Oyewole Sarumi PhD, ACC
The recent directive by Education Minister Professor Tahir Mamman to enforce an 18-year-old age limit for school certificate examinations and university admissions in Nigeria has sparked widespread debate. While the policy aims to ensure students are adequately prepared for higher education, it also raises concerns about its rigidity and impact on the development of younger, capable students.
I shared a narrative on my thoughts on the policy based on our 6-3-3-4 framework in my article titled “Age 18 For University Admissions In Nigeria: A Panacea For Children To Mature.” This piece is intended to share another narrative into the public space for holistic views as we interrogate this policy. Probably, this policy might need a rejig, but anyone who thinks it is a new policy is not abreast of what operates within our educational system.
We are not unaware that globally, educational trends are shifting towards flexibility and individual readiness, rather than rigid age restrictions. I intend to explore the limitations of the age-based policy that I posited in my first write-up, analyse global best practices, and propose recommendations for Nigerian education policymakers to create a more inclusive and effective system.
THE DRAWBACKS OF A STRICT AGE-BASED ADMISSION POLICY
The directive to enforce the age limit of 18 for school-leaving examinations, such as the West African Senior School Certificate Examination (WASSCE) and the Senior School Certificate Examination (SSCE), may reflect an outdated educational framework from a nuanced perspective. While the intention is to ensure students are mature enough for higher education, it fails to accommodate the varied development of students. I stated this explicitly with workable recommendations under the subheading “Is there a space for gifted children?” in my previous piece. Many younger students demonstrate readiness for higher learning well before reaching the age of 18. In contrast, countries like the United States and the United Kingdom have developed flexible admission policies that consider the unique capabilities and readiness of each student, rather than strictly adhering to an age-based criterion. This kind of flexibility must be considered by our educational policymakers!
GLOBAL PERSPECTIVES ON FLEXIBLE EDUCATIONAL POLICIES
In many countries, such as India, the United States, and the United Kingdom, university admission policies are designed to cater to the unique development trajectory of each student. Younger students demonstrating academic readiness are often allowed to progress, supported by robust mentorship programmes, academic advising, and social integration initiatives. These systems recognize that intellectual and emotional maturity cannot be uniformly determined by age. For instance, students in the U.S. can gain admission to the university through programmes like Advanced Placement (AP) courses, while in the UK, students can enter universities after completing their A-Levels. In both cases, the emphasis is on individual readiness rather than a blanket age requirement.
- THE NEED FOR EDUCATIONAL FLEXIBILITY IN NIGERIA
Nigeria’s adherence to a rigid 6:3:3:4 educational structure (six years of primary school, three years of junior secondary, three years of senior secondary, and four years of university education) does not account for the differences in student maturity and readiness. The educational framework needs to evolve to consider students’ capabilities rather than restricting them to a standardized age limit. While it is important to ensure that students are prepared for the challenges of higher education, this preparation should focus on academic and emotional readiness rather than chronological age.
- THE ROLE OF COGNITIVE DEVELOPMENT IN EDUCATION
Educational theories such as Jean Piaget’s stages of cognitive development offer valuable insights into how children learn and grow. However, these stages should not rigidly determine the timeline for educational progression. Modern educational psychology acknowledges that students develop at different rates. Some students may be ready for advanced learning at a younger age, while others may need more time to mature. Countries with flexible educational systems have shown that students who start university early can succeed with the right support. Nigeria could benefit from incorporating these advancements into its education system by providing personalized learning pathways that allow students to progress according to their readiness, rather than their age.
- ADDRESSING CONCERNS ABOUT EARLY ADMISSIONS
Critics argue that enforcing an age limit of 18 ensures that students are emotionally and socially prepared for the challenges of university life. However, many educational systems worldwide have demonstrated that with appropriate support, students younger than 18 can excel in higher education. Initiatives such as mentorship programmes, academic advising, and social integration efforts can help younger students navigate university life successfully. For example, many U.S. universities provide extensive support for younger students through freshman orientation programmes, peer mentoring, and access to academic counsellors. These frameworks can be adapted to the Nigerian context to ensure that students of all ages can thrive in higher education settings.
