The Real Implication of the 18-year Higher Education Admission Policy in Nigeria

The recent announcement by Prof. Tahir Mamman, the Nigerian Minister of Education, that only 18-year-olds and above will be allowed to write WAEC/NECO and JAMB and subsequently seek admission into higher institutions has generated so much furore. The policy, which is not new in Nigeria’s educational system, is argued to be limiting and needs a review.

The increasing number of private schools at all levels has introduced healthy competition into the education sector and challenging the status quo, resulting in a more innovative and efficient approach that enables students to enter university at a younger age, typically between 15 and 18. Like most industries, the education sector’s regulatory capacity must catch up to innovation.

The private primary schools adopt early start at the age of five and require children to use textbooks from a class ahead of their current one. For instance, a child in primary three uses primary four books, and a primary five pupil has already completed primary six textbooks. This trend continues into secondary schools, resulting in an optimal university entry age of 16, which has become the new unofficial standard. This approach enables students to complete their education on time and enter the workforce at a highly productive age. Children following this path have achieved academic and professional excellence globally. Despite this, the honourable minister and his colleagues’ recent declaration has introduced uncertainty and concern among average Nigerians regarding their children’s education. The announcement was not rooted in rational, realistic, self-reflective thought or academic research about early admission except for the primordial sentiment of wanting to enforce the policy.

So Why is 18 Generally Considered for Higher Institutions?

Education is essential for imparting knowledge, skills, and values to prepare individuals for personal and professional life. It occurs in formal and informal settings, encompassing various levels from early childhood to higher education.

At 18, most societies believe a child has reached legal adulthood and matured cognitively, preparing them for higher education, legal transactions, responsibilities and social challenges. This age is seen as a natural transition point from adolescence to adulthood, aligning with societal norms and expectations. Therefore, a country must align its education structure with whatever age the law considers adulthood. In some countries, young adulthood starts from 16 years to 18 years. Humans make these rules and are subject to review and further research. 

What are the Challenges Facing  Developing Countries?

A policy of commencing higher education at 18 may be challenging in developing countries such as Nigeria. Frequent industrial strikes and disruptions in the education system can hinder students’ progress. 

Allowing students to pursue higher education at an early age of 16 has proven beneficial in compensating for the lost time caused by these disruptions.

For instance, in Nigeria, students who take WAEC/NECO and JAMB at 18 might not gain admission into university until they turn 19, and as a consequence of delays, they may graduate in their late 20s, disregarding the fact that many students might need to sit for these exams multiple times.

Also, Nigeria has a policy for compulsory youth service, NYSC, which adds a year to their education, which means that many of our youth may be graduating in their late 20s or early 30s, which will negatively impact their competitiveness and the nation’s productivity as many employers have age limits for entry-level positions. 

A child not born by February or March when registering for JAMB/WAEC/NECO will have to wait until the following year. That means most students born after registration may have to wait till the following year to take these exams.

In developed countries where 18 is the norm, there are multiple admission sessions (Summer, Winter, and Fall), whereas Nigeria typically has only one admission session in September, further limiting flexibility.

For instance, in the UK, early school start is recognised, which is why, by 16 years, a student can expect to write O-Levels International General Certificate of Secondary Education (IGCSE) and then proceed to do 2-year A-Levels (equivalent of Direct Entry), which makes them 18 years old at the time of University admission. Most courses are three years, except those with internships, so that a student can graduate by 21.

If, after O-Levels, the student opts for a four-year programme with a foundation year, they will still graduate at 21. No compulsory national youth service, strikes, and industry opportunities exist.

So, how can a Nigerian student be competitive when they graduate above 25 and, by then, their counterpart already has three or more years of working experience?

African leaders need to think differently and reject some of these international policy recommendations, which make us uncompetitive and set us back.

Systematic Challenges and Policy Implications

Policies in developing countries are often not holistic and can be narrow in vision. Many public commentators also analyse issues in isolation without considering the broader context. In Nigeria, parents decide about early university enrollment based on practical factors such as strikes, employability, economic and limited opportunities. This approach reflects their rational thinking and adaptability to their local environment.

Unfortunately, policymakers often make decisions based on international policies consideration without considering local peculiarities. Recognising that developing countries cannot compete equally with advanced ones is crucial. As in competitive games, where disadvantaged players are given handicaps, there should be allowances for unique challenges in different contexts. We cannot remove all subsidies, raise taxes, or limit our children’s education and expect to be globally competitive.

This outdated policy should have been thoroughly reviewed, with broader consultation. A more holistic approach, backed by research, is essential for creating an equitable and effective education system.

If the policy remains unchanged, the best option for an average family is to ensure their children attend private universities, which tend to offer more flexibility in admissions and greater certainty in academic progression.

The unintended consequence for public school students is the inordinate drive to achieve their results in one sitting, even if it compromises their morals and the possibility of missing out on many industry opportunities.

The government needs to rethink its approach to governance, carefully review policies, domesticate them, and be more people-oriented in implementation. A comprehensive understanding of our peculiarities should be the basis of our decisions, backed by Indigenous research, data analysis, and broader consultations.