Closing the educational gap: An OECS Academic Recovery Programme

Reading Time: 6 minutes

Written by OpenDevEd’s Callista Regis.

Relationship status: Open Development Education and OECS in Partnership

The Organisation of Eastern Caribbean States (OECS), comprises 11 member states committed to regional cooperation and societal integration including in education. Teaching and learning in the OECS has been strongly affected by the COVID-19 pandemic, which saw mass school closures, transition to teaching online, and parents and caregivers becoming increasingly involved  helping to teach their children at home across the region. In response, the OECS’s Education Development Management Unit (EDMU) partnered with Open Development and Education to design an Academic Recovery Programme (ARP) to tackle learning loss brought about by COVID-19, as well as to address existing educational gaps exacerbated by the pandemic. 

The ARP began with a focus on four member states: St. Lucia, St. Vincent and the Grenadines, Dominica, and Grenada (other member states are expected to begin their ARP implementation at a later date). OpenDevEd has worked over the course of many months to build close working relationships with each member state. These partnerships have been essential to executing the ARP successfully, ensuring that each participating state implements a programme that is both evidence-based and tailored to its own socioeconomic realities.

Ministry of Education staff Nathalie Elliott and Giannetti George working on national ARP development, Saint Lucia
Photo Credit: Saby Etienne

What’s the situation on the ground?

The ARP’s design began with an extensive literature review, situational analysis, and interviews with key education stakeholders across the four focus countries. These interviews provided rich data from a number of perspectives, facilitating an in-depth understanding of both the regional and member-state specific situation in relation to education and COVID-19.   Across the region, school dropout is much higher among boys than girls, who also academically outperform their male counterparts at the primary level.

In some areas, access to devices and internet connectivity was inconsistent or non-existent. Furthermore, teachers were ill-prepared to deliver content effectively online, and the lack of teacher preparation and resources meant that the academic needs of some students were not met. In particular, students in earlier grades and those with special educational needs (SPED) were worst hit by the transition in teaching: a lack of social contact led to significant academic struggles for some in earlier grades.

While SPED students were already inadequately catered for, and almost forgotten in the transition to online learning. The lack of technological infrastructure also meant that many students were not reached with the necessary resources to continue their education at home. The effects of the pandemic on these unreached students are still unclear, and will not be fully grasped until wider diagnostic tests have been conducted. 

ARP Components

Following the information gathering and stakeholder consultations, the ARP was designed, comprising seven key components.

  1. Supporting teachers and instructors, building their capacity in online and face-to-face delivery within a blended learning environment
  2. Employing effective diagnostic tools to identify vulnerable students and track progress 
  3. Supporting SPED students with referral systems and tailored materials and approaches 
  4. Building partnerships with a range of relevant stakeholders
  5. Garnering community buy-in to and support for the programme
  6. Empowering parents to become partners who can support their child’s teaching and learning at home
  7. Developing a central repository of open-access materials and resources to support teachers, learners, and parents.

In short, the ARP will foster a team approach to addressing learning loss by soliciting input from parents, community professionals, and strategic partners, and attending to the psychosocial needs of teachers, students, and their families. Importantly, the ARP focuses on skills, not specific grades: by focusing on the skill levels commensurate with grades 1-3, the programme can identify older learners who are also facing problems and provides support to help them catch up.

ARP planning at the Ministry of Education, Dominica: Stephanie Baron Darroux, Dr Jeffrey Blaize,  Leandra Laidlow, Octavia Timothy
Photo credit: Dionne Durand Smith, MoE Communications Officer. 

The ARP is designed to promote continuous monitoring and evaluation of every step of the implementation. Several guidance documents support the ARP implementation and monitoring, taking account of the local context. This means that each member state can prioritise components of the ARP based on local needs and other considerations.

ARP implementation   

Initial implementation of the ARP among the four focus countries is expected to last from May to September 2021, owing in part to funding restrictions and the expiry of COVID-specific education grants from donors such as the Global Partnership for Education. The ARP includes documents that provide guidance on execution, budget, and timelines to guide effective implementation, as well as activity-specific documents relating to core activities, such as distributed, peer-facilitates teacher professional development sessions. The documents give flexibility to ensure each member state designs and executes their own ARP so that it compliments their unique local situations. Importantly, the ARP documentation developed provides guidance for monitoring and evaluating each component of the ARP in ways that promote accountability, promoting lasting impact.

