English by order of the Cabinet of Ministers: an ambitious utopia or an investment in the future
The Cabinet of Ministers of Ukraine approved the concept of the State targeted national and cultural program for promoting the study and use of the English language for 2026-2030. Such an initiative looks quite logical in the context of the state’s foreign policy course, which is oriented towards Euro-Atlantic integration, international cooperation and modernization of the education system. The spread of the English language as a tool for access to global knowledge, technologies and cultural interaction has long been an urgent challenge for Ukrainian society. However, despite the correctness of the direction, the concept itself currently leaves more questions than answers regarding the specific steps of its implementation. Is the state able to provide real conditions for its implementation from the most remote village to the big city?
English as a national priority: the start of a new state program
It was officially approved in Ukraine on June 4, 2025 Concept The state targeted national and cultural program, which aims to promote the study and practical use of the English language in the period from 2026 to 2030. The main organizational functions for the development of this program are entrusted to the Ministry of Culture and Strategic Communications, which is appointed by the state customer and is responsible for coordinating work with other central executive authorities.
At the same time, financing in the estimated amount of 437.8 million hryvnias is provided for the implementation of the Concept, of which 350.24 million is planned to be allocated from the state budget, and 87.56 million from local budgets. The amount of expenditures for the implementation of the Program will be determined every year during the drafting of state and local budgets, taking into account their real capabilities, that is, without fixed guarantees and within the limits of available resources. Doesn’t it look cynical to spend hundreds of millions on a blurred language concept in war and post-war times, when every hryvnia should save lives or rebuild destroyed ones? The answer is obvious.
Within six months, a draft of the full version of the program should be prepared, which will be submitted to the government for consideration. In addition, the government made changes to resolutions No. 710 of the Cabinet of Ministers dated October 11, 2016, which concerns the procedure for using budget funds. The new English language learning initiative is now included in the list of programs subject to specific funding conditions.
The concept envisages the implementation of a number of practical measures, including the creation of a digital educational infrastructure, updating methodological approaches to teaching, providing support for teachers, implementing knowledge certification according to CEFR standards (European Recommendations on Language Education – ed.), as well as the development of English-language content and the promotion of English-language films.
Minister of Culture and Strategic Communications Mykola Tochytskyi in his comments noted, that the level of English language proficiency among the population remains unsatisfactory. In his opinion, this factor complicates both the personal development of citizens and the overall growth of the country. According to the minister, the adopted concept aims to create conditions for the integration of the English language in the sphere of education, professional development and everyday life, as well as to strengthen intercultural interaction. Thus, according to officials’ forecasts, by 2030 at least 60% of citizens will have basic English skills, almost a third of the population (28%) will be able to communicate freely in English in everyday life, 90% of teachers of this language will undergo advanced training, and Ukraine will rise to at least 38th place in the global rating of English proficiency EF English Proficiency Index. The introduction of this program is considered a step towards Ukraine’s more active participation in the international English-speaking environment, with the prospect of developing human capital and increasing the professional competitiveness of citizens.
The real level of English proficiency in Ukraine: what researches have shown
Despite official statements about the integration of the English language into the everyday life of Ukrainians, the results of recent qualitative and quantitative studies demonstrate a complex and fragmented picture of the language situation in the country. In focus groups and in-depth interviews, the vast majority of participants rated their level as beginner or below average. About 30% have only basic knowledge, and another 40% are at a level that can be conditionally classified as pre-intermediate or A2 (a person has basic knowledge of the language and can communicate in simple everyday situations – ed.). At the same time, 10% admit that they do not speak English at all, although they do data quantitative research of the Kyiv International Institute of Sociology (KIIS) this indicator reaches 49%. About a fifth of the respondents said their level was average or higher (from B1 to B2), and in this group almost half are young people.
In general, according to KMIS data, only 23% of Ukrainians can freely write, read and communicate in English at a level sufficient for professional activity. At the same time, 51% are able to read or write a short text, and 42% can support everyday conversation. These numbers are significantly lower than the sum of the percentages of the low- and medium-level groups in the qualitative study, which indicates a certain overestimation of their own knowledge among the respondents. Assessment of the level of language proficiency in focus groups was based mainly on such criteria as the amount of vocabulary, knowledge of grammar, the ability to formulate sentences or understand native speakers. Often people focused on the level of the textbook or the opinion of the teacher or tutor, rather than objective testing.