- BENEFITS OF A FLEXIBLE ADMISSION POLICY FOR GIFTED AND ACCELERATED LEARNERS
Flexible admission policies offer significant advantages for gifted and accelerated learners who often exceed academic expectations long before reaching the conventional age of university entry. By accommodating their unique learning needs, these policies promote a more personalized and effective educational experience. Let’s briefly discuss some benefits of adopting such flexible admission frameworks:
1. Enhanced Academic Engagement and Motivation
Gifted and accelerated learners frequently achieve academic milestones earlier than their peers and being held back due to rigid age requirements can lead to boredom, frustration, and disengagement. A flexible admission policy allows these students to progress at a pace that matches their abilities, cultivating a love for learning and preventing the negative effects of under-stimulation. When students are appropriately challenged, they are more likely to remain motivated, engaged, and enthusiastic about their education.
2. Promotion of Intellectual and Emotional Growth
Allowing gifted students to advance according to their capabilities supports both intellectual and emotional development. It helps create a learning environment that nurtures critical thinking, creativity, and problem-solving skills. Furthermore, by engaging with peers who share similar intellectual abilities, these students can build confidence, resilience, and social skills, which are crucial for their overall growth. This approach ensures that gifted students are not only academically prepared but also emotionally mature to face future challenges.
3. Prevention of Behavioural Issues and Underachievement
When gifted students are forced to remain in environments that do not meet their academic needs, they may develop behavioural problems, such as acting out in class, becoming disruptive, or withdrawing from social interactions. Moreover, they may experience underachievement due to a lack of appropriate academic challenges. Flexible admission policies that allow for acceleration can help prevent these issues by placing students in settings that stimulate their intellect and align with their learning needs.
4. Facilitation of Early Specialization and Career Development
For many gifted learners, a flexible admission policy opens doors to early specialization in their fields of interest, allowing them to explore advanced topics, engage in research, and participate in higher-level coursework much earlier than their peers. This head start can be particularly valuable in disciplines like science, technology, engineering, and mathematics (STEM), where early exposure can lead to significant achievements. By encouraging early specialization, educational systems can better prepare these students for successful careers and leadership roles in their chosen fields.
5. Maximizing Educational Resources and Opportunities
Flexible admission policies enable schools and universities to optimize their resources by identifying and nurturing talent early on. Through personalized learning pathways, institutions can allocate resources more efficiently, providing gifted students with access to advanced courses, specialized programs, mentorship opportunities, and extracurricular activities that enhance their learning experiences. This tailored approach not only benefits the students but also elevates the overall standard of education offered by the institution.
6. Alignment with Global Best Practices
Countries like India, China, and the UK have already implemented flexible admission policies that recognize the diverse needs of learners and provide specialized programs for gifted students. By adopting similar policies, Nigeria and other countries can align with global educational standards and practices, ensuring that their students are not disadvantaged on the international stage. This alignment can also facilitate cross-border educational collaborations and student exchanges, broadening the horizons of gifted learners.
7. Advancing a Culture of Inclusivity and Excellence:
Flexible admission policies promote an inclusive educational culture that acknowledges and celebrates diverse learning styles and paces. They encourage a shift from a one-size-fits-all model to a more nuanced understanding of student potential. By recognizing and accommodating the unique needs of gifted and accelerated learners, educational institutions can create a more supportive and nurturing environment that encourages excellence across the board.
I posit that our educational systems can create an environment that nurtures talent, encourages intellectual growth, and maximizes the potential of every student, ultimately contributing to a more innovative and competitive society, if we can experiment with implementing flexible admission policies.
- A GLIMPSE OF RESEARCH STUDIES ACROSS THE WORLD
- The Importance Of Early Childhood Education
Contemporary research studies support the benefits of early childhood education in enhancing cognitive and social development, preparing children for formal education regardless of their chronological age. High-quality early childhood programmes have been shown to positively impact a child’s readiness for school, reducing the need for age-based restrictions at later stages. My take is that Nigeria should focus on improving access to quality early childhood education to ensure that all students are adequately prepared for the rigors of formal schooling.
- Neuroscience And Educational Readiness
While neuroscientific research does suggest that the brain continues developing into the early twenties, this should not preclude younger students from pursuing higher education if they demonstrate readiness. Many universities worldwide accommodate younger students by providing specialized support systems, recognizing that educational readiness encompasses more than just brain development. Nigeria can learn from these examples by focusing on individual assessments and tailored support, ensuring that students of all ages can thrive in higher education environments.
- The Myth Of Universal Unpreparedness Among Younger Nigerian Students
The notion that younger Nigerian students are universally unprepared for university is a stereotype that oversimplifies the issue. Many younger students who enter university early succeed and contribute positively to their academic communities. Universities worldwide are increasingly recognizing the benefits of diverse student populations, including varying ages, and are developing support systems to ensure all students thrive. Nigeria should focus on creating a supportive educational environment that allows all students to reach their full potential, regardless of their age.
