Non-Academic Staff Union of Educational and Associated Institutions (NASU), Congress of University Academics (CONUA), and the National Parent Teacher Association of Nigeria (NAPTAN) have cautioned the Federal Government against any move to scrap what it described as “irrelevant” courses in Nigerian universities.
The groups said such a policy, if implemented, would be counterproductive and could undermine the country’s broader educational and developmental goals.
Speaking in separate reactions on Monday, the unions and stakeholders stressed that no academic discipline should be dismissed as irrelevant, noting that every course plays a role in national development, innovation, and cultural preservation.
They argued that the focus of government should instead be on improving the quality, funding, and relevance of all courses through curriculum updates and stronger industry linkages.
NASU said universities are designed to provide diverse knowledge systems and critical thinking skills, warning that narrowing academic offerings based on perceived market trends could weaken the education system.
Similarly, CONUA maintained that universities must remain centres of universal learning, where disciplines across the sciences, arts, and humanities coexist to drive holistic development.
NAPTAN, representing parents and education stakeholders, expressed concern that scrapping courses could limit students’ choices and disrupt career paths, urging the government to prioritise reforms that enhance employability rather than eliminate programmes.
The groups also called for wider consultation with stakeholders before any major policy decision affecting tertiary education is taken.
They emphasised the need for sustained investment in infrastructure, research, and staff development, noting that strengthening existing programmes would yield better outcomes than abolishing courses.
The reactions come amid ongoing discussions by the Federal Government on restructuring Nigeria’s higher education curriculum to better align with labour market demands and global trends.
Stakeholders say while reforms are necessary, they must be inclusive, evidence-based, and mindful of the long-term implications for the country’s education system.
