Education reforms: All motion without movement

Policy somersaults, half-hearted implementation, and sometimes outright convolution of policies that defy logic have hallmarked the country’s education sector. Even though modern education has come a long way in Nigeria, every step feels like a reach for the nadir. No thanks to the routine and endless search for a fit-for-purpose education system. As the federal government tinkers with yet another one, in the latest rigmarole of policy transition, IYABO LAWAL writes that there is not much optimism and enthusiasm in the sector.

For decades, the country’s education system has been in a state of flux, but with a change of academic model in the offing, concerns are looming whether the impending overhaul will effectively modernise,and enhance the effectiveness of the education system.

Indeed, while the federal government’s planned 12-year compulsory basic education model is inspiring debates and misgivings, educators, policymakers, parents, and students are again left to their fertile imaginations as to what the outcome will be in October.

For the umpteenth time, this potential shift reflects the country’s unending pursuit of transition from one education system to another model without corresponding incremental impacts or gains to meet the developmental needs of its teeming youths, as well as align with global standards.

This potential shift, which is coming after decades of several academic transitions aimed at aligning the system with the country’s developmental needs, to an extent explains why many are already scrutinising the proposal of the 12-year compulsory basic education model.

Ultimately, every stakeholder would have to wait until October to know the colour of things to come.

A case of confusion, clarification
ON February 6, 2025, the Minister of Education, Dr Tunji Alausa, during the 2025 extraordinary National Council on Education (NCE) meeting, in Abuja, was reported to have announced the scrapping of the academic divisions of Junior Secondary School (JSS) and Senior Secondary School (SSS) paving the way for a compulsory 12-year uninterrupted basic education model.

The council is the highest policy-making body in the education sector. The event was graced by commissioners of education from the 36 states and the Federal Capital Territory (FCT), agencies and parastatals under the ministry, and development partners.

With this development, the Nigerian government is seeking to replace the 9-3-4 education system with a 12-4 model in addition to seeking the approval of the NCE to officially adopt 16 years as the minimum entry age requirement into the country’s tertiary institutions. According to the minister, by subsuming secondary education into basic education, students will benefit from uninterrupted learning up to the age of 16.

Alausa, who said that the new policy is in line with global best practices, added that the reform will also reduce dropout rates by eliminating financial and systemic barriers that currently prevent students from completing secondary education.

“Extending basic education to 12 years will ensure a standardised curriculum that is uniformly implemented across the nation,” Alausa said, adding: “This will also facilitate early exposure to vocational and entrepreneurial skills, preparing students for both higher education and employment.”

He pointed out that many developed nations have implemented similar systems where basic education spans 12 years, ensuring that students acquire foundational knowledge before specialising at tertiary levels.

Alausa further stressed that this reform also aligns Nigeria’s education system with international standards, fostering better educational outcomes and global competitiveness. He reiterated that the proposed model would also lead to economic and social impact as educated youths contribute significantly to national development.

According to the education minister, when students receive an extended period of compulsory education, they are better equipped to join the workforce with relevant skills.

In addition to other positives, Alausa emphasised: “This reform will also reduce child labour and other social vices resulting from premature school dropouts,” he stated, just as he highlighted the implementation strategies to successfully integrate secondary education into basic education to include policy reforms, infrastructure expansion, teacher training, and recruitment, funding, and partnerships, as well as curriculum enhancement.

Unexpectedly, the proposed change of academic model was birthed in controversy, and in dousing the initial confusion, the ministry had to swing into action in an attempt to set the record straight, and douse misgivings.

Consequently, the day after Alausa made the government’s new position known, the Federal Ministry of Education, which claimed that the minister’s views were misrepresented, issued a press release to clarify the government’s position on the matter.

“The attention of the Federal Ministry of Education has been drawn to misleading reports suggesting that the Federal Government has scrapped Junior Secondary School (JSS) and Senior Secondary School (SSS) and replaced them with a new 12-year uninterrupted basic education model,” said a statement by Boriowo Folasade, the ministry’s director of press and public relations.

The statement added: “We wish to categorically state that this is not true. At the NCE meeting, the minister presented a proposal for discussion—not an immediate policy change. The proposal seeks to migrate to 12 years of compulsory education, while retaining the current 6-3-3 structure.”

The government mentioned that a key aspect of the proposal is to eliminate the examination barrier between JSS and SSS, allowing for a seamless transition of students without the hurdles of an external assessment at that stage.

“However, this is still a subject of consultation and deliberation,” said the ministry. According to the statement, to ensure a well-informed decision, the ministry will undertake extensive stakeholder engagements over the next eight months, consulting widely with education policymakers, state governments, teachers, parents, and other key players.

“The final decision on whether to adopt this reform will be made at the October 2025 NCE meeting,” said the ministry, noting that the Federal Government “remains committed to policies that enhance access to quality education, while aligning with global best practices.”

Timeline of transitions in Nigeria’s education system
BEFORE 1982, Nigeria’s education system was designed to mimic the British system, consisting of six years of primary education, five years of secondary education, and two years of higher-level education. This system was criticised for being too academic and not equipping students with practical skills. The system was also plagued by inadequate funding, poor infrastructure, and a shortage of qualified teachers.

