FG Revises Admission Policy: Mathematics No Longer Compulsory for Arts and Humanities Students

In a landmark educational reform, the Federal Ministry of Education has announced that mathematics will no longer be a compulsory requirement for senior secondary school students in the Arts and humanities seeking admission into Nigerian universities and polytechnics. This significant policy shift marks the first major alteration to tertiary entry requirements in decades and is expected to reshape the educational landscape across the nation.

The announcement, made on Tuesday through a statement by the ministry’s spokesperson, Folasade Boriowo, explained that the decision is part of the newly revised National Guidelines for Entry Requirements into Nigerian Tertiary Institutions. The policy aims at “removing barriers while maintaining academic standards,” reflecting the government’s effort to promote inclusivity and flexibility within the education system.

For years, the traditional admission criteria required all students—regardless of their chosen discipline—to obtain a minimum of five credits, including English Language and Mathematics, in the Senior School Certificate Examination (SSCE). This uniform standard often posed challenges for students in non-scientific fields, particularly those in the Arts and Humanities, where Mathematics plays a less central role.

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New Guidelines for Tertiary Institutions in Nigeria

According to the revised framework, the updated entry conditions will now apply across all categories of higher institutions, including universities, polytechnics, colleges of education, and Innovation Enterprise Academies.

For universities, the new minimum requirement stipulates that applicants must secure five credit passes in relevant subjects, including English Language, in not more than two sittings. However, Mathematics is now compulsory only for Science, Technology, and Social Science courses. This means that candidates pursuing courses in Literature, History, Languages, or Philosophy, among others, can gain admission without a credit pass in Mathematics.

At the polytechnic level, the requirements have been slightly adjusted to reflect the diversity of programmes offered. For the National Diploma (ND), students are required to have four credit passes in relevant subjects. English Language remains compulsory for non-science courses, while Mathematics is required only for science-related disciplines.

For those advancing to the Higher National Diploma (HND) level, however, the Ministry retained the traditional standard of five credit passes, including English Language and Mathematics. This suggests that while initial access is being widened, advanced technical and professional programmes will still emphasize numerical literacy and analytical skills.

The Colleges of Education (NCE) also received new guidelines. Candidates must now obtain a minimum of four credit passes in relevant subjects, with English Language mandatory for Arts and Social Science courses, and Mathematics compulsory for Science, Vocational, and Technical programmes. This structure reinforces the Ministry’s commitment to aligning educational requirements with the specific skill demands of each academic field.

Policy Aimed at Expanding Access to Education

The Minister of Education, Dr. Tunji Alausa, described the reform as a deliberate effort to “expand access to tertiary education while ensuring that academic integrity and quality remain uncompromised.” According to him, the decision was influenced by continuous consultations with education stakeholders, examination bodies, and tertiary institutions across the country.

Dr. Alausa explained that the previous “one-size-fits-all” approach to entry requirements had, for years, hindered many talented students—particularly those with a passion for arts and cultural studies—from gaining admission due to their performance in Mathematics. The new guideline, he said, is designed to bridge this gap by ensuring that academic evaluation aligns with the intellectual needs of each discipline.

“The goal is not to dilute academic standards but to make our tertiary education system more inclusive and reflective of global best practices,” the Minister emphasized. “Every field of study requires its own specific competencies. Mathematics remains vital in science and technology disciplines, but for arts and humanities, other forms of reasoning and creativity should take precedence.”

Education analysts have largely welcomed the reform, describing it as a progressive step toward reducing systemic barriers that have long discouraged students from pursuing higher education. Many have also argued that the change aligns with international admission standards, where subject requirements are determined by the nature of the course rather than a blanket policy.

Implications for Students and Institutions

Experts predict that the policy will likely increase enrollment in Arts and Humanities programmes, especially in universities and colleges of education. The flexibility could also lead to a rise in applications from students who previously failed to meet the Mathematics requirement despite excelling in other subjects.

However, some educationists have cautioned that institutions must ensure proper implementation to prevent misinterpretation of the policy. They stress the importance of clear communication from both the Ministry and tertiary institutions to avoid confusion among admission seekers.

Furthermore, the reform may prompt review of curriculum frameworks in secondary schools and examination bodies such as the West African Examinations Council (WAEC) and the National Examinations Council (NECO) to ensure alignment with the new tertiary entry guidelines.

In essence, this policy shift by the Federal Ministry of Education represents a strategic modernization of Nigeria’s academic admission system—one that seeks to balance inclusivity with quality assurance. As the education sector continues to evolve, the reform underscores the government’s recognition that different academic fields require different competencies and that access to higher education should be shaped by relevance, not rigidity.