BY JUMAI NWACHUKWU/IFEANYI UWAGWU/CHIKA KWAMBA/OGORAMAKA AMOS/PERCY IDUBOR/RITA OYIBOKA
A recent education reform proposal eliminating Mathematics as a compulsory subject for admission into Arts and Humanities programmes has sparked mixed reactions among educators, policymakers, and students across Nigeria.
In this special report, our correspondents gathered responses from a cross-section of stakeholders, revealing both support and concern over the potential impact of the policy on academic standards and student opportunities.
Educators Divided Over Long-Term Implications
Several educators welcomed the move, describing it as a long-awaited relief for Arts-inclined students who have struggled to gain admission despite excelling in relevant subjects.
The Dean, School of Information and Communication Technology, Delta State Polytechnic, Ogwashi-Uku, Dr Emmanuel Akpoveta, commended the Federal Government’s decision to abolish Mathematics as a compulsory subject for students in the humanities, describing it as a well-considered and long-overdue reform.
Akpoveta said the decision reflects a clear understanding of academic relevance and discipline-specific needs. According to him, while Mathematics is essential and fundamental for students in science and technology-related fields, it has little or no direct connection to courses in the humanities.
“In truth, Mathematics should never have been compulsory in that field,” he said. “Those who specialise in the sciences require Mathematics because it is central to their studies. However, for students in disciplines such as English Language, History, Religious Studies, Sociology, and Philosophy, the subject has minimal relevance to their academic pursuits.”
The educationist noted that the previous policy, which made Mathematics a compulsory admission requirement across all fields, had denied many qualified humanities students the opportunity to further their education.
“With this new reform by the Federal Government, many brilliant students who were previously hindered can now pursue their chosen careers without unnecessary obstacles,” Dr Akpoveta said.
Similarly, a secondary school teacher in Asaba, Mrs Chioma Arinze, noted that “for years, many brilliant Arts students have been denied admission because of weak performance in Mathematics, even when the course of study has little or nothing to do with the subject.”
In the same light, a head of department in the Arts faculty at the Dennis Osadebe University (DOU), Asaba, who pleaded anonymity, described the change as “long overdue,” saying that the overemphasis on Mathematics has stifled creativity and discouraged talented students in literature, history, and languages.
Policymakers Call for Balance and Accountability
Meanwhile, the Delta State Commissioner for Secondary Education, Mrs Rose Ezewu, described the decision as consistent with global education trends that align admission requirements with program relevance, but warned that removing Mathematics must not “lower academic rigour or employability outcomes.”
She also noted that the decision is a “pragmatic move” that could encourage more balanced enrolment across disciplines, especially as Humanities programmes have faced declining interest in recent years.
Ezewu advised that if Mathematics is removed, it should be replaced with a “Critical Thinking” or “Quantitative Literacy” module to ensure students retain logical reasoning skills.
However, some lecturers cautioned against completely removing Mathematics from the curriculum, stating that “even in the Humanities, analytical and quantitative reasoning are useful.’’ They stressed that the focus should be on reforming how Mathematics is taught rather than eliminating it, adding that basic numeracy or logic courses remain mandatory in the first year of university “to bridge critical thinking gaps.”
Students Welcome the Policy with Cautious Optimism
Students welcomed the announcement with excitement and relief, especially from Arts students who had long struggled with Mathematics.
A senior secondary student, Maryann Oyemaechi, expressed joy, saying, “I’ve always wanted to study Mass Communication but kept failing Math by one or two marks. Now I have hope.”
Another student studying Political Science, Joy Oghenetega, described the decision as fair and inclusive, noting that it “recognises diverse talents and promotes equal opportunity.”
Not all students agreed, however. A science student remarked that “everyone should learn at least basic Math,” pointing out that numeracy is still relevant in real-life tasks such as budgeting and data analysis.
While the news may have excited the Arts students, it is not Uhuru for them as the current curriculum subsists unless and until the relevant regulatory authorities communicate the development to the universities and other institutions of tertiary education.
