Former Labour Party presidential candidate, Peter Obi, has condemned the Federal Government’s clarification on the status of Mathematics as a compulsory subject for admission into tertiary institutions, describing the decision as a costly mistake.
The Federal Ministry of Education had recently stated that Mathematics, like English Language, would remain compulsory only for school certificate examinations, not necessarily for university admission. The move has sparked widespread criticism from Nigerians who fear it could weaken academic standards.
Obi said the clarification made no real difference, arguing that it would discourage students, especially those in the Arts, from taking the subject seriously.
He maintained that the policy was retrogressive at a time when global education systems were strengthening Mathematics and related skills to drive innovation and competitiveness.
He urged the Federal Government to reverse the decision in the interest of the nation’s future, warning that removing Mathematics from the list of compulsory subjects for tertiary admission would erode critical thinking and problem-solving skills among students.
His post reads:
Back and Forth Policy on Mathematics: A Costly Mistake
Following the outcry of concerned Nigerians over removing Mathematics, like the English Language, as a compulsory subject for admission into tertiary institutions, the Federal Ministry of Education has clarified that it will remain a compulsory subject only in school certificate examinations.
In my humble view, this clarification changes nothing fundamentally. If Mathematics remains compulsory in school certificate examinations but not for university admission, the effect is practically the same. Students who intend to pursue Arts in tertiary institutions will still not take the subject seriously, knowing they do not need it for admission. The seriousness students attach to any subject is often directly proportional to its relevance to their future academic goals.
Across the world, nations are finding innovative ways to strengthen the teaching and learning of subjects whose utility is indispensable in today’s knowledge-driven era—chief among them, Mathematics.
I therefore strongly condemn the decision to remove Mathematics as a compulsory requirement for Arts students. Such a policy is a regrettable step backwards in our collective effort to build an enlightened, competent, and globally competitive society.
Mathematics is not merely about numbers; it cultivates logic, sharpens critical thinking, and develops problem-solving skills essential for everyday life. Whether one studies the Arts or Sciences, the ability to reason clearly and make sound judgments is indispensable—qualities that Mathematics uniquely nurtures.
To suggest that Arts students do not need Mathematics is to imply that they can do without clarity of thought or analytical precision—the very foundations of intellectual maturity. Once students believe they can safely neglect the subject, many will abandon it altogether, leaving them ill-prepared for the demands of modern life, where logic, computation, and structured reasoning underpin almost every human activity.
At a time when the world is driven by science, technology, and data, it is disheartening—indeed, dirt to the ears—to hear of such retrogression. We cannot afford to return to a system that sidelines Mathematics. Our education policy must aim to equip every child, regardless of discipline, with the skills and competencies relevant to the twenty-first century.
At this juncture, one is constrained to ask the reason behind its removal as a required subject for admission. Does it mean that our tertiary institutions lack enough students because of Mathematics? What, indeed, are the reasons?
I therefore urge the relevant authorities to reconsider this decision in the interest of our students and the future of our nation and reinstate it as a core admission subject. Education should move forward, not backwards.
— PO