Following the design and trialling of the ARP, OpenDevEd is providing pro-bono support to its implementation in the four focus countries. This aims to facilitate smooth execution of the initial stages of the ARP, whilst further forging strong working relationships with each focus country and the other OECS member states.

The case of St. Vincent and the Grenadines

Already wrestling with the acute learning loss and the many inconveniences brought about by COVId-19, in April 2021 St. Vincent and the Grenadines were plunged into further difficulty with the explosive eruption of La Soufrière, a volcano in the north of St. Vincent. The eruption exacerbated an already fragile educational situation, forcing many families to move to shelters or to be evacuated from the country entirely. Providing a continuity of education has had to be reimagined once again, balancing a competing list of priorities, in particular, providing adequate space and basic necessities for displaced families, reaching out to students who were still at home, finding appropriate resources to work with a range of students in shelters, and continuing to manage the spread of COVID-19. 

Thus far, the government has managed to provide education for a range of students in shelters, but the situation has attracted the attention of many global organisations, with some donor agencies providing a presence on the island to assist.

MoE staff Noreen Ferguson playing a literacy  game with children at a shelter in Lodge Village, SVG
Photo credit: Edmira Walker, MoE staff
Children at the Greggs Primary School shelter, SVG, doing a colouring and discussion activity about their experience of the eruption.
Photo credit: Edmira Walker, MoE staff

OpenDevEd has supported fundraising efforts – in partnership with the UK-SVG Friendship Trust – and has been communicating with donor agencies to ensure that efforts are coordinated and effective in the longer term. The emergency education approach in St. Vincent will no doubt provide good data for emergency education plans for other OECS member states. In particular, an emergency education plan is important in the Caribbean region as the yearly hurricane season poses a threat to education in the form of school closures and damage to infrastructure. Through its support to a newer model of blended learning and distributed education support, the ARP offers an approach to help mitigate the effects of these natural hazards on education in the OECS. More information about St. Vincent and the volcanic eruption can be found here.

Children receiving educational supplies, SVG.
Photo credit: Edmira Walker, MoE staff

What’s next?

In the foreseeable future, OpenDevEd hopes to help support the adaptation and implementation of the ARP for five further OECS member and associate member states: Antigua and Barbuda, Montserrat, St. Kitts & Nevis, Anguilla, and the British Virgin Islands. Lessons learned from the first four focus countries can be applied to pre-empt and address upcoming challenges. Watch this space for further updates on the progress of the Academic Recovery Programme, helping the OECS to recover in its fight against COVID-19 and supporting its children to obtain a quality primary education.


OECS Logo:

Map of the four focus countries:

Icons retrieved  from The noun project:

  1. Adrien Coquet. ‘Teacher’. Link
  2. Alice Design. ‘Family’. Link
  3. ‘Community’. Link
  4. DinosoftLab. ‘diagnostics’. Link
  5. Razlan Hanafiah. ‘wheelchair’. Link
  6. Vectors Point. ‘ebook’. Link
  7. Vectorstall. ‘partnership’. Link

Available under Creative Commons Attribution 

5 Considerations When Using Technology for Teacher Professional Development in Low Resource Areas

Reading Time: 5 minutes

Written by OpenDevEd’s Ghislaine Tegha, Yomna El-Serafy, and Björn Haßler.

Posted on  by 

The right type of teacher professional development (TPD) is one of the most effective interventions to improve student learning and wellbeing. It’s second only to Teaching at the Right Level (TaRL), though to effectively teach at the right level, TPD is needed. Even before COVID-19 brought about disruptions to schools and in-person teaching, there has been increasing interest in the potential for technology to enhance effective, sustainable, and scalable teacher professional development.

Five cross-cutting principles need to be taken into account when using technology for TPD in low-resource contexts. 

Firstly, for technology to effectively support TPD in low-resource contexts, the TPD to be supported needs to be effective TPD itself. 

