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Sunday, November 18, 2018

Part 3 of the resolutions reached @ the recently held stakeholders emerging on BRING BACK THE PRIMARY 6 MOVEMENT

*Part 3 of the resolutions reached @ the recently held stakeholders emerging on BRING BACK THE PRIMARY 6  MOVEMENT*
 At the meeting , individuals given opportunity to talk and ask questions chronicled how we got to this level of menace :

*When a child enters primary school, one can see the quest for learning in his or her eyes. As the child climbs the educational ladder, *cooperation changes to competition*, and *learning to the regurgitation of often misunderstood facts in examinations*.
 Most children, and their parents, are more concerned with their marks in an examination than whether they have learned anything from school or not. What is important to a child these days , is his or her examination grades, and in many circumstances, it is immaterial as to how these grades are obtained. 
Many children learn that *nothing is more valuable than finding some way to cheat.* For example, having examination papers in advance or the answers to the questions during or before the exam…

As if that malpractice is not enough , children suffer from teachers'  absenteeism, as it is clear that, all other things being equal, the greater the number of hours of teacher—learner interaction, the more the child will learn. 

Examples were drwan from Japan which has an *academic year of 246 days* and most Japanese children have at least this number of days of effective learning. 
*US and much of Western Europe have academic years of 180 days*, and achieve at least 170 days of teaching. But the poorer developing countries tend to have *academic years of 180 to 220 days*, but largely because of teachers' absenteeism and strikes, and sanctioned absences to collect salaries or administrative meetings, manage an average of around *120 days, with a low of 70 days in some part of our country.(FOWOWE 2018)

Many developing countries operate  overcrowded classrooms (as many as 180 pupils in a class in some States of excellence ) the majority of children have insufficient access to effective teaching. *Many leave school illiterate* and few have skills to equip them for self-employment, let alone to participate in the national  economy. Most parents, except for those who send their children to elite private schools, are being cheated by the school system but do not know!
Given the fact that schooling has become divorced from learning, the most pernicious and corrupting impact of the school system on the youth in the  country  is that, *they are failures*.

Half fail at the end of primary school because they hardly get to *primary 6* .Another half at the end of junior secondary, *two thirds of those who are in senior secondary schools fail in the real sense but pass through abrakadabra to go to higher education*, and half of those fail to get a degree. 
*Many of those who graduate fail to get an acceptable job because , government at all levels and Cooperate organizations have pegged entry requirement to not above 24 years* .
  Someone who considers him or herself a failure cannot have a stake in the development of his society. No wonder, we witness the highest unemployment rate in the country! 
The crowds of unemployed youth on every street corner in Nigeria , and increasingly also in the villages, is a threat (e.g. the militants in the Niger Delta, Agberos in the South-West and Almajiris in the North). This sense of failure is intensified by the inappropriateness and irrelevance of much of what is taught today in our schools .. No more  entrepreneurial skill ( handiwork) as it was known in the 80s, at all levels of our education.

The height of the criminality in our educational system is the latest practice of JUMPING PRIMARY SIX to secondary (JSS 1) and leaving S.S. 2 for higher institution. To the perpetrators, it is a way of saving money at the expense of the social, emotional and psychological considerations of the learners. Children who are conscripted to jump this "all-important classes Primary six and S.S 3, tend to struggle for psychological relevance in the future. Though, such learners may be intellectually o.k. but life is in stages and the cycle must be observed. It against this background that made few concerned  parents cum trainers conveyed a stakeholders' meeting recently about the subject matter *Bring back the primary 6 movement ( BBP6M)* where the following decisions were reached for onward transmission to the public :

√ Safety  and protection of  children throughout the journey of  primary  education cycle  should be of paramount importance to all teachers, school owners and the  significant adults.
√ Educators should  be involved in politics so as influence the law makers at all levels in favour of  this PROJECT ( BBP6M)

√ Govt should enforce and sanction erring schools that violate provisions in the  educational policies 

 √ Pegging entry requirements  into universities *at 16 years* is a scam and of course,promotes jumping of classes..Therefore ,if the cycle of age cohorts for our school system  is to be  completed  normally, from pre school to S S 3, the age by this calculation  will be 17 or 18 years :  *Creche to  Kindergarten* *(1-5 years)* , *kindergarten to Grade 1*, (5-6 years ), Grade1-6 ,( 6-12 years ), Grade 7-9,( 12-15years  ), S S 1-3( 15- 18 years )
*So Government and authorities of higher education should review this existing policy* 

 The labour Unions should also be involved  in this crusade of (BBP6M) and  the relevant authorities should review the  *labor market entry requirements that put those above 25 and 30 at disadvantage* to accommodate more *experienced job seekers who were not  employed not because of their lack of skills but because the jobs are actually in short supply*

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