The problems and prospects of implementation of the 6-3-3-4 system of education in secondary schools in Anambra State of Nigeria.

摘要

Purpose of the study. The purposes of this study were to examine the implementation of items recommended by the federal government of Nigeria in the National Policy on the new "6-3-3-4" System of Education in Anambra State secondary schools and to identify those items which were being successfully implemented and those which were regarded to denote problems.; Procedure. Through a review of the policy statements and goals, nine critical areas necessary for successful implementation of the new system of education were identified as (a) planning and coordination, (b) finance, (c) curriculum, (d) manpower resources, (e) facilities, (f) technological equipment, (g) continuous assessment and counseling, (h) admission, retention and graduation, and (i) nation building.; A survey instrument consisting of 30 questions that addressed the nine critical areas was given to every principal of the 461 secondary schools in Anambra State. The responses from 315 principals that answered to all the items in the questionnaire were analyzed, summarized and charted.; Findings. There was a substantial lack of awareness of the implications of the new system. The policy implementers encountered problems in all the prescribed items in the policy except in the adoption of the curriculum. The problems included a limited amount of accurate statistical data needed for effective planning, insufficient quantity of professional and qualified teachers for the new scheme, a limited amount of facilities and equipment, inadequate funding, lack of proper supervision, and the challenges posed by the continuous assessment.; Conclusion. The National Policy on the 6-3-3-4 System of Education was designed to expand Nigeria's public education program to accommodate both academic and vocational training for all the youth and to lead Nigeria into the technological world. Adequate campaign was not carried out to enlighten the public of the implications of the new system. The policy planners underestimated the implications of the system and so were not well prepared to execute the program. The program cannot effectively be implemented without sufficient funding, the provision of infrastructural facilities and instructional resources which were at this point in time limited in number.