UNIDEL VC Calls For Closer Review
On the substance of scrapping Mathematics as compulsory for Arts students, the Vice Chancellor of the University of Delta (UNIDEL), Prof Chiemeke, reasoned that any decision should weigh both pedagogic and labour-market considerations. ‘’Mathematics supports critical thinking, quantitative literacy, and some transferable skills that benefit many Arts programmes.
Removing it as a compulsory element could reduce those outcomes for students. On the other hand, making Mathematics optional (or replacing a compulsory requirement with targeted numeracy modules) could improve access and align instruction more closely with disciplinary needs’’ Prof Chiemeke said, even as she suggested that the matter be ‘’under close review’’
For a Mathematics teacher in a Public Secondary school in Asaba, Mr Sunday Nwosu, the development is one he describes as “both a relief and a red flag.”
According to Nwosu, “Let’s be honest, many students in the Arts struggle with Mathematics, and it has stopped several brilliant minds from pursuing their dreams in Law, Mass Communication, or even English Studies. So, I understand where the government is coming from. They want to reduce barriers and make education more accessible.”
But he was quick to caution. “Mathematics is not just about numbers; it builds logical reasoning. Whether you are a lawyer, journalist, or linguist, you need that analytical foundation. Removing it entirely could weaken critical thinking skills in the long run.”
He added, “I would have preferred a middle ground, maybe a simplified version of Mathematics tailored for Arts students. You can’t totally remove problem-solving from education and expect quality thinkers.”
Science Teacher Fumes
While the decision may not directly affect the sciences, a Biology teacher at Itreto Community Secondary School, Nsit Ubium, Akwa Ibom State, Mrs Ifeoma Ogbu, sees broader implications for education as a whole.
“Education works like an ecosystem. If one area becomes weaker, the whole system feels it. Math is like exercise for the brain. It trains the brain to think in patterns and to reason systematically.
‘’When you remove it, even from Arts students, you risk producing graduates who are less disciplined in thought. Many Art students hate or fear Math. Now that they know they can drop it and still enter university, they will stop trying altogether. That worries me,” she explained.
However, she admitted that many students have been unfairly punished by the rigidity of the admission system. “We’ve seen talented students in Literature, History, and Law-related subjects who can write beautifully and argue intelligently, but failed attempts at Mathematics cost them university admission. That’s disheartening.”
Still, she insists that Mathematics should not be completely erased. ‘’Every educated person should have a basic grasp of Math, just as every science student should be able to write properly in English.”
For Evelyn Omo, a 17-year-old student preparing to apply for Law at the University of Benin (UNIBEN), the government’s decision feels like a victory. “When I saw the news, I screamed. Math has always been my biggest struggle. It always pulls me back. However, I know some people will say we are becoming lazy or unserious, but that’s not true. Not everyone is good at calculations. I can analyse a legal case or write a good argument, but algebra and trigonometry confuse me. Why should that stop me from being a lawyer?”
According to a teacher from Abuja, Mr Johnmark Etoh, ‘’Mathematics was never invented for number work alone… and that’s why in the Scholastic Aptitude Test (SAT) for entry into US Universities and colleges, it remains English and Mathematics till tomorrow.
‘’Mathematics was invented to train students on how to think critically and solve problems intelligently. Simple! What other subject in the Nigerian curriculum does that? Why was Mathematics made compulsory all these years, and now is no longer so? Everyone does Mathematics every day! The fact that you have a smartphone means you’re doing Mathematics every day. Your alarm clock on your phone wakes you up at a certain time.
‘’You plan your budget based on your income when you receive your salary and other payments that come to you if you run your business. That’s Mathematics! You think of so many solutions to your different problems and challenges as the day goes by. You plan, you strategise, and you execute your plans step by step. Is that not how Mathematics plays out?’’
