English Language Teaching in Africa (ELT) : A Comprehensive Overview of ELT in Africa

English Language Teaching – ELT in Africa: A Comprehensive Overview

Market Trends and Demand Analysis for ELT in Africa

English has an increasingly prominent role across Africa, both as an official language and as a medium of instruction. Over 20 African countries (about 23 by recent counts) have designated English as an official language (Official Languages in Africa – An Analysis – Provisio Professional Services). In sub-Saharan Africa alone, 26 countries use English as an official language, either exclusively or alongside local languages . Even traditionally Francophone nations like Rwanda and Cameroon have elevated English in their language policies, underscoring a continent-wide shift toward English for governance and education. This trend reflects the perception of English as a “necessary working language” for development, as illustrated by Gabon’s interest in adopting English to diversify partnerships and empower its workforce.

Demand drivers for English proficiency in Africa are strong and multifaceted. Globalisation and economic integration have made English the lingua franca of international commerce, science, and diplomacy (Growing Demand for ESL Teachers in the Global Market | Acacia). Major global companies require employees to speak English, and many African nations see English education as key to participating in the global marketplace (Growing Demand for ESL Teachers in the Global Market | Acacia). Employment opportunities are a major motivator: proficiency in English is linked to better job prospects in sectors like business, technology, tourism, and international NGOs. Many Africans learn English to secure higher-paying jobs, facilitate trade, or qualify for work abroad. Likewise, education policies increasingly emphasise English. For example, several countries have introduced English as a subject from early grades or even switched the medium of instruction to English in secondary and tertiary education. Even outside Anglophone regions, there is growing enthusiasm for English – for instance, Algeria (a former French colony in North Africa) recently began teaching English in primary schools as a strategic move to equip youth with global skills and reduce reliance on French. English-medium instruction (EMI) is on the rise at all levels: many universities across Africa now offer programs in English to attract international students and prepare local graduates for global careers. In countries like Rwanda, English replaced French as the medium of instruction in schools after 2008, signaling a dramatic policy shift to align with East African Community standards and international business language norms. This rising demand is also evident in informal sectors – for example, Books For Africa reports surging requests for English-language books even from countries without a history of English use, reflecting how “more and more Africans want access to English-language” materials for self-education and business.

(Official Languages in Africa – An Analysis – Provisio Professional Services) (Official Languages in  Africa – An Analysis – Provisio Professional Services) English (blue) is the most common official language across African countries (23 nations), followed by French (21) and Arabic (13). Many African states maintain multiple official languages due to their colonial histories, but English has gained ground as a co-official language even in some traditionally non-Anglophone nations. (Source: Provisio Digital, 2023)

Overall, the ELT market in Africa is poised for growth in line with global trends. Worldwide, the English language training (ELT) market is valued at tens of billions of dollars and growing; forecasts project the global market to reach over $100 billion by the late 2020s (Growing Demand for ESL Teachers in the Global Market | Acacia). Africa’s share of this market is expanding as populations recognize English proficiency as a gateway to opportunity. Youthful demographics and improving internet connectivity further fuel the demand for English learning through both formal education and private courses. In summary, English proficiency has become synonymous with being educated and employable in much of Africa – a trend likely to continue as the continent deepens its ties to the global economy.

ELT in Africa – Policies and Government Initiatives

Most African governments have instituted policies to integrate English into their education systems with support from international partners. National education policies in Anglophone countries typically mandate English as the medium of instruction beyond the early primary years and as a taught subject from early grades. Policymakers are increasingly introducing English in curricula to meet popular demand in countries where English is not historically dominant. For example, Rwanda made English a compulsory medium in schools in 2008, a bold change from its Francophone past. Burundi and Gabon have likewise announced plans to shift from French to English in official use and schooling, reflecting a broader policy trend of embracing English for its perceived developmental advantages. Leaders often justify these shifts in terms of economic pragmatism – English is seen as essential for attracting foreign investment and participating in international trade . Education ministries across the continent have rolled out updated language-in-education policies, sometimes making English the primary language of secondary and higher education and an entry requirement for civil service and universities.

