Recently, the educational circles in Nigeria have been glowed with the federal government’s stipulation that, thenceforth, the minimum age required of any prospective student into the nation’s public tertiary institutions shall not be less than eighteen (18) as against the extant tradition—which required only WAEC, NECO, NABTEB or related certificates of the 9-3-4 system. Even though the extant system had fantastic in principle, the new policy has not fared better—particularly with regards to its age-limitation provision. The policy, it seems, tramples on basic freedoms and has had enormous implications for admission processes into tertiary institutions—especially with regards to conflicting of take-off dates, quality of score-cards, besides other social, legal and ethical issues. By adopting some qualitative/analytical method, the paper examines the various aspects of the new Nigeria’s national policy on education vis-a-vis its implication for brilliance and intelligence in relation to admissibility for further child-mental/rational development. It discovers that the policy constitutes for enormous procedural conundrum for tertiary institutions administration…and some dilemma for parents, children or wards. Hence the work concludes that the new policy infringes upon constitutional child right to freedom of choice/education, an embarrassment to parents/guardians, and an encumbrance to smooth procedures in school administration. In order to improve on the situation in the quest for a better education policy for Nigeria, the work recommends that certain educational features should be integrated to accommodate all facets of human development, accommodating tradition and innovation—health, economic, and technological development programmes amid those on moral values and critical thinking and these should be features of educational projects in Nigerian and Africa social sphere.