Nigeria’s Federal Government has announced plans to phase out university courses it considers “irrelevant” to the country’s economic needs, prompting strong opposition from key education stakeholders including NASU, CONUA and NAPTAN.

‎The Minister of Education, Tunji Alausa, made the remarks during a policy engagement with students at the University of Abuja, saying the move is part of broader reforms to align higher education with labour market demands and global technology trends.

‎Alausa said some degree programmes—particularly within the social sciences—no longer match Nigeria’s evolving economic priorities and risk leaving graduates without job prospects.

‎He warned students against taking loans from the Nigerian Education Loan Fund (NELFUND) to study courses with “limited real-world value”.

‎According to him, the government is shifting focus toward market-driven education, embedding skills such as:

• ‎Artificial Intelligence (AI)
• ‎Data science
• ‎Digital and technical competencies

‎He added that a new Entrepreneurship, Innovation and Business Incubation Certification (EPIC) will become compulsory in tertiary institutions by 2027, aimed at producing job creators rather than job seekers.

‎The government says the reform is designed to tackle graduate unemployment and prepare young Nigerians for a technology-driven global economy, where digital and technical skills are increasingly in demand.

‎Officials argue that aligning courses with industry needs will improve employability and economic productivity.

‎While no specific courses have been officially listed for removal, the minister said consultations are ongoing with vice-chancellors, rectors and provosts.

‎The reforms will also include curriculum restructuring across all education levels, with increased funding support for student innovation and entrepreneurship.

‎Education stakeholders have criticised the proposal, warning it could undermine academic diversity and be poorly implemented.

‎The Congress of University Academics (CONUA) said courses should be updated, not scrapped, while its president, Niyi Sunmonu, argued that: ‎“What should be on the table is the evolution of courses to match current realities, not total scrapping.”

‎The Non-Academic Staff Union (NASU) questioned how “irrelevance” would be determined, insisting that course value depends on curriculum content rather than titles.

‎NASU President Makolo Hassan said disciplines such as history and local languages still produce successful graduates and remain socially important.

‎The National Parent Teacher Association of Nigeria (NAPTAN) also urged caution, calling for wider consultation and detailed clarification before any policy is implemented.

‎The announcement has created anxiety among students, particularly those studying social sciences and humanities, who now face uncertainty about the future value of their degrees.

‎For many families, the stakes are high—education often involves significant financial sacrifice, and fears are growing that sudden policy shifts could leave graduates stranded in an already competitive job market.

‎Nigeria has one of the largest youth populations in the world, with rising concerns about graduate unemployment.

‎While the government’s push toward technology and skills-based education reflects global trends, analysts say balancing innovation with academic diversity will be critical to avoid narrowing opportunities for future generations.

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