Government and donor-funded programs play a critical role in advancing ELT. Many African countries partner with organisations like the British Council, USAID, UNESCO, and the World Bank to improve English teaching and learning. For instance, the British Council has longstanding collaborations to enhance African English education. In South Africa, the Department of Basic Education partnered with the British Council to improve English as a First Additional Language (EFAL) instruction nationwide. This program includes implementing new teacher training courses (Primary and Secondary English Language Teaching certificates). It aims to reach 300,000 teachers and 10 million learners across all state schools (British Council and South Africa sign DOI – The PIE News). By accrediting and rolling out these training programs (CiPELT and CiSELT) through universities and even online platforms, the initiative seeks to uplift English teaching quality at scale (British Council and South Africa sign DOI – The PIE News) (British Council and South Africa sign DOI – The PIE News). Similarly, Ghana’s Education Service with USAID support launched a National Radio Reading Program to improve English reading skills for grades K–4, leveraging radio broadcasts to reach rural learners (USAID Partnership for Education: Learning – FHI 360). Donor-funded projects like USAID’s Tusome in Kenya (detailed in case studies below) and the Early Grade Reading programs in countries like Nigeria, Malawi, and Liberia focus on building English (and mother-tongue) literacy through teacher training, material provision, and coaching. The U.S. State Department’s English Access Microscholarship Program is another notable initiative – since 2004 it has offered free after-school English classes to talented low-income youth, reaching over 150,000 students in more than 80 countries (including many African nations) and equipping them with language skills for better jobs and educational prospects (The English Access Microscholarship Program – Wikipedia) (The English Access Microscholarship Program – Wikipedia). Governments often co-finance such programs or provide in-kind support (e.g. classrooms, broadcast time) to extend English learning opportunities to underserved communities.

International organizations also invest in policy development and research. UNESCO advocates multilingual education policies that balance English with mother tongues, advising African ministries on how to introduce English gradually to maximize learning outcomes (New UNESCO report calls for multilingual education to unlock learning and inclusion | UNESCO) (New UNESCO report calls for multilingual education to unlock learning and inclusion | UNESCO). The African Union has recognized English as one of its official working languages and, through its Agenda 2063 and educational frameworks, encourages member states to improve the quality of language education (while valuing African languages). The World Bank and Global Partnership for Education fund large education sector programs that include components for curriculum reform, teacher training, and provision of English textbooks. For example, in Mozambique – a Lusophone country – a recent US-funded project is investing over $150 million in bilingual (Portuguese and local language) education to strengthen foundational literacy and ease the later transition to English learning (U.S. Government Invests in Bilingual Education Program to Improve …). Many African governments have also established language centers and institutes. Some, like Egypt and Morocco (in North Africa), have national English curriculum enhancement programs and state-run language centers to meet the growing demand for English proficiency among students and civil servants. In summary, both national initiatives and international partnerships drive ELT in Africa, underscoring a high-level commitment to English as a tool for development while often pairing it with broader goals of improving overall education quality.

Key Challenges and Barriers for ELT in Africa

Despite strong demand and policy support, African countries face significant challenges in delivering quality English language teaching. Key barriers include:

• Teacher shortages and qualifications: There is a chronic shortage of trained English teachers. Africa faces an estimated deficit of 15 million teachers overall by 2030 ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ), and the lack is acute in language subjects. Many existing teachers lack adequate English proficiency or pedagogical training in ELT. Surveys indicate that in some countries, most teachers do not have sufficient mastery of the English language to teach it effectively (The Learning Crisis in Africa: The Teachers Who Can’t Read (PART II)). This skills gap undermines the effectiveness of English instruction and is especially problematic as more schools adopt English as a medium of instruction – teachers themselves need training to improve their language fluency and modern teaching methods.
• Infrastructure and resource deficits: Educational infrastructure in parts of Africa is underdeveloped, which hampers ELT. Overcrowded classrooms, scarce electricity, and limited internet connectivity are common in rural and low-income areas, making it difficult to implement interactive or technology-enhanced language learning. Many schools also lack quality learning materials for English – textbooks, storybooks, libraries, and language labs. Student-to-textbook ratios are very high in some areas, and up-to-date English reading materials are scarce. The high demand for English books noted by NGOs like Books For Africa highlights a supply gap in instructional resources. Without access to engaging reading materials or audio resources, students have fewer opportunities to practice and improve their English outside the classroom.
• Affordability and inequality: Education costs remain a barrier for many African families. While public primary education is nominally free in many countries, hidden costs and fees often persist (The high price of education in Sub-Saharan Africa – World Bank Blogs). At secondary and tertiary levels, quality English instruction (or attending schools where English is the medium) may be accessible mainly to those who can afford private tutoring, language courses, or elite schools. This creates an urban-rural and rich-poor divide in English proficiency. Students in well-funded urban schools or private academies gain strong English skills, whereas those in under-resourced schools may fall behind. High exam fees for international English tests and certificates (IELTS, TOEFL, etc.) also put formal accreditation out of reach for many Africans, potentially limiting overseas study and job opportunities.
• Socio-cultural resistance and language politics: The push for English can encounter resistance on cultural and linguistic grounds. Africa’s linguistic landscape is incredibly diverse (over 2,000 languages (Official Languages in Africa – An Analysis – Provisio Professional Services)), and communities are protective of their native tongues. Some view the dominance of English (and other colonial languages like French) as a threat to local languages and cultural heritage (Official Languages in Africa – An Analysis – Provisio Professional Services). There are debates over the appropriate medium of instruction – whether young children should be taught in English or in their mother tongue. Research shows children learn best initially in their home language; in fact, African students taught in a familiar language were 30% more likely to read with comprehension by end of primary school than those taught in a foreign language (New UNESCO report calls for multilingual education to unlock learning and inclusion | UNESCO). Thus, the rapid introduction of English in early grades can cause learning difficulties. Balancing the need for English with mother tongue education is a policy challenge. Additionally, efforts to elevate English in Francophone and Lusophone countries may meet institutional inertia or opposition from those invested in the status quo. For example, the French government has invested in promoting French in Africa (even funding French programs in Anglophone countries) as a counterbalance (Official Languages in Africa – An Analysis – Provisio Professional Services). Such dynamics can create a tug-of-war in language policy. Moreover, older generations or traditional sectors might be hesitant to embrace English if they perceive it as diminishing the role of indigenous languages or if they themselves are not comfortable in English.

