The recent age policy of the government of Nigeria, which prohibits under-18 candidates from entering tertiary institutions, misses the mark in addressing the more pressing issues plaguing the education sector.
Development Diaries reports that the Minister of Education, Tahir Mamman, recently announced a policy prohibiting under-18 candidates from sitting the West African Senior School Certificate Examination (WASSCE) and the National Examination Council (NECO) exams.
Whatever the reason for this policy, this seems to be less of an issue given the various problems plaguing the Nigerian education sector.
With over ten million out-of-school children, the focus should be on providing access to quality education.
Nigeria has one of the highest numbers of out-of-school children globally, with millions of children not having access to formal education.
One of the major problems facing basic education in Nigeria is the underfunding of the education sector. Education budgets often fall short of meeting the needs of the sector.
Nigeria recently increased its budgetary allocation to education by over 100 percent, but the 2024 proposal still falls short of global standards for expenditure in the sector.
This lack of funding leads to a shortage of instructional materials, outdated facilities, and an inability to attract and retain qualified educators.
The country pledged in 2015 to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ by 2030. However, Nigeria is unlikely to meet this goal based on its existing low funding for basic education.
Another significant problem is that of unsafe learning environments for learners. In certain regions, security challenges pose a significant threat to education. The fear of violence or abduction deters parents from sending their children to school, depriving them of the opportunity to learn and contribute to the nation’s development.
Available data from UNICEF shows that in 2021, there were 25 attacks on schools, 1,440 children were abducted, and 16 children were killed.
The availability of education in urban and rural regions differs significantly. Children in rural areas frequently encounter obstacles, including inadequate transportation, and most times, financial restraint might make it challenging for them to go to school.
The problem of inadequate and dilapidated school infrastructure is another issue for the government to address. Many schools lack basic amenities such as classrooms, libraries, and sanitation facilities, hindering the quality of education.
Also, the shortage of qualified and well-trained teachers is a critical issue. In many instances, teachers lack the necessary skills and qualifications, leading to substandard education delivery and hindering the development of critical thinking skills among students.
If these issues are not addressed, learning for lasting peace cannot be achieved in the country.
Data from UNICEF also shows that although primary schooling is mandated and free by law, around 10.5 million children between the ages of five and 14 do not attend school.
State governments in the country have the lion’s share of education responsibility; unfortunately, many state governments are not meeting the matching financial requirements for universal basic education, according to data from the Universal Basic Education Commission (UBEC).
Prohibiting younger students from taking exams does nothing to improve the quality of education they receive.
The government should be more interested in addressing the root causes of these issues, such as poverty, lack of infrastructure, and insecurity, particularly in the northern regions.
Development Diaries calls on the education minister to focus on holistic education sector reforms that ensure all children have access to quality education and the root causes of out-of-school children are addressed.
We also call on the Minister of Education, Mamman, to strengthen the mechanisms for monitoring and evaluating the impact of the UBEC funding to ensure transparency, accountability, and effective use of resources.
Our call also goes to the National Assembly; federal lawmakers need to review the conditions for accessing grants as provided for in the Universal Basic Education Act 2004.
Photo source: UNESCO
