Vol. 1 No. 1 (2026)
Policy Analysis: Strategies for Indigenous Language Preservation in Nigerian Educational Systems,
Abstract
This policy analysis examines the implementation of strategies to preserve Nigeria’s indigenous languages within its formal education sector from 2021 to 2026. It addresses the critical research gap between supportive policy rhetoric and tangible, on-the-ground outcomes, a persistent issue in language policy scholarship. The study employs a rigorous qualitative document analysis, focusing on the National Policy on Education (2014, revised 2021) and implementation reports from the ‘Mother Tongue-Based Multilingual Education’ (MTB-MLE) pilot programmes. A purposive sample of three states—Lagos, Rivers, and Plateau—was selected to represent Nigeria’s major geopolitical and linguistic zones. These documents were analysed using a structured framework to assess policy coherence, resource allocation, and pedagogical integration.
The empirical findings reveal that, despite strengthened policy commitments, profound implementation gaps endure. Effective strategies, observed in early-grade literacy initiatives in south-western and north-central regions, are contingent upon structured teacher training, locally developed curricular materials, and active community engagement. However, systemic challenges—including chronic underfunding, a severe shortage of trained teachers, and inadequate monitoring mechanisms—undermine these efforts nationally. The study concludes that for preservation to be substantive, policy must transition from symbolic endorsement to enforceable, well-resourced action plans. This necessitates a coordinated, multi-stakeholder approach that centres indigenous knowledge systems, positioning linguistic preservation as fundamental to achieving equitable, culturally-sustaining education and national development.
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