In summary, the expansion of ELT in Africa must contend with systemic constraints (like too few qualified teachers and inadequate materials) and contextual challenges (like affordability and language attitudes). Addressing these barriers requires sustained investment and culturally sensitive strategies, as discussed in later sections on technology and teacher development.

Investment and Business Opportunities for ELT in Africa

The challenges in ELT also open up significant investment and business opportunities across Africa. The rising demand for English proficiency has attracted private sector players, edtech entrepreneurs, and international education providers seeking to fill gaps in traditional systems.

One area of opportunity is the growth of private language schools and tutoring services. In many African cities, especially in countries with lower general English proficiency, private English training centers have emerged to serve both youth and adult learners. These range from franchise operations of global chains to local institutes. For example, South Africa’s ELT sector not only serves domestic students but has also become a destination for international language learners. Post-pandemic, South Africa’s English language schools rebounded to 92% of pre-Covid activity by 2022, and new centers are opening to accommodate increasing student numbers (South Africa’s ELT sector expands amid post-Covid resurgence) (South Africa’s ELT sector expands amid post-Covid resurgence). The country attracts learners from around Africa and beyond, drawn by relatively affordable fees and an English immersion environment. Similarly, countries like Kenya, Ghana, and Nigeria have growing markets for test preparation (IELTS/TOEFL classes) and corporate English training, as companies invest in upskilling their workforce for global business. Francophone countries such as Côte d’Ivoire, Senegal, and Morocco have seen a surge of private English schools responding to professionals and students who want to learn English as a second or third language. This bilingualism trend creates opportunities for investors to establish language centers, either independently or via partnerships with established brands.

The edtech sector is especially promising. With Africa’s high mobile penetration and young population, digital solutions for English learning are on the rise. The digital English learning market is growing rapidly (over 17% CAGR globally) and is expected to quadruple its value in this decade (Digital English Language Learning Market Worth $15.03). In Africa, startups are developing mobile apps, SMS-based courses, and online platforms tailored to local needs. For instance, apps like Duolingo report millions of users in Africa practicing English on their phones, often capitalizing on free or low-cost models. Local edtech companies are also innovating: in West Africa, some have created English learning apps that blend language lessons with job readiness (soft skills training), aiming to improve employability. In East Africa, services like Eneza Education use basic SMS and web to deliver English quizzes and tutorials to remote learners on simple phones. Likewise, the widespread use of WhatsApp presents an opportunity – educational NGOs have piloted WhatsApp chatbots and groups for English micro-lessons, reaching thousands of learners at low cost. A notable example is a project in South Africa where learners could “Learn English on WhatsApp” through guided exercises, which saw high uptake ([PDF] Supporting the learning and teaching of English language in …). As internet access improves, more African schools and universities are adopting Learning Management Systems and online content for English courses, creating a market for content developers and platform providers.

Another investment avenue is in publishing and content development for ELT. There is a demand for context-appropriate English textbooks, graded readers, and multimedia content that resonate with African learners. International publishers (Pearson, Oxford, Macmillan, etc.) often partner with African governments to supply textbooks, but there is room for more locally developed content (stories, examples, accents) to enhance relatability. Companies that produce low-cost readers or interactive e-books for African schools can tap into government procurement programs or donor-funded projects aiming to improve the reading culture.

