Malaysia’s 12-year basic education holds lessons for Nigeria
ABUJA, Nigeria (MNTV)- The Nigerian government is considering adopting a 12-year basic education model, drawing inspiration from Malaysia’s successful system, as announced by Minister of Education Tunji Alausa, reports Business Day Nigeria.
It aims to streamline the education system, removing the current junior and senior secondary school divisions and implementing an uninterrupted basic education framework.
However, the plan faces significant challenges, including funding, teacher training, and implementation complexities.
Alausa believes the 12-year model will ensure a “continuous, uninterrupted curriculum, promoting better standardisation and fostering quality assurance.” He argues that “subsuming secondary education into basic education to span 12 years is a necessary step towards creating a more inclusive, equitable, and globally competitive system.”
Malaysia’s education system, structured into five stages from preschool to tertiary, emphasizes developing students’ knowledge, skills, and values, offering academic, technical/vocational, and religious pathways. Researchers like Juliana Janjang, Aida Hamid, and Mohammed Yusoff Mohd Nor highlight Malaysia’s intent to extend its compulsory education period, aligning with global trends.
Nubi Achebo, director of academic planning at Nigeria University of Technology and Management (NUTM), acknowledges the policy’s potential but stresses the importance of effective implementation. “This change seeks to standardise the curriculum, reduce dropout rates, and better prepare students for higher education or employment,” Achebo stated.
He cautioned that “ultimately, the success of the proposed 12-year basic education plan depends on effective implementation, adequate resources and a commitment to addressing the underlying challenges in Nigeria’s education system.” Achebo also emphasized the critical need for significant investment in teacher training and resources.
Jessica Osuere, CEO of RubbiesHub Educational Services, called for clarity on the “uninterrupted education system” concept. She emphasized that any adopted policy must align with global practices, focusing on digital literacy, vocational education, and competency-based education.
“The main focus for me should be on the contents of the curriculum that will prepare our children for the future in an ever-changing world,” Osuere said. She also questioned if Nigeria has the necessary resources to ensure the program’s success and address skills gaps.
However, the proposal faces strong opposition from the Nigeria Union of Teachers (NUT). Audu Amba, NUT president, argues that the primary issue is funding, not a change in the education model.
“Whether it’s 6-3-3-4, 9-3-3, or 12-4, the fundamental issue is funding. How committed is the government to funding this system to avoid issues like frequent strikes?” Amba questioned. He stressed the need to improve working conditions for teachers and adequate funding to enhance the current system’s outcomes.
The debate highlights the complex challenges facing Nigeria’s education sector, with stakeholders emphasizing the need for careful planning, resource allocation, and a focus on quality to ensure the success of any proposed reforms.
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