Integrating Multilingual Education with Child Friendly Schools to develop an evidence-referenced monitoring system
AbstractIn determining the purpose of including Multilingual Education (MLE) indicators in a Child Friendly Schools (CFS) monitoring framework, two distinctions need to be made. Is the focus on assessing process, or is it on assessing outcomes? Assessment that focuses on process often includes indicators that assess the participation of children, communities, and teachers in decision-making processes that are facilitated by using languages they speak well. On the other hand, assessment that focuses on outcomes looks more at tangible impacts such as data on changes in enrolment (UNICEF, 2006). Indicators can be both quantitative and qualitative. UNICEF (2006, p. 10) states that often
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