Franchising and partnerships with foreign institutions are increasing. Universities and colleges from Anglophone countries (UK, US, Australia) often seek partnerships in Africa that include English language foundation programs or joint ELT centers. For example, some Nigerian and Kenyan universities host “English Access Centres” or Confucius Institute-like setups for English, often backed by the British Council or American embassy programs. Additionally, private K-12 schools offering international curricula (IGCSE, IB) use English as the medium and are expanding in African metros – these rely on imported ELT expertise and materials, presenting a market for teacher trainers and curriculum consultants.

Investment interest is also evident in low-cost private schooling chains that use the English medium. Organizations such as Bridge International Academies (operating in Kenya, Uganda, Nigeria, and more) have received significant venture capital to run affordable English-medium schools for low-income families, showing that investors see value in scalable education models that prioritize English literacy. While such models are sometimes controversial, they indicate how English instruction is a selling point for education ventures.

The drive to learn English in Africa is spawning a dynamic ELT industry. Businesses that can deliver quality instruction, whether through brick-and-mortar schools or digital platforms, stand to benefit. The return on education investment is high for consumers (as English skills boost incomes), and thus many are willing to pay for effective learning solutions. By forging partnerships with local stakeholders and tailoring products to local contexts, investors and ELT providers can tap into a burgeoning market while also contributing to Africa’s human capital development.

The Role of Technology and Digital Learning for ELT in Africa

Technology is increasingly seen as a game-changer for expanding ELT access and improving outcomes in Africa. Digital tools and e-learning strategies are helping overcome traditional barriers like teacher shortages and geographic distance, bringing English learning opportunities to more people.

Online learning platforms have gained traction, especially after the COVID-19 pandemic accelerated the shift to remote learning. Universities and language institutes now commonly offer online English courses or blended learning (combining in-person and online instruction). This allows learners in remote or underserviced areas to connect with qualified English instructors. Massive Open Online Courses (MOOCs) for English, some provided by global platforms or the British Council’s online portals, attract African learners who seek self-paced improvement. Mobile-friendly platforms are crucial given that many users access the internet primarily via smartphones. For example, the British Council’s LearnEnglish platform offers free interactive practice that many teachers and students across Africa utilize for extra support outside the classroom.

Mobile learning is arguably the most impactful tech avenue. Even in regions with limited infrastructure, mobile phone penetration is high. Simple SMS or audio lessons can reach basic phones, while apps serve those with smartphones. There have been successful projects delivering English lessons through radio and SMS – leveraging older tech to reach the masses. Ghana’s radio reading program (mentioned earlier) is one such initiative where radio broadcasts in English supplement classroom teaching (USAID Partnership for Education: Learning – FHI 360). In South Africa, during the pandemic school closures, the Department of Education and partners ran English lessons on national television and WhatsApp groups to ensure continuity of learning, which proved effective for thousands of students ([PDF] Supporting the learning and teaching of English language in …). WhatsApp-based learning has shown particular promise: teachers form class groups to share voice notes and quizzes and get student responses in English, effectively creating a low-bandwidth virtual classroom. An NGO, for instance, reached 32,000 learners via a WhatsApp chatbot that provided educational content in bite-sized pieces (How Digify Africa reaches 32,000 online learners with a WhatsApp …). These approaches work around the lack of computers or broadband by using ubiquitous tools.

AI-driven language learning apps are also emerging. Globally popular apps like Duolingo, Babbel, and Memrise have African users practicing English, and they increasingly incorporate AI to personalize lessons. New apps are being developed to cater to African accents and contexts; for example, some experimental apps use chatbots for conversational English practice, allowing learners to speak with an AI tutor any time. These can be particularly useful where there are few fluent English speakers to practice with. AI tools for speech recognition help give feedback on pronunciation, which is like having a personal coach for speaking skills. As artificial intelligence and natural language processing improve, we may see more adaptive learning systems that can diagnose a learner’s weaknesses (say, listening vs grammar) and provide targeted exercises. This kind of tech could significantly enhance learning efficiency and help overcome the shortage of skilled human teachers.

E-learning strategies not only supplement traditional classes but can also broaden access. Digital content can be distributed widely at a relatively low cost once produced, which helps rural or conflict-affected areas. For example, the African Storybook project provides free downloadable storybooks (many in English) that teachers can project or families can view on phones, mitigating the lack of physical books. Some countries are investing in digital language labs in secondary schools, where students use computers or tablets with English learning software under minimal supervision, thus one trained facilitator can serve many learners. The African Union has even suggested that digitalization be used as a shortcut to address teacher deficits, enabling one teacher or lecturer to reach many more students through e-learning platforms ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ). As such, governments are incorporating EdTech into their national education plans, often with donor support to fund devices and content.