That is to say, it has to support TPD practices that are demonstrably effective in low-resource settings. This includes practices such as encouraging peer interaction among teachers, developing cycles of reflection-trial-refinement, and building on what teachers already know. Unfortunately — and we cannot emphasise this enough — there is a gap between evidence and practice in teacher professional development. Without the right foundations, no amount of technology use will make teacher professional development effective. Once you have an effective model, you can then look at how to utilise technology. With a team of researchers within the EdTech Hub, we spent the last month reviewing 700+ digital tools that can support TPD. We selected effective tools and categorised them into how they support TPD. We found that some categories have a wide selection of available tools, while others don’t have dedicated tools at all. For example, while there are many tools that can be used for communication and peer interaction, there were no tools dedicated to supporting reflection-trial-refinement. This is not to say that the technology does not exist — existing technologies can be adapted and used to support even those characteristics of effective TPD where dedicated tools are lacking.

Secondly, the choice of technology has to fit the existing infrastructure.

 For example, this can include using offline tools such as Kolibri — featured in the HundrED 2021 Global Collection — in settings where access to data and connectivity is low or not existent. The Roger Federer Foundation adapted an openly licensed TPD curriculum — OER4Schools — to support unqualified teachers in Zambian community schools. Through the iAct programme, they loaded this TPD material onto offline tablets that the teachers could use in their schools. The programme reached more than 5,000 teachers within the first two years. But not everyone will be offline all of the time — in emergency settings, non-governmental organisations (NGOs) sometimes form agreements with telecommunications providers to provide data packages for teachers. The key takeaway is that if you’re designing a TPD intervention that teachers can actually benefit from, the technology you use has to fit within the currently existing technological infrastructure — as opposed to an ‘aspirational’ infrastructure that may or may not be available in the future.

Thirdly, the choice of technology has to offer sufficient incentives for teachers to want to use it, i.e., where teachers can see the benefit and will therefore be willing to learn how to use the tool if necessary. 

Too often, innovators have exciting ideas about new tools to support teachers and assume that teachers will use the tools just because they are effective and straightforward. In these cases, innovators are too often disappointed when teachers instead prefer to use the (perhaps less effective) tools that they already use in their daily lives. All too often, teachers are seen as ‘willing app testers’ when, in reality, teachers first and foremost have a duty to be effective teachers for their students. If teachers have to learn a new skill in order to use the technology or have to change their existing practices, you will need to make a convincing case for why your intended audience (teachers) should start using your tools — otherwise, you might find resistance to your innovation, ultimately leading to limited uptake for the intervention.

Fourthly, your use of technology has to be specific. Educational technology (EdTech) is not good for solving general challenges. It is good for solving specific challenges. 

For example, it’s not effective to say, “we’re going to use technology to improve TPD within this city.” Instead, think about the specific challenge with TPD and consider whether technology offers the best option to address it. Perhaps you realise there’s a challenge with teachers forming specialist Communities of Practice (CoP) because distances are too far to travel. You could use technology to bridge the distance gap by organising specialist Communities of Practice digitally, for example, over WhatsApp.

Finally, make sure the intervention can scale. Sometimes we say that we should use technology that can scale; however, in many ways, this means using technology that has already scaled. 

Equipping all the teachers in one school with a smartphone to access TPD resources might work effectively in that school, but will not scale right now, because you cannot equip each teacher with a smartphone. Consider what’s possible. For example, if you use non-smartphones, aspects of your intervention may still work.

Moreover, some interventions have used a one-tablet-per-school approach (iAct). Equipping schools with one tablet each can be much more cost-effective than equipping each teacher with a device and can lead to effective TPD outcomes. Tablets can be loaded with TPD material and used in school-based teacher learning groups to stimulate learning. In particular, we know that watching video clips of actual classroom teaching plays a significant role in stimulating reflection. Moreover, the one tablet available can be used in combination with messaging to non-smartphones, covering different aspects of the intervention.

More evidence is still needed on the effectiveness of technology-supported TPD compared with TPD delivered without technology in low-resource contexts. Still, for now, the successes of technology-enabled TPD interventions offer reason to be hopeful about the potentially enabling effects of technology. Technology-supported TPD interventions have the potential to catalyse the quality, equitability, and effectiveness of TPD in low-resource contexts. To do so, we need to ensure that the technology used:

  • supports effective pedagogic practices;
  • fits within the existing digital infrastructure;
  • matches the teachers’ levels of digital literacy;
  • addresses a specific challenge; and is scalable. 

Importantly, technology can increase equitability by supporting the most marginalised teacher in their professional development, and by reducing the gaps between teachers in more privileged and less privileged areas.

References for further reading

This bibliography is available digitally in our evidence library. All items are freely available for download.

