
20/10/2025
The Federal Government has reaffirmed that Mathematics and English Language remain compulsory subjects for all secondary school students in Nigeria, clarifying confusion sparked by recent reforms to tertiary admission requirements.
The clarification, issued on Sunday by the Federal Ministry of Education, followed widespread misinterpretations of a new admission policy that appeared to relax the credit requirements for some art and humanities courses.
According to the ministry’s Director of Press and Public Relations, Boriowo Folasade, while the reforms allow universities and colleges to show flexibility in their entry criteria, they do not exempt candidates from registering or sitting for Maths and English during their O’Level examinations.
Earlier reports suggesting that art students could now be admitted without credit in Mathematics triggered heated debate among educationists, parents, and policymakers.
Critics argued that such a move could dilute academic standards and produce graduates with weak numeracy skills, at a time when global competitiveness increasingly depends on cross-disciplinary competence.
Addressing the controversy, Minister of Education, Dr. Tunji Alausa, explained that the reform was designed to promote inclusivity and correct long-standing inequities in Nigeria’s admission system, which has often locked out capable candidates over deficiencies in subjects unrelated to their chosen disciplines.
“The streamlining ensures that deserving students are not denied access to higher education due to credit deficiencies in subjects that are not directly relevant to their chosen fields,” Alausa said.
He, however, stressed that all students must still register and sit for both subjects in the Senior School Certificate Examinations, as they remain “vital components of a sound educational foundation.”
The Ministry reiterated that the framework aligns with global best practices and reflects the government’s push for equitable access, inclusivity, and human capital development, without sacrificing quality or integrity.
Questions That Matter:
If Mathematics and English are universally required, how can Nigeria’s education system balance inclusion with the need for high academic standards?
Does flexibility in admission criteria translate to fairness, or merely to a lowering of the bar?
How can tertiary institutions innovate without undermining foundational learning in literacy and numeracy?
Should “relevance to field of study” determine what subjects are compulsory, or should some subjects remain compulsory as tools for lifelong competence?
And ultimately, what does this policy debate reveal about how Nigeria defines quality education in a rapidly changing world?