Of course, the digital divide is a concern – not everyone has internet or devices, and data costs can be high. Nonetheless, innovations like offline apps (that sync only occasionally) and the use of widely available tech (radio, basic phones) are bridging some gaps. Importantly, teacher training now often includes an ICT component so that educators can confidently use technology for teaching English, be it using a projector for multimedia lessons or facilitating an online exchange program for their students. With continued improvements in connectivity (e.g., expanding 4G/5G networks and cheaper smartphones) and creative adaptations, technology is poised to play an ever larger role in making English language learning in Africa more inclusive, flexible, and effective.

Case Studies of Successful ELT in Africa Programs

Looking at specific initiatives can highlight what works in the African ELT context. Several successful ELT programs across the continent offer valuable lessons in impact and scalability:

• Tusome Early Grade Reading Program (Kenya): Tusome (Kiswahili for “Let’s Read”) is a national literacy program implemented by Kenya’s Ministry of Education with support from USAID and UK Aid. Launched in 2015, Tusome aimed to improve reading outcomes in English and Kiswahili for approximately 7 million children in grades 1–3. The program provided new textbooks, teacher guides, and intensive teacher training in effective reading instruction. It also introduced a tablet-based coaching and monitoring system for educators. The results have been remarkable: within a few years, early grade reading fluency and comprehension increased significantly. A midline evaluation found that Tusome tripled the number of Grade 2 students reading at the benchmark proficiency in English (and similarly boosted Kiswahili literacy) (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI) (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI). For example, the percentage of Grade 2 pupils who could read at least 45 words per minute in English jumped from 12% at baseline to over 36% after the program (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI). Teachers under Tusome adopted better pedagogical practices, and regular coaching visits (facilitated by tablets for data gathering) helped maintain quality. Tusome’s success, achieved at scale in over 23,000 schools (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI), has made it a model for other countries. Its approach – provide structured materials, train teachers, use data for feedback – is being adapted in Tanzania, Uganda, and beyond. The program demonstrates that with the right support, African students can achieve dramatic gains in English literacy early on, which lays the foundation for all later learning.
• South Africa’s English in Schools Initiative: As mentioned earlier, the partnership between the South African Department of Basic Education and the British Council is a case worth highlighting. This large-scale initiative focuses on improving English as a First Additional Language teaching in all public schools. By rolling out specialized teacher training (CiPELT/CiSELT courses) to hundreds of thousands of teachers, the program addresses one of the root causes of poor language outcomes – teacher capacity. Early indications show positive reception: teacher unions supported the rollout, universities accredited the courses, and many teachers have begun implementing the new techniques in their classrooms (British Council and South Africa sign DOI – The PIE News) (British Council and South Africa sign DOI – The PIE News). While a full impact assessment is ongoing, the reach of the program (covering 10 million learners) makes it one of the most ambitious ELT interventions in Africa (British Council and South Africa sign DOI – The PIE News). It also illustrates best practices in stakeholder collaboration: government ownership, international expertise, higher education involvement for certification, and union buy-in for sustainability. If successful, South Africa’s model of nationwide teacher upskilling in ELT could be replicated in other large countries.
• English Access Microscholarship Program: The U.S. State Department’s Access Program operates in many African countries (such as Egypt, Senegal, South Africa, Tanzania, and more), offering free after-school English classes to bright students from disadvantaged backgrounds. Typically a two-year program, Access combines English instruction with enrichment activities (leadership training, civic engagement, and cross-cultural learning). Since 2004, around 150,000 students have benefitted globally (The English Access Microscholarship Program – Wikipedia), with a significant portion of those in Africa. In countries like Morocco or Nigeria, the program has been lauded for not only improving students’ English proficiency but also enabling them to win scholarships and participate in exchange programs that further enhance their opportunities. A key to Access’s success is its focus on motivation and practical skills – students often perform plays, do community projects, and use English in real-life contexts, which builds confidence. Access classes are usually run by local teachers trained in interactive methods, ensuring capacity building at the community level. The program’s impact is evident in many alumni who have gone on to university or gotten jobs where they use the English and soft skills gained. Access is a scalable model because it leverages existing schools for after-hours classes and modest funding for materials and stipends, yet it yields outsized results in terms of human capital development.
• Radio/TV Education in Ghana: A more technology-oriented case is Ghana’s National Radio Reading Program, part of the USAID Partnership for Education Learning initiative. Faced with school closures (e.g., during COVID) and a lack of books at home, the Ghana Education Service and USAID produced radio segments that teach English phonics, vocabulary, and comprehension in an engaging way for young learners. These were broadcast in multiple local languages as well to guide parents on how to support children’s learning. The program ensured continuity and reached millions who might otherwise be without instruction. Its success in audience reach and positive feedback has led to plans to continue using radio as a complementary tool for early grade reading, proving that old technology can be repurposed in innovative ways to support ELT. Similar efforts have been done with television in other countries (e.g., educational TV programs in Kenya and Nigeria for English and other subjects), indicating a viable path to scale where digital internet access is limited.
• Local Innovations – “Teaching English in Africa” (TEIA): At a smaller scale, there have been award-winning local innovations. One example is the Teaching English in Africa (TEIA) project by educator Jason Anderson, which won a British Council ELTons award for local innovation in 2016 (Teaching English in Africa wins ELTON award – Jason Anderson). TEIA involved creating a practical guide for African teachers, filled with context-appropriate techniques and activities that work in large, resource-poor classrooms. By documenting and sharing best practices developed by African teachers for African schools, this initiative empowered teachers to improve their lessons with or without high-tech aids. The success of TEIA (evidenced by its uptake in multiple countries and translation into French) underscores the value of south-south knowledge sharing in ELT. When teachers see methodologies that acknowledge crowded classes, multilingual settings, or cultural storytelling traditions, they are more likely to adopt them and succeed in engaging students in English learning.

