The FG's Under-18 Ban on WASSCE: A Controversial Policy with Mixed Reactions: ASUU, NUT, ASUP Differs

The recent announcement by Nigeria’s Federal Government to enforce an age limit for students sitting for the West African Senior School Certificate Examination (WASSCE) has sparked significant debate across the country. The new policy, which sets the minimum age for the WASSCE and the National Examination Council (NECO) exams at 18, has drawn both support and criticism from key educational stakeholders, including the Nigeria Union of Teachers (NUT) and the Academic Staff Union of Universities (ASUU).

The Minister of Education, Prof. Tahir Mamman, emphasized that this age restriction is not a new policy but rather a reinforcement of existing guidelines. According to Mamman, the age of 18 aligns with the natural progression through Nigeria's education system, which typically culminates at this age after the completion of early child care, primary, and secondary education. The policy will also affect the Unified Tertiary Matriculation Examination (UTME), ensuring that students meet the required age before advancing to tertiary institutions.

Mamman argued that this policy would ensure that students are emotionally and intellectually prepared for the rigors of university life. He also noted that the policy had been in place but was not strictly enforced, and the recent announcement serves as a reminder and a directive for strict compliance moving forward.

The Academic Staff Union of Universities (ASUU), through its National President, Prof. Emmanuel Osodeke, expressed support for the policy, arguing that children should follow the standard academic progression without rushing through the educational system. According to Osodeke, enforcing the age limit would ensure that students are adequately matured before facing the challenges of higher education, which in turn could lead to better academic outcomes.

Similarly, Mallam Musa Ibrahim, National President of the All Nigeria Confederation of Principals of Secondary Schools (ANCOPSS), backed the policy, citing concerns over the emotional maturity of younger students. He pointed out that students under 18 are often vulnerable to negative influences when they enter university prematurely, which could lead to issues such as high failure rates and susceptibility to social vices like cultism.

On the other hand, the Nigeria Union of Teachers (NUT) has criticized the policy as being unrealistic, given the current societal pressures that lead to early enrollment in schools. Dr. Mike Ene, Secretary-General of the NUT, highlighted the fact that many students start school early due to economic factors, making it impractical to enforce a strict age limit. He also raised concerns about how the policy might stifle the academic potential of exceptionally gifted students who could excel in exams at a younger age.

The Academic Staff Union of Polytechnics (ASUP) also voiced concerns, with National President Mr. Shammah Kpanja arguing that the policy overlooks the varying intellectual abilities of students. Kpanja suggested that the government should focus on addressing critical issues such as improving school infrastructure and teachers' welfare, rather than imposing age restrictions that could be detrimental to students' educational progress.

The Federal Government’s decision to enforce an age limit for WASSCE and other key examinations has clearly divided opinion among Nigeria’s educational stakeholders. While some argue that the policy will help ensure students are mature enough to handle the challenges of higher education, others believe it could hinder the academic progression of younger, gifted students and fail to account for the realities of early school enrollment due to economic pressures.

As discussions continue and the policy is set for implementation, it remains to be seen whether the government will reconsider its stance in light of the significant concerns raised. What is certain is that this policy, like many others in Nigeria's education sector, will require careful balancing between maintaining academic standards and accommodating the diverse needs of the student population.