According to the proprietor of Reigning Life School, Okpanam, Mr Obasi Chukwuma, ‘’another implication of this is that too much emphasis on obtaining a credit pass in Math by hook or crook will drastically reduce. This will most likely reduce exam malpractice in Math exams.
A School Proprietor and an education advocate in Rivers State, Dr. (Mrs) Adaeze Worlu, said, “The removal of Mathematics as a compulsory subject for Art students is ‘a mixed development’ that needs careful implementation.
“I understand the frustration many Art students have faced for years,” she said. “Some of them are brilliant, articulate, and creative, but their dreams of higher education are cut short simply because they cannot pass Mathematics. In that sense, the government’s decision is a relief.”
She explained that many Art-inclined students are wired differently from their Science or Commerce counterparts. ‘’Their strength lies in imagination, language, and analytical reasoning rather than numbers.’’
“However,” Dr Worlu warned, “we must not make the mistake of producing a generation of graduates who lack basic numeracy skills. Even in the Arts, one must be able to interpret data, understand percentages, and manage budgets. Life itself is mathematical.”
She further suggested that instead of removing Mathematics completely, the government could introduce a simplified or applied version of the subject tailored to Arts and Humanities — something like Quantitative Reasoning for the Arts. “That way, we preserve the spirit of critical reasoning while still respecting the cognitive differences among students,” she added.
Dr Worlu summarised it aptly: “Education should not be about punishing students for their weaknesses but helping them maximise their strengths. However, every policy must be guided by balance — freedom must not lead to ignorance.”
Also, a Principal in a Government Secondary School in Rumuodomaya, Port Harcourt, with over 15 years of experience, Mr Samuel Peters, views the policy from a more optimistic lens.
“Every year, I see brilliant students who have strong verbal and creative abilities but are terrified of Mathematics,” he said. “Some of them end up dropping out or switching to vocational training simply because they keep failing one subject. That’s not right.”
He believes the policy will boost students’ morale and increase university enrollment among Art students who often feel left behind in a system that prioritises the sciences. “Let’s face it; not everyone is built for mathematical logic,” he continued. “By removing Mathematics as a barrier, the government is giving equal opportunity to those whose talents are in writing, performing arts, law, or communication.”
However, Mr Peters also advised caution. He recommended that schools introduce courses like Logic and Critical Thinking as replacements to ensure students still develop analytical reasoning skills.
“Education should not be about memorising formulas but about sharpening the mind,” he concluded. “We must ensure that this reform doesn’t produce lazy thinkers.”
Education consultant and founder of Excel Tutors, in Port Harcourt, Mrs Caroline Briggs, expressed reservations about the policy, warning that it could “water down” the quality of the Nigerian school curriculum if not properly managed.
“Removing Mathematics might seem like a compassionate decision, but it has deeper implications,” she explained. “We risk creating a generation of young people who may lack financial literacy and basic problem-solving abilities.”
Mrs Briggs, who has worked with students preparing for both WAEC and JAMB examinations for over a decade, argued that Mathematics is more than numbers — it is a way of thinking logically and approaching problems systematically.
“Even if a student plans to study Theatre Arts or Fine Arts, they’ll still need Mathematics in budgeting, project management, and digital desig n. The world is increasingly data-driven. You can’t avoid numbers forever.”
Instead of outright removal, she proposed that the curriculum should contextualise Mathematics for Art students. “For example, instead of teaching them quadratic equations, let’s focus on practical applications — calculating production costs in theatre, managing advertising budgets in media, or understanding audience metrics,” she said. Her major fear is that “schools may interpret this policy as a signal to neglect Mathematics altogether, which would be disastrous in the long run.”
A seasoned academic in Port Harcourt, Mr Chinedu Ibekwe, welcomes the policy as a step toward “true educational fairness.”
“For decades, we’ve operated under a rigid system where every student, regardless of discipline, must prove mastery of Mathematics. That’s outdated,” he said.
He argued that forcing an Art student who excels in Literature or Creative Writing to master complex mathematical formulas serves no real academic purpose.
