Nigeria has officially added Mandarin to its secondary school curriculum starting September 18, 2025, aimed at expanding linguistic and cultural ties with China, despite a notable absence of qualified Chinese language teachers to implement the programme.

Danlami Hayyo, the mandate secretary for Education in Nigeria’s Federal Capital Territory (FCT), disclosed the decision on Wednesday at the commissioning of a new “Chinese Corner” at the Government Secondary School in Nyanya, one of the two “Chinese Corners” introduced this week in the local secondary schools.

Hayyo explained that the decision by Nigerian educational authorities to teach Mandarin was a direct outcome of a recent curriculum review.

“In the recent review of our curriculum, the Chinese language was selected as one of the international languages to be taught in our senior secondary schools,” Hayyo said.

Mandarin will join Arabic and French as an optional foreign language course in Nigerian public senior secondary schools, according to the federal government directive.

Consequent to this, Nigeria joins other African countries such as South Africa, Uganda, Tanzania, and Kenya, where Mandarin has already been integrated into schools, while Ghana and Rwanda are also exploring similar initiatives.

This move aimed at boosting global competitiveness, cultural exchange, and economic opportunities for students, has raised questions about the policy’s preparedness, sustainability, and long-term impact on students.

Experts have expressed mixed reactions, highlighting both excitement and criticism.

As a matter of fact, some schools in Nigeria already have plans to introduce Chinese language even before the federal government’s directive.

Ronik International Schools, Ejigbo-Lagos had concluded plans to introduce language laboratory to equip students for the challenge ahead, in the fore of the unprecedented global talent market undergoing shifts influenced by technology, and socio-economic changes.

Adebola Olubanjo, lead consultant/ vice chairman at Ronik Group of Schools, told BusinessDay that bilingual skills are imperative in the contemporary era where the world is gradually becoming a global community.

“In our language laboratory, we have facilities to make the programme a success both at the primary and secondary levels. Qualified and experienced teachers are employed to handle the programme.

“We’re introducing Chinese Language teaching in addition to French, and we are starting at primary cadre,” he said.

Gift Osikoya, a teacher in Lagos, said the addition of the Chinese language to Nigeria’s secondary school curriculum is a very important step.

Osikoya emphasised it will be of great help to students in many ways, such as international trade and business, global opportunities, technology and innovations, employment advantage, and cultural exchange, among others.

“China is one of Nigeria’s biggest trading partners. Students who understand Chinese will be able to participate better in business and trade.

“Knowing Chinese opens doors to jobs, scholarships, and study opportunities in China and other countries. China is advanced in science and technology. Students can easily connect, learn, and benefit from Chinese innovations,” she said.

Besides, she emphasised that it boost cultural exchange, and strengthen the relationship between Nigeria and China, as language is a key tool for communication.

“Students who speak Chinese will stand out in the job market because bilingual or multilingual people are always in demand,” she noted.

However, Isaiah Ogundele, a school administrator, emphasised that the schools offering the subject are private schools because some of their parents are having one or two businesses in Nigeria.

“They introduced it as a market strategy to get more students. The language is peculiar to private schools only. So there might be man power issue based on the low demand.

“The only foreign language that is still flourishing in both private and public schools in Nigeria is French language, others are children of circumstances,” stressed.

Similarly, Samuel Afolayan, a teacher in one of the top-notch schools in Surulere-Lagos said though the ideal behind the policy is good, but many schools are not ready for the immediate implementation.

“We don’t have the qualified teachers for Chinese language yet, and have not started teaching the subject.

“I believe just like French, it will take some years for many schools to implement, as the needed manpower for that is not available yet,” he said. (BusinessDay)