To evaluate or measure the level of progress, growth and developments of any nation or state, the educational system is said to be the most outstandind medium of study. How true is this statement in respect to type of education obtainable here, in Africa, especially sub-saharan Africa?
DISCUSS THE IMPLEMENTATION OF 6.3.3.4 SYSTEM OF EDUCATION FROM ITS INCEPTION TO DATE Introduction Discussing the implementation of the 6-3-3-4 system of education in Nigeria from its inception to date meant to discuss the or explain the; meaning of, of or give the conceptual detail about the concept of the term “Educational System”, the term 6-3-3-4 system in relation to Nigerian philosophy, some brief historical background of the system, features, successes and failures. It is by this form that the answer to the question will be rightly digested. WHAT IS AN EDUCATIONAL SYSTEM The Collins Dictionary defines the term “system” as a group of, or a combination of interrelated, interdependent activities or interacting elements, forming a collective entity; a methodology or a coordinated assemblage of parts, facts, concepts, etc. we could therefore, defined system as a way of doing things, the way in which the people of society operate and carry out their daily activities. Educational system can thus be defined with its relationship to the concept of the term “system” in other to give it a conceptual guided meaning. Thus educational system meant, the way people in a given or specific society carry about their all activities related to education. That given society could be a sub-geopolitical entity, like state or local government in Nigeria. A province, counties, or regions as it is found in other states or countries or even a whole of the country, continent as well as any given international organization. The term educational system as a coordinated activity can be related meaning wise with the term educational ladder. Carter and Good defined educational ladder as a form of educational system in which each level is succeeded by a higher level of public education. This mean an educational system is a conceptual, well defined stated educational objective and practices which provide information and steps in which all levels of education should be followed in successive form. Educational system can thus be explained as both the practical and philosophical theory and document that originates from the statutes of the state. In Nigeria, that statute is the National policy on education, the constitution and the ministry. These collectively, through step by step; prescribed, defined and lay down the philosophical directions of which the nation’s education is to be directed. It is therefore, through this combined mirror perception of educational system that the 6-3-3-4 system as a systemic ladder movement, which the topic asked to be briefly discussed. This is because it might not be clearly understood if, the 6-3-3-4 system is directly discussed without emphasis on the meaning of the term, as explained “educational system”. 6-3-3-4 SYSTEM IN NIGERIA This topic deals with the philosophical drive which might or that actually influence the introduction of the plan as a system of education in Nigeria from; 1980s to the first decade of the 21st century in Nigeria. By this or in other words, it meant the reasons behind the emergence of the system, and some expected outcomes. Summarily the system stated that children of ages 3 – 5 years are expected to be in the first 6 years duration of school, while those between 11 years and bellow are expected to be in the two 3s, and 4 years is slated for tertiary education. In broader perspective it is thus explained bellow. The first “6” figure, as expressed in the acronym of the system, is a representation of early or the initial stage of education of a child. At this stage of child’s development, it is expected that at age four to six (4 - 6), every Nigerian child should start acquiring education in the primary school. In terms of the stage’s objectives, a child is expected to have acquired the basic foundations of education or some lifesaving characteristics and requirements of the 21st century survivals basics. These include the art of; speaking, reading, writing, calculation, logic and social skill of interaction. By this, it is required that all Nigerians that were unable to attain secondary education should at least be beyond Common literacy level. They should be able to be self-guided in terms of basic instructional or manual guidance when dealing with gadgets and items that are labelled as consumable goods. This stage is aimed as the lowest stage of human capital statutory or stratification, where menial job seekers and personnel are expected to be drawn from. The first “3” figure stands for Junior Secondary School (JSS). It is simply the preparatory stage for higher education. Under this level or ladder of progress, a child is expected to fulfil one of these thee; to either succeed to the next level of education, drop out as a failure with a successful vocational skill that could be his basic lifelong phenomenon for survival in the global world, or be transfer, shift or guided though vocational training using any Business Training and Apprenticeship school or centre in the country. The first group of those who might be able to stand the intellectual test to the next level are then moved or promoted to the next higher ladder or level of the second three. The second three “3” figure stands for senior secondary school. This level is meant to begin the first semi professionalization of the child’s education. At this level those to be in technical, science, arts and commercial classes are