The impending 2026 mandate by WAEC (West African Examinations Council) and NECO (National Examinations Council) to fully implement Computer-Based Testing (CBT) has ignited concerns and discussions among Nigerian schools, communities, and stakeholders.
Nigeria, a key member state of WAEC, has stirred apprehension among students, secondary schools, and the general public with its directive for WAEC and NECO to transition to a complete Computer-Based Testing (CBT) format by 2026.
While CBT isn’t entirely new to Nigerian students, this full-scale adoption has sparked significant debate. The Nigerian Federal Government believes leveraging technology for all secondary school examinations is crucial to combat the persistent issue of examination malpractices plaguing the nation.
However, stakeholders wary of this rapid digital shift in secondary school assessment argue that under-resourced schools in rural Nigeria, often lacking internet connectivity, will face further marginalization. They are urging a reconsideration of this abrupt transition.
The Federal Government’s decision was officially announced by the Minister of Education, Dr. Tunji Alausa. He stated that starting November 2025, all objective questions for WAEC and NECO will be administered via CBT. Subsequently, from May/June 2026, WAEC and NECO will extend CBT to both objective and subjective (essay) papers, effectively moving the examinations from traditional pen-and-paper to computer platforms.
This transition necessitates significant investment in computers, internet infrastructure, and related resources across Nigeria to ensure successful CBT implementation.
Dr. Tunji Alausa emphasized that this move aims to curb examination malpractice and align Nigeria’s education system with international digital best practices.
Despite the government’s rationale, the widespread discussion among stakeholders has highlighted potential challenges. Feasibility, existing infrastructure deficits, digital literacy levels, and the overall preparedness of schools are common concerns raised in public and private forums. Education stakeholders suggest the Minister is accelerating a critical decision that will fundamentally reshape education and assessment in Nigeria.
The crucial question remains: will the government heed the concerns of critics and engage them as stakeholders to ensure a more effective implementation of this significant shift?
Dr. Felix Echekoba, a senior lecturer at Nnamdi Azikiwe University (UNIZIK), views the decision as rushed and detached from Nigeria’s realities on the ground.
“We are in too much of a hurry. This is exactly how the 6-3-3-4 education system collapsed — no proper groundwork was done before rollout,” he cautioned.
“Years ago, the JAMB cut-off mark was 200 and above. Today, we’re talking about 190 and in some cases even lower, and yet, many students still struggle to meet it. That alone should tell you something about the state of our education. Now you want to switch to CBT across the board without fixing the foundation?”
He fears that a failure to establish the necessary groundwork before implementation will lead to widespread failure of the CBT initiative. The lack of electricity, computers, and internet access in Nigeria’s remote villages is a major worry for those advocating for a more gradual approach. Schools in these areas often lack the basic facilities, and the proposed preparatory period is considered too short for a successful nationwide rollout of Computer-Based Testing (CBT) in 2026.
Dr. Echekoba reiterated his concerns that the CBT initiative could face the same fate as previous educational reforms if the government doesn’t lay a solid foundation beforehand.
“Most public schools in Nigeria don’t have electricity, internet, let alone computers or trained ICT staff. CBT requires power, internet, and digital literacy. These are still luxuries in many schools, especially outside the urban centres,” he concluded.