Stakeholders in education sector have argued that the tools required to make the 6-3-3-4 system effective such as adequate funding, infrastructure, skilled educators for vocational training among others were largely absent. If these foundational issues are not addressed, another policy shift to the proposed 12-4 system will only result in “movement without motion” and “a change in structure without real progress”. AbdulGafar Alabelewe, Kaduna, Bisi Olaniyi, Benin, Damola Kola-Dare, Kolade Adeyemi, Jos, Yinka Adeniran, Ibadan Onimisi Alao, Yola, Joel Duku, Adekunle Jimoh, Iloriin, Okungbowa Aiwerie, Asaba, Victoria Amadi, Adamu Suleiman, Sokoto, Divine Joseph and Joy Anyanwu report
Challenges
- Adequate budgeting
- Proper coordination
- Data for planning
- Adequate infrastructure
- Teachers training, retraining
- Better curriculum development
- Matching STEM with global standards
- Digital skills, teaching, learning materials
- New curriculum and facilities
The colonial administrators adopted British form of education on arrival in the country. At Independence, Nigeria inherited the 6-5-2-3 education system from the British, which remained in place until the early 1983. But, as the policy could not adequately address the aspiration of Nigerians, the 6-3-3-4 policy was introduced.
The education system came into being with the primary aim of meeting the educational needs of the citizenry and equipping the youth with sellable skills that will make them to be self-reliant. The policy sought to introduce a functional technology-based education, which could sustain the economy. Over the years, this policy has undergone modifications, transitioning to the 9-3-4 system.
Just last Thursday, the Minister of Education, Dr. Olatunji Alausa, acknowledged both the merits and drawbacks of the current 9-3-4 system, particularly emphasising the financial burden on pupils.
He stated that “it is, therefore, prudent to transit from the 6-3-3-4 to the 12-4 system of education. By doing so, Nigeria will align with global standards in preparing students for better tertiary education.”
This means that in the 42 years of its existence, the 6-3-3-4 policy has been modified twice, and a third revision is now being proposed. Yet, in contrast, the British still operate their 6-5-2-3 system. Japan, one of the countries from which Nigeria originally borrowed the 6-3-3-4 model, continues to uphold it successfully.
Kaduna State Government said it is waiting for the implementation modalities for the proposed policy. The state Ministry of Education’s Director of Planning, Salisu Baba Lawal, said the state government will adopt it once the Federal Government comes up with the implementation modalities.
“So, we cannot really comment on it for now, until we see the modalities of implementation,” Lawal said.
Supports trail proposed model
But, Delta Commissioner for Primary Education, Dr. Kingsley Ashibougwu, praised the proposed 12-4 educational system. He urged Nigerians to support the policy, which, according to him, is “a welcome innovation that we should all embrace”.
Ashibougwu, who spoke in a telephone interview with our reporter yesterday, said the National Council on Education, the highest education making organ, is awaiting approval from the Federal Executive Council (FEC) on the new policy. He said the proposed policy will enable the nation “have children properly trained and equipped educationally for today’s challenges”.
Ashibougwu said the proposed model will enable our educational model align with global best practices.
In Sokoto, a school teacher with over many years of experience, Mr. Bello Yauri, sees it as a welcome development that if sustained, would encourage better and consistent results that will project excellence among students.
“Even in advanced countries, children are encouraged to transit at the required time space and age for acceptable competence. And why should we Nigerians be different?” he asked.
“We should be far from allowing our kids to attain education standards and certificates at below maturity age. It affects their reasoning and approach to sensitive issues in life journey.
“If the Federal Government wants to come up with a new system, otherwise known as 12-4, adequate preparation and time space must be given to drive better and result-oriented sensitisation of the public, especially at the grassroots, and make public schools more attractive with facilities,” Yauri said.
He noted that the policy stands to break the barriers and hindrances associated with the conventional system of the 6-3-3-4 by reducing, among others, dropouts, encouraging universal transition by aligning with global best practices, enhancing quality education and outcome, boosting comprehensive syllabus coverage and discouraging disparities and exploitation in private schools and standardisation of curriculum.
