai children. Not only will this enable children to read, write fluently and understand new concepts more easily, but using the mother tongue, particularly in the early years, encourages creativity and critical thinking. The Maasai community are keen to maintain their language and culture and by developing a culturally sensitive and relevant curriculum, their knowledge, skills and values can be passed on to future generations.
Children will also be taught the basics of Swahili and English so that when they enrol in a government school in second or third grade, they will be well prepared to face the challenges of learning in a language which is not their mother tongue without losing their culture or identity.
India
India is a country of many official and even more local languages. It is truly a multilingual country. It is currently looking at the need to restructure its education system to include rather than exclude many of these languages.
INfD has been working with various organisations in India since 2000. It was in 2003 that INfD was involved in the first multilingual education programme tp be developed for minority language communities (focusing on eight tribal communities) with the government of Andhra Pradesh (now divided into two states: Telangana and AP). In 2006 a second programme was started with the Government of Odisha with ten language groups. While there are remnants of these programmes remaining, their influence and impact was national. India is currently focusing on developing multilingual education in various forms across the country and thanks to many of the government officials INfD and its partners first had contact with, is now enshrined in government policy.
INfD has continued to support NGOs such as Nirmaan (Rajasthan) and Asha Kiran (Education | Asha Kiran Society), in developing MTBMLE, a form of MLE most suited to minority and remote language communities. INfD support has focussed on Rajasthan and Odisha where the local organisations are seeking to develop strong MTBMLE programmes as well as support government plans to introduce a form of MLE across their regions.
INfD has been a key player in advocating for the use of mother tongue in education in India and over the years has been part of many discussions, conferences and seminars to promote children’s learning. INfD continues to be part of ongoing discussions, as well as supporting the development of curriculum and materials. (Multilingual Education and India)
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