Global Economic Times

Fewer Than Half of Argentine Public Primary School Students Have Access to English Education, Significant Shortage of Opportunities: Pedro Espinola Special Correspondent / Updated : 2025-05-22 19:47:33

British Council Research Reveals Deepening Disparities by Region and School Type, Blames Lack of National Policy

BUENOS AIRES, Argentina – A severe educational inequality issue has emerged in Argentina, as less than half of public primary school students have access to English language education. A recent study published by the British Council revealed that only 46% of public primary schools offer English classes, indicating a stark disparity in English learning opportunities depending on students' residential areas and school types. This outcome is attributed to the absence of a national policy, significantly infringing upon Argentine children's equitable access to education.

English Education Access: Still a Long Way to Go

According to a 2023 report by Argentina's Ministry of Education, only 54% of all primary school students (including both public and private schools) receive at least one hour of English instruction per week, while 84% of secondary school students have access to English classes. Although figures have improved over the last decade, the British Council's study, based on the Ministry of Education report, indicates that various challenges still hinder the development of English education.

The disparity is even more pronounced when comparing public and private school students. 74% of private school students take English classes, whereas only 46% of public school students do, highlighting a deepening educational inequality based on economic background.

On average, Argentine students receive three hours of English instruction per week. While some provinces like Catamarca, La Pampa, Tierra del Fuego, and Buenos Aires City show high accessibility to English classes, the situation in provinces like Formosa is dire. In Formosa, 83% of secondary school students learn English, but only 6% of primary school students receive English education. This is primarily due to foreign language education not being mandatory in that province. Argentina's National Education Law stipulates that all students must learn at least one foreign language, but it doesn't specify a particular language, with English almost always being the preferred option in practice.

In contrast, access to English classes for secondary school students is "widespread," with "coverage exceeding 75% in almost all provinces, and nearing universal access in some, such as Cordoba (94%), Rio Negro (95%), and La Pampa (96%)."

Persistent Issues in English Education and the Search for Solutions

The British Council study also pointed out common problems related to English education in most Argentine schools. These include a lack of communication and cooperation between primary and secondary education for continuity in the learning process, difficulty filling teacher vacancies, insufficient teacher training opportunities, and a shortage of teaching materials provided by schools. Additionally, it was noted that students often struggle to learn a new language due to a lack of mother tongue literacy and writing skills.

In collaboration with the public policy NGO CIPPEC, the British Council analyzed the challenges of English education in Argentina and developed a series of public policy proposals to improve this reality. These proposals were presented to education stakeholders at the end of April.

Mariela Masuyama, Head of English and Schools Programmes at the British Council, stated, "I think focusing on governance is key because from there, all other recommendations can be harmonized." In an interview with the Herald, she emphasized the need to "clearly identify who is responsible for English education policy at the provincial and regional levels," adding that "that's where the curriculum is designed, and decisions about staffing and working conditions are made."

The British Council and CIPPEC recommended forming specialized teams to strengthen national capacity for English education and fostering dialogue among central, provincial, and local governments. They also suggested that teachers should be encouraged to undergo continuous training after graduation, and strategic planning should be carried out to ensure a sufficient distribution of English teachers nationwide.

They further noted the need to improve teachers' working conditions and to update and standardize English curricula across Argentina to ensure equitable access for all students. Furthermore, the report stressed the importance of conducting evaluations and diagnoses of English learning and teaching processes "to understand what is happening in classrooms and make decisions accordingly."

Masuyama stated, "For various reasons, people are not choosing the teaching profession. We have more students in the system, and we need more teachers. This is a challenge for the near future."

The study also pointed out the urgent need to re-evaluate and update current teaching methods to maintain students' motivation in the age of artificial intelligence.

Masuyama emphasized that it would be "very important" to prioritize skills for specific real-world uses and English education, rather than simply having students reach a certain English level. She gave the example of students in tourism-focused schools in the Jujuy region needing to learn how to give directions or describe their city to tourists.

"Years ago, English classes focused on writing, reading, and translating. Today, AI can do all of that," Masuyama said. "Today, it's much more valuable to speak, to introduce yourself, to listen and understand. We need to be more flexible and adaptive."

Challenges for the Future of English Education in Argentina

The issue of inequality in English education in Argentina is serious, as it extends beyond mere language acquisition and can lead to disparities in social and economic opportunities for future generations. In this global era, English is not just a foreign language but an essential skill in various fields, including information access, international exchange, and career choices.

The proposals from the British Council and CIPPEC can serve as important milestones for the Argentine government in addressing this issue. The establishment of clear national policies, improved teacher training and welfare, and curriculum reforms adapted to changing times are essential for ensuring that all Argentine students receive equitable English education and develop the competencies needed for future society.

While such changes may not happen in the short term, continuous effort and investment will contribute to providing a better educational environment for Argentina's future generations and strengthening national competitiveness. The Argentine government and educational authorities should take this research seriously and present a concrete roadmap for practical changes. Through these efforts, it is hoped that all children in Argentina will enjoy equitable educational opportunities to pursue their dreams.