Nigeria’s Minister of Education, Tahir Mamman, along with other stakeholders in Education attended a contentious policy discussion hosted by the Joint Admission Matriculation Board (JAMB) in Abuja. The government’s plan to raise the minimum age requirement for admission to higher schools from 16 to 18 starting in 2025 was the main topic of discussion during the conference. The minister used the nation’s educational system, which recommends that pupils should be 18 by the time they finish their secondary education, to defend this approach. Stakeholders, however, were deeply divided over this news, with many claiming that it was harsh and unrealistic considering how many pupils today graduate from Secondary School before the age of 18.
In an attempt to allay these fears, the minister agreed to grant entry in 2024 to students who are 16 years of age or older, with the rigorous implementation of the 18-year minimum age holding back until 2025. The age policy has sparked a wider debate. While some stakeholders support it, citing the need for character development and maturity before entering university, others contend that it could have unfavorable effects, like encouraging social vices among young people who are waiting to be admitted.
Will the policy succeed in its objectives or present new difficulties?
Based on the 6-3-3-4 and later 9-3-4 education systems that were adopted in Nigeria, the strategy aims to make sure that students graduate from high school at a consistent pace and are mature enough to enroll in postsecondary institutions. This strategy, well-meaning though it may have been, has come under fire for not keeping up with the demands of contemporary society and education. By asking if the policy will succeed in its objectives or present new difficulties for Nigeria’s educational system, contenders question the policy.
Introduced in 1983, the 6-3-3-4 system is a structured educational framework in Nigeria that requires students to complete six years of primary school, three years of junior secondary school, three years of senior high school, and a minimum of four years of postsecondary education. The Universal Basic Education (UBE) policy led to the introduction of the 9-3-4 system, which extended basic education to nine years. This includes three years of junior secondary education, three years of senior secondary education, and at least four years of postsecondary education.
Older pupils usually outperform their younger colleagues in the classroom.
The advocates of the 18-year age policy contend that it solves important problems in the postsecondary institutions of the country . They contend that older students are more likely to be mature and better suited to cope with the demands of a university education, such as the demands of social independence and rigorous coursework. Research from several nations indicates that older pupils typically outperform their younger counterparts in the classroom and have lower dropout rates.
According to National Bureau of Statistics (NBS) data, many university students in Nigeria enroll at the age of sixteen or even younger. This means that a sizable fraction of students are under the age of eighteen. This has sparked questions about whether they are prepared to handle the intellectual and social pressures of a university setting. There are several possible effects of the policy on parents, students, and the Educational System as a whole. Delaying admission to university could result in students spending more years in high school or in preparatory courses, which could be viewed as an opportunity for continued personal growth or as needless waiting.
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As a result of having to support their children longer until they reach financial independence, parents may face more financial difficulties as a result of the legislation. The Legislation may have a short-term negative impact on the number of students enrolled in universities, which could have an impact on higher institutions’ Revenue streams. On the other hand, it might eventually result in a student body that is better adjusted and prepared intellectually, which would improve the caliber of graduates joining the workforce.