  1. OER4Schools. (n.d.). Retrieved May 27, 2020, from (details)
  2. Allier-Gagneur, Z., McBurnie, C., & Haßler, B. (2020). Characteristics of effective teacher education in low- and middle-income countries: a summary of evidence on teacher education (HDR10B) (EdTech Hub Helpdesk Response No. 10B). Available under Creative Commons Attribution 4.0 International. (details)
  3. Evans, D. K., & Popova, A. (2016). What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [World Bank Research Observer]. The World Bank Research Observer, 31(2), 242–270. Available from (details)
  4. Haßler, B., Hennessy, S., & Hofmann, R. (2018). Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development. 5(1). (details)
  5. Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2018). Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice. Population and Development Review, 1(117), 42. (details)
  6. Roger Federer Foundation. (2018). Annual Report. Roger Federer Foundation -. (details)

Diario El País

Reading Time: < 1 minute

Taskeen Adam comments on international development projects in the latest article of ‘El País’

“Muchos proyectos se decantan por graduados en Desarrollo Internacional de universidades occidentales, menospreciando la experiencia en el contexto y otros estudios no acreditados bajo ese nombre”

Read more

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes

Reading Time: 12 minutes

This blog post is a cross-post from EdTech Hub‘s blog (Creative Commons Attribution 4.0). The blog post was written by Briony Gould on the 20th 0f February 2021.

To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation.

“How do we know that speakers of marginalised languages are left behind?”

Alice: Research around the world shows that educational outcomes are worse for students studying in a second language. The use of an unfamiliar language is linked to high dropout rates and low academic achievement. 

We also know that 40% of children worldwide are not educated in a language they speak at home. Crucially — if you want to know which learners are left behind,you need to measure it. If you collect language data, you can see which language groups are left behind and adapt your education programming accordingly.

Mia: It’s not only the language of instruction that’s a problem. Many people aren’t reached at all due to other types of language barriers. Children or their parents might not know when to enrol, how to use the school web platform, or how to play the audiobooks. If you can’t use the web, you will have a limited ability to find and access information. Can you imagine school projects without access to at least a book in your own language? 

There’s massive information asymmetry if you look at online content by language. On Wikipedia, for example, English is the largest edition in terms of users, followed by German and then French. On the other side of the spectrum, there is an almost complete absence of content in many African and Asian languages.


And due to low levels of existing digital content, some widely spoken languages have limited language technology support, including machine translation and search functions. This diagram shows that one can easily find publicly available parallel datasets to develop machine translation tools between English and French. But it is much harder to develop the same tools between English and Hausa, a language spoken by 63 million people globally. So speakers of Hausa and other marginalized languages find themselves on the wrong side of the digital divide – unable to access the information they need, when they need it. 

“How do we address this? What are the steps?”

Mia: Let’s first figure out what languages are spoken in the targeted communities. Then we can understand if education materials and services are taken up and used by speakers from all the language groups. As a first step, we need to capture accurate data about which languages are spoken. You can do this by asking, “What are the main languages you speak at home?” in education assessments and other surveys. It might surprise you to learn that there is no freely accessible dataset to find out which languages are spoken where. 

Here are some examples of comparative maps.

Alice: So, we need to put aside our assumptions about what languages people speak and understand. For example, Portuguese is only one of many languages spoken in Mozambique. To really understand the diversity of languages, we need to collect, share, and visualise the real picture. Translators Without Borders is trying to help do this through our language data initiative. We can then apply this information: what languages need to be supported in a learning platform? Who drops out early and when? And we can then develop multilingual educational tools for learners and teachers, based on improved data about relevant languages. We can also track educational outcomes by primary language, to ensure no learner is left behind.

“This is very interesting. But which organisations can actually do this, and how much will it cost?”

Alice: Well, that depends on who you are. If you are within the government, you can ask for language to be included in censuses and build language into systematic data collection. You can ask children who register for education, “What is the primary language you speak at home?” and disaggregate data using language going forward.

What does this cost? Well, the time it takes to ask one more question and pull out the additional graphs. It’s hard to quantify, but built within existing systems; it’s a cheap, low-hanging fruit. 

Mia: If you work for a humanitarian organisation, you can add 4 simple questions to your routine questionnaires. It costs no more than the assessment would have done anyway and provides a wealth of data for all sectors. And you should take language into account during your data collection. Across the board, we’re learning that language-aware humanitarian action of this kind is an effective and cost-effective way to improve accountability, reach, and impact.

