Showing posts with label Madagascar. Show all posts
Showing posts with label Madagascar. Show all posts

Sunday, October 18, 2015

International Mother Language Day 2015 in Africa

Poster for IMLD 2015
Yes, the 16th annual International Mother Language Day was observed several months ago (21 February), but it's still worth highlighting a few of the IMLD 2015 events and articles in Africa. In the absence (as far as I've seen) of any comprehensive summary of IMLD activities on the continent, perhaps this can serve as a small way of facilitating exchange of information about the different kinds of activities that governments, NGOs, and universities have organized. (It's only 4 months until the next observance, by the way.)

The below list is only a selection, and not in any way comprehensive. A note about this posting is included at the end.

Angola:

 

"Culture Minister Calls Angolans for Natural Coexistence of Mother Tongues" (the Culture Minister, Rosa Cruz e Silva, called attention to the plurilingual nature of Angolan society. Theme of IMLD there was "United in the linguistic and cultural diversity in Angola, let's valorize our integrity")

 

Benin:

 

"16ème journée internationale de la langue maternelle : Pour une éducation inclusive à travers et par la langue" (summary of observance in Kétou commune, which featured several government officials including the minister of culture, as well as the Nigerian ambassador)


Cameroon:

"La Journée Internationale de la Langue Maternelle - Le 21 février 2015" (Ceremony at the Ministère de l’Éducation de Base in Yaoundé, including young students who were taking part in experimental bilingual classes of a project of ELAN-Afrique)


Congo (DRC):

"Le ministre de la Culture et des Arts Banza Mulakaly s’investit dans la promotion des langues maternelles" (the minister of Culture and Arts spoke at a ceremony organized by the Observatoire des langues)

From "International Mother Language Day 2015 Celebrations" compilation  (Shalom University of Bunia planned two half-day conferences with activities including presentations from eleven researchers involved with the region’s languages and speeches from academics and public officials about the value of the mother tongue.)

Ghana: 

 

"Ghana joins the world to celebrate International Mother Language Day" (observance at University of Education, Winneba, Ajumako Campus, featuring a talk by Dr. Avea Ephraim Nosh; alternate link here)

"EDUCATION: UEW students mark Int’l Mother Language Day" [website now offline] (another story on the above event, mentioning contributions to the discussion by Dr. Paul Opoku-Mensah, Prof. Samuel Asiedu Addo, and Mr. Samuel Donkoh)

"Radio broadcast in Akan, by Peter Essien" (calls for the same amount of attention to using Akan correctly on the air as is given to using English correctly)

"How Bible saved 8 Ghanaian languages" (highlights discussion by Rev. Erasmus Odonkor that translations of the Bible have played a key role in maintaining vitality of and literacy in several Ghanaian languages)

"Government urged to revive minority languages" (very brief item on observance in Accra in which experts called for language policy to promote mother tongue education for minority languages)

Kenya:

"International Mother Language Day: How well do you know your mother tongue?" (TV feature on IMLD including visit to classroom and interviews with people in the street)

"UoN Hosts International Mother Language Day" (a 2-day event hosted by University of Nairobi and co-organized by the Dept. of Linguistics and Languages, UNESCO, and an organization called Bible Translation and Literacy)

Madagascar:

"Tenin-dreny - La langue maternelle importe pour l'éducation" (highlights role of first lady Voahangy Rajaonarimampianina, the ministers of l'Artisanat, de la Culture et du Patrimoine [Brigitte Rasamoelina] and of Communication [Vonison Andrianjato] in the observance, which included, the awarding of the "Fantaro" prize; mention also of other events) 

Mali:

 

"Langues maternelles : UN LEVIER PRIVILEGIE POUR L’INTEGRATION SOCIALE" (Observance in Ouelessebougou, organized by l'Académie malienne des langues [AMALAN] and presided over by minister of education Kénékouo "Barthélemy" Togo)

Namibia:

 

"Chinamibia celebrates International Mother Language day" (Children of Namibia - ChiNamibia - and the Franco-Namibian Cultural Centre held an event including dance, drama, music, and poetry that was intended to highlight the importance of mother tongues)

Nigeria:

 

"NICO Supports International Mother Language Day Celebration 2015" (article on the National Institute for Cultural Orientation site about planning for a later observance of IMLD)

"Nwaozor - The Significance of Mother Tongue" (newspaper op-ed on IMLD in which the author discusses the importance of first languages and makes some policy recommendations)

Seychelles:

 

