The national
policy on education (1982) perhaps the main innovation in Nigeria
post-independent educational development was the national policy on education,
commonly referred to as the 6-3-3-4 education system which replaced the
previous 6-5-2-3 system. As explained in September 1980 during a seminar on the
new system in Bagawda, Kano state, “the new senior secondary school proposed in
the Federal Republic of Nigeria national policy on Education is an innovation,
indeed a transformation of the present system which is a five year course followed
by a 2 year higher school certificate course, neither of which is employment oriented.
Both aspects appear to prepare for the higher institutions in a number of
disciplines providing university graduates with no supporting intermediate
personnel, therefore limiting their productivity. Further, the range of
disciplines the student could pursuer in the university is equally restricted
and particularly deficient in mathematical, scientific, technological and
agricultural disciplines. To redress the situation both at the higher institutions
and the secondary school, the 3-3 structured has been proposed to channel junior
secondary school pupils into the senior secondary school as well as into
teacher – training and craft.
This
new system was intended to reflects the fact that educational structures in the
country will be made up of six years in primary schools, three years of junior
secondary schools and three years of senior secondary schools. The main objective
is to university educational services for Nigerian children. The curriculum for
the secondary schools, especially the junior section, is more technical and
relationally oriented, while the senior secondary school curricula is more
academic. Students who passed the junior secondary schools will then be
admitted to the senior secondary schools (Nigeria 1981) some of the common
arguments given in favor of the new system was that it would enable students to
focus attention on more practical aspects of education such as technical and rotational
studies, rather than purely academic pursuits which seemed possible only to
high ability children. As usual, attempts to first of all identify, them
attempt to solve the problems inherent in the old system were not made. The new
system was supposed to have started operating in 1982 when the first products of
the previous six years UPE course would have finished the primary schools. But in
1985, only Kano and Anambra, out of the then 19 states in Nigeria have actually
started the new system of educations “almost all the other state have either delayed
the take – off of the policy or altered its format as result of shortage of funds,
teachers, workshops and equipment” (New Nigeria 12 March 1985). The
possibilities of the collapse or limited successful implementation of the New
policy on education in Nigeria yielded many conferences and seminars on the
subject throughout 1985. As the commissioner for education in Kano noted in a
speech (Before 1982, the Kano state ministry of education conducted courses and
seminars for federals and educationists in general to explain to them the aims
and objectives of the policy. This was accompanied by a state – wide campaign
to enlighten the general public more recently, a Kano state National policy on
education implementation committee has been established to pursuer the same
task. It has visited Emirs, district heads and others who are he key to
bringing awareness and understanding of the new policy into the rural
communities” (Kano state 1986)
But
not all the government – sponsored seminars approved of the provisions made for
the implementation of the new policy. For instance, at one seminar, it was
argued that “the government should have started off with the provision of the
necessary infrastructures and personnel and then fix a uniform date for the
states to take off: what we see now is that a state will say it has started the
new policy whereas it is doing the wrong thing” (The Guardian 27 May 1985) the
Nigeria Educational Research council which was in charge of the implementation of
the policy was optimistic that shortage of science equipment, teaches and funds
can be overcome in a short time. The Open University bill which had been passed
by the House of Representatives on 16th July 1981 was turned down by
the senate on 16th September 1981.
The results was
delay of not less than nineteen months before the senate finally sow fit to
pass the bill on 20th April 1983. Between the time when the senate defeated
the bill and the time it was passed, the news media was inundated with
arguments for and against the Open University system. Many commentaries were
likely motivated by either political or ethnic biases even when the arguments
were presenter as if based on educational consideration” (Ojo 1984 p. 46).
The
political bias against the Open University was complex and not easy to unravel.
However, it was obvious that because the former president, Alhaji Sheha
Shagari, was supporting the Open University through on executive bill, the
institution was automatically linked with the presidents and his party, the
national party of Nigeria. Most of
those who for one reason or another were opposed to that ruling party and
especially those who were not prepared to separate the issue of the Open University
from the party rallied against the proposal in many ways, therefore the Open
University bill was caught in the cross – fire of political disagreement that
existed at that time. The bill was in fact a scapegoat in a political struggle.
(Ojo 1984 p. 46).
REFERENCE
Kano state 1986
Ojo 1984 p. 46.
Ojo 1984 p.
46.
The Guardian 27
May 1985
The national
policy on education (1982)