Educational Reform in Nigeria: The 12-Year System, Controversy, and Concerns

Nigeria's educational landscape is currently experiencing a seismic shift, with a controversial proposal to overhaul the existing 6-3-3-4 system sparking heated debates and raising crucial questions about the future of learning in the nation. The catalyst for this educational upheaval? A proposed 12-year basic education model that has ignited a firestorm of reactions from educators, parents, and policymakers alike.

The saga began on Thursday, February 9, 2025, when viral claims swept across social media and news outlets, alleging that the federal government was on the verge of scrapping the long-standing 6-3-3-4 educational policy and replacing it with a radical 12-4 structure. Initial reports attributed to Tunji Alausa, the Minister of Education, suggested that this transformative policy would effectively eliminate the junior and senior secondary school tiers, ushering in a 12-year uninterrupted basic education model.

According to these initial reports, Alausa championed the proposed system, arguing that "a 12-year basic education model will ensure a continuous, uninterrupted curriculum, promoting better standardization and fostering quality assurance in the education system. It will also guarantee that students receive a more comprehensive and continuous learning experience, improve educational outcomes, and contribute to a more educated populace that drives Nigeria’s economic development." This vision painted a picture of a streamlined, more efficient educational pathway, designed to elevate learning standards and prepare students for the challenges of the 21st century.

However, the educational landscape shifted dramatically less than 24 hours after the story broke. Minister Alausa, in a swift about-face, returned to the media to issue a denial, refuting the claims that junior and senior secondary classes were being scrapped. He clarified that the 12-year basic education model was still under proposal and not "an immediate policy change", attempting to quell the growing concerns and confusion. Alausa explained that the new policy, as it stood, would embrace a 12-year compulsory education system while retaining the core principles of the previous 6-3-3 structure. This backpedaling by the Minister of Education added another layer of complexity to the already contentious debate, leaving many unsure of the true direction of the proposed reforms.

Despite the Minister's clarification, the debate surrounding the proposed 12-year basic education rule continues to rage on, highlighting the deep-seated concerns and diverse perspectives within the Nigerian educational community. To gain further insights into the potential impact of these proposed changes, I spoke with various school owners in Lagos, gathering their views on the policy and its potential ramifications for the Nigerian educational system.

♦ A Structural Overhaul on the Horizon? School Owners Weigh In

A Lagos school owner, who preferred to be identified as Adesiji, revealed that, like many of his counterparts, he was largely unaware of the proposed policy until it dominated the news cycle. This lack of initial awareness among key stakeholders underscores a potential communication gap in the policy formulation process.

Adesiji emphasized that the new policy, even in its proposed form, could necessitate significant curriculum adjustments, teacher training initiatives, and administrative restructuring within schools. "I was not previously aware of the 12-year basic education proposal until recent discussions began circulating," the school owner stated, highlighting the surprise factor surrounding the announcement. "However, since the government has clarified that this is just an idea and not a finalized decision, it is important that all stakeholders, including school owners, teachers, and parents, are properly consulted before any implementation." Adesiji's statement underscores the importance of a collaborative approach to educational reform, involving all key players in the decision-making process.

Siji further elaborated on the potential structural and academic adjustments that schools might face if the new policy were implemented. He pointed to the need for changes to grade progression, curriculum updates, and adaptations to assessment methods. "If the new policy is implemented, schools may need to make structural and academic adjustments, such as modifying grade progression, updating curricula, and adapting assessment methods," he explained.

He also weighed in on the potential advantages and disadvantages of abolishing the junior and senior secondary school classes, a central point of contention in the debate. "Removing the exam between Junior Secondary School (JSS) and Senior Secondary School (SSS) has potential advantages and disadvantages. While it might reduce pressure on students and encourage a smoother transition, it could also affect academic standards and the motivation to excel at key learning stages." This highlights the complex trade-offs involved in restructuring the educational system, with potential benefits and drawbacks to consider.

Siji also raised a critical point about the effectiveness of simply extending the years of schooling without addressing underlying issues. "While the government’s intention to keep students in school longer is commendable, the key concern is whether the approach will genuinely improve learning outcomes. Simply extending the years of schooling does not guarantee better education unless issues like quality teaching, learning resources, and student engagement are addressed." This concern underscores the importance of a holistic approach to educational reform, focusing on quality rather than just quantity.

He concluded by emphasizing the need for strategic and well-researched reforms, highlighting the importance of addressing key areas such as teacher training, infrastructure development, and curriculum development to ensure quality education. "Nigeria’s school system needs improvements, but reforms should be strategic and well-researched. Areas such as teacher training, infrastructure, and curriculum development need attention to ensure quality education."

♦ Beyond Academics: Skill Acquisition at the Grassroots

However, not all perspectives were critical. Sofiat, another school administrator based in Surulere, Lagos, offered a more optimistic outlook, suggesting that the proposed educational system could provide learning for students and equip them with valuable skills at the grassroots level. "The new system will enable uninterrupted 12 years of basic education, and skills acquisition at the grassroots. It does not really affect the 6-3-3-4 system of education, it is just a merger system that prepares learners for an uninterrupted system of education," Sofiat explained, highlighting the potential for the new system to integrate skills development into the educational framework.

♦ Aligning with Global Standards: A Call for Holistic Reform

Richard, a school administrator from Ikorodu, added a crucial perspective, emphasizing the need for the policy to align with global practices of learning. He stressed the importance of prioritizing vocational training, digital literacy, and competency-based education. "It would be important to assess how this change aligns with global best practices and Nigeria’s specific socio-economic realities," Richard stated, underscoring the importance of considering the broader context of education in a globalized world.

He further pointed out the need to address the issue of "paper qualification (certificates)," which has contributed to the alarming rise in exam malpractices. "Stories abound of children who have gone through our ‘version of education’ only for such children to be considered to be at lower academic performance levels, meaning some would have to drop a class or two in the schools in their new countries of residence," Richard noted, highlighting the need for Nigeria's educational system to produce graduates who are truly competitive on a global scale.

"If the goal is to equip students with better skills for the future, then we must also focus on vocational training, digital literacy, and competency-based education," Richard emphasized. "A lot of emphasis has over time been placed on ‘paper qualification (certificates)’ which has brought about the increasing and very embarrassing cases of exam malpractices. The new policy should be intentional about changing this narrative."

In conclusion, the proposed 12-year basic education model has ignited a vigorous debate in Nigeria, revealing a complex interplay of perspectives and concerns. While the government's intentions may be commendable, the success of any educational reform hinges on a holistic approach that addresses not only structural changes but also issues of quality, relevance, and global competitiveness. The future of Nigerian education now hangs in the balance, awaiting a resolution that will shape the learning experiences of generations to come.

Posted on: Mon Mar 24 2025 Back to posts