"International Mother Language Day – Discovering poetry in Seychelles" (Seychelles Writers’ Association, known locally as " Lardwaz" held a short ceremony on IMLD, in which they revealed their proposed calendar for 2015)

 

Somalia:

 

"International Mother Language Day marked in Mogadishu" (the president of Djibouti and government representatives from Ethiopia and Kenya joined the observance in Mogadishu; article also mentions laying the cornerstone of the Somali Language Academy, about which more here)

South Africa:

"Deputy Minister Rejoice Mabudafhasi observes International Mother Language Day, 21 Feb" (scheduled meeting with "future language practitioners" at University of Limpopo, Turf loop Campus, in Mankweng, Limpopo Province)

Tanzania:

"International Mother Language Day 2015" (blog posting by a Welsh person working in Tanzania, making connection between most children not speaking at home a language other than the Swahili used in school, and their lower scores in Standard 3 exams than native Swahili speakers)

Uganda:

From "International Mother Language Day 2015 Celebrations" compilation (Literacy and Adult Basic Education [LABE], a local NGO, planned language activities including reading and storytelling competitions in 6 post-conflict districts of northern Uganda)

Zimbabwe:

"Celebrate International Mother Language Day" (about preparations for celebrating IMLD by the San people in Tsholotsho)

Notes about this post & holding reserve posts


I actually started this post just after IMLD in February, but put it aside to focus on some other items. I added to it on a couple of occasions, and ultimately decided it was time to finish and publish.

As such this is a special case in an aspect of blogging I discovered over the years - having a number of drafts in the cooker, as it were. Some of those eventually I return to and complete more or less as planned, some change, and for others, the material in the draft might get repurposed. In this case, there was an obvious time limit on material related to an annual event (yours to decide if it already passed a more functional limit of utility). It turned out as intended, except that there was a second section to the original draft of this post that ultimately was not necessary, but that I may use later.

Friday, July 24, 2015

UNESCO literacy prizes for Mozambique & Madagascar

On Wednesday 22 July, UNESCO announced the recipients of the 2015 prizes for literacy efforts. Organizations in five countries (of which two in Africa - Madagascar and Mozambique) each received one of two categories of prizes:
  • The UNESCO King Sejong Literacy Prize (2 annually)
    • Associação Progresso, Mozambique
    • National Institute of Education
      National Institute of Education, Sri Lanka
  • The UNESCO Confucius Prize for Literacy (3 annually)
    • La Plateforme des associations chargées de l’ASAMA et du post-ASAMA, Madagascar
    • La Escuela Juan Luis Vives de Valparaíso, Chile
    • Svatobor, Slovakia

King Sejong Literacy Prize


Of the two prizes, the King Sejong prize, named after the Korean monarch who designed Hangul (the Korean script), "gives special consideration to the promotion of mother-tongue languages in developing countries."

The Associação Progresso was described in the UNESCO release as "a Mozambican nongovernmental organization recognized for its effective ‘Literacy in Local Languages, Springboard for Gender Equality’ programme in Mozambican languages. It has achieved good results by building on international standards and research, training facilitators and involving the community in designing, monitoring and improving delivery."

Some background on Associação Progresso is available in a 2009 report mentioning its activities:*
“This case involves a partnership between Associação Progresso in Mozambique, and CODE, a Canadian organisation specialised in the promotion of quality primary education. Progresso and CODE have been working to increase the quality of education in the two Northern provinces of Mozambique for over 15 years. The activities in their joint programme, 'Promotion of a Literate Environment in Mozambique,' include the provision of reading and learning materials in Portuguese and local languages, skills development for primary teachers and adult literacy teachers, and training of education officers in specialised functions such as education planning, in-service training, and the monitoring of teaching and learning.

“Progresso and CODE work in close cooperation with the Mozambican Ministry of Education and Culture at the national and provincial levels. Their experience and innovative practices have influenced government policy, notably through the inclusion of a bilingual curriculum in the Government of Mozambique’s Education Sector Strategic Plan. ...”
It is unfortunate that such descriptions do not name the languages involved. If the activities are still concentrated in the north of the country, the languages might include for example: Makhuwa; Lomwe; Yao; and Nyanja.

Confucius Prize for Literacy 


The other prize, named after the ancient Chinese philosopher Confucius, recognizes "the activities of outstanding individuals, governments or governmental agencies and NGOs whose work in literacy serves rural adults and out-of-school youth, particularly women and girls." Often these also involve first languages.