- RECOMMENDATIONS FOR EDUCATION POLICYMAKERS AND ADMINISTRATORS
To create a more flexible and effective education system in Nigeria, education policymakers and administrators should consider the following recommendations:
1. Adopt Flexible Admission Policies
Transition from rigid age-based admission requirements to policies that emphasize individual readiness, academic capabilities, and emotional maturity. This shift allows students who demonstrate the necessary competence and maturity to advance without being restricted by age. Such policies would cater to a diverse range of learners, including those who excel beyond their age group, those needing additional time to develop, and those with unique learning trajectories. It would also help identify and nurture talent early, fostering a more inclusive educational environment.
2. Implement Accelerated Learning Programs
Develop and implement tailored programmes for gifted and accelerated learners, modelled after successful examples in countries like the U.S. and the UK. These programs could offer advanced coursework, early graduation options, and opportunities for dual enrolment in higher education institutions while still in secondary school. By doing so, Nigeria can provide intellectually stimulating environments that keep gifted students engaged, challenged, and motivated, reducing the risk of disengagement, or dropping out. This approach would also help retain talented students who might otherwise seek educational opportunities abroad.
3. Strengthen Early Childhood Education
Prioritize investments in early childhood education by increasing funding, improving curriculum standards, and training educators in best practices. High-quality early childhood programs are essential for laying a solid foundation in cognitive, emotional, and social development, which is critical for later academic success. Policymakers should focus on universal access to early education, especially in underserved communities, to ensure all children have the opportunity to develop the skills needed for lifelong learning. Implementing early assessment tools can help identify learning disabilities or giftedness at an early stage, allowing for targeted interventions and support.
4. Develop Support Systems for Younger Students
Create robust support structures, such as mentorship programs, academic advising, and social integration initiatives, to help younger students transition smoothly into university environments. These systems should be designed to address the unique needs of younger students, such as emotional and social maturity, peer relationships, and academic challenges. Support mechanisms could include peer mentoring, life skills training, tailored orientation programs, and ongoing counselling services. This would help younger students build resilience, confidence, and the skills necessary to navigate the complexities of university life successfully.
5. Encourage Continuous Review of Educational Policies
Establish a dynamic framework for the regular assessment and revision of educational policies to keep pace with global educational trends and innovations. This approach should involve setting up review committees comprising educational experts, academics, and policymakers who can analyse current policies, identify gaps, and recommend changes based on new research, technological advancements, and shifts in societal needs. Additionally, feedback loops should be created to allow for input from educators, students, and parents to ensure policies remain relevant and effective.
6. Engage Stakeholders in Policy Development
We must cultivate a collaborative approach to policy-making by actively involving all key stakeholders, including parents, teachers, students, educational experts, and community leaders. This inclusive process ensures that policies reflect the diverse perspectives and needs of the community. Hosting regular forums, workshops, and consultations can provide a platform for open dialogue and constructive feedback. Engaging stakeholders in this way will also build trust, enhance policy acceptance, and ensure that the implemented policies are practical, equitable, and sustainable.
7. Build Collaboration with Global Institutions
Establish partnerships and collaborations with international educational institutions to exchange knowledge, share best practices, and adapt innovative educational models suitable for the Nigerian context. These collaborations could include student and teacher exchange programmes, joint research initiatives, and access to global educational resources. Learning from global institutions would help Nigeria integrate cutting-edge teaching methodologies, digital learning platforms, and inclusive education practices. Such partnerships can also help in capacity building, training educators, and aligning Nigerian education standards with global benchmarks.
NOTE: In my considered opinion, if Nigeria can adopt these comprehensive strategies, we create an education system that is not only flexible and inclusive but also responsive to the diverse needs of its students, ensuring that every child could achieve their full potential.
CONCLUSION
The enforcement of an 18-year-old age limit for school certificates and university entry is an outdated approach that fails to recognize the diverse needs and potentials of Nigerian students. Education should be flexible, focusing on readiness rather than age, and providing the necessary support systems to ensure that all students, regardless of their age, can succeed in higher education. By adopting a more balanced and personalized approach, Nigeria can better prepare students for the challenges and opportunities of the modern world, ensuring that no student is left behind due to rigid age-based policies. Embracing flexibility in educational policies will not only enhance the overall quality and competitiveness of Nigeria’s education system but also help cultivate a generation of well-rounded, capable, and innovative thinkers ready to contribute to national development.
