The Nigerian government has announced the cancellation of its controversial policy requiring the use of indigenous languages in the earliest years of schooling, instead of English. Education Minister Tunji Alausa stated that the policy, introduced only three years ago, had failed to achieve its goals and would be scrapped immediately.
Under the new direction, English will again be reinstated as the primary medium of instruction from pre-primary levels through to university.
Background of the Policy
The mother-tongue education policy was originally launched by former Education Minister Adamu Adamu, who argued that children learn more effectively when taught in their native language. Supported by numerous UN studies on early childhood education, Adamu believed that teaching in the mother tongue would help children grasp concepts more easily.
However, the policy faced significant challenges, including issues of poor teaching quality, inadequate resources, and ongoing strikes, all of which have continued to undermine Nigeria’s education system. Despite the fact that 85% of children attend primary school, less than half complete their secondary education, and around 10 million children remain out of school, according to the UN.
Reversal of the Policy
Minister Alausa pointed to poor academic results in regions that implemented the mother-tongue teaching method as a key reason for the reversal. Data from educational bodies such as the West African Examinations Council (WAEC), the National Examinations Council (Neco), and the Joint Admissions and Matriculation Board (JAMB) showed high failure rates in these areas.
“We have seen a mass failure rate in WAEC, Neco, and JAMB in certain geo-political zones of the country, and those are the ones that adopted this mother tongue in an over-subscribed manner,” Alausa explained in Abuja.
Mixed Reactions to the Decision
The government’s abrupt decision has drawn mixed reactions from various groups, including education specialists, analysts, and parents.
Some have applauded the cancellation, agreeing that the policy’s implementation was flawed and contributed to the declining standards of education. Others, however, argue that the decision was made too hastily and that such a significant shift required more time and investment in teacher training, textbook development, and appropriate resources.
Dr. Aliyu Tilde, an education expert, praised the reversal, arguing that Nigeria was not prepared to implement the policy. “Does Nigeria have trained teachers to teach in the dozens of indigenous languages in the country? The answer is no,” Tilde said. He also noted that major exams like WAEC and JAMB are conducted in English, not in indigenous languages.
A mother with children in early education, Hajara Musa, expressed support for the reversal, believing that teaching English from the start would help children adapt better to the global economy. “English is a global language that is used everywhere, and I feel it’s better these kids start using it from the start of their schooling instead of waiting until they’re older,” Musa shared.
However, Habu Dauda, a social affairs analyst, disagreed, arguing that the policy was scrapped too early. “Three years is too little to judge such a big shift,” Dauda said, advocating for more investment and time to allow the policy to work.
The Broader Debate
This decision highlights the ongoing debate in Nigeria about balancing the promotion of its rich linguistic diversity with the practical demands of a national curriculum and a globalized economy, where proficiency in English is often seen as essential.
