Abayomi Nurain Mumuni, DBA, Ph.D
The Nigerian government’s policies regarding education, especially concerning the West African Senior School Certificate Examination (WASSCE), can significantly impact students under the age of 18.
Below are some of the effects these policies may have:
Reduced Access to Educational Opportunities
*Limited Exam Participation: Restricting students under 18 from participating in WASSCE could hinder their progression in the education system, delaying their transition to higher education or vocational training.
*School Dropout Rates: Young students who feel they are unable to take the examinations may lose motivation to continue their education, leading to increased dropout rates.
Impact on Academic and Career Paths
*Delayed Career Aspirations: Students may face a extended period before they can enter tertiary education or vocational training, affecting their career prospects and long-term earning potential.
*Increased Competition: If only older students are allowed to take the exams, there could be a bottleneck effect where older candidates face increased competition, making it harder to secure places in higher education.
Psychological and Social Effects
*Increased Anxiety and Stress: The pressure of not being able to sit for exams can lead to feelings of inadequacy or stress among students, especially those who are academically inclined.
*Social Isolation: Students in this age group may feel isolated from their peers who are able to take and pass the exams, impacting their social interactions and self-esteem.
Economic and Societal Consequences
*Long-term Economic Impact: By restricting access to examinations, the government may inadvertently stifle the growth of a skilled workforce, ultimately affecting Nigeria’s economy in the long term.
*Widening Educational Inequality: Such policies may exacerbate existing inequalities in education, particularly for disadvantaged students who may already struggle to access quality educational resources.
Policy Considerations
*Need for Flexibility in Policies: Policies should consider the diverse educational contexts and the needs of students, allowing for more flexible age criteria based on academic readiness.
*Support Systems: Implementing support structures for young students, such as preparatory programs or alternative assessment methods, can help them succeed without rigid age restrictions.
Conclusion
Overall, government policies that prevent students under the age of 18 from writing the WASSCE can have far-reaching negative effects on individuals and society. It is crucial for policymakers to balance educational standards with accessibility, ensuring that all students have the opportunity to pursue their academic and professional goals without undue limitations.
Abayomi Nurain Mumuni, DBA, Ph.D