Senate drama and the 12-4 education model reform: The hidden connection

If you’ve been keeping up with the news lately, you’ve probably seen some of the major headlines: the federal government’s proposed shift from the 6-3-3-4 education model to a 12-4 structure, the ongoing showdown in the Senate between Senate President Godswill Akpabio and Senator Natasha Akpoti-Uduaghan, and the tax reform bill making progress in the legislative chambers. At first glance, these issues seem separate—just different events happening in the same country. But are they really?

For those of us who care deeply about education, it’s easy to focus on policies like the 12-4 model. After all, could there be any connection between the education reform and the political drama unfolding in the Senate?

My answer is YES.

To see the connection, we have to dig a little deeper. Shall we?

One of the federal government’s key claims to support the need for transitioning to the 12-4 model is its potential to reduce dropout rates in Nigeria’s basic education system. The logic seems straightforward: if students experience fewer transitions between schools, they are more likely to stay enrolled. Fewer disruptions might encourage students to complete their education. While this makes sense on the surface, a deeper dive into Nigeria’s dropout crisis reveals that school infrastructure alone is not the main culprit. Students drop out for numerous reasons, including but not limited to financial struggles, familial and cultural expectations, and, crucially, societal perceptions of education’s value. This last factor is often overlooked.

The Invisible Hand of Society in Education

When discussing education stakeholders, we often mention the government, teachers, school administrators, parents, and students. However, one of the most influential yet often ignored stakeholders is society itself. Sociologists argue that education is fundamentally a process of socialization—a means of preparing individuals to function within their unique societal context. This means that society, through its culture, values, active experiences and even political landscape, directly shapes the goals, structure, designs and outcomes of education.

A glance at Nigeria’s higher education history illustrates this point. The development of universities in Nigeria has often mirrored major political and social shifts. The establishment of first-generation universities, for example, was deeply influenced by geopolitical tensions. Further expansion of higher education has historically coincided with the prevailing socio-economic and political ideologies of the time.

Beyond historical evidence, I have witnessed this firsthand as an educator. One of the hardest lessons I learned as a university lecturer was that my battle in the classroom extended beyond weak curriculums and inadequate resources. I was also up against a societal value system that, in many ways, undermined the very intellectual growth, critical thinking and social responsibility I was trying to help my students cultivate.

The Root of the Problem Runs Deeper

It is easy to assume that educational outcomes are shaped primarily by teachers, students, policies, and school infrastructure. However, the unspoken power of societal values cannot be ignored. Society dictates what is considered valuable and aspirational. It regulates the perception of success, power, affluence, etc. If students grow up in an environment that consistently devalues the promise of education, promotes shortcuts to success, and glorifies power over integrity, then even the most well-structured education models will continue to struggle to achieve their intended impact. The events and leanings of the society as a stakeholder send messages about education, and students pick up on that. Oh, they do!

I recall a heartbreaking conversation with a student some years ago who was considering dropping out of the university mostly because he had lost faith in education as a pathway to success. His perception was shaped by the realities he saw around him: a society that often rewards power and corruption over knowledge and ethical contributions. All of my pleas to reconsider fell on deaf ears. It was one of my wake-up calls to realise the sheer power that societal perceptions hold on my students’ real lives.

We can introduce new curriculums, revamp teaching methods, and restructure education models all we want. But if our students’ worldview is shaped by a society that normalizes injustice and violence, celebrates mediocrity, victimizes them based on their gender, and glorifies power at any cost, then our efforts will fall short. If the underlying societal values remain unchanged, we’ll continue to struggle with the same core issues.

The Bigger Picture

Education reforms, political disputes, and economic policies may seem like separate issues, but they are all reflections of the same societal structure. When political leaders dominate the news and make headlines for reasons that contradict the ideals of education—intellectual growth, moral integrity, and public service—it sends a message. And when that message is repeated often enough, it shapes how young people view education and its purpose. If those in power continuously undermine the values that education is meant to uphold, how can we expect students to believe in its promise?

At the end of the day, education doesn’t exist in a vacuum. It is deeply tied to the values of the society in which it operates. The problem is far greater than a simple transition from the 6-3-3-4 model to 12-4. If our societal values—the very foundation upon which education rests—remain weak, then no reform will be enough to create lasting change. If the society continues to fail to uphold principles that support learning, critical thinking, and ethical leadership, then no structural reform will be enough to fix the system, no matter how well designed.

So, while discussions about the 12-4 model are important, they shouldn’t happen in isolation. The real question we should be asking is: What kind of society are we building? Until we address the deeper societal values that shape education, policy changes alone will not bring about the transformation we hope to see.

Oluwatoyin is a STEM Education Doctoral Researcher, Social Impact Founder and Education Policy Advocate.  She writes from Nigeria and the United States. She can be reached at [email protected] or on LinkedIn here.