Implementation of the Mother-Tongue/Language Component of the National Policy on Education In Nigeria

Abstract

This study assessed the implementation of the mother-tongue/language component of Nigeria’s National Policy on Education (NPE). 720 schools comprising 442 urban and 278 rural schools selected from the thirty-six States of Nigeria through multi-stage random sampling were studied. Data collected through a questionnaire were analyzed using the mean and t-test. Findings revealed that contrary to this policy’s statements/requirements, there were no government guidelines for the implementation of the mother-tongue/language policy; curriculum materials were not supplied in schools for mother-tongue instruction; specialized teachers were not trained for mother-tongue instruction; English and not mother-tongue was used as the medium of instruction in pre-primary, primary 1-3, and primary 4-6; mother-tongue was not taught as a subject in primary 4-6. However, English was taught as a subject in preprimary, primary 1-3, and primary 4-6. Findings also revealed no significant difference in the level of implementation in urban and rural schools, and showed that inadequate funding, lack of interest in the policy by pupils and teachers, the confusion caused by the disparity between the home and the school in the language of communication, and lack of needed textbooks, teaching aids, and specialized teachers were major constraints at implementation.

Keywords: Assessment implementation mother-tongue/language policy

Implementation of the Mother-Tongue/Language Component of the National Policy on Education In Nigeria