By: Mohammed Taoheed
The Nigerian Academy of Education (NAE) has called on the federal government to reverse its recent decision to abolish the use of indigenous languages as the medium of instruction in early education, warning that the move threatens learning outcomes, cultural identity, and national development.
In a position paper submitted to the Minister of Education, Olatunji Alausa, the Academy described the cancellation of the National Language Policy (NLP 2022) as a ‘misstep’ that disregards decades of research, constitutional provisions, and international best practice.
Mr Alausa had announced the policy reversal at the National Council on Education (NCE) meeting in Akure earlier in November and restated it at a British Council conference in Abuja, declaring English the sole medium of instruction at all levels.
He attributed poor performances in WAEC, NECO and JAMB to the use of mother tongue in certain regions and claimed data showed that indigenous language instruction had “destroyed education” in those areas over the last 15 years.
NAE dismisses minister’s claims, cites evidence
The NAE, which convened a nine-member task force to review the evidence, said the minister’s claims were not supported by facts.
The Academy in a position paper addressed to the education minister and signed by its president and secretary general, Olugbemiro Jegede, an emeritus professor and Chris Chukwurah, a professor stated that mother tongue instruction officially ends in primary four, long before pupils sit public examinations, and therefore cannot be responsible for high failure rates at the secondary level.
It noted that landmark studies such as the Ife Six-Year Primary Project, the Rivers Readers’ Project and the recent Obolo Bilingual Education Centre research all show that children taught in their first language perform better academically, including in English.
“The evidence is unequivocal. Early education in indigenous languages enhances comprehension, builds confidence, strengthens cultural identity, and improves learning outcomes.”
The NAE added that the decision disrupts ongoing literacy efforts, especially among out-of-school children and adults, and risks worsening educational inequalities and insecurity.
Also, NAE pointed out that countries that prioritise early education in local languages including Japan, China, South Africa, Ghana, Finland and Norway have stronger literacy foundations and more inclusive systems.
Recommendations
The Academy urged the government to restore the policy, clarify its scope, and invest in teacher training, curriculum development, orthography standardisation, and the production of learning materials in local languages.
It further recommended public sensitisation, community engagement, and a structured ten-year review cycle rather than abrupt policy reversals.
“If the policy is discarded without robust interrogation, the permanent recolonisation of Nigeria would have been completed,” the NAE warned. “The Ministry owes multi-ethnic Nigeria a clear and evidence-based explanation.”
The Academy said it remains ready to work with the Ministry of Education to strengthen the policy and improve foundational learning across the country.
Education now “under siege”
In a separate statement, the Academy warned that the country is facing an educational emergency as violent attacks on schools continue to spread, leaving thousands of learners traumatised, displaced, or dead.
According to the Academy, schools meant to be sanctuaries of learning have become spaces of fear, with persistent attacks disrupting academic calendars, closing schools across states, and inflicting psychological, emotional, and social damage on learners.
The Academy described the situation as “a nation under siege”, citing 92 school invasions, 2,500 abducted learners, more than 180 children killed, 90 injured, and over one million children now afraid to attend school since the 2014 Chibok abductions up to the most recent attack at St Mary’s School, Niger State, on 21 November 2025.
“These are not mere statistics. They represent shattered dreams, grieving families, and a generation at risk,” the Academy said.
The NAE extended condolences to all affected families and communities, saying each attack has deepened national grief and eroded public trust in the safety of schools.
Government efforts commendable but insufficient
While acknowledging initiatives such as the Safe Schools Declaration (2015), the National Plan for Financing Safe Schools (2023–2026), and the Response Coordination Centre (2022), the Academy said implementation remains weak.
It noted that despite government commitments, schools in the North-East and Middle Belt remain highly vulnerable to invasions and abductions.
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“The government’s constitutional duty to protect lives and property appears neglected,” the statement said, warning that official actions risk creating a false sense of security.
The NAE noted that many schools lack basic governance structures, emergency response systems, and secure infrastructure, while previously attacked schools bear neglected signposts of trauma. This, it said, has created fear among parents, teachers, and learners.
Impact of insecurity
The Academy noted that as a result of the incessant insecurity, families now face agonising decisions about whether to send children to school while economic hardship, trauma, and loss of trust in the education system ripple across communities, weakening social cohesion, disrupting livelihoods, and discouraging investment.
It added that school closures have also harmed local economies reliant on educational institutions and pushed families into financial distress, especially where ransom payments have been demanded.
Beyond physical harm, the Academy said persistent attacks have caused significant trauma among learners and teachers, with rising cases of anxiety, fear, nightmares, and difficulty concentrating. “Without urgent mental-health support, the long-term effects could undermine academic performance and social development.”
Teachers, it added, are also “unsung victims” working under extreme stress, some abducted or killed, and others forced to flee high-risk areas, worsening teacher shortages.
About 3 million children at risk of dropping out
Citing the United Nations Children Fund (UNICEF) data, the Academy said over 11,500 schools in northern Nigeria have closed since 2020 due to insecurity, placing nearly 3 million children at risk of dropping out.
The long-term economic cost, the Academy warned, is “unquantifiable,” weakening Nigeria’s human capital and slowing national growth.
It added that education disruptions, trauma, and declining learning outcomes threaten the country’s goals on poverty reduction, gender equality, innovation, and global competitiveness.
Academy urges national emergency
The Academy called for stronger protection for learners, teachers, and school workers in line with international humanitarian and human rights law. It also demanded accountability and tough sanctions for perpetrators of attacks, alongside a full overhaul of existing school safety policies.
The group urged the government to provide better training, equipment, and support for school communities, and to ensure psychological care for victims as well as public compensation for bereaved families.
It further pressed for improved intelligence gathering and real-time security coordination, while advocating long-term measures to end school invasions and abductions permanently.
“Nigeria must treat school security as a national emergency. Education is the lifeblood of any nation. If Nigeria fails to protect its schools and its young ones, it fails to protect its future,” the Academy said while it urged the government, security agencies, civil society, and all stakeholders to rise above rhetoric and take bold, coordinated action.
