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THE STIPULATIONS FOR ENGLISH IN THE NATIONAL POLICY ON 

EDUCATION: IMPLICATIONS FOR SUSTAINABLE NATIONAL 

DEVELOPMENT 

 

Lauretta Okwuchukwu Chinyeaka 

Department of English Language and Literature 

Nnamdi Azikiwe University, Awka 

Email: lo.chinyeaka@unizik.edu.ng 

 

INTRODUCTION 

The dominant role played by the English language in Nigeria is undeniably a crucial one. It 

serves as a general communicative medium in the country because of Nigeria’s indigenous 

languages. Lawani supports this when he noted that “it is a neutral language in view of the 

ethno-political situation of the country (202). Apart from being the language used by the three 

tiers of government to pass information to the masses, it serves as the language of inter-ethnic 

interaction especially among the literate class. In other words, it is a lingua franca. The 

prominence given the language in both the constitution and the NPE therefore is a well-

deserved one. However, this prominence does not correspond to acceptable proficiency level 

in the use of the language. It is a commonplace to find university graduates who speak and 

write very bad English (which some today categorize as Nigerian English). We must note that 

Nigerian English is not what is taught. In other words, something is wrong somewhere. In this 

paper, that which is wrong is taken to be inadequate stipulations for English in the NPE. 

 

 

STIPULATIONS FOR ENGLISH IN THE NPE 

Nigeria’s National Policy on Education (1997) revised in (2004) stipulates: 

 Use of English as a medium of instruction at a later stage of primary school 

 Teaching of English as a core subject in primary JSS and SSS levels 

 

EXAMINATIONS OF THE STIPULATIONS 
The use of English as a medium of instruction at a later stage of primary school implies that it 

is to be introduced after the stage has been set using the mother tongue. This stipulation 

negatively affects proficiency level in later use of the language. It is a notable fact that early 

exposure to the language goes a long way in ensuring a high level of proficiency in the 

language. The English language, if introduced as a medium of instruction at a later stage of 

primary school is an impediment to proficiency in the language and low proficiency has 

negative effect on national development. 

 

This is not to say that early use of the mother tongue as stipulated in the NPE should be 

discarded rather both should be used side by side at that level. Obanya, while in support of the 

mother tongue as a medium of instruction in the early years, however notes that “…At the same 

time, the L2 has to be firmly entrenched, to erase the feeling of the likelihood of a bloc to the 

individual’s future development because of lack of competence in English…” (239). 

 

Akande for his part, in cognizance of the need for an early start in English in our school system, 

advocates ‘Straight for English’ as a medium of instruction in Nigeria (61). He argues that the 

clamour for the choice of English as the medium of instruction early in the primary school is 

based on the belief that “it is through the early usage of the language that pupils can quickly 

and effectively gain its mastery for the purpose of primary and higher level of education” (61). 

Credence is lent to this view as Akande, citing Lawani, points out that many educationists have 



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come to believe that the answer to poor academic performance lies in using English as a 

medium very early, possibly from the inception of a child’s education (62). The near 

indispensable and multiple roles played by English demands that a high-level proficiency be 

attained in it for national development and so its learning has to start early enough.  

 

Another stipulation for English in the NPE is that it be taught as a core subject in the primary, 

JSS and SSS levels. Much as this is a laudable one, studies have shown that the implementation 

of this provision leaves much to be desired. As observed aptly by Bamgbose, a major constraint 

in language constraint in language Policy is ineffectiveness in implementation. He sadly notes, 

“Policies are formulated and well-articulated, but often remain paper policies not intended to 

be seriously addressed and implemented” (9). For instance, Chinyeaka (2011) carried out a 

research to find out the level of implementation of this provision in secondary schools in 

Anambra state, using the instrument of questionnaire. The research was conducted in the six 

education zones in the state using a simple size of 52 secondary schools with a sample of 208 

English teachers and 240 SSS III students.  Results of the research are as noted below: 