The older generation usually shows a lower level of English proficiency, which is due to the lack of quality education in school, because in those days the language was perceived as secondary and of little use. Now, many of these people already have a different attitude, but it is difficult to make up for lost time without systemic support. In younger age groups, problems do not disappear either. This is often the result of poor teaching, insufficient attention to language in the educational process, or loss of skills due to lack of practice. Even those who have reached an intermediate or advanced level have usually acquired this knowledge through self-education, private study, or experience abroad.
Parents of schoolchildren make up a separate group. They mostly rate their skills as elementary, but they are sure that their children know English at an “average” or “sufficient” level. In some cases, these grades are based on test results in language schools or on the opinion of tutors. However, teachers of general education institutions note that the real picture of students’ knowledge is very different, and in many cases, insufficient.
Among the most common reasons, teachers cite distance learning, lack of parental control, lack of motivation, and staffing problems, especially in rural schools where English teachers change frequently. The situation in universities does not look optimistic either. According to teachers’ assessments, most students have weak language training, with the exception of majors where knowledge of English is critically needed, such as IT or journalism.
The main reason for this is the low level of teaching in schools, especially in small towns and villages. Tutors confirm that the level of students varies greatly and depends on personal circumstances: motivation, access to resources, previous experience. Before starting the study, they usually take an online test to determine the actual level of language proficiency according to the CEFR scale. Representatives of small businesses are another category where the level of English language proficiency is mostly low. Most rate their knowledge as elementary, and cases of an advanced level are very rare.
Therefore, in Ukraine today there is no stable language environment for wide practical use of the English language. Motivation is gradually increasing, but it is not enough without support from the education system, without quality teaching, access to resources and clear learning goals. This issue requires not only strategies, but also real, consistent implementation at the level of the entire country. After all, it is impossible to make the entire population speak English at once with the wave of a magic wand. It is clear that the state’s initiative is timely and necessary, especially considering the country’s European integration course and citizens’ need for global communication. However, behind the loud wording, a familiar problem appears again: the lack of a realistic plan, well-thought-out infrastructure and implementation mechanisms. Another ambitious program risks remaining a declaration without real impact, repeating the fate of many similar decisions that look good on paper but do not change the situation in practice. And although the goal is clear, the path to it begins again with uncertainty.
Implementation challenges: what threatens the effectiveness of the state English language program
Despite the ambitious idea, the government-approved concept of a state program to promote the study of the English language faces a number of systemic problems that may significantly limit its practical effect. On paper, the initiative looks logical and complex, but its implementation in real conditions reveals many weak points.
One of the key challenges is insufficient financial support of educational institutions. Most schools, especially in rural areas and small towns, do not have modern technology, access to quality digital platforms or resources that the concept envisages. Very often we have a situation when textbooks are delivered to remote parts of the country not at the beginning of the school year, but somewhere inside. Then teachers are forced to barely explain the material, and parents try to get funds for a textbook, which the state should provide to every student free of charge. The lack of a stable Internet, outdated computer equipment or, in general, its absence, make it impossible to use modern approaches to language learning, especially interactive or project-type.
A serious problem concerns the actual quality of school textbooks. Even in new editions, there is often vocabulary that does not meet the real needs of students, because it is not used in everyday life, professional or intercultural communication. In many cases, the textbooks are too academic, overloaded with grammar exercises and artificial dialogues that do little to help the development of speaking skills. Such a system forms passive knowledge that does not translate into language practice. And the poor students are simply not able to remember the entire scope of even one vocabulary lesson, when they are faced with whole lists of words, and there are almost no exercises to practice them. Instead, new vocabulary is already planned for the next lesson according to the program and textbook, and there is simply no time to consolidate the material.
The spread of English courses across the country can be perceived as a positive trend, but only at first glance. The market is flooded with crash courses, intensives and online schools, while a large number of them operate without proper quality control. Courses are often taught by teachers without specialized education, experience or methodological training. This creates the illusion of English availability, but does not build real language skills.
Even in the school system, the personnel potential is uneven: in regional centers you can still find qualified specialists, but in small towns and villages the situation is much worse. There are frequent cases when principals of rural schools, due to a lack of personnel, are simply forced to give hours of English language teaching to a teacher in another profession. Constant changes of teachers, lack of young specialists, low motivation due to meager salaries simply cannot but affect the quality of teaching and the stability of the educational process in general.
Another significant obstacle is directly related to the financial inaccessibility of services for broad sections of the population. Individual classes with a professional teacher, language courses with native speakers, quality platforms, certification according to international standards require significant costs, which for many citizens are excessive in the realities of mass unemployment. This is especially true for low-income families, large families, internally displaced persons, people with disabilities, or residents of rural areas.