He cautioned the government to remain resolute and be prepared to face some resistance from the private institutions, who may want to exploit the process against the objective of the system.
What Nigeria’s education sector needs, by CONUA
The National President, Congress of Nigeria University Academics (CONUA), Niyi Sunmonu, in an interview with The Nation, noted that what Nigeria’s education sector truly needs is steady consistency, unwavering commitment and diligent execution, rather than policy instability.
He added that effective implementation of policy strengthens an educational system, rather than mere policy. He called on bodies implementing policies to examine critically, why the 6-3-3-4 system did not meet up with expectations and make positive adjustments.
“CONUA appreciates the Federal Government’s engagement with the National Council on Education (NCE), the highest policy-making body in the sector. However, we believe this consultation must extend to other critical stakeholders, ensuring that data-driven insights guide any modifications, if they are truly needed.
“Before transitioning again, we must ask: Why did the original conception of 6-3-3-4 fail to deliver its expected outcomes? What lessons have been learned from its shortcomings? Why did the shift to 9-3-4 become necessary, and what gaps remain? Any need for the new shift being proposed?
“The key tools required to make the 6-3-3-4 system effective, such as infrastructure, skilled educators, and funding for vocational training, were largely absent. This is one of the major reasons the expected practical and skill-based outcomes were not achieved. If these foundational issues are not addressed, another policy shift will only result in ‘movement without motion’, a change in structure without real progress.
“If the 6-3-3-4 system is properly funded, efficiently implemented, and aligned with modern skill demands, much like the successful models in other climes, like Japan, its outcomes will be at par with global standards,” he said.
Stakeholders: challenges of proposed system
Education Adviser, Foreign, Commonwealth and Development Office, Dr. Ibrahim Mikailu, noted that it is a good thing to aim at a policy like this, but it is also very important to make available resources for its implementation.
“The previous policy fell short of adequate resources for implementing basic education. Now that it has been extended to 12 years, what it means is that more classes and more teachers will be needed. Yes, it’s good to extend it in terms of years, but what is more important is the resources for implementing it. That is the joint responsibility of the federal and state government and of course, more with the state government because education is on the concurrent list. As the policy is being proposed now, it’s also very important that resources are mobilised for it,” he said.
Team Lead/ Founder, Quality Education Development Associates, Nurudeen Lawal, described the policy as “the government killing eczema, while the ailment is leprosy. He added that the government at national and sub national levels have all refused to take the difficult decisions required to move education forward. He questioned the possibility of the proposed policy in helping to curb the challenges in the education sector.
“How does the proposed policy of 12-4 or 6-3-3-4 help solve issues in the education sector? How does that solve funding issues? How does that solve the foundational learning crisis? How does that improve the recruitment of best quality teachers and head teachers into the system? How does that weed out teachers who are not intellectually superior to their learners? How does that reduce the politicisation of education? How does that make learners across the country have books at school and at home to read?
“This is not to say the shift does not have transition benefit but transition has been guaranteed since Nigeria implements a no repeat system? Should we continue to increase enrolment and transition without solving the big elephant question of poor quality education?” he noted.
The CONUA boss noted that if the adjustment is not data-driven, it may amount to what he described as “movement without motion”.
“But, let us assume for the purpose of discussion that the proposition is data-driven, the Federal Government must guide against inadequate funding, which will be mandatorily required in the provision of necessary infrastructure, teacher training, and curriculum development, matching the global standards in Science, Technology, Engineering, and Mathematics (STEM) and digital skills through the Technical and Vocational Education and Training (TVET),” he noted.
Mr. Ibrahim Mikailu emphasised that the policy would demand adequate budgeting and apt coordination with the 36 states.
“Implementation of the policy would demand budgeting and financing. More classrooms and related facilities as well as deployment and training of teachers and supply of teaching and learning materials.
“It also demands advocacy and coordination with states, considering that education is on the concurrent list with greater burden of its provision on the states,” he noted.
A Fellow of the National Teachers Institute, Dr. Sylvester Onoja, has said the proposed scrapping of the 6-3-3-4 education system in favour of a 12-year basic education model could create more problems than it seeks to solve.
