OVER the years, government’s dissatisfaction with the level of educational management and performance has resulted each time it feels the need to do so, in experimenting with policy instrument that will lay a solid foundation for educational growth and establish once and for all, a perfect system.

FOLLOWING this development, Nigeria moved into a new era of the 6-3-3-4 system, that if broken down could be read as a full six-year primary education, first three years of secondary education, comprising Junior Secondary School (JSS 1 – 3) and another three years of secondary education (SSS 1 – 3).

IN practical terms, the first three years should be a test ground for those who have academic flair to cross over to the Senior Secondary School cadre and those who are not able to cope with the rigours or perhaps are satisfied with their attainment at that level could have the option of pursing a career in a vocation of their choice.

IN theory, the 6-3-3-4 system sells itself as an ideal and therefore an excellent educational system that could lead to the development of manpower resources for the country. What we find however is that the 6-3-3-4 system has not really worked in practice.

FOLLOWING its introduction, the five-year secondary education was scrapped and this system effectively worked with technical colleges that were established across the country. Some of these technical schools lived up to expectation given the funding, facilities and other equipment that were provided to train students. Many of the colleges did well in the area of manpower production as most graduates produced from these schools proceeded to polytechnics and colleges of technology to acquire their practical skills with some level of intellectual application.

HOWEVER, what we find in the 6-3-3-4 system is that after the first stage of secondary school, a student wishing to opt out for a vocational career or learn a trade could not find ready placements except few lucky ones and because of these obvious difficulties, students prefer the option to complete the circle.

AFTER the introduction of the 6-3-3-4 system, other complementary programmes such as the Higher School Certificate/Advanced School Certificate were automatically obliterated from the calendar, despite the high success rate recorded at that level. The four-year university programme scheme has been consistent in all except for some courses. However, based on their peculiarities and need, some programmes were elongated to five years, particularly, Agriculture and Law.

FORMER Minister of Education, Mrs. Oby Ezekwesili had indicated during her tenure that the Higher School Certificate could be reintroduced into the nation’s school system.

THE then Minister had disclosed that eight schools with an average of one from each of the six geo-political zones had been chosen as pilot schools for the HSC and said that work on the curriculum for the programme as at 2006 was almost completed.

THE return of the HSC according to her, would stop the deterioration of higher education promoted by the admission of immature candidates into tertiary schools.

THE agitation for the reintroduction of the HSC had received the blessing of the Federal Executive Council in 2002 after it adopted the recommendation of the Abisogun – Alo Committee, which was set up to review the relevance or otherwise of HSC.

SINCE the present administration of President Yar’Adua assumed office, we are yet to hear of any pronouncement on the reintroduction of the HSC or whether it has been abandoned or derailed. The NIGERIAN OBSERVER urges the Minister of Education, Dr. Sam Egwu to revisit the policy and clear the air on the position of the Yar’Adua administration on the matter.

WE are of the view that with its reintroduction, it will become unnecessary to maintain the current 6-3-3-4 system and therefore it is an acknowledgement that the old academic programme sounds more realistic and pragmatic for our needs and development.

WE assert that the 6-3-3-4 system if combined with the HSC component as suggested by the Minister will task the patience of students who cannot stand the length of time required to get through with their education at the secondary school level, for which by logic and reason the HSC is only an extension. At what point therefore does the HSC fit into the system? We suggest that these gaps be properly defined and classified so that aspiring students who want to proceed to the HSC level should prepare for it.

WE are yet to know from the Education Ministry if the HSC is a compulsory arrangement and if it is optional, the terms have to be expressly spelt out.

THE benefits of the programme to holders of the certificate should be outlined for users of the product in both public and private sectors, so that students will see it as relevant and essential in Nigeria’s educational planning.

WE further assert that the 6-3-3-4 education system has not met the expectation of Nigerians.

THE quality of education and standard were higher with the old system of six-year primary education, five-year secondary education and two-year HSC, programme which was optional and with a satisfactory performance, a holder of the certificate gains direct entry into the university.

BESIDES, we urge states and Federal Governments to reestablish and place more emphasis on technical colleges as the basic foundation for a sound technological society which is our desire.

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