Nigeria and its 6-3-3-4 Educational System. By Sammy Omotese

‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.’ Martin Luther King

It has constantly been said that: ‘education is the bedrock of any meaningful society’. This has been proven to be an accurate assertion based on the developmental strides many of the civilised nations have experienced; due to their rapt concentration on the most important aspect of human improvement.
Knowing the value of education, industrialised countries have mandated the earliest forms of learning for all and sundry. The basic acts of literacy and numeracy accounts for the monumental strides they have experienced over the last five centuries. One cannot place enough value on the usefulness of education in any given clime. The key factor is being able to continuously develop the mind and prepare ones mental state for easy assimilation of ideas and ideals and the character to put to practice what has been learnt.
Over the years, different countries have adopted approaches to national development through a regimented educational system that will project their overall goal. In Nigeria, we have experienced different forms of educational systems since we attained our independence. One of the systems that readily come to mind is the existing system put in place by Prof. Babatunde Fafunwa, Minister for Education during the General Ibrahim Badamusi Babangida’s regime. He came up with the 6-3-3-4 educational system.

Laudable as the programme itself is, we were not fully prepared for it. We did not put a lot of factors into consideration. However, 24 years on, we still have not been able to correct the anomaly that has crippled what could have been one of the best educational policies in Nigeria since our national independence.
According to the system, children are supposed to start primary school at age six.

They are taken through elementary subjects for the next six years after which they will take an examination to ascertain their preparedness for the challenges of the junior secondary school. They have a dossier kept on them for the six years and ideally be passed on to the secondary school for continuity. On completion of the first three successful years at the junior secondary, the grades they make will determine what path they will follow. For example, if you excelled in science based subjects such as Integrated Science, Mathematics, Agricultural Science and English Language at a minimum credit level, you will be posted to a Science Class from Senior Secondary School (SSS) 1. Where you are expected to study Biology, Physics, Chemistry, Further Mathematics, Mathematics, English Language, Geography, Government and Agricultural Science till you take the senior West Africa Examination Certificate (WAEC).
Others are placed in ‘Commercial Class’- where they are taught: English Language, Mathematics, Biology, Commerce, Economics and Accounting. Whereas the ‘Art Class’ are taught: English Language, Mathematics, Biology, English Literature, Yoruba/Igbo/Hausa Language, Christian Religious Knowledge(CRK)/ Islam Religious Knowledge(IRK) and Government. They learn these subjects for three years and are made to sit for the senior secondary examination (SSCE). Successful candidates are encouraged to sit for either the Polytechnic qualifying examination or the University qualifying examination. Ideally, they are to spend a minimum of four years at the university and five years at the polytechnic.
Those who have showed flair for technical subjects are sent after the first three years at the junior secondary school (JSS) to a Technical School (Specialized Schools where technical subjects such as: Building and Construction, Mechanical Engineering, Wood Work/Carpentry, Sewing, Weaving, Crafts etc are taught). The idea being to ‘catch them young’ and mentor them to become leaders in the construction industry, furniture and steel industries, etc. Only a few of these specialised schools were fully functional as at the time they introduced the educational scheme in 1990. The preceding educational syllabus was watered down to make way for the additional one year. A few questions still need to be answered:
1. Would it not have been better if we had tried out the proposed system in one or two states for a minimum of six years to see how effective it would be when it is fully implemented country wide?
2. Would it not have been advisable to conduct a survey to project the number of students across the country that would be leaving year after year to determine how many slots each university can accommodate?
3. What effort was made to ensure that there would be enough university places for the resulting candidates from the 6-3-3-4 educational system?
4. What arrangements were put in place to create specialized schools (technical schools) in time where those that have the flair for technical subjects would be tutored and mentored?
5. What arrangements were put in place for the students to gain industrial experience?
6. What arrangements were put in place for the continuous training of the teachers to enable them carry out their roles effectively?
7. What was the rationale behind subverting the existing educational policy prior to 1990 without first getting all the needed structure/infrastructure in place to foster the change that was being ‘created’?
8. What is the reason for keeping the dossier of the child’s first nine years (the first six years at the primary school and the first three years at the secondary school) if not to clearly align them with areas of their interest?
9. What structure is in place to cater for children with exceptional learning abilities (geniuses)?
10. After twenty four (24) years since the programme has been in place, have we reconsidered the way the policy has fared and perhaps made an effort to right some of the anomalies?

In addition to these questions, which have not even been considered because the system has never been reviewed to ascertain its successes or failings, the system has bred another anomaly. Over the years, contrary to the original aims of the 6-3-3-4 system, it has become almost a ‘normal situation’ for a child to stay at home for upwards of six (6) years after completing his/her secondary education while waiting to pass the Joint Matriculation Examination (JAMB). Students pay over five thousand naira to write this exam and the few that score over 200 at the exam are made to pay yet again for internal examination before they can be admitted to study at the university/polytechnic.
My question would be: ‘what is the essence of JAMB when each university would end up conducting their own entrance examination anyway?’
Is it right for those that have the misfortune of not scoring over two hundred (200) to stay at home for upwards of four (4) years doing nothing? What do you reckon they would be doing at home for that period of time? Therein lies the genesis of one of the menace in our society. The menace of ‘area boys/girls’.
On the other hand, it becomes daunting for a child that has finished his/her secondary education six years after to cope with the challenges of another academic life. Six years is such a long time to stay away from school; if you asked me. The pupil finally gets admitted and he spends another four years (let’s disregard the incessant strike actions that sometimes add one or two extra years to the four years they are to spend in school) plus the one year compulsory youth service programme.
If my arithmetic is correct, the child would have spent twenty three (23) of his/her life getting ready for work. If you add six (6) to that, you will arrive at twenty nine (29). Unfortunately, he/she becomes too old for employment in Nigeria. Most employers specify that you must not be older than twenty five (25). Little reason why most people claim to start primary school at age three (3)!

Moving forward, I think we need to re-address this 6-3-3-4 system and promptly ensure that we do the following:
• Train and retrain teachers at all levels
• If we must follow the 6-3-3-4 pattern, then it must be a continuous journey without breaks in-between
• JAMB should be cancelled totally
• There should be no age discrimination when you are applying for a job
• Technical schools should be built in all the states of the federation and their certificates accepted
The 6-3-3-4 system like most of the policies we have witnessed in Nigeria has failed because we placed the cart before the horse. To avoid a reoccurrence of the sad state of the last twenty four years in the education sector, immediate steps should be taken to correct the above listed anomalies. If we wish to be great, we have to restructure our schools to meet with the challenges of the 21st century.

Sammy Omotese is a UK-based Nigerian who produces compelling events in support of talents, businesses and communities. He can be reached on his twitter handle: @sammyomotese or follow his writings on his blog:http://sammyomotese.blogspot.co.uk/
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