The attention of the leadership of the Nigeria Democratic Congress (NDC), Lagos State Chapter, has been drawn to a misleading and malicious publication currently circulating online under the title: “A Call For An Immediate Vote of No Confidence on the Failed Leadership of NDC Lagos.” Ordinarily, the party would not dignify baseless propaganda and politically motivated attacks with a response. However, in the interest of our members, aspirants, supporters, and the general public, it has become necessary to set the record straight and correct the false narratives deliberately being spread to create confusion and disunity within the party. First, we categorically reject the false allegations of extortion, exploitation, and coercion against the leadership of NDC Lagos State. At no point were aspirants forced or compelled to make any unofficial payments. The only approved payments made by aspirants were the officially recognized screening fees as directed and approved by the National ...
The debate over whether some university courses should be scrapped in Nigeria deserves more depth than emotional reactions or sweeping conclusions.
On one side, the Federal Government appears driven by a practical concern: employability. In an era shaped by artificial intelligence, digital economies, data science, renewable energy, and global competitiveness, policymakers argue that universities must produce graduates whose skills match labour market demands. The concern is not entirely misplaced. Nigeria faces a rising unemployment challenge, and there is increasing pressure on institutions to justify the relevance of programmes in relation to economic realities.
Yet, the counterargument by ASUU also raises legitimate concerns. Universities are not designed merely to serve immediate labour market needs; they are institutions for building knowledge, culture, ethics, identity, and critical thinking. A nation cannot thrive on technical competence alone while neglecting disciplines that shape reasoning, communication, history, leadership, and social cohesion.
Perhaps the real question is not whether some courses are irrelevant, but whether some curricula have become outdated.
A degree in philosophy, religious studies, history, or linguistics may appear less commercially attractive on the surface, but when integrated with digital skills, research, communication, policy, innovation, and entrepreneurship, such programmes can become highly valuable. Likewise, science and technology courses must also evolve beyond theory into practical problem-solving.
Globally, many countries are not necessarily scrapping traditional disciplines; rather, they are redesigning them to fit modern realities. Interdisciplinary learning is becoming the norm — where students combine core academic knowledge with technology, innovation, and employability skills.
In the Nigerian context, a balanced approach may be wiser than an outright removal of courses. Reforming programmes, updating curricula, strengthening industry partnerships, and encouraging practical learning may achieve more sustainable outcomes than abolishing disciplines outright.
The future of university education should not be a battle between “important” and “unimportant” courses, but a conversation about relevance, adaptability, and national development.
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