classified in groups, based on their response through the lower “3” (junior secondary school certificate examination). It is a preparatory stage to tertiary education the acquisition, development and inculcation of proper value, orientation of the survival of individual and society at large, the development of intellectual capabilities to understand and appreciate their environment. This stage is plan to mark the formal introduction of some prerequisites of higher level into the individual child, and to set the child or get him or her ready to face the next challenges that include the vigorous process of the drill to becoming a professional. The completion of this stage is accompanied by the next classification of the students into types of schools; universities, colleges of education, polytechnics, nursing school, and health technology school, etc. The next stage is the “4” figure level or the last basic ladder, and its stands for the advanced learners’ stage or the summit of learning. At this stage professionalism is the basic focus with the highest intellectual, scientific and vocational skill as its major outstanding element. The advanced or tertiary level is the most misleading stage when the acronym in term of the figure “4” as represented is put into consideration; this is because of the varying years ascribed to courses and the various different advanced schools. The NCE obtained in the Colleges of Education is a three years programme, the Polytechnics and Colleges of Technology award two types of Diploma Degrees. The first is the National Diploma (ND) which takes two years to be obtained. The second Diploma, the Higher National Diploma (HND) also obtained in two years. In functional perspective; the Colleges of Education are to produce lower level of the educational system with the academic staff required. The Polytechnics according to National Board of Technical Education act of 1977, the Polytechnics and Colleges of Technology were founded to provide skilled and middle-level man power needs of the country. The universities have the primary mandate of producing high-level man power in research and development. These remained some few reasons behind the adoption of the 6-3-3-6 system of educational reform in Nigeria. HISTORICAL ANTECEDENCE OF 6-3-3-4 NIGERIA EDUCATIONAL SYSTEM Nigerian education had grown from traditional educational system, within the era before much external contact, to Islamic or Arabic literacy and latterly western educational system. In terms of western education system, educational system had evolved from 8-6-2-3, 6-5-2-3, 7-5-4, -6-5-4 to the 6-3-3-4 system. The 6-3-3-4 system originate from the 1969 National curriculum conference’s recommendations, were further amplified, improve and adopted National Seminar, they recommended the 6-3-3-4 system of education as contained in “recommendation number 59m”.The 6-3-3-4 system was fashioned to produce graduates who will be able to make use of their Hands, the Heads and the Hearts (the 3Hs of education). This programme however was fully introduced in 1982. It was seen as laudable one capable ushering an educational revolution in Nigeria and also tends towards technological development of the nation. However the current situation on ground is far from the ideal. The programme seems to be suffering from poor implementation. But just as the presently to be adopted 9-3-4 system is yet to be effective, so was the6-3-3-4, whose full implementation started in 1985. The history of Nigeria educational system throughout colonial period had been a decentralized one under which the decision of authority and responsibility in education were shared by the various levels of government and their authorized legal relationship. In this trend, the central government had always provided an umbrella through legislation and directives under which local bodies or agencies were given a great deal for free hand of initiative and action that concerned education. By 1951, as a result of emergence of federal system of government and with new Macpherson constitution and much more regionalization that make up the administration made the regions to be the centres of educational development and organization, especially at the primary and post-primary levels. The federal government was important for education within the federal territory of Lagos and a number of other institutions such as Federal Government Colleges. It also shared concurrent legislative powers with the regional governments in respect of higher education. By the coming of Republican Constitution, in 1963, education, including higher education was placed on the concurrent legislative. That is it became a matter concerned both Central and Regional Government of the then administration. It was this constitutional arrangement that allowed some state governments to establish and run universities and other higher institutions of learning during this period. The Federal government’s direct participation was limited in the main, to the two federal universities of Ibadan and Lagos. The issues of other levels of education were in effective the responsibility of the states. The emergence of the military administration of 1966 and 1979 defect the hitherto policy and brought to the system autarchy rule vested by decree in the Federal and State Governments, and, by recognition some responsibilities were vested in the local governments. In 1972, two amendments were made to the 1963 constitution which assigned the Federal government exclusive responsibility for higher education and power to establish and run educational institutions at the other levels in any state. As a result, the Federal government