Public Outcry as WAEC Introduces Controversial New Subject Combinations for 2026 Exam
The West African Examinations Council (WAEC) has come under intense criticism following the release of its new subject combinations for the 2026 West African Senior School Certificate Examination (WASSCE).
The revised structure, which appears to redefine the boundaries between academic disciplines, has been widely described by stakeholders as hasty, confusing and unfair to students who have already begun preparations for their final exams. Under the new arrangement, students in the Science and Humanities departments are reportedly barred from offering Economics, a subject traditionally available across various disciplines.
According to WAEC’s updated list, only students in the Business category will now be permitted to take the subject, a move that many have described as both “illogical” and “restrictive.”
Critics argue that this change defies the long-standing flexibility that allowed students to combine subjects across disciplines in ways that reflected their career aspirations. For example, Science students who take Economics to pursue courses such as Agricultural Economics or Environmental Management may now find themselves ineligible to sit for the subject.
Education experts, teachers and parents have expressed concern over the timing and execution of the new policy. With less than a year to the 2026 examination, many believe WAEC’s decision will disrupt students’ learning plans and place them under unnecessary pressure.
“Reforms like this should be gradual and well-communicated,” one education analyst noted. “What WAEC has done feels abrupt and inconsiderate. There was no consultation, no public engagement and no clear transition plan.”
Beyond secondary education, the policy could also have a ripple effect on university admissions. Several Nigerian universities require Economics as a prerequisite for a wide range of degree programmes, including Geography, Political Science, Sociology and hybrid disciplines that bridge the sciences and social sciences.
The new restriction, therefore, risks disqualifying many students who have spent years preparing with such combinations in mind.
Observers have called on the Federal Ministry of Education to step in and address the growing confusion. They argue that WAEC’s primary responsibility is to assess students, not to redesign or limit their curriculum choices.
“WAEC should not act as a policymaker,” another commentator said. “Its role is to test what students have been taught, not to dictate what they can learn. This overreach into curriculum reform is concerning.”
While many agree that education reforms are necessary to align with global standards, they insist that such reforms must be student-centered, inclusive and evidence-based. The current restructuring, they argue, fails to meet those standards.
“The new subject combination is neither flexible nor fair,” said a school principal in Lagos. “Education should expand opportunities, not close them off. This move feels like an educational injustice.”
Stakeholders are urging WAEC to suspend the implementation of the new policy and return to the drawing board. They recommend that the Council engage widely with teachers, parents, school administrators and policymakers before introducing any future changes.
In particular, educationists emphasize the need for alignment with the National Universities Commission (NUC) to ensure that examination subject structures remain consistent with university admission requirements.
Conclusion
Nigerian students deserve an education system that supports their dreams, not one that limits their choices. WAEC’s new subject combination has, for now, raised more questions than answers. Until a thorough review and consultation take place, stakeholders insist the policy should be put on hold.
Education, after all, should build bridges — not barriers.
By Hamzat Omolade
