The National President of the Parents-Teachers Association of Nigeria (NAPTAN), Haruna Danjuma, has described the Federal Government’s 2026 deadline for a full transition to Computer-Based Testing (CBT) in the West African Examinations Council (WAEC) and National Examinations Council (NECO) assessments as unrealistic and impractical.
Danjuma’s position follows an April directive by the Minister of State for Education, Dr. Tunji Alausa, mandating WAEC and NECO to begin implementing CBT from November 2024 with objective papers, ahead of full rollout—including essay sections—by 2026.
Speaking with DIP Connects Online News, Danjuma argued that unless urgent investments are made in infrastructure by state governments, the plan cannot be achieved. He noted that many secondary schools, particularly in rural areas, lack the necessary computer laboratories, reliable power supply, and qualified computer instructors.
“It can only be practicable if the 36 state governors and the FCT Minister provide all senior secondary schools with functional computer laboratories powered by solar energy. They must also provide computer instructors to train the students,” Danjuma said.
He warned that with over 70 percent of students—especially those in underserved communities—lacking basic computer literacy, failure to bridge the digital divide could marginalise many learners and threaten the credibility of national examinations.
Similarly, Nnamdi Ochi, Secretary of the Education Rights Committee, University of Ibadan, described the mandate as another case of “motion without movement.” In a statement, Ochi said that while CBT has potential benefits for exam administration, Nigeria’s current education infrastructure is woefully inadequate.
“Public education in Nigeria has continued to deteriorate. Many public secondary schools lack classrooms, and students still learn under trees or in dilapidated buildings without proper facilities,” he said.
Ochi referenced the Joint Admissions and Matriculation Board (JAMB), which, more than a decade after transitioning to CBT, still relies heavily on privately-owned centres, resulting in recurring technical and logistical issues.
He stated that replicating this model for WAEC and NECO, without adequate preparation, will worsen the challenges students face.
“To genuinely reform the examination system, the government must first revitalise public education by investing in infrastructure, teacher training, and access,” Ochi said, adding that meaningful reforms must also include active involvement of students, parents, and educators in policy-making processes.
ADEOLA KUNLE
