The above discussion has described the main developments that have taken place in language policy in Vanuatu in the last two decades or so, both generally, and in relation to education specifically. This is a contended area, something of a political minefield, and it has been characterised by multiple players developing various policy frameworks in response to distinct agendas, often without knowledge or reference to previous work by others. Amidst some haphazard and contradictory developments, there have been some very promising starts, but the required political will to see them through has not been forthcoming, as uncertainty, hesitancy and obstruction have stifled progress. Continuing attachment to the two colonial languages in education sets up resistance to the inclusion of vernacular
languages, and outdated views that stigmatise Bislama are still held by many, both within the education sector and in the wider community. The “mental boundaries” (Miles 1998) that divide the anglophone and francophone communities in Vanuatu have not been broken down, and probably impact language policy in education more than in any other area of public policy in Vanuatu.