The Federal Government’s decision to discontinue the use of indigenous languages as the medium of instruction in Nigerian schools, making English the sole language of teaching from pre-primary to tertiary levels, is aimed at improving learning outcomes, fostering national cohesion, and preparing students for global competitiveness.
According to the Ministry of Education, data from national examinations such as WAEC, NECO, and JAMB show that students taught primarily in indigenous languages perform below expectations in subjects like mathematics, sciences, and English.
This, the government stated, has contributed to uneven academic performance across regions, limiting opportunities for students in national and international educational programs.
“Using the mother tongue language in Nigeria for the past 15 years has literally undermined learning in several regions. English now stands as the medium of instruction to unify our education system and ensure students are globally competitive,” Education minister Tunji Alausa explained.
Other reasons for the policy change include ensuring that all students have equal access to the national curriculum, as English serves as a unifying language in a multilingual country.
Early exposure to English is considered essential for higher education readiness, as most tertiary institutions conduct lectures and assessments in English.
Proficiency in the language is also seen as critical for graduates seeking employment in international job markets.
The policy, first approved in 2022, had required children from Early Childhood Education to Primary Six to be taught in their local languages.
To support the transition, Minister of State for Education, Prof. Suwaiba Ahmed, said the government is rolling out enhanced teacher training programs and updated curricula.
While the Ministry of Education emphasizes improved literacy and numeracy, critics warn that sidelining indigenous languages may undermine students’ connection to their cultural heritage.
Meanwhile, the British Council has pledged continued support for teacher development and language proficiency programs, a move seen as critical to easing the transition.
Now that the policy has been officially announced, its success will largely depend on teacher readiness, the availability of English-language resources, and community support, factors that could determine whether it achieves its intended goals.
