Bilingual Education in Niger - ADEA

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7. The Results obtained Below are listed the results obtained by a system of bilingual education at the end of its first three decades (1972-1997), thanks to the effort made to mobilize those actors concerned with its implementation: Regarding the linguistical and pedagogical research • Five of the ten national languages have been subjected to descriptivism so that they could be used as the language of education; they are Fulfulde, Hausa, Kanuri, Songai-Zarma and Tamajaq. • Various doctoral theses and dissertations for a master’s degree have been written in these languages, as well as works on their popularization. (cf. Hamidil, 1996) • Specialized lexicons, grammar reference textbooks, and teachers’ grammar textbooks, as well as reading and arithmatic books have been written in these languages. Three collections of reading books and two language dictionaries have already been published; ten other dictionaries (five reference dictionaries dealing with spelling and five teachers’ dictionaries) are being prepared, and arithmatic textbooks for the first and second year are at present being published. • A methodology of the Study of the Environment (integrated approach) has been developed and is used as a framework for the teaching and learning pedagogical approaches, and various guides and documents are available. In 1988, for the first time, programmes specifically aimed at bilingual teaching were adopted. With regard to school attendance and the availability of the teaching personnel • During this period, nearly 30,000 pupils took a bilingual course in these schools, given by some 422 teachers trained in 7. The Results obtained 43
the new teaching methodology. The evaluation results at the end of the cycle have been most satisfactory (see Point 8: quality evaluation). The experience was carried out throughout the entire national territory with 42 various types of rural and urban schools having been established. • The parents’ attitude was generally positive. According to UNESCO’s 1985 evaluation report, the following was noted: «the most important aspects of the new school are the practical and productive activities. These activities allow children to manage their own work». • Another aspect which is often emphasized is the capacity of children in experimental schools to become more easily integrated into active life; later on, such pupils are more responsible and demonstrate a higher level of self-discipline (Raymaekers, Erik, et al, 1985). • The 1998 evaluation emphasizes that the characteristics and advantages of the experimental schools’ aproach influence the parents’ attitudes as shown the following table: Table 7.1. Appreciation of the use of national languages Item ES* TS** Signif. School results worse than in traditional schools NL schools offer third-rate education NL already known by children; no need to teach it NL in school incurs problems regarding discipline NL in school facilitates understanding of the lesson Instead of the NLs, use Arab in order to read Koran - 0.31 - 0.81 - 1.37 -1.08 1.78 - 0.24 0.54 - 0.23 - 0.84 - 0.55 1.47 0.26 0.000 0.001 0.001 0.003 0.004 0.008 The child learns much more easily in the NL Children can start in French «type of school» Not useful, lack of reading material Expression of national sovreignty The child learns to appreciate his/her own culture Favorizes development of a balanced personality NL in school allows children to talk more freely NL in the school is too difficult for the teacher No country develops in a foreign language NL in school stimulates early learning More time given to French, the quicker it is learnt NL at school stimulates the development of NLs NL at school hampers the opening onto the world Teaching in the NL is to the detriment of French 1.77 - 0.09 - 1.19 1.75 1.84 1.76 1.81 - 0.54 1.08 1.76 0.82 1.70 - 1.06 - 0.54 1.49 0.42 - 0.85 1.50 1.63 1.52 1.60 - 0.18 0.70 1.54 1.11 1.49 - 0.73 - 0.24 0.010 0.010 0.018 0.018 0.023 0.024 0.026 0.028 0.032 0.049 0.053 0.060 0.065 0.069 44 bilingual Education in Niger
Page 1 and 2: Education in Africa Bilingual Educa
Page 3 and 4: African Experiences - Country Case
Page 5 and 6: This document was commissioned by A
Page 7 and 8: The analysis of the expenditures...
Page 9 and 10: INDRAP National Institute for Pedag
Page 11 and 12: locks and ensures that they are rea
Page 13 and 14: This study reviews the pedagogical
Page 16 and 17: 1. Introduction In the euphoria of
Page 18 and 19: 2. General considerations on Niger
Page 20: In addition to its fairly tight soc
Page 23 and 24: adical transformation of the educat
Page 25 and 26: the production of teaching material
Page 27 and 28: to be present between schools and t
Page 29 and 30: teaching methods as well as the des
Page 31 and 32: In this way, from the standpoint of
Page 33 and 34: Teams were then set up for each dis
Page 35 and 36: (cf. teacher training college curri
Page 37 and 38: On completion of this training the
Page 39 and 40: To address these issues, which were
Page 41 and 42: each other. The law shall lay down
Page 43: supplies, teacher training, payroll
Page 48 and 49: 8. Quality evaluation Bilingual edu
Page 50 and 51: . being initiated into the socio-ec
Page 52 and 53: In their recommendations, the UNESC
Page 54 and 55: 9. Financing and costs Bilingual ed
Page 56 and 57: • Pedagogical and linguistic rese
Page 58 and 59: The costs of maintenance and amorti
Page 60 and 61: 10. Observations and recommendation
Page 62 and 63: 11. Conclusion The experience which
Page 64 and 65: 12. Bibliography 4 1. Studies on th
Page 66 and 67: ---. 1999a. Décret n°99-320/PCRN
Page 68 and 69: HALAOUI, Nazam. 2002. Langues et é
Page 70: 3. Related studies ALIDOU-NGAME, Ha
Page 74 and 75: ADEA A forum for policy dialogue ab

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