These case studies, diverse in approach and scope, collectively illustrate that effective ELT interventions in Africa often include elements such as teacher training and support, provision of relevant materials, community or media outreach, and leveraging technology or local culture. They also show that both large-scale government programs and smaller innovative projects can make a significant impact. Critical success factors include strong stakeholder buy-in, adaptability to local conditions, and a focus on measurable learning outcomes. Going forward, scaling up these successes and learning from their challenges will be key to broader improvements in English proficiency across the continent.

ELT in Africa – Teacher Training and Workforce Development

Improving the quality of English language teaching in Africa hinges on developing a well-trained, sufficient workforce of ELT professionals. Teacher training and professional development are, therefore, top priorities in many countries’ education strategies.

As noted earlier, one major issue is the sheer shortage of qualified English teachers. To meet the growing demand for English instruction, African nations need to train new teachers and upskill existing ones on a massive scale. Traditional teacher training colleges are expanding enrollment in language education programs, but output is still far below demand. According to the African Union, reversing the teacher deficit (15 million teachers needed by 2030) will require significant investment and possibly new approaches like accelerated training or alternative certification pathways ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ) ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ). Some countries have experimented with fast-tracking knowledgeable speakers of English (even if not formally trained as teachers) into the classroom with short-term training to plug gaps – though the results are mixed when pedagogical skills are lacking ([PDF] Teacher supply, recruitment and retention in six Anglophone sub …).

A promising trend is incorporating continuous professional development (CPD) programs for in-service teachers. For example, ministries are instituting regular workshops, peer-learning circles, and distance learning courses to help current teachers improve their English proficiency and learn modern teaching methodologies. Mentorship and coaching models, where experienced mentor teachers observe and guide others, have been effective in programs like Tusome (Kenya) and should be replicated for ELT specifically. Development of communities of practice (often supported by WhatsApp or Facebook groups for teachers) allows English teachers to share tips and resources across schools and even across countries. The formation of Africa TESOL (a federation of national English teacher associations) provides a platform for African ELT teachers to network, attend regional conferences, and access training resources tailored to their context.

On the qualification front, there is a push to ensure that all English teachers have at least a basic certification in ELT. Some countries are introducing mandatory certification exams or specialized diploma courses for language teachers. In South Africa, as mentioned, the CiSELT and CiPELT programs give primary and secondary teachers an extra credential in English language teaching methodology (British Council and South Africa sign DOI – The PIE News) (British Council and South Africa sign DOI – The PIE News). International certifications like TESOL, TEFL, or Cambridge’s TKT and CELTA are also pursued by some African teachers, especially those aiming to work in private language institutes or go abroad. However, cost can be a barrier for these international certs. Donor programs sometimes sponsor cohorts of teachers for such certifications as a way to raise standards – for instance, the British Council has facilitated CELTA courses for teachers in countries like Ethiopia and Sudan in partnership with local centers, creating a cadre of highly trained trainers in those countries.

Another component is strengthening pre-service teacher education. Universities and teacher training colleges are updating their curricula to include more practical ELT coursework. Trainee teachers now are often exposed to strategies for large classes, use of teaching aids, classroom English speaking practice, and knowledge of second language acquisition theory relevant to African multilingual classrooms. There is also emphasis on improving the teachers’ own English fluency – some programs require prospective English teachers to reach a certain score on proficiency tests before graduation.

