Reported by: Oahimire Omone Precious | Edited by: Oravbiere Osayomore Promise.
A fierce debate has erupted over the future of university education in Nigeria after the Minister of Education, Dr Tunji Alausa, warned students that social science courses may leave them jobless and that the government is planning to phase out programmes it deems economically irrelevant. Speaking at a ‘Renewed Hope Conversation’ with students of the University of Abuja over the weekend, Alausa, a medical doctor turned politician, advised students to steer clear of certain disciplines, saying, “With all due respect to you, there are not going to be jobs for you in the future.” He went further, urging students not to take loans from the Nigerian Education Loan Fund (NELFUND) to pursue social science courses, declaring, “Don’t take a NELFUND loan that you know will not make it. We are phasing out some of these courses that are deceiving you.” The minister stressed that the government is prioritising market-relevant, industry-aligned disciplines and embedding entrepreneurship and digital skills across the curriculum to produce job creators rather than job seekers.
Alausa’s comments immediately drew sharp rebuke from university staff unions and parent bodies. The Non-Academic Staff Union of Educational and Associated Institutions (NASU), the Congress of University Academics (CONUA) and the National Parent Teacher Association of Nigeria (NAPTAN) issued a joint statement rejecting what they called a plan to scrap so‑called irrelevant courses, arguing that such a move would narrow academic diversity and cause more harm than good. The unions insisted that the real problem is not the existence of social science programmes but the chronic underfunding of universities, outdated curricula and the lack of industry linkages that make it difficult for graduates across all fields to find decent work. “The federal government stirred the hornet’s nest with a declaration to phase out courses it deemed irrelevant to the country’s economic future, an indication that several social science programmes could be on the chopping block,” Vanguard newspaper reported.
Educationists and labour experts have also weighed in, accusing the minister of oversimplifying a complex employment crisis that is rooted in structural economic weaknesses, not academic disciplines. The Dean of the Faculty of Communication and Media Studies at Delta State University, Professor Majority Oji, argued that social science graduates are indispensable in translating technological innovation into real‑world impact, providing the critical thinking, ethical reflection and policy analysis that STEM fields alone cannot supply. He warned that statements from top policymakers could discourage prospective students and deepen existing biases against non‑STEM disciplines. Similarly, the National Mobilisation Officer of the Education Rights Campaign, Michael Adaramoye, described the minister’s remarks as “worrisome” and called for investment in infrastructure and institutional frameworks rather than the elimination of entire fields of study.
The backdrop to the controversy is a graduate unemployment crisis that has persisted for years despite successive policy reforms. According to data cited in a recent Guardian analysis, Nigeria produces more than 600,000 university graduates each year, yet youth unemployment stands at about 6.5 percent among those aged 15 to 34, affecting over 4 million individuals. More tellingly, nearly 13.8 percent of young people are not in education, employment or training (NEET), a figure that rises to 20 percent under broader definitions. Employers report that fewer than one in five graduates are immediately employable without expensive retraining, citing a mismatch between curricula and workplace needs. A parallel crisis exists for polytechnic graduates, where a long‑standing bias against Higher National Diplomas has limited career progression, despite government efforts to align entry grades and promotion pathways.
The minister’s remarks have also reignited debate over the direction of Nigeria’s education policy and the perceived dominance of social science enrolments. Critics note that the high number of students in social science and management courses is often driven not by student preference but by the limited capacity of STEM programmes, which are constrained by inadequate laboratory facilities, a shortage of qualified lecturers and chronic underfunding. Rather than dismissing entire disciplines, stakeholders have urged the government to focus on strengthening industry‑academia linkages, updating curricula to reflect digital and soft skills, and expanding opportunities for work‑based learning.
Public affairs analyst Ifeanyi Nwoko rejected the claim that social sciences lack market relevance, pointing to sectors such as public policy, finance, development, market research and technology where social science expertise is essential. “Understanding social dynamics is crucial for investor confidence, successful project implementation, and effective public‑private partnerships,” Nwoko said. While the National Association of Nigerian Students (NANS) offered a more supportive view, a majority of education stakeholders remained critical, demanding that the government invest in university infrastructure and job creation rather than threaten to scrap courses.
As the 2027 general elections approach, the controversy has acquired a political edge. Analysts say the education minister’s blunt language may be aimed at projecting a reformist image, but it risks alienating a large constituency of students, parents and academics. For millions of young Nigerians trapped in unemployment or underemployment regardless of their field of study, the real question is not whether their degree is valued, but whether the economy will ever generate enough decent jobs. The minister has promised to release a list of programmes to be phased out in the coming weeks, but until then, the only certainty is that the debate over the future of Nigeria’s universities is far from over.
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