The Gap Between Policy Intent and Implementation in Nigeria’s Chinese Language in Schools Initiative

Nigeria's policy commitment to integrating Chinese language instruction into the secondary school curriculum, announced in 2016, has been characterised by a persistent gap between official ambition and classroom reality. This study empirically investigates the factors driving this policy implementation gap through a mixed-methods study across three geopolitical zones. Data were collected through structured questionnaires administered to 180 school heads and 90 Mandarin teachers across schools in Lagos, Kano, and Enugu States where Chinese language pilot programmes have been officially reported, supplemented by interviews with 15 state and federal Ministry of Education officials. A document analysis of policy instruments, implementation plans, and school inspection reports was also conducted. The study employs Grindle's implementation framework to analyse the relationship between policy content and context factors. Results identify teacher supply as the most binding implementation constraint, with fewer than 200 trained Mandarin teachers estimated across all Nigerian secondary schools. Funding allocation gaps between central policy commitments and state education budget realities are documented in all three states. Community demand for Mandarin instruction is stronger than anticipated, suggesting willingness to support expanded provision if teacher supply is addressed. The study fills an important empirical gap in the policy implementation literature on African language-in-education policy and recommends an emergency Mandarin teacher training compact between the Federal Ministry of Education and the Chinese Ministry of Education.

Keywords: Chinese language policy, school implementation gap, Nigeria secondary education, Mandarin teachers, policy analysis