As reactions continue to trail the proposed 12-4 Education Model by the Minister of Education, Dr. Tunji Alausa, President Bola Tinubu-led administration has been advised to snub the minister’s proposal.
The latest coming from the Resource Centre for Human Rights and Civic Education (CHRICED), who described the proposal as “little more than superficial policy window-dressing that fails to address the core issues plaguing Nigeria’s education system”.
The Minister, at the 2025 Extraordinary National Council of Education meeting in Abuja on Thursday, proposed a transition to a 12-year basic education system in Nigeria, advocating a shift from the current 9-3-4 model to a 12-4 structure.
But CHRICED insists that the initiative, while perhaps well-intentioned, represents a significant misallocation of priorities at a time when the educational landscape in Nigeria is in dire need of comprehensive reform.
The civil society group, in a statement issued by its Executive Director, Comrade Ibrahim M. Zikirullahi and made available to Grassroots Parrot on Saturday, described the proposal as a misplaced priority.
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Instead, Comrade Zikirullahi advocated for “holistic overhaul of the entire educational framework to effectively confront the pressing challenges that have long been undermining the quality and accessibility of education in the country.
He outlined these challenges to include the alarming decline in educational standards, the obsolescence of the curriculum, and the chronic shortage of instructional materials that hinder effective teaching and learning.
The CHRICED Executive Director doubted if the proposal was developed through consultation with key stakeholders, challenging the minister to showcase any empirical evidence to back the proposal.
“CHRICED call on the honourable Minister to present empirical evidence that supports his current proposal. We remain unconvinced that this proposal has been developed through consultation with key stakeholders to gather their insights and contributions concerning the policy.” He said.
He, however, advised President Bola Tinubu to ignore the proposal from the minister of education and instead focus on essential reforms that will enable Nigeria’s education system.
The statement read: “The Nigerian media landscape has recently been abuzz with discussions surrounding a proposal put forth by the Honourable Minister of Education, Dr. Tunji Alausa to the National Council of Education, the highest policymaking authority in Nigeria’s educational sector.
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This proposal seeks to transform the current 9-3-4 educational framework into a 12-4 system. Under this new model, it is expected that a child will spend a total of twelve years in basic education before advancing directly to tertiary education, where a minimum of four years will be required.
Should this proposal receive approval, it would mark the fourth educational model adopted by Nigeria since gaining independence in 1960. Firstly, the 6-5-4 system was implemented, which required six years of primary education, followed by five years of secondary education, and then a minimum of four years in a tertiary institution. In 1983, this system was succeeded by the 6-3-3-4 model, which was later replaced by the 9-3-4 system in 2006, leading to the current proposal for the 12-4 model.
At the Resource Centre for Human Rights and Civic Education (CHRICED), we view the recent proposal by the Honourable Minister as little more than superficial “policy window-dressing” that fails to address the core issues plaguing Nigeria’s education system.
This initiative, while perhaps well-intentioned, represents a significant misallocation of priorities at a time when the educational landscape in Nigeria is in dire need of comprehensive reform.
The current state of Nigeria’s education system demands far more than a mere adjustment in the duration that students spend at various educational levels. What is truly essential is a holistic overhaul of the entire educational framework to effectively confront the pressing challenges that have long been undermining the quality and accessibility of education in the country.
Among these challenges are the alarming decline in educational standards, the obsolescence of the curriculum, and the chronic shortage of instructional materials that hinder effective teaching and learning.
Moreover, the issue of inadequate funding for educational institutions remains a critical barrier to progress. The persistent corruption and mismanagement within the sector further exacerbate these problems, diverting much-needed resources away from schools and into the hands of a few.
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This has led to a significant brain drain, as qualified educators and professionals seek better opportunities abroad, leaving behind a vacuum that is detrimental to the future of education in Nigeria.
Additionally, we cannot overlook the staggering number of out-of-school children who roam the streets, deprived of the fundamental right to education. This situation not only represents a moral failure but also poses a significant threat to the socio-economic development of the nation.
Instead of addressing these fundamental causes and implementing strategies that would lead to meaningful change, the Minister’s proposal appears to focus solely on scratching the problem on the surface, neglecting the deeper systemic issues that require urgent attention.
