Lagos, Nigeria—In a move that has stirred significant debate, the Nigerian government has recently instituted a policy mandating that students must be at least 18 years old to sit for the national exams, including the West African Examinations Council (WAEC) and the National Examinations Council (NECO). This decision, aimed at standardizing educational oversight and ensuring a consistent academic trajectory for students across the nation, has raised questions about its impact on students’ long-term success.
The Minister of Education, Prof. Tahir Mamman, defended the policy, outlining a structured educational timeline that begins with pupils entering primary school at age six. Under this framework, students would progress to junior secondary school by age 12 and senior secondary school by age 15, ultimately reaching the university entrance level at 18. This approach, the government argues, is designed to ensure that students are adequately prepared both cognitively and emotionally for the challenges of higher education.
This model bears similarities to educational practices in the United Kingdom, where children typically begin formal education at age four or five. However, the context differs markedly between the two nations. The UK’s educational system, partly motivated by child protection concerns, has been the subject of empirical studies assessing the relationship between the age at which children start school and their later academic performance. One such study found that while children who started school later—around age six or seven—initially lagged behind their peers, they generally caught up by the age of nine. This suggests that a later start improve academic progress in the long term. However, the study did not consider the social class background of the pupils, which is significant because middle-class parents are more likely to delay their children’s start in school.
Despite these insights from international contexts, the Nigerian government’s decision to impose an 18-year age limit for national exams lacks a similar empirical foundation. Critics argue that there is no definitive evidence linking this age restriction to improved academic outcomes. Furthermore, the decision appears to have been made without the extensive consultation with educational experts, stakeholders, and the public that is typically required for policies of such significance.
Opponents of the policy suggest that the government’s focus should instead be on enhancing the quality of the curriculum, which they argue is a far more crucial determinant of students’ success. They point to the importance of early childhood education and the experiences children have both at home and in preschool, which play a pivotal role in their cognitive and emotional development.
The debate over the appropriate age for students to sit for national exams touches on broader concerns about educational equity and the role of government in regulating academic milestones. While some advocate for maintaining the age limit to ensure that students are mature enough to handle the rigors of these exams, others call for more flexibility, allowing exceptionally bright students to take these exams earlier if they are ready.
As it stands, the government’s policy reflects a cautious approach, emphasizing the need for students to follow a prescribed educational pathway. However, with the evidence base for this decision still in question, there is growing demand for further research to assess its long-term impact on Nigerian students. Until such studies are conducted, the debate over the appropriate age for national exams is likely to continue, with parents, educators, and policymakers weighing in on what is best for the country’s children.
