On Tuesday October 14, 2025, the federal government announced a shocking review of admission requirements into Nigerian universities. Ordinarily, government announcements are routine, but this one sent ripples across the education community — it removed mathematics as a compulsory subject for arts and humanities students.
In simple terms, this means that students in these departments can now choose not to study mathematics, and their admission to the university will no longer depend on their performance in the subject. This decision represents a sharp deviation from the traditional standard of Nigerian education, where mathematics and the English Language have always been compulsory and considered foundational for all learners regardless of their career paths.
The government might argue that most humanities students do not sit mathematics in the Unified Tertiary Matriculation Examination (UTME). However, that explanation does not justify the total removal of Mathematics as a compulsory requirement. One is forced to ask: does the education ministry take enough time to consult critical stakeholders — teachers, administrators, parents, and education experts — before making such life-shaping policy decisions?
Mathematics: Beyond a Subject
Mathematics goes far beyond being a subject used as a yardstick for admission. It is a discipline that builds logic, reasoning and problem-solving skills, which are crucial in every aspect of human life. With this new policy, many students will likely lose interest in mathematics altogether. Those who already dislike the subject will quickly abandon it, seeking refuge in humanities, not because of passion but to avoid the intellectual challenge mathematics provides.
From time immemorial, mathematics and the English Language have been the backbone of general education. Educationists maintain that beyond being compulsory, mathematics plays an important role in shaping students’ cognitive and critical thinking abilities. When a subject is seen as essential, students naturally strive to engage with it. But once it loses its status, interest and commitment decline drastically.
A change in the status of mathematics will almost certainly cause a massive drop in student engagement and performance. Mathematics trains students to approach problems methodically. It builds persistence and teaches the discipline of structured reasoning — skills that go far beyond the classroom.
Even for students in non-science disciplines, mathematics remains indispensable. For example, students of sociology, economics, psychology, history, and even fine arts require mathematical understanding to interpret data, analyze patterns, and understand proportions. In art and design, mathematics provides the foundation for spatial awareness, perspective and balance. In music, it explains rhythm and harmony.
Thus, to think mathematics is irrelevant to the humanities is a grave misunderstanding of its role in the wider human experience.
What Oystein Ore Taught Us
This interconnectedness between mathematics and the liberal arts is not a new discovery. As Oystein Ore, a distinguished professor at Yale University, wrote in his classic essay “Mathematics and the Liberal Arts”, the subject has always been an integral part of broad human education.
He observed: “Historically, mathematics always constituted an integral part of the liberal arts, in all the meanings which this term has had through the centuries. There is every indication that it will retain this position in the future.”
Ore emphasized that mathematics represents not just a body of facts but “a language without which many phases of scientific thought would be cumbersome to represent and difficult to understand.” He further explained that Mathematics embodies the framework for logic and philosophy, and its terminology and methods are increasingly becoming part of everyday expression.
For this reason, he argued, there is no trend away from including Mathematics in a liberal education; instead, its position should be strengthened and re-evaluated continually. Ore’s reflection, written decades ago, remains profoundly relevant today. Nigeria’s policymakers, in their rush to reform, must remember that Mathematics is not an obstacle to learning — it is a foundation for reasoning.
Broader Implications of the Policy
The new policy may appear to provide relief for arts students who struggle with Mathematics, but its long-term implications are worrisome. Education is not merely about passing examinations; it is about developing well-rounded individuals capable of thinking critically, solving problems, and engaging with the modern world intelligently.
Removing mathematics as a requirement could produce graduates with weak numeracy and poor logical reasoning skills. It may also widen inequality between students who can afford private coaching and those who cannot, as only the privileged will continue to acquire mathematical literacy through alternative means.
Mathematics also builds practical life skills — budgeting, measurement, estimation and data interpretation. These are skills every adult needs to make informed decisions, manage resources, and participate productively in society. By discouraging its study, we risk creating a population less prepared to handle even the simplest quantitative reasoning in daily life.
Instead of eliminating mathematics, the government should focus on reforming how it is taught. Many students dislike Mathematics not because it is impossible, but because it is poorly delivered. Teaching methods that are abstract, rigid, and disconnected from real-life applications make Mathematics appear intimidating. If Mathematics were taught through practical examples — like budgeting, games, art, and storytelling — more students would appreciate its relevance and beauty.
Some Stakeholders Spoke To Edugist Correspondent
The government’s decision has sparked a wave of reactions among educators and administrators across the country. While a few see merit in reducing the academic burden, most are deeply concerned about the broader consequences.
Mrs. Nwanneka Okpala, Child Advocate and Administrator at KOSEC Schools, expressed a thoughtful perspective: “As an educational administrator, the decision to remove mathematics as a compulsory subject for non-science students raises significant considerations that touch on both academic policy and the broader purpose of education. While this policy might allow for more personalized learning experiences and reduce academic anxiety, Mathematics remains fundamental to developing critical thinking, problem-solving, and analytical skills. Eliminating it could create skill gaps and deepen inequalities. The better path is to reform how Mathematics is taught, making it more practical and relatable, not to remove it.”
Mrs. Adebola R. Fagbemile, Assistant Head of School Administration at Crystal School, Omole Phase 2, offered a passionate response: “My opinion on the removal of mathematics as a compulsory subject for non-science students is that it’s a way of building more lazy Nigerian students. Students who lack the drive to challenge their brains will take the easy route, and that could lead to more corruption in our society. Tell me, is there any job or work that doesn’t require calculation, either minor or major? None! Please bring back Mathematics as a compulsory subject.”
Mrs. Temitope Adewuyi, an experienced educator, also disagreed with the policy, emphasizing its importance to every learner.
She said, “Removing Mathematics as a compulsory subject for non-science students is not a wise decision. Mathematics builds logical thinking, problem-solving, and financial literacy — skills needed in every field. Even arts, business, and social sciences require basic mathematical understanding for real-life applications. Instead of removing it, the curriculum should make Mathematics more practical and relevant. My strength in Maths is one of the major reasons I became a strong teacher in all subjects.”
A teacher from a Lagos State public school summarized the general worry among educators: “This is a poor policy if they move forward. Every child, irrespective of their program, requires maths skills to navigate through life. It can have adverse consequences on the future of the country. Nigeria is a developing nation and should not be adopting policies from advanced economies that do not reflect our realities.”
Conclusion: Reform, Don’t Remove
Education should not be about taking the easy path; it should be about building resilience, curiosity, and problem-solving ability. The decision to remove mathematics as a compulsory subject for arts and humanities students might seem progressive on the surface, but it risks undermining the intellectual foundation of our young people.
Rather than discarding mathematics, the government should invest in teacher training, innovative teaching methods, and curriculum reform that make the subject engaging and relevant. The aim should be to inspire students to see Mathematics as a tool for creativity and reasoning — not as a barrier to success.
As Oystein Ore argued decades ago, mathematics is not only the language of science but also a cornerstone of logic and liberal thought.
In Nigeria’s educational journey, removing Mathematics from the core curriculum is not progress — it is a detour into mediocrity.