CHRICED call on the honourable Minister to present empirical evidence that supports his current proposal. We remain unconvinced that this proposal has been developed through consultation with key stakeholders to gather their insights and contributions concerning the policy.
Therefore, we appeal to the National Council of Education to redirect its attention towards other significant policy matters that will enhance Nigeria’s education sector, enabling it to align with global standards and produce graduates who can compete internationally.
It is essential to remind policymakers and education administrators that Nigeria currently requires a functional education system capable of delivering home-grown solutions to the numerous developmental challenges confronting the nation.
It is disturbing that while smaller African countries like Ghana, Rwanda, and South Africa have successfully established indigenous and sustainable frameworks for their educational systems, Nigeria continues to engage in the trial and error of various foreign models that do not adequately address our unique requirements.
These countries have demonstrated that a tailored approach, rooted in local contexts and cultural nuances, can lead to more effective educational outcomes. For instance, Ghana has made significant strides in integrating local languages into its curriculum, thereby enhancing student engagement and comprehension.
Similarly, Rwanda has focused on building a robust vocational training system that aligns with its economic needs, ensuring that graduates are equipped with relevant skills for the job market. South Africa, despite its challenges, has made efforts to address historical inequalities in education through policies that are sensitive to the diverse needs of its population.
In stark contrast, Nigeria’s approach to education policy has often been characterized by a reliance on foreign models that may not resonate with the realities faced by our students and educators. Our policymakers tend to replicate policies that have proven effective in other contexts, neglecting the specific characteristics of the Nigerian landscape, such as our diverse ethnic groups, varying levels of economic development, and the unique challenges posed by infrastructure deficits.
This unreflective method of policy development has led to ongoing failures and a cycle of frequent policy shifts, a pattern that has persisted in Nigeria since gaining independence. Each new administration often brings a new set of policies, which can lead to confusion and instability within the educational system.
Moreover, the lack of a coherent long-term vision for education in Nigeria has resulted in a fragmented system that struggles to meet the needs of its population. Teachers are often left without adequate training or resources to implement these imported policies effectively, leading to a disconnect between policy and practice.
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This situation is exacerbated by the fact that many of these foreign models do not take into account the socio-economic realities of Nigerian families, where access to education can be hindered by poverty, cultural expectations, and inadequate infrastructure.
As a result, the educational outcomes in Nigeria remain subpar compared to those of our African counterparts who have embraced a more localized approach. The persistent cycle of policy experimentation not only undermines the potential for meaningful reform but also erodes public trust in the educational system. Stakeholders, including parents, teachers, and students, become disillusioned when they see little improvement despite the frequent changes in policy direction.
To break this cycle, it is imperative for Nigerian policymakers to engage in a more reflective and context-sensitive approach to education reform. This involves conducting thorough research to understand the unique challenges facing our education.
It is imperative that we shift our focus to the root causes of the challenges facing Nigeria’s education system. A genuine commitment to reform must prioritize the enhancement of educational quality, the modernization of curricula, the provision of adequate resources, and the establishment of transparent and accountable governance structures. Only then can we hope to create an education system that truly serves the needs of all Nigerians and paves the way for a brighter future.
Therefore, CHRICED strongly advises the government of President Tinubu to prioritize policies aimed at addressing the rots within our education system, including the ongoing issues of declining teaching and learning quality, insufficient funding, inadequate infrastructure, a shortage of qualified and well-trained educators, and an outdated curriculum.
We believe that the recent proposal by the honourable minister will not enhance the quality of education in any meaningful way. Instead, it is likely to generate confusion and distortion among parents, teachers, and other stakeholders within the educational ecosystem of the country.
Consequently, CHRICED urges the federal government to abandon the proposal from the honourable minister of education and instead focus on essential reforms that will enable Nigeria’s education system to meet the nation’s developmental requirements and cultivate a workforce that is both efficient and globally competitive. It is time to move beyond superficial policy changes and inconsistencies; we need decisive policies and actions that will urgently address the deterioration of Nigeria’s education system.”