Workforce development goes beyond initial training. Retaining qualified English teachers is a challenge, as those with strong English skills might pursue higher-paying jobs in other sectors (e.g., corporate communications, translation, international NGOs). To address this, some education systems are offering incentives for teacher retention, such as bonuses for teaching in rural areas or career advancement opportunities. The social status and motivation of teachers is also being addressed; as the AU Commissioner noted, the teaching profession needs to be made more attractive to draw talent ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ). Improving salaries and recognizing excellence in teaching (through awards or promotions) can help keep skilled English teachers in the classroom.

Lastly, leveraging technology for teacher training is an efficient strategy. E-learning modules for teacher training allow wider reach – for example, online training courses (via MOOCs or national portals) on English pedagogy have been launched so teachers in remote areas can upgrade their skills without leaving their post. Some countries have set up digital resource centers where teachers can watch demonstration lessons, download lesson plans, and even earn micro-credentials by completing online quizzes on teaching content. This digital CPD complements face-to-face training and can be scaled up at low cost.

In summary, developing a robust ELT teaching force in Africa requires comprehensive measures: expanding training capacity, ensuring quality through certification and standards, continuous upskilling, and improving the incentives and tools for teachers. Efforts like large-scale teacher training partnerships, teacher networks, and integration of ICT in training are steps in the right direction. Over time, these investments in teachers will pay off in more effective English teaching and better learning outcomes for students across the continent.

Impact of ELT in Africa on Economic Growth and Employment

The push for English language proficiency in Africa is not only an educational endeavor but also an economic strategy. Improved English skills among the population have tangible correlations with employment opportunities, income levels, and broader economic participation.

At the individual level, English proficiency can significantly boost employability and earnings. In many African countries, formal sector and high-paying jobs often require fluency in English, given that multinational companies, banks, airlines, and even government agencies conduct business in English. Research from South Africa provides hard evidence of the wage premium associated with English. A rigorous study found that better English proficiency is linked to much higher chances of being employed and higher salaries: a one-level increase in English skill was associated with a 23–25 percentage point increase in the probability of employment, and fluent English speakers enjoyed about a 33% higher wage on average (Returns to English skills in the South African labour market) (Returns to English skills in the South African labour market). This is a substantial advantage attributable purely to language ability, holding other factors constant. Even in countries where English is not the mother tongue, those who master it often secure coveted positions such as tour guides, call center operators, software developers for international clients, and so forth. English acts as a gatekeeper for many professions; for instance, to work in aviation or the maritime industry internationally, English competency is mandatory.

On a macro level, a workforce proficient in English can attract more foreign direct investment (FDI) and enable integration into the global economy. Investors and international firms are more likely to set up operations in countries where they can hire locals who speak the global business language. For example, Rwanda’s adoption of English was partly aimed at attracting regional headquarters of NGOs and companies, which indeed became more feasible after English became widespread in government and education. English proficiency also allows African businesses to expand their markets abroad, as they can engage with clients and partners in other countries more easily. Sectors like offshore services, outsourcing, and tourism particularly benefit. Countries like Kenya, South Africa, and Mauritius have grown their outsourcing and call center industries by leveraging their English-speaking labor force to serve clients in the US or UK. In tourism, having more locals who can communicate with international tourists in English enhances the visitor experience and can boost tourism revenue for countries from Morocco to Tanzania.

Moreover, English skills can facilitate innovation and knowledge transfer, indirectly spurring economic growth. Most scientific research and technical information is published in English; thus, English-proficient professionals (engineers, doctors, academics) can access the latest knowledge, collaborate on international projects, and contribute to home-grown innovation. In academia, universities that use English can partner with overseas institutions, attract foreign students (bringing in revenue), and produce graduates who are competitive globally. Over time, this contributes to a more skilled and versatile human capital base, which is a foundation for economic development.

English proficiency is also linked with the ability to participate in global trade. African entrepreneurs with English skills can use e-commerce platforms to sell products abroad, farmers can learn about international best practices, and governments can negotiate better in international forums when their representatives have a strong command of English. There is an observed correlation between a country’s English proficiency level and its readiness for the information economy – for instance, countries scoring higher on English indices often also have higher ICT adoption and service exports. While English alone is not a magic bullet (fundamentals like infrastructure and governance are crucial), it certainly complements those factors by enabling communication and reducing friction in international exchanges.

From a development perspective, improving English through ELT programs can also help achieve social outcomes like reduced unemployment among youth. Many African economies struggle with youth unemployment; equipping young people with English (plus digital skills) makes them more adaptable and able to pursue opportunities beyond their local area, including remote online work or scholarships abroad. This can alleviate some pressure on domestic job markets and create a more globally mobile workforce that sends back remittances or brings expertise home.

