The recent adjustment to the national admission guidelines for tertiary institutions has drawn varied reactions from teachers and education officers. While the policy has been introduced to expand opportunities for admission, educators believe that its success depends on how it is communicated and implemented at the school level. They said schools should strengthen counselling units and ensure that students understand the true purpose of the change. For them, mathematics remains a subject that every learner must continue to take seriously, not because it is required for admission, but because it is required for life.

On October 20, the Federal Government announced a revision to the admission process; the policy states that while Mathematics remains compulsory for every secondary school student to write in the Senior School Certificate Examination, candidates applying to arts and humanities programmes are no longer required to obtain a credit pass in the subject before they can be considered for university admission.

The Federal Ministry of Education introduced the review to make access to higher education more flexible for candidates who are strong in the arts but struggle with mathematics. However, many educators believe that the decision could create confusion among students if schools do not provide adequate counselling to explain what the policy really means.

The Vice Principal of Community High School, Wasinmi, Maryland, Lagos, Mr. Abel Onigbinde, described mathematics as a subject whose relevance cannot be over-emphasised.

He said the policy, if not properly managed, could affect the attitude of students towards learning. According to him, many of them now assume that mathematics has been removed completely from their subjects of study.

He warned that many students were celebrating what they believed was freedom from the subject, “we told the students that it is not official yet and Mathematics is important regardless.” Onigbinde explained that mathematics contributes to reasoning, accuracy and logical thinking, and that these abilities are important in every field of study.

He said treating the subject as less important could weaken the seriousness of students in other subjects and might also encourage the growing belief among some young people that education no longer guarantees success.

He urged policymakers to involve classroom teachers whenever such changes are introduced, since teachers understand students’ behaviour and reactions better than anyone else.

Onigbinde also advised that Mathematics should continue to be taken seriously by Arts students to strengthen their reasoning capacity and prepare them for future opportunities. He said that even if the policy reduces the need for a credit pass, it should not reduce the effort that students put into learning the subject.

A mathematics teacher and education officer at Community Senior High School, Wasinmi, Maryland, Lagos, Mr. Peter Ayanwola, also maintained that mathematics should be treated as a core subject by all students, regardless of their discipline. He said the subject forms part of everyday life and decision-making, and its usefulness goes beyond the classroom and should not be taken lightly by O-level students.

According to him, teachers have an important role to play in helping students maintain interest in the subject. He said when teachers are encouraging and approachable; students become more confident and develop a better attitude towards learning. He advised teachers to continue to motivate students and ensure that they do not interpret the policy as an excuse to ignore mathematics completely.

Mr. Tajudeen Omotosho, a retired principal and educationist, emphasised that the subject remains a living one that every student needs. He said beyond the issue of admission, a basic knowledge of mathematics is essential for personal and professional development. He insists the subject builds precision, order and discipline, which are useful in any career path.

Omotosho said that even those in the humanities use mathematics in many ways, including financial management, budgeting and planning. He added that the ability to be accurate and exact in thought and action is largely influenced by mathematical training.

He pointed out that some of the country’s political and administrative processes, such as the preparation of budgets or the design of parliamentary seating arrangements, depend on mathematical reasoning.

He advised that arts students should still take mathematics seriously because the policy could be reversed at any time, and those who ignore the subject now might find themselves at a disadvantage later.

The three educators share a common concern that students could misinterpret the policy unless they receive proper counselling. They said that many students may think that the subject has been completely removed from the curriculum, when in fact, it remains compulsory to sit for in the examination.

Counsellors, teachers and parents therefore need to provide clear explanations to prevent misconceptions.They also stressed that a lack of guidance could lead to poor subject choices and limited academic options. A student who drops interest in mathematics because it is no longer a requirement for arts courses may later want to study a course where the subject is still needed. Proper counselling will help such students make decisions that keep their future choices open.

The educators also believe that counselling should emphasise the broader benefits of mathematics, including logical reasoning, decision-making and problem-solving skills. These, they said, are necessary in every discipline, including the arts. Students need to understand that the policy does not make Mathematics irrelevant, but only removes the demand for a credit pass in specific courses.

They further advised that counselling should involve regular discussions at school assemblies, classroom talks and meetings with parents. By doing so, schools can prevent students from developing a careless attitude towards the subject. The teachers said mathematics should continue to be encouraged as a foundation for understanding other subjects and for everyday problem-solving.