The Federal Government has ignited widespread debate following its announcement to phase out university courses considered irrelevant to Nigeria’s economic future, a move that could significantly affect several social science programmes.
Minister of Education, Tunji Alausa, made the disclosure during a “Renewed Hope Conversation” with students at the University of Abuja. He stated that the government was shifting focus toward market-driven and industry-relevant education.
According to the minister, the era of pursuing degrees with limited real-world application is coming to an end, as authorities aim to better align higher education with global trends and labour market demands.
“We are phasing out some of these courses that are deceiving you… bringing you to school to learn things that we know won’t be needed,” he said, suggesting that some social science disciplines may face discontinuation.
Alausa also cautioned students against taking loans from the Nigerian Education Loan Fund (NELFUND) to study programmes that may not guarantee employability, emphasizing that education must translate into tangible economic opportunities.
He explained that the government’s broader reform agenda includes embedding digital skills such as Artificial Intelligence and data science across all education levels. Additionally, a new initiative—Entrepreneurship, Innovation and Business Incubation Certification (EPIC)—will be made compulsory in tertiary institutions by 2027 to promote entrepreneurial capacity among graduates.
The minister noted that nearly N30 billion has already been disbursed to students under various support schemes, alongside equity-free funding of up to N15 million for innovative business ideas.
However, the proposal has drawn sharp criticism from key stakeholders, including the Congress of University Academics (CONUA), Non-Academic Staff Union of Educational and Associated Institutions (NASU), and the National Parent Teacher Association of Nigeria (NAPTAN).
CONUA President, Niyi Sunmonu, warned against outright scrapping of courses, advocating instead for curriculum reform and modernization to reflect emerging trends such as automation and Artificial Intelligence.
“To my mind, what should be on the table is the evolution of courses to match current realities, not total scrapping,” he said.
Similarly, NASU President, Makolo Hassan, questioned the criteria for determining a course’s relevance, arguing that value lies in curriculum content rather than course titles.
“Is the government suggesting that only Law, Engineering, and Medicine are relevant? Many who studied languages and humanities are thriving today,” he noted.
On its part, NAPTAN, led by Haruna Danjuma, urged caution, stressing the need for thorough consultation and expert review before implementing such sweeping reforms.
Meanwhile, the Academic Staff Union of Universities has yet to issue an official position, with some of its members indicating that more details are required before forming a stance.
The development has sparked concern across the education sector, particularly among advocates of the humanities and social sciences, who fear the policy could narrow academic diversity in favour of strictly technical and vocational disciplines.