I have to admit, when I first saw the news that Mathematics is no longer compulsory for Arts students, I smiled. It felt like déjà vu — a return to the good old days when education in Nigeria made sense. Back then, we didn’t have this “one-size-fits-all” approach that forced every student, regardless of their talent or field, to wrestle with subjects they’d never need.
In our time, Mathematics wasn’t a make-or-break subject for Arts students, and English wasn’t compulsory for Science students either. Each student focused on the subjects that truly mattered to their chosen path. Even the admission requirements varied — universities demanded more credits than polytechnics or colleges of education. It was a fair system that recognized the simple truth that not all forms of intelligence are the same.
So, when I heard that the Federal Government had officially approved this new policy, I couldn’t help but feel relieved. It’s as if someone finally listened to reason — and to history.
Let’s be honest, many brilliant students have had their dreams shattered simply because of Mathematics. I’ve seen young people who could write, draw, debate, or perform brilliantly, but who kept missing out on university admission because of that one subject. Some tried again and again, only to end up discouraged or diverted to courses they had no passion for. This reform, therefore, is not just about academics; it’s about fairness. It gives every student a chance to thrive where their true strengths lie.
Think about it: why should someone who wants to study Theatre Arts or Literature be held back because they couldn’t get a credit in Mathematics? It’s like asking a sculptor to solve calculus before picking up a chisel. The two just don’t belong together. With this policy, the government is saying, “Focus on what you’re good at — and we’ll judge you by that.” That’s exactly how education should work.
I also see this as a way to reduce the unnecessary pressure many students face. For years, Mathematics has been the biggest source of anxiety in Nigerian classrooms. We’ve turned it into a gatekeeper rather than a subject of learning. I can imagine how many young people will breathe easier knowing they can finally pursue their dreams without that heavy weight hanging over their heads.
But beyond personal relief, there’s a national benefit here too. More students, especially those from rural areas where Mathematics teaching is often weak, will now qualify for higher education. That means more inclusion, more opportunity, and ultimately, more productivity. It’s a win for everyone.
Of course, as with any new policy, there’s always the fear of “lowering standards.” I don’t think that’s the case here. The goal isn’t to make things easier — it’s to make them fairer. Students still need to pass the subjects that matter to their chosen field. What the government has done is simply remove a barrier that never made sense in the first place.
That said, institutions should still take care to maintain quality. Universities and colleges can introduce short bridging courses or general studies modules to help students keep some level of quantitative reasoning. We shouldn’t completely throw Mathematics away — but it shouldn’t be used as a weapon to block talent either.
I also hope that this reform will be implemented uniformly. Sometimes, we have good policies that never go beyond the headlines. JAMB, the NUC, and other education bodies should ensure that every institution follows the new guideline without adding its own confusing conditions.
What I like most about this new development is its spirit — it reminds me of when education was structured to help students, not frustrate them. Back then, if you were good in the Arts, the system allowed you to shine in it. If your strength was in Science or Technical Studies, the path was clear for you. We had flexibility, not rigidity. This policy brings that spirit back.
So yes, I’ll say it plainly: the Federal Government deserves commendation for this sensible, humane, and long-overdue decision. It’s a reform that acknowledges the diversity of human intelligence and puts relevance back where it belongs in our education system.
Sometimes, progress means going back to what used to work — and this is one of those times.
If properly implemented, this could be the beginning of a more balanced, inclusive, and reasonable era in Nigerian education. And for the thousands of young people who can now dream again of university life without the ghost of Mathematics haunting them — that’s a beautiful thing.
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