Otaigbe Describes English-Only Education Policy as Step Backward for Nigeria

Education technology expert and Chief Executive Officer of Izesan Limited, Anthony Osekhuemen Otaigbe, has criticised the Federal Government’s recent directive adopting English as the sole medium of instruction from pre-primary to tertiary education, describing it as “a step backward” for Nigeria’s education system.

Otaigbe, in a statement issued in Abuja, said the move contradicts existing national laws and international best practices that recognise the importance of teaching children in their mother tongue during the early years of learning.

According to him, the government’s justification of “evidence-based governance” is misplaced, as extensive global research,including studies by UNESCO and the World Bank,has shown that pupils taught in their first language achieve better literacy and numeracy outcomes.

“The decision effectively erases one of the most progressive ideas ever written into Nigeria’s education framework,” Otaigbe said. “Mother-tongue instruction is not just a cultural asset but a scientific necessity for effective learning.”

He noted that the National Policy on Education (NPE), last revised in 2013, clearly provides that the language of the immediate environment should be the medium of instruction in the first three years of primary education, while English is taught only as a subject.

Otaigbe also referenced the National Language Policy (NLP) of 2022, which extended the use of indigenous languages through Primary Six, aligning Nigeria with UNESCO’s Mother Tongue-Based Multilingual Education model.

“The recent directive does not only contradict these policies but attempts to override them,” he said. “Such unilateral action cannot supersede the National Policy on Education, which remains the legal foundation for Nigeria’s education system and is backed by the Universal Basic Education Act and related institutional frameworks.”

The Linguistic Association of Nigeria (LAN) had earlier expressed similar concerns, warning that the reversal undermines inclusive and culturally relevant education.

Otaigbe, whose company works with state ministries of education to design and digitise local-language learning solutions, said that across states such as Benue, Adamawa, Jigawa and Edo, teachers and learners have continued to benefit from indigenous language instruction.

“The directive does not reflect the reality of our classrooms,” he said. “It is a bureaucratic decision detached from teachers, pupils, and the learning process itself.”

He further argued that the policy contradicts President Bola Ahmed Tinubu’s Renewed Hope Agenda, which prioritises innovation, human capital development, and national identity.

“You cannot build an innovative or self-confident generation by erasing its linguistic and cultural foundations,” Otaigbe said. “Innovation thrives where identity is secure, and learning begins in comprehension, not confusion.”

Citing global examples, Otaigbe said countries such as Ethiopia, Tanzania, and the Philippines have recorded remarkable improvements in literacy rates by adopting local-language instruction in early education, while nations that impose English-only learning often experience rote memorisation and weak comprehension.

He also dismissed claims that mother-tongue instruction contributes to poor performance in national examinations, describing them as “unsubstantiated and illogical.”

“The problem is not the use of indigenous languages,” he said, “but the consistent failure to implement bilingual education policies, train teachers adequately, and allocate resources effectively.”

He commended the Kano State House of Assembly for passing a resolution mandating the teaching of Hausa at the primary level, describing it as a progressive move that aligns with the realities of Nigerian classrooms.

Otaigbe maintained that any major change in education policy should pass through the National Council on Education (NCE),the highest decision-making body on education in the country, comprising all state commissioners of education, the FCT education secretary, and heads of agencies including UBEC, NERDC, TRCN, NCCE, and TETFund.

“By excluding broad consultation with state governments, language experts, and private education technology innovators, the Ministry risks alienating the very partners needed to deliver sustainable education reforms,” he said.

He cautioned that an English-only system would deepen inequality between urban and rural learners, erode self-confidence among children, and accelerate the disappearance of Nigeria’s indigenous languages.

“No country achieves lasting development by abandoning its linguistic identity,” Otaigbe said. “Japan, France, Korea, and China became global leaders by first educating their people in their native languages.”

Otaigbe urged the Federal Government to modernise mother-tongue education instead of abolishing it by investing in bilingual teacher retraining, piloting regional models, and leveraging technology,such as AI-driven translation and e-learning platforms,to create affordable, localised learning content.

He concluded: “Education begins in the language of the heart. When a nation forbids that language, it also forbids understanding.”