To fill the gap in humanitarian data on language, add 4 simple questions to needs assessments:
1. What is the main language you speak at home?
2. Which language do you prefer to receive written information in?
3. Which language do you prefer to receive verbal information in?4. How do you prefer to receive information (in-person, radio, TV, poster, leaflet, phone call, SMS, etc.)?

The added effort around the extra analysis is a few hours of someone’s time. Yet, this can go a long way in filling a critical data gap for more effective programming.

“Okay, once we’ve collected the data, how can we turn it into action?”

Alice: We can use language data to take action on three levels: children, teachers, and systems. Let’s start with children. Using language data, you will be able to tell which language groups didn’t register for school, dropped out early, or consistently underperform. You can then adjust your communication and programming to meet their needs, leaving no one behind. 

Mia: We can also take action to support teachers. Recent research in Bangladesh and Nigeria shows that teachers often don’t speak the language of instruction well. When teachers aren’t confident in the language of instruction, they can’t get access to guidance to help them teach. And of course, such materials include critical guidance on child-friendly classrooms or Covid-19 school reopening plans.

Teacher training workshops can be challenging because they use technical language that’s hard to understand. This means teachers can face challenges with teaching and have no available resources to help them overcome these challenges.

Translators Without Borders’s ongoing research in collaboration with the Global Education Cluster and Save the Children shows teachers ask for materials:
By email and print
In searchable formats
Shorter and in plain language
In pictorial and audio-visual formats

Alice: With language data, we can also take action on a system level. If over 40% of children are educated in a language they don’t speak at home, we need to know how this affects their education. Much as we did for gender, unless we collect data on language inequality, we cannot begin to address this. Collective gathering and sharing of language data can allow us to understand how to increase learning outcomes for speakers of marginalised languages.

“Beyond education, fairer access, and closing digital divides, what else can we do? Give us an idea.”

Alice: Many of us who speak major languages (like English) find it easier and easier to navigate the world. We have readily available machine translation apps conveniently located on our phones or laptops when we need them. This enables us to find and triangulate information, and carry out research. No-one invests in marginalised languages, and here is a demonstration of the difference. Take this source sentence and see what happens when you use machine translation, and what that does for life-saving information for millions of people. 

Source sentence
Your life jacket is under your seat. Place it over your head and tie the straps around you. Inflate your life jacket after leaving the aircraft.
Language and population Machine translation
Hausa, 44 millionAir pollution is under your control. Put it on top of your head and tie it to your body. You can only ventilate the air when you leave the boat. 
Burmese, 32 millionYour life jackets are under your seat. This is putting your head to form on your own. Cotton. After leaving the plane on your life jackets in the air breathed.
Turkish, 75.7 millionYour life jacket is under your seat. Pass it over your head and tie it around the body. Only swallow the life vest after leaving the plane. 

Mia: We urgently need to invest more in language technology solutions for marginalised languages. Natural-language-processing applications such as chatbots can support multilingual, interactive education for those learning remotely. Machine translation and automatic speech recognition in local languages is a service that can be deployed rapidly in crisis situations. It enables people to access the information they need — both online and offline. 

Thank you, Alice and Mia, for these insights. You can get in touch with Alice Castillejo if you have a use case for innovative language technology or other language support needs and you would like to collaborate with Translators Without Borders. You can also get in touch with EdTech Hub if you have any further questions or ideas.

Resumo deste artigo do blog en portugués

De forma a se comemorar o Dia Internacional da Língua Materna neste ano de 2021, Björn  conduziu uma conversou com Alice Castillejo e Mia Marzotto na Translators without Borders. Falamos sobre a importância da educação na língua materna e a necessidade de apoiar os falantes nativos de línguas marginalizadas.

Segundo pesquisas feitas ao redor do mundo indicam que os resultados acadêmicos são nefastos para alunos que estudam em um segundo idioma. O uso de uma língua desconhecida está associado a altas taxas de evasão e baixo desempenho acadêmico. É sabido igualmente que 40% das crianças no mundo não são educadas na língua que falam em casa ou seja maternal.

