6-3-3-4: TRAVELLING IN THE WORLD OF MIRAGE OR REALITY

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Introducing the new system of education in 1983 using the 6-3-3-4 program was met with a promising signature. The educational sector which comprises of teaching and guiding the students into a novel knowledge of values, the character of interpreting figures and computing certain informing academic research which will be for the benefit of the students and the society, became very prominent, disposing of the minds of each candidate with that zeal and zest to plan a fascinating proposal for a reputable format for gaining liberation from ignorance.

However, to propose the continuation of this system can as well, help to create a sense of Independence in every child. To begin with, Nigeria has numerous regions which are culturally decorated. The ability for each system of education to adapt to the cultural orientation of each region, which is centralised in the initiation of 6-3-3-4, will aid in bringing a resource of wisdom and wonderful skills that can be nurtured within the long time program of this unprecedented system.

The more we understand that the rigorous nature of this system of education promulgated by the Universal Basic Education UBE, will deepen the interiority of what the student seems to cultivate his or her habit into, the more we applaud the superiority of this program. Consequent to that, the offshoot of unveiling every human ingenuity can be achievable through this process of education. This means, to unblock this aspect of human life, which can freely be done with education, using the instrument of 6-3-3-4, is genuinely advisable.

The first interest of this system of education which proves to be in good relationship with John Dewey’s concept of pragmatic education is the Progressive education. It is an aspect of human training which emphasises on the necessity of learning by doing. For him, people learn through a hands-on approach. This means that for education to be internal, the process of using the basic tools in narrowing down the explanation or using it to set an example will assist the student in understanding each concept used in the class. In another formula, Dewey rejects the behaviourism aspect of human training. By rejecting most of the theories that were popular at the time, such as behavioural installation and dismissed these as being too simplistic and insufficiently complex to describe learning processes. In those days, at the end of the 20th century, Dewey observed that it was assumed by many people that children were passive recipients of knowledge. The John Dewey theory, however, directly opposes this by describing education to be more of interactive and descriptive.

Dewey argued that education can only truly be effective when children have learning opportunities that enable them to link current knowledge to prior experiences and knowledge. This was a ground-breaking idea in those days. Particularly the part related to experience learning, where children come into contact with their environment, was revolutionary. William James, a pragmatist, agrees with Dewey on the importation using experience as the nursery and primary sections, would become a vital means of achieving this.

Therefore, to say that this system of education prepares one’s mind into aligning principally to the features of what is required in the building of carrier of professional courses, is to say that within the time frame of this program, the human brain is still receptive and eager to be curious and become naturally inventive through this means. This method will activate into the minds of a person the ability to unveil other interesting information that can be viable for the society. And when this process is used, it will develop the skills and the prowess of the person. The earlier we make a strong resolution to teaching the young minds at the age very affordable for them, the faster they learn and utilize their time in creating a world with multiple beauty.

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