UNB, Dhaka :
As much as 40 percent of the global population does not have access to education in a language they speak, according to a new global report released on Friday, stressing that children should be taught in a language they understand.
In multi-ethnic societies, including Bangladesh, Turkey, Nepal, Pakistan and Guatemala, the report showed that imposing a dominant language through a school system-while sometimes a choice of necessity-has frequently been a source of grievance linked to wider issues of social and cultural inequality.
The new policy paper by Unesco’s Global Education Monitoring Report (GEM Report) titled ‘If you don’t understand, how can you learn?’ was released for International Mother Language Day (Amar Ekushey), according to summary of the report received here. It argues that being taught in a language other than their own can negatively impact children’s learning, especially for those living in poverty.
In Bangladesh, where Bengali is the national language, non-Bengali speaking tribal groups in the Chittagong Hill Tracts have cited a perceived injustice over language as a factor that justifies their secession demands, Kate Redman, Communications and Advocacy Specialist, Global Education Monitoring Report (GEM Report), Unesco, told UNB quoting the report.
As much as 40 percent of the global population does not have access to education in a language they speak, according to a new global report released on Friday, stressing that children should be taught in a language they understand.
In multi-ethnic societies, including Bangladesh, Turkey, Nepal, Pakistan and Guatemala, the report showed that imposing a dominant language through a school system-while sometimes a choice of necessity-has frequently been a source of grievance linked to wider issues of social and cultural inequality.
The new policy paper by Unesco’s Global Education Monitoring Report (GEM Report) titled ‘If you don’t understand, how can you learn?’ was released for International Mother Language Day (Amar Ekushey), according to summary of the report received here. It argues that being taught in a language other than their own can negatively impact children’s learning, especially for those living in poverty.
In Bangladesh, where Bengali is the national language, non-Bengali speaking tribal groups in the Chittagong Hill Tracts have cited a perceived injustice over language as a factor that justifies their secession demands, Kate Redman, Communications and Advocacy Specialist, Global Education Monitoring Report (GEM Report), Unesco, told UNB quoting the report.
