The Federal Government has introduced a new policy mandating the teaching and learning of sign language in all basic education schools across Nigeria, in a move aimed at strengthening inclusive education and ensuring that no child is left behind.
The Executive Secretary of the Universal Basic Education Commission (UBEC), Aisha Garba, announced the policy on Thursday in Abuja during the commemoration of the 2025 International Day of the Girl Child, themed “Lead a Change: Learn Sign Language Today.”
Garba said the initiative reflects the government’s renewed commitment to inclusion, especially in the education and empowerment of girls, adding that President Bola Tinubu’s administration views education as “the great equaliser” and inclusion as “its backbone.”
According to her, the new policy will make sign language instruction a compulsory component of the national basic education curriculum, enabling communication-friendly classrooms that cater to children with hearing impairments.
She explained that the move is also designed to bridge communication gaps between students with and without hearing disabilities, while promoting empathy, diversity, and social integration within the school environment.
“The institutionalisation of sign language in our schools is not just an educational reform; it is a moral and social responsibility. Every child, regardless of ability, deserves equal access to learning and self-expression,” Garba stated.
She added that UBEC would collaborate with state education boards, teachers’ training institutions, and development partners to roll out specialised training programmes for teachers across the federation.
The commission, she said, has already begun pilot programmes in selected schools to assess the effectiveness of sign language integration before a nationwide rollout later in 2025.
Stakeholders at the event, including representatives from UNICEF, the Ministry of Women Affairs, and various civil society organisations, lauded the initiative as a significant milestone in Nigeria’s inclusive education agenda.
They stressed that the policy could improve school attendance and retention rates among children with disabilities, particularly girls who face multiple barriers to education.
