BY RITA OYIBOKA/AMAYINDI YAKUBU
Education has always been a battleground for shaping minds, yet the debate about when a child should step into the hallowed halls of higher learning continues to rage.
Decades ago, Dr. Martin Luther King Jr. captured the essence of true education when he said, “The function of education is to teach one to think intensively and critically. Intelligence plus character—that is the goal of true education.”
This sentiment was echoed by Malcolm X, who famously declared, “Education is our passport to the future, for tomorrow belongs to the people who prepare for it today.”
Despite these visionary insights, today’s Nigerian child remains at the mercy of their 18th birthday to access tertiary education.
Nigeria’s Age Restriction Controversy
In a recent and rather heated policy debate, Federal Minister of Education, Prof. Tahir Mamman, found himself at odds with educational stakeholders.
Convened by the Joint Admissions and Matriculation Board (JAMB), the meeting aimed to resolve a contentious issue: the appropriate age for admission into Nigerian universities.
Initially, the Federal Government’s stance was firm—no one under 18 would be allowed into higher education. But when Mamman floated the idea to the assembly, the room erupted with a resounding “No, no!” It was clear the stakeholders were not on the same page.
Mamman, who had previously ordered JAMB to prevent Nigerians under 18 from sitting for the Unified Tertiary Matriculation Examination (UTME), was forced to backtrack after receiving pushback from heads of institutions. In a system already struggling with deteriorating educational quality, crumbling infrastructure, relentless strikes, and a meager budget, the minister’s initial stance felt like just another hurdle for eager young minds.
With the age restriction lifted, a sense of democratization has swept across Nigeria’s educational landscape. The decision has opened doors for vibrant students who were previously sidelined, allowing them to finally test their mettle in the academic arena.
Nigeria’s educational policies have long been a tale of inconsistencies. Since independence, the country has seen a series of reforms that have done little to stabilize the system. Back in 1982, Nigeria operated the 6-5-4 system: six years of basic education, five years of secondary education, and four years of tertiary education. Then came the 6-3-3-4 system, which added three years of junior secondary and three years of senior secondary education before university. This was intended to create well-rounded students, ready to use not just their heads, but their hands and hearts as well—the so-called 3Hs of education.
But like many grand ideas, this too faltered. Dr. Obi Ezekwesili’s 9-3-4 policy, introduced after 24 years of the unbroken 6-3-3-4 system, aimed to privatize federal schools but was met with fierce criticism. The policy collapsed under its weight, forcing a return to the previous system, albeit with the inclusion of Early Childhood Education (ECE).
Meanwhile, in the UK, universities like Kent set age benchmarks of 17 for certain programs, with 18 being the requirement for medical courses. However, 16-year-olds can still gain admission with parental consent, provided they meet the university’s stringent guidelines. The key argument here is that minors under 18 are not yet adults, a premise that influences admission decisions.
Voices from the Academic Community
The Nigerian debate has seen a chorus of opinions from academics, parents, and even students. The President of the Academic Staff Union of Universities (ASUU), Prof. Emmanuel Osodeke, has backed the earlier 18-year benchmark, reminiscing about a time when children started primary school at six, completed it by 12, and graduated from secondary school by 18.
Although the Federal Government has reversed its decision, the situation has sparked discussions about age benchmarks in education and employment. For instance, the recent NNPC eligibility requirements demand that applicants be no older than 28 by the end of 2024, a stipulation that many argue disenfranchises late starters.
A common thread in these discussions is the Nigerian tendency to push children ahead prematurely, skipping classes to shorten their educational journey. Primary six has almost vanished from the private school system, and senior secondary two (SS2) is now the highest level many students reach before jumping to university. Yet, despite this rush, some of these “sweet sixteen” students excel, outshining their older peers in exams like JAMB, WAEC, and NECO.