“The Arts thrive on imagination, interpretation, and human experience — not algebra or trigonometry,” he noted. “So why make those skills a gatekeeper for admission into courses that don’t even require them?”
Ibekwe believes that the policy will help redefine how education is valued in Nigeria. “This is not about dumbing down standards,” he clarified. “It’s about recognising that intelligence is multidimensional. The same way we don’t require a Physics student to write Literature-in-English, we shouldn’t insist that a History student pass Mathematics to qualify for admission.”
He concluded that the reform, if well implemented, could “open up the humanities” and attract more students who have a genuine passion for social and cultural studies.
At Community Secondary School, Port Harcourt, a guidance counsellor, Mrs Juliet Nwankwo, expressed concern that the policy might be misunderstood by students.
“I fear that many students will now see Mathematics as irrelevant,” she said. “They may stop paying attention to it altogether, and that’s dangerous.”
Mrs Nwankwo explained that Mathematics does more than prepare students for exams — it helps build mental discipline, logical reasoning, and decision-making skills.
“When students stop challenging themselves with mathematical problems, they may also lose the ability to think critically. Even in creative industries, you need planning, structure, and budgeting. These all come from mathematical thinking,” she added.
The counsellor recommended a balanced reform instead of total elimination. “We could make Mathematics less theoretical and more practical for Art students. Teach them basic numeracy, percentages, and data literacy. That way, they still gain the mental discipline that Mathematics offers without feeling overwhelmed by abstract concepts,” she said.
Mrs Nwankwo emphasised that teachers and parents must work together to help students understand that Mathematics, though not compulsory for JAMB, remains a vital life skill.
Reacting to the policy, a lecturer at the Department of Political Science, University of Benin, Neville Onebamhoi Obakhedo said, ‘’Since there are many advantages, there are also demerits. Very worrisome among these is the loss of mathematical and quantitative skills that are broadly useful in daily living.
‘’Even in many Arts or Humanities disciplines, some level of logical reasoning, dealing with statistics, data interpretation, or analytic thinking, is useful. Without a minimum foundation in mathematics, students might lack certain competencies.
It could weaken the ability of graduates to engage with interdisciplinary work that requires quantitative skills.
‘’Consequently, it could lead to reduced competitiveness in some fields or global standards, as many global education systems expect students—even in humanities—to have some quantitative competence. Thus, Nigerian Arts graduates may be at a disadvantage in international studies or collaborations.
Employers might expect some levels of numeracy even in the Arts (budgeting, analysis, data interpretation), so absolving the requirement may lead to a skills gap. There also exists a risk that removing mandatory Mathematics may reduce some “rigour” in admissions if not paired with other reforms to maintain standards.
If students are not properly tested in relevant skills (e.g. basic numeracy), there could be erosion of baseline expectations.
‘’It is going to inadvertently lead to potential downstream effects for students who change paths. A student who begins in Arts but later wants to switch to a Social Science or a field requiring quantitative skills might find themselves unprepared, or might have “missed” math earlier, making switching harder. This may eventually increase the demand for remedial courses, adding time and expense. ‘’Some students may be disadvantaged by the absence of a requirement because it may reduce incentives for schools to teach maths well or for students to engage with it at all.
‘’Also, it will create the possibility of widened inequality. Schools with more resources might still encourage Mathematics, while others may de-emphasise it— leading to different levels of numeracy among graduates depending on school background.
More Reactions Online
‘’Math isn’t just about numbers! It builds critical thinking, problem-solving, and analytical skills that benefit many professions, including the Arts and humanities. Develops creativity, persistence and attention to detail’’ (Salim Imuzai). ‘’If there’s one thing we learned from Temu, it’s that a credit in Mathematics should be a national requirement for everyone! Nigerians really saw shege on Temu because they don’t know simple measurements! (Akin Lawal).
‘’Then you graduate as an art/humanities student, and over 95 per cent of entry-level jobs require you to pass an aptitude test. How do you survive? (James Okey)
