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The National Association of Proprietors of Private Schools (NAPPS), in Tuesday, urged the Federal Government to ensure that any decision on its proposed integration of Junior and Senior Secondary education is guided by empirical evidence, reliable national data and extensive stakeholder consultations rather than assumptions.
Reacting to the proposal to replace the current 6-3-3-4 system with a continuous six-year secondary education model, the association in a statement said education reforms must be evidence-driven if they are to produce meaningful and lasting results.
In a position paper jointly signed by its National President, Chief Yomi Otubela, and National Secretary, Evangelist Ajibade Augustine, NAPPS lauded the government for opening discussions on measures to improve school retention and reduce the number of out-of-school children.
The association said, “Any policy intended to strengthen Nigeria’s education system deserves objective consideration, particularly at a time when the nation continues to face significant educational challenges.”
While acknowledging arguments in favour of the proposed reform, the Association maintained that changing the school structure alone would not solve the country’s education crisis.
It stated, “There are legitimate concerns that restructuring the system alone will not significantly reduce the number of out-of-school children.”
According to the association, “Poverty, insecurity, the rising cost of education, child labour, early marriage, inadequate school infrastructure, shortage of qualified teachers and weak enforcement of compulsory education laws remain the principal drivers of school drop out in Nigeria.”
It cautioned the governmen that “Unless these underlying challenges are deliberately addressed, changing the administrative structure may produce only marginal improvements.”
The Association appealed to the Federal government to first establish, through credible research, whether the transition from Junior Secondary School to Senior Secondary School is truly responsible for the high dropout rate before embarking on a major restructuring of the education system.
The association recommended that “before any final decision is taken, the Federal Government should commission comprehensive research to determine whether the separation between Junior and Senior Secondary Schools is indeed a major contributor to school drop out.”
It added that “Such research should be supported by reliable national data, international best practices and measurable learning outcomes.”
The private school body also cautioned against reforms that could unintentionally weaken technical and vocational education.
It said, “The present structure provides flexibility for learners whose interests and abilities are better suited to technical and vocational education after completing Junior Secondary School.”
According to NAPPS, “Any reform should preserve these alternative pathways rather than unintentionally limiting educational choices.”
On student welfare, the association noted that the current separation between junior and senior students has helped reduce bullying in many schools, adding, “The existing separation between Junior and Senior Secondary Schools has helped reduce bullying in many schools, particularly in the public school system, because younger learners are no longer compelled to share the same environment with much older students.”
The association urged the government to carefully consider how such gains would be preserved under any new arrangement.
Beyond structural changes, NAPPS insisted that Nigeria’s education sector requires broader reforms that extend beyond changing school structures, adding that greater attention should be given to improving teaching quality, restoring discipline and values-based education, strengthening technical and vocational education, improving teacher welfare, expanding access to public secondary education and reducing the financial burden on parents.
The association also stressed the importance of rebuilding confidence in education.
It observed that “Rising youth unemployment, weak incentives for technical education and the declining attractiveness of the teaching profession continue to discourage many young people from seeing education as a reliable pathway to success.”
Advocating for an all-inclusive stakeholders views and contributions before taking any final decision, NAPPS emphasised that educational reforms are more likely to succeed when those responsible for implementation are actively involved in their design.
NAPPS welcomed the introduction of the Learner Identification Number and the Digital National Education Management Information System, saying both initiatives have the capacity to improve educational planning and strengthen evidence-based policymaking.
NAPPS concluded that it would support any reform backed by credible evidence, saying, “If credible evidence ultimately demonstrates that such restructuring will improve educational outcomes without compromising access, quality, technical education pathways, student welfare or educational flexibility, NAPPS will support reforms that genuinely advance the best interests of Nigerian children.”
