The National President of the Parents-Teachers Association of Nigeria (NAPTAN), Haruna Danjuma, has described the Federal Government’s plan to fully implement Computer-Based Testing (CBT) for WAEC and NECO exams by 2026 as unrealistic and impractical.
In April, the Minister of Education, Dr. Tunji Alausa, announced a phased plan to transition WAEC and NECO to CBT, starting with objective papers in November 2024 and fully including essay papers by May/June 2026.
Furthermore, Danjuma stressed that unless state governments invest significantly in school infrastructure, especially in functional solar-powered computer labs, the target cannot be achieved. He added that over 70% of students, particularly in rural areas, are not computer literate, and emphasized the need for trained computer instructors.
Efficiently, “It can only work if all 36 governors and the FCT Minister equip every senior secondary school with working computer labs and trained instructors,” he said. “Without this, the transition is impossible.”
Danjuma warned that rushing the transition without adequate preparation could widen the digital divide and further marginalize students from underserved communities.
Also reacting, Nnamdi Ochi, Secretary of the Education Rights Committee at the University of Ibadan, criticized the government’s announcement as “motion without movement.” He acknowledged the potential benefits of CBT but argued that the current state of education infrastructure is inadequate to support such a move.
“We support modernizing exams, but it must be matched with sincere investment in infrastructure. Many schools lack even basic facilities, with students still learning in dilapidated buildings,” Ochi stated.
He pointed to the example of JAMB, which still relies on privately-run computer centres over a decade after its own CBT rollout, leading to repeated technical and logistical challenges.
Ochi concluded that unless government investment in public education improves dramatically, the proposed 2026 CBT rollout will likely fail. He also called for more inclusive decision-making in education policy by involving students, parents, and teachers.
