In a major shift within Nigeria’s education system, the Federal Government has officially announced that Mathematics will no longer be a compulsory subject for students seeking admission into tertiary institutions under the Arts and Humanities disciplines. The new policy, unveiled under the Revised National Guidelines for Entry Requirements into Tertiary Institutions, marks one of the most significant reforms in Nigeria’s admission structure in recent years.
This decision, which affects universities, polytechnics, and colleges of education, is aimed at ensuring that admission requirements align more closely with the actual needs and focus of each discipline, rather than imposing blanket criteria that may unnecessarily hinder qualified students from pursuing their chosen fields of study.
Mathematics No Longer a Barrier for Art and Humanities Students
Under the revised guidelines, Mathematics is no longer required as a compulsory subject for students applying to study Art or Humanities-related courses in Nigerian tertiary institutions. This includes programmes such as English Language, Mass Communication, Law, Theatre Arts, Fine and Applied Arts, History, Linguistics, Philosophy, and related disciplines.
The Ministry of Education clarified that while English Language remains compulsory for all candidates, Mathematics will now only be mandatory for students applying to Science, Technology, Engineering, and Social Science courses.
The move comes after years of debate among education stakeholders, teachers, and parents who have argued that forcing Art students to pass Mathematics before gaining admission into universities or polytechnics often disqualifies otherwise talented individuals from continuing their education.
Breakdown of the New Admission Requirements
The Revised National Guidelines for Entry Requirements into Tertiary Institutions in Nigeria provide detailed criteria for each category of institution:
1. Universities
- Candidates must possess at least five credit passes in relevant subjects, including English Language.
- Mathematics is required only for courses in the Science, Technology, and Social Science fields.
- For Art and Humanities, Mathematics is no longer a compulsory subject.
2. Polytechnics (National Diploma Level)
- For non-science courses, a minimum of four credit passes including English Language will now be acceptable.
- Science and technology-based programmes will continue to require Mathematics as a compulsory subject.
3. Polytechnics (Higher National Diploma Level)
- Applicants are to present five credit passes in relevant subjects including both English and Mathematics for all HND programmes.
4. Colleges of Education (NCE Level)
- Students must have four credit passes in relevant subjects.
- English Language remains compulsory for Arts and Social Science programmes.
- Mathematics will only be compulsory for those pursuing Science, Vocational, and Technical Education courses.
These changes are set to be reflected across WAEC, NECO, and JAMB admission processes going forward, signaling a unified direction across Nigeria’s examination and tertiary education systems.
Government’s Reason for the Policy Change
According to the Federal Ministry of Education, the decision was born out of the need to remove unnecessary academic barriers that prevent qualified students from advancing in their areas of interest. The Ministry emphasized that while Mathematics remains an important subject, it should not serve as an obstacle to students whose disciplines do not rely heavily on numerical or scientific reasoning.
Officials explained that the reform is part of a broader effort to make the education system more flexible, inclusive, and reflective of real-world needs. The aim, they noted, is to give Nigerian students a fair chance to pursue courses aligned with their talents and academic strengths without being limited by uniform requirements that fail to recognize differences across fields.
Reactions from Stakeholders
The announcement has drawn mixed reactions across the country. Many teachers, students, and education experts have praised the decision as long overdue, noting that it will reduce dropout rates and open more doors for students who excel in language, arts, and creative studies.
A secondary school teacher in Lagos described the move as a “welcome development” that acknowledges the diversity of learners and respects their unique abilities. “For years, many bright art students couldn’t proceed to higher institutions simply because of one subject that has little relevance to their chosen career path. This is a relief,” she said.
However, some stakeholders have also expressed cautious optimism, warning that completely excluding Mathematics could affect students’ analytical reasoning skills or limit their adaptability in multidisciplinary studies. Others suggested that while the subject should not be compulsory, basic numeracy skills should still be encouraged to maintain a balanced academic foundation.
Implications for Students and Schools
For thousands of secondary school students across Nigeria, this development represents a major shift in academic planning. Students in the Arts and Humanities can now focus their efforts more confidently on subjects directly relevant to their chosen careers, such as English, Literature, Government, CRS/IRS, Fine Arts, or History.
Secondary schools and guidance counselors will also need to update their curriculum guidance, ensuring that parents and students are well-informed about the new policy when selecting subject combinations for SSCE and JAMB registration.
For tertiary institutions, especially admissions and departmental boards, the reform means an adjustment in admission screening processes and verification standards. Each institution will now have to ensure that its admission criteria are consistent with the revised national guideline.
Broader Impact on Nigeria’s Education Landscape
Education experts believe that this change could signal the beginning of a more specialized and student-centered approach in Nigeria’s education policy. It aligns with the global trend of tailoring academic requirements to suit the specific cognitive and professional needs of learners, rather than enforcing one-size-fits-all rules.
Furthermore, by eliminating Mathematics as a barrier for Art and Humanities students, the policy could increase university enrollment among students who were previously disqualified due to weak performance in Mathematics, thereby reducing education inequality.
