As the Federal Government pushes to fully transition WAEC and NECO examinations to Computer-Based Testing (CBT) by 2026, education stakeholders across Nigeria have raised serious concerns about the policy’s feasibility and the country’s digital preparedness.
The new policy, unveiled by the Minister of Education, mandates that all objective questions will be CBT-based from November 2025, with full computerisation—including essay and theory papers—by May/June 2026. The move is aimed at reducing examination malpractice and aligning Nigeria’s education system with global digital standards.
However, many education experts say the transition is premature and lacks the infrastructure to succeed.
A senior lecturer at Nnamdi Azikiwe University warned that the policy risks failure if implemented without proper groundwork. He likened it to the rushed rollout of Nigeria’s now-defunct 6-3-3-4 education system. He argued that declining academic performance and cut-off marks in national exams already signal a struggling system that may not withstand the shock of a nationwide digital overhaul.
He also questioned the logic of introducing CBT in public schools where basic infrastructure like electricity, internet, and computer labs remain absent. “CBT requires power, internet, and digital literacy—luxuries in many Nigerian schools,” he said.
Some private schools have begun asking parents to purchase laptops for students, but critics say shifting the burden to already struggling families only deepens inequality. A government school principal in Ebonyi State acknowledged that CBT might work for objective questions, but doubted its suitability for subjects involving diagrams, specimens, and essays. He added that rural parents cannot be expected to provide computers, as many do not even own smartphones.
There is also concern about how the system will work logistically. Unlike JAMB, which staggers exams over several days, WAEC and NECO exams are conducted simultaneously across the country. A principal in Lagos pointed out that the current CBT centres used for UTME lack the capacity to host WAEC’s far larger student population. “WAEC is not just for city schools,” he said. “Most centres cannot handle that volume.”
Security concerns are another sticking point. With students currently required to arrive at CBT centres as early as 6:30 a.m. for UTME exams, critics say this puts them at risk, especially in the face of growing insecurity across the country. The UNIZIK lecturer warned that forcing students to travel long distances before dawn could have dangerous consequences.
In response, some have suggested more localized solutions. A secondary school principal proposed that the government establish CBT centres in each local government area, with at least 500 computers per centre. This would allow schools to conduct exams closer to home and reduce overcrowding and travel time.
The experts also cast doubt on the idea that CBT alone will solve exam malpractice. They warned that computer-based platforms are not immune to cheating and can even introduce new forms of misconduct. Some students are known to switch tabs, use browsers, or receive external help during CBT exams. “Without supervision and discipline, technology alone can’t stop cheating,” one principal said.
There are also fears that syndicates who specialise in exam fraud may find new ways to exploit digital loopholes.
While the Ministry of Education views the policy as a leap toward modernising assessments, experts are calling for a more inclusive and phased approach. They stress the need to consider the wide disparities in digital access, infrastructure, and economic realities across the country.
Without addressing these fundamental challenges, they warn, the move toward full CBT could widen the education gap, exclude vulnerable students, and undermine the very goals it seeks to achieve.