 
S/N Statements SA A U D SD Remark 

  No % No % No % No % No %  

1 Teaching 

periods are 

not enough to 

cover the 

syllabus for 

English and 

for students to 

master the 

subject 

112 53.85 86 41.35 0 0 0 0 10 04.78 Accept 

2 Instructional 

materials and 

equipment for 

teaching 

some aspects 

of English 

such as oral 

English are 

not enough or 

available 

98 47.12 93 44.71 1 0.48 9 4.33 7 4.80 Accept 

3 The number 

of English 

language 

teachers is not 

enough 

100 48.08 79 37.98 0 0 17 8.17 12 5.77 Accept 

4 Classes are 

too large for 

the effective 

teaching of 

English 

89 42.79 79 37.78 2 0.96 22 10.77 16 7.69 Accept 

5 Students 

generally do 

not possess 

the 

recommended 

texts for 

English 

116 55.77 80 38.46 0 0 6 2.88 6 2.88 Accept 



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6 Some 

students find 

some topics in 

the textbooks 

too difficult to 

comprehend 

102 49.03 96 46.15 1 0.48 4 1.92 5 2.40 Accept 

7 Enough 

written and/or 

speech work 

is not done to 

perfect 

students’ 

English 

107 51.44 88 42.31 2 0.96 4 1.92 7 3.37 Accept 

 

Table above showed the degree to which provision for English as a core subject is implemented. 

 

Findings in the table above showed that 53.85% strongly agreed that the teaching period are 

not enough to cover the syllabus for English and for students to master the subject. 41.35% 

agreed, while 04.78% strongly disagreed. To the statement in serial number 2, 47.12% strongly 

agreed that instructional materials and equipment for teaching some aspects of English are not 

enough or available. 44.71% agreed, 0.48% were undecided, 4.33% disagreed while 4.80% of 

the respondents strongly agreed that the number of English language teachers is not enough. 

37.98% agreed, 8.17% disagreed while 5.77% strongly disagreed. To the statement in the serial 

number 4, 42.79% of the respondents strongly agreed that classes are too large for the effective 

teaching of English, 37.77% disagreed while 7.69% strongly disagreed. Also to the statement 

in serial number 5, 55.77% strongly agreed that the students agreed that students generally do 

not possess the recommended texts for English, 38.46 agreed, 28.8% disagreed. Again 

responses to the statement in serial number 6 indicated that 49.03% strongly agreed that some 

students find some topics in the textbooks too hard to comprehend. 46.15% agreed, 0.48% were 

undecided, 1.92% disagreed while 2.40% strongly disagreed. Furthermore, to the statement in 

serial number 7, 51.44% strongly agreed that enough written or speech work is not done to 

perfect students’ English. 42.31% agreed, 0.96 % were undecided, 1.96% disagreed while 

33.37% strongly disagreed. 

The researcher based on the fact that greater percentage of the respondents agreed to the 

statements therefore concludes that the implementation of the provision for English as a core 

subject leaves much to be desired. 

 

RECOMMENDATIONS 

In view of the above, it is recommended that: 

i. English can be included as a medium of instruction in the first three years of primary 

education. 

ii. A regulatory body should be set up to oversee, monitor and evaluate the 

implementation of language policy. 

iii. In implementing the provision for English as a core subject effectively, crucial 

factors such as adequate qualified teachers, time allocation, instructional material, 

affordable and quality textbooks should be given serious considerations by the 

appropriate authority. 

 

 

 

 

 



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WORKS CITED 

Akande, G.B. “Straight for English as a Medium of Education in Nigeria Towards Enhancing 

Quality and National Development” Awka Journal of Linguistics and Languages 

4(2008): 60-66 

Bamgbose, Ayo, “Language Policy in Nigeria: Challenges, Opportunities and Constraints”  

Nigerian Millennium Sociolinguistic Conference. University of Lagos, Nigeria,     

Aug. 2001. 

Lawani, M.T. “Language Use in Nigerian Classrooms and Sustainable Educational 

Development: A Case study of Yoruba/English Bilinguals: Journal of Arts and 

Education (JOLAE) 1-2 Dec. 2007. 

Obanya, Pai: The Dilemma of Education in Africa Ibadan: Heinemann Educational Books,  

2004. Federal Government of Nigeria National Policy on Education (Revised) 4th   

Edition. 2004. 