Speaking with The Nation on phone, Onoja, who is a member of Nigerian Academy of Education, noted: “While education reforms should aim to improve learning outcomes, the proposed shift could exacerbate financial strain, weaken vocational training, increase dropout rates and widen educational inequities.
“One of the most glaring challenges of a 12-year basic education system is the financial weight it imposes on parents, especially in low-income households.
“A prolonged educational period translates to higher costs for tuition, uniforms, textbooks, and other learning materials. Many Nigerian families already struggle to keep their children in school under the current system. Adding extra years could push education further out of reach for many, ultimately defeating the goal of universal education”.
Commissioner for Basic Education, Yobe State, Dr. Abba Adam Idris, said the proposed new system is tedious, adding that the government should not be in a hurry to implement.
“This proposal will require a lot of work and I think such a reform that will cost the government a lot of time, resources and a complete shift in the system should not be done in a hurry.
Meanwhile, Co-Chairman, Kaduna Basic Education Accountability Mechanism (KADBEAM), Malam Aliyu Ahmed Tijjani, argued that the 12-year policy may have negative impact on the pupils’ psychology.
According to him, “Whether we like it or not, we have found ourselves in a country where someone will just wake up and feel like let me just introduce something different. I think that is just the case with the proposed 12-year basic education.
“The question is: between seven years in primary school in those days, five years in secondary school, is it not same 12 years? But, if you are asked to make a choice now, which one will you prefer?
“The fact is that, we are trying to run away from reality, because I have heard some people arguing that, it will encourage completion rate, as external examinations like BECE that makes some pupils drop out will be eliminated. But, if we think education is too costly, we should try ignorance.
Solutions
‘Govt should increase funding for education, keep 6-3-3-4 system’
A top official of the Academic Staff Union of Universities (ASUU) at the Edo State Government-owned Ambrose Alli University (AAU), Ekpoma, urged the Federal Government to increase the funding for education and leave alone the 6-3-3-4 system of education.
The don, who spoke in confidence at the Federal Government-owned University of Benin (UNIBEN) in Benin, Edo State, while on a special assignment, declared that opting for 12-4 system of education would be counter-productive and drag the nation backward.
The professor, who is an indigene of Edo State, insisted that there was nothing wrong with the 6-3-3-4 system of education, and should be retained.
UI ex-VC: emphasis should be on entrepreneurship
A former Vice Chancellor of University of Ibadan, Prof. Idowu Olayinka, called on the government to consider the competence of students before whatever education policy being considered for adoption.
Additionally, he said major challenges that the various National Policy on Education have include inadequate funding, ill-motivated teachers/instructors, poor welfare, outdated curriculum and lack of facilities for technical and vocational education, urging the government to consider the challenges before adopting any policy.
Olayinka, a professor of Applied Geophysics, said if the new policy is to be adopted, training in entrepreneurship should be mainstreamed into the curriculum so that the system is able to produce job providers and not job seekers.
He said: “I think this proposal to move from the 6-3-3-4 to 12-4 model has to be considered by the National Council of Education to ascertain its advantages over the current template.
“Whichever policy is adopted at any point in time should put the up-scaling of competencies of students on the front-burner. The information technology capabilities of the students and their trainers have to be given top priority.
“Training in entrepreneurship should be mainstreamed into the curriculum so that the system is able to produce job providers and not job seekers. At the same time, the government should not engage in frequent policy somersault, which would disrupt the educational aspirations of those students who are already in the system.”
‘Govt must lay emphasis on infrastructure, human capital’
The proposed education policy as opposed to the current 6-3-3-4 by the Federal Government “is not what we need now. Nothing is wrong with the existing policy,” a teacher at the Department of Human, Kinetics, University of Ilorin (UNILORIN), Dr. Babatunde Adebayo, has said.
Rather, Adebayo urged the Federal Government to lay emphasis on infrastructure and human capital development.
The university don added that “government should improve on school facilities and human capital development. Tactically, the government is not willing to spend on education.”
