The Benefits of Promoting Asian Languages

On the 28th of October, the BBC reported on Australia PM Julia Gillard’s ‘Asia’ manifesto. The government’s ‘Asian Century White Paper’ sets out 25 national objectives to be met by 2025. Some interesting goals that were outlined included ‘makings studies of Asia a core part of the Australian school curriculum’, and most interestingly, ‘giving all students the opportunity to learn a priority Asian language – Chinese (Mandarin), Hindi, Bahasa Indonesian or Japanese’. These policies are aimed at forging deeper links with countries such as China, India, and other booming economies of the region. Prime Minister Julia Gillard explained that ‘Whatever else this century brings, it will bring Asia’s return to global leadership’.

Although many are skeptical as to how much of a reality these policies will become, I find this move by the Australian Government a step in the right direction. Asia is the world’s fastest growing economic region, and it is becoming increasingly important for individuals to become equipped with the knowledge of its dynamics. With regard to India, while it continues to be plagued with the challenges of poverty, corruption and so forth, it remains one of the world’s largest and fastest growing economies in the world. Its continual breakthroughs in business and the economic sector have presented us with opportunities just waiting to be exploited. More people need to adopt a wider perspective and a more thorough understanding of the way the country works in order to be part of India’s booming growth. Knowing the language is just one of the keys to unlocking a whole world of opportunities. As students or academics, being equipped with such a skill allows us a myriad of prospects – be it to engage with groups as part of an anthropological study, to participate in conversations with business partners, or even to learn about culture and a different way of life. Engaging with people in their native language becomes a lot more personal, and the understanding of their culture and the culture of that particular country becomes much more meaningful.

Back home in Singapore, it was compulsory to learn a 2nd language and I struggled to pass Mandarin in school. It was only last summer that I realized the benefits of possessing such a skill. I spent a month in Beijing working for an NGO, and my time there was extremely memorable. Knowing the language made such a huge difference – one thing I noticed was that because there were no language barriers, my Chinese co-workers were able to express themselves comfortably and spoke to me on a more personal level. They also loved the idea of having someone to practice their English with. If I hadn’t spoken Chinese, I don’t think the language and cultural exchange would have been as extended or as meaningful.

I hope more countries will follow Australia’s lead. I can say from personal experience that although learning a language is hard (I’m currently a year into learning Japanese and a month into Hindi!), I strongly believe the benefits are well worth the effort.

Written by Lian Selby. See Contributors Profiles.

Creative Commons Licence
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 UK: Scotland License.

Affordable Private Schools: Bridging the Gap in Education?

Moving to Secunderabad – the lesser-known twin of Hyderabad – exposed me to a new, dynamic sector in education that has taken root in countries where governments are unable – or unwilling – to provide quality, free education.

In the last decade entrepreneurs have been establishing Affordable Private Schools (APS) for low-income families with astonishing success. The sheer scale of this sector demonstrates the dramatic change it has affected on the climate of education – millions of parents across the globe have rejected government education, leading academics to suggest that APS offer an ‘alternative route to ensuring “education for all”’ (James Tooley, ‘Impact of Free Primary Education in Kenya’).

My placement in Secunderabad with Butterfly Fields – an organisation that promotes activity-based learning in schools –has allowed me to explore this significant development and to consider the growth of APS in relation to the pledges of governments worldwide to guarantee free primary education.


Education has long been recognised as a fundamental human right. Universal primary education is one of the eight Millennium Development Goals and the UN has achieved some success in the last twelve years, with countries in sub-Saharan Africa and South Asia passing legislation to ensure free and compulsory schooling until secondary-level.

Yet despite the ambitious goals of governments across the globe, the practical implementation of the right to education has been beset with problems. In Kenya, the introduction of free primary education brought waves of new students into school (including Kimani Murage who enrolled in grade one at the age of 84!). This created substantial operational problems: overcrowding, shortage of equipment and supplies and a dearth of trained teachers. In India, government schools face similar difficulties, with an acute shortage of teachers due to low salaries and poor teaching facilities. In rural areas, schools are often run by untrained ‘para-teachers’, with qualifications as low as completion of primary school.

Therefore, whilst more children than ever before are sitting in classrooms, vast numbers are unable to read, write or complete basic arithmetic. In India, parental satisfaction with government schools is as little as 16%.


A growing awareness of both the importance of education and the deficiency of government schools has created a surge in demand for quality schooling among low-income communities. APS have proliferated worldwide and increasingly parents are choosing to pay for education: in Lagos, Nigeria, 70% of schoolchildren attend APS; and 65% of schoolchildren living in Hyderabad’s slums are enrolled in private institutions.

The shift away from the public sector can be approached in a number of ways. First, it is encouraging that parents of all socio-economic backgrounds value education. There is widespread faith among low-income families worldwide that the acquisition of key skills, such as English, numeracy and computer literacy, can provide a better future; the soaring demand for quality, low-cost education demonstrates this conviction.

Secondly, in the absence of quality government schools, APS allow low-income families to choose a better education for their children. With the state failing to provide, the growth of low-cost alternatives has empowered the world’s poorest to make their own choice regarding education. In this way, APS are seen to be bridging the gap between the government and private sectors, enabling low-income families to access quality education.


However, it should not be assumed that APS have created equal opportunity in education. In India there is a glaring disparity between APS charging an average of Rs. 490 each month and private schools that price education at Rs. 65,000 per annum. Globally, children that attend the best APS are still at an insurmountable disadvantage compared to contemporaries in elite private schools. In India, just over 1% of young people attend higher education institutions; you can bet that very few come from an APS.

Furthermore, it is a myth that all APS provide a qualityservice. Within the sector there is a wide range in fee structure that impacts everything from infrastructure and learning facilities to teacher salaries and pedagogy. At the halfway point of an impact assessment of the intervention of Butterfly Fields in fifteen APS, I found that only a quarter of primary school students meet the required national level in Maths.

Moreover, parents have to make a choice between quality and affordability – often a decision that, without having had any formal education, they are ill-equipped to make. Although low-income families are ‘empowered’ to choose APS over government schools, they will rarely be able to choose the besteducation for their children. As long as parents have to balance quality and affordability, educational equality will not be achieved.


After pledging to provide quality and free education in the last decade, governments have faced significant difficulties in realising their promise. In many cases, government schools are understaffed, ill-equipped and offer inadequate education. Currently, most APS provide better education for the current generation.

However, Tooley’s assertion that universal education will be achieved ‘by embracing, rather than ignoring, the role currently played by the private sector’ misses the point. Aside from free education widely being recognised as a basic human right, surely the goal is not to ensure that all children are in a classroom, but rather to guarantee equal educational opportunity. By ‘embracing’ the private sector, governments will perpetuate educational inequality, reinforcing the barriers that are faced by children from low-income families and contributing to the widening socio-economic divide.

Today, APS meet a rising demand by providing a generation of schoolchildren with a better education than most government schools. But this should not be seen as the solution to universal primary education. If APS are bridging the gap, it is a bridge that only extends so far. Educational and social inequality will not disappear until governments make good on their promise to provide quality state-sponsored education for all their citizens – not at an affordable cost, but for free.
Written by Ben Thurman

Creative Commons Licence
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 UK: Scotland License.