Renowned journalist and labour activist Owei Lakemfa has criticised the Federal Government's proposed transition from Nigeria's 6-3-3-4 education structure to a linear 12-year basic education model, arguing that the planned reform fails to address the country's most pressing education challenges.
Writing in a newspaper opinion article, Lakemfa questioned both the rationale behind the proposal and the process through which it was introduced.
He argued that such a significant policy shift should have followed broad consultations with key stakeholders, including teachers, parents, students, education experts, employers and labour organisations, rather than being announced as an administrative decision.
According to him, changing the structure of Nigeria's education system does not automatically solve long-standing issues such as inadequate school infrastructure, teacher shortages, poor funding and the growing number of out-of-school children.
He maintained that the country's education crisis is rooted more in implementation failures than in the framework itself.
Lakemfa also challenged the government's argument that the new model would reduce school dropouts.
He argued that expanding access to education requires building more schools, improving learning facilities and investing in teachers rather than simply restructuring the years spent in school.
The columnist further stated that Nigeria's estimated 20 million out-of-school children remain the country's biggest educational concern.
In his view, addressing that challenge should take priority over changing the structure of basic education, as millions of children are still unable to access formal schooling.
Drawing comparisons with other countries, Lakemfa noted that education systems in nations such as China, the United States and the United Kingdom also follow structured stages of learning that are broadly similar to Nigeria's existing arrangement.
He argued that these countries achieved educational success through sustained investment, effective implementation and clear policy direction rather than frequent structural changes.
He also referenced the four pillars of education promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO)—learning to know, learning to do, learning to live together and learning to be—arguing that these principles should guide educational reforms instead of focusing primarily on changing the duration or structure of schooling.
Lakemfa further criticised what he described as years of inadequate investment in technical and vocational education, noting that many schools lack properly equipped workshops and training facilities despite the objectives of the existing 6-3-3-4 system.
He contended that governments over the years have failed to fully implement the original vision of the education policy.
The Federal Government recently announced plans to replace the current structure with a continuous 12-year basic education model as part of wider reforms aimed at reducing learning disruptions, improving access and aligning Nigeria's education system with international standards.
The proposal has generated mixed reactions among education stakeholders, with some supporting the initiative while others believe deeper systemic challenges should be addressed first.
Concluding his argument, Lakemfa urged the Federal Government to suspend further action on the proposed reform until extensive consultations are conducted nationwide.
He maintained that education policy affects every citizen and should therefore be developed through an inclusive process that allows teachers, parents, students and experts to contribute to decisions shaping the future of Nigeria's education system.