Nigeria’s quest for an effective combination to drive its developmental goals appears distant when considering the recent assertion made by the Minister of Education, Dr Tunji Alausa, suggesting that the nation is inundated with graduates from social sciences programs.
At a ceremony held in Abuja for distributing certificates to 11 accredited universities, Alausa reached this conclusion.
He stated that under President Bola Tinubu’s administration, the aim for universities was to produce graduates capable of solving problems and contributing to national development.
‘Nigeria has more than enough social science graduates. What we need now are problem-solvers graduates with life skills who can drive industries, build infrastructure, and improve lives,’ he said.
Many people, nevertheless, contest the minister’s view, contending that Nigeria requires the mobilization of the nation’s human and material assets to foster progress.
In a statement issued in Abuja by Prof. Chike Okorocha, the president of the Nigerian Social Science Academy (SSAN), he characterized the minister’s comments as ‘a severe violation of the Universities Autonomy Act’ and cited them as evidence of ‘an anti-intellectual stance’ adopted by government representatives.
He stated: “The minister’s stance is not based on factual information. He remained quiet about the present quantity of social sciences graduates in the nation as well as the desired amount.”
The social sciences emerged as a result of efforts and deep reflection aimed at addressing the societal issues sparked by the Industrial Revolution, along with the American and French Revolutions, followed later by those arising from World Wars I and II. In the 21st century, these challenges have increased dramatically.
Currently, Nigeria finds itself grappling with issues such as widespread poverty, social and political marginalization, an economic decline, underdevelopment, and excessive reliance on certain sectors. The country also faces challenges from insurgencies, acts of terror, ethno-nationalistic movements, gender discrimination, societal inequalities, criminal activities, and violent incidents. Additionally, problems like illegal immigration, human trafficking, rapid urban overcrowding alongside rural deterioration, outdated farming practices, religious prejudices, pervasive insecurities, and overall instability persist among many other concerns.
The social sciences were established to address these challenges. In fact, the focus areas of both social sciences and humanities form the bedrock of societal progress. Consequently, we need an increase rather than a decrease in the number of social scientists. Without inquiries from social science and humanities exploring a country’s values, structures, political systems, and socioeconomic relationships, achieving sustainable development and security becomes impossible.
The minister’s remarks might align with the worldwide tendency of focusing entirely on STEM fields—science, technology, engineering, and mathematics—to strengthen national economies and improve daily living conditions for residents.
However, we at the Daily Trust think it’s important to avoid discarding everything when reforming an outdated system. While promoting scientific studies is essential for progress, we shouldn’t overlook the significance of social sciences in fostering national growth.
It is equally crucial to investigate the reason behind the overabundance of social science graduates and tackle this problem instead of simply brushing aside the concern.
A key factor is due to our failure in customizing these programs to address our workforce requirements. Numerous development strategies over the years have overlooked the nation’s necessity for advancements in science, technology, and social sciences to achieve our developmental goals.
Once more, across the years, we didn’t manage to revamp those courses to align with the evolving trends in the market by implementing curriculum changes that would integrate practical, digital, and entrepreneurial competencies.
We agree with the assertions of the SSAN as the minister has not only failed to justify the basis of his statement but also failed to give reasons why Nigeria does not need this crop of graduates any more.
Certainly, the minister’s comment opposes the recent choice made by the federal government to reinstate the instruction of history in our high schools.
We remember a comparable unverified statement made by a previous Minister of Labour, Dr. Chris Ngige, asserting that Nigeria possessed an adequate number of physicians to address the healthcare requirements of its populace.
The minister must recognize that global development models incorporate contributions from every sector of society, with decisions typically being informed by comprehensive research spanning various societal dimensions. It can be confidently stated that Nigeria has not adequately tackled fundamental problems like border conflicts and farmer-herder violence because we have lacked the ability to analyze these issues through a lens incorporating history and sociology.
The Daily Trust urges the federal and state authorities to undertake a comprehensive revision of our educational program so that it aligns with contemporary needs. It should ensure that students gain knowledge applicable within their communities upon graduation. Each subject should be structured to contribute effectively to societal development.
Initially, we should enhance vocational training in secondary schools. This move will help young people recognize the value of practical work and equip them with the ability to implement their learning in real-world scenarios.
At every level of governance, it is essential to create avenues for new graduates—whether they choose to serve within governmental organizations or venture into independent careers. This approach will ensure that we have sociologists capable of addressing societal issues across both public and private domains.
Nigeria should develop methods to harness the skills of all its inhabitants.
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