Prof. Mamman has pointed out that the Universal Basic Education Act of 2004 allows for children to begin primary school at six. With this timeline, students should naturally complete secondary school by around 17. However, he emphasizes that intellectual prowess must be balanced with maturity—a quality that isn’t always tied to age but often deepens with it.
Tertiary institutions, he argues, are not just places to learn academic subjects but are environments that prepare young adults for the complexities of life. Emotional intelligence, resilience, and a solid work ethic are just as crucial as book knowledge. As each generation replaces the last, there’s a need to adjust our thinking—what worked in the past might no longer be relevant.
The debate also touches on the nature of the millennial generation, who, thanks to technology, mature faster than their predecessors. But, as the old African adage goes, “What an elder sees sitting down, a child cannot see even if they climb a tree.” The question remains: should academic prowess alone decide a student’s readiness, or does maturity—developed over years—still hold the upper hand?
Being Bright and Mature Are Different, Ijeh
In a recent interview, a lecturer at Delta State University (DELSU), Abraka, Dr. Patrick Ijeh, shared his concerns regarding the age of students gaining admission to universities.
Reflecting on his own university experience, he said, “My experience as a lecturer shows me that when people are too young and come to school, they don’t know what they are doing. When I went to university, I was already an older man. The maturity helped us to take care of ourselves and face the challenges that confronted us at that time. By the time we went to university, cultism was rife. But some of us, on our own, without our parents or any strong support, were able to stand our ground and resist the cultists.
“We were able to plan our studies, navigate our paths, and coordinate our lives independently. My parents did not see the gate of the university from the time I entered to the time I graduated. I came alone, finished my studies, behaved myself, and made my own choices.
“But these days, as a lecturer, I see too many students who don’t know their left from their right. Their parents are escorting them. When they come to get admission, their parents bring them. When filling out forms, their parents assist them. During exams, their parents are looking over their shoulders. It shows they are not mature. These are the people who will eventually graduate and go into society to become leaders. But they are just pampered children who don’t know their left from their right.”
Ijeh emphasized the importance of maturity in university education, arguing that admitting students who are too young can lead to various distractions and adverse outcomes. He continued, “I am strongly of the opinion that age matters. Irrespective of what the authorities are thinking about the age limit whether it’s 25, 18, or 15 years it’s not a problem to me. People just need to be mature before they come to school because this university is a different world entirely.”
In addressing the potential impact of an age limit on exceptionally bright students, Ijeh, an Associate Professor, acknowledged the distinction between intelligence and maturity.
He explained, “I understand. But being bright and being mature are two different things. If a very intelligent student comes to school, we can groom their knowledge, but we might not be able to groom their character.
“In the university, we don’t force students to come to class. You can wake up in the morning and decide not to attend class. You can leave school and walk away. It’s not like secondary school where you must go to assembly, where latecomers are punished, or where coercion is used to get students to do the right thing.
“That’s not how it works in the university. Here, you are on your own. And when you are too young to be on your own, you are being destroyed, not helped.”
Age Bench Mark Unnecessary, Not Nigeria’s Problem – Akpoveta
On the other hand, a lecturer at the Delta State Polytechnic, Ogwashi-Uku, Dr. Emmanuel Akpoveta, offered his insights into the ongoing debate over age limits for university admission in Nigeria.
Reflecting on the intricacies of the country, Dr. Akpoveta remarked, “Nigeria is a very complex country. I don’t believe the age limit is our problem. If the child is intelligent enough to understand and handle things that are typically reserved for older students, why prevent them from advancing. We should focus on our real issues and not on immaterial things. It’s the orientation of the family that matters, starting from nursery to primary, then secondary, and finally to university. If a child finishes secondary school at 15 or 16, should we ask them to stay at home for three years until they turn 18 before entering university? That’s not done anywhere. We should adopt good practices and discard negative ones that are being introduced in Nigeria.”
