tailieunhanh - In Their Own Language…Education for All

Moreover, we believe that the measures taken should be flexible enough to be compatible with all types of banking models, including universal banking and the savings and retail banks’ business model. The ESBG welcomes the recognition of the universal banking model. However, the ESBG also states that every financial system has its own particular characteristics; there are diverse banking structural models and practices within the EU which need to be fully respected. Applying the same banking model - the ‘one size fits all’ approach - across the EU could result in a lack of flexibility and. | In Their Own for All Fifty percent of the world s out-of-school children live in communities where the language of schooling is rarely if ever used at home. This underscores the biggest challenge to achieving Education for All EFA a legacy of non-productive practices that lead to low levels of learning and high levels of dropout and repetition. In these circumstances an increase in resources although necessary would not be sufficient to produce universal completion of a good-quality primary school program. Educat ton THE WORLD BANK June 2005 That children learn better if they understand the language spoken in school would seem an obvious observation and indeed it is borne out by study after study. Even where an important goal of schooling is for children to learn a second language this too is facilitated by starting with a language children already know. Research provides convincing evidence that a second language is learned best when a first language is learned well. In the late-exit bilingual model children learn to read in the language that they speak at home with a second language introduced in the early grades. Instructional time in that language then increases gradually. Benefits of the Use of First Language Instruction First language instruction results in i increased access and equity ii improved learning outcomes iii reduced repetition and dropout rates iv sociocultural benefits and v lower overall costs. Increased access and equity. Bilingual programs have generally been instituted in rural areas among more marginalized populations. They have been widely shown to help those children stay in school Convergent Pedagogy French-only Source Bender 2005. longer reach higher levels of education overall and increase social mobility. Improved learning outcomes. In Mali end-of-pri-mary pass rates between 1994 and 2000 for children who transitioned gradually from a local language to French were on average 32 higher than for children in French-only

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