By Halima Imam
The newly introduced 9-3-4 education system, championed by Dr. Tunji Alausa, the current Minister of Education, represents a pivotal shift in the Nigerian education landscape. As a passionate former school teacher, my perspectives are shaped by firsthand experience in the classroom, and I can attest to both the promise and the pitfalls of this ambitious initiative.
The 9-3-4 system is a structural overhaul that extends basic education to nine years, followed by three years of senior secondary education, and culminates in four years of tertiary education. This model aims to provide a more seamless and standardized curriculum, aligning Nigeria’s education framework with global best practices. The primary strength of this system lies in its intention to offer a comprehensive and uninterrupted learning experience, which can significantly enhance educational outcomes and foster a more enlightened citizenry.
One cannot overlook the optimism that accompanies this reform. The nine years of uninterrupted basic education serve as a strong foundation, ensuring that students receive a solid and consistent grounding in fundamental subjects. This continuity can help mitigate the learning disparities that often arise from frequent transitions between different educational phases. Furthermore, the inclusion of three years of senior secondary education provides a crucial bridge, preparing students for the rigors of tertiary education or vocational training.
However, the implementation of the 9-3-4 system is not without its challenges. One glaring issue is the system’s inability to address the entrenched problems that plague Nigeria’s education sector. The decline in educational standards, coupled with outdated curricula and a severe shortage of instructional materials, remains a formidable obstacle. These systemic issues are further exacerbated by the prevalent corruption and mismanagement that have long hindered the sector’s progress. The absence of adequate reforms to tackle these challenges means that the benefits of the 9-3-4 system may not be fully realized.
Another significant concern is the system’s lack of provisions for addressing the alarming number of out-of-school children in Nigeria. While the 9-3-4 system aims to extend education for those already within the system, it does little to bring back the millions of children who are currently deprived of their right to education. Without targeted interventions and policies to reintegrate these children, the educational divide will only widen.
Moreover, the issue of inadequate funding looms large over the 9-3-4 system. Educational institutions across the country are grappling with insufficient infrastructure, overcrowded classrooms, and poorly trained teachers. The success of any educational reform hinges on robust financial support, and without it, the lofty goals of the 9-3-4 system will remain elusive.
Despite these shortcomings, the 9-3-4 system holds significant potential for transforming Nigeria’s education sector. If effectively implemented, the emphasis on a continuous and standardized curriculum can help address the skills gap in the labor market and contribute to national development. The conversion of federal science and technical colleges into federal technical colleges is a noteworthy step towards providing practical and applied skills alongside basic scientific knowledge. This alignment with labor market demands is crucial for fostering a workforce that can drive economic growth and innovation.
In conclusion, the 9-3-4 education system introduced by Dr. Tunji Alausa is a commendable effort to reform and modernize Nigeria’s education framework. While it boasts several strengths, such as a continuous learning experience and alignment with global standards, its success is contingent upon addressing the deep-rooted issues within the sector. As a former school teacher, I remain cautiously optimistic about the potential of this system, but I firmly believe that meaningful reforms and substantial investment are imperative to realize its full benefits. Only then can Nigeria build an education system that is not only globally competitive but also inclusive and equitable for all her children.