To improve the situation, the country fashioned a new model- the 6-3-3-4 system (1982-2004). In 1982, the education system was revised to the 6-3-3-4 model, similarto the American system from its forerunner (the 6-5-2-3 structure). The 6-3-3-4 model consisted of six years of primary education, three years of junior secondary education, three years of senior secondary school, and four years of higher education. The government and its collaborators designed the 6-3-3-4 model to provide students with practical skills and make them ready to join the workforce. The system, in principle, also placed significant importance on vocational training and technical education.

The 6-3-3-4 system was meticulously designed to produce well-rounded graduates that are equipped with the skills and knowledge necessary to make meaningful contributions to society.

The comprehensive curriculum incorporated a range of subjects focused on imparting vocational skills, including woodwork, metalwork, electronics, mechanics, domestic science, and agriculture.

By prioritising practical skills development, the system aimed to empower students with the ability to become self-sufficient, entrepreneurial, and active participants in the nation’s economic growth and development. This approach reflected the government’s commitment to fostering a skilled and industrious workforce capable of driving Nigeria’s socio-economic progress, even though its implementation left much to be desired.

That did not stop the government from tinkering with the system. The Universal Basic Education (UBE) programme was introduced in 1999, prescribing nine years of continued education (six years in primary and three in junior secondary school).

Presently, Nigeria’s education system stands at a critical juncture. However, everyone seems to agree that poor funding, corruption, and haphazard implementation of policies are decimating its delicate underbelly.

For example, in the early days of the current administration, the immediate past education minister said he was empaneling a new national academic curriculum, promising the incorporation of project-based learning and real-world business challenges into the module, including inclusive classrooms. Sooner than later, that minister was booted out, and so was his plan.

The resultant learning crises have adversely affected the country, with reports showing that out of every five children in the world, one of them is out of school, and of this number, one is a Nigerian child.

As of 2020, Nigeria’s human capital index, according to the World Bank, stood at 0.36, making it 168th out of 173 countries, ranking 152nd out of 157 nations. This is not good news. Beyond its fleeting glorious past, Nigeria’s education system has been in the doldrums for decades.

A dozen dead-ends, open sesame
THE proposed 12-year basic education model may not be without its merits and demerits. Always singled out as education’s hydra-headed stumbling block is funding. Up north, insecurity has turned the beauty of academic almost into a beast with incessant abductions of schoolchildren at all levels. The government must confront endemic corruption head-on without fear or favour. To exorcise this demon, the government and other stakeholders must be above board.

An official of the National Parents Teachers Association, Funmbi Adekojo, said while removing the exam between junior and senior secondary may reduce pressure on students and encourage a smoother transition, it could also affect academic standards and the motivation to excel at key learning stages.

“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.

“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,” Adekojo stated.

A school owner, Dr Johnson Udeh, said while the new model may help in reducing the percentage of out-of-school children, issues of curriculum, learning environments, teaching tools, and welfare packages for teachers should be prioritised. Udeh noted that the problem confronting the sector is not about changing from one system to another but poor funding.

“Since the government has clarified that the 12-4 year model is just an idea and not a finalised decision, it is important that all stakeholders, including school owners, teachers, and parents, are properly consulted before any implementation.” Udeh explained that the new policy would require structural and academic adjustments that might require changes to grade progression and assessment methods.

Baring his mind on the various educational policies, a former vice-chancellor, Prof Ayodeji Olukoju, said there is a disconnect between the conception and practical realities of policies’ implementation due to corruption, poor delivery, and insincerity.

On his part, a former Vice Chancellor of the University of Ibadan (UI), Prof. Idowu Olayinka, cautioned the federal government against policy inconsistencies, saying the action could disrupt the educational aspirations of students who are already in the system.

However, he advised that whichever policy is adopted should prioritise upscaling of competencies of students. Olayinka said the information technology capabilities of students and their trainers must be given top priority while entrepreneurship training should be mainstreamed into the curriculum to enable the system produce to job creators and not job seekers.

The Deputy Vice-Chancellor, Achievers’ University, Owo, Prof. Oyesoji Aremu, said for effective implementation and sustainability, issues of curriculum, skills, and vocational education must be well articulated.

“Has the government considered the curriculum in such a way that what pupils would be exposed to in the primary arm of the new model will make teaching and learning seamless in the secondary arm? Can the present state of infrastructure in our schools accommodate the fundamentals and education expected of the newly introduced model?” Aremu asked. He also questioned whether there would be provision for students who may not be able to continue with both academic and vocational rigours in the new education model.

Some stakeholders, who expressed support for the new model, lamented gaps in the education system, saying it is a channel for drop-outs.
For instance, they noted that a good number of parents used intermediate examinations, like the junior secondary and Basic Education Certificate Examination (BECE) as a yardstick to terminate many ambitions.

A Professor of Adult Education at Bayero University, Kano (BUK), Hassan Kashim, said while the policy is significant, it must align with global practices of learning that prioritises vocational training, digital literacy and competency-based education.

A retired Principal, Adefemi Jokodola, said the move to embrace the new system is a decision too drastic, adding that Nigeria is not ready to cope with the demand for a 12 straight years system of education.

“I think Nigeria is not ready for that system at the moment. The government is still grappling with teacher’s poor remuneration under the 9-3-4 and here we are proposing a straight 12 years in both primary and secondary school. Most of our schools are poorly funded. The new system will not flourish until the government allocates a higher budget for education,” she said.