Fatshimetrie confirms the implementation of a new education policy that is sparking heated debates within the education community. Indeed, the recent decision to set the minimum age for candidates for the secondary school leaving examinations at 18 years has raised questions and concerns among education stakeholders.
This directive mainly affects the West African Senior Secondary Certificate Examination (WASSCE) administered by the West African Secondary School Examinations Council (WAEC) and the Senior School Certificate Examination (SSCE) managed by the National Examinations Council. While the Minister of Education, Prof. Tahir Mamman, explained that this measure aims to ensure the maturity and preparation of students for these crucial assessments, some point out the potential negative consequences of this age restriction.
Ahmadu, a mental health advocate based in the United States, expressed his concerns about this education policy. He stressed that while the intention is laudable, a more individualized approach could be more effective in assessing students’ readiness based on their abilities, not just their age. Stressing the importance of flexibility in education policies, Ahmadu shared his own educational journey fraught with challenges and disruptions that impacted his learning.
Considering Ahmadu’s personal experience, he highlighted the need to adapt the education system to better support students who face particular challenges, whether familial, economic or otherwise. He noted that the rigidity of the education system can exclude those who need support and adaptability to succeed.
There is no denying that the Nigerian education system has immense potential and has produced brilliant minds who have contributed significantly globally. However, the persistent challenges and gaps in the system require careful reflection and reforms to provide equitable opportunities to all learners.
Furthermore, Ahmadu, as the recipient of several prestigious awards, including distinctions from the prestigious Marquis Who’s Who in America, underscores the importance of reviewing educational policies to foster inclusion and success for all students, regardless of their circumstances. He calls for a more humane and flexible approach to ensure that every learner can achieve their academic potential, regardless of the obstacles encountered along the way.
In conclusion, the issue of the minimum age for high school graduation examinations raises important questions about accessibility, adaptability and equity in the education system. Testimonies and perspectives like Ahmadu’s highlight the need for more inclusive and personalized educational reform to enable all learners to thrive and succeed in a supportive educational environment.