Second, is to push against the claim by professional economists in Nigeria and Africa that the government has no business in doing business. I show how this statement has created weak and if you like, infantile governments at the national, state and local government levels in Nigeria. Let us start with the first issue.
One, most of the faculty with extensive years of teaching and research experience on specific subjects has expressed displeasure over their exclusion from the inception process of arriving at the 70 per cent. Some have even made claims that the so-called subject experts contracted by the NUC have neither competence nor experience to engage in such sensitive activity. Two, there are also quite widespread concerns about the displacement of courses or outright misalignment in a few instances.
That is just to cite an instance in the Social Sciences that I am a bit more familiar with. Three, and this is personal to me, there are cases of erasure or mutilation at best. For instance, I teach two courses in the third- and fourth-year on History of Economic Thought. The initial version of the CCMAS I encountered completely omitted any undergraduate courses in HET.
This is a potentially problematic route to travel on as the history of any discipline offers the compass with which to navigate and continuously engage in the renegotiations of the fundamentals of the discipline. It is equally important to historicise ideas in order to take vital lessons from the past and also avoid repeating mistakes from that same past.