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12 EFA Mid-Decade AssessmentThe UN Literacy Decade International Plan of Action, Implementation of the UNResolution A/56/116 recognized formally the importance of language, stating that“literacy for all will be effectively achieved only when it is planned and implemented inlocal contexts of language and culture… literacy policies must also recognize thesignificance of the mother tongue in acquiring literacy and provide for literacy inmultiple languages whenever necessary.”Many countries in Asia have one, or often more, ethnolinguistic minority groups 5 .Significant barriers remain in the provision of education in mother tongue languages.However, this is seen as prohibitive in terms of finance and staffing and, thus, given lowpriority within the education system.Figure 3. Number of Languages in Select Countries in AsiaNumber of languagesBrunei DarussalamCambodiaSingaporeThailandLao PDRViet NamMyanmarMalaysiaPhilippinesChinaIndonesia0 100 200 300 400 500 600 700 800Papua New Guinea serves as a model country for effective implementation ofmultilingual education. With more active languages than any other country in the world,Papua New Guinea has been successful in implementing reform to includea multiplicity of languages in primary education, thus improving outcomes, preservinglocal culture and achieving financial sustainability. This example should be considereda model for success.Using simulated analysis, Grin (2005) demonstrates the likely implications ofmultilingual primary education in relation to cost over a five-year period. The simulationmodel suggests a measurable reduction in costs.5A minority language is defined as a language unique to a group of people, who in terms of numbersare fewer than the predominant group in a given area.Education for All: Reaching the Unreached