In a move that has stirred national debate, the Federal Government of Nigeria has called for a sweeping change to the mother tongue education policy in the country’s primary schools. The policy, which was designed to use local languages as the medium of instruction in early education, may soon be reversed, according to the Minister of State for Education, Prof. Suwaiba Ahmad.
Speaking at the 2025 Extraordinary National Council on Education (NCE) meeting in Abuja, Prof. Ahmad requested that the NCE stakeholders approve a review of the national education policy, limiting the use of mother tongues to Early Childhood Care Development and Education (ECCDE) and Primary One.
The move marks a sharp pivot from the policy previously advocated by the NCE, which had proposed the use of local languages as the medium of instruction for the first three years of primary school. Originally designed to preserve Nigeria’s rich linguistic diversity and enhance foundational education, the policy has now been deemed unfeasible by the government.
Challenges Plaguing the Policy’s Implementation
Prof. Ahmad cited several challenges as reasons for the proposed policy change, describing them as insurmountable obstacles to the successful implementation of mother tongue education.
“Inconsistent policy execution, especially in urban areas and some regions of the country, has led to contradictions where English is used from the very beginning, undermining the original intent of the policy,” she explained.
Nigeria, with over 500 indigenous languages, faces an additional challenge: deciding which language should be the medium of instruction in multilingual communities. “The diversity of languages makes it practically difficult to implement a standard across all regions,” she said, alluding to the complexity of adopting a singular dominant language for schools in areas with multiple indigenous languages.
Further compounding the issue, Prof. Ahmad noted the lack of instructional materials and textbooks in local languages, making it even more difficult for schools to carry out the policy effectively. She underscored that the failure to adequately equip teachers and schools with the resources needed to teach in local languages has hindered progress.
“This is not just a theoretical challenge; it is a matter of execution. We need to reconsider how best we can provide quality education that serves all Nigerians,” she added.
Historical Context and the Controversy
The push for mother tongue education in Nigeria dates back to the early 2000s when the government and educational experts recognized the need to strengthen the cultural identity of Nigerian children. The argument for mother tongue as a medium of instruction was built on the idea that children learn best when they can understand what they are taught in their native language, especially in their early years of schooling.
In line with this philosophy, the NCE had first recommended the use of local languages as the medium of instruction in the early stages of primary education. This would not only foster a deeper connection to Nigerian languages but also improve comprehension and retention in classrooms, particularly in rural areas.
However, many Nigerians have expressed concern that the reversal of the policy signals a disregard for the nation’s linguistic diversity and a retreat from efforts to preserve indigenous languages, some of which are on the brink of extinction.
“What is the point of promoting indigenous languages if we don’t make a serious commitment to preserving them in our schools?” asked Olusegun Adebayo, an education expert based in Lagos. “This reversal could lead to a further erosion of our cultural identity.”
Minister’s Call for a Policy Review
Prof. Ahmad’s call for a review of the policy also includes addressing what she termed as systemic gaps in the education sector. “The policy review is necessary to ensure that the education system can evolve in line with modern needs while still recognizing the importance of our diverse languages,” she said.
Beyond the language issue, the Minister of Education, Dr. Tunji Alausa, advocated for a larger overhaul of Nigeria’s education system, including integrating secondary education into the basic education framework. Alausa explained that extending basic education to cover secondary school would align Nigeria’s system with global best practices and the United Nations Sustainable Development Goal 4 (SDG4), which seeks to ensure inclusive and equitable quality education for all by 2030.
“This shift is essential to reduce dropout rates and improve educational outcomes for Nigerian youth. By incorporating secondary education into the basic education system, we can provide more opportunities for students to complete their education up to the age of 16,” Alausa stated.
The Push for Technical Education and Vocational Training
While much of the focus at the NCE meeting was on the controversy surrounding the mother tongue policy, the Minister of Education also outlined plans for further educational reforms. One of the most significant proposals was to convert Nigeria’s Federal Science and Technical Colleges (FSTCs) into Federal Technical Colleges (FTCs), aimed at bolstering technical education in the country.
“With the increasing complexity of technology and industry, we must evolve our education system to meet the demands of the modern economy. This shift towards technical education will help prepare our young people for the job market by equipping them with practical skills,” Alausa emphasized.
The Minister also discussed his administration’s Technical and Vocational Education and Training (TVET) initiative, which aims to address youth unemployment, a pressing issue in Nigeria, where more than 60% of the population is under the age of 30.
“The TVET initiative will help bridge the skills gap and align educational outcomes with industry demands. We must equip our youth with the right skills to participate in the economy and reduce the reliance on white-collar jobs,” Alausa added.
