The Federal Government’s decision to set the minimum age for sitting the West African Senior School Certificate Examination (WASSCE) and gaining admission to Nigerian universities at 18 has sparked significant debate. Critics argue that the policy ignores more pressing issues in the country’s educational system while stifling the progress of gifted students.

Professor Johnson Olaleru from the University of Lagos expressed concern over the timing and relevance of the new age requirement. He questioned why this matter is being prioritized when fundamental issues like inadequate infrastructure, poor teacher quality, and low educational standards remain unresolved. “This divisive issue should not be a priority over the many challenges in our educational system that the government has failed to address,” Olaleru said.

The decision is reportedly based on the now outdated 6-3-3-4 educational system, but Olaleru and other critics note that there is no constitutional basis for setting 18 as the minimum age for taking WASSCE. WASSCE is a regional examination conducted in several West African countries, and Nigeria’s imposition of an age restriction is viewed as an outlier.

One of the main concerns raised by critics is the impact on high-performing students. Under the new rule, all students—regardless of academic ability—would be required to wait until they are 18 to sit for the WASSCE and enter university. This means gifted students who excel at a younger age would be held back, preventing them from advancing at their own pace.

“This rule does not take into account exceptional students, prodigies, or highfliers who could contribute significantly to society if allowed to progress faster,” Olaleru explained. He noted that countries like the United States make special provisions for such students, allowing them to enter university at younger ages if they demonstrate the necessary academic and emotional maturity.

Proponents of the new age requirement argue that students need more time to develop emotionally and psychologically before entering the demands of higher education. However, Olaleru rejected this reasoning, calling it outdated and rooted in old developmental theories. He referenced the work of Jean Piaget, whose theory of cognitive development from 1936 suggested that individuals reach certain levels of maturity at specific ages. However, Olaleru argued that modern children, due to advancements in nutrition, exposure to technology, and educational resources, develop differently.

“Age is just a number,” Olaleru said. “The cognitive development of today’s children is influenced by several factors, and an arbitrary age limit ignores the individual differences among students.”

Furthermore, Olaleru emphasized that emotional maturity is not solely a function of age, pointing to the involvement of mature students in vices like cultism and poor academic performance. He argued that keeping students in secondary school longer would not necessarily result in better emotional or academic outcomes. “Many of the older students are involved in cultism and other vices, while younger students are often more focused and serious about their studies,” he said.

Instead of focusing on age restrictions, Olaleru believes the government should tackle deeper issues in Nigeria’s education system, starting from the primary school level. He advocated for science-based policies that address the roots of the problem, such as poor moral education, widespread indiscipline, and lack of proper teacher training. According to him, the current state of Nigeria’s education system demands urgent reform.

In conclusion, while the new age restriction has its defenders, critics like Professor Olaleru argue that it fails to address the country’s core educational challenges. Instead, they call for more thoughtful, research-backed policies that consider the diverse needs of Nigerian students and the broader societal factors affecting their development.