The West African Examinations Council (WAEC) has given firm assurance that the forthcoming Computer-Based West African Senior School Certificate Examination (CB-WASSCE) will be accessible to students in every part of Nigeria, regardless of location.
The examination body emphasised that when the new model is fully implemented in 2026, no candidate will be left out or disenfranchised due to inadequate access to technology or infrastructure.
It maintains that deliberate measures are being put in place to ensure inclusivity, so that candidates from rural and underserved communities will have the same opportunities as those in urban centres.
Head of the WAEC National Office, Dr. Amos Dangut, assured on Tuesday in Abuja during a sensitisation session organised for members of the National Assembly Committees on Education. The engagement aimed to inform lawmakers about the modalities of the CB-WASSCE and to seek their support in tackling potential challenges from its implementation.
According to Dr. Dangut, WAEC has already commenced the gradual introduction of computer-based testing, initially with certain subjects, starting with objective questions, before expanding the scope to include both theory and practical components. He explained that this phased approach would allow schools, teachers, and students to adjust to the new system while also giving WAEC the opportunity to identify and resolve any technical or infrastructural bottlenecks.
He further revealed that extensive consultations are ongoing with state governments, school proprietors, and education stakeholders to ensure that adequate CBT centres are established across the country.
WAEC, he said, is also working closely with the Ministry of Education and relevant agencies to ensure a stable electricity supply, provision of internet facilities, and training of personnel who will manage the centres during examinations.
Dr. Dangut reassured lawmakers that the Council is committed to equity and fairness, stressing that candidates in rural areas would not be left behind. He noted that WAEC is mapping out centres in each local government area to minimise the distance students will have to travel, thereby reducing cost burdens on parents and guardians.
He added that the transition to CB-WASSCE is not only in line with global examination practices but also necessary to strengthen the credibility, transparency, and security of the assessment process. He said that with the use of technology, issues such as examination malpractice, logistical delays, and result processing challenges would be significantly minimised.
The WAEC boss urged lawmakers to lend their full support to the initiative by ensuring that budgetary provisions and oversight mechanisms are in place to fast-track the infrastructural development required for smooth implementation.
In their separate interventions, members of the National Assembly who took turns to speak during the session commended the initiative of introducing Computer-Based Testing (CBT) into the nation’s education system, stressing that the adoption of digital tools in examinations is a welcome development and in line with global best practices.
However, they expressed strong reservations about the uneven access to technology across the country and the persistent problem of inadequate infrastructure, which, if not addressed, could undermine the success of the programme.
They proposed that the CBT model should not be implemented for WASSCE immediately. Instead, they suggested that it should be piloted first in urban centres and cities where basic facilities such as electricity, internet connectivity, and reliable computer access are more readily available.
They cautioned that extending the programme immediately to rural areas that lack power supply and technological infrastructure might expose the process to major setbacks and disenfranchise students.
The member representing Yenagoa/Kolokuma/Opokuma Federal Constituency of Bayelsa State, Hon. Oboku Oforji, stressed the need for proper groundwork before implementation. He specifically called for the establishment of at least one fully functional CBT centre in each of the country’s 774 local government areas.
According to him, such centres would ensure inclusivity, bridge the digital divide, and give students in rural and underserved areas the same opportunities as their urban counterparts.
Hon. Oforji also disclosed that the Minister of Education, Dr. Tunji Alausa, has been scheduled to appear before the House of Representatives Committee on Basic Education. He said the minister is expected to provide detailed explanations on how the programme will be implemented, including the steps being taken to address infrastructural deficiencies and ensure fairness in access.
The session drew further support from other legislators. The Vice Chairman of the Senate Committee on Education (Basic and Secondary), Senator Ekong Sampson, aligned with the call for a phased implementation strategy, noting that a rushed nationwide adoption could create more problems than it solves.
Also, Senator Victor Umeh emphasised the importance of fairness and warned that students from rural backgrounds should not be disadvantaged by a lack of access to digital resources.
Similarly, Hon. Awaj-inombek Abiante added his voice, stressing that adequate funding, capacity building for teachers, and public awareness campaigns must form part of the framework before the CBT system is fully entrenched.
Senator Umeh said, “There will be a national outcry across the country over the exam. People who have completed secondary education are assumed to be knowledgeable enough to take it. They go and answer questions on the computer, and then a result is produced. If there’s a glitch, Nigeria must be very careful. Whatever we want to do, we must prepare adequately to ensure the application delivers a positive outcome. Considering the large number of our children who will sit for the exam—more than those taking JAMB—those proposing this policy should seriously consider these issues. We must ensure our students are well-prepared. Teachers should prepare students to be ready for the exam so they are not disenfranchised after being taught, especially if they are not computer literate.
“But If you give them the opportunity to combine the old order with the new one, those who are not sufficiently literate in computer skills can choose to take their exams in the traditional way. They will see the grades, but the work will be reduced for the marking”.
Collectively, the lawmakers emphasised that while embracing technology in education is necessary and inevitable, its introduction must be carefully planned and inclusively implemented to avoid widening the gap between students in urban and rural communities.
In his address, Education Minister, Dr Tunji Alausa, reiterated that the Ministry is committed to delivering a seamless and inclusive Computer-Based Examination system by 2026, assuring parents, teachers, and students that “no child will be left behind in this digital transition.”
National President of the All Nigeria Confederation of Principals of Public Schools (ANCOPPS), Muhammad Musa, as well as the National President of the National Association of Proprietors of Private Schools (NAPPS), Dr. Samira Jibir, expressed their support for the initiative.
