A Flawed Age Restriction Policy in an Already Challenging Educational Landscape
By Matthew Eloyi
The recent declaration by the Minister of Education, Prof. Tahir Mamman, that candidates under 18 will no longer be permitted to take the Unified Tertiary Matriculation Examination (UTME) from next year is a policy that, while rooted in existing educational guidelines, may exacerbate the challenges faced by Nigerian youths in pursuing higher education.
At first glance, the decision to enforce an age limit for university admission seems logical. The argument presented by the Minister—that a student’s educational journey from daycare through secondary school naturally culminates at around 17 and a half years of age—is mathematically sound. However, this reasoning overlooks the harsh realities of the Nigerian educational system and the socioeconomic pressures many families face.
In a country where the higher education system is already burdened by frequent strikes, inadequate infrastructure, and administrative inefficiencies, imposing such an age restriction adds yet another barrier for young Nigerians eager to advance their education. The policy fails to account for the irregularities in the academic calendar caused by incessant strikes, particularly in public universities. These strikes often result in prolonged academic sessions, forcing students to spend more years in school than anticipated.
Moreover, the reality of the Nigerian job market complicates the situation further. Many government jobs set an upper age limit of 28 for entry-level positions, effectively sidelining older graduates who are already disadvantaged by the sluggish pace of higher education. By delaying the entry of students into universities until they are 18, the government is indirectly shortening the already narrow window within which these students can complete their education and enter the job market before hitting the age ceiling for many government roles.
This policy also fails to recognise the intellectual maturity and capabilities of younger students who, despite their age, may be academically prepared to take on university-level studies. Across the world, many countries celebrate prodigies who, through hard work and innate talent, complete their secondary education ahead of the typical age. These young minds are allowed to flourish in environments that challenge them, not stifle their progress because of an arbitrary age limit.
In Nigeria, however, this policy seems to penalize early achievers, forcing them to delay their education and potentially lose their academic momentum. The argument that this age restriction will bring the country in line with existing educational policies rings hollow when placed against the backdrop of a system that is anything but streamlined.
The government’s decision to maintain this policy also seems out of touch with the realities of the Nigerian family structure. Many parents, driven by a desire to see their children succeed in a highly competitive environment, push for early enrollment in school, hoping to give their children a head start in life. By imposing this age limit, the government is effectively disregarding the aspirations of these parents and the unique circumstances that lead them to seek early education for their children.
Furthermore, the policy’s implementation comes at a time when Nigeria should be focusing on improving the quality and accessibility of education for all its citizens. Instead of addressing the underlying issues that hinder the educational progress of Nigerian youths—such as overcrowded classrooms, underfunded schools, and a curriculum that needs modernization—the government is choosing to enforce an age-based gatekeeping mechanism that does little to improve the overall educational landscape.
In conclusion, while the age restriction for JAMB exams is not a new policy, its enforcement in today’s context is both misguided and detrimental to the prospects of Nigerian youths. Rather than imposing arbitrary age limits, the government should focus on creating a more flexible and accommodating educational system that recognises the diverse needs and potentials of all students, regardless of their age. Only then can we hope to see a truly inclusive and progressive education system that prepares our young people for the challenges of tomorrow.
