**Fatshimetrie: A Critical Look at the Age Limit Policy for Students**
The Minister of Education, Professor Tahir Mamman, seems determined to limit the age of school leavers and applicants for admission to tertiary institutions. In his short year in office, he has raised the issue at least twice and has announced his intention to implement the policy from the next academic session.
According to the minister, a person must be at least 18 years old to be allowed to sit for the WASSCE examination. In his view, the practice of admitting children as young as 15 to university is harmful because many of them do not understand the university environment which is meant for adults and mature minds.
Those who share Mamman’s view also say the policy will protect children from the permissive culture of universities.
However, opponents of this policy argue that it ignores the realities of our digital revolution, where younger minds are capable of understanding age-appropriate educational models. Moreover, many private universities, particularly those founded by faith-based interest groups, have developed semi-controlled models of higher education that seamlessly accompany these young people into adulthood.
Between the time Mamman’s generation went to school and today, education has changed dramatically, and many traditional approaches to learning are no longer relevant. It is imperative to study these changes critically and adapt accordingly. We are heading towards a future where buildings, offices, and large workforces will be supplanted by artificial intelligence and those who master the manipulation of internet-connected devices from anywhere.
In many parts of the Western world, people are no longer enthusiastic about spending years in college when they can acquire certified knowledge on the world wide web at minimal cost and from the comfort of their own homes.
China, for example, has implemented a system of training children in practical trades starting at the kindergarten level. They have turned what the West calls “child labor” into a benefit for children and society as a whole.
This is the kind of innovative thinking we need from our policymakers, not forcing children to endure the tyranny of age limits. Some even see hidden political motivations in Mamman’s eagerness to pursue this policy, fearing that it will stunt educational progress in some parts of the country.
We are strongly opposed to forcing school leavers to stay at home for two or three years before continuing their education. This is backward, wasteful and counterproductive.
Education systems must evolve to adapt to a changing world, where innovative approaches are needed to prepare young people for the challenges of tomorrow. Finding a balance between tradition and innovation is crucial to providing quality and relevant education to all learners, regardless of age.