In a dramatic turn of events, the Nigerian government has strongly rejected recent reports suggesting the scrapping of Junior Secondary School (JSS) and Senior Secondary School (SSS) as part of its ongoing education reforms. Dr. Tunji Alausa, Nigeria’s Minister of Education, clarified that these reports were completely false, calling them a misunderstanding of the proposal he presented at a recent meeting of the National Council on Education (NCE).
Addressing the confusion in an official statement on February 6, 2025, the Minister stressed that there was no intention by the Federal Government to abolish the key components of Nigeria’s 6-3-3 education system. Instead, Dr. Alausa explained that he had only put forward a proposal for discussion to potentially enhance the current framework of the country’s educational structure.
The Minister expressed his disappointment over the misleading nature of the reports, which he said had created unnecessary anxiety among parents, educators, and students. The proposal, which was discussed during an extraordinary meeting of the NCE, does not call for the scrapping of JSS and SSS but suggests a migration towards a 12-year uninterrupted basic education system, without dismantling existing grades.
“This is a proposal still in the discussion phase, not an immediate policy decision,” Dr. Alausa remarked. “The suggestion to expand the education cycle to a 12-year model was introduced to improve accessibility and continuity in students’ education, but it does not eliminate JSS or SSS as we know them.”
Alausa’s clarification comes after widespread media coverage, which led to public panic about the potential removal of crucial educational stages that many Nigerian families rely on. In the wake of these reports, there was growing concern that students would no longer have access to these vital educational levels, impacting their academic and future career paths.
The Minister emphasized that, under the new proposal, the 6-3-3 model, which divides education into six years of primary education, three years of JSS, and three years of SSS, would remain intact. However, the key reform at this stage would be to abolish the examination barrier between JSS and SSS. Students transitioning from JSS to SSS would no longer face external assessments, a change that Dr. Alausa believes would allow for smoother academic progression without the added stress of a national exam at this stage.
“The aim is to eliminate unnecessary examination barriers that hinder the transition from JSS to SSS,” said the Education Minister. “This is an effort to make our educational system more fluid, less stressful for our children, and more in line with international best practices.”
Despite the rumors, Alausa emphasized that the proposal was not a definite policy change but rather a subject of ongoing consultation. “We are still in the early stages of this proposal,” he explained. “The Ministry intends to consult extensively with all stakeholders, including policymakers, educators, parents, and state governments, before making any final decisions.”
The Ministry plans to conduct wide consultations and engagement over the next eight months, which will culminate in a final decision at the National Council on Education (NCE) meeting scheduled for October 2025. This extended consultation process, according to the Minister, is aimed at ensuring that the decision made reflects the interests of all stakeholders in Nigeria’s education system.
“We are committed to ensuring that any decision made is well-informed and inclusive, allowing all parties to have a voice in shaping the future of our education system,” Dr. Alausa stated.
Additionally, Alausa reassured the public that the Ministry would maintain its focus on improving access to quality education for all Nigerian children, as this remains a priority for the Federal Government. He noted that reforms would be designed to meet global standards while addressing local challenges.
Furthermore, Dr. Alausa touched on other ongoing educational challenges, particularly the issue of student enrollment and infrastructure. He acknowledged that the Nigerian education system faces immense pressures, such as inadequate facilities, overcrowded classrooms, and disparities in educational resources across regions.
As part of the government’s commitment to addressing these issues, he revealed that the Ministry has been working closely with both state governments and international partners to improve educational infrastructure and provide better learning conditions for students.
The clarification from the Minister has calmed some of the anxiety surrounding the potential changes to the education system. Teachers’ associations, including the Nigerian Union of Teachers (NUT), had expressed concern about the direction the educational reforms might take. They were particularly apprehensive about the removal of key stages of schooling, which they feared would disrupt the educational development of Nigerian children.
However, with Dr. Alausa’s latest statement, the NUT has urged its members to remain patient and engaged throughout the consultation process. “While we are cautious, we understand that the government is exploring options to strengthen the education system. We look forward to being part of the discussions in the coming months,” said a representative of the NUT.
In a show of solidarity, several parent groups have also come out to praise the government for providing clarity. “We were initially confused by the reports, but Dr. Alausa’s statement has put our minds at ease. We hope that the government will continue to listen to parents and teachers as they work to make decisions that benefit our children’s future,” said one parent group spokesperson.
Dr. Alausa’s reassurances came at a time when education policy reforms are under intense scrutiny. The Nigerian government has long faced criticism for the state of its education sector, with many stakeholders calling for urgent and comprehensive reforms to address underfunding, outdated curricula, and the lack of access to education for millions of children in rural areas.