looks over the existing six universities and established seven others in 1975. Also colleges of technology, advanced teachers’ colleges, school of arts and science among others were established. In practice, however, the situation continued to support their respective colleges of technology and advanced teachers’ colleges, and to establish new ones. All these policies that altered education, put forward by Federal and State governments carried out as a tasks in development of Nigeria education were chiefly through their respective ministries of education created by law in 1951 and headed by ministers working in line with hybrid of administrative and professional staff. Other bodies like the National Teachers’ Institute (NTI), the National Universities Commission (NUC), and the Nigeria Educational Research Council (NERC) and among others at the federal level and the central and local schools Boards in the South or local Education authorities in the North at the state level, were also created by law and assigned roles with a view to helping the Federal and States’ ministries of education to perform their various tasks effectively. At the level of local government, it was not until August 1976 when the FMG issued its guidelines for local government reform, that the local governments through their education Committees became legally involved in the administration and control of primary, pre-primary and adult education throughout the nation. Although, this system has being proved successfully in the Northern states but it was quite different in the South. Following the eve of 1980s, Nigeria educational system witnessed criticisms from angles of many educational planners, administrators, politicians, parents and all others concerned in its industry. As a result, the then Federal Military Government set up a committee to examine the system in 1973 and in 1977 and consequently came out with a new National Policy on Education. With the reform of civil rule in 1979 and the adoption of the presidential constitution, this policy had to be revised in 1980 and 1981 respectively. Higher education as at this time was placed on the concurrent list under 1979 constitution of a new approach, brought about the need to change page 15 and page 17 section 41 (4) of the 1977 policy. This conveyed the idea of the Federal Government having exclusive responsibility for university education. Similarly, the Local Governments responsibility for primary education also had to be reflected in the revised policy which is expected to guide Nigerian’s educational development for some time to come. According to this policy Nigeria’s educational system will be on the 6-3-3-4 plan. SOME ACHIEVEMENTS OF THE 6-3-3-4 SYSTEM OF EDUCATION Few achievements had been experienced, some which include; The employment of many Nigerians, who were saddled with various responsibilities of making sure the programme succeed, simply makes it a success to them as it became their source of daily breads.. Academically, the programme had become an intellectual property of debates and seminars. One of such is the reason this work is being given, and many others will follow in due cause. Many building had been erected and completed as schools, offices and districts offices for the purpose of the 6-3-3-4 system. Though they seem just as features they have become some of places of references in some remotes areas and cities. The 6-3-3-4system had shown how intelligent Nigerians are in terms of policy formulation and in-depth knowledge theoretically. It was a major blue print good enough for any serious country to work on. SOME PROBLEMS/FAILURES OF THE IMPLEMENTATION OF THE 6-3-3-4 EDUCATIONAL SYSTEM Definite article is not an advisable initial to be to be used in discussing problems of the implementation of the 6-3-3-4 educational system, as results of their numerous natures. Some of these problems started from the character or acronym of the terminology “6-3-3-4”, then the practice, dynamism of the global system up to human nature or factor. The acronym failed to encompassall, or at least clearly depicts the real hierarchical ladder of Nigerian education. For example the pre-primary level an important stage is left out and instead short-circuited into primary level with no clear objective. In time of practical implementation, funding has become a source of concern. From 1999 to 2002, for example; the federal Government expenditures shares by level that is between; Primary, Secondary, and Polytechnics, Colleges of Educations and Universities, showed the following disparities. 1996 1997 1998 1999 2000 2001 2002 Average Primary 9.7%, 9.8% 16.9% 12.2% 8.9% 16.4% 7.5% 11.6% Secondary 10.4% 11.3% 14.6% 18.7% 15.3% 15.5% 15.6% 14.5% COEs 11.2% 11.1% 12.0% 10.6% 9.6% 11.9% 9.7% 10.9% Polytechnics 16.2% 23.2% 17.0% 18.5% 17.05 16.9% 16.0% 17.8% Universities 52.5% 44.6% 39.4% 39.9% 49.2% 39.6% 51.2% 45.2% The table shows the extend in which the method of funding of primary and other important level of education had been under severe under-financed. With just an average of 11.6% spend on primary education from already under-funded educational sector, and with the largest population in terms of both teaching staff and learners, how or to what degree has the 6-3-3-4 succeeds? Another problem has been the politicisation of employment coupled with the so-called quota system. The educational sector especially the primary sector, which is the bedrock and the fulcrum of education, had become a dumping ground for the cronies of political associates. Politicians used the sector to compensate their loyalists. One major objective of the 6-3-3-4 system is the claim or the