AGE DISCRIMINATION IN NIGERIAN PHYSICS EDUCATION: A POLICY AND EQUITY CRITIQUE

<doi>10.24250/jpe/2/2025/AMA/</doi>

Abstract

This paper examines age discrimination in physics
education in Nigeria, analysing how educational policy
impacts participation, equity, and achievement. Guided by
Statistical Discrimination Theory, it evaluates how rigid
age limits in university admissions marginalise learners
regardless of merit, experience, or academic potential. The
study highlights that such policies exclude non-traditional
learners, late bloomers, and those delayed by socio
economic challenges, thereby reducing diversity essential
for innovation in physics education. Drawing from existing
literature, it argues for inclusive reforms aligned with
lifelong
learning
and
educational
justice.
Recommendations include eliminating fixed age limits,
implementing merit-based and flexible entry pathways, and
promoting awareness of age diversity in educational
planning. Removing structural age barriers is essential to
fostering equity, broadening participation, and enhancing
productivity in physics education.