The Nigerian government has officially ended the policy requiring primary school children to be taught in their native languages, reverting to English as the primary medium of instruction from pre-primary through university. Introduced three years ago, the programme had aimed to improve comprehension in early education but reportedly failed to deliver desired results.
Education authorities cited declining academic performance in areas that adopted the mother-tongue curriculum as a key factor in the reversal. Data from national examination bodies, including WAEC, NECO, and JAMB, indicated widespread underperformance among students in affected regions, prompting the abrupt policy shift.
The decision has sparked mixed reactions. Some educators and parents welcomed the move, arguing that early English instruction is essential for national exams and global competitiveness. Critics, however, contend that the programme was terminated prematurely. They point to the need for more extensive teacher training, development of learning materials in multiple local languages, and a longer trial period to properly evaluate its effectiveness.
Education specialists noted that Nigeria currently lacks enough qualified teachers capable of delivering lessons across its numerous indigenous languages, making the original plan challenging to implement. Some parents also supported the change, believing early exposure to English better prepares children for future studies and international opportunities. Others expressed disappointment, suggesting the government should have invested more resources to give the mother-tongue approach a fair chance.
The reversal underscores the ongoing tension in Nigeria between preserving linguistic heritage and meeting the practical demands of a national curriculum that prioritizes English proficiency in exams and global communication.