Dr. Akpoveta also addressed concerns about the maturity of younger students entering higher education. He questioned the belief that a 15-year-old might lack the self-control or moral discernment necessary for success in a tertiary institution. “But what about concerns that a 15-year-old entering a tertiary institution may lack self-control and the ability to differentiate between right and wrong? Who controls them in this modern, civilized age? Some people argue that the standard of education is failing, but I laugh at that notion. The standard of education has improved. For instance, my son, who is in school, brings home some mathematics problems that I find difficult to solve. Who says adults have more self-control? How many Nigerians truly have self-control? Even adults struggle with it. The real question is whether the child knows what they are doing in the classroom.”
He further underscored the advantages of early education, arguing that starting higher education at a younger age could lead to more timely academic and personal achievements. “The earlier a child gets educated, the better. In the past, those who attended tertiary institutions graduated late, struggled to find jobs, and ended up getting married late, sometimes at 40. But now, if a child enters university at 16, they might graduate by 20 or 21. Even with a five-year course, they would be 21 or 22 by graduation. By 23, they could have a master’s degree, and by 26, a PhD. At 30, they could be married.”
Drawing a comparison with previous generations, Dr. Akpoveta argued that the current focus should be on embracing modernization rather than clinging to outdated practices. “Comparing this with the past, when people supposedly had more self-control, what we should focus on is modernization. It’s their time, just like in our time when we had our trends, such as wearing high shoes and wide trousers. So, self-control is not the issue. The problem lies in Nigeria bringing up outdated and illogical ideas to create rules that are not practical or applicable anywhere else in the world,” he said.
Age Limit Disservice To Bright Minds – Parent
Parents also had something to say about the age benchmark. In an interview, Mrs. Mary Odinma, a concerned parent, expressed her strong opposition to the age limit for university admission, arguing that it hinders the academic potential of bright children. “My daughter, for example, earned her medical degree at the age of 21,” she said.
“She finished secondary school at 13, wrote the Post-UTME, and secured admission into the university. Asking children to wait until they are 18 to enter the university does them a disservice, especially in a country that demands younger job candidates with loads of work experience.”
Mrs. Odinma further elaborated on the broader implications of such restrictions, emphasizing how they could stifle the ambitions of gifted students. “These age limits don’t consider the varying levels of maturity and intelligence among children. Some kids are naturally ahead of their peers academically and emotionally. Forcing them to stay behind while they could be advancing is not only unfair but also detrimental to their growth,” she said.
She also highlighted the competitive nature of the global job market, where early education can be a significant advantage. She said, “In today’s world, where employers are looking for young graduates with substantial experience, delaying university entry only puts our children at a disadvantage.
“By the time they’re finally allowed to start their higher education, their counterparts in other countries are already gaining work experience and building their careers.”
Odinma expressed concern about how the age limit could exacerbate the brain drain in Nigeria. “If we keep imposing these restrictions, we’ll only push our brightest minds to seek opportunities abroad, where they can pursue their education without unnecessary barriers,” she warned. “We need to create an environment that nurtures talent, not one that holds it back.”
She called for a more flexible approach to university admissions that considers individual capabilities rather than rigid age limits. “Every child is different, and our education system should reflect that diversity,” she said. “Let those who are ready move forward, and those who need more time can take it. But let’s not force everyone into the same mold and expect the best results.”
Ultimately, this debate highlights a broader issue: the clash between tradition and modernity, between the old ways of doing things and the new. Whether we cling to the belief that age and maturity go hand in hand, or we embrace the idea that brilliance knows no age, the question lingers—should we let young minds flourish at their own pace, or must they wait for the clock to strike 18?
As the dust settles on this debate, one thing is clear: the future of education in Nigeria hinges on finding a balance between intellectual readiness and emotional maturity. It’s not just about producing bright students; it’s about nurturing well-rounded individuals who are equipped to handle the complexities of the world. So, should age dictate the course of a student’s destiny, or should we let their brilliance light the way? In the end, the real question isn’t about how young is too young, but how ready is ready enough.