theoretical and rhetorical content of the vocational skill clause for Junior Secondary School drop-outs. Stating that a child who could not past his or her Junior Secondary School Certificate Examination should have acquainted himself or herself with at least an introductory part of vocational education, which will pave way for enrolment of such type of average or craft-tilted learners into Business and Apprenticeship Schools (B.A.T.Cs). in Ilorin schools for instance the inadequacies is revealed by the following uncompromising and discouraging indices, student teacher ratio for introductory technology and students workshop, laboratory access, etc is an indication of the level of failure this objective had encountered. Statistical summary of students’ population in JSS classes in Ilorin area Average number of Students per class Standard number Of students Range JSS 1 81 21 50 – 144 JSS 2 72 18 50 – 155 JSS 3 68 16 50 – 100 National Policy on Education suggests 40 learners per Teacher at maximum. Statistical summary of Teacher, Laboratory/Workshop Students ratio Students Teacher ratio Students Laboratory/workshop Average 592:1 772:1 Standard Deviation 648 393 Range 180:1 – 2105:1 150:1 – 1260:0 Looking at these two statistical indices provided by Prof. T. O. Babafemi of the department of education at University of Ilorin, one has no much to proof on the failure of the system in terms of human power andmaterial resources to oil the vocational aspect of the system. And if Ilorin an area that is educational average in the community of states as representing Kwara state is that low, then, what will be the case with states like Yobe, Taraba, etc? Other problems include; Lack of qualified teachers in science, lack of school inspectors, and supervisors for quality control, the problem of school managers, administrators, private school input and output, absence of guidance counsellors to guide in proper placement. In case of external examination, malpractices are the order of the day courtesy and partly as results the proliferation of private schools, whose main motive remained profit driven. In terms of the issue of advanced education, national board of technical education act of 1977, the polytechnics and colleges of technologies were founded to provide skilled and middle-level man power needs of the country. By this it meant those to graduate from these schools are to be the field engineers of the nation. This is not the case as many had opted for white collar jobs instead. The other problem is that the system had discriminated on the needed requirement into the advanced level schools, both through JAMB and other bodies. For example; the scores needed into the various institutions had been set in discriminatively low to high based, where high score is set for university entry, while low scores are meant for other tertiary institutions. The psychological implication is that the society perceives learners in polytechnics and other tertiary institutions other than universities as failures. One of the major issues is that of the Colleges of Educations and Department of Education in the universities. The NCE programme is perceived as a last resort for those who could not be admitted into the universities and to some extent polytechnics. In the universities, most of the students that are admitted are either those who couldn’t get admission to study the courses of their choice or those who come into the school through direct entry with their NCEs. Though teaching is a white collar job, it is one of those professions that had been highly abused, where every person of different background training is seen as a potential teacher and can teach. It has been relegated to the point that even the pupils of pre-primary and primary stage might find it difficult to see a teacher as a model. To assess the score card of the 6-3-3-4 system in Nigeria, one should simply observe the rating of Nigerian universities within the global communities of world universities, where no Nigerian university is found near the first onethousand. University of Lagos, one of the first 20 in Africa and first in Nigeria, is rated at 1562th in world web ranking. The system can therefore be considered a failure. CONCLUSIONS In summary, the implementation of the 6-3-3-4 system had been nothing more than a quest to satisfy the global standard with no real or drive to make it succeed, even though the plan was well designed from it initial stage in 1969b through the then Federal Commissioner of education Mr Briggs Wenike. It has been a source where trial and errors had been permitted, where lip-service had been displayed in terms of education for self-sustenance, vocational and business. To be real and just, the summary of the whole concept can be said to an exercise with less or only experimental result, which can be said to be only good as a stepping stone for the for the initiation of other might be more serious programmes, at least in Nigerian context. Probably the understanding of this is the reason behind the introduction of the new, but yet to fully implemented 9-3-4 system, announced as far back as 2006. REFERENCES Ayeni, M. A and Dada, M. A. (2011) An exploration into the educational Innovation in Nigeria in the last two decades. Journal of Emerging Trends in Educational research and policy studies.scholar links Research Institute Afemike, A. (2007) assessment and Educational Standard Improvement: Reflection from Nigeria. A paper presented at the 33rd Annual Conference of the international association for educational Assessment. Baku, Azerbaijan. 16th – 21st September 2007. Adeyinka, A. A. 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