Thus, although the concept of the program declares “promotion of accessibility”, without targeted support mechanisms, namely grants, free platforms, provision of free access to certified courses, this goal risks remaining only a declaration.
Also important reasons are the lack of language practice after taking courses or with a tutor, as well as the lack of need for many people to learn English in their professional activities.
At the same time, you should not completely underestimate the potential of the program. The successful implementation of some of its components, in particular, the creation of a digital educational infrastructure and the implementation of certification according to CEFR standards, can set a new standard in language training. Improving the quality of content, including translations, subtitled movies, and supporting the English-language media space, can create a more conducive environment for natural language acquisition. The very idea of increasing language competence as part of human capital development is strategically correct. But without targeted funding, personnel training, textbook reform, and limiting pseudo-courses, this idea risks not achieving its goal.
Linguistic integration without illusions: how other countries introduced English and what came of it
Ukraine is just beginning to move towards the large-scale promotion of the English language at the state level, while in the meantime there are already countries in the world that have gone through this path with mistakes, successes, local solutions and flexible models. It is learning from their experiences that will allow us to better understand what really works and what just sounds good in strategies.
Yes, Sweden is an example of a country where English was not introduced through strict reforms, but was integrated organically. Here, English is studied from elementary grades, and the focus is on practice, not tests. The media environment plays a big role: movies, series, YouTube, games are not dubbed, but only subtitled, so children hear language every day. As you can see, the state created the most favorable conditions, and did not plant by force. For example, teachers undergo continuous professional development, and schools have access to modern educational platforms. At the same time, English does not have an official status, but its level among the population is considered one of the highest in Europe.
Singapore has shown a remarkable course of purposeful language policy. In the 1960s, the authorities introduced English as the main language of education, business and administration. This decision was not cultural, but strategic in nature: to unite the multi-ethnic population (Malays, Chinese, Indians) through a neutral language and integrate the economy into the global market. Here, English has become the language of instruction in schools, higher educational institutions, and the civil service. However, Singapore has not given up other languages, because students must learn one more of their “native” languages (Chinese, Malay or Tamil). This allowed the identity to be preserved without turning English into a substitute. The key to success was a systemic education reform that included teachers, curricula, and parent support.
In the Netherlands, English appears in schools very early, and many universities teach it in whole or in part, but the main factor there lies in the openness to English-language content. Teenagers watch TikTok, listen to music, take online courses in English not because they have to, but because they want to. The state does not fight against it, but supports it. In the Netherlands, it has long been understood that access to free online resources, exchange programs, flexible teaching materials work much better than formal tests. At the same time, teachers have a high status, and English language teaching is flexible and adapted to changes.
Poland, like Ukraine, had a starting situation where the English language was not widespread. However, since the 1990s, the state has gradually included it in the school curriculum as a compulsory subject from an early age. Investments went into updating textbooks, training for teachers, support of local language courses. Special attention was paid to schools in rural areas. Today in Poland, knowledge of the English language is one of the basic requirements for employees in the fields of IT, logistics, tourism and business. But the Polish experience also shows that it is impossible to reach the entire population through education alone. Private initiatives, grants, online courses and open access digital platforms have given a strong push.
So the experience of foreign countries shows that the society can master the English language not only thanks to the adoption of Cabinet of Ministers resolutions, because it is not a button that was pressed, and everyone suddenly started talking. Language learning is carried out through a smart and complex process that requires the creation of a whole environment where the English language will be alive, necessary and natural. Without it, all plans will remain just empty words on paper. Those countries that have really achieved success did not aim simply to “increase the level of knowledge”. They understood: first of all, it is necessary to invest in teachers, improve their qualifications, provide tools for modern and real learning, and not mechanical cramming of grammar for the sake of exams. An early start is also important, because the earlier the child begins to listen and speak English, the more natural this process becomes.
Another key component is access to quality English-language content. Not because of forced learning of words from a textbook, but because a person himself wants to watch TV shows, listen to music, read news, communicate in words and live in the language. It is also worth remembering that it is the practice of live communication and internships that add motivation and remove the language barrier. Of course, the role of private initiatives should not be ignored, but it is important that their quality be controlled. Because a mess with courses and tutors, where pseudo-specialists teach, can seriously harm the process.
Ukraine should take into account both the successes and the mistakes of others. It is quite clear that the formation of a real language environment will not be a quick campaign or a fashionable idea, because in fact it is a long and systematic work. And it should be started with a real awareness of one’s own resources and capabilities, and not with naive hopes for quick results.