Conversely, there is the argument that if not managed inclusively, the focus on English could widen inequality – those with access to English education race ahead in the job market, while those without it get left in lower-paying informal work. That is why many governments emphasize broadening access to quality English teaching as an equity issue. The ultimate goal is to have English proficiency become a widespread asset across society, not just the elite, so that the economic benefits (higher incomes, more investment, etc.) are broadly shared.

In summary, effective ELT in Africa can have a multiplier effect on development. It enhances individual career prospects, which in aggregate improves national economic indicators like employment rates and GDP per capita. English serves as a tool for connecting African economies with global markets – whether attracting an investor, negotiating a deal, or sharing research – thus acting as a catalyst for growth. As one report noted, countries that align their language education with economic strategies (e.g., focusing on English to support an export-oriented economy) are better positioned to reap returns on that investment. While preserving multilingualism is important for cultural and educational reasons, there is little doubt that strong English language skills give countries a competitive edge in today’s interconnected world (Growing Demand for ESL Teachers in the Global Market | Acacia). Therefore, investments in ELT are not just about language, but about empowering Africans to participate more fully in 21st-century economic and social life, driving development at both personal and national levels.

ELT in Africa – Education and Development Conclusions

English language teaching in Africa sits at the intersection of education and development. The trends show a clear rise in demand for English across the continent, driven by its official status in many countries and the perceived opportunities it unlocks in a globalised economy. Governments, often with international support, are actively promoting English through policy changes and national programs, even as they balance this with the need to respect and preserve indigenous languages. The challenges – from too few qualified teachers to inequitable access and resource constraints – are significant, but they are being met with innovative solutions. Investment from the private sector and creative use of technology are helping to bridge gaps, bringing learning to places and people previously hard to reach. Success stories like Kenya’s Tusome or the Access Program demonstrate that well-designed ELT initiatives can yield measurable gains in literacy, proficiency, and life chances for learners. Moreover, strengthening the teacher workforce through training and support is a linchpin strategy that many countries are embracing to ensure long-term improvements.

Crucially, the ripple effects of enhancing English proficiency extend beyond the classroom into the broader economy and society. Better English skills are linked to improved employment prospects and earnings, and by extension, can contribute to economic growth, attract investment, and facilitate Africa’s integration into the global community. In a youthful continent eager for development, English is often seen as a key skill for empowerment – but it must be made accessible to all, so it becomes a tool for inclusive growth rather than a source of division.

In conclusion, ELT in Africa presents a story of both immense needs and hopeful progress. Ongoing efforts by governments, educators, and partners aim to ensure that the next generation of Africans can communicate confidently in English, while still cherishing their mother tongues. This bilingual or multilingual competence will enable them to navigate local and global contexts effectively. As initiatives continue and scale up, sharing best practices and learning from each other will be vital – a pan-African exchange of what works in ELT. With sustained commitment, Africa can overcome current barriers and fully leverage English education as a driver for educational excellence, economic opportunity, and social advancement, all while maintaining the rich linguistic heritage that is also a hallmark of the continent.

Sources:

• Plonski, P. et al. (2013). Why Are More African Countries Adopting English as an Official Language?
• Provisio Digital (2023). Official Languages in Africa – An Analysis (Official Languages in Africa – An Analysis – Provisio Professional Services) (Official Languages in Africa – An Analysis – Provisio Professional Services)
• British Council/PIE News. British Council and South Africa sign DOI (2014) (British Council and South Africa sign DOI – The PIE News) (British Council and South Africa sign DOI – The PIE News)
• Nair, A. (2024). South Africa’s ELT sector expands amid post-Covid resurgence (South Africa’s ELT sector expands amid post-Covid resurgence) (South Africa’s ELT sector expands amid post-Covid resurgence)
• Acacia Blog (2023). Growing Demand for ESL Teachers in the Global Market (Growing Demand for ESL Teachers in the Global Market | Acacia) (Growing Demand for ESL Teachers in the Global Market | Acacia)
• Kahn, A. et al. (2019). Returns to English skills in the South African labour market (SALDRU Working Paper) (Returns to English skills in the South African labour market) (Returns to English skills in the South African labour market)
• RTI (2017). Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI) (Tusome “Let’s Read” program achieves impressive gains in child literacy across Kenya | RTI)
• UNESCO (2025). Global guidance on multilingual education (New UNESCO report calls for multilingual education to unlock learning and inclusion | UNESCO) (New UNESCO report calls for multilingual education to unlock learning and inclusion | UNESCO)
• Xinhua (2024). AU official says Africa faces a shortage of 15 mln teachers ( AU official says Africa faces shortage of 15 mln teachers-Xinhua ) ( AU official says Africa faces shortage of 15 mln teachers-Xinhua )
• Books For Africa (2013). English on the Rise in Africa
• Mappr/Business Insider (2021). English Speaking Countries in Africa

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