The failure of the 6-3-3-4 education system in Nigeria was never about the policy itself but rather its poor implementation. When General Ibrahim Babangida introduced this system under the leadership of Prof. Babs Fafunwa as Education Minister, it was designed to harness the creativity and ingenuity of Nigerian youths. The intent was to equip students with vocational skills at the secondary school level, ensuring that those who might not proceed to university had employable skills.
Unfortunately, like many well-intentioned policies in Nigeria, the 6-3-3-4 system was left to crumble due to neglect, lack of proper funding, and poor policy continuity. Across many schools, especially in the North, vocational training centers were established, equipped with modern tools to teach carpentry, mechanics, agriculture, and other hands-on skills. However, these facilities were soon abandoned, and the focus of education remained largely theoretical, leaving students ill-prepared for real-world challenges.
A Lost Opportunity for Economic Growth
If properly implemented, the 6-3-3-4 system could have been the foundation for Nigeria’s industrial and technological growth. The system was designed to encourage entrepreneurship and self-reliance, reducing the over-dependence on white-collar jobs. In developed nations, technical education plays a crucial role in national development. Countries like Germany and China have thrived because they invested heavily in vocational training, ensuring that their workforce is skilled and productive.
Nigeria, on the other hand, abandoned this golden opportunity. Instead of refining the policy and addressing its challenges, subsequent administrations allowed it to rot, leaving the country with millions of graduates who lack practical skills. The current high unemployment rate in Nigeria is partly due to the failure of an education system that emphasizes paper qualifications over hands-on expertise.
What Can Be Done?
Rather than scrapping the system entirely, the present administration should revisit its original framework and align it with the realities of the modern job market. Here are a few steps that can help:
- Reinvestment in Vocational Education: The government should revive and equip vocational training centers across secondary schools, ensuring students have access to practical skills that match the demands of the 21st-century economy.
- Public-Private Partnerships: Collaborating with private industries and entrepreneurs can help bridge the gap between theory and practice. Schools should be linked with industries to provide students with real-world training opportunities.
- Policy Consistency: One of Nigeria’s biggest challenges is a lack of continuity in policies. Any meaningful reform must be sustained beyond political tenures to ensure long-term impact.
- Curriculum Upgrade: The school curriculum should integrate modern vocational training, including digital skills, renewable energy technology, and automation, to keep up with global trends.
Conclusion
Nigeria does not lack good policies; we lack the will to implement them effectively. The 6-3-3-4 system was designed to equip Nigerian youths with the skills needed for economic independence and national development. Rather than discarding it, the government should revisit and strengthen it, ensuring that education in Nigeria is not just about certificates but about creating skilled individuals ready to contribute to national progress.
If we truly desire a self-reliant and industrialized nation, we must go back to the foundations and get them right. The revival of the 6-3-3-4 system is a step in that direction.
