I was only 16 when I gained admission to Bowen University, and by the age of 18, I had my first internship—a memorable experience that shaped my perspective on work and life. Yet, I vividly recall being told I would not be hired full-time because I was considered too young.
Looking back, I am relieved I was not nearing graduation then, as I would have faced the daunting prospect of entering the job market as a 20-year-old with little real-world experience. At the time, I was told that maybe by the age of 22 or 23, I would finally be deemed mature enough to be seriously considered for a job.
Through further research, I discovered that in many developed countries, there is a structured approach to nurturing a child’s intellectual and personal development. Take the United Kingdom, for example, where students typically spend two years in college after high school. During this period, they continue their education, while also acquiring critical life skills and exploring career interests.
This system provides a balance between academic growth and personal development, ensuring that students are better prepared for both higher education and the workforce. Similarly, in Taiwan, vocational schools cater to students aged 16 to 18, offering them practical skills training that equips them for various career paths.
Prof. Tahir Mamman, our dear Minister of Education, I must acknowledge your vision for Nigeria’s educational system. Your efforts to address long-standing issues that have been overlooked are commendable. However, your recent decision to bar candidates under 18 from writing JAMB has drawn significant criticism.
While the rationale behind the policy may be well-intentioned—perhaps to promote greater maturity and readiness for tertiary education—the rollout has been met with resistance from key stakeholders in the education sector.
For instance, Dr. Mike Ene, Secretary-General of the National Union of Teachers, expressed his disappointment in a press statement. He criticised the lack of transparency surrounding the decision, noting that during a previous meeting with education officials, this policy was not discussed.
Dr. Ene raised a valid concern about the thousands of students who will be caught in the middle of this transition. What happens to those who, despite being academically ready, are suddenly barred from taking the exams that would allow them to pursue higher education?
Prof. Mamman, the success of this policy hinges on whether there are alternative pathways for the development of young Nigerians during the gap years created by the new JAMB age requirement. While it is true that some younger students may lack the emotional and mental maturity needed to thrive in university settings, the solution cannot simply be to prevent them from progressing.
We must provide these students with structured programmes that allow them to explore their interests, gain valuable experiences, and develop the skills necessary to succeed later in life.
Without such initiatives in place, this policy may inadvertently create more problems than it seeks to solve. Many young Nigerians will be left in limbo, unsure of what to do with the extra time before they can continue their education.
The government must prioritise creating opportunities for career exploration, vocational training, and personal development if it hopes to make this new age restriction truly beneficial for the country’s youths.
Aremu Ebunoluwa Toluwani, a Bowen University intern, writes via [email protected]