Why FG’s plan to scrap ‘irrelevant’ courses misses the root cause of unemployment

For many students, choosing a university course is a major step toward building a career.

Little wonder the federal government’s plan to scrap some university courses has generated widespread interest and concern. From admission opportunities to employment prospects, the move could have far-reaching implications for current and prospective students.

A federal government proposal to scrap certain university courses is seen many stakeholders as a move ill-conceived and could deepen the country’s skills crisis rather than resolve it.

Recall that Tunji Alausa, the minister of education, had earlier indicated that the government was considering scrapping what he described as ‘irrelevant’ courses, particularly in the social sciences, arguing that graduates of such programmes were swelling the unemployment queue rather than contributing to the economy.

But critics say the minister’s position oversimplifies a far more complex problem rooted in structural economic weakness, not course selection.

Sola Kayode, a civil servant, said, “Unemployment cuts across all disciplines in Nigeria, including Law, Medicine, Computer Science, Banking and Finance, and Engineering, singling out some courses misses the point entirely.”

Similarly, Friday Erhabor, director of media and strategies at Marklenez Limited, said that it is wrong for the government to start scraping courses.

“No course is useless. They should rather upgrade courses to reflect contemporary realities. Let prospective students have the right to choose what they want to read.

“Everybody can’t be a doctor or engineer. We also need historians and archaeologists. No course is completely useless,” he said.

Christopher Nmeribe, an educationist, believes the federal government may be addressing a symptom rather than the root cause of unemployment.

“Graduates are often unemployed not simply because of the courses they studied, but because of limited job opportunities, weak industrial growth, and a disconnect between education and industry needs.

“Rather than scrapping courses, it may be more beneficial to reform and modernise them, strengthen practical and entrepreneurial training, and align curricula with current and future labour market demands,” he said.

WEF data contradicts the minister’s position

Data from the World Economic Forum (WEF) appear to undercut the minister’s argument. The WEF ranks analytical thinking, communication, creativity, and problem-solving among the most in-demand global skills, competencies closely associated with social science training.

Nigeria’s own job market platforms show growing demand in consulting, development, finance, policy, media, and digital services, sectors where social science graduates play central roles alongside technical professionals.

Social science graduates have also contributed meaningfully to policy formulation and economic development, analysts note, adding that the minister’s framing fails to account for the cross-disciplinary nature of modern employment.

Capacity constraints overlooked

Critics further argue that the government has not addressed a key structural reality: existing universities lack the capacity to absorb additional students into the courses it deems ‘relevant.’

Many students who fail to secure admission to study Law, for instance, opt for Political Science, Sociology, Psychology, or Mass Communication under the proposed reforms; they could face elimination.

A significant number of these graduates have gone on to distinguished careers in public service, business, and the international arena.

There is also the growing phenomenon of STEM graduates moving into social science roles due to limited opportunities in their primary fields, a trend that suggests demand for social science competencies is rising, not falling.

Calls for curriculum reform, not elimination

Rather than scrapping courses, stakeholders are urging the government to update outdated curricula to reflect current global and industrial realities.

Erhabor emphasised that what is needed to make some of those courses that the minister tagged as irrelevant become relevant is the upgrading or updating of the curriculum.

“The problem is not that certain courses are irrelevant; it’s that university curricula are not sufficiently aligned with industry needs. That is a very different problem, and it requires a very different solution,” he noted.

An obvious fact remains that Nigeria’s university system was modelled on the British and American systems, both of which continue to offer the courses the minister has described as irrelevant.

The United Kingdom and the United States have instead focused on curriculum modernisation and interdisciplinary programming, an approach analysts say Nigeria should adopt.

Nmeribe emphasised that universities exist not only to produce workers but also to advance knowledge, research, culture, and critical thinking.

“The focus should therefore be on improving the quality and relevance of education while creating an economy that can absorb graduates.

“As the saying goes, a nation does not advance by narrowing the scope of knowledge available to its citizens; it advances by creating opportunities for knowledge to be applied productively,” he noted.

Stakeholders are also calling on vice-chancellors, rectors, and provosts to resist any policy directive to eliminate courses, and to advocate instead for broader rationalisation that gives programmes a more contemporary outlook.

Beyond employment

Analysts further point out that not all academic pursuits are driven by employment considerations. A businessperson may study Political Science to better understand governance. A traditional ruler may return to school for Sociology.

A law enforcement officer may pursue psychology for professional development. Restricting access to these courses would deprive individuals of legitimate avenues for self-improvement.

“A course deemed irrelevant today may become critical tomorrow.

“In an era of expanding knowledge and interdisciplinary study, Nigeria cannot afford to narrow its academic offering,” analysts say.