Ezeoma (1986) noted that in acquiring basic functional literacy and numeracy, nomadic education has both short-term and long-term objectives. His stated objectives are adapted to this write-up because they are relevant. You can read more similar posts on our education page of the site. The article examines the role of language.

The short-term objectives, according to him, are that, in practical terms, literacy and numeracy should mean the ability to do the following:

1. Read with comprehensive illustrations those things that affect their occupational roles like useful directions, tax receipts and instructions on health etc.
2. Read and understand national newspapers and magazines to know what is happening around them, i.e. reading simple instructions like voting instructions to make independent choices on those to govern the nation.
3. Write legibly and meaningful letters to friends, relations, government officials, etc.
4. Do simple calculations and keep records.
5. Develop a scientific outlook, positive attitudes and self-reliance to deal with their problem.
6. Improve their relationship with immediate neighbours, sedentary farmers and government authorities.

The Scheme

This shows that the scheme is community-based, which is to be functional education meant to promote reading, writing and numeracy skills to minimise or eradicate illiteracy in our society.

In Nigeria today, anybody aspiring to be a member of parliament, minister, governor, commissioner, or councillor must be literate to a certain level. It is even worth mentioning that every town or village in the country today prefers to have literate rulers. This is a result of the prestige and important role attached to education. Thus, they believe that it is only the educated leaders who help in the socio-economic transformation and rapid development of their villages and towns.

The Role of Language in the Implementation of UBE

The National Policy on Education (NPE) (1998) contains the broad aims of education from the pre-primary to the tertiary levels. This policy shows what the government expects education to help citizens do after each stage of education.

Focus 1

The Federal Government of Nigeria has adopted education paragraph 1, section 1 of the policy. There are five main objectives as earlier cited: awareness of the role of instruction in schools; hence, it is stated in section 3 of the National Policy on Education (NPE), the following values:

1) Faith in the human ability to make rational decisions;

2) Moral and spiritual values in inter-personal and human relations;

3) Shared responsibility for the common good of society;

4) Respect for the dignity of labour;

5) Promotion of the emotional, physical and psychological health of all children.

Focus 2

The need to instruct through language is imperative if the above lofty aims are to be achieved. Thus, a government has to state the language(s) to be used in giving instruction, since the country is a multilingual nation that does not have an official language other than English, which is even foreign.

The government in the National Policy on Education (NPE), in section 1:8, emphasises the importance of language and thus encourages each child to learn one of the languages other than their own.

Focus 3

In light of the above, we see that the government plays a very central and crucial role in language as a tool of national survival, cultural preservation and integration, national development, economic vibrancy, and political stability, and all of these are to be achieved through the Universal Basic Education scheme.

Also in the same policy, section 2.3, as it has been previously done, states that the medium of instruction at the lower primary level shall be the language of the immediate environment. This is based on the fact that researchers have proved that early childhood education is enhanced when given in the mother tongue.

Focus 4

This issue also applies to the adults just being exposed to literacy. The logic of teaching from known to unknown applies in this aspect. All the target groups are stated in the UBE. Schemes are categorised and their points of entry are determined according to the curriculum.

It is a well-known fact that it is language that makes communication between teachers and pupils possible and that, without language, teaching/learning cannot take place. Thus, language is a tool of thought and learning, social interaction and integration, entertainment, political participation and general mobilisation.

Focus 5

Hence, the successful implementation of the U.B.E. programme depends on the ability of teachers, administrators and learners to interact mutually through language.

To sum up the role of language in the successful implementation of the U.B.E. scheme, one can borrow a leaf from Downy, as quoted by Posksy (1978), who says most of the teaching in schools takes place through language and without communication between teachers and pupils, there is little chance of effective education.

Recommendations

To disallow the UBE scheme to follow the futile attempt of the Universal Primary Education, the following are hereby suggested:

The country’s leaders should show absolute commitment to the execution of the mission statements as contained in the NPE. They should identify with the members of the public whom they serve in many of their actions.

Focus 1

For example, the leaders should set good examples and avoid sending their children abroad to study, thus portraying them as people who do not care much about the running of the educational system in the country.

This, thereby, makes the masses look at the government’s policy with suspicion. They should show that they value what they create and what they have in their country. Let there be a stop to lip service.

Given the inconsistencies that have characterised the issue of the medium of instruction in primary education in Nigeria, and the apparent failure of education at this stage.

Focus 2

It would be a worthwhile exercise if the language policy provision in NPE 15 (4) were amended to make both the pupils’ mother tongue and English the medium of instruction throughout the primary.

There is no point in deceiving ourselves by forcing the language of the immediate environment on the pupils. Parents and society do not appreciate it when their wards cannot communicate in English.

There should be development of relevant and realistic curricula. The parents need to be sensitised to their responsibilities towards their children, leaders, parents and the children on the consequences of illiteracy.

Focus 3

There is also a need to strengthen the school system to check the withdrawal of pupils. This can be done by providing the welfare needs of children, such as feeding, uniforms, transportation, books and writing materials.

The teachers’ salaries and welfare should be adequately taken care of. Teachers need to go regularly for in-service training, seminars or workshops to keep up with the universal trend of disseminating information to their pupils.

Each school should be adequately staffed, and both the mother tongue and English should be taught by qualified teachers. These two languages should also be regularly supervised by the appointed body.

Conclusion

Since the Senior Secondary School students sit for the same national (WASCE and NECO) papers in both English and indigenous languages, after primary six too, the pupils should sit for the same examinations conducted by an appointed body.

There should also be well-furnished libraries and language laboratories in schools. To adequately develop the language resources of the nation, adequate and appropriate texts and course books on language must be provided in the educational system. Books have to be produced in both English and the indigenous languages to support language teaching and use in the curriculum.