CONSEQUENCES OF WAIVING MATHEMATICS AS REQUIREMENT FOR ADMISSION INTO ARTS’ PROGRAMMES IN NIGERIA’S TERTIARY EDUCATION SYSTEM

Abstract

This exploratory study examines the consequences of waiving Mathematics as a mandatory admission requirement for Arts and Humanities programmes in Nigeria’s tertiary education system. The policy, introduced to enhance access and align entry criteria with discipline relevance, marks a significant shift from traditional standards across Africa. Drawing on recent policy analyses and comparative literature, the study investigates implications for students’ quantitative competence, curriculum design, and institutional quality assurance. Findings suggest that while the reform promotes inclusivity and may increase enrolment, it raises critical concerns regarding students’ analytical preparedness, cross-disciplinary learning, and labour-market readiness. Comparative evidence from Ghana, Kenya, and South Africa indicates that Mathematics remains foundational to academic rigour and employability. The paper concludes that Nigeria’s reform requires deliberate curricular restructuring, remedial support, and continuous professional development for educators to sustain educational quality while expanding access