According to the UNESCO release, La Plateforme des associations chargées de l’ASAMA et du post-ASAMA (Platform of Associations in Charge of ASAMA** and Post-ASAMA) is "an NGO in Madagascar that developed a comprehensive approach to achieve the Millennium Development Goals (MDGs) by establishing partnerships between the national authorities and 66 other NGOs. The programme provides a range of literacy courses for illiterates who account for 40% of the population, technical and vocational training at all levels and supports graduates in their efforts to find employment or start their own business."

It is not specified which language or languages are used, and I haven't found further information on that question elsewhere, but it may include literacy in Malagasy.

Past African winners of UNESCO literacy prizes

In past years, other African organizations have also received UNESCO literacy prizes. A list of African awardees over the previous seven years is presented below, with brief information on languages, where available.

Year King Sejong Literacy Prize Confucius Prize for Literacy
2014L’Association pour la promotion de l’éducation non formelle du Burkina Faso (BF-APENF), Burkina Faso.
- "activities in five local languages"
L’Association algérienne d’alphabétisation « IQRAA » (which means "read" in Arabic), Algeria.

Bridges to the Future initiative of Molteno Institute for Language and Literacy, South Africa & International Literacy Institute, USA.
- "reaches primary school children and illiterate adults through a specially designed multilingual computer program that tries to bring a more cohesive learning experience to the learner."
2013 La Fédération des associations de promotion des langues du Guéra, Chad. 
- literacy in maternal languages of Guéra region
Savoir pour mieux vivre (SAPOMIVIE), Ivory Coast.
- literacy in maternal languages and a publication "translated into 23 languages including Senufo and Bambara. Maninka, Attié, Abidji, Kulango or Dan syllabaries are used." (Gban is also mentioned) 

Directorate of Adult Education of the Ministry of Education, Namibia. 
- "basic literacy course consists of a 3-year training, averaging some 240 hours per annum. The first two years combine basic mother tongue functional literacy, offered in eleven local languages and life skills. English is introduced during the third part of the training."
2012 National Adult Literacy Programme, Pentecostal Church, Rwanda.
- (no specific mention of languages)

(Honorable mention)
Programme d’alphabétisation fonctionnelle à l’intention des femmes et des filles à travers des groupes de femmes et la formation tout au long de la vie of the Direction de l’alphabétisation et de l’éducation des adultes, Niger.
- "covers not only reading, writing and counting in the mother tongues but also life skills and practical and productive activities"


(Honorable mention)
Programme d’alphabétisation et de post-alphabétisation : autonomisation et intégration socio-économique des femmes marocaines of the Direction de l’élimination de l’analphabétisme, Morocco. 
- (no specific mention of languages) 
(no African recipients this year)
2011 Service national d’alphabétisation, Burundi.
- "The government-funded courses take place in more than 900 centres across the country and are delivered in the national language, Kirundi."
Collectif ALPHA UJUVI, D.R. Congo.
- "... Peace Hut scheme ... runs alongside literacy classes for adults and young people in both Swahili and French."
2010 General Directorate of Adult Training, Cape Verde.
- "Portuguese language lessons draw on real life in Cape Verde and are held in the national language, Crioulo, in all of the 17 education and adult education centres scattered throughout the archipelago."
Females for Families program of the Governrate of Ismailia, Egypt.
- (no specific mention of languages)

(Honorable mention)
Women Land Rights Project, Coalition of Women Farmers, Malawi.
-  (no specific mention of languages)
2009 Tin Tua, Burkina Faso.
- "curriculum in five local languages covering basic literacy and numeracy skills along with practical knowledge about health, hygiene, human rights, gender and farming."
(no African recipients this year)

2008 Reflect and HIV/AIDS program of People's Action Forum, Zambia.
- "The Jury admired the association’s use of local languages in teaching the rural women in their literacy programmes to be autonomous, following the motto: 'rather than wait for government to decide, people should be involved in the decision-making process.'"
Adult and Non-Formal Education Association (ANFEAE), Ethiopia.


Operation Upgrade, South Africa.

[information on the above two awardees from Wikipedia]

________
* Réal Lavergne and Jacqueline Wood, "Civil Society and Aid Effectiveness: Exploration of Experience and Good Practice. A Reference Document" (2nd ed.), Prepared for the Advisory Group on Civil Society and Aid Effectiveness, August 31, 2009.
** ASAMA stands for Asa sekoly avotra ho an'ny Malagasy in Malagasy and Action Scolaire d'Appoint pour les Malagasy Adolescent in French.