In recent years, a worrying trend has emerged in the landscape of primary and secondary education. Driven by a combination of peer pressure and parental ambition, there has been a significant shift towards accelerating children’s education, often at the cost of their mental and psychological development.
The traditional duration of primary school education has been systematically reduced over the years. From an initial seven years to six, and now, alarmingly, some parents are pushing for completion in even less time. The current scenario often sees children as young as four entering primary school, with an expectation to progress to higher classes prematurely, sometimes skipping crucial developmental stages.
Parents, influenced by societal standards and comparisons, are increasingly insisting on double promotions or skipping grades entirely. This insistence disregards the child’s mental growth and readiness, focusing solely on the pace of academic achievement. Schools, facing competition and the threat of losing students, often succumb to these demands, sacrificing educational integrity.
By the time these children reach secondary education, they are often pushed to sit for exams like the BECE or junior NECO at ages as young as 10. The progression continues with them sitting for WAEC, NECO, and JAMB in SS2, often by the age of 12 or 13. While they may pass these exams, possibly with outside influence, the question arises: are they truly ready for the challenges of university life and beyond?
Entering university at such a young age thrusts these children into an environment they are not equipped to handle. Surrounded by peers much older and exposed to the complexities of adult life, they often struggle with identity, belonging, and maturity. The pressure to conform leads to secrecy and detachment from parents, who still perceive them as much younger.
This fast-tracked education often results in academic struggles, not due to a lack of intelligence, but because these young individuals haven’t developed the self-awareness or life skills to handle their responsibilities effectively. They are caught in a limbo of identity, still forming their understanding of who they are and what they want from life.
Educational policies are typically crafted by experts who consider psychological and developmental milestones. Under normal circumstances, graduation from university and completion of national service occur at ages where individuals are mentally and emotionally equipped to enter the workforce and society as responsible adults. However, when this timeline is accelerated, it often leads to confusion, frustration, and a sense of unpreparedness.
The responsibility for this rushed approach to education lies not only with ambitious parents but also with schools that capitulate to these demands for fear of losing students. This competition-driven environment undermines the very essence of education, which is to prepare children not just academically, but also socially and emotionally for the challenges of adult life.
As parents and educators, it’s crucial to reevaluate our priorities and the impact of our choices on children’s long-term well-being. Instead of racing against time to achieve academic milestones, the focus should be on providing a balanced education that aligns with the child’s natural development. Only then can we hope to raise well-rounded individuals capable of facing the complexities of the world with confidence and competence.
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Amadasun, an ICT expert, writes from Benin City
