The Federal Government’s proposed scrapping of the 6-3-3-4 education system in favour of a 12-year basic education model has sparked intense debate. As an educationist with decades of experience, I, Chief Sylvester Momoh Onoja, OON, strongly oppose this transition, which I believe could create more problems than it seeks to solve. 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.
A major strength of the 6-3-3-4 system is its emphasis on flexibility, particularly in vocational and technical training. The introduction of a 12-year basic education structure risks delaying students’ entry into the workforce, thereby reducing opportunities for skill acquisition at an early stage. In a country where technical and vocational skills are critical to economic development, this shift could weaken the production of skilled laborers, artisans, and entrepreneurs, which are essential to Nigeria’s industrial growth.
For many students, especially those from disadvantaged backgrounds, an elongated schooling period could lead to disengagement and a higher likelihood of dropping out. The current system allows students multiple entry and exit points, accommodating those who may prefer alternative learning paths, vocational training, or early workforce entry. A rigid 12-year structure could stifle this flexibility, leaving struggling students with fewer options and potentially worsening Nigeria’s already high dropout rate.
Nigeria’s education system already faces significant disparities, with rural and underprivileged communities experiencing lower access to quality education. Extending basic education to 12 years without addressing these inequalities may widen the gap between the privileged and the disadvantaged. If poorly implemented, this system could leave many students stuck in an extended cycle of schooling without the necessary support to thrive. Furthermore, disparities in infrastructure, teacher quality, and funding across regions could mean that the benefits of this reform will not be evenly distributed.
The 6-3-3-4 system was designed to provide students with clear educational pathways—offering options for vocational training, technical education, or direct workforce entry. It fosters early skills development, equipping students with practical knowledge that can support economic growth. Instead of abandoning this system, the government should focus on strengthening it by addressing its shortcomings, such as underfunding, poor implementation, and infrastructural deficiencies.
Education reform should be about improving access, quality, and relevance. A shift to a 12-year basic education system, without addressing core challenges, may do more harm than good. Rather than adopting a one-size-fits-all approach, Nigeria should refine the existing 6-3-3-4 structure to ensure that it better serves the needs of students, parents, and the economy. As a nation striving for sustainable development, we must carefully evaluate any policy that risks undermining our progress in education and skills development.
— Chief Sylvester Momoh Onoja,NPOM OON.
Fellow National Teachers Institute.
Member Nigerian Academy of Education.
Emeritus Principal King’s College Lagos.
7th January 2025
