On the African continent, the teaching of FLE is progressing considerably and more particularly in North Africa, which accounts for 45% of the total number of learners worldwide in 2018. An important place is given to in the educational systems in particular in the Maghreb countries in order to facilitate access to higher education (often provided in French), also because the French language is a skill sought after in the professional world, or to enable students to undertake student mobility to French-language universities and schools.
 

In North Africa and the Middle East, French occupies a unique position, because even if it is neither an official language nor the main language of instruction, it is nevertheless present in the daily life of a significant part of the population, used in the teaching of certain disciplines from primary sometimes, in secondary for scientific subjects and in certain higher education courses, and a skill sought in the professional world.
 

Sub-Saharan Africa and the Indian Ocean (where French is the language of instruction in many countries) is the second largest part of the world in terms of the number of FLE learners:

Europe remains a major continent for the learning of French, of which it remains globally the second most learned language in the first cycle of secondary education, traditionally occupying the first place in the English-speaking countries and in those which assign it a coofficiality with other languages, such as Belgium, Luxembourg or Switzerland. 

The «America and the Caribbean» region, for its part, has a diffuse presence of the FLE but which only rarely gathers large numbers of learners in the school systems. Except in Canada, of course, and in the United States, where there is a real interest in bilingual education and the acquisition of professional language skills, which are increasingly a criterion of employability.

In Asia-Oceania, French is decreasing in primary and secondary education, but still represents a very strong potential in tertiary education. French language learning continues to play an important role because of the countries that are members of the Francophonie (Cambodia, Laos, Vietnam) but also because of the large number of learners (in absolute terms, as remaining modest in relation to the number of pupils enrolled) in highly populated countries such as China, India or Japan.
 

At the international level, the conditions for the development of learning French are intimately linked to the construction of training offers -more or less specific- contextualized and adapted to the needs of learners. Especially for students undertaking an international mobility project in a French-language school or university, who are preparing for their professional integration; as well as professionals who need to acquire language skills that meet the communication needs specific to their trades.