Language of Instruction Transition in Education (LITES)

A Multi-Country Study on Strengthening Evidence Ecosystems for Effective Policy Implementation

Abstract

The design and implementation of Language of Instruction (LoI) transition policies are critical for improving literacy and educational outcomes in multilingual, low- and middle-income countries. However, a significant evidence gap persists regarding the specific factors that enable or impede the success of these policies. The Language of Instruction Transition in Education (LITES) study, a subset of the Supporting Holistic and Actionable Research in Education (SHARE) Initiative, addressed this gap through a multi-country, mixed-methods research program. This research brief outlines the LITE study's overarching goal, methodology, and key lessons from its initial phase of Ecosystem Diagnostics in six partner countries of Kenya, Rwanda, Senegal, the Philippines, Mozambique, and Mali. A central finding across all contexts was the critical importance of actively engaging diverse stakeholders—from government ministries to local communities—to build consensus, clarify ambiguities in policy, and ensure that research is actionable and grounded in local realities. The LITES study demonstrated that strengthening the entire evidence ecosystem is a foundational step toward generating high-quality, relevant evidence that can inform more effective and equitable LoI policies.