NAIROBI, Kenya, Mar 20 – Language in education is emerging as a key policy priority, with governments agreeing it should be treated as a strategic issue shaping entire education systems not just a technical consideration.
At a recent international conference convened by the British Council in Abuja, participating countries emphasized that decisions on language of instruction directly impact teacher training, curriculum development, learning materials, classroom practice and student assessment.
“Language in education must be approached as a strategic consideration, not merely a technical one,” stakeholders at the conference agreed. “The choices countries make have far-reaching implications for how teachers are prepared, how curricula are designed and how learners are assessed.”
Delegates from various governments outlined differing national approaches influenced by historical, cultural and policy priorities. However, a common thread emerged: a shared commitment to grounding language decisions in evidence, research and practical experience.
“While our approaches may differ, what unites us is the need to anchor implementation in evidence and lived experience,” one delegate noted during the discussions.
The British Council reiterated its role as a facilitator, bringing together global research and real-world practices while providing a platform for open and constructive dialogue on what is often a sensitive policy area.
“Our role is to connect research and practice from multiple contexts and create space for constructive engagement on these important issues,” the organisation said, adding that “decisions about language in education remain the responsibility of national authorities.”
The Abuja conference is closely tied to the British Council’s broader engagement with ministries of education, institutions and agencies worldwide. Its ongoing work spans teacher development, English language integration and the promotion of inclusive classroom practices.
Insights gathered from the conference are expected to inform future programme design, research priorities and the development of teaching resources.
“The insights from Abuja will directly inform how we design programmes, shape research questions and develop resources going forward,” the British Council noted.
Organisers described the conference as a starting point rather than a conclusion, with plans underway to translate discussions into practical tools for policymakers, educators and practitioners.
“This is not an end point but a staging ground for continued collaboration,” stakeholders said. “The real impact will be seen in classrooms—when learners are better able to understand, participate and progress.”
Follow-up initiatives under consideration include peer learning platforms and targeted support in teacher training and resource development, as partners seek to build on the momentum generated in Abuja.
