Nigeria’s Urgent Need for Social Science Graduates: An International Perspective

Nigeria’s quest for an effective combination to drive its developmental initiatives appears distant, particularly 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 leadership, the aim for universities is to cultivate graduates capable of solving problems and contributing significantly 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, nonetheless, do not agree with the minister, contending that what Nigeria requires is the mobilization of the nation’s human and material assets to drive progress and development.

In a statement issued in Abuja by Professor 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 labeled them as evidence of ‘anti-intellectualism’ demonstrated by government representatives.

He stated: “The minister’s stance is not based on factual information. He remained quiet regarding the present quantity of social sciences graduates within the nation and the desired amount.”

The social sciences emerged as a result of efforts and deep reflection aimed at addressing the societal issues triggered 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 grown exponentially.

Currently, Nigeria faces numerous challenges including widespread poverty, social and political marginalization, an economic slump, underdevelopment, and burdensome dependence. The country also grapples with insurgency, terrorism, ethnic separatism, gender discrimination, and social inequity. Additionally, it struggles with criminal activities such as crime and delinquency, violence, illegal immigration, and human trafficking. Other issues include rapid urbanization coupled with rural deterioration, outdated farming practices, religious prejudice, pervasive insecurity, and overall instability, amongst other problems.

‘The social sciences were created to tackle these difficulties. Indeed, the subject matter of the social sciences and humanities are the foundation of societal development. We therefore require more social scientists, not less. A nation that has no social scientific and humanistic enquiries into its values, structures, political and socio-economic relations cannot achieve sustainable development and security.’

The minister’s comments might align with the worldwide tendency of focusing entirely on STEM subjects—science, technology, engineering, and mathematics—to strengthen economies and improve daily living conditions for residents.

However, we at the Daily Trust think it’s important to avoid discarding valuable aspects along with less desirable ones. While we strive to advance scientific education, we shouldn’t overlook the significance of social sciences for national progress.

It is equally crucial to investigate the reason behind the oversaturation of social science graduates and tackle this problem instead of simply brushing it aside.

A key factor is due to our failure to customize these programs according to our workforce requirements. Many years of development strategies have overlooked the nation’s need for advancements in science, technology, and social sciences to address 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 concur with the points raised by the SSAN since the minister has neither justified the reasoning behind his statement nor provided explanations for why Nigeria no longer requires this batch of graduates.

Certainly, the minister’s remarks oppose the recent choice made by the federal authority to reinstigate the instruction of history in our high schools.

We remember a comparable unverified statement made by a previous Minister of Labour, Dr. Chris Ngige, claiming that Nigeria possessed an adequate number of physicians to address the healthcare requirements of its population.

The minister must recognize that global development models incorporate contributions from every sector of society, with decisions typically informed by comprehensive research spanning various societal dimensions. It’s clear that Nigeria hasn’t tackled fundamental problems like border conflicts and farmer-herder violence because we haven’t effectively utilized historical and sociological insights when addressing these matters.

The Daily Trust urges the federal and state authorities to undertake a comprehensive review of our education system so that it aligns with contemporary needs. It should ensure that students acquire knowledge applicable within their societal contexts upon graduation. Each course ought to be structured multifunctionally to positively influence society.

Initially, we should enhance vocational training in secondary schools. This move will help young people understand the importance 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 employment within governmental bodies or decide to venture into self-employment. This approach will ensure that we have sociologists capable of addressing societal issues across both public and private domains.

Nigeria should develop methods to utilize the skills of all its inhabitants.

Provided by SyndiGate Media Inc.
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