Abstract
Nations are tasked with expanding education, increasing its accessibility and quality to develop skilled labour forces needed to compete in the global world. Every nation is under pressure to strive to give their learners an opportunity to explore their potential to achieve the national and global educational goals. In learning, language and culture play a vital role in achieving educational goals at individual, national and international levels. This paper is part of the main study that used the qualitative approach to investigate how the language-in-education policy is implemented in ethnically and linguistically complex classrooms. The policy recognises only two languages of instruction: the national and a foreign language. Therefore, the idea is to see how such a policy is implemented in situations where learners do not speak the two languages. The findings indicate that there are challenges that could impede on achieving both the national and global educational goals especially Education for All goals as regards ethnic minority groups. The study observed that some of the marginalized groups such as BaZezuru and San lag behind due to language barrier and different lifestyle which are not considered in the implementation process. The paper recommends a reconsideration of the language-in-education policy that is inclusive in order to achieve the Education for All goals.
Highlights
Education for all is an international initiative first launched in Jomtien, Thailand in 1990 to bring the benefits of education to every citizen in the whole society
The focus of the discussion observes how the language-in-education policy implementation process and classroom practices impede on achieving the Education for All goals
In Malaysia, it has been observed in the report for Remote Area Development Program of 2000 that inappropriate education system exacerbates the erosion of the culture and identity of indigenous people
Summary
Education for all is an international initiative first launched in Jomtien, Thailand in 1990 to bring the benefits of education to every citizen in the whole society. In 2008, the Hokkaido Toyako Summit Declaration reiterated the commitment and paid specific attention to countries affected by crisis and marginalized population. In addition it reaffirmed the importance of education and looked at the efforts to ensure that EFA but 2015 remains achievable. Against this background, the report indicates that education can play a key role in global recovery, growth and development. As the way forward for the G8 Education Experts (2009), 158 Implementation of the Language-in-education Policy and Achieving Education for All Goals in Botswana Primary Schools basic education has to foster the development and growth in learners amongst other things. These should be aligned with wider education sector and other sectors to assure development results, close the gaps in education data, policy and capacity to accelerate action on EFA
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