EMEGEN - English-Medium Education in Low and Middle Income Contexts: Enabler or Barrier to Gender Equality?

This British Council/Open University partnership explored the role of English as an enabler or a barrier to gender equality in low and middle-income countries. Many low and middle-income countries increasingly use English as a language of learning and teaching instead of or in addition to one of the local languages. This raises questions about educational participation, attainment, and inclusion, not least for girls, who are already marginalized and vulnerable to exclusion. The research combined cross-case with in-depth research in secondary schools in Nepal and Nigeria to explore the opportunities and challenges afforded to girls and boys by English.

The research found that English-medium education policies can create gender-based educational inequalities. Girls’ lesser access and exposure to English-medium education limits their opportunities compared to boys and restricts their educational and professional choices. Many careers and university studies, particularly in science, technology, mathematics, and engineering, require English. Thus, girls may be limited to traditional gender roles due to restricted access to English-medium education.

The English-Medium Education in Low and Middle-Income Contexts: Enabler or Barrier to Gender Equality? project (EMEGEN) produced a report on the impact of English-medium education on girls’ education in low and middle-income countries. The research team also published a video and a policy brief that offers recommendations to policymakers on implementing English-medium education in ways that do not counteract priorities to get girls into education. A set of Open Educational Resources offers activities for school leaders, teachers and educational facilitators to include girls in English-medium education.