Fresh controversy has followed comments by Education Minister Dr. Tunji Alausa, who warned that students studying social science courses face bleak job prospects. Critics say the claim oversimplifies a wider employment crisis affecting graduates across all disciplines.
Speaking at the ‘Renewed Hope Conversations, UniAbuja Edition’, Alausa told University of Abuja students: “We are training you not to be job seekers but entrepreneurs. A lot of you doing social science courses, with all due respect to you, there are not going to be jobs for you in the future.”
The Minister, a medical doctor-turned-politician, added that the Federal Government plans to phase out some academic programmes with “limited employment prospects” to align education with labour market demands.
“Don’t take NELFUND loan that you know will not make it. We are phasing out some of these courses. I am talking with Vice-Chancellors, Rectors and Provosts. We will phase out some of these courses that were deceiving you,” he said.
The remarks drew swift pushback from academics, policy analysts and labour experts. They point to National Bureau of Statistics data showing Nigerians with post-secondary education recorded unemployment rates of 7.8–8% in 2023, above the national average. Underemployment is widespread, with over 90% of jobs in the informal sector. Many graduates from both STEM and non-STEM fields work outside their areas of training.
Reports estimate that of 600,000+ students who graduate from tertiary institutions yearly, only 10–30% secure formal employment within their first year. Analysts say the core issue is not producing “wrong graduates” but a shortage of quality jobs.
The debate comes as education funding rises in nominal terms. The Guardian reports Nigeria’s education budget grew from N1.54 trillion in 2023 to N3.52 trillion in 2025, a 128.6% increase. Yet capital expenditure for labs, classrooms and research fell by 18.1% in 2025 despite rising enrolment. Experts warn the shift to recurrent spending weakens infrastructure needed to produce job-ready graduates, including in technical fields.
Education spending remains below UNESCO’s recommended 15–20% benchmark, accounting for less than 10% of the national budget in recent years.
Global demand for social science skills
Global labour data contrasts with the Minister’s position.
The World Economic Forum consistently ranks analytical thinking, communication, creativity, and problem-solving — skills tied to social science training — among the most in-demand. In Nigeria, job platforms show growing demand in consulting, development, finance, policy, media and digital services, where social science graduates play central roles.
This is not Alausa’s first such comment. At last month’s launch of the Entrepreneurship, Innovation and Business Incubation Certification and Student Venture Capital Grant, N2.25 billion went to 45 student-led ventures in STEM and medicine, with social sciences and humanities notably absent.
Prof. Majority Oji, Dean, Communication and Media Studies, Delta State University, Abraka, said the future of work favours critical thinking, adaptability, and communication.
“While STEM fields equip us with tools for innovation, they often fall short in elucidating how these innovations impact societies. Sociology, psychology, economics, and political science provide vital insights into human behaviour and institutional dynamics,” he said.
Michael Adaramoye ‘Lenin’, National Mobilisation Officer, Education Rights Campaign, called the remarks worrisome.
“There are no useless courses. What we have is a weak economy that cannot absorb its skilled population. A Minister of Education holding this anti-intellectual bias calls for serious concern,” he said.
Public affairs analyst Ifeanyi Nwoko described the claim that social science courses lack market relevance as a “hasty generalisation,” noting graduates play key roles in public policy, development, finance, and tech regulation.
However, the National Association of Nigerian Students backed the minister. NANS PRO Samson Adeyemi said social science courses are often seen as less rigorous than STEM, and the minister’s comments reflect “practical reality rather than discrimination.” He urged Alausa to be more cautious with statements given his office.
Analysts argue that heavy enrolment in social sciences is often driven by limited capacity in STEM programmes, not lack of interest. They urged stronger industry-education linkages and curriculum reform across all sectors, warning that dismissing entire fields could deepen bias against non-STEM disciplines.
