This paper follows the analysis of Vansina in analyzing colonization as an attempt to destroy and replace Africa’s autonomous cultural systems. It shows that in Botswana, this has been only... Show moreThis paper follows the analysis of Vansina in analyzing colonization as an attempt to destroy and replace Africa’s autonomous cultural systems. It shows that in Botswana, this has been only partially successful. Due to clever forms of resistance,Botswana has been able to keep part of its autonomy intact. This helps to explain the relative success the country has had. However, in the educational field, the country is now also one of the first to be confronted with the limitations that are inherent in the colonial education system. The paperargues that a gradual transition to using indigenous languages as a medium of instruction is practically possible and will become inescapable if the country wishes to reach the goals it has set for itself. In this, special attentionis needed for the speakers of Khoisan languages. Show less
As the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous... Show moreAs the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous languages in (higher)education delivery in once colonised territories. We argue that increased enrolment in higher education will become necessary for Nigeria to attain its developmental goals. We then discuss the limits to what the Nigerian educational system can be expected to achieve using English as the medium of instruction. Once these limits are surpassed, the gradual addition of a limited number of Nigerian languages will become inevitable. We propose to make use of a distinction between languages as designed (or intellectualized) and languages as discerned, inspired by the terminology of ‘Ausbau’ and ‘Abstand’ languages as used by Kloss. The article briefly reviews the complex linguistic makeup of Nigeria and outlines a number of principles that could guide rational language choices in this area, such as ease of acquisition and inclusivity. It ends with suggesting a number of concrete steps that should be taken over the coming years in order to make the introduction of indigenous languages into higher education in Nigeria a practicalpossibility. Show less
Now that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate... Show moreNow that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate the gradual addition of Ghanaian languages as a medium of instruction. We innovatively explain why this is so by comparing the achievements of the Ghanaian education system with one of the best education systems in the world. We use the conceptual distinction between ‘discerned’ and ‘designed’ languages to discuss the problem of which languages to choose. We propose five scientific principles that could guide the introduction of Ghanaian languages and suggest concrete steps that could be taken over the coming years to make the transition practically possible. As such, we present a way of looking at using indigenous languages as a medium of instruction that has relevance for other African countries as well. Show less
Sanon-Ouattara, F.E.G.; Pinxteren, L.M.C. van 2022
Experiments with indigenous languages as medium of instruction have been ongoing in francophone Africa. These experiments have not been generalized to all schools by educational authorities and... Show moreExperiments with indigenous languages as medium of instruction have been ongoing in francophone Africa. These experiments have not been generalized to all schools by educational authorities and have been limited to the first few years of primary education. A more generalized approach to using indigenous languages as medium of instruction can contribute to improve the outcomes of education. However, when is such a development likely to occur and which languages should be chosen? This article explores these questions using the case of Burkina Faso as an example. We show that it will be practically possible to use a limited number of indigenous languages as medium of instruction, rather than all languages spoken in the country. In order to do so, we introduce an approximate assessment of which languages are easy to learn and to teach, for speakers of which other languages. We demonstrate that a gradual transition towards indigenous languages will become a necessity if the present trend of increased participation in education continues into the future. In order for this to happen, careful planning and preparation will be essential; we conclude with a brief examination of what such planning and preparation might consist of. Show less
The content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial... Show moreThe content of education and the medium in which it is delivered are generally seen as two different things: a curriculum that is in need of being “decolonised” can still be delivered in a colonial language. Likewise, a curriculum that is colonial in nature could in theory be delivered in any medium of instruction. This article argues that, seen from a macro perspective, this belief is incorrect. In African settings (and probably elsewhere as well), the medium of instruction and the content of that instruction are intricately linked. Evolution towards a decolonial educational system has to include a change in the medium of instruction if it is to be successful. Show less
This paper reviews the major arguments used over the years in favour of mother-tongue instruction in Africa. It analyses the reasons that have been given for the lack of progress made. It suggests... Show moreThis paper reviews the major arguments used over the years in favour of mother-tongue instruction in Africa. It analyses the reasons that have been given for the lack of progress made. It suggests that the current Western paradigms obstruct a view of current and expected developments in this area. It offers a new analysis, based on the evolution of enrolment rates in education. The paper argues that in the next decade or so, a transition to using African languages more at all levels of education will become unavoidable. Show less
Where other authors have argued for the need for using indigenous languages ineducation in Botswana on human rights or efficiency grounds, this article argues for this need foreconomic reasons, in... Show moreWhere other authors have argued for the need for using indigenous languages ineducation in Botswana on human rights or efficiency grounds, this article argues for this need foreconomic reasons, in line with the country’s vision for 2036. Further increases in enrolment in highereducation will mean that the country’s education system is stretched beyond its capacities, as shownby benchmarking Botswana’s educational system against that of Estonia’s. A transition towardsindigenous languages is practical by using the proposed concepts of discerned and designedlanguages. However, it should be based on five key principles, which are introduced in the article.Based on a new discussion of ease and difficulty of language learning, these principles are appliedto the Botswanan situation. The article concludes that Setswana could be developed as a medium ofinstruction for the great majority of people in Botswana, but that a special position is justified for theKhoisan languages. The article ends by suggesting a number of concrete steps that should be takenover the coming years in order to make such a transition a practical possibility. Show less
Pinxteren, L.M.C. van; Emirhafizović, M.; Dailidienė, I.; Figurek, A.; Hălbac-Cotoară-Zamfir, R.; Mętrak, M. 2020
We examined existing problems relevant for education in global drylands and discuss their potential solutions in four fields, crucial for properly functioning educational systems: (a) response to... Show moreWe examined existing problems relevant for education in global drylands and discuss their potential solutions in four fields, crucial for properly functioning educational systems: (a) response to low population densities, (b) governance, (c) language of instruction and (d) mismatch between education and the labour market. Our analysis leads us to the formulation of nine policy recommendations that may help create an educational system that strengthens resilience of dryland communities in the face of ongoing climate change. Our recommendations underline the necessity to combine systemic solutions with bottom-up ideas and extrinsic help coming from involvement of diaspora and non-governmental organizations. Show less
Africa is a continent of considerable cultural diversity. This diversity does not necessarily run in parallel to the national boundaries that were created in Africa in the colonial period. However,... Show moreAfrica is a continent of considerable cultural diversity. This diversity does not necessarily run in parallel to the national boundaries that were created in Africa in the colonial period. However, decades of nation building in Africa must have made their mark. Is it possible nowadays to distinguish national cultures in Africa, or are the traditional ethnolinguistic distinctions more important? This article uses an approach developed in cross-cultural psychology to examine these questions. In 2012, Minkov and Hofstede published an article in this journal analyzing World Values Survey data from seven countries in Sub-Saharan Africa at the level of subnational administrative regions. They argued that national culture is also a meaningful concept in this region. This study reexamines the matter. It uses an innovative approach, looking at ethnolinguistic groups instead of at administrative regions and using the much more extensive Afrobarometer survey data set. It finds that although the Minkov/Hofstede study still has merit, the picture is more nuanced in several important ways. There is not one pattern that adequately describes the situation in the whole of Africa. Show less