Precisamos deixar de lado nossas hipóteses sobre as línguas que as pessoas interagem e compreendem. Por exemplo, a língua portuguesa é apenas uma das muitas línguas faladas em Moçambique. Para realmente compreender a riqueza das diferentes linguagens, precisamos coletar, compartilhar e visualizar a imagem real. Feito isso, podemos aplicar essas informações. Será que é tendencioso que as crianças falem uma determinada língua e de seguida esquecê-la? Desta modo, seria possível desenvolver ferramentas educacionais poliglota para alunos e professores com base em dados aprimorados em idiomas relevantes. A outra hipótese seria de acompahar os resultados curriculares dos alunos na sua língua maternal de forma a garantir a inclusão de todos e o avanço de todos os alunos.

Podemos usar dados de linguagem para actuar em três níveis: crianças, professores e sistemas. Com as crianças, podemos identificar grupos linguísticos que não se matricularam na escola, que desistiram prematuramente ou que tiveram um desempenho consistentemente baixo. Podemos então ajustar nossa comunicação e programação para atender às necessidades deles, sem deixar ninguém para trás. Também podemos tomar medidas para apoiar os professores.

Com os dados linguísticos, também podemos actuar no nível do sistema. Se mais de 40% das crianças estão sendo educadas em um idioma que não falam em casa, precisamos saber como isso afecta sua educação. Assim como fizemos com o gênero, se não coletarmos os dados sobre as desigualdades, não podemos começar a consertar. Coletar e compartilhar dados sobre línguas coletivamente pode nos ajudar a entender como melhorar os resultados de aprendizagem de falantes e nativos de línguas marginalizadas. Precisamos de lhes dar o apoio de que necessitam e merecem.

ملخص هذه المدونة

للاحتفال باليوم العالمي للغة الأم 2021، تحدث بيورن مع أليس كاستيليجو وميا مارزوتو في مترجمون بلا حدود. تحدثنا عن أهمية التعليم القائم على اللغة الأم والحاجة إلى دعم المتحدثين باللغات المهمشة.

تظهر الأبحاث حول العالم أن النتائج التعليمية أسوأ للطلاب الذين يدرسون بلغة ثانية. يرتبط استخدام لغة غير مألوفة بارتفاع معدلات التسرب وانخفاض التحصيل الدراسي. نعلم أيضًا أن 40٪ من الأطفال في جميع أنحاء العالم لا يتلقون تعليمًا بلغة يتحدثونها في المنزل.

نحن بحاجة إلى وضع الافتراضات الخاصة بنا  جانبًا حول ما هي اللغات التي يتحدث بها الناس ويفهمونها. على سبيل المثال، البرتغالية هي لغة واحدة فقط من بين العديد من اللغات المستخدمة في موزمبيق. لفهم ثراء اللغات المختلفة حقًا، نحتاج إلى جمع الصورة الحقيقية ومشاركتها وتصورها. بعد القيام بذلك ، يمكننا بعد ذلك تطبيق هذه المعلومات. هل الأطفال الذين  يتحدثون لغة معينة يتركون الدراسة في وقت مبكر؟ يمكننا بعد ذلك تطوير أدوات تعليمية متعددة اللغات للمتعلمين والمعلمين بناءً على بيانات محسنة حول اللغات ذات الصلة. يمكننا أيضًا تتبع النتائج التعليمية من خلال اللغة الأساسية ، لضمان عدم ترك أي متعلم دون تعليم.

يمكننا استخدام بيانات اللغة لاتخاذ إجراءات على ثلاثة مستويات: الأطفال والمعلمين والأنظمة.بالنسبة للأطفال ، يمكننا تحديد المجموعات اللغوية التي لم تسجل في المدرسة ، أو التي لم تستمر في دراستها  ،  أو التي كان أداؤها ضعيفًا باستمرار.يمكننا بعد ذلك تعديل برامجنا  لتلبية احتياجاتهم ، دون ترك أي شخص دون تعليم.يمكننا أيضًا اتخاذ إجراءات لدعم المعلمين.أحيانا  لا يتحدث المعلمون لغة التدريس جيدًا.

باستخدام بيانات اللغة ، يمكننا أيضًا اتخاذ إجراءات  على مستوى الأنظمة. إذا تم تعليم أكثر من 40٪ من الأطفال بلغة لا يتحدثونها في المنزل ، فنحن بحاجة إلى معرفة كيف يؤثر ذلك على تعليمهم. مثلما فعلنا مع الجنس ، إذا لم نجمع البيانات حول عدم المساواة ، فلا يمكننا البدء في معالجتها. يمكن أن يتيح لنا العمل  الجماعي وتبادل بيانات اللغة فهم كيفية زيادة نتائج تعلم المتحدثين باللغات  المهمشة.

Résumé de cet article de blog en français

Pour célébrer la Journée internationale de la langue maternelle 2021, Björn s’est entretenu avec Alice Castillejo et Mia Marzotto à Translators without Borders. Nous avons parlé de l’importance de l’éducation fondée sur la langue maternelle et de la nécessité de soutenir ceux qui défendent les langues minoritaires.

Des recherches menées dans le monde entier montrent que les résultats scolaires sont, tristement,moins favorables  pour les étudiants qui étudient dans une deuxième langue. L’utilisation d’une langue étrangère  comme langue d’enseignement principale est fortement liée aux taux d’abandon élevés et à de faibles résultats scolaires. Nous savons également que 40% des enfants dans le monde ne sont pas éduqués dans une langue qu’ils parlent à la maison.

Nous devons mettre de côté nos hypothèses sur les langues que les gens parlent et comprennent. Par exemple, le portugais n’est qu’une des nombreuses langues parlées au Mozambique. Pour vraiment comprendre la richesse des différentes langues, nous devons collecter, partager et visualiser l’image réelle. Cela fait, nous pouvons ensuite appliquer ces informations pour influencer la recherche, la politie et la pratique. Les enfants qui parlent une langue maternelle abandonnent-ils plus tôt? Nous pouvons ensuite développer des outils pédagogiques multilingues pour les apprenants et les enseignants. Cela sera basé sur des données améliorées sur les langues pertinentes. Nous pouvons également suivre les résultats scolaires par langue principale, pour nous assurer qu’aucun apprenant n’est laissé pour compte.

Nous pouvons utiliser les données linguistiques pour agir à trois niveaux: les enfants, les enseignants et les systèmes. Avec les enfants, nous pouvons identifier les groupes linguistiques qui ne sont pas inscrits à l’école, qui ont abandonné prématurément ou qui ont constamment sous-performé. Nous pouvons alors ajuster notre communication et notre programmation pour répondre à leurs besoins, sans laisser personne de côté. Nous pouvons également agir pour soutenir les enseignants. Les enseignants ne maîtrisent  pas  souvent la langue d’enseignement, qui n’est pas, parfois, leur langue maternelle. 

Avec les données linguistiques, nous pouvons également agir au niveau du système. Si plus de 40% des enfants sont éduqués dans une langue qu’ils ne parlent pas à la maison, nous devons savoir comment cela affecte leur éducation. Tout comme nous l’avons fait pour le genre, si nous ne collectons pas les données sur les inégalités, nous ne pouvons pas commencer à y remédier. La collecte et le partage collectifs de données linguistiques peuvent nous permettre de comprendre comment améliorer les résultats d’apprentissage des locuteurs de langues marginalisées.

Resumen de esta entrada de blog en castellano

Para celebrar el “Día Internacional de la Lengua Materna”, Björn habló con Alice Castillejo y Mia Marzotto de  ‘Traductores sin Fronteras’. Hablamos sobre la importancia de la educación basada en la lengua materna y la necesidad de apoyar a los hablantes de lenguas marginadas. We talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages.

Investigaciones realizadas alrededor del mundo muestran que los resultados educativos son peores para los estudiantes que estudian en una segunda lengua. El uso de una lengua poco conocida está relacionado con altos índices de deserción escolar y bajo rendimiento académico. También sabemos que el 40% de los niños de todo el mundo no reciben educación en la lengua que hablan en casa.

Necesitamos dejar de lado nuestras suposiciones sobre qué idiomas habla y entiende la gente. Por ejemplo, el portugués es solo uno de los muchos idiomas que se hablan en Mozambique. Para comprender realmente la riqueza de las diferentes lenguas, debemos recopilar, compartir y visualizar la situación real. Una vez hecho esto, podemos aplicar esta información. ¿Los niños que hablan una determinada lengua abandonan pronto la escuela? Con ello podremos desarrollar herramientas educativas multilingües para alumnos y profesores basadas en datos mejorados sobre las lenguas relevantes. También podemos hacer un seguimiento de los resultados educativos por lengua principal, para garantizar que ningún alumno se quede atrás. Podemos utilizar datos de las diferentes lenguas para actuar en tres niveles: niños, profesores y sistemas. Con los niños, podemos identificar cuáles fueron los grupos de lenguas que no se matricularon en la escuela, la abandonaron temprano o tuvieron un bajo rendimiento académico constante. Es así que podemos adaptar nuestra comunicación y diseño de programas educativos para satisfacer sus necesidades, sin dejar a nadie atrás. También podemos tomar medidas para apoyar a los maestros. Con datos de las diferentes lenguas, también podemos actuar a nivel del sistema. Si más del 40% de los niños son educados en una lengua que no hablan en casa, tenemos que saber cómo afecta esto a su educación. Al igual que en el caso del género, si no recopilamos los datos sobre la desigualdad, no podemos empezar a abordarla. La recopilación y el intercambio colectivo de los datos de lenguas habladas, pueden permitirnos comprender cómo mejorar los resultados de aprendizaje de los hablantes de lenguas marginadas.

Summary of this blogpost in Kinyarwanda

Mu kwizihiza umunsi mpuzamahanga w’ ururimi kavukire wa 2021, Björn yaganiriye na Alice Castillejo ndetse na Mia Marzotto bo muri Translators without Borders. Twaganiriye ku kamaro k’ imyigishirize y’ ururimi kavukire ndetse nimpamvu bikenewe gufasha abavuga indimi zahejejwe inyuma.

Ubushakashatsi bwakozwe ahantu hatandukanye kw isi bugaragaza ko umusaruro mu burezi utaba mwiza iyo abanyeshuri bize mu rurimi rw’ amahanga. Ikoreshwa ry’ indimi zitamenyerewe ihuzwa n’ ubwinshi mu mibare ya abareka ishuri ndetse n’umusaruro mucye mu mw’ishuri. Tuzi kandi ko 40% y’abanyeshuri kwisi batiga mu rurimi bavuga mu rugo.
Dukeneye gushyira kuruhande ibitekerezo bidakwiye ku ndimi abantu bavuga kandi banumva. Urugero, Igi Portugal ni rumwe mu ndimi nyinshi zivugwa muri Mozambique. Kugira ngo twumve neza ubukungu bw’ indimi zitandukanye, dukeneye gufata, gusangira ndetse tukareba ishusho nini nyayo. Dukoze ibyo, twakoresha ubu bumenyi. Ese abana bavuga ururimi runaka bareka ishuri kare? Twakubaka ibikoresho mu mashuri by’indimi nyinshi kugira ngo abanyeshuri na abarimu bazamure ubwo bumenyi ku ndimi zifite akamaro. Twakurikirana kandi umusaruro mu myigishirize tugendeye ku rurimi rw’ibanze kugira ngo hatangira umunyeshuri usigara inyuma.

Twakoresha amakuru ku rurimi mu gufata ibyemezo munzego eshatu: abana, abarimu na sisitemu. Mu bana, twamenya amatsinda y’ indimi atariyandikishije mu mashuri, abaretse ishuri kare, n abakomeza kudatsinda. Tumenye ibyo twahindura uburyo uburyo dukoresha na porogaramu kugira duhuze n’ibyo banekeye, nti hagire usigara inyuma. Twanafata ingamba zifasha abarimu. Abarimu nabo kenshi ntago aba bavuga ururimi rw’imigishirize.

Dufite amakuru ku ndimi, twanafata ibyemezo ku rwego rwo hejuru. Niba hejuru ya 40% y’abana biga mu rurimi batavuga mu rugo, tugomba kumenya ingaruka bigira ku burezi. Nkuko twabikoze mu buringanire, Tudukusanyije amakuru ku busumbane, ntago twacyemura iki kibazo. Ikusanya rusange no gusangira amakuru ku rurimi byafasha kumenya uko twakongera umusaruro wu uruvuga mu burezi mu ndimi zahejejwe inyuma.


Haßler, Björn, Castillejo, A., Marzotto, M., El-Serafy, Y., Khlayaleh, A., Langa, A., Koomar, S., Saadeddin, Z., Tegha, G., & Villavicencio Peralta, X. A. (2021). Mother Language Day 2021. Blog post. DOI: 10.5281/zenodo.4555228 Available at Available under Creative Commons Attribution 4.0 International,