Nigeria Reverts to English as Primary Medium of Instruction
The Nigerian government has discontinued a policy that mandated the use of indigenous languages for early-years schooling, reinstating English as the medium of instruction from pre-primary levels through university. The policy, initially introduced three years prior, was based on the premise that children learn more effectively in their mother tongue.
Background of the Policy
The recently discontinued program was launched by former Education Minister Adamu Adamu. He had previously stated that students comprehend concepts more readily when instructed in their native language. This position aligns with findings from various UN studies on early childhood education.
Rationale for Reversal
Education Minister Tunji Alausa announced the policy's discontinuation, effective immediately. Dr. Alausa cited academic performance data from regions that had implemented mother-tongue instruction, referencing results from the West African Examinations Council (WAEC), the National Examinations Council (Neco), and the Joint Admissions and Matriculation Board (Jamb). He noted a significant failure rate in these examinations within specific geo-political zones that had extensively adopted mother-tongue teaching.
Context of Nigerian Education
Nigeria's education system faces challenges including issues related to teaching quality, availability of materials, teacher compensation, and frequent industrial actions. Data indicates that while 85% of children attend primary school, less than half complete secondary education. The UN reports that approximately 10 million children in Nigeria are out of school, representing the highest number globally.
Responses to the Policy Reversal
The discontinuation of the policy has elicited varied responses from educational specialists, analysts, and parents.
- Some educational specialists and analysts expressed support for the government's decision, attributing implementation challenges and perceived declining standards to the policy.
- Dr. Aliyu Tilde, an education expert, supported the reversal, stating that Nigeria lacked adequate preparation for such an implementation. He highlighted the absence of trained teachers for numerous indigenous languages and the fact that major examinations are conducted in English. He emphasized the importance of qualified teachers for improving school quality.
- Hajara Musa, a parent, also expressed support, citing the potential for early English language acquisition, which she described as a globally utilized language.
- Conversely, social affairs analyst Habu Dauda suggested the policy was discontinued prematurely. He argued that a three-year period was insufficient for evaluation and that increased government investment was warranted for such a significant educational shift.
This situation underscores an ongoing challenge in Nigeria: balancing the preservation of its linguistic diversity with the requirements of a national curriculum and global economic demands for English proficiency.