Abimbola Adelakun
The Minister of Education's decision to reverse his ban on "underage" university admissions following protests from stakeholders highlights the administration's tendency to make hasty policy choices without thorough consideration or consultation.
This lack of careful deliberation leads to leaders giving in
easily and ultimately causing harm in the long term. Prof. Tahir Mamman's
actions regarding the ban were misguided, and his subsequent suspension and
planned re-introduction were equally flawed.
During the Joint Admissions and Matriculation Examination
policy meeting, where the ban was discussed amidst disagreements with the
minister, JAMB Registrar Prof. Ishaq Oloyede also addressed issues related to
university admissions.
The video of Oloyede's presentation circulated on social
media, sparking outrage and criticism. While the case of a 12-year-old being
admitted to university is shocking, it is important to remember that we lack
sufficient information about the individual and their circumstances beyond
their early graduation at 15. Therefore, it should be viewed as an isolated
incident.
I acknowledge the existence of a significant issue, but I
view a ban as a superficial remedy for a complex problem. The root of the
problem lies in the excessive privatization of the Nigerian education system,
which mirrors the trend in other national infrastructure.
The collapse of public education, which ideally should be
subsidized with taxes and public funds, has resulted in parents having to bear
the heavy burden of paying for their children's education, relative to their
income. The situation has deteriorated to the point where parents would rather
send their children to substandard private schools, where the facilities are in
such poor condition that buildings could collapse on their children, than
consider public schools.
While many private schools are not necessarily better, they
are at least accessible. As schoolchildren are currently on holiday, in a few
months when schools are about to resume, Nigerian parents will begin expressing
their distress over the exorbitant school fees on social media.
The issue of school fees is a clear indicator of the
breakdown of the public school system. In other places, private schools serve
as an alternative, but not in Nigeria. Private schools have become the
mainstay, akin to a generator that was meant to be a fallback option.
Turning education into a transactional process allows
parents to demand equivalent value for their investment, while educational
providers must prove their worth by achieving exceptional outcomes. Failure to
offer "double (or even triple) promotions" to showcase the value of
education may lead to unethical practices such as assisting students in
cheating during external examinations. When I attempted to enroll my child in
schools in Ibadan years ago, I was taken aback by the curriculum of lower
grades, which seemed inflated to impress parents with the amount of information
being taught to young children. Despite attending a private primary school
myself, I do not recall encountering such issues.
Educators emphasize that young children thrive best with
minimal academic pressure, opportunities for exploration, and ample playtime.
However, convincing Nigerian parents, who often struggle to afford school fees,
to embrace a more play-based educational approach is challenging, especially
when many private schools lack adequate recreational facilities.
Parents desire their children to progress swiftly and excel
academically to minimize costs. In a system where education has become a
commodity, a profit-driven mindset may redefine education as the ability to
memorize and regurgitate information from textbooks, neglecting the holistic
development of students.
Regardless of a child's academic prowess, socialization
remains crucial, as interacting with peers is essential for intellectual
growth. Skipping classes deprives students of this essential aspect of
education, potentially hindering the development of vital social skills
necessary for future success.
In countries with effective public education systems,
individuals adopt a different approach compared to Nigeria. They manipulate the
system by ensuring their children have an age advantage. These parents delay
their children's school enrollment until they are older. Due to the
well-structured and stable nature of their system, there is no rush to witness
their children's graduation. When considering it, the disparity between a
person graduating at 19 and another at 22 is merely three years of work experience.
If retirement occurs at 70, what significant benefit is gained by dedicating 51
years instead of 48 years to work? However, their societies are stable enough
to guarantee that the timing will be advantageous.
Nigerian parents who take a different approach are not
irrational. By pushing their children through the education system quickly,
they are attempting to provide them with more time. Entering university at an
early age is a way to protect against the uncertainties inherent in the system:
the ASUU strikes that can waste a significant portion of one's life, and the
extended periods of unemployment. If one is fortunate, they may still be young
enough to pursue jobs that are only available to younger individuals, due to
age-based discrimination by employers.
There are a few cases in stable public education systems
where children attend university at a young age, but this is typically reserved
for geniuses (as opposed to simply being intelligent). These are exceptions, as
I discovered when I attempted to have my child skip a grade in the United
States. While they acknowledged that my child was advanced for their grade,
they presented numerous administrative obstacles that led me to abandon the
effort. However, they also directed us to resources that could help the child
avoid the monotony of sitting in class and learning material they had already
mastered. The situation was even more challenging when we lived in Germany.
Despite my child having completed two years of schooling in the US, they were
going to be placed in first grade solely based on their age. When I objected, I
was informed that it was not a problem. If a child is ahead of their class,
they can always pursue other interests.
Another crucial issue that Mamman's ban fails to address is
the decline of extra-curricular activities within our educational system.
Historically, public schools offered programs that engaged students and
utilized their energy. Students could participate in sports, competitions,
debates, or crafts. Unfortunately, these opportunities are now scarce. The lack
of public libraries, community centers, sports facilities, and recreational
centers in Nigeria limits young people's chances to explore new interests. With
few options available, many are left with only academic learning, missing out
on valuable skills and experiences during their formative years.
The challenges confronting Mamman are significant and
require a comprehensive approach rather than a simplistic solution such as a
ban. It is imperative that he acknowledges and addresses the substantial losses
incurred by the Nigerian education system. Failure to do so may result in
futile efforts and missed opportunities for improvement.