40% Global Population Lacks Education In A Language They Speak Or Understand: UNESCO – News18

Last Updated:March 03, 2025, 10:56 IST

UNESCO has warned in its latest multilingual education report that around 40% of the global population does not have access to education in a language they understand.

Around 40 percent of the global population does not have access to education in a language they speak or understand, according to a new report by UNESCO’s Global Education Monitoring (GEM) team. The figure is even more alarming in some low and middle-income countries, where it rises to 90 percent, leaving more than a quarter of a billion learners struggling to keep up in classrooms.

Despite a growing recognition of the importance of home languages in education, many countries are still lagging in implementing policies to support multilingual learning, the GEM team noted. Key obstacles include a shortage of teachers proficient in local languages, a lack of educational materials, and, in some cases, resistance from communities.

In its latest report, “Languages Matter: Global Guidance on Multilingual Education,” the GEM team highlighted the growing need for inclusive language policies, especially as migration and displacement contribute to increasing linguistic diversity worldwide. Currently, over 31 million displaced youth face language barriers that hinder their access to quality education.

The report, released to mark the 25th anniversary of International Mother Language Day, emphasises that multilingual classrooms are becoming the norm, not the exception, and education systems must evolve accordingly.

The findings come at a time when India is rolling out its new National Education Policy (NEP), which promotes multilingual education through the three-language policy. However, this has drawn criticism from several states over concerns about language imposition and implementation challenges.

“Today, 40 percent of people globally are unable to access education in a language they know well. In some regions, this figure is even higher. This language gap leaves hundreds of millions of learners at risk,” a senior official from the GEM team told PTI.

According to the analysis, the impact of language barriers has deepened over the past decade, especially in the wake of COVID-19 disruptions. Between 2010 and 2022, the learning gap between students who speak the language of instruction at home and those who do not widened from 12 to 18 percentage points in reading and from 10 to 15 points in mathematics.

“This means learners who are already at a disadvantage due to linguistic factors — whether from historical inequalities or recent migration — are facing steeper learning losses,” the official added.

The report identifies two broad challenges. Firstly, in many countries, particularly those with colonial legacies, dominant languages were imposed, sidelining local languages and creating enduring educational inequalities. Secondly, in wealthier countries, increasing immigration has led to more linguistically diverse classrooms, creating demand for inclusive curricula and targeted language support.

To address these challenges, UNESCO recommends context-specific policies that promote a gradual language transition in education, backed by relevant curriculum changes and suitable teaching materials.

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“In countries with large immigrant populations, there is a need for effective bridging language programmes, trained teachers, and inclusive learning environments that meet the diverse needs of students,” the report states.

It further advises that teacher training should prioritise fluency in both home and additional languages, and that teacher placement should consider language skills to match schools’ instructional needs. Early childhood educators, in particular, should receive training in culturally and linguistically responsive teaching methods.

Beyond classrooms, the GEM team stresses the importance of building strong support systems to help multilingual education succeed. This includes preparing school leaders to foster inclusive school cultures and collaborating with families and communities to bridge language divides.

“Educational leadership should be equipped to support inclusion, with a focus on multilingual students’ needs. Standards for school leaders must encourage collaboration with parents and local communities to ensure linguistic diversity becomes a strength, not a barrier, in education,” the report concludes.