Europe & North America

This paper tackles the opportunities that exist for the schools and the individuals to adopt along with ICTs for teaching and learning and the challenges posed by these tools and the methods of deployment for those involved in Mother Language teaching and learning.

The brief is divided into three sections:

The Importance of language for inclusion with examples of practices on multilingualism and languages of instruction in pedagogy

The challenges to multilingualism

Policy recommendations 

This document compiles practical examples related to indigenous people’s right to education, extracted from reports submitted by Member States within the framework of the Ninth Consultation on the implementation of the 1960 Convention and Recommendation against Discrimination in Education. It is intended to serve as a practical tool for both information sharing and advocacy. Section one presents the international legal framework protecting the right to education for indigenous peoples.

The brief advocates the appropriate   multilingual education policies to unlock learning and inclusion. It highlights data with figures and statistics related to the remaining challenges and focusses on different language and education contexts in Africa, the Pacific, the Caucasus and Asia, Soth East- Asia and South  Asia, Latin America and the Caribbean.

The guide is intended primarily for educational policymakers and key educational stakeholders at all levels of decision-making, including national and subnational levels. Secondary users of the guidance include school administrators, teachers and educators, as well as the entire education community. The first section of the guide analyses multilingualism and multilingual education (MLE) and the use of MLE principles in various contexts to support the SDGs. This section highlights, with supporting evidence, the cognitive